Jenkins refers to identity as the 'touchstone of our times' (Jenkins 1996: 8) but identity is an ill-defined concept. Much has been written about learner identity within schools but fewer studies have explored the children's own perceptions of learner identity. This ethnographic project was based in a primary school working with a group of seven and eight year old pupils and explored the complexity of pupils' identities and how developing identities influence pupil career (Pollard, 1985). Underpinned by a symbolic interactionist view of the development of identity (Mead, 1934; Blumer, 1969), data collection included observation, video recording of classroom interactions and semi-structured interviews. Thematic analysis of these rich data sought to explore the constitution, construction and function of learner identity. Most of the pupils were able to articulate their current learner identity but some pupils found it challenging to articulate their learner identity. Shih's (2004) models of 'coping' and 'depleting' are contrasted to provide insight into how different pupils respond to the development of their learner identity. The pupils utilised social interactions both within and outside the classroom to construct their learner identities. Pupils claimed agency in whether they accepted or rejected these messages from their interactions with people and activities in the classroom. The pupils did not generally value the direct messages communicated from their classroom teachers. Reasons for this situation were given including the use of praise by some teachers as a form of feedback. The pupils did not normally privilege the potential messages inherent within formative assessment practices in their classrooms. Instead, the pupils used messages available through classroom organisational practices such as ability grouping. An exception to the pupils' rejection of teachers as a source of information was the art teacher. This exception allowed analysis of how teachers might interact with pupils to facilitate the construction of secure learner identities which allow pupils to make informed decisions about future learning. Ryan and Deci's (2000) framework of competence, relatedness and autonomy was used to analyse why the pupils valued messages from him. iv The thesis concludes with a discussion of the implications for policy makers, practitioners and those involved in initial and continuing professional development for teachers.

No description available.

It shall be the purpose of this study to continue this delineation of the dynamics of anxiety. An attempt shall be made to study the nature of anxiety, especially in elementary school children, as it relates to three other factors: namely, intelligence, self-concept and ordinal birth position.

Children???s attitudes towards school singing have been a growing concern in recent years. While negative attitudes towards school singing have been acknowledged as one of the factors contributing to the decline of singing in schools, these attitudes conflict directly with the socially acceptable, esteemed and desired status that children place on singing in the world in which they live. Given the popularity of singing outside of school, negativity towards singing is of particular concern. Identifying the factors that determine a child???s attitude towards singing in both the school and home context is crucial if positive attitudes towards singing are to be sustained through to adolescence. The purpose of this research was to explore children???s attitudes towards singing in each stage level between Kindergarten and Year 6 in the home and school context, to identify the factors which determine positive and negative attitudes towards singing and to consider the relationships between attitudes in relation to gender. Interviews were conducted with 147 children between Kindergarten and Year 6 in five New South Wales public schools and attitudes towards singing were tested using a three point attitude measurement scale. Further data were collected from 118 parents in order to gain an understanding of children???s singing experience within the home context. Results showed that children???s preference to sing at home, rather than at school, increases with age. While boys have a stronger preference to sing at home than girls, girls are more positive towards school singing. Relational reasons such as fear of criticism and singing in front of others were central reasons for children???s dislike of school singing. While children across all stage levels enjoy singing with CD???s and singing on their own, boys??? particularly enjoy having ownership over song choice and composing their own songs. Lack of song choice and singing in front of others evokes negative attitudes towards singing. Teachers have a strong influence on attitudes towards singing at ES1 and Stage 1 level, however by Year 6, there is a strong correlation between parents and children???s attitudes towards singing. These results provide new insights and implications for the teaching of singing in schools.

Thesis (M. Ed.)--University of Hong Kong, 2006. / Title proper from title frame. Also available in printed format.

Thesis (Ph.D.)--University of Delaware, 2007. / Principal faculty advisor: David Kaplan, School of Education. Includes bibliographical references.

Thesis (Ph. D.)--Ohio State University, 1982. / Includes vita. Includes bibliographical references (leaves 185-198). Available online via OhioLINK's ETD Center.

Thesis (Ph.D.)--University of Delaware, 2006. / Principal faculty advisors: Nancy W. Brickhouse, Danelle J.Ford, School of Education Includes bibliographical references.

Thesis (Ph.D.)--University of Nebraska-Lincoln, 2009. / Title from title screen (site viewed January 5, 2010). PDF text: xi, 176 p. : ill. ; 1 Mb. UMI publication number: AAT 3360042. Includes bibliographical references. Also available in microfilm and microfiche formats.

Thesis (M.S.)--Brigham Young University. Dept. of Communication Disorders, 2008. / Includes bibliographical references (p. 67-73).