Thesis--Copenhagen. / Summary in English. Bibliography: p. [506]-522.

Proefschrift--Groningen. / Bibliographies at beginning of most chapters.

Thesis (doctoral)--Utrecht, 1939. / Published also as Utrechtsche bijdragen tot de geschiedenis, het staatsrecht en de economie van Nederlandsch-Indië, v. 16. "Stellingen": [2] leaves inserted. Includes bibliographical references (p. 406-407) and index.

Inaug.-diss.--Greifswald. / Lebenslauf. At head of title: German philologie. "Literaturverseichnis": p. [vii]-ix.

Thesis--Groningen, 1926. / eContent provider-neutral record in process. Description based on print version record.

Thesis (D.M.A.)--University of Texas at Austin, 1999. / Vita. Includes bibliographical references (leaves 81-83). Available also in a digital version from Dissertation Abstracts.

No description available.

Perception and inquiries have revealed that not all vocational guidance teachers possess the necessary interviewing skills. The aim of the research was to identify generally applicable interviewing skills, as well as those specific interviewing skills which are characteristic of the vocational guidance provided to a pupil leaving school. The aim was furthermore to determine to what extent vocational guidance teachers in Transvaal secondary schools are grounded in these skills. It has been indicated that vocational guidance actually culminate in the interview. After the interview has been analysed from an educational perspective, attention has been given to the validity and reliability of the interview. Further attention has been given to the trainability in interviewing of vocational guidance teachers. The following most important, generally applicable interviewing skills were then identified. * Communication as interviewing skill - There is a distinction between verbal and non-verbal communication. * Listening as interviewing skill - A distinction is drawn between marginal listening, evaluative listening and projective listening. * Establishment of report as interviewing skill - A favourable emotional climate is a requirement for a successful interview. * "Silence" as interviewing skill - The following distinction applies: that between silence initiated by the interviewer, and silence initiated by the client. * Perception as interviewing skill - For the interviewer to correctly interpret that which he percepts is equally important, if not more important, than sensory perception. * Empathy as interviewing skill - It is essential for the interviewer to place himself in the position of the client without becoming emotionally involved. * Attitude as interviewing skill - Success will be determined by the interviewer's attitude towards the client. * Questioning as interviewing skill - There is a distinction between an openended and closed question. Questions should be put with utmost circumspection because it could influence the outcome of the interview. * The use of synopsis as interviewing skill - Through synopsis the client gets the opportunity to verify the information revealed to the interviewer. The specific interviewing skill characteristic to the vocational guidance situation has been identified as: The skilful interpretation of reports. The vocational guidance teacher has a lot of information about the school leaver from the guardian's file, accumulative card and vocational guidance file. The planning and application of an empirical research has been done. The research was mainly aimed at determining how important the vocational guidance teachers regard the interviewing skills and to what extent these teachers are grounded in interviewing skills. From the research it seemed that the training vocational guidance teachers received in interviewing, was inadequate. The most important conclusions were: * The importance of these interviewing skills to the interviewer can't be stressed enough. * The majority of vocational guidance teachers don't possess the basic qualifications to act as such. * Some vocational guidance teachers tend to underestimate the importance of the interviewing skills and they furthermore don't have the ability to handle• these interviewing skills adequately. The most important recommendations are: * That high priority be given to the training of interviewing skills to vocational guidance teachers. * That the Transvaal Education Department only appoint qualified vocational guidance teachers at secondary schools. * That attention should be given to the practical exercise of these skills. * That universities, in co-operation with the Transvaal Education Department present further courses in interviewing to acting vocational guidance teachers. / Thesis (MEd)--PU vir CHO, 1986

