This study sets out to understand repeated procrastinating behaviours which may become detrimental to effective teaching, learning and assessment. The five case studies were conducted in a local authority primary school over a period of two years when the children were in Key Stage 1, aged five, six and seven years. The focus of this study was the possible detrimental effects of procrastinating behaviours in curriculum learning, through assigned tasks. Behaviours were observed and interviews conducted to reach a understanding of the tasks from the child’s perspective. The teacher’s perspective of the behaviours within the wide context of the assigned task was interrogated through social constructivist theories of leaming. The communicative process, by which co-participants in a task come to understand that task, was examined in light of the observed procrastinating behaviours. Within this process the influence of pupil learning identities, the use of power and questioning were particularly salient. The case studies suggest, in keeping with the author’s view, that procrastinating behaviours do have a detrimental effect on curriculum teaching, learning and assessment. It would appear that in the course of procrastinating, task objectives may be: ongoingly altered by the learners to confirm existing skills and knowledge, rejected by the learner in favour of alternative interests or progressively dfferentiated by the teacher in order to engage the learner, narrowing the opportunities for shared control of learning. It would seem that these behaviours have much to do with the active interpretation of tasks against the socio-cultural background of what passes as classroom knowledge and becomes classroom culture. It is likely that procrastinating behaviours may be reduced in conditions that allow learning to be ‘scaffolded’ in the social constructivist sense, that value discourse as a means of learning from each other and that share power and control of learning. The study proposes strategies which practitioners might find useful in identifying and reducing the incidence of procrastinating behaviours. These strategies are all concerned with the promotion of discourse in teaching, learning and assessment. They relate to task organisation and management, the construction of classroom culture and the learner’s role in approaching tasks. Through each of the strategies, the community in which the learners find themselves, has a role to play. This proposes a shift from individualism and differentiation to teaching with the goal of full participation.

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Thesis advisor: Patrick J. McQuillan / Most would agree that pupil learning is a fundamental purpose of schooling. Differences arise, however, when conceptualizing what form that learning should take and how it should be assessed. In recent years, there has been increased pressure to improve pupil achievement through educational reform initiatives intended to ensure that all pupils meet high academic standards through strict accountability measures. This dissertation seeks to understand how teacher candidates/beginning teachers, working in this era of accountability, focus on pupil learning over time. An interpretive qualitative approach was employed to complete cross-case analyses on 55 interviews conducted with five participants over a 3-year period. Based on a sociocultural framework, and drawing on constructivist assessment theories and prior research on learning to teach, this dissertation argues that the end objective of improving pupil learning led teachers to enhance their teaching practice by holding high expectations for pupil learning, building personal relationships with pupils, maintaining strong classroom management strategies, and utilizing formative assessment practices. However, engaging in these practices was often a result of a complex process of negotiation between aspects of the school context that functioned as obstacles and the teachers' moral sensibilities Overall, contrary to claims made by stage theory, the beginning teachers in this study demonstrated that focusing on pupil learning was possible with perseverance, commitment to social justice, development of an inquiry stance and an understanding that learning to teach is a life-long process that involves continuous reflection and professional development. / Thesis (PhD) — Boston College, 2009. / Submitted to: Boston College. Lynch School of Education. / Discipline: Teacher Education, Special Education, Curriculum and Instruction.

of the thesis:: The topic of the thesis are aids for teaching geometry at the primary school. The theoretical part presents the potential benefits of the teaching aids use in connection with the cognitive process of the pupil and the educational aims of geometry. The practical part focuses on the situation in schools, presents aids that are used, and how they are used. It is based on survey focused especially on primary school teachers. A separate chapter is devoted to aids which are used in Montessori schools. It features names of geometry aids and how they are used. In the last thesis part are formulated didactic principles for working with the teaching aids in geometry and two experiments showing possible aids usage. Aids in these experiments fulfill its purposes, which are mentioned in the theoretical part, and therefore their use has been beneficial.