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Tesis sobre el tema "Learner"

Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 25 de julio de 2025

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1

Murshid, Kinaz. "Understanding learner autonomy from learners' perspectives : insights from adult Syrian EFL learners." Thesis, University of Bristol, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.730820.

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2

Matshotyana, Zanele. "Experiences of parenting learners with regards to learner pregnancy policy." Thesis, University of the Western Cape, 2010. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_2060_1307513466.

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<p>A qualitative research design in the form of a case study was employed. A quantitative method was also utilized in the form of a short questionnaire for demographic purposes in order to provide a general description of the sample. A purposive sample of 10 parenting learners, and two teachers was selected. The study was conducted in a Senior Secondary School that is located in Khayelitsha, a historically disadvantaged community in the Western Cape. Semi structured interviews of approximately ninety minutes each were conducted and audio taped. A thematic analysis was used to analyse the audio

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3

Payant, Caroline A. "Learner-Learner Interaction: An Exploration of the Mediating Functions of Multilingual Learners’ Languages in an L3 Foreign Language Classroom." Digital Archive @ GSU, 2012. http://digitalarchive.gsu.edu/alesl_diss/23.

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Since the mid 90s, an increasing number of researchers have adopted a sociocultural theory (SCT) of mind to investigate the social and cognitive functions of language during learner-learner interaction (Lantolf & Thorne, 2007). Researchers from an SCT perspective have identified that first languages (L1s) serve important cognitive functions (Alegría de la Colina & García Mayo, 2009; Storch & Aldosari, 2010). Swain and colleagues (Swain, 1995; Swain & Lapkin, 1995, 1998) have also illustrated that languaging, a form of verbalization, facilitates the completion of complex linguistic tasks which

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4

Fite, Shannon Diane. "Influences on learner-learner interaction in online classes." Texas A&M University, 2004. http://hdl.handle.net/1969.1/264.

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Interaction, particularly learner-learner interaction, needs to be cultivated in online classes in order for students to have a satisfying learning experience. This study considered two graduate level online classes in an effort to determine: 1) is cognitive style related to the quantity of learner-learner interaction in online courses, 2) is there a relationship between learner characteristics and learner posting preferences in learner-learner interaction in online courses, 3) how do selected learners differ in their use of interaction elements during online discussion, and 4) how do select

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5

Гнаповська, Людмила Вадимівна, Людмила Вадимовна Гнаповская, and Liudmyla Vadymivna Hnapovska. "Learner-centred Language Teaching: Teacher-Learner interaction Formats." Thesis, ХНУ ім. В.Н. Каразіна, 2015. http://essuir.sumdu.edu.ua/handle/123456789/60131.

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The abstract dwells on the key issues related to the necessity of changing teacher-student partnership formats in the context of learner-centred approach to teaching foreign languages. The interpretation of "learner-centredness" as a concept is put into the humanistic perspective, the perspective of practical necessity, and the curriculum design perspective.<br>Тези розглядають основні питання взаємодії викладача та студента у контексті студентоцентричного підходу до викладання іноземних мов. "Студентоцентризм" як концепт інтерпретується з точки зору гуманістичної перспективи, практичної необ

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6

Dixon, David. "Measuring language learner autonomy in tertiary-level learners of English." Thesis, University of Warwick, 2011. http://wrap.warwick.ac.uk/58287/.

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The thesis aims to explore the viability of using a quantitative instrument to measure language learner autonomy and investigate whether such an instrument has a function in supporting teachers and learners in the development of learner autonomy. The research developed into a critical reflexive approach which probed the theoretical and design issues surrounding the development of a quantitative autonomy-measurement instrument by actually attempting to produce such an instrument. This approach means that I could experience and examine first-hand the theoretical and practical issues which the qu

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7

Gorenc, Zoran Annmarie. "CALLing all learners : an explanatory integrative research study of EFL learner-learner corrective feedback patterns within on-line synchronous environments." [Tampa, Fla] : University of South Florida, 2006. http://purl.fcla.edu/usf/dc/et/SFE0001772.

