Submitted by Rodrigo Naumann (naumann.rodrigo@gmail.com) on 2018-04-19T17:10:40Z No. of bitstreams: 1 Dissertation_RNaumann.pdf: 979702 bytes, checksum: d1fa4b5a30cfc47fe78652e87c5fd4cf (MD5) / Approved for entry into archive by GILSON ROCHA MIRANDA (gilson.miranda@fgv.br) on 2018-04-20T20:16:09Z (GMT) No. of bitstreams: 1 Dissertation_RNaumann.pdf: 979702 bytes, checksum: d1fa4b5a30cfc47fe78652e87c5fd4cf (MD5) / Made available in DSpace on 2018-05-08T14:39:53Z (GMT). No. of bitstreams: 1 Dissertation_RNaumann.pdf: 979702 bytes, checksum: d1fa4b5a30cfc47fe78652e87c5fd4cf (MD5) Previous issue date: 2018-03-28 / This paper studies incentives for information gathering in a monoposonist pricing setting. Our motivation stems from public procurement contracts where the government is the single buyer, and the true cost of providing the good is ex ante uncertain to potential suppliers. We develop a simple bilateral, monopsonistic trade model, based on Roesler and Szentes (2017), where the seller only observes a signal about actual production cost. The model is intended to highlight how information about seller's cost affects resource allocation, price, and buyer welfare. More specifically, for any given continuous cost distribution, we characterize the seller-optimal learning. Taking the uniform prior as our benchmark case, we illustrate that seller's equilibrium strategy induces less information acquisition than would be desired by the buyer. We also show that efficient trade may not happen with probability one under some seller-optimal signal structures.

I denna studie undersöks och jämförs tre vetenskapliga texter från 2000-talet som handlar om hur och när individuella flowupplevelser och gruppflow uppstår i musikundervisning på grundskolan. Fokus för studien är vilka metoder som har utvecklats för att främja flow i undervisning generellt och mer specifikt i musikundervisning. För att besvara studiens syfte och frågeställningar används metoden allmän litteraturstudie med systematisk ansats samt en informell intervju med två framstående forskare inom gruppflow och team flow samt flow i undervisning. De utvalda texterna har analyserats och granskats kvalitets- och kunskapskritiskt och studiens vetenskapliga ansats är Vygotskijs sociokulturella perspektiv på lärande. Föreliggande studies huvudsakliga resultat är att flow, gruppflow och team flow främjar barns engagemang och lust till lärande i musikundervisning på grundskolan. Det har publicerats väldigt lite forskning om flow i musikundervisning på grundskolan. Fortsatt empirisk forskning om hur flowmodellen ska tillämpas praktiskt i musikundervisning på grundskolan behövs därför för att fånga upp forskningsglappet. / This study examines and compares three scientific texts from the 21st century that deal with how and when individual flow experiences and group flow occur in music education at elementary schools. The focus in his study is which methods have been developed to stimulate flow in teaching in general and more specifically in music education. The method applied in this study is a general literature study with a systematic approach. Two informal interviews with prominent researchers on team flow and flow in education were carried out in order to meet the purpose of this study and answer its scientific questions. The three articles that were included for analysis have been critically reviewed in terms of scientific quality and knowledge. Vygotskijs socio-cultural perspective on learning was used as this studies approach. The main findings of this study are that flow, group flow and team flow as educational models are applicable and extremely useful in music education at primary schools and promote engagement and desire to learn for children. Proposals for application of the flow model in music education have been made, though future empirical research is needed to fill up the gap within flow research in music education at elementary schools. Flow in school, group flow and flow in music are well-researched areas. On the other hand, very little research has been published about flow in music education at elementary schools. Suggestions for future research are therefore discussed further on in this study.

Doctor of Philosophy / Department of Curriculum and Instruction / M. Gail Shroyer / This study was designed to examine one component of impact within a High School Professional Development School (PDS) partnership. The purpose of this study was to explore the perceived impact of pre-service teachers on the students they teach and the cooperating teachers who mentor them. More specifically, this study was designed to explore the impact on the learning environment of high school students who were taught by pre-service teachers and the cooperating teachers who mentored them from the perspective of 8 pre-service teachers, 130 high school students, and 8 cooperating teachers. The theoretical framework for this study was based on the concept of an Optimal Learning Environment (National Research Council, 1999). The overarching question for this study was: In what ways do pre-service teachers impact the learning environment of the PDS in which they complete their final clinical experience? Survey and interview data were gathered from participants to explore the perceived impact of the pre-service teachers on the (a) learner centered learning environment, (b) assessment centered learning environment, and (c) knowledge centered learning environment of the high school students and cooperating mentor teachers. The data collected were focused on what the high school students, pre-service teachers and cooperating mentor teachers perceived based on their personal experiences and understanding. The results of this study indicated a perceived positive impact on the learner centered, assessment centered, and knowledge centered learning environments of the high school students and the cooperating mentor teachers from the perspectives of the high school students, pre-service teachers and cooperating mentor teachers. The researcher thus concluded that the pre-service teachers positively impacted the perceived Optimal Learning Environment of the PDS in which they completed their final clinical experience.

