Thesis (Ph. D.)--Illinois State University, 1996. / Title from title page screen, viewed May 18, 2006. Dissertation Committee: John R. McCarthy (chair), Larry D. Kennedy, Marcia D. Escott, Lemuel W. Watson. Includes bibliographical references (leaves 77-81) and abstract. Also available in print.

Thesis (Ed. D.)--Illinois State University, 1997. / Title from title page screen, viewed June 8, 2006. Dissertation Committee: Larry Kennedy (chair), John Goeldi, John Godbold, William Tolone. Includes bibliographical references (leaves 138-156) and abstract. Also available in print.

Thesis (Ph. D.)--Florida State University, 2006. / Advisor: Ithel Jones, Florida State University, College of Education, Dept. of Childhood Education, Reading and Disability Services. Title and description from dissertation home page (viewed Sept. 22, 2006). Document formatted into pages; contains xi, 170 pages. Includes bibliographical references.

Thesis (Ed.D.)--University of West Florida, 2007. / Title from title page of source document. Document formatted into pages; contains 293 pages. Includes bibliographical references.

Errata pasted on back end-papers. Bibliography: leaves 255-260. Aspects of teacher-student power relationship (TSPR) were studied in an Australian ESL (English as a second language) study centre and an Indonesian EFL (English as a foreign language) counterpart to investigate the relevance of the power sharing concept in different contexts of second language learning. The study employed non-experimental methodology in collecting data using interviews, questionnaires and classroom observation. The findings contribute insight into the contextual factors worthy of consideration in applying modern approaches to ELT in different settings of teaching and learning, and support the establishment of student autonomy as the central goal in learning and communicative competence in L2 pedagogy.

Thesis (Ed. D.)--West Virginia University, 2001. / Title from document title page. Document formatted into pages; contains xx, 401, 2 p. : ill. (some col.). Vita. Includes abstract. Includes bibliographical references (p. 263-275).

This study examines input and interactional modifications in a multilingual chemistry class at the Port Elizabeth Technikon. The investigation constituted observing lectures presented in chemistry and analysing the data so obtained within a framework developed from a study of current theories on the relationship between language and cognition and the role of input. It was further informed by data gathered from interviews with the lecturer, questionnaires administered to the students and separate focus group discussions with first language and second language speakers of English. The conclusion is that the lecturer's interactional and input modifications make the subject content accessible to both first language and second language learners. I have made suggestions for future research in this area in the belief that the data gathered in this case study offers some useful pointers for the retraining of teachers of multilingual classes in a tertiary context.

This research stems from the problems that may be encountered in an attempt to accompany the non-adult towards proper adulthood in the absence of both communication and educative intervention in the educative occurrence. The educator may fail to render his educative task adequately without communieating with the child and intervening educati vely in his life; and the child may be deprived of his opportunity of becoming a responsible adult. A human child, particularly in the industrialised societies, is confronted by various phenomena with which he often fails to communicate normatively. This investigation is an endeavour to reveal the essentiality of communication during the educative intervention, that is, in guiding the child to refrain from immoral, non-normative and unacceptable activities and all that violates cultural adulthood according to the norms, values and standards prevailing in that particular community. It further aims at disclosing that communication in the educative sense implies educative intervention, failing which communication becomes meaningless. Educative intervention and communication are, in truth, inseparable during the educative occurrence and they should supplement and enhance each other, because their separation may imply the nullification of the educative guidance on the part of the educator and the denial of the child's opportunity of attaining acceptable adulthood. In order to assist the child to gradually actualise his adulthood, the educator who intervenes in his life should be a devoted communicator who strives to communicate (verbally and non-verbally) his knowledge, feelings, beliefs and attitudes to the child while upholding his status of adulthood. It is not expected of the true educator to communicate well about normative adulthood verbally and simultaneously violate this through his nonverbal communication which includes all unacceptable physical activities which erode the dignity of adulthood. It implies, therefore, that in his attempt to guide the child to comply and respect the aspects, conditions and criteria of adulthood the educator should respect and comply with them verbally and non-verbally. A responsible person is expected to maintain and promote adulthood through both verbal and non-verbal forms of communication. / Educational Studies / D. Ed. (Fundamental Pedagogics)

M.Ed. (Educational Management) / Please refer to full text to view abstract

D.Ed. ( Educational Psychology) / The purpose of this study, and the planned contribution to research, is to design and develop a training module with the purpose of filling an existing gap in the field of the education of M.Ed. (Educational Psychology) students. Programme development has been applied in order to design and develop the training module in a formative and summative manner. The research paradigm of the study is of a qualitative nature. Qualitative research and the results thereof are expressed in words rather than in numbers. Methods of data collection that were used include questionnaires, observation and interviews. The data-analysis techniques of Miles and Huberman (1994) were used including data reduction, data display and conclusions. Interviews were transcribed and data-analysis was done by catagorising data into semantic units, presenting the results in the form of dendrograms. Questionnaires were integrated as a method of triangulation. A five-point scale was used to gauge students' perception of the training module. Sufficient provision was made for qualitative remarks by students. The framework for development of Thomas (1984), Rothman (1980) and Nel (1992), as well as the curricular requirements according to Kroger (1980) and Knowles (1984), was used in the development of this training programme.. This comprised. four phases, namely an analysis of the situation, followed by the design, development and evaluation of the course. The phases ran as follows: The analysis phase During the analysis phase, the current situation was analyzed regarding the training problem and the state of existing programmes. It was found that a need for training in bibliotherapy exists among educational psychologists. Educational psychologists receive no meaningful or adequate training with regard to bibliotherapy at any South African university ...