Dissertations / Theses: 'Theory, Elementary'

1

Galiautdinov, Andry. "Quantum theory of elementary processes." Diss., Georgia Institute of Technology, 2002. http://hdl.handle.net/1853/28007.

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Pilato, Alejandro Miguel. "Elementary states, supergeometry and twistor theory." Thesis, University of Oxford, 1986. http://ora.ox.ac.uk/objects/uuid:d86c78d7-2e6e-4a5c-a37a-81d8dbf3ccd8.

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It is shown that H^p-1 (P⁺, 0 (-m-p)) is a Fréchet space, and its dual is H^q-1(P^-, 0 (m-q)), where P⁺ and P^- are the projectivizations of subsets of generalized twistor space (≌ ℂ^p-q) on which the hermitian form (of signature (p,q)) is positive and negative definite respectively, and 0(-m-p) denotes the sheaf of germs of holomorphic functions homogeneous of degree -m-p. It is then proven, for p = 2 and q = 2, that the subspace consisting of all twistor elementary states is dense in H^p-1(P⁺, 0(-m-p)). A supermanifold is a ringed space consisting of an underlying classical manifold and an augmented sheaf of Z₂-graded algebras locally isomorphic to an exterior algebra. The subcategory of the category of ringed spaces generated by such supermanifolds is referred to as the super category. A mathematical framework suitable for describing the generalization of Yang-Mills theory to the super category is given. This includes explicit examples of supercoordinate changes, superline bundles, and superconnections. Within this framework, a definition of the full super Yang-Mills equations is given and the simplest case is studied in detail. A comprehensive account of the generalization of twistor theory to the super category is presented, and it is used in an attempt to formulate a complete description of the super Yang-Mills equations. New concepts are introduced, and several ideas which have previously appeared in the literature at the level of formal calculations are expanded and explained within a consistent framework.

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Fors, Mikael. "Elementary Discrete Sets in Martin-Löf Type Theory." Thesis, Uppsala universitet, Algebra och geometri, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-175717.

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Boney, Will. "Advances In Classification Theory For Abstract Elementary Classes." Research Showcase @ CMU, 2014. http://repository.cmu.edu/dissertations/364.

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Tringali, Salvatore. "Some questions in combinatorial and elementary number theory." Phd thesis, Université Jean Monnet - Saint-Etienne, 2013. http://tel.archives-ouvertes.fr/tel-01060871.

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This thesis is divided into two parts. Part I is about additive combinatorics. Part II deals with questions in elementary number theory. In Chapter 1, we generalize the Davenport transform to prove that if si S\mathbb A=(A, +)S is acancellative semigroup (either abelian or not) and SX, YS are non-empty subsets of SAS such that the subsemigroup generated by SYS is abelian, then SS|X+Y|\gc\min(\gamma(Y, |X|+|Y|-I)SS, where for SZ\subsetcq AS we let S\gamma(Z):=\sup_{z_0\in Z^\times}\in f_(z_0\nc z\inZ) (vm ord)(z-z_0)S. This implies an extension of Chowla's and Pillai's theorems for cyclic groups and a stronger version of an addition theorem by Hamidoune and Karolyi for arbitrary groups. In Chapter 2, we show that if S(A, +) is a cancellative semigroup and SX, Y\subsetcq AS then SS|X+Y|\gc\min(\gammaX+Y), |X|+|Y|-I)SS. This gives a generalization of Kemperman's inequality for torsion free groups and a stronger version of the Hamidoune-Karolyi theorem. In Chapter 3, we generalize results by Freiman et al. by proving that if S(A,\ctlot)S is a linearly orderable semigroup and SSS is a finite subset of SAS generating a non-abelian subsemigroup, then S|S^2-\gc3|S|-2S. In Chapter 4, we prove results related to conjecture by Gyory and Smyth on the sets SR_k^\pm(a,b)S of all positive integers SnS such that Sn^kS divides Sa^a \pmb^nS for fixed integers SaS, SbS and SkS with Sk\gc3S, S|ab|\gc2Set S\gcd(a,b) = 1S. In particular, we show that SR_k^pm(a,b)S is finite if Sk\gc\max(|a|.|b|)S. In Chapter 5, we consider a question on primes and divisibility somchow related to Znam's problem and the Agoh-Giuga conjecture

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Thorne, Robert S. "Renormalizability of effective scalar field theory." Thesis, University of Oxford, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.358742.

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Järv, Laur. "The enhancon mechanism in string theory." Thesis, Durham University, 2002. http://etheses.dur.ac.uk/3981/.

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The enhancon mechanism is a specific phenomenon in string theory which resolves a certain naked spacetime singularity arising in the supergravity description related to N = 2 supersymmetric pure gauge theory. After reviewing the problem of singularities in general relativity as well as in string theory, and discussing the prototypical enhancon example constructed by wrapping D6-branes on a K3 surface, the thesis presents three generalisations to this static spherically symmetric case pertaining to large N SU{N) gauge theory. First we will use orientifolds to show how the enhancon mechanism also works in similar situations related to SO(2N + 1), USp(2N) and SO{2N) gauge theories. Second we will wrap D-brane distributions on K3 to obtain the enhancon in oblate, toroidal and prolate shapes. Third we will study a rotating enhancon configuration and consider its implications for the black hole entropy and the second law of thermodynamics.

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Hammond, P. R. "Combinatorial aspects of the theory of q-series." Thesis, University of Sussex, 2005. http://sro.sussex.ac.uk/id/eprint/38863/.

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This thesis is concerned mainly with the interplay between identities involving power series (which are called q-series) and combinatorics, in particular the theory of partitions. The thesis includes new proofs of some q-series identities and some ideas about the generating functions for the rank and crank, a new proof of the triple product identity and a combinatorial proof of a q-elliptic identity.

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Astefanesei, Dumitru. "Singularity resolution and holography in string theory." Thesis, McGill University, 2004. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=85119.

