This study is an investigation of the relationship between assessment, teaching and learning from the perspective of undergraduate students. It consisted of three stages which were developmental in nature with each stage informing the next and providing overall focus and direction. Students participating had completed at least five semesters of their undergraduate porogram.Findings from the literature, the interviews and the survey confirmed the central role the assessment process plays in shaping student learning. Ways feedback was used to inform learning as well as the types of assessment strategies employed emerged as key factors associated with students' motivations to learn. Nine practice related recommendations are made and four issues requiring further research are identified / Doctor of Philosophy (PhD)

Thesis (M.Ed.)--Memorial University of Newfoundland, 2005. / Bibliography: leaves 67-72.

Thesis (Ph. D.)--University of Texas at Austin, 2006. / Vita. Includes bibliographical references.

The intent of this study was to explore the variance of epistemological development in pre-ministry undergraduates across different institutional contexts, using the Perry Scheme as a theoretical lens. Semi-structured interviews were employed in order to elicit information from participants that revealed their personal perspectives regarding their approaches to acquiring, maintaining, and implementing knowledge. Students from three institutional contexts were included in this study: secular university, confessional Christian liberal arts university, and Bible college. A review of the precedent literature for this research presented foundational biblical-theological and theoretical sources that defined and elucidated the context of this study. The biblical-theological analysis first identified the nature of human knowledge and development within the context of the redemptive-historical metanarrative. Then, two prominent biblical themes that relate specifically to epistemological development were treated: the knowledge of God and biblical wisdom. A thorough review of the Perry Scheme was then provided, including theoretical and philosophical underpinnings, the model itself, and major extensions and elaborations of Perry's model. A final section introduced the "principle of inverse consistency" as a paradigm for interacting with Perry and other developmental theories, from a biblical worldview. The qualitative research design consisted of five steps. First, the researcher contacted and enlisted students and obtained a Dissertation Study Participation Form from each participant. Second, a customized interview protocol was designed according to the Perry Interview Protocol, in conjunction with the Center for the Study of Intellectual Development (CSID). Third, a pilot study was undertaken. Fourth, one interview was conducted with each participant, and the interviews were transcribed and submitted to the CSID for scoring. Fifth, in addition to the scoring analysis performed by the CSID, the researcher designed and implemented an independent content analysis procedure, including a structured analytical framework of epistemological priorities and competencies. Finally, the scored data and content analysis results were evaluated together, and interpreted by the researcher to yield findings and implications. Overall, this research observed that epistemological positioning was generally consistent among pre-ministry students from differing institutional contexts. The CSID's stated majority rating for typical college graduates was reflected in each sample grouping-a point of transition between Positions 3 and 4, defined in the Perry Scheme as mid to late "Multiplicity." By certain measures, however, scores among context groups were distinguishable. For example, average scores for secular university students reflected a point very near, but slightly above Position 3, while average ratings among Bible college and liberal arts university students reflected a point essentially midway between Positions 3 and 4. Also, when a filter was applied that eliminated the results of the oldest and youngest sample participants, the liberal arts university grouping reflected a distinguishably higher epistemological position than other groupings. Evaluation of the research interview data according to the researcher's structured framework of epistemological priorities and competencies yielded findings that were consistent overall with the variations of levels of epistemological positioning as reported by the CSID. In addition, numerous prominent themes emerged from analysis of interviewees' articulations that were identified as bearing relevance to participants' epistemological maturation. Finally, the impact of effects of differing social-academic cultures on pre-ministry undergraduates' epistemological perspectives and maturation were examined. Evaluation of these themes and environmental conditions served to highlight numerous conformities as well as significant distinctions among pre-ministry students from differing institutional contexts.

Thesis (Ed.D.)--University of West Florida, 2007. / Title from title page of source document. Document formatted into pages; contains 126 pages. Includes bibliographical references.

Thesis (D. Ed.)--University of Oregon, 2001. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 211-216). Also available for download via the World Wide Web; free to University of Oregon users.

Thesis (Ed. D.)--UCLA, 2009. / Vita. Description based on print version record. Includes bibliographical references (leaves 82-88).

Thesis (Ph. D.)--Florida State University, 2004. / Advisor: Dr. Barbara A. Mann, Florida State University, College of Education, Dept. of Educational Leadership and Policy Studies. Title and description from dissertation home page (viewed June 16, 2004). Includes bibliographical references.

Thesis (M.S.)--Florida State University, 2003. / Advisor: Dr. David Pargman, Florida State University, College of Education, Dept. of Educational Psychology and Learning Systems. Title and description from dissertation home page (viewed Feb. 18, 2004). Includes bibliographical references.

College student suicide is a significant concern on university campuses and suicide prevention has become a focus for outreach intervention. While college counseling centers appear effective in helping students who present for treatment, suicidal students also seem to underutilize professional help. Gatekeeper training programs have emerged to help colleges and universities tap into existing student social networks to encourage early intervention. Gatekeeper training is a type of suicide prevention intervention used to encourage members of the university community to identify, engage, and refer suicidal students to professional help. Resident Assistants are often a focus of such training as they exist in the living environment of students and may be more able to identify student distress than other staff. However, the potential for adverse mental health impact on those RAs we call upon to help is not well understood and no studies to date have examined the impact of suicide prevention training on their mental health. Using data from surveys administered in connection with the participation of Resident Assistants in Suicide Prevention Training at The University of Texas at Austin, this study explores the mental health impact on RAs associated with their serving as gatekeepers. Multiple regression analyses were used to study the impact of intervention load, perceived role responsibility, the acquisition of suicide prevention content knowledge and perceived competency to perform the duties of a gatekeeper, and support-seeking behavior on the stress and distress of RAs over the course of a semester. Results suggest that RAs appear resilient to situational stress experienced with resident mental health interventions. RAs also appear to have considerable prior, personal experience with suicidal thinking and others who are suicidal. Additionally, they generally report not seeking support as often as they could, yet also increasingly turn to their co-workers in residence life for support. A repeated measures ANOVA analysis found that over the course of the semester RAs reported an increased threshold for engaging in interventions with residents and for seeking support for themselves. Implications for gatekeeper training and future research are discussed. / text