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8

Keller, Christine Ida. "Learner-to-Learner: Refocusing the Lens of Educational Immediacy." Thesis, University of North Texas, 2009. https://digital.library.unt.edu/ark:/67531/metadc28372/.

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As the current body of instructional communication research focuses primarily on the relationship between teacher and learner, three studies investigating the relationship between learners were completed in order to better understand how student motivation and learning are influenced by learner-to-learner immediacy behaviors within the college classroom environment. Study I resulted in an extensive list of both positive and negative verbal and nonverbal immediacy behaviors commonly used by learners. Study II required the comparison of the behaviors identified in study one to existing measures

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9

Hall, Valerie Joyce. "Observations : a vehicle for enabling learner voice and developing expert learners." Thesis, Staffordshire University, 2014. http://eprints.staffs.ac.uk/1943/.

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When we watch an expert perform, how does that inform our own knowledge and skills in that subject, or establish what our potential might be to become a ‘better’ learner? There is much policy and rhetoric around the development of this ‘expert’ learner through ‘Learner Voice’ initiatives, yet this is a sparsely researched area. Mainly anecdotal, with poorly documented methodology, it is also heavily biased towards compulsory-aged education. This study, set within Further Education, adds to knowledge by providing evidence of how learners can improve the quality of teaching, and their own learni

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10

Ågren, Louise. "English as a third language. Learner profiles of six L3 learners of English." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-30834.

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11

Morales, Gamboa Rafael. "Exploring participative learner modelling and its effects on learner behaviour." Thesis, University of Edinburgh, 2000. http://hdl.handle.net/1842/6666.

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The educational benefits of involving learners as active players in the learner modelling process have been an important motivation for research on this form of learner modelling, henceforth referred to as participative learner modelling. Such benefits, conceived as the promotion of learners' reflection on and awareness of their own knowledge, have in most cases been asserted on the grounds of system design and supported only by anecdotal evidence. This dissertation explores the issue of whether participative learner modelling actually promotes learners' reflection and awareness. It does so by

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12

Shanyinde, Partson Danny. "An investigation of learner/learner scaffolding using microcomputer-based labs." Thesis, University of Bristol, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.265451.

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13

Vitturi, Francesco <1997&gt. "Ready, Player, Learner." Master's Degree Thesis, Università Ca' Foscari Venezia, 2021. http://hdl.handle.net/10579/20455.

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La popolarità dei videogiochi è aumentata nel corso degli anni. Tuttavia questa forma di tecnologia è ancora incompresa e spesso considerata solo come una mera forma di intrattenimento. Questo lavoro prova a offrire un’alternativa a tale diffusa mentalità mostrando come i videogiochi possano essere parte del mondo dell’apprendimento, in particolare dell’apprendimento delle lingue. Dopo aver inquadrato le tecnologie educative in generale, il primo capitolo offre una panoramica delle principali tecnologie digitali e del ruolo che hanno ricoperto in alcuni campi: le teorie dell’apprendimento, dal

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14

Anderson, J. C., James Lampley, and Donald W. Good. "Learner Satisfaction in Online Learning: An Analysis of the Perceived of Learner- Social Media and Learner-Instructor Interaction." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/247.

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15

Abe, Mariko. "Syntactic variation across proficiency levels in Japanese EFL learner speech." Diss., Temple University Libraries, 2015. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/350754.

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Teaching & Learning<br>Ed.D.<br>Overall patterns of language use variation across oral proficiency levels of 1,243 Japanese EFL learners and 20 native speakers of English using the linguistic features set from Biber (1988) were investigated in this study. The approach combined learner corpora, language processing techniques, visual inspection of descriptive statistics, and multivariate statistical analysis to identify characteristics of learner language use. The largest spoken learner corpus in Japan, the National Institute of Information and Communications Technology Japanese Learner English

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16

Doku, Ishmael Adu-Mensah. "Let the learner learn, a qualitative insight into the birth and growth of the cross-cultural learner centre concept." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ35399.pdf.

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17

Rioux, Robyn. "English language learners and the development of the English language learner curriculum." [Denver, Colo.] : Regis University, 2009. http://adr.coalliance.org/codr/fez/view/codr:160.