The heterogeneous population in South Africa when coupled with the political trend set by the government of the day is of the utmost importance to the country and its people. The strive towards an educational system in which inhabitants. can achieve their potential, economic growth can be promoted, the quality of living can be improved and equal standards of education can become reality, cannot be realized without enough, well trained and talented teachers. According to the HSRC-investigation into Education (1981), one of the most urgent problems in black education is the critical shortage of professional and efficient teachers. This aspect has thus to do with both the quantity and quality of the teachers. The population explosion in the black communities and the resulting increase in the number of scholars demanding education are reasons for great concern. The number of black teachers being trained, must increase tremendously to cope with the growing demand. The standard of education is determined by two factors namely the quality of the person being trained and the quality of his training. To train and supply new teachers one has to reckon with both the qualitative and quantitative aspects. In supplying enough, new teachers, quality should however never be sacrificed for quantity. A balance between the two is necessary to ensure that good education will be provided for the increasing number of black children. The following aims have been formulated for this research * An evaluation of teacher training amongst blacks as it developed from the earliest times in order to determine causes for present problems. * An evaluation of present educational opportunities for black teachers to determine deficiencies. * Stipulation of directives and measures to combat the expected shortage of professionally, trained teachers. In addition to the formulation of aims the following have also received consideration in Chapter one * research methodology : the methods that have been employed in the course of the research are a study of relevant literature, the method of fundamental contemplation and the historically descriptive method * delimitation of areas and explanation of certain concepts * the structure of the research. Following the exhaustive study of the literature, Chapter two deals with the historic course of events in black teacher training from traditional times till 1978. The juridical basis and management of teacher training as a responsibility of the Department of Education and Training is discussed in Chapter three. Aspects of policy and management of education in general and teacher training specifically are also explained. The HSRC-investigation into Education (1981) is discussed as well as the Government's reaction and implementation of some of the recommendations. Chapter four deals with present training opportunities for black teachers at colleges of education. Although the initial training of teachers is emphasized, further training and in-service training is also discussed. The structures of the different teachers' diplomas namely the Pre-Primary Teachers Diploma (PPTD), Junior Primary Teachers Diploma (JPTD), Senior Primary Teachers Diploma (SPTD), Secondary Teachers Diploma (STD) and the STD Technical courses as well as the examining, certifying and requirements for enrolment are discussed. In Chapter five an evaluation is done of teacher training. Certain criteria with which an institution for teacher training should comply, are laid down. In this evaluation certain problem areas in black education are identified, and possible solutions are given to combat and overcome these problems. The summation, conclusion and recommendations end the thesis in Chapter six. Recommendations for further research are also made in this chapter. / Thesis (MEd)--PU vir CHO, 1988

In this study the possibility of predicting academic success at first year university level by means of the discrepancy between nonverbal and verbal intelligence test scores, is investigated. Firstly the problem is stated and the purpose and programme of the research are outlined. A closer look at various points of view on intelligence is given in the next chapter. Nonverbal and verbal intelligence is discussed. The hypotheses is that nonverbal intelligence relates more closely to the concrete in the field of intellectual activity, while the verbal intelligence deals with the symbolic and abstract. It is further stated that nonverbal intelligence resembles more closely the hereditary intelligence than the verbal, which is to a greater extent the result of non- genetic factors. Academic achievement and the various influences on it are described. The relationship between factors influencing the verbal intelligence and factors influencing academic achievement is pointed out. It is reasoned that negative influences will prevent the verbal intelligence from developing to the same or a higher level than the nonverbal intelligence. The same influences will prevent the student from achieving academically as could have been expected from his I. Q. Positive environmental influences will stimulate the actualisation of genetic intelligence and will also lead to relative better academic achievement. In the empirical research first year students with a discrepancy of 10+ between nonverbal and verbal I. Q. scores are grouped. Groups with a higher nonverbal score are designated as negative groups and those with higher verbal scores as positive groups. By means of the Wilcoxon Matched- Pairs Signed Ranks Test these groups are compared with groups consisting of students with a discrepancy of less than 10 between nonverbal and verbal I.Q. scores. The results show that only the largest negative group, which is a combination of men and women groups from various degree courses, achieves academically lower than the control group. The result is reliable within the 0, 05 level of confidence. / Proefskrif (DEd)--PU vir CHO, 1973