Thesis (PhD)--Macquarie University, Australian Centre for Educational Studies, Special Education Centre, 2006. / Bibliography: leaves 458-476.

Thesis (M. Ed.)--University of Hong Kong, 1993.

Thesis (M. Ed.)--University of Hong Kong, 1993.

Thesis (M.Ed.)--University of Hong Kong, 1993. / Also available in print.

Thesis (M.Ed.)--University of Hong Kong, 1993. / Also available in print.

Thesis (M.Ed.)--University of Hong Kong, 1992. / Includes bilbiographical references (leaves 82-84). Also available in print.

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.

In many instances, learners perceive Mathematics as "difficult" and either avoid the subject or drop it as soon as they are allowed to (Van Rooyen & De Beer, 2006: vii). Research studies conducted have shown that South African learners as compared to learners of other countries are not achieving in mathematics. In the past, examination tended to drive the curriculum. Teachers acted as transmitters of knowledge, transferring information into the heads of the learners. The traditional teaching approach tended to be theoretical , examination driven and content based. Competent and committed Mathematics teachers are a key factor in addressing these challenges. The National Curriculum Statement, which was introduced in South Africa in 1998, places an emphasis on producing learners who are critical thinkers , capable of solving problems and responsible for their own learning. The focus of the study is on teachers' views on learners' understanding of mathematics within the context of some of the above mentioned aspects. Through Outcome Based Education within National Curriculum Statement and other strategic interventions in mathematics. teachers are provided with skills and knowledge to address challenges associated with learners, understanding. Questionnaires were administered to thirty four (34) educators and interviews were conducted with thirteen (13) educators. Descriptive analysis was employed to further interrogate the data. Learners underachieve because of lack of prior knowledge and motivation. Learners admire good person qualities and teaching techniques as well as teachers who are patient and explain concept well. By respecting learners ideas and encouraging independent thinking, teachers help learners to reach their intellectual potential. Specific intervention which can be created in order to assist educators to change learners' stereotypical belief about mathematics were also addressed. It is recommended that educators need training in National Curriculum Statement and also in subject content. Teachers' qualities should be linked to good subject knowledge, teaching skills and classroom management. / Thesis (M.(Ed) North-West University, Mafikeng Campus, 2010

The purpose of the study was to investigate how teaching styles influence the acceptance of pupils by teachers, the development of a positive self-concept, and the extent to which it will enhance scholastic performance. The overwhelming finding from literature is that no teacher research, nor pupil investigation, has lead to the identification of one particular teaching style that can influence scholastic performance to the exclusion of others. While some studies have found a positive relationship between self-concept and scholastic achievement, others did not. To analyse data, the study made use of Factor Analysis, Cronbach Alpha, Regression Analysis and Significance level of tests. The study found no relationship between self-concept and scholastic performance but a positive correlation was found between scholastic performance and invitational style, acceptance of pupils, age, father and mother's employment .. The study makes recommendations and proposes areas for further research. / Psychology of Education / M. Ed. (Psychology of Education)

In this dissertation, the relationship of the junior primary hyperactive pupil and his or her teachers was researched, to investigate which behavioural aspects of hyperactive behaviour are present in children who are labelled as hyperactive. In the literature study, the researcher gathered information on hyperactivity and focused on the symptoms of hyperactivity. The relationships investigated. The of the junior primary researcher focused on school child were the teacher-pupil relationships and indicated the importance of trust: authority, understanding, experience and involvement in relationships. In the empirical research, a qualitative empirical study was undertaken. Three teachers and six children from the junior primary.phase were chosen to participate in the research study. Three children were identified as hyperactive and three children did not exhibit, according to their teachers, any behavioural disorders. The researcher implemented the Marschak Interaction Method to evaluate interaction between the teachers and the children. By using both semi-structured and unstructured questions, the researcher was able to gather data on teacher's knowledge and attitude about hyperactivity. The value of the study lies in the aspects which were identified regarding the interaction between teachers and hyperactive children. It was found that teachers interact differently with children who are hyperactive and with children who do not exhibit behaviour problems. The value of the study lies in the aspects which were identified regarding the interaction between teachers and hyperactive children. It was found that teachers interact differently with children who are hyperactive and with children who do not exhibit behaviour problems. / Psychology of Education / M. Ed. (Psychology of Education)