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String theory is to date the best candidate for the "theory of everything" which would describe all four fundamental interactions, including gravity, on the same footing. The general description of black holes and other spacetimes with horizons remains a key aspect of quantum gravity that must be addressed by a consistent theory, such as string theory. Also, the resolution of singularities is a fundamental problem in a quantum theory of gravity. At the same time, the recent revolution in observational cosmology creates a pressing need to accommodate fundamental issues such as cosmic acceleration and cosmological horizons within the framework of string theory. Therefore, the focus of this thesis is on new aspects of gravitation from a point of view of string theory. In the first part of this thesis, after an introduction in the subject, we deal with the resolution of singularities in string theory. In particular, we describe one of the intrinsically stringy mechanisms to resolve singularities, namely "Enhancon mechanism". We generalize the basic enhancon solution by constructing solutions without spherical symmetry.
The second part of the thesis is devoted to investigating different aspects of holography. The AdS/CFT correspondence is a concrete realization of the holographic principle. Such correspondence is referred to as duality in the sense that the supergravity (closed string) description of D-branes and the field theory (open string) description are different formulations of the same physics. This way, the infrared (IR) divergences of quantum gravity in bulk are equivalent to ultraviolet (UV) divergences of dual field theory living on the boundary. A novel method to renormalize the stress-energy of gravity and provide a measure of gravitational mass was proposed. We used this method to study locally asymptotically anti-de Sitter spacetimes with nonzero NUT charge and charged black holes configurations in de Sitter spacetime, respectively.

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Hadfield, Colin. "Towards a grounded theory of critical viewing." Faculty of Education, 2005. http://ro.uow.edu.au/theses/439.

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This thesis is a report on a study in viewing which details the construction of a grounded theory about ‘a pedagogy for critical viewing’. For this to happen a framework of visual language was developed for critical viewing and was provided to the participating teachers and students in the study. The visual framework was then applied to classes selected from the middle years of schooling. This involved an investigation into the implementation of the framework of visual language for the purposes of critical viewing. This then provided the data for constructing ‘a pedagogy for critical viewing’ that has been grounded in the viewing practices of Year 5-8 classrooms. The grounded theory focused on the conditions necessary for critical viewing to take place. These were the knowledges and experiences in critical viewing the students needed to have in order to view visual texts analytically and critically.

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Page, David C. "Brane probes and gauge theory/gravity dualities." Thesis, Durham University, 2002. http://etheses.dur.ac.uk/4626/.

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We examine the use of branes as probes of supergravity geometries which arise in the study of gauge theory/gravity dualities. We investigate the moduh spaces of supersymmetric gauge theories through moduh spaces of brane probes in the dual gravity theories. Preferred coordinate systems emerge in which the supergravity geometries can readily be compared to the gauge theory and various gauge theory quantities such as anomalous scaling dimensions can be read off. We also consider the physics of certain expanded brane configurations, called giant gravitons. We identify supergravity solutions which represent coherent states of these objects. We find a degeneracy between giant graviton probes and massless particles in a broad class of supergravity backgrounds and uncover a close relationship with charged particle states in lower dimensions.

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Poletti, Stephen John. "Geometry, quantum field theory and quantum cosmology." Thesis, University of Newcastle Upon Tyne, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.315921.

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Roussel, Harold. "Solution generating techniques in low energy effective string theory." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/NQ37018.pdf.

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Gagnon, Martin B. "On the role of ghosts in string theory." Thesis, McGill University, 1995. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=23274.

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In string theory, some techniques have been developed to calculate scattering amplitudes. Because of the $SL(2, doubc)$ invariance for tree-level amplitudes, a physical inconsistency arises; the amplitudes, instead of being finite, diverge. Two techniques can be used to remedy this problem. To avoid the overcounting configurations, we can (a) divide the amplitude by the $SL(2, doubc)$ volume or (b) insert three ghosts in the amplitude integral. Independently of which one of the two ways is followed, a number of two-dimensional integrations over the complex plane remain to be performed. This thesis explores some ways to replace some of these two-dimensional integrals by two unidimensional contour integrals. Consequently, this transformation reveals a new way to think about the ghosts and their role in amplitude calculations. In fact, we can consider the ghosts as perpendicular vectors to the contour along which the integration is performed.

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Takeuchi, Kaoru. "String theory and the early universe." Thesis, McGill University, 1992. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=39445.

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Starting from the 10-dimensional low-energy string effective action for the graviton and dilaton, we study cosmological implications of string theory. We find some solutions for the string equations of motion both in vacuum and with the presence of matter.
The scale factors r and R, which can be interpreted as the radii of the universe, tend to evolve in opposite directions: one radius expands and the other shrinks.
We also study the flatness problem and propose an alternative solution to this problem.
The behaviour of the radii r and R rear the Planck length $({ sim}10 sp{-33}$cm) is studied in detail.
The significance of our results lies in the fact that in the context of string theory, we may have a good chance of observing several large spatial dimensions, with other internal spatial dimensions remaining small and unobserved from a macroscopic point of view.

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Breckenridge, Jason C. "Black holes and Dirichlet branes in the theory of strings." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ36960.pdf.

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Farhi, David. "Jets and Metastability in Quantum Mechanics and Quantum Field Theory." Thesis, Harvard University, 2016. http://nrs.harvard.edu/urn-3:HUL.InstRepos:26718743.

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I give a high level overview of the state of particle physics in the introduction, accessible without any background in the field. I discuss improvements of theoretical and statistical methods used for collider physics. These include telescoping jets, a statistical method which was claimed to allow jet searches to increase their sensitivity by considering several interpretations of each event. We find that indeed multiple interpretations extend the power of searches, for both simple counting experiments and powerful multivariate fitting experiments, at least for h->bb at the LHC. Then I propose a method for automation of background calculations using SCET by appropriating the technology of Monte Carlo generators such as MadGraph. In the third chapter I change gears and discuss the future of the universe. It has long been known that our pocket of the standard model is unstable; there is a lower-energy configuration in a remote part of the configuration space, to which our universe will, eventually, decay. While the timescales involved are on the order of 10^400 years (depending on how exactly one counts) and thus of no immediate worry, I discuss the shortcomings of the standard methods and propose a more physically motivated derivation for the decay rate. I then make various observations about the structure of decays in quantum field theory.
Physics

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18

Evans, Karen S. "Just when you thought it was complicated enough: Literature discussions meet critical theory." Diss., The University of Arizona, 1993. http://hdl.handle.net/10150/186503.

