Typescript (photocopy). / Digitized by Kansas Correctional Industries

The purpose of this research is to investigate group problem-solving processes , interactions , and also, the factors that influence the operation on performance assessment. The main points for this study are: 1.What kind of situation does the model of group problem-solving form? 2.What situation does the group participate in each process of problem-solving? 3.What changes do the group participate in each stage of problem-solving after performance assessment? 4.What influences do manipulatives make on the operation of problem-solving processes? 5.What do the members think about the method of assessment? The method of this research is as follow. The investigators referred to the mathematics textbook (Volume 11) to develop five units of performance assessment. The participants were a group of four 6th grade elementary school children in Kaohsiung. The investigator collected the think-aloud protocols of the group and observed the behaviors from video and recordings. Finally, in order to understand children¡¦s feelings of assessment, the investigator arranged semi-structured interviews. The data was used to prepare chart according to Schoenfeld¡¦s model, also its distribution table, and the ratio of participation. The main conclusions of this research are: 1.The process of group problem-solving is affected by discussions among peers. 2.The model of process of problem-solving is affected by actually performing and acting out. 3.The group may or may not be engaged in all stages of problem-solving. 4.The changes of problem-solving stage for each member were different. 5.The use of manipulatives affects each problem-solving stage. 6.Children expressed that they enjoyed group performance assessments. Based on results of this study, the investigator highly recommended performance assessment to take place in elementary mathematics classroom.

published_or_final_version / Public Administration / Master / Master of Public Administration

Thesis (Ph.D.)--Tufts University, 2002. / Adviser: Rob Hollister. Submitted to the Dept. of Interdisciplinary Studies. Includes bibliographical references (leaves 276-290). Access restricted to members of the Tufts University community. Also available via the World Wide Web;

Thesis (M. Phil.)--University of Hong Kong, 2000. / Includes bibliographical references (leaves 140-146).

Thesis (Ph. D.)--University of Wisconsin--Madison, 1956. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (109-110).

No description available.

Since 2012, hundreds of companies have poured thousands of dollars into hackathons – finite events where creatives come together in small teams to design, build, and demo a new product of feature. The spectacle of the hackathon engages participants in a number of things: a transgressive ethos, disciplined play, and hacker’s literacies (Santo 2011). Based on my dissertation fieldwork at seven hackathons in three industries (journalism, healthcare, and e-government), I explore various types of play labor (Terranova 2000) based on the performances of eight teams. I show how teams creatively manage their peers’ affective and intellectual labor, and negotiate what appear to be industry-specific preferences for different technologies. In the process of competing for status and recognition, they engender distinct forms of play labor and making do. Hackathon participants directly embed resistance in their designs; some learn how to learn (Bateson 1972), giving them a strategic advantage over other classes of workers. They embody the characteristics of the new worker-subject required in the digital economy, as mutable, playful, and rapid.

published_or_final_version / Psychology / Master / Master of Philosophy

No description available.