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18

Wienand, Merna Adeliade. "Empowering teachers to render learner support to learners who experience reading barriers." Thesis, Nelson Mandela Metropolitan University, 2011. http://hdl.handle.net/10948/1353.

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In this qualitative study the researcher provided proposed guidelines to empower teachers to render learner support to learners who experience reading barriers. A literature study was undertaken to investigate the importance and consequences of inclusive education, the need for a systematic approach, reading problems and its causes and remediation thereof. The empirical study includes interviews with important stakeholders and observations. The results of the empirical study culminated into proposed guidelines to empower teachers to render learner support to these learners. Recommendations wer

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19

Machika, Nonhlahla Mildred. "The effect of learner discipline on academic achievement of grade 12 learners." Thesis, University of Limpopo (Turfloop Campus), 2007. http://hdl.handle.net/10386/763.

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Thesis (M.ED.) --University of Limpopo, 2007<br>The purpose of this study is to investigate and highlight the effects of learner discipline on academic achievement. Respondents in this research were requested to make their perceptions and attitudes known on the following issues: • Can discipline improve academic achievement? • How can discipline be used as a means to manage academic achievement? • How does discipline influence academic achievement? • Which strategies promote sound management of academic achievement? • Why should discipline be employed for academic achievement especia

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20

Andersen, Jeffery C. "Learner Satisfaction in Online Learning: An Analysis of the Perceived Impact of Learner-Social Media and Learner-Instructor Interaction." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etd/1115.

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The purpose of this study was to determine the relationships between general course satisfaction, learner-instructor interaction, and the learner-social media interaction scores of participants. This study used an online survey with 60 questions to gather the participants’ demographic data, learner-instructor interaction data, learner-social media interaction data, and general course satisfaction data. Data from the survey were examined through the use of independent sample ttests, one-way ANOVAs, and Pearson Correlations based on 10 participant demographic variables. Of the 10 demographic var

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21

Dalkir, Kim. "Improving user modeling via the integration of learner characteristics and learner behaviors." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq25914.pdf.

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22

Copeland, Matthew Blair. "Learner Modal Preference and Content Delivery Method Predicting Learner Performance and Satisfaction." Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc862858/.

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The purpose of the study was to investigate how the online, computer-based learner's personal learning profile (Preference), the content delivery method supplemented with visual content based on Neil Fleming's VARK (visual, aural, read/write, kinesthetic) model (Content), and the interaction of Preference and Content, influenced learner performance (Performance) and/or learner self-reported satisfaction (Satisfaction). Participants were drawn from a population of undergraduates enrolled in a large public southwestern research university during the fall 2015 semester. The 165 student participa

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23

Morrow, Revonda G. "Interactivity in an Online Learning Environment: A Case Study of Participant Experience in Professional Development." Thesis, Griffith University, 2007. http://hdl.handle.net/10072/367435.

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The role of interactivity in learning is seen as important to the processing of content and the creation of new understandings. Whether this interactivity is viewed as internal interaction with the content by individuals or a broader socio-cultural concept of interaction among others, interactivity is seen as critical to learning. What has not been so clearly defined, however, are the ways that interactivity functions for individuals and groups whose learning is increasingly taking place outside the traditional face-to-face methods, supported and managed by information and communication techno

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24

Mynard, Joanne. "Synchronous computer-mediated communication and learner autonomy in female Emirati learners of English." Thesis, University of Exeter, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.288249.

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25

Knöös, Johanna, and Siri Amanda Rääf. "Sentiment Analysis of MOOC learner reviews : What motivates learners to complete a course?" Thesis, Linnéuniversitetet, Institutionen för informatik (IK), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-105919.

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In the last decade, development of Information and Communication Technology (ICT) thatsupports online learning has increased the demand for e-learning and Massive Open OnlineCourses (MOOCs). Despite their increased popularity, MOOCs are struggling with highdropout rates and only a small percentage of learners complete the courses they enrolled in. Thepurpose of this thesis is to gain knowledge about MOOC learner behaviour. The aim of thestudy is to identify the motivations of learners and how these differ between learners whocompleted a course and those who dropped out. Research on MOOC learne

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26

Harrison, Patricia Audrey. "How the HR professional learns to practice : a 'novice learner' perspective." Thesis, University of Leeds, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.634207.

