M.Ed. (Educational Psychology) / To improve teacher-parent partnerships, continuous communication between all individuals is essential. The most effective form of communication between parents and a teacher is the parent feedback meeting. Therefore, this study aims to understand the content and organisation of Trans-Disciplinary Team parent feedback conversations and its influence on the process of collaboration. This study was motivated due to the need to better understand Trans-Disciplinary Team parent feedback conversations. It also aims to contribute to the gap in literature, as it is essential that teachers, therapists and psychologists understand these interactions and the role it plays in collaboration in attempt to effectively address barriers to learning within a LSEN school context. As this is the study of the interactions of a Trans-Disciplinary Team parent feedback conversation, it follows an interpretivist qualitative paradigm within an ethnomethodological research design. This enabled me to provide a detailed report and discussion on data that was captured within its natural setting. It also provided insight into the social nature of the activity and ultimately into the actions of the participants. Data was collected through a video-recoding of an annual Transdisciplinary Team parent feedback conversation. A verbatim transcription of this recording was analysed. Content Analysis provided an extensive analysis of the transcription to identify the conversational topics of discussion. Conversation Analysis provided a more in-depth analysis of the participants‘ conversational interactions.

The purpose of this study was to investigate the use of verbal communication and vocal performance during university-level applied studio voice lessons. Specific emphasis lay on the relationship between verbal communication, vocal performance, and instructional segments as defined by technical and song literature vocal repertoire.

Thesis (M. Tech.) -- Central University of Technology, Free State, 2007

Text in Afrikaans / In hierdie verhandeling is bepaal dat kommunikasie 'n beduidende rol in klaskamerbestuur binne technikonverband vervul. Aan die hand van 'n driepoot-klaskamerbestuursmodel is aangetoon dat 'n aangename klasatmosfeer 'n voorvereiste vir effektiewe beroeps- of loopbaangerigte onderwys is. In die model is daar hoofsaaklik op die rol van kommunikasie in die fisiese, psigologiese en sosiale bestuursareas gekonsentreer. Ten opsigte van die fisiese bestuursarea is die fisiese klasruimte, sowel as die benutting en bestuur daarvan ter bevordering van 'n gunstige leerklimaat, belig. In die psigologiese bestuursarea is veral gefokus op die bevrediging van die student se behoeftes, selfbeeld en 'n dosent se andragogiese kommunikatiewe handelinge. Met betrekking tot die sosiale bestuursarea is bevind dat kommunikatiewe handelinge wat verhoudingstigting bevorder, ook bevorderlik is vir 'n aangename klasatmosfeer. In die hele proses is kommunikasie die bindende kontinue bestuursfunksie, as't ware die vuur wat die hele driepoot-klaskamerbestuursmodel aan die gang sit en in stand hou. / In this dissertation it has been determined that communication fulfils a significant role in classroom management at technikons. A tripod classroom management model has been employed to indicate that a pleasant classroom atmosphere is a prerequisite for effective vocational or career orientated teaching. Particular emphasis has been placed on the role of communication in the physical, psychological and social management areas. The physical management area refers to the physical classroom space, its utilization and management in creating a favourable climate for learning. In the psychological management area attention is focused on meeting the student's needs, his self-image and the teacher's andragogical communicative actions. The communicative actions found in the social management area promote relationships which are also conducive to a favourable classroom climate. In this whole process communication is the binding management activity which ignites the flame and maintains the impetus in the management function of the tripod classroom management model. / Educational Leadership and Management / M. Ed. (Onderwysbestuur)

The purpose of this study was to investigate the oral participation of freshman International Students (ISs) in college content classes. The research questions were: (i) how much do ISs speak in different academic situations; (ii) what discourse moves do ISs make, especially initiation moves; and (iii) what are the exchange patterns into which IS discourse moves are organized. The naturally occurring discourse of eight freshman undergraduate ISs studying in a variety of fields was tape-recorded in four academic situations (lectures, laboratory sessions, freshman composition classes, and student/teacher writing conferences). Analysis of the transcripts showed that the amount of IS talk varied across the four situations, and among the eight students. The frequency of student moves also varied among the students and across situations, with student questions the most frequent move in lectures, student offer moves in labs, offered responses in composition classes, and nominated responses in conferences. The most frequent exchange patterns in lectures, labs and conferences were 2-part exchanges, but the 3-part exchange was the most frequent in composition classes. Longer exchange patterns also varied across the situations. The findings contribute to studies in SLA, Interlanguage variation, discourse and interaction analysis. There are also implications for the teaching of English for Academic and Specific Purposes.

