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Critical essays on American …
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Ann Dunham , Barack Obama , Barack Obama, Sr. Critical Essays American Literature! 1586 Words | 6 Pages. Dreams from thesis bond paper, My Father (Barack Obama) What is My Identity? Dreams from My Father archives Barack Obama’s journey, and struggles, to find his . identity. Obama quickly admits that race is an important part of himself, and it is that quest of race and american series identity that pushes him to question his own uniqueness. Ultimately spanning both worlds of the vastly different cultures of his life in America and his roots in essay for application Kenya causes Obama confusion and self-doubt.
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She taught him that you can’t just sit around waiting. Ann Dunham , Barack Obama , Barack Obama, Sr. 1774 Words | 4 Pages. A Journey of Self-Discovery and Self-Initiation. impossible because no one has just one thing that makes them who they are.
Creating one’s identity is a continuous labyrinth of on famous, ideas, likes, dislikes, and . other factors that somehow end at one person and critical american series affect their whole character. Having read Dreams From My Father: A Story of Race and Inheritance by Barack Obama over the summer, I found out how he formed his true identity through the knowledge he gained of the different events and nickel essay episodes of his life. Some people find out who they are at a very. African American , Barack Obama , Black people 2809 Words | 7 Pages. Prepared Remarks of President Barack Obama: Back to american series School Event. the whole speech, and pathos when he tells about his own experience and expresses how he feels on this matter in the speech, which in general, makes it . easier to earn people's attention. “I know the thesis, feeling. When I was young my family lived in Indonesia for a few years, and my mother didn't have the money to send me where all the American kids went to school. So she decided to teach me extra lessons herself, Monday through Friday – at 4:30 in literature the morning.” Feelings are important to use, especially. 2008 Democratic National Convention , Barack Obama , Democratic Party 1117 Words | 3 Pages. why did Barack wrote a book for his father?
Dreams for my father Barack Hussein Obama was born in 1961, in Honolulu, . Hawaii. His mother was a white American girl from Kansas and his father a black man from Luo, a Kenyan tribe. At that time their union was unusual, so Barack had to difficulties scoring test live with that combination of races. Critical Literature Series! He grew up with his mothers family far from his father and thus to his black origins. Barack had a hard time understanding his situation during his childhood. Media Research Paper! He was lost. African American , Barack Obama , Democratic Party 823 Words | 2 Pages. Dreams from critical essays series, My Father: A Story of Race and media on children research Inheritance Summer . Reading Assignment 1. Explain the literature series, author’s purpose for and dimed writing this book? The author of essays american literature series, this book is Barack Obama, and the reason I believe he wrote this book is to share his experience growing up and for people be able to understand his personal background. He shared experiences from essay format school, being raised by his mother and grandmother while his father was living in Kenya. 2008 Democratic National Convention , Ann Dunham , Barack Obama 530 Words | 2 Pages.
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My Dream Job ? I believe that all of the critical essays american series, men that contributed their story to Bob Greene’s “Cut” were affected by . rejection and humiliation as children. I also believe it helped them form into the successful individuals that they are today. Sometimes good can come out of a bad situation. I was pretty lucky as a child, because I did not experience rejection. Thesis Size! And if I did, it had no effect on me as an adult that I can remember. Series! It was later on in life where I experienced not only rejection and.
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Power 1442 Words | 5 Pages. accelerated his career path in law and politics. The global geopolitical has shaped and critical american series pushed him to work harder as he came to the president during the . toughest time to resolve the effect of global financial and economic crisis. - Investment in job performance: Because of achievement orientated-attitude, he is an active and energetic leader who is highly invested in achieving his policy objective, in spite of his casual and relaxed personal style. (Immelman, 2012) - Flexibility and adaptability. Barack Obama , Democratic Party , Dreams from My Father 5095 Words | 14 Pages. It is my opinion that Barack Obama is a role model communicator.
President Obama has found a way to communicate his thoughts and ideas in a way . that many people find acceptable. Prior to being a presidential nominee, Barack Obama was a senator for the state of Illinois. As senator he was known to be charismatic and met in scoring essay an influential speaker. Politics aside, I think his style of communication to be ethical, effective, and honest. President Obama was able to become a modern day celebrity through.
Barack Obama , Democratic Party , Dreams from My Father 500 Words | 2 Pages. ? My Dream Job – The Pathway The Program Software engineering applies the fundamental concepts and principles of american series, . both computer science and engineering in order to create, operate, and maintain software systems. Statements On Anger! The University of Waterloo offers a software engineering program in american literature which one can earn a Bachelor of Software Engineering degree (BSE). This program is offered jointly by the school’s Faculty of Engineering and Faculty of and dimed, Mathematics, and is recognized as both an engineering and computer science. Application software , Computer , Computer science 946 Words | 2 Pages.
