Thesis (Ph. D.)--University of Texas at Austin, 1999. / Vita. Includes bibliographical references (leaves 123-134). Available also in a digital version from Dissertation Abstracts.

Thesis (Ph. D.)--University of Oregon, 2005. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 142-147). Also available for download via the World Wide Web; free to University of Oregon users.

Thesis (M.Ed.)--University of Hong Kong, 2000. / Includes bibliographical references (leaves 97-101). Also available in print.

Thesis (M.S.)--Rowan University, 2007. / Typescript. Includes bibliographical references.

Thesis (M.S.)--Rowan University, 2009. / Typescript. Includes bibliographical references.

Thesis (D.Ed.)--University of Delaware, 2006. / Principal faculty advisor: David J. Blacker, School of Education. Includes bibliographical references.

Thesis (Ed.D.)--University of Delaware, 2006. / Principal faculty advisor: Robert Hampel, School of Education. Includes bibliographical references.

Thesis (M.A.)--Rowan University, 2005. / Typescript. Includes bibliographical references.

Thesis (M.S.)--Rowan University, 2005. / Typescript. Includes bibliographical references.

Numerous teachers in South Africa are experiencing ill‐discipline within the classroom environment. They are not receiving the necessary support and guidance from the relevant departments, and thus, rely on their own reactive measures to manage the disruptive behaviour present in the classroom. Previous studies have shown that the South African Education Department has not provided all teachers with the necessary training needed to implement the new discipline strategies proposed by the Department of Education. Therefore, teachers rely on what they perceive to be effective in maintaining discipline, which is an indication of their personal teaching philosophy, as they base their own knowledge on what they have experienced and learnt in the past. This study followed a qualitative enquiry, which is descriptive and explorative. The data generation tools that were utilised for the study were, ‘drawing’ and ‘photo album’, both of which represent visual methodology activities. Furthermore, the primary aim of the study is to determine the underlying teaching philosophies that inform selected township teachers’ approaches to discipline in their classrooms. However, the findings indicated that the use of corporal punishment is still visibly prevalent in this township school. Even though it was revealed that the prominent teaching philosophy was not that of fundamental pedagogics, but featured somewhere in between the humanising pedagogy and Noddings’ theory of caring, the effects of teaching during Apartheid under the principles of fundamental pedagogics is still existent in the township.