Type-2 fuzzy logic system (FLS) cascaded with neural network, called type-2 fuzzy neural network (T2FNN), is presented in this paper to handle uncertainty with dynamical optimal learning. A T2FNN consists of type-2 fuzzy linguistic process as the antecedent part and the two-layer interval neural network as the consequent part. A general T2FNN is computational intensive due to the complexity of type 2 to type 1 reduction. Therefore the interval T2FNN is adopted in this paper to simplify the computational process. The dynamical optimal training algorithm for the two-layer consequent part of interval T2FNN is first developed. The stable and optimal left and right learning rates for the interval neural network, in the sense of maximum error reduction, can be derived for each iteration in the training process (back propagation). It can also be shown both learning rates can not be both negative. Further, due to variation of the initial MF parameters, i.e. the spread level of uncertain means or deviations of interval Gaussian MFs, the performance of back propagation training process may be affected. To achieve better total performance, a genetic algorithm (GA) is designed to search better-fit spread rate for uncertain means and near optimal learnings for the antecedent part. Several examples are fully illustrated. Excellent results are obtained for the truck backing-up control and the identification of nonlinear system, which yield more improved performance than those using type-1 FNN.

The aim of this study was to investigate the management strategies conducive to establishing constructive discipline for optimal learning. The study represented a case study conducted in a primary school in the Empangeni district of KwaZulu-Natal. An in-depth literature study was followed by an empirical investigation based on a qualitative research design employing focus group and individual interviews. The research findings revealed that optimal learning is achieved through effective classroom management practices promoting constructive discipline. A classroom environment in which constructive discipline prevails includes the organisation of the physical environment in a functional way, the consideration of instructional strategies such as teachers being well-prepared for the lesson, as well as class routines and procedures being well communicated. Based on the findings of the empirical investigation, and concurring with the findings from literature, recommendations were made regarding classroom management strategies for constructive discipline in order to arrange for optimal learning. / Educational Leadership and Management / M. Ed.

One of the challenges facing education systems worldwide is the motivation of qualified teachers to teach at rural schools. Teaching at rural schools is a challenge as rural areas are characterised by adverse living and working conditions, making qualified teachers prefer living and working at urban schools where conditions are more comfortable. Namibia implemented the financial incentive to motivate qualified teachers to teach at rural schools and improve learner performance. The implementation of the financial incentive in Namibia has received little research attention in establishing its effectiveness. The purpose of this study was to evaluate the effectiveness of the financial incentive on the performance of learners at rural schools, as this performance relates to teacher motivation. To achieve this, a literature study and an empirical investigation were conducted. An interpretivist research paradigm informed the methodology for the study. A mixed-methods research approach, which relied more on a qualitative research design, included a research sample of 28 teachers, five school principals and two education officials. Data were collected through interviews and document analysis. Individual interviews were conducted with education officials and school principals. Focus group interviews were conducted with teachers. Document analysis entailed accessing applicable documents of each research site in the office of the school principal. Textual data were analysed and presented thematically and numeric data were analysed and presented as frequencies and percentages. Key findings established that financial incentive has contributed little to the performance of learners in rural schools. The fact that rural schools are not properly categorised according to environmental challenges results in teachers not receiving realistic financial incentive. Teachers were therefore not motivated by financial incentive, but by other factors relating to being tuned to nature in rural areas, being exposed to lower living costs and enjoying accommodating school leadership and community care. A revisiting of the implementation of the financial incentive is recommended in order to negate shortcomings and enhance the potential of financial incentive to contribute to improved learner performance as steered by motivated teachers. / Educational Studies / Ph. D. (Education)

The aim of this study was to investigate the management strategies conducive to establishing constructive discipline for optimal learning. The study represented a case study conducted in a primary school in the Empangeni district of KwaZulu-Natal. An in-depth literature study was followed by an empirical investigation based on a qualitative research design employing focus group and individual interviews. The research findings revealed that optimal learning is achieved through effective classroom management practices promoting constructive discipline. A classroom environment in which constructive discipline prevails includes the organisation of the physical environment in a functional way, the consideration of instructional strategies such as teachers being well-prepared for the lesson, as well as class routines and procedures being well communicated. Based on the findings of the empirical investigation, and concurring with the findings from literature, recommendations were made regarding classroom management strategies for constructive discipline in order to arrange for optimal learning. / Educational Leadership and Management / M. Ed. (Education Management)