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The aim of this thesis is to discover how novice Human Resource (HR) professionals learn to practice. In addressing this aim, the thesis evaluated what processes supported and hindered the development of HR professional practice and explored if there was a relationship between the methods experienced while learning and, subsequent, professional development. The grounded theory method with a longitudinal, relativism, case study approach was adopted for the research. The research design involved a comprehensive review of the literature on professional practice and knowledge. The study followed t

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27

Snyder, Aaron W. "Becoming an Altruistic Learner." BYU ScholarsArchive, 2014. https://scholarsarchive.byu.edu/etd/5273.

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This master’s thesis is a qualitative research project that explored the transformation of multiple individuals who initially learned for self-interested purposes, but later had a shift in their desire to learn so as to benefit others. The author collected rich narratives that described this phenomenon and provided insight into the following question: what is the experience of a learner who transitions from learning out of self-interest to learning out of altruistic purposes? The author found the following five major themes across six participants as they transitioned to more altruistic learni

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28

CLARK, MELODY SELLET. "STUDENT SUPPORT FOR ACADEMIC SUCCESS IN A BLENDED, VIDEO AND WEB-BASED, DISTANCE EDUCATION PROGRAM: THE DISTANCE LEARNER'S PERSPECTIVE." University of Cincinnati / OhioLINK, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1069775658.

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29

Williams-Shakespeare, Eraldine. "Talk Matters: Graduate Students’ Perceptions of Online Learner-Learner Interaction Design and Experiences." Scholar Commons, 2018. https://scholarcommons.usf.edu/etd/7717.

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This study explored the design of learner-learner activities including types of pedagogy and media in online courses and graduate students’ perceptions of social interaction, cognitive learning and overall satisfaction. Data collection and analysis involved both quantitative and qualitative methods following a Sequential Explanatory Model. Data instruments include a modified version of the Community of Inquiry (CoI) Survey version 14b (Swan, Shea, Richardson, Ice, Garrison, Cleveland-Innes, & Arbaugh, 2008), a Rubric for Assessing Interactive Qualities of Distance Learning Courses (Roblyer,

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30

Carlisle, Vincent J. "Understanding the effects of personal responsibility and environment on the development of self-directed learning: an exploratory study." Diss., Kansas State University, 2016. http://hdl.handle.net/2097/32502.

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Doctor of Philosophy<br>Department of Educational Leadership<br>Sarah Fishback<br>This exploratory study analyzed changes in self-directed learning of Army officers attending the Army’s Command and General Staff Officers Course, CGSOC, by applying a quasi-experimental, pretest posttest, comparative approach based on the attribute independent variables gender, race/ethnicity, level of education, and branch of Army. It also sought to inform implementation and assessment strategies in both the private and broader public sectors, specifically companies and organizations seeking to develop lifelon

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31

Boweni, Gaopotlake Puxley. "The structure and functions of a prefect system in primary schools predominantly attended by black learners / G.P. Boweni." Thesis, North-West University, 2005. http://hdl.handle.net/10394/840.

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The purpose of this research was to investigate the structure and function of a prefect system in primary schools predominantly attended by black learners. It is the wish of learners to partake fully in school governance to bring about desirable changes within the education system. The riots that broke out in 1976, proved beyond doubt that learners no longer wished to be onlookers in the system, but to actively take part in stabilising it for their own future. In the past, learners who served in the prefect council were randomly chosen and elected by the principal and the staff. This was done

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32

Sitoyi, Zandisile Mawethu. "Teacher and learner experiences of violence in a cape flats school, Western Cape." University of the Western Cape, 2020. http://hdl.handle.net/11394/7957.

