This paper describes the preliminary work aimed to develop a model for learning process maturity based on the concepts and ideas of the Capability Maturity Model ®. In developing the learning process maturity model, the principles behind the Capability Maturity Model ® are explored and a mapping to a learning process maturity model is developed. The model is to be used within the normal teaching cycle as a tool to improving the approach to learning being utilised by learners.

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To my father who died mid-dissertation. I know you would have been proud. To my parents. Who gave me the lust for inquisitiveness and learning and a critical eye. To the students not receiving the education they have a right to. To the amazing women who participated in this study. A las mujeres extraordinarias que participaron en este estudio. Without you, this would not have been possible. Sin ustedes, esto no hubiera sido posible. Acknowledgements I owe appreciation to a number of special people. First and foremost, thank you to Jay Scribner who encouraged me from inception to completion and did not allow me to wallow unnecessarily in those dark moments in which doctoral students sometimes find themselves. Thanks to my committee for your feedback and positive reaction to my work. Thanks to the academic community, including my professors and my policy and planning

International literature suggests that to improve student learning in a subject area, strategies should be taught for learning the subject and how to assess the effectiveness of these learning strategies. In software development, the is used as process improvement model for software development. Can the model be adapted to provide a model for improving learning? A model is proposed based on the principles of the . It is designed to encourage the learner to reflect on their learning and to evaluate the effectiveness of their learning.

This study focuses on expertise under changing circumstances. The purpose is to understand how professionals narratively make sense of expertise and how confusing role transitions impact interpretations of expertise. The study presents “renewal” as a struggle for professional recognition. The intention is to show how corporate competence management and development discourses impact the definition of expertise. Professionals have to negotiate the value of their experience and adjust to prevailing ways of presenting expertise. The meaning of expertise has expanded during the last decade from plain information processing capacity to advanced knowledge structures, and further, to contextual and intuitive knowing. In human resource development literature, expertise has become synonymous with experiential learning, competence and reflective practice. Therefore, the theoretical analysis and critique in this study is pointed to discourse that constructs a socially correct interpretation of how expertise is understood and who are justified in declaring themselves as experts.

organisational change Identifying and dealing with non-synchronised processes in a rapidly changing environment

This retrospective phenomenological study investigates activities and actions identified by secondary statistics teachers who exhibit robust understandings of variation as deepening their understandings of statistical variation. Framed by Mezirow’s transformation theory, analysis revealed learning factors that include interest in the field of statistics, motivation to encounter and resolve dilemmas, reflection on content, and opportunities to engage in learning and rational discourse. The extent to which these teachers seek and embrace learning opportunities may distinguish them from other teachers. This work contributes to understanding circumstances that may be conducive to developing deep understandings of statistical content. It also advances the use of retrospective methods within a theoretical frame for adult learning to investigate teacher learning. BACKGROUND The need for statistical literacy is clearly imperative in our increasingly data-filled, technological world. As suggested by work that connects teacher knowledge with student achievement (e.g., Hill, Rowan, & Ball, 2005), graduating statistically literate students requires statistically literate teachers. Expository literature documents views that many teachers lack

*Signatures are on file in the Graduate Schooliii This phenomenological study investigates conceptions of statistical variation that secondary mathematics teachers who are recognized leaders in AP Statistics exhibit. This study also investigates perceptions and recollections of activities and actions that teachers who exhibited robust understandings of variation suggest contributed to their current understandings of variation. The data include questionnaires, event history calendars, critical incident descriptions, resumes, course syllabi, content-focused interviews, and two learning-context interviews for each teacher. Constant comparative analysis (Glaser & Strauss, 1967) of contentinterview data and syllabi yielded three distinct types of teachers ‘ conceptions of variation:

The development and use of technology-based tools for financial literacy education has grown rapidly in recent years, often based on the presumption that digital media will enhance past practice. However, little attention has been given to understanding why such technologies may be expected to enhance outcomes for either general or vulnerable populations. This literature review fills this gap by examining behavioral and educational theories that provide insight into how digital pedagogies may support personal-finance-related teaching and learning. The authors present an ecological model for technology-based financial literacy education intervention and propose an action agenda for practice and further research. The research reported herein was performed pursuant to a grant from the U.S. Social Security Administration (SSA) funded as part of the Financial Literacy Research Consortium. The opinions and conclusions expressed are solely those of the authors and do not represent the opinions or policy of SSA or any agency of the Federal Government.