This thesis examines the extent to which the construction of knowledge by young children involves the practical activity of self assessment and the ways in which such activities can be developed to enhance the learning process. The research programme was carried out using ethnographic and qualitative methods of data collection and analysis within an action research framework in seven classrooms. The investigation of self assessment activities involved the exploration of the children's conceptualisation of progress; their understanding of classroom tasks; their efforts to use their peers for guidance; and their attempts to ensure that their own performance matched that of their peers. It was found that the assessment processes including positive feedback by the seven teachers often provided mixed or erroneous messages and that assessment strategies were not directly taught. Children often failed to differentiate between the teachers I expectations a n relation to their behaviour and their academic performance within a task. A social constructivist model of learning provided a framework for the development and analysis of these self assessmentactivities. In particular it provided the basis for the development of the role of the teacher and of peers as the 'more capable other' and for the location of self assessment strategies within the stages of 'scaffolding', 'handover' and independent learning. The development of self assessment strategies within this framework included the identification and assessment of targets, the use of the pupil portfolio and the development of an assessment vocabulary by the teachers and pupils which ensured a shared understanding of assessment processes. The thesis concludes that self assessment strategies are integral to the learning process and that the development of these activities can enhance the learning process by raising awareness of the activities and allowing them to be taught directly. Self assessment can increase the efficacy of scaffolding by the more capable other which in turn can lead to greater independence for the child.

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Thesis (M.S.)--University of Wisconsin--Madison, 1965. / eContent provider-neutral record in process. Description based on print version record. Bibliography: l. 64-65.

A dissertation submitted to the Faculty of Education in fulfilment of the requirements for the Degree of Master Of Education in the Department of Curriculum and Instructional Studies at the University of Zululand, 2018 / A secondary school has been declared dysfunctional based on the poor matriculation results they have produced over a number of years. This has resulted in teachers’ negative attitude towards the school activities, thus creating management challenges for the school management team. The aim of this study was to investigate the influence of time management behaviour among teachers and learners on learning and teaching environment. This case study intended to achieve three objectives, which are to identify time management practices among teachers and learners having impact on learning and teaching; to establish the effect of time management on learning and teaching as well as to suggest strategies that may have positive impact on time management behaviour among teachers and learners. To achieve the objectives of the study, I used qualitative research design collecting data through interviews and observation. I used purposive sampling to select participants for this study. Data analysis was done through ATLAS.ti, which coded data into themes and subthemes. Result of this study showed that learners and teachers were found to have poor time management behaviour which had a negative influence on the quality of teaching and learning. / National Research Foundation Of South Africa (Grant Number: CPT160513164973 and 105246)

Thesis (Ph. D.)--Lehigh University, 1998. / Includes vita. Bibliography: leaves 83-89.

Thesis (Ph. D.)--Ohio State University, 2003. / Title from first page of PDF file. Document formatted into pages; contains xvii, 319 p.; also includes graphics Includes bibliographical references (p. 227-238). Available online via OhioLINK's ETD Center

Thesis (M.A.)--Wheaton College Graduate School, 2007. / Abstract. Includes bibliographical references (leaves 93-94).

Thesis (M.A.)--Wheaton College Graduate School, 2007. / Abstract. Includes bibliographical references (leaves 93-94).

Thesis advisor: Amy Hutton / While the implementation of new accounting standards requires significant firm resources, the literature is largely silent on how firms allocate resources to comply with new accounting standards. I investigate whether firms make information systems (IS) investments to comply because IS are the primary means through which firms’ economic activities are captured, aggregated, and summarized for managerial decision-making. I use a requirement that firms disclose factors that materially affect their internal controls to identify IS investments. I find that—despite the large direct and indirect costs of IS investments and alternatives to comply with GAAP changes—new accounting standards lead to significant IS investments for the firms most affected by the GAAP changes. Moreover, the IS investments improve firms’ internal information environments. The results suggest that the IS investments and IIE improvements extend beyond the scope of the GAAP changes. / Thesis (PhD) — Boston College, 2022. / Submitted to: Boston College. Carroll School of Management. / Discipline: Accounting.