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Edward Sinigayan 06/26/12 My Life The sun rays from my balcony window of my 2 story mansion . hit my face as the sun arose over the oceans horizon. I slowly opened my eyes to the beautiful creation God has bestowed upon me also know as my wife. When my mind came to a still, I came to realize that from all of the long hard hours of paper size, studying and working at a time was a small step in my long and relaxing life that I am now continuing. It feels great to be the owner of the multi-million. Business , Business plan , Entrepreneur 900 Words | 3 Pages. ?February 7th, 2014 My American Dream “The American Dream is still alive out american literature series, there, and hard work will . get you there.
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In my dreams more. Vision of My Dream India International Day against Drug. Artificial intelligence , Carl Jung , Cricket 1194 Words | 4 Pages. MY DREAM JOB Since I was a little girl , I have dreamed of essays, becoming a filght attendant in order to travel around . the world. But everything has changed since I took part in raising funds for cancer 's patients at Oncology Hospital of Ho Chi Minh City. From that point , I decide to beome a doctor because of some following reasons. First of all , doctor is thesis paper, a helpful job . For example , if my parents suffer a disease , I will examine them , give the critical essays series, most appropriate treatment to them. Moreover , I can. Cancer , Ho Chi Minh , Ho Chi Minh City 345 Words | 2 Pages. ? My Dream Job Ever since I began studying English, I have always wanted to . become a translator, translating Chinese into and dimed ehrenreich English so that people in other countries can enjoy Chinese poems and essays series stories. Becoming a translator isn’t easy.
It takes great patience and perseverance/ (Needless to say heartfelt effort and willing persistence is absolutely needed./ It is a step by thesis step progress that involves confidence, patience and essays literature hard work.) Firstly, as a middle. Education , High school , Learning 545 Words | 2 Pages. My Dream Job When I was young, I watched a lot of essay format for application to graduate school, cartoons; they made me laugh and held my attention . longer than any baby doll or toy car could. Part of me still has a strong appreciated for animated shows. Cartoons bring so much joy to children everywhere, and I want to be part of the critical american literature series, process. Thesis On Anger! I want to be a voice-over actor.
All my life I’ve loved singing and american series making up different voices to make people laugh, so why not make a career out of it? The pathway to success in ehrenreich essay the acting industry. Acting , Jeremy Irons , Voice acting 1705 Words | 6 Pages. 776 Words Essay on India of My Dreams by Anjana Mazumdar Today, India is characterised by communal violence, religious . strife, terrorist movements, regional alienation, political chaos, constant economic hick-ups, general corruption, Mafia raj, bomb-culture, etc. The great India of Lord Buddha, Mahavir, Shankaracharya, Swam Vivekananda, Mahatma Gandhi, and american literature series Jawaharlal Nehru is on the verge of break-up, unless of course, we put an end to these malaises that are eating into its very fabric.
The. 21st century , Discrimination , Election 790 Words | 3 Pages. My Dream Job Essay I am a retired, African-American male, who, by nickel essay chance, saw the critical, advertisement for the . My Dream Job contest on the AARP website. Initially, I was hesitant about entering the contest, then realized the possibilities this contest provided. Bond Size! My Dream Job involves working a 32 hour per week, year-round job , in a part-time capacity, in a major media'communications organization involved in news/entertainment, TV/radio production or cable operations.
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What do you want the interviewer to remember about you? Get really clear about the media effects on children research paper, impression you want to make—maybe even jot down a few words. Let’s say you decide you want your tagline to be “brilliant, thoughtful client services professional with a passion for politics and literature series, tech startups.” Just so we’re clear, this is for your eyes only, so feel free to think as big—and be as ballsy—as you’d like. Step 2: See What Needs Reinforcement. Now that you know what you want to demonstrate, re-read your slogan, resume, and cover letter one right after the essay format for application to graduate school, other. Do your desired attributes shine through?
For example, maybe you don’t think it’s clear how thoughtful you are (because, “considered all clients’ feelings” would make for kind of a strange resume bullet). Look at critical essays american literature, your writing samples: A paper on essays on famous presidential succession—no matter how mind-blowingly well written—isn’t going to evidence how you work with people. So, in critical american literature series this case you’d want to choose a persuasive memo, or perhaps part of grant that you’ve written; something that shows you think through how programs influence people. Or, perhaps it’s a technical position and you want to underscore your research skills. Take a pass on thesis the witty blog post, and choose the well-researched paper. You can say that you’re a quick and talented study in your cover letter, but your writing sample is an opportunity to show (rather than only tell). Step 3: Consider the Classic Advice. Now that you’ve targeted in on how your writing sample will present you as a candidate, it’s time to revisit the classic advice. Critical Essays Literature Series. First, never send a writing sample with a typo.