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The use of literature discussion groups is enjoying increasing popularity in many language arts classrooms. Most research investigating this instructional practice has focused on the intellectual abilities necessary for students to conduct their own literature discussions (i.e., supporting opinions, asking questions). What has been missing in such research is how social and cultural factors might also influence how students engage in discussions. The purpose of the present study was to investigate what occurs when students conduct peer-led literature discussions and how the particular factor of social status influences the discourse and participation patterns in such discussion groups. Two literature discussion groups in a fifth-grade classroom were videotaped as they participated in their discussions. One group contained all female members and one was a mixed-gender group. Each group discussed their book for six days. All members of the class completed a sociometric measure to obtain student-perceived status of classmates. Constant-comparison and content analyses were used to analyze the descriptive data. The two groups differed in the purposes and the frames of reference they used to guide their discussions. The all-girl group focused on text-related purposes and utilized personal connections to discuss the book. The mixed-gender group's discussion was dominated by social talk and predominately used text-bound references to discuss their book. Social status influenced the participation patterns differently for the two groups and appeared to be related to the distribution of status within the group. The findings suggest that social factors such as gender and status influence how students negotiate participation and discourse patterns when leading themselves in literature discussions. The all-girl group's use of personal connections when discussing the book presents a possible alternative conception of what has traditionally been viewed as "girl-talk." The results also suggest that motivational (i.e., how much the group likes their book) and text (i.e., genre) factors are potentially influential factors in determining how students conduct discussions of literature.

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Futoran, Dana. "Theory of mind development and executive functioning in elementary school children." Morgantown, W. Va. : [West Virginia University Libraries], 1999. http://etd.wvu.edu/templates/showETD.cfm?recnum=644.

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Thesis (M.A.)--West Virginia University, 1999.
Title from document title page. Document formatted into pages; contains iv, 53 p. : ill. Vita. Includes abstract. Includes bibliographical references (p. 28-35).

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Zait, Reda A. "Unitary models in two dimensions." Thesis, Durham University, 1989. http://etheses.dur.ac.uk/6539/.

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Unitary models in two dimensions are classes of low dimensional theories which provide us with a convenient theoretical laboratory for studying various aspects of the theory of elementary particles. In this thesis, purely bosonic U(N) sigma models with the Wess-Zuraino-Witten (WZW) term in two-dimensional Euclidean space and the supersymmetric (Susy) U(N) σ models with and without this term are discussed. Particular attention is paid to the classical solutions of the equations of motion of these models. Due to the integrabihty of these models, we can associate with them a Lax-pair formalism. We observe that solutions of the Lax-pair equations of the U(N) a model provide us with solutions of the U(N) a model with the WZW-term. This is also the case for solutions of the Susy U(N) a model with the WZW-term which can be constructed from solutions of the Lax-pair equations of the Susy U(N) σ model. We present also some explicit solutions of the Susy U(N) a model without the WZW-term. Many properties of the constructed solutions for both the purely bosonic and Susy models are explored. In particular, we calculate the values of the action for some solutions and study the stability properties of these solutions and find that all the constructed solutions of these models correspond to the saddle points of the action. Finally we consider the hnearized fermion equations in the fixed background of a bosonic field. Special attention is paid to the case when the background field is given by a solution of the U(N) σ model with and/or without the WZW-term. Some classes of solutions of this problem are presented and their properties are discussed. We observe that a class of these solutions is related to the components of the energy-momentum tensor of the purely bosonic σ model and prove that some of these solutions are traceless.

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Stokoe, Ian. "Skyrmion and other extended solutions of non-linear σ-models in 2 and (2+1) dimensions." Thesis, Durham University, 1987. http://etheses.dur.ac.uk/6686/.

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Low dimensional models are generally regarded to be a convenient theoretical laboratory for studying various aspects of elementary particle theory. In this thesis, the extended solutions of one particular class of such models, namely the ₵p(^n-1) non-linear a-models in 2 dimensions, are discussed. Special attention is paid to the shape of these extended structures and their dependence on the parameters of the solutions. Time dependence is introduced into the models, and properties of the moving objects in these (2 + l)-dimensional theories are explored. In particular, the Hopf terms of the theories are investigated, and their relation to the spin of the extended solutions is discussed. Also the classical dynamics of these moving objects, and their explanation in terms of the geodesic motions on certain Hermitian and Kāhler manifolds is considered. Finally the embedding of the (₵p(^n-1)) solutions into the 2-dimensional U(n) chiral models is studied, paying particular attention to the stability of these embedded solutions in the larger group space, and to the number of independent negative modes of the fluctuation operator around these solutions.

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Marini, Alexander L. "An effective-lagrangian approach to resummation in a hot scalar theory /." Thesis, McGill University, 1996. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=42090.

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A well known feature of thermal field theories is the breakdown of the standard perturbative expansion. This breakdown is due to the appearance of the Bose-Einstein distribution which is singular in the low-momentum limit. In this thesis it is argued that an effective-Lagrangian approach can be used to restore perturbative calculability. To illustrate this point, the induced thermal mass of a scalar theory is computed to both one and two-loop order. It is shown that the results can be largely determined without the explicit evaluation of Feynman graphs. This technique is then used to calculate the finite-temperature effective potential in a scalar model with spontaneous symmetry breaking. One finds that the resummed expression for the effective potential is not valid in the region of parameter space where evidence of a first-order phase transition is observed. Therefore, contrary to some of the literature, one cannot conclude that this model exhibits a first-order phase transition.

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Constable, Neil R. "Dirichlet branes and the connections between quantum field theory and gravity." Thesis, McGill University, 2001. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=37881.

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Recent developments in string theory have led to the understanding that many physical systems posses multiple equivalent, or dual, descriptions which are distinguished by their usefulness in differing regions of parameter space. Dualities of this type often relate theories which exist in different numbers of space-time dimensions and it is the purpose of this thesis to examine several examples of this phenomenon. It is well known that the low energy dynamics of D3-branes is well described by N = 4 super-Yang-Mills theory in 3 + 1 dimensions. In the first part of this thesis it will be shown how the physics of magnetic monopole solutions of this theory is often best described by a 1 + 1 dimensional quantum field theory. In particular it is found that near the core of the monopole the most appropriate description of the physics is in terms of a particular version of non-commutative geometry arising from the non-abelian nature of the 1 + 1 dimensional field theory. The second part of this thesis discusses the duality between Anti de-Sitter Space and Conformal Field Theory (the AdS/CFT correspondence) which states that at strong coupling N = 4 Super-Yang-Mills theory is actually best described by type IIB superstring theory in 9 + 1 dimensions. The implications of this conjecture as applied to non-supersymmetric field theories are explored and it is found that many properties of quantum-chromo-dynamics (QCD) such as confinement and mass gaps can effectively be studied using string theory techniques. It is also shown how the mass spectra of glueballs in QCD-like theories can be computed. These techniques are then turned around to deduce from the field theory a perturbative proof of a positive energy conjecture for asymptotically AdS spaces.

