published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

This research stems from the problems that may be encountered in an attempt to accompany the non-adult towards proper adulthood in the absence of both communication and educative intervention in the educative occurrence. The educator may fail to render his educative task adequately without communieating with the child and intervening educati vely in his life; and the child may be deprived of his opportunity of becoming a responsible adult. A human child, particularly in the industrialised societies, is confronted by various phenomena with which he often fails to communicate normatively. This investigation is an endeavour to reveal the essentiality of communication during the educative intervention, that is, in guiding the child to refrain from immoral, non-normative and unacceptable activities and all that violates cultural adulthood according to the norms, values and standards prevailing in that particular community. It further aims at disclosing that communication in the educative sense implies educative intervention, failing which communication becomes meaningless. Educative intervention and communication are, in truth, inseparable during the educative occurrence and they should supplement and enhance each other, because their separation may imply the nullification of the educative guidance on the part of the educator and the denial of the child's opportunity of attaining acceptable adulthood. In order to assist the child to gradually actualise his adulthood, the educator who intervenes in his life should be a devoted communicator who strives to communicate (verbally and non-verbally) his knowledge, feelings, beliefs and attitudes to the child while upholding his status of adulthood. It is not expected of the true educator to communicate well about normative adulthood verbally and simultaneously violate this through his nonverbal communication which includes all unacceptable physical activities which erode the dignity of adulthood. It implies, therefore, that in his attempt to guide the child to comply and respect the aspects, conditions and criteria of adulthood the educator should respect and comply with them verbally and non-verbally. A responsible person is expected to maintain and promote adulthood through both verbal and non-verbal forms of communication. / Educational Studies / D. Ed. (Fundamental Pedagogics)

published_or_final_version / abstract / Linguistics / Master / Master of Arts

published_or_final_version / abstract / Education / Doctoral / Doctor of Philosophy

published_or_final_version / abstract / Linguistics / Master / Master of Arts

The specific purposes investigated were to ascertain the effect of training in interaction analysis upon the levels of 1. accurate empathy in teachers, 2. nonpossissive warmth in teachers, 3. genuineness in teachers, and 4. an analysis of the relationship between interaction analysis and the interpersonal behavior of the classroom teacher in view of its implications in teacher education.

This study was designed to determine the relationships between three variables in fifth- and sixth-grade classroom verbal interactions. These variables include sex of teacher, sex of pupil, and approval/disapproval interactions between teacher and pupil.

The purpose of this study was to examine the presence of Schön's concept of reflective conversation as a defining component in the applied studio music lesson. The research problems were (1) to determine the presence of complete and incomplete reflective conversations; (2) to determine the verbally exhibited knowledge base within complete conversations in relationship to conversation length; and (3) to establish an instructional profile of stable behaviors based on reflective conversation as a distinguishing characteristic among selected teachers. Videotapes of twenty-six applied studio music lessons of thirteen university teachers were analyzed according to problem solving, on-the-spot experimentation, and evaluation. An observation form was developed and was a reliable tool to collect information concerning number and type of reflective conversations, conversation length, and the teachers' verbally demonstrated knowledge base. Knowledge base was obtained by using the procedural model of Flanagan's critical incident technique. Reflective conversations existed and were a distinguishing characteristic of the teachers. With the exception of two teachers, a stable use of both number and length of reflective conversations, and knowledge base areas, was found. A discernible difference in the teachers' knowledge base within conversation length existed, and thus established instructional profiles for the teachers. Complete reflective conversations ranged from one-sixth to over half of total lesson time. Within instrument categories, teachers generally revealed a dissimilar knowledge usage. Some teachers exhibited fast-paced problem solving, in one minute or less, and named one or two knowledge areas. Others had longer conversations, up to five minutes, with more deliberate problem solving, and as many as twelve knowledge areas named. Results indicated that a practically significant situation can be examined by establishing teacher instructional profiles based upon reflective conversation. Methods employed in this study could be used to document teacher problem-solving and teacher knowledge in a variety of settings.

The purpose of this descriptive study was to create a read-aloud instructional program which could be used in teaching caregivers to promote quality verbal interaction among participants during story time. Prior to and subsequent to instruction, selected high-school students participating in a vocational-technical child development program were audio- and videotaped as they read stories aloud to children. All tapes were transcribed in full. Using the storybook Reading Analysis System (Teale, Martinez, & Glass, in press), dialogue was categorized into form, type of information, focus, instructional intent, and importance categories.