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Magister Educationis - MEd<br>This study aimed to ascertain in what ways violence and crime influence the teaching and learning programme in schools in a disadvantaged community. The context is a primary school in an informal settlement in Samora Machel, Philippi, in the Cape Flats, where violence is endemic. The study shows that violence does not occur in school playgrounds and areas around the school only; classrooms are becoming common sites for violence. This study sought to establish teacher and learner experiences of violence at school, and the role of school management and parents in d

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33

Johnson, Matthew David. "Learners' self-assessment and metacognition when using an open learner model with drill down." Thesis, University of Birmingham, 2018. http://etheses.bham.ac.uk//id/eprint/8590/.

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Metacognition is ‘thinking on thinking’. It is important to educational practices for learners/teachers, and in activities such as formative-assessment and self-directed learning. The ability to perform metacognition is not innate and requires fostering, and self-assessment contributes to this. Literature suggests proven practices for promoting metacognitive opportunities and ongoing enquiry about how technology best supports these. This thesis considers an open learner model (OLM) with a drill-down approach as a method to investigate support for metacognition and self-assessment. Measuring as

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34

Hakala, M. (Mari). "Investigating the relationship of EFL learners’ willingness to communicate and learner Identity:a case study." Master's thesis, University of Oulu, 2019. http://jultika.oulu.fi/Record/nbnfioulu-201905031587.

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Abstract. Interaction and communication have received remarkable attention within SLA research in recent years. The sociocultural learning approach implemented in Finnish comprehensive schools through the national curriculum also emphasises interaction and communication as key concepts in all learning. Thus, this qualitative, empirical case study investigates what role van Lier’s Interaction Types (1988) have in EFL learners’ willingness to communicate (WTC) in the language of the lesson, as well as EFL learners’ WTC in relation to the learners’ identities. The latter will be studied applying

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35

Katai, Reuben Shekwonyadu. "Learner-identitiy and classroom engagement : negotiating adverse learner-identifications using a Freirean education approach." Thesis, University of Bristol, 2017. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.730874.

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36

Neal, Diane A. "Student Growth in Learner-Centered and Non-Learner-Centered Reading and Math Teachers’ Classrooms." University of Dayton / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1481057369924496.

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37

Darby, Douglas. "Differentiation: A Taxonomy of Online Learner Types in Higher Education." Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1505153/.

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Online learning is no longer considered novel within higher education. It has emerged as an accepted distinct channel and environment for instructional engagement. There is a notable deficit of works and theoretical constructs specifically addressing the identification and differentiation of online learner types and examining them as a distinct system within the learning environment. Learning effectiveness within an online instructional environment is affected by the individual student engaged in the instruction. The instructional experience of the learner is determined by their individual per

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38

Paquette, Kyle. "Examining Learner-Centered Coach Education." Thesis, Université d'Ottawa / University of Ottawa, 2018. http://hdl.handle.net/10393/37147.

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At the center of all coach education initiatives and programming is the coach. Although the study of traditional coach education programs has yielded rather discouraging findings, coach education can be significant in its contribution to coach development when coaches are addressed as learners and their unique learning needs and orientations are recognized and prioritized. Indeed, the conversation has shifted to the application of learner-centered (LC) approaches. The purpose of this doctoral dissertation was twofold: to explore the contribution of using the LC theory, including a well-establi

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39

Paiva, Ana Maria Severino de Almeida e. "Dynamic user and learner modeling." Thesis, Lancaster University, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.309025.

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40

Mercer, Sarah Jane. "Exploring EFL Learner Self-Concept." Thesis, Lancaster University, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.524777.

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41

Wong, David M. Eng (David Y. ). Massachusetts Institute of Technology. "Build your own deep learner." Thesis, Massachusetts Institute of Technology, 2017. http://hdl.handle.net/1721.1/113452.

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Thesis: M. Eng., Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science, 2017.<br>This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.<br>Cataloged from student-submitted PDF version of thesis.<br>Includes bibliographical references (pages 63-64).<br>BYODL is a framework for building deep learning-based mobile apps to solve domain-specific image recognition problems. Domain-specific image recognition problems are challenging due to lack of labeled data - few h

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42

Nesselhauf, Nadja. "Collocations in a learner corpus /." Amsterdam : J. Benjamins, 2005. http://catalogue.bnf.fr/ark:/12148/cb40079494c.