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Catak, Melek. "An Elementary Mathematics Teacher." Phd thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12613056/index.pdf.

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The purpose of this study was to explore an elementary mathematics teacher&rsquo
s pedagogical reasoning on selection of learning activities. For this purpose, a teacher&rsquo
s decisions and judgments while selecting activities for her mathematics lessons were examined. Qualitative case study was performed where
data was collected in the spring semester of 2008-2009 and in the fall semester of 2009-2010 academic year. The case of the study was a teacher who was known by using activities in her mathematics lessons. Results revealed that the teacher had two main groups of considerations in her pedagogical reasoning on selection of activities. The first group is considering how activities will affect students&rsquo
learning and the second group is considering how to organize her teaching. Considering how activities will affect students&rsquo
learning is related to characteristics of the tasks within the activities, students&rsquo
understanding concepts: their conceptions and misconceptions, and student motivation. On the other hand, considering activities in organization of activities is related to objectives of the lesson, lesson flow, purposes of the activities
time use for an activity, sources and materials to be used in the activities.

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King, Nicholas T. "T-Duality and Double Field Theory." VCU Scholars Compass, 2016. http://scholarscompass.vcu.edu/etd/4643.

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The purpose of this thesis is to study a symmetry of string theory known as T-duality. We focus on a particular example establishing the equivalence between a quantized string moving in a circular space of radius R and a dual string moving in a similar space of radius 1/R . We will show that this duality implies that the momentum of the string in one picture becomes the number of times the string is wound around the circle in the dual picture. We present two proofs of T-duality. The first reflects the standard interpretation of T-duality as an isomorphism of quantum theories. The second approach is based on Hull's Double Field Theory.

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Bald, Lisa Marie. "Moving from Theory to Practice: Integrating Mobile Devices in Elementary Reading Instruction." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1875.

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Technology integration continues to be a professional development concern, especially in elementary schools. It remains unclear why there is a difference between how teachers talk about using technology and how they apply it in teaching reading. The purpose of this study was to explore professional development options that would help teachers connect theory to practice by studying their decision-making process. The conceptual framework was based on elements of the knowing-doing gap and reflective practices. The research questions explored (a) the decision-making process, (b) reflective practices used during decision-making, (c) professional development that facilitates closing the knowing-doing gap, and (d) recommendations from participants to improve upon professional development. In a case study design, 10 K-4 teachers participated in one 60-minute interview, one follow-up interview, and one 45-minute focus group. With the use of typological analysis, transcripts were coded for initial and emerging themes. Results indicated that integrating mobile devices was highly dependent upon teachers being self-directed learners. Teachers relied on informal collegial interactions when deciding to use mobile devices. Continuous professional development that addresses adult learning styles was recommended by the teachers to support technology adoption. Improvements to reading instruction lead to positive social change by increasing student achievement, thereby preparing students to be world citizens in a competitive global market.

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Al-Boshmki, Mohammad Kazi Dakel. "The connective K-theory of elementary abelian p-groups for odd primes." Thesis, University of Sheffield, 2016. http://etheses.whiterose.ac.uk/16783/.

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For an odd prime p, we aim to do some calculations of connective K-theory of elementary abelian groups V(r), where V(r) denotes an elementary abelian p-group of rank r. The methods involve a combination of Adams spectral sequence (ASS) calculations together with local cohomology calculations. The overall plan builds on and takes its inspiration from work of J. Greenlees and R. Bruner. As a step towards the Gromov-Lawson-Rosenberg (GLR) conjecture for V(r), the thesis calculates the complex connective K-cohomology, ku^*(BV(r)), for r ≤ 3, and the complex connective K-homology, ku_*(BV (r)) for p = 3 and r ≤ 2.

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Feldman, Ziv. "Describing pre-service teachers' developing understanding of elementary number of theory topics." Thesis, Boston University, 2012. https://hdl.handle.net/2144/12372.

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Thesis (Ed.D.)--Boston University PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
Although elementary number theory topics are closely linked to foundational topics in number and operations and are prevalent in elementary and middle grades mathematics curricula, little is currently known about how students and teachers make sense of them. This study investigated pre-service elementary teachers' developing understanding of elementary number theory topics, including factors, divisibility, greatest common factor, and least common multiple. Fifty-nine participants in a college mathematics course for pre-service elementary teachers participated in a three-week unit of instruction on number theory. All participants completed the Number Theory Knowledge Test (NTKT) before and after instruction. Additionally, individual clinical interviews were conducted with six participants before and after instruction. Each interview was recorded and transcribed. In order to describe how participants' understanding of number theory developed during instruction, analysis of the interview data was done using Dubinsky's (1991) APOS theory. Results showed that the most notable changes were in participants' attention to prime factorization, their notions of factor, and their abilities to coordinate multiple processes. Prior to instruction, participants' understanding was characterized by a need to convert prime factored numbers into decimal form, the notion of factor as a number that is visible within the prime factorization of another number, and an inability to coordinate multiple processes. Following instruction, participants attended to a number's prime factorization in order to solve problems, identified factors as combinations of prime numbers within the prime factorization of another number, and coordinated multiple processes. Statistical analysis of the NTKT scores supported the interview data, showing that participants significantly improved in their performance on questions requiring both procedural and conceptual knowledge. Contrary to prior research, this study provides evidence that pre-service elementary teachers can develop a deep and connected understanding of number theory topics. Future research should continue to investigate pre-service teachers' understanding of number theory by examining their work during periods of classroom instruction. Additionally, mathematical tasks that attend to prime factorization as a foundational tool should be investigated for their effects on pre-service teachers' understanding of number theory.

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Caldwell, Carol Lewis. "Teachers' perceptions of motivating behaviors of elementary principals an empirical test of Herzberg's motivation-hygiene theory /." Access abstract and link to full text, 1992. http://0-wwwlib.umi.com.library.utulsa.edu/dissertations/fullcit/9219887.

