Thesis (Ph. D.)--Washington State University, August 2006. / Includes bibliographical references (p. 136-152).

Thesis (Ph. D.)--Illinois State University, 1994. / Title from title page screen, viewed April 7, 2006. Dissertation Committee: Larry D. Kennedy, John R. McCarthy (co-chairs), Ronald Halinski, George Padavil. Includes bibliographical references (leaves 109-120) and abstract. Also available in print.

Thesis (M.Ed.(Curriculum Studies))--University of Pretoria, 2006. / Abstract in English. Includes bibliographical references. Available on the Internet via the World Wide Web.

Thesis (Ph. D.)--University of Oregon, 2000. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 221-235). Also available for download via the World Wide Web; free to University of Oregon users.

Thesis (Ph. D.)--University of Missouri-Columbia, 2000. / Typescript. Vita. Includes bibliographical references (leaves 154-162). Also available on the Internet.

Thesis (Ed. D.)--University of Missouri-Columbia, 2000. / Typescript. Vita. Includes bibliographical references (leaves 111-132). Also available on the Internet.

Thesis (MCur.(Nursing Science, Faculty of Health Sciences))--University of Pretoria, 2008. / Summary in English and Afrikaans. Includes bibliographical references.

Contextualized in the South African Language in Education Policy (LiEP) and the Curriculum and Assessment Policy Statement (CAPS), the study aimed at investigating the writing competency of EFAL Grade 12 learners in the two rural public schools. It was the researchers‘ hunch that the learners‘ socio-cultural conditions at which they learn EFAL are not taken into consideration by teachers and that hampers or impedes the development of language and writing. Further, the research sought to unearth the strategies and techniques used by teachers to teach writing in EFAL, and whether these facilitate the development of writing competency, that enhances better performance in other Grade 12 subjects taught through English as a Language of Learning and Teaching (LoLT). The study is informed by the socio-cultural theory, language acquisition theories, and the language learning theories. The study also drew from the writing strategies, writing in the curriculum, and second language learning discourses Framed in the interpretive paradigm and the qualitative approach, the research adopted a case study design. The sample of the study comprised of seven teachers of which two were EFAL teachers and five of these teach content subjects. Twenty four Grade 12 learners constituted the four Focus Groups. The data collection tools comprised of interviews, Focus Group Discussions (FGDs), observation and document analysis. Learners wrote essays and free writing exercises which formed transcripts for document analysis. The purposively selected teachers and the Grade 12 learners were granted interview questions in advance. The collected data was analysed and put under themes as determined by the study‘s research questions. Such themes included; challenges faced by learners when writing in EFAL, strategies used by teachers in teaching writing , perceptions of teachers and learners on learners‘ writing competency and the connection or linkage between learners‘ writing competency in EFAL and content subjects. Learners‘essays and free writing revealed that the learners have limited vocabulary in their FAL. Furthermore, the study made known that learners experience anxiety when they have to answer questions in English and that results in them being incompetent in writing in the target language. Other hindrances to EFAL writing that were revealed by the study included the detrimental effect of social media on the writing competency and lack of motivation to read for writing in English. In addition, the study established that there were teaching approaches that were employed by teachers when teaching writing which included the process writing and integration. Content subject teachers made known to the study that they were not teaching writing to the learners but assess them in essay writing and summaries as required by the school-based assessments in their respective subjects. It was also disclosed in the study that writing encompasses other language skills especially reading. The study also revealed that writing is a skill that is obligatory to be taught because it becomes beneficial to other subjects and that it enhances learners‘ writing for a variety of reasons. Overall, the study made known that there are complex circumstances that Grade 12 learners in rural public schools encounter when engaging in writing in the EFAL. The study concluded that although English could be perceived as a dominant language, it is embedded with multiplicity of challenges in the rural secondary schools where it is used as a LoLT. Such hindrances mostly find expression when learners have to engage in writing activities and encompass; lack of motivation, anxiety, limited vocabulary and the influence of social networks. The study recommended that the EFAL policy makers should not use a blanket approach on how EFAL should be taught but consider the demographic situations of the various sections of South Africa. The study also recommended that code switching which is practiced in bilingual classrooms appears inevitable and therefore should be formalized.

Dissertation submitted in partial compliance with the requirements for the Masters Degree in Technology: (Management) at the Durban Institute of Technology, 2004. / Since 1994 South Africa has been undergoing political change and this has impacted tremendously on education. There have been major shifts in education policy, structures and curriculum. Since the introduction of the new curriculum which is Outcomes-Based Education, educators, learners, parents, school governors and principals have been faced with numerous challenges and have also been confronted with a variety of problems / M

M. Ed. / The main aim of the research was to investigate the components of teacher competence and how these aspects can enhance teacher effectiveness. The research highlighted that teacher competence and competent feedback, during and after appraisal, can promote the effectiveness of the teachers. It was of vital importance that this research essay focused on intentionality because it is a lynch pin between competent feedback and teacher competence. Intentionality is a component of invitational feedback and a must for any educational endeavour. In order for teachers to teach effectively and facilitate learning, intentionality from educational managers will have to be employed in order to enhance the goals of the education system in South Africa. 5.2 SUMMARY OF IMPORTANT FINDINGS A descriptive analysis of how the questions pertaining to this research essay on intentionality were rated and ranked will now be offered. The questions were as follows: 5.2.1 Descriptive analysis Looking at all the questions on intentionality as an aspect of invitational feedback, the responses in general show that intentionally invitational feedback provided by educational managers is good. This is highlighted by all the mean scores which are above average when compared to the questionnaire which has the ideal score of 5, represented by always. However, educational managers can improve their skills of communication by always providing intentionally invitational feedback. The question on sincerity (= 17) has a mean score 3,35 and ranked 1,which shows that respondents view sincere educational managers as those who provide good intentionally invitational feedback. Such educational managers assist teachers in a just cause and provide competent feedback. This type of communication has purposeful intentions which will improve their skills of competence and thus promote their professional development (See: Chapter 2, 5.5 Table 4.1) The question on responsibility (B81) has a mean score 3,34 and ranked 2,which highlights the fact that respondents view accountable educational managers as those who provide intentionally invitational feedback. Accountability will enable educational managers to provide a range of developmental opportunities for teachers that will empower them in every educational sphere (See: Chapter 2, 2.5.2, Table 4.1). With regard to the question on participation (c= 93), which has a mean score 3,03 and ranked 5, the responses revealed that educational managers who employ participatory management are those who provide intentionally invitational feedback. This type of communication will allow teachers to be involved in the design of an action plan. This involvement will enable teachers to work as a team and participate in decision-making process and problem-solving situations (See: Chapter 2, 2.5.1, Table 4.1). From the analysis of the views of the respondents on items concerning intentionality as an aspect of invitational feedback, it is evident that intentionality holds together all the elements of invitational feedback because it is a purposeful act which is invitational.