I’m sorry if you love the thesis statements on anger, document otherwise: Just imagine the hiring manager reading it with blinking sign overhead that says “poor attention to detail and doesn’t know the difference between there and their ” (and then throwing your application in the trash). Critical Essays American Literature. Next, you’ve probably heard that a writing sample should be relevant. So, if you’re applying to essays on famous an environmental think tank, a piece about climate change would be ideal. This is essays literature good advice—so long as it fits in with your personal slogan. If you want to emphasize your background in on anger the field, by essays american series all means go with the climate change piece. That said, if all of on children research paper, your degrees are environmental and critical literature, you’re applying for a fundraising role, a letter that you wrote asking major donors to fund cancer research might better demonstrate your ability to raise money. Finally, do consider any consequences.
Any documents containing confidential information or that were written with the assistance of others are no-gos. View them like lying on your resume: It might get you an interview, but once the nature of effects on children paper, your writing sample is critical essays literature discovered, your candidacy (or job) will be in jeopardy. SOUNDS LIKE YOU’RE IN THE MIDDLE OF THE INTERVIEW PROCESS. Step 4: Stick to a Reasonable Length (and Tone) Just like your resume and cover letter, a writing sample should max out at difficulties essay, one page (unless you’re specifically asked to send something longer, like a research paper). A hiring manager has a lot to read. If your sample is longer than a page, it’ll be skimmed (or perhaps not even read beyond a certain point). You’ll be more memorable with a document that’s concise and critical series, effective.
So, if all of your samples are long, consider an excerpt, such as an abstract from a long paper or the essay format for application, conclusion of an exciting speech. Essays Literature Series. As far as tone, refer to media on children paper the company’s website, blog, and critical american literature, marketing materials. A snarky blog post may catch a reviewer’s eye, but it likely won’t earn you an interview at a conservative firm. Essays On Famous. On the other hand, a stuffy sample may make the critical essays american literature, hiring manager at a creative organization wonder whether you’d be a culture fit. If it could go either way, lean formal, as you can always loosen up later. Thesis Bond Paper Size. Step 5: Write an critical essays literature, Introductory Paragraph. You know why you chose the statements on anger, press release over the academic abstract (or vice versa). But if you’re applying for a job at a fitness startup, the hiring manager may need you to tell her why you submitted it (as opposed to critical essays series an essay on running). So, give her a roadmap. At the top of your writing sample, write a couple of thesis bond size, sentences that state when you wrote the document, why (or if it’s an excerpt, what it’s excerpted from), and what you think it evidences.
It looks like this: Please see below for a press release I wrote in June 2016 to promote the series, launch of thesis bond, a new product. Essays American Series. I chose this as my writing sample because I believe it demonstrates my ability to concisely and effectively generate interest around new ideas. Difficulties Met In Essay Test. Photo of woman typing courtesy of Marcy Milks#46; Sara McCord is a freelance writer and editor, who most frequently covers the career beat. For nearly three years, she was an editor at The Muse, and she's regularly contributed career advice to Mashable. Her advice has been published across the web ( Forbes , Newsweek , Fast Company , TIME , Inc. , Business Insider , CNBC and more). Critical Essays American Series. Sara has experience managing programs; recruiting, interviewing, and referring job applicants; building strategic partnerships; advising executive directors; and supporting a national network of volunteers. Learn more and send her a note through her website, or follow her on Twitter @sarajmccord. Hmmm, seems you#39;ve already signed up for this class.
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Essay: English language teachers’ perceptions of an activity to elicit beliefs. In this small-scale study six English teachers working at a Turkish private middle school elicited their own teacher beliefs using an adapted version of critical series, a repertory grid as proposed by Donaghue (2003). The repertory grid was introduced and used in nickel and dimed ehrenreich a session in which the participants individually generated their constructs and compared them with another teacher. American Literature. The participants were asked to write an nickel ehrenreich evaluation of the critical essays american, activity as an instrument to elicit beliefs. Furthermore a semi-structured interview was conducted which aimed to detect the participant’s perceptions of the activity and to shed further light on the value of this instrument.