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Hayes, Jonathan Adam. "Approaching Elementary Music Theory Through Practical Application: A Supplemental Method for the Developing Trumpeter." University of Cincinnati / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1281990235.

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Coughlan, G. D. "Cosmological inflation and supersymmetric particle physics : Implications for the big-bang theory." Thesis, University of Oxford, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.355735.

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Hardy, Edward. "Supersymmetry and electroweak fine tuning." Thesis, University of Oxford, 2014. http://ora.ox.ac.uk/objects/uuid:832194dd-c075-4f18-bc88-3822fa745aea.

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Low scale supersymmetry (SUSY) is a compelling solution to the electroweak hierarchy problem. However, increasingly strong limits on the masses of superpartners, first from LEP and now the LHC, mean that the simplest models require significant fine tuning. This thesis is dedicated to the study of a possible alternative low energy superpartner spectrum, natural SUSY, in which only superparticles directly involved in stabilising the electroweak scale are light, alleviating collider limits and potentially reducing tuning. After reviewing how low scale SUSY is motivated by the hierarchy problem, we build a model of SUSY breaking and mediation that successfully generates a natural SUSY spectrum. This also suppresses the first two generation fermion Yukawas, and leads to small parameters in the hidden sector, which are required for successful SUSY breaking. A challenge in models of natural SUSY is raising the physical Higgs mass to 125 GeV, and we study the possibility that this could occur through the addition of a singlet to the theory. If stops are very light, the coupling of the singlet to the Higgs needs to be so large that it becomes nonperturbative before the scale of grand unification, raising the concern that precision gauge coupling unification may be upset. However, we find that this is not necessarily the case. Rather it is possible this could correct for the present ∽ 3% discrepancy in the two-loop minimal supersymmetric model's unification prediction. We then turn to the fine tuning in models of natural SUSY, emphasising that this should be measured with respect to the theory's ultraviolet (UV) parameters. We show that the first two generation sfermions can be made relatively heavy, beyond LHC reach, without introducing tuning. However, the gluino generates a significant tuning through the stops during the renormalisation group flow. As a result, there is no fine tuning benefit in reducing the stop masses below (50 - 75)% of the weak scale gluino mass, and we obtain strong lower bounds on the tuning of theories compatible with collider limits. We also study theories with Dirac gauginos, which have relatively low fine tuning even if the scale of mediation is high. Finally, we consider the effect of relaxing a common assumption and allowing the hidden SUSY breaking sector to modify the running of the visible sector soft masses. This may plausibly occur in realistic models and could dramatically reduce the fine tuning of SUSY theories.

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Ashworth, Elizabeth Laura Auger. "Elementary art education : an expendable curriculum?" Thesis, University of Glasgow, 2010. http://theses.gla.ac.uk/2403/.

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This ethnographic study was initiated by the concern that elementary art education is an endangered subject, not only marginalised but expendable. This concern was based on informal conversations with pre- and in-service teachers and observations during pre-service teacher evaluations in elementary schools in Ontario, Canada. From these conversations and observations, it seemed that the emphasis in elementary schools is on core subjects with anything else deemed to provide balance alongside initiatives to improve literacy, numeracy, character, and inclusion. The school day is teeming with subjects and initiatives and the resulting crowded curriculum may be affecting teaching and learning in non-core subjects, such as art, negatively. In addition to such external issues are individual challenges faced by generalist teachers with little or no background in visual arts. These teachers’ lack of comfort with art might, I surmised at the start of this study, impede the effective planning, implementation, and assessment of art education. To understand what impacts art education, specifically visual arts instruction, I used a variety of interpretive enquiry methods to interrogate what makes art in elementary schools a vulnerable if not an expendable subject. Initially seeking to find out if art was expendable, I went beyond this to explore perceptions of teachers on teaching art through a localised small-scale study involving 19 elementary teachers in two school boards in north-eastern Ontario. I conducted interviews, recorded observations, and read related documents to answer my research questions, which were as follows: Why is art education important, or not, for students, educators, parents, and other stakeholders? Is art jettisoned in favour of implementing other policies and curricular subjects? Do teachers use other programmes and initiatives as an excuse not to teach art? How do teachers feel about teaching art? Is art expendable? Nussbaum’s (1997) capacities (critical self-examination, connectedness with the world, narrative imagination, scientific understanding) provide the theoretical framework for the study, support the analysis of the state of art education, and help defend its importance at the elementary level. Possible barriers to effective art education (history, policy, practice, economics, geography) and how they may affect learners’ ability to connect with the capacities through visual arts instruction are also analysed and discussed. Through this study, I found that elementary art education is threatened in the participants’ schools for a number of reasons including external issues (minimal attention to, inconsistent delivery of, and poor funding for the mandated art curriculum; a high focus on literacy, numeracy, and other initiatives) and internal issues (discomfort with teaching art; wide range of concepts of art). The study concludes with concerns regarding overall problems with miscommunication and disconnection that threaten effective elementary art education. Recommendations for addressing external and internal issues, and these overall problems are outlined, along with plans to improve art education in pre-service teacher education, in-service practice, and the world beyond the classroom.

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Dilek, Dursun. "History in the Turkish elementary school : perceptions and pedagogy." Thesis, University of Warwick, 1999. http://wrap.warwick.ac.uk/3669/.

