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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
41

Using portfolios for formative assessment in a secondary 6 English classroom

Leung, Wing-sze. January 2007 (has links)
Thesis (M. Ed.)--University of Hong Kong, 2007. / Also available in print.
42

Fourth graders development of multimedia portfolios

Kuminkoski-Yurt, Veronica D. January 1900 (has links)
Thesis (Ed. D.)--West Virginia University, 2005. / Title from document title page. Document formatted into pages; contains viii, 179 p. : ill. (some col.). Vita. Includes abstract. Includes bibliographical references (p. 141-146).
43

Diffusion of an e-portfolio to assist in the self-directed learning of physicians an exploratory study /

Goliath, Cheryl Lynn. January 2009 (has links)
Dissertation (Ph. D.)--University of Akron, Dept. of Curricular and Instructional Studies-Secondary Education, 2009. / "August, 2009." Title from electronic dissertation title page (viewed 9/30/2009) Advisor, Susan J. Olson; Committee members, Sandra C. Coyner, Suzanne C. MacDonald, Ronald Otterstetter, Lynne M. Pachnowski, Sajit Zachariah; Department Chair, Bridgie A. Ford; Dean of the College, Mark D. Shermis; Dean of the Graduate School, George R. Newkome. Includes bibliographical references.
44

The use of teacher portfolios in teacher evaluation /

Kearley, Ina, January 1997 (has links)
Thesis (M.Ed.)--Memorial University of Newfoundland, 1997. / Bibliography: leaves 46-50.
45

A case study of using portfolio in a secondary 4 geography class

Tse, Pui-sze. January 2006 (has links)
Thesis (M. Ed.)--University of Hong Kong, 2006. / Title proper from title frame. Also available in printed format.
46

Learning experiences in developing electronic portfolios in a master's educational technology program a case study /

Wang, Shuyan. January 2004 (has links)
Thesis (Ph.D.)--Ohio University, March, 2004. / Title from PDF t.p. Includes bibliographical references (p. 187-197)
47

Principals' perceptions of job search teaching portfolios

Pardieck, Sherrie Chan. Rhodes, Dent. Lenski, Susan Davis, January 2000 (has links)
Thesis (Ed. D.)--Illinois State University, 2000. / Title from title page screen, viewed May 11, 2006. Dissertation Committee: Dent Rhodes, Susan Lenski (co-chairs), Susan Nierstheimer, Robert Dean. Includes bibliographical references (leaves 156-163) and abstract. Also available in print.
48

A case study of the teacher education faculty's perception of the eFolio program at a private Central Texas university

Trimble, Shannon Owen. Rogers, Douglas W. January 2006 (has links)
Thesis (Ed.D.)--Baylor University, 2006. / Includes bibliographical references (p. 184-187).
49

A macroeconometric framework for credit portfolio modelling in South Africa

De Wet, Albertus Hendrik 14 December 2009 (has links)
Driven by intense competition for market share, banks across the globe have allowed credit portfolios to become less diversified (across all dimensions  country, industry, sector and size) and have become willing to accept lesser quality assets on their books. As a result, even well capitalised banks could come under severe solvency pressure when global economic conditions turn. The banking industry has realised the need for more sophisticated loan origination and credit and capital management practices. To this end the reforms introduced by the Bank of International Settlement through the New Basel Accord (Basel II) aims to include exposure specific credit risk characteristics within the regulatory capital requirement framework, but is still not able to allow diversification and concentration risk to be fully recognised within the credit portfolio. In order to enhance earnings and liquidity profiles, active credit portfolio management is becoming a central part of capital management within the banking industry. If any risk mitigation or value enhancing activity is to be pursued, a credit portfolio manager must be able to identify the interdependencies between exposures in a portfolio and relate macroeconomic credit risk into tangible portfolio effects. The core principle for addressing practical questions in credit portfolio management lies in the ability to link the cyclical or systematic components of firm credit risk with the firm’s own idiosyncratic credit risk as well as the systematic credit risk component of every other exposure in the portfolio. Most structural credit portfolio management approaches have opted to represent the general economy or systematic risk by a single risk factor. The systematic component of all exposures, the process generating asset values and therefore the default thresholds are homogeneous across all firms. Indeed this Asymptotic Single Risk Factor (ASRF) model has been the foundation for Basel II. However the ASRF approach does not allow for enough flexibility when answering real life questions. Commercially available credit portfolio models have made an effort to address this issue by introducing more systematic factors in the asset-value-generating process. From a practitioner’s point of view, however, these models are often a “black-box” which allows little economic meaning or inference to be attributed to systematic factors. The methodology proposed by Pesaran, Schuermann, Treutler and Weiner (PSTW) (2006) has made a significant advance in credit risk modelling because it avoids the usage of proprietary balance sheet and distance to default data, instead focussing on credit ratings which are more freely available. Linking an adjusted structural default model to a structural global econometric (GVAR) model means that credit risk analysis and portfolio management can be done by using a conditional loss distribution estimation and simulation process. The GVAR model used in PSTW (2006) comprises a total of 25 countries and accounts for 80 per cent of world production, but does not include an African component. This thesis proposes a country-specific macroeconometric risk driver engine which is compatible with and could feed into the GVAR model and framework using vector error-correcting (VECM) techniques. This allows conditional loss estimation of a South African-specific credit portfolio and opens the door for credit portfolio modelling on a global scale because such a model can easily be linked into the GVAR model. By using firm-specific asset value functions, the outcomes from the macroeconometric vector error-correcting model (VECM) is translated into default probabilities and used to perform credit risk analysis and scenario analysis on a fictitious portfolio of corporate bank loans within the South African economy. These results can be used in credit portfolio management or standalone credit risk analysis which means that practical credit portfolio management and value enhancing applications can be performed. / Thesis (PhD)--University of Pretoria, 2010. / Economics / unrestricted
50

Essays on Risk Aversion, Diversification and Non-Participation

Hibbert, Ann Marie 21 July 2008 (has links)
My dissertation consists of three essays. The central theme of these essays is the psychological factors and biases that affect the portfolio allocation decision. The first essay entitled, “Are women more risk-averse than men?” examines the gender difference in risk aversion as revealed by actual investment choices. Using a sample that controls for biases in the level of education and finance knowledge, there is evidence that when individuals have the same level of education, irrespective of their knowledge of finance, women are no more risk-averse than their male counterparts. However, the gender-risk aversion relation is also a function of age, income, wealth, marital status, race/ethnicity and the number of children in the household. The second essay entitled, “Can diversification be learned?” investigates if investors who have superior investment knowledge are more likely to actively seek diversification benefits and are less prone to allocation biases. Results of cross-sectional analyses suggest that knowledge of finance increases the likelihood that an investor will efficiently allocate his direct investments across the major asset classes; invest in foreign assets; and hold a diversified equity portfolio. However, there is no evidence that investors who are more financially sophisticated make superior allocation decisions in their retirement savings. The final essay entitled, “The demographics of non-participation”, examines the factors that affect the decision not to hold stocks. The results of probit regression models indicate that when individuals are highly educated, the decision to not participate in the stock market is less related to demographic factors. In particular, when individuals have attained at least a college degree and have advanced knowledge of finance, they are significantly more likely to invest in equities either directly or indirectly through mutual funds or their retirement savings. There is also evidence that the decision not to hold stocks is motivated by short-term market expectations and the most recent investment experience. The findings of these essays should increase the body of research that seeks to reconcile what investors actually do (positive theory) with what traditional theories of finance predict that investors should do (normative theory).

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