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43

Cook, Ronald William. "MOOClm: Learner Modelling for MOOCs." Thesis, The University of Sydney, 2017. http://hdl.handle.net/2123/17023.

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Massively Open Online Learning systems, or MOOCs, generate enormous quantities of learning data. Analysis of this data has considerable potential benefits for learners, educators, teaching administrators and educational researchers. How to realise this potential is still an open question. This thesis explores use of such data to create a rich Open Learner Model (OLM). The OLM is designed to take account of the restrictions and goals of lifelong learner model usage. Towards this end, we structure the learner model around a standard curriculum-based ontology. Since such a learner model may be ve

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44

Millar, Neil. "The processing of learner collocations." Thesis, Lancaster University, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.547979.

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45

Ivarsson, Daniel, and Fredrik Pihl. "Learner responsibility in the English classroom." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-35831.

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This paper is the result of a case study of learner responsibility in English language teaching at an upper secondary school. With the implementation of Gy11, the new curriculum for the upper secondary school in Sweden, learner responsibility has been introduced as an obligatory goal. However, in the steering documents the concept is not clearly defined. As a result the implementation of learner responsibility is dependent on the interpretation done by the schools. The purpose of this project was to explore how some students, teachers and head teachers perceive learner responsibility in relati

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46

Tabanlioglu, Selime. "The Relationship Between Learning Styles And Language Learning Strategies Of Pre-intermediate Eap Students." Master's thesis, METU, 2003. http://etd.lib.metu.edu.tr/upload/1014034/index.pdf.

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This thesis aims to identify the learning styles and strategies of students, to check whether there are significant differences in the learning style and strategy preferences between male and female learners, and investigate whether there is a relationship between students&amp<br>#8217<br>learning style and strategy preferences. A total of 60 students were asked to complete two questionnaires. One was used to identify students&amp<br>#8217<br>perceptual learning style preferences and the other was used to identify students&amp<br>#8217<br>learning strategies. In addition, think aloud protocols

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47

Mäkinen, Nordquist Gustaf. "Communication in an online learning environment : A social perspective on developing learner to learner communication." Thesis, Linnéuniversitetet, Institutionen för datavetenskap, fysik och matematik, DFM, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-10435.

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The current learning management systems do not enable the students to communicate both course related and social information in a satisfactory manner. This might put the students at risk of feeling isolated, but there is also a risk it might decrease the students results. This research aims to examine why students are unsatisfied with the communication in LMSs and to provide knowledge and a suggestion of a system design that enables the students to interact satisfactory. The participants in the study were found to be unsatisfied with the separation of synchronous and asynchronous communication

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Palfreyman, David. "The socio-cultural construction of learner autonomy and learner independence in a tertiary EFL institution." Thesis, University of Kent, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.344149.

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Drouilhet, Louise Marie Rhodes Dent. "Teachers as adult learners using adult learner characteristics to design in-service programs for teachers /." Normal, Ill. Illinois State University, 1985. http://wwwlib.umi.com/cr/ilstu/fullcit?p8514769.

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Thesis (Ed. D.)--Illinois State University, 1985.<br>Title from title page screen, viewed June 7, 2005. Dissertation Committee: Dent Rhodes (chair), John Heissler, Frank Lewis, William Piland, Robert Rumery. Includes bibliographical references (leaves 205-230, 261-263) and abstract. Also available in print.

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Dellenlöv, Johanna, and Pernilla Tonning. "Influence, Responsibility and Awareness - teachers' and students' attitudes and experiences." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-28459.

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In this degree project the concepts of student democracy, student influence, learnerresponsibility and learner awareness are discussed. This has been done in connection to the learner autonomy movement in Sweden and the steering documents at a secondary school level. Our study concerns some teachers’ and students’ attitudes to and experiences of working with these issues in school. We came to the conclusion that the teachers that we interviewed are very aware of what the steering documents say and try to incorporate these essential parts in their teaching. We also found that the students are n

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