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This study investigates teachers' and pupils' roles in the teaching and learning of elementary history in relation to the social studies curriculum in Turkish schools. The methodological design of the study embraces both quantitative and qualitative research methods. Questionnaires were completed by 219 elementary teachers in Istanbul and Samsun in Turkey. Seven class teachers and three head teachers took part in the interview process based in the study's three case schools in the Bafra district of Samsun. Observations took place in three fourth and three fifth grade elementary classrooms of the same schools and lasted three weeks. The study argues that children must be given a sense of the discipline of history by introducing historical enquiry as the basis of the school history teaching in order that pupils will develop the skills which make significant contributions to their cognitive development (see Chapter three). From the analysis of the data the study found that: - There were gaps between teachers' espoused child-centred curriculum theories and their classroom practices. Teachers preferred whole class teaching techniques (i. e. lecturing and questioning) as the means of delivering the curriculum. The curriculum itself was too broad and too knowledge-based. - History was seen as a vehicle in citizenship education based on the political events of national history. The subject's classroom activities were dominated by textbooks and the practice of 'pupil's recitation' which was limited to the memorisation of factual information. - Teachers mostly used a style of questioning which checked pupils' historical knowledge rather than their historical understanding. - From the analysis of interview data and Turkish curriculum documents, the study argued that the teachers could be classified as 'national utopians' and 'utilitarian/instrumentalists' in their perceptions of elementary education. This affected their teaching styles. - The analysis of video-tape data showed that teachers used three main teaching styles. On the basis of a further classification teachers were grouped as 'lecturers', 'controllers of proxy teaching' and 'questioners'. The relationship between teaching styles and teachers' perceptions of elementary education is discussed in chapters five and six. - The teachers thought that they were experts in the teaching of literacy and numeracy and argued that subject specialism was only to be considered in other areas of the curriculum. - This study also confirmed that the social studies textbooks used in the classrooms involved in the study were not appropriate to pupils' understanding and reading levels (see chapters five and six). During the observations, it was recorded that below average pupils used their textbooks less than the above average and average pupils. The textbooks were less likely to promote the task related behaviour category 'working' than other materials. The study has implications for the process of educational change beyond the teaching of history. It focuses on issues of curriculum and practice in Turkish elementary schools by analysing the factors affecting teachers' perceptions of curriculum policy and their own practices. It investigates each of these areas and presents the implications for policy, theory, practice and research in Chapter seven by concluding that the starting point for a rational educational policy should be partnership with teachers. Therefore, the study argues that teachers must be included in research projects and that such projects need to use a variety of techniques based on classroom practice, (e. g. interview analysis, observation techniques, questionnaires, document analysis, case studies and action research) explored and evaluated throughout this study.

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Künzer, Matthias [Verfasser], and Steffen [Akademischer Betreuer] König. "On the elementary theory of Heller triangulated categories / Matthias Künzer. Betreuer: Steffen König." Stuttgart : Universitätsbibliothek der Universität Stuttgart, 2013. http://d-nb.info/1037727681/34.

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Statler, Judy K. "Learning theory and its application to at-risk programs for elementary school children /." free to MU campus, to others for purchase, 2002. http://wwwlib.umi.com/cr/mo/fullcit?p3074444.

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Anderson, Helen M. "Connecting theory, training and practice| Building teachers' capacity within an elementary literacy intervention." Thesis, University of Pennsylvania, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10158552.

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Research suggests that instructional interventions can impact student learning most effectively when teachers receive support for implementation (Danielson, Doolittle, & Bradley, 2007; Songer, et al., 2002). This is particularly true for interventions targeting struggling students within Response to Intervention structures (Akerson, Cullen, & Hanson, 2009; Harris, Graham, & Adkins, 2015; Martin-Kniep, 2008;). Professional learning communities (PLCs) provide one structure to provide teachers with the needed instructional support to implement instructional interventions (Akerson et al., 2009; Danielson et al., 2007; Martin-Kneip, 2008; Pease-Alvarez & Samway, 2008). Implementation literature largely examines two aspects of these PLCs in relation to teacher’s practice: 1) teachers’ fidelity in implementing the curricular intervention, and 2) how intervention training within the PLC impacts on students’ academic performance. Absent from the current research is an examination of the ways in which teachers develop their capacity within PLCs, particularly when that PLC directly supports teachers’ implementation of a curricular intervention. Drawing on data from a large-scale evaluation study of an early literacy intervention, this dissertation explores how teachers describe the ways in which their capacity is built within a PLC. Using a critical feminist framework, this study examines interview transcripts, program artifacts, and analytic memos to surface the themes and discourses used by teachers to forward a theory of how PLCs can influence teachers’ practice.

This study found five key features of this intervention’s PLCs that teachers described as developing their capacity: 1) theoretical texts directly connected to teachers’ practice; 2) a resource-orientation to students; 2) a developed sense of personal responsibility for students’ progress; 4) informal collaboration with colleagues outside the PLC space; and 5) peer observation with direct, non-evaluative feedback conversations. These features, when situated within existing literature, provide the groundwork for greater research around PLCs and how they can serve as a support of teachers’ capacity-building and implementation of instructional interventions.

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Patsalides, James P. "Building a climate for creativity| A theory of action to improve U.S. elementary schools." Thesis, Prescott College, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3705902.

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In the context of a rapidly changing world, higher order thinking skills are necessary for sustainability of U.S. society. Beginning with the premise that U.S. public schools are charged with the constitutional duty of growing children into informed and educated citizens, prepared to thrive in the world of work and to participate in democratic processes; and, that higher order thinking is a core part of that mission, this study examined children’s perspectives on school climate and the environment for the teaching and learning of higher order thinking in twenty five public elementary schools in an urban Connecticut school district. This integrated program of research used an exploratory sequential/concurrent mixed methods design to construct a pair of new psychometric instruments to measure student attitudes toward school climate and the environment for teaching and learning higher order thinking in a public elementary school. The intended uses and interpretations of the scores reported by the Climate4Creativity Elementary (C4C/SPE) and Middle School (C4C/SPM) Student Perspectives measurement instruments, were validated to professional standards. The study concluded that these instruments have utility for public elementary schools, particularly in identifying areas of focus and in the management of strategic and tactical school improvement work as part of a wider program of transformation in a school. Cronbach’s Alpha reliability scores in excess of 0.90 were reported for all measures. This study supported the core idea that safer schools with stronger, more caring communities provide individual students with better learning environments, and that general learning and the learning of creativity are intrinsically linked in the minds of students in public elementary schools, even though these students may not always name these components as such. The environment for learning higher order thinking measure tends to deteriorate from the early grades to middle school grades, implying both raised expectations, and an increase in variability in the data due to more and more variety in classroom settings and teacher practices. Examination of reported bullying experience shows bullying victimization to be a powerful, pervasive determinant of school climate and feelings of safety and community in all grades, but, bullying victimization tends not to penetrate into perceptions of the classroom learning environment to the same degree. By exploring school safety, community, and the structure of the learning environment required for the teaching and learning of higher order thinking in a public elementary school, this work begins the creation of a framework to enable school leaders to make significant, transformational, strategic change in their schools.

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Jorysz, I. H. "The field configurations of a static adjoint source in SU(2) lattice gauge theory." Thesis, University of Liverpool, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.234845.

