Thesis (M.A.)--Ohio University, June, 2006. / Title from PDF t.p. Includes bibliographical references (p. 116-120)

Thesis (Ph. D.)--Columbia University, 1932. / Vita. Published without thesis note. "A digest of textbooks used in the mass education movement and the most popular textbooks used in the primary and middle schools of China from 1905 to 1929": p. [159]-193. Bibliography: p. [211]-213, "Notes and references": p. [215]-235.

Thesis (PH. D.)--Columbia university, 1932. / Vita. Published without thesis note. "A digest of textbooks used in the mass education movement and the most popular textbooks used in the primary and middle schools of China from 1905 to 1929": p. [159]-193. Bibliography: p. [211]-213, "Notes and references": p. [215]-235.

Thesis (M.S.P.H.)--University of Michigan, 1937.

Thesis (M.S.P.H.)--University of Michigan, 1937.

There is no abstract available for this dissertation. / Department of Educational Studies

Thesis (M.S.P.H.)--University of Michigan, 1938.

Thesis (M.S.P.H.)--University of Michigan, 1938.

Communication skill is one of the key competencies that pupils should achieve during the compulsory education. The subject of this work - teaching pragmatic aspects is closely related to communication competence. The thesis focuses on teaching of pragmatic aspects in primary schools. Based on the theoretical literature there are defined basic terms such as cooperative communication, politeness principle, manipulation, argumentation, nonverbal communication and assertiveness. In the practical part the thesis focuses on the analysis of textbooks - how are the pragmatic aspects included in the textbooks. Other part is concerned with the analysis of the survey in which several teachers were asked about how the pragmatic aspects of speech communication are taught and how well is this subject matter mastered by their pupils. The last section includes worksheets, in which the activities are designed to practice examined pragmatic aspects.

Since 2009 the textbook has emerged as a key educational resource in South African classrooms. This has been a direct response to rapid curriculum change, and real and perceived inadequacies in teacher content and pedagogic knowledge. Of significance though is that there is limited understanding of the nature of content selections that textbook authors invoke and the subtext thereof. The purpose of this study therefore is to understand how gender is represented in Business Studies textbooks available to teachers and pupils in the Further Education and Training (FET) band in South African classrooms. This qualitative study is located in the critical paradigm and engaged the tenets of Critical Discourse Analysis as the key analytical frame. A purposive sample of two contemporary Business Studies textbooks was selected to investigate the phenomenon of gender representation. Findings reveal that stereotypes of women and men are reinforced in the selected textbooks under study. Women were shown more frequently in home settings than were men. Men were shown in a wider variety of occupational roles than women. Textbooks portrayed men in a wide range of highly-paid, high-status occupations such as managing directors, doctors, lawyers etc. In both texts more males have been represented in leadership positions in government, economic and corporate institutions. The textbooks further represented women as being disabled and destitute. Males were portrayed as confident and educated in the usage of technology while women were portrayed as illiterate. Additionally men were portrayed as assertive and forthright business individuals, while women were also portrayed as emotional and as more reliant on, or needing, the advice of men to deal with business-related issues. Finally, the portrayal of firstness presented the male pronoun first in sentences and conversation as opposed to the female pronoun. The findings indicate that representations in the textbooks are gender-biased and gender-insensitive. Of concern is that these representations may be transmitted to school learners. A critical approach to the selection and use of textbooks is thus necessary. Much work needs to be done by key role players in the educational sectors to ensure that gender inclusivity becomes a feature of South African Business Studies textbooks. / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2013.