Conclusions about the applicability of the repertory grid technique and, in particular, the essays artists, instrument used in this study in second language teacher education and teacher development are drawn. Key words: Teacher beliefs, ELT, Elicitation Technique, Teacher Education, Professional Development. It is widely accepted that people’s beliefs have an impact on critical essays american, their behaviour. Thought and action are interactively related: ‘What people think, believe, and feel affects how they behave’ (Bandura, 1986, p. Nickel Essay. 25). Reviewing the relevant literature, Gabillon (2012) has recently explicated the of nature foreign language teacher beliefs and their influence on american literature series, teaching practice in a set of five dichotomies: (1) teacher beliefs are personal as they represent an individual understanding and thesis, interpretation of essays american series, teaching practice and essays on famous artists, social, as the literature, understanding and interpretation is shaped in a social and cultural context; (2) teacher beliefs are practical and theoretical in a way that theoretical knowledge (e.g. Test. teaching methods or learning theories) is interpreted and modified in the light of practical knowledge (i.e. experienced knowledge) to fit it to teacher beliefs; (3) there are teacher beliefs that are implicit, i.e. unconscious and difficult to verbalise, and american literature, those ones being explicit, i.e. teachers are able to verbalize them, to provide a rationale and to relate them to previous experience (professional or life experience); (4) teacher beliefs are dynamic, i.e. open to change; however, it is uncontested that teacher beliefs are not easily changed and deep-rooted key beliefs or core beliefs might be resistant; (5) teacher beliefs are systematic, i.e. there are belief factors that are organised around themes rather systematically so that practice is linked to the belief system, while other belief factors are complex organised and indeed contain conflicting perceptions which cause a mismatch between beliefs and practice. Borg (2006; 2003) has coined the term teacher cognition referring to essay format to graduate school the ‘unobservable cognitive dimension of literature series, teaching ‘ what teachers know, believe and think’ (ibid, p. 81). As such, teacher cognition plays an essential role in and dimed ehrenreich the practice of teaching and teacher education. It is critical shaped by thesis schooling (the teacher’s experience gained when she was a pupil/student) and professional coursework (the teacher’s experience gained in american series teacher education programs). Furthermore, teacher cognition is in essay school dependence to contextual factors (physical conditions, material, curriculum etc. faced in essays literature series the institutional context the teacher is employed in), and own classroom practice (which shapes cognition unconsciously, or consciously through reflection). Teacher cognition stands in an interactional relation to teacher learning and practice as it both informs them and is informed through them.
It is met in scoring essay test important to uncover teachers’ beliefs in order to initiate reflection on critical american literature series, own teaching and, consequently, to facilitate professional development. When teacher beliefs remain undetected or are ignored, teacher training and professional development programs are likely to difficulties met in scoring be ineffective because input (e.g. new approaches or techniques) cannot be connected to existing teacher beliefs; consequently, new content is unlikely to be transferred into classroom practice (Freeman, 2002; V??lez-Rend??n, 2002). Uncovering beliefs and assumptions is, however, difficult since they might be subconscious or it might be challenging to articulate them (Donaghue, 2003). Furthermore teacher beliefs might consist of espoused theories which are in contrast to theories in action (Williams Burden, 1997). Among other instruments, the use of belief inventories (e.g. Richards Lockhart, 1996, pp. 48-51) or awareness raising activities (e.g. Taggart Wilson, 2005; Roberts, 1998; Wallace, 1991) have been suggested to explore teacher beliefs. Donaghue (2003) has introduced an adapted version of the critical american series, repertory grid technique to elicit teacher beliefs and assumptions (see Appendix A).
Instead of using given constructs (as in questionnaires), in repertory grids participants develop and articulate their own, personal constructs. The instrument developed by Donaghue is loosely based on Kelly’s (1991) theory of personal construct, according to which an individual makes sense of the world by generating constructs which shape an individual’s personal theory. Constructs are viewed as ‘dichotomous abstractions’ (ibid., p. 75), i.e. Media Effects On Children. individuals perceive elements of their experience in such a way that they ‘never affirm anything without simultaneously denying something’ (Fransella, Bell Bannister, 2004, p.7). For example, an critical essays american literature series effective teacher might be considered as someone who motivates students, while an ineffective teacher might be considered to be teaching without motivating students (example taken from Roberts, 1998, p. 31). Accordingly, in the repertory grid activity proposed by Donaghue (2003) the participants are asked to compare three different people and to affirm a construct in effects research which two persons are alike, and the third is different.
The adapted version of the repertory grid was developed as an instrument to be used as an awareness-raising activity at the beginning of courses in teacher training or professional development. It aims at informing participants about their (often covert) beliefs and assumptions about language teaching. Differently from other repertory grids it does not contain a scale through which participants indicate how near a construct is related to an element. Critical American Literature Series. For this reason, conclusion from results of the instrument must be drawn with caution. It is rather ‘a catalyst to thought and reflection’ (Donaghue, 2003, p. 350) than a research tool to gain generalisable results. Consequently, this study is concerned with the applicability of the instruments and nickel and dimed, not with the gained beliefs themselves.
The study sought to find out how the adapted repertory grid by essays american literature Donaghue (2003) was perceived as an instrument to on anger elicit teacher beliefs by literature six teachers at a Turkish middle school. For this reason, the participants were asked to evaluate the instrument and nickel and dimed essay, it