Despite being exposed to the Learner-Centred Approach (LCA) through traditional teacher professional development since 2000, teachers in Tanzania have generally failed to implement LCA in secondary schools. However, previous studies on the learning study in different parts of the world have shown encouraging results in developing teachers’ competencies. This study investigates how the learning study guided by the variation theory can enhance teachers’ competencies using the LCA in Tanzania secondary schools. It addresses two questions: what are the changes of teachers’ understanding of LCA through learning study rounds in a Tanzanian secondary school? And, what are the changes of teachers’ capability of implementing LCA through learning study rounds in bringing about student learning in a Tanzanian secondary school? A group of three teachers (John, Benja & Peter) in a school implemented learning studies for a period of one year. All forms two (N= 255) and three (N=240) students took part in three research lessons. The study adopted case study and phenomenographic research approaches. It used teachers’ interview protocols, lesson video recordings, lesson preparatory meetings, teacher’s journals, and students’ tests as research instruments. The teachers’ experiences and implemention of the LCA were studied before and during the three rounds of learning studies. Data were analysed using variation framework and SPSS version 16.0 for students’ tests. The study has two main findings. First, teachers involved in the three learning study rounds changed their understanding of LCA. They changed from seeing LCA as methodological (before the learning study) to treating it as subject content and even as far as seeing it as object of learning (during the learning studies) orientations. These changes were gradual and differed slightly, depending on the particular aspect(s) (the method, the content or the object of learning) a teacher focused more on than other aspects at a given time. Second, guided by the variation theory through learning studies, teachers’ capability to implement LCA improved progressively in slightly different ways, which in turn improved student learning. The teachers changed from simply making classroom pedagogical arrangements before the learning study to engaging the learners in either the content or the object of learning and enabling them to discern critical aspects of the objects of learning in terms of variation and invariance of those aspects during the learning studies. The study concludes that implementing learning study - guided by the variation theory - may be effective in enhancing teachers’ ways of conceiving and practicing LCA with a primary focus on student learning. In addition, as teachers increase their understanding of learning study and the use of variation theory they may advance their understandings in designing and teaching LCA lessons, thereby increasing possibilities for student learning. Such a conclusion lends credence to the variation theory which purports that powerful ways of acting originates from powerful ways of seeing. It also extends this theory to teacher learning of the LCA pedagogy. / published_or_final_version / Education / Doctoral / Doctor of Philosophy

Film cooling computations and experiments were performed to study heat transfer and adiabatic effectiveness for several geometries. Various assumptions commonly made in film cooling experiments were computationally simulated to test the validity of using these assumptions to predict the heat flux into conducting walls. The validity of these assumptions was examined via computational simulations of film cooling on adiabatic, heated, and conducting flat plates using the commercial code FLUENT. The assumptions were found to be reasonable overall, but certain regions in the domain suffered from poor predictions. Film cooling adiabatic effectiveness and heat transfer coefficients for axial holes embedded in a 1 [hole diameter] transverse trench on the suction side of a simulated turbine vane were experimentally investigated as well to determine the net heat flux reduction. Heat transfer coefficients were determined with and without upstream heating both with and without a tripped boundary layer approach flow. The net heat flux reduction for the trench was found to be much higher than for the baseline row of holes. Two transverse trench geometries and a baseline row of holes geometry were also simulated using FLUENT and the results were compared to experiments by Waye and Bogard (2006). Trends between simulated trench configurations and baseline cylindrical holes without a trench were found to be largely in agreement with experimental trends, suggesting that FLUENT can be used as a tool for studying new trench configurations. / text

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Sport is a medium through which the leader can greatly influence the consequences. The purpose of this research was to examine the ways in which perceived coach leadership behaviors impact perceptions of coaching performance, individual athlete performance, team performance, and lifelong outcomes. In this study, two hundred seventy nine former student-athletes were asked to recall and report on the experiences they had as an athlete during high school along with specific lifelong outcomes (e.g., confidence, control etc.). Student judgment of their coaches’ types of behavior, (e.g., Democratic vs. Autocratic) was compared with perceptions of their coach’s performance, their individual performance, their team’s performance and various lifelong outcomes. Results revealed that Training and Instruction, Social Support, and Positive Feedback were related to Coach Performance. Training and Instruction and Democratic Behaviors were related to Individual Athlete Performance. Training and Instruction and Positive Feedback were related to Team Performance. Social Support structures were related to Athlete Challenge. Training and Instruction was related to Athlete Confidence in Abilities and overall Lifelong Outcomes. Autocratic Behaviors were related to Athlete Control of Emotions. Training and Instruction was found to be related to every short-term performance component. Coaches seeking to impact performance of their teams can do so by utilizing these leadership behaviors. Many of these behaviors also have a long-term positive effect on the individual. Sport managers seeking to satisfy the goals of the organization may employ these leadership behaviors to select, train, and evaluate staff members to increase the overall effectiveness of the organization. / text

This research suggests that, because media choice is integral to the effectiveness of an advertising message, there is a need to compare the effects related to media choice. This paper establishes the need for a new way to evaluate comparative media effectiveness. Specifically, it provides a perspective regarding how media effectiveness is currently evaluated and indicates why the transformation of mass media requires a new model. A new conceptual model, The Advertising Receptivity Model, is proposed for this purpose. The results establish a relationship between the context of the media usage, the perception of advertising value, and receptivity to the advertising message. / text

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published_or_final_version / Economics / Master / Master of Social Sciences

No description available.

No description available.

In this dissertation, I examine the effects of regulatory changes that affect the auditor's loss function on investors' perceptions of audit effectiveness. Specifically, I examine two changes intended (1) to improve audit efficiency and (2) to reduce auditor liability exposure. The first regulatory change, which was recently enacted, is the replacement of Auditing Standard 2 (AS2) with Auditing Standard 5 (AS5). The second regulatory change, which is currently a hypothetical change, is the passage of litigation reform aimed at limiting the auditor's liability exposure following an alleged audit failure. I examine perceived audit effectiveness rather than actual effectiveness because actual audit effectiveness is unobservable by investors. In an experiment using 101 MBA students as proxies for individual investors, I find that both changes are perceived by investors as reducing the amount of testing performed by the auditor when performing the internal control audit. I also find that both regulatory changes negatively affect investors' perceptions of audit effectiveness. Following the change in the auditing standard, experienced and inexperienced investors predict opposite stock price movement and, as a result, make different investment allocation decisions. In performing supplemental analyses, I find significant gender differences in predicted future stock prices, but not in perceptions of audit effectiveness or in perceptions of internal control quality.