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Wilson, Strange Amy. "Social competence and theory of mind understanding in elementary school children with attention deficits." Morgantown, W. Va. : [West Virginia University Libraries], 1999. http://etd.wvu.edu/templates/showETD.cfm?recnum=974.

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Thesis (Ph. D.)--West Virginia University, 1999.
Title from document title page. Document formatted into pages; contains vi, 61 p. Vita. Includes abstract. Includes bibliographical references (p. 37-45).

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Cain, Kellie J. "The development of teachers' reflectivity: Theory into practice." Scholarly Commons, 2005. https://scholarlycommons.pacific.edu/uop_etds/2451.

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Cultivating preservice teachers' reflection on their practice has been a major objective in teacher education over the last twenty years. Teacher educators have designed a number of activities, usually related to coursework, to facilitate preservice teachers' reflectivity. These kinds of assignments might be described as asking preservice teachers to reflect on demand. Studies in the past have typically focused on the discussion of specific strategies used to elicit reflection or descriptions of reflective teacher education programs. This study explored how preservice and first-year teachers understand and engage in reflection in different contexts while learning to teach. A sample of seventeen respondents, education students enrolled in coursework, student teachers, and first-year teachers, was selected to participate in the study. The data consisted of interviews, classroom observations and the examination of related documents. Preservice teachers taking courses engaged in introspection or self-reflection. This time was spent exploring their emerging identities as teachers. As respondents got opportunities to work in school settings, they began to reflect more on content and students. First-year teachers applied some of the reflective strategies they learned during coursework in their own practice. Several factors appeared to enhance preservice and first-year teachers' ability to reflect as they moved from coursework into student teaching and their own classrooms: (1) building relationships with teachers and students in K--12 classrooms, (2) engaging in reflective dialogue with 'more knowledgeable others'---university faculty and practitioners, and (3) having opportunities to teach on a regular basis.

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Roderick, Christopher. "The thermodynamic first law for black holes in low-energy string theory." Thesis, McGill University, 1995. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=23293.

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The prescription of R. M. Wald for determining a thermodynamic first law for stationary, axisymmetric, asymptotically flat black holes in general theories of gravity is applied to the effective Lagrangian for the bosonic sector of low-energy heterotic super-string theory. It is found that the presence of the gauge fields necessitates an alteration of the prescription. Specifically, the Lie derivatives with respect to the Killing vector of the gauge fields are non-vanishing. This introduces new terms which ensure gauge-invariance of the final result in a natural way.

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Benishti, Nessi. "The AdS/CFT correspondence and symmetry breaking." Thesis, University of Oxford, 2011. http://ora.ox.ac.uk/objects/uuid:eb83f36f-fc48-4b75-b328-ff10ace0c08e.

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In the first part of this thesis we study baryonic U(1) symmetries dual to Betti multiplets in the AdS_4/CFT_3 correspondence for M2 branes at Calabi-Yau four-fold singularities. Such short multiplets originate from the Kaluza-Klein compactification of eleven-dimensional supergravity on the corresponding Sasaki-Einstein seven-manifolds. Analysis of the boundary conditions for vector fields in AdS_4 allows for a choice where wrapped M5 brane states carrying non-zero charge under such symmetries can be considered. We begin by focusing on isolated toric singularities without vanishing six-cycles, which we classify, and propose for them field theory duals. We then study in detail the cone over the well-known Sasaki-Einstein space Q^111, which is a U(1) fibration over CP^1 x CP^1 x CP^1. The boundary conditions considered are dual to a CFT where the gauge group is U(1)^2 x SU(N)^4. We find agreement between the spectrum of gauge-invariant baryonic-type operators in this theory and M5 branes wrapping five-cycles in the Q^111 space. Moreover, the physics of vacua in which these symmetries are spontaneously broken precisely matches a dual gravity analysis involving resolutions of the singularity, where we are able to match condensates of the baryonic operators, Goldstone bosons and global strings. We then study the implications of turning on a closed three-form with non-zero periods through torsion three cycles in the Sasaki-Einstein manifold. This three-form, otherwise known as torsion G-flux, non-trivially affects the supergravity dual of Higgsing, and we show that the supergravity and field theory analyses precisely match in an example based on the Sasaki-Einstein manifold Y^1,2(CP^2), which is a S^3 bundle over CP^2. We then explain how the choice of M-theory circle in the background can result in exotic renormalization group flows in the dual field theory, and study this in detail for the Sasaki-Einstein manifold Y^1,2(CP^2). We also argue more generally that theories where the resolutions have six-cycles are expected to receive non-perturbative corrections from M5 brane instantons. We give a general formula relating the instanton action to normalizable harmonic two-forms, and compute it explicitly for the Sasaki-Einstein Q^222 example, which is a Z_2 orbifold of Q^111 in which the free Z_2 quotient is along the R-symmetry U(1) fibre. The holographic interpretation of such instantons is currently unclear. In the second part of this thesis we study the breaking of baryonic symmetries in the AdS_5/CFT_4 correspondence for D3 branes at Calabi-Yau three-fold singularities. This leads, for particular vacuum expectation values, to the emergence of non-anomalous baryonic symmetries during the renormalization group flow. We identify these vacuum expectation values with critical values of the NS-NS B-field moduli in the dual supergravity backgrounds. We study in detail the C^3/Z_3 orbifold theory and the dual supergravity backgrounds that correspond to the breaking of the emerging baryonic symmetries, and identify the expected Goldstone bosons and global strings in the infra-red. In doing so we confirm the claim that the emerging symmetries are indeed non-anomalous baryonic symmetries.

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Grozdanov, Saso. "Hydrodynamics : from effective field theory to holography." Thesis, University of Oxford, 2014. http://ora.ox.ac.uk/objects/uuid:c00bd3e6-3b52-41d5-8542-2f2d55fc8741.

