Thesis (Ph. D.)--University of Wisconsin--Madison. / Typescript. Vita. Includes bibliographical references.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1972. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (M.S.)--University of Wisconsin--Madison, 1969. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (M.Ed.)--York University, 2004. Graduate Programme in Education. / Typescript. Includes bibliographical references (leaves 117-124). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://wwwlib.umi.com/cr/yorku/fullcit?pMQ99377

Thesis (Ph.D.)--University of Nebraska-Lincoln, 2006. / Title from title screen (site viewed on Oct. 10, 2006). PDF text: 135 p. ; 8.49Mb. UMI publication number: AAT 3213467. Includes bibliographical references. Also available in microfilm, microfiche and paper format.

Thesis (Ph. D.)--University of Texas at Austin, 2007. / Vita. Includes bibliographical references.

Thesis (M.Ed.)--University of Windsor, 2005. / Includes bibliographical references (p. 75-93)

Thesis (M.Ed.)--Regis University, Denver, Colo., 2007. / Title from PDF title page (viewed on May 25, 2007). Includes bibliographical references.

M.Ed. / This study grew out of a growing concern of Muslim parents that a dual system of education, namely a secular system and an Islamic one, inherently teaches Muslim learners that life is divided into the material world and the religious or spiritual world. On the contrary, the Shari'ah (Islamic law) teaches that there is no separation between secular and religious education. A Muslim's entire life is guided by a unified system of laws. Islamic education, then, seeks to help a Muslim learner succeed in this world and in the next. A significant vehicle for Islamic education is the relationship between educator and learner. This is an aspect that this study intended to clarify. Therefore, the research question is: What is an Islamic perspective on educator-learner relationships? In the attempt to answer this question, the study employed a qualitative research design. A qualitative design was considered suitable because the nature of the study was exploratory and descriptive. In other words, the researcher sought to explore the experiences and opinions of Islamic educators and learners concerning their relationships with one another. As the primary instrument for data collection, the researcher conducted focusgroup interviews with learners from the Johannesburg Muslim School and individual interviews with those educators who W!3re mentioned during the focus-group interviews. The researcher returned to the research site, namely the Johannesburg Muslim School, in order to verify the data and results. This served as a triangulation strategy. The empirical investigation was followed by a literature review, which provided a review of the existing educational literature on. educator-learner relationships. The literature review served to identify and describe significant issues influencing the topic being examined, namely, educator-learner relationships. The literature review in this study was conducted after the empirical investigation in order to avoid possible bias and pre-judgement.

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