Thesis (M.A.)--State University of New York at Binghamton, Dept. of Psychology, 2007. / Includes bibliographical references.

Thesis (M.Sc.)--University of Hong Kong, 2008. / Includes bibliographical references (p. 37-42).

Thesis (M. Aud.)--University of Canterbury, 2007. / Typescript (photocopy). Includes bibliographical references (leaves 57-63).

Thesis (Ed. D.)--Lehigh University, 1997. / Includes vita. Includes bibliographical references (leaves 166-218).

Thesis (Ph. D.)--University of Texas at Austin, 2004. / Supervisor: Orlando Kelm. Vita. Includes bibliographical references. Also available from UMI.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1969. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliography.

Dissertations (DTh)--University of Stellenbosch, 2008. / Bibliography. Also available via the Internet.

Thesis (Ed.D.)--University of Illinois at Urbana-Champaign, 2006. / Source: Dissertation Abstracts International, Volume: 67-07, Section: A, page: 2506. Adviser: Gregory DeNardo. Includes bibliographical references (leaves 154-167). Available on microfilm from Pro Quest Information and Learning.

Thesis (D. Min.)--Ashland Theological Seminary, 1987. / Includes bibliographical references (leaves 210-215).

M.Ed. (Education) / The human body is, par excellence, a means of communication. Without communication man will not be able to express his emotions and needs. Much has been said and written about communication and everyone agrees that communication is important for man as a social being, as well as the part he plays in an organisation. Should problems arise within an organisation, the blame is put on poor communication. Too much time is spent, however, on training managers' communication skills in order to enable them to convey messages more effectively. On the other hand, no time is spent on improving the managers' listening skills, in order for them to understand others better. The educator is at the head of a school where people work with people. The staff, pupils and parents are all, at some time or another, in conversation with the educator. This gives them the opportunity to share their complaints, recommendations or feedback with him. It is therefore of the utmost importance that the educator has the necessary listening skills. He must be able to listen objectively and without prejudice. By listening the educator improves interpersonal relationships that produce a more effective school with satisfied staff and pupils. In order to improve his listening skills, the educator should be aware of the fact that he has a listening deficiency and should purposefully set about improving his listening skills - how difficult and time-consuming it might be.