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This thesis draws on the theories of Foucault, and Deleuze and Guattari to describe some ways in which teacher and student identities are produced and performed in a second language classroom. Three major aspects of identity are considered: cultural identity, teacher professional role identity, and the changing identity of the language learner. The thesis uses poststructuralist perspectives to critique notions of identity current in second language theory and practice. It extends the conception of identity as 'subjectivity’ proposed by Bonny Norton Peirce - that is, as multiple, impermanent, fragmented – to include the notion of subjectivity produced in interaction and desire. Through an examination of texts produced in an ethnographic study, the thesis addresses issues of cultural categorisation and stereotyping in second language teaching and learning. It discusses the discursive production of subjectivity in discourses of cultural identity and the extent to which culture is a determining factor in subjectivity in the classroom site of the research. It shows how a homogenising effect of discourse leads to the positioning, both self-imposed and other-imposed, of individuals as members of particular cultural groups with particular characteristics. The thesis also discusses the discursive production of subjectivity through discourses of good teacher and good student, and demonstrates the extent to which these discourses are processes of molarisation. The thesis is thus concerned here with an examination of relatively static, fixed identifications and to demonstrate the power of discourse to determine subjectivities. It is also concerned to look at an excess to discourse, a flow which is beyond signification and identification: desire. Identity change at the discursive level is discussed through discourses of becoming, and is differentiated from movements away from subjectification. These movements of desire are proposed as a new way of conceiving agency. The thesis attempts to show some ways in which these subjectivities, produced in discourse and desire, play out in the classroom, in terms of their production and reception by participants, and the impacts on the teaching/learning context.

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

This essay concerns itself with the importance of learning English as a second language cohesively. The research focus is on student responsibility to learn English and if as well as how this responsibility contributes to have students' perceptions of learning the language cohesively. The applied research method consists of a student questionnaire and two teacher interviews. The questionnaire produces a description of students' relationship to, and view of, the English language and how they understand their learning process in acquiring it. The two teacher interviews establish if and how the teachers influence the students' cohesive understanding of the English language.

We proposed new variance estimators for the poststratified estimator of the population total in two-stage sampling. The linearization or Taylor series variance estimator and the jackknife linearization variance estimator are popular for the poststratified estimator. The jackknife linearization variance estimator utilizes the ratio, ^Rc, which balances the weights for the poststrata while the linearization or Taylor series estimator does not. The jackknife linearization variance estimator is equivalent to Rao's (1985) adjusted variance estimator. Our proposed estimator makes use of the ratio, ^R c, in a different shape which is naturally derived from the process of expanding to the second-order Taylor series linearization, while the standard linearization variance estimator is only expanded to the first-order. We investigated the properties and performance of the linearization variance estimator, the jackknife linearization estimator, the proposed variance estimator and its modified version analytically and through simulation study. The simulation study was carried out on both artificially generated data and real data. The result showed that the second order accurate variance estimator and its modified version could be very good candidates for the variance estimation of poststratified estimator of population total.

Thesis (Ph. D.)--University of Oregon, 2000. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 96-102). Also available for download via the World Wide Web; free to University of Oregon users.

Reproduction de : Thèse de doctorat : Physique (option optoélectronique) : Metz : 2002. / Titre provenant de l'écran-titre. Notes bibliographiques.

Thesis (Th. M.)--Dallas Theological Seminary, 2003. / Includes bibliographical references (leaves 75-82). Issued also in microform.

Thesis (Th. M.)--Dallas Theological Seminary, 2003. / Includes bibliographical references (leaves 75-82).

Thesis (Ph. D.)--Florida State University, 2003. / Advisor: Dr. James S. Brooks, Florida State University, College of Arts and Sciences, Dept. of Physics. Title and description from dissertation home page (viewed Sept. 29, 2003). Includes bibliographical references.