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Hydrodynamics is an effective theory that is extremely successful in describing a wide range of physical phenomena in liquids, gases and plasmas. However, our understanding of the structure of the theory, its microscopic origins and its behaviour at strong coupling is far from complete. To understand how an effective theory of dissipative hydrodynamics could emerge from a closed microscopic system, we analyse the structure of effective Schwinger-Keldysh Closed-Time-Path theories. We use this structure and the action principle for open systems to derive the energy-momentum balance equation for a dissipative fluid from an effective CTP Goldstone action. Near hydrodynamical equilibrium, we construct the first-order dissipative stress-energy tensor and derive the Navier-Stokes equations. Shear viscosity is shown to vanish, while bulk viscosity and thermodynamical quantities are determined by the form of the effective action. The exploration of strongly interacting states of matter, particularly in the hydrodynamic regime, has been a major recent application of gauge/string duality. The strongly coupled theories involved are typically deformations of large-$N$ SUSY gauge theories with exotic matter that are unusual from a low-energy point of view. In order to better interpret holographic results, an understanding of the weak-coupling behaviour of such gauge theories is essential. We study the exact and SUSY-broken N=1 and N=2 super-QED with finite densities of electron number and R-charge, respectively. Despite the fact that fermionic fields couple to the chemical potentials, the strength of scalar-fermion interactions, fixed by SUSY, prevents a Fermi surface from forming. This is important for hydrodynamical excitations such as zero sound. Intriguingly, in the absence of a Fermi surface, the total charge need not be stored in the scalar condensates alone and fermions may contribute. Gauss-Bonnet gravity is a useful laboratory for non-perturbative studies of the higher derivative curvature effects on transport coefficients of conformal fluids with holographic duals. It was previously known that shear viscosity can be tuned to zero by adjusting the Gauss-Bonnet coupling, λ_GB, to its maximal critical value. To understand the behaviour of the fluid in this limit, we compute the second-order transport coefficients non-perturbatively in λ_GB and show that the fluid still produces entropy, while diffusion and sound attenuation are suppressed at all order in the hydrodynamic expansion. We also show that the theory violates a previously proposed universal relation between three of the second order transport coefficients. We further compute the only second-order coefficient thus far unknown, λ₂, in the N=4 super Yang-Mills theory with the leading-order 't Hooft coupling correction. Intriguingly, the universal relation is not violated by these leading-order perturbative corrections. Finally, by adding higher-derivative photon field terms to the action, we study charge diffusion and non-perturbative parameter regimes in which the charge diffusion constant vanishes.

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Marks, Diane B. "Culture and classroom management grounded theory from a high poverty predominantly African American elementary school /." [Gainesville, Fla.] : University of Florida, 2005. http://purl.fcla.edu/fcla/etd/UFE0012149.

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Wolfe, Sheila G. "A guide for implementation of the Montessori theory of education in the lower elementary curriculum." [Denver, Colo.] : Regis University, 2006. http://165.236.235.140/lib/SWolfe2007.pdf.

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Krieger, Kenin M. "School counseling and child development the integration of theory and practice in elementary school settings /." [Bloomington, Ind.] : Indiana University, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3223034.

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Thesis (Ph.D.)--Indiana University, Dept. of Counseling and Educational Psychology, 2006.
"Title from dissertation home page (viewed June 26, 2007)." Source: Dissertation Abstracts International, Volume: 67-06, Section: A, page: 2061. Adviser: Rex Stockton.

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Huang, Lan-Ting, and 黃蘭婷. "General Theory of elementary school calligraphy teaching." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/91296124787738220587.

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碩士
淡江大學
中國文學系碩士在職專班
104
Calligraphy is one of the most valuable aspects of Chinese culture, not only in its external beauty but also in its capacity to develop one’s personal characteristics. It is considered that calligraphy education, including teaching and studying masterpieces by calligraphy artists from throughout history, can develop students’ artistic sensibility and cultural awareness. For many years, the government and teachers from around the country have been dedicated to providing students a great environment in which to learn calligraphy. Some schools even have their own self-produced materials. Yet, due to a lack of materials, qualified teachers, and funding, not all students are able to receive a high-caliber calligraphy education. Due to the reasons above, the author decided to present this thesis, focusing on teaching techniques, multicultural resources, materials design, curriculum development and assessment. In addition, the author will discuss how a new communications technology applies in the calligraphy classroom. The author has been teaching calligraphy at the elementary level for seven years, and has spent a long period of time studying teaching strategies and modifying materials. It is hoped that this thesis can provide educators with more ideas for calligraphy education.

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Bannon, Jacqueline Nicole. "Media literacy: Understanding theory, practice and implementing change." 2009. http://link.library.utoronto.ca/eir/EIRdetail.cfm?Resources__ID=958106&T=F.

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CHU, MI YI, and 朱秘誼. "Elementary School Counselors Professional Development with Stakeholder Theory." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/kh2jd4.

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碩士
國立臺中教育大學
諮商與應用心理學系碩士班
105
This study intends to inquire the professional development of elementary school counselors, and focused on the professional development with the addition of stakeholder’s theory. This study sampled 12 elementary school counselors. The seniority of the counselors included 1 year, 2 years, 3 years and 5 years. Each seniority members included three counselors. This study adopted semi-structured interview with counselors from different seniority. By using the "holistic - content" of the narrative analysis method, the stakeholder theme from each stage appeared. The difficulties and cooperation strategy were interpreted. Finally, we built the professional development of elementary school counselors based on the stakeholder’s theory. The conclusions of the study were as follows: Stage one, "merge with school": Elementary school counselors felt frustrated, unfamiliar with the school, so the core stakeholder was "the school". Thus, the counselors publicized counseling knowledge to make the teachers and the students understood them. By counseling in class, establishing the relationship with teachers and students, the counselors planted the seeds of cooperation. Stage two,"cooperate with mentors": The counselors had a basic understanding of their job, they still felt full of challenges and kept exploring. The core stakeholders were "the mentors". The counselors committed to communicating with the mentors to achieve the coincidence of the goal. Stage three,"cooperate with parents ": Working life become stable. The counselors had the ability to solve the problems of work. The core stakeholders were "parents". The job of the stage was to learn the feelings of the parents, parenting and cooperation with the parents. Stage four, "cooperate with social worker ": The status of cooperation with the stakeholders was stable. A minority part of the counselors considered that the social workers would be the last stakeholders for the counselors to learn. Stage five, "cooperation ": Working life was stable. The counselors accepted their limitation and realized that the dilemma was a kind of normality. They began to consider the issue of career planning, such as study, or resignation. Finally, according to the conclusions, this study may provide some suggestions of professional development for the school counselors. Wish the future school counselors could prepare their professional knowledge in advance to promote their counseling efficacy.

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Dissertations / Theses on the topic 'Theory, Elementary'

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