D.Ed. (Educational Psychology) / Please refer to full text to view abstract

A research report submitted to the Faculty of Science, in partial fulfilment of the requirements for the degree of Master of Science, University of the Witwatersrand, Johannesburg, August 2014. / The science teacher’s language, in the science classroom, has become a new language built with familiar Language of Learning and Teaching (LOLT) words, in this case English. This research study investigated the learners’ ideas and understanding of simple everyday words when used in the physics classroom. The study focused on bringing to light the existence of the problem of contextual meanings of everyday words in the physics classroom language. The participants in this study were mainly English second language learners and educators from 5 high schools in the city of Johannesburg, South Africa, selected on the basis of their accessibility and socio-economic backgrounds. These consisted of 105 high school learner participants of physical science, (84 grade 11 learners and 21 grade 12 learners) and 5 physical science teacher participants (one from each school). The methods of data collection used were the questionnaire and the interview. The questionnaire items were developed using simple everyday words to test the learners’ understanding of every words when used in a physics context. The learners were interviewed soon after the questionnaire was marked. The respective physical science teachers were also interviewed to further probe on their learners’ answers. The findings in this study suggest that the learners have difficulties with the contextual meanings of everyday words when used in the physics classroom. The types of difficulties included learners assuming that certain words they meet in everyday life situations still carried the same meanings when they are used in physics contexts. The sources of the difficulties were that the learners thought they understood the science classroom language and the teachers also assumed that their learners understood this language. The findings also showed that the educators fail to notice that what seems clear and simple to them may be difficult and vague to their learners.

Leaders often manage both chaos and diversity. We can improve our leadership effectiveness by better understanding our motives and behaviors, and those of our followers. A potential tool for leadership development is the Instinctual Variant Questionnaire (IVQ). Based on Enneagram theory (pronounced “ANY-a-gram”), this online instrument is designed to assist users in identifying how three behavioral drives, or variants, may be helping or hindering their dispositions. Each reside in us, but one typically dominates, one supports, and one tends to impede our behaviors and motives. Through an understanding of one’s variants and order of preference, it is possible to increase self-awareness of our motives and behaviors. While the IVQ proposes to measure one’s preferred order of variants, no formal test of reliability and/or validity was found published prior to this study. The purpose of this study was to test the reliability and criterion-related validity of the IVQ. Reliability was tested using Cronbach’s alpha.Results indicated alpha values between .82 and .85 for the three variants measured,suggesting internal reliability.Validity was tested using data collected from a 120-person sample. The instrument’s results were compared to self-reported primary variant types obtained from those who had a high confidence level in accurately identifying their most dominant type. The IVQ was found to be a strong predictor of the three self-reported variant types. Three binary logistic regression models were run. Omnibus tests were significant for all three models at the p < .001 level (self-preservation chi-square statistic = 82.57, social chi-square statistic = 56.47, and sexual chi-square statistic = 51.77). A multinomial regression model, using self-reported dominant types as the dependent variable and IVQ scores as the independent variable, confirmed predictability of the IVQ. When z-scores were obtained based on the classification hit-rates from all four independent models, classification accuracy was found to be a significant improvement over guessing. Further analysis also suggested age, gender, marital status, education level, or number of years spent studying the Enneagram do not factor into IVQ results. Support for the IVQ to beused as a tool by leaders to better understand themselves and their followers is presented. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2014. / FAU Electronic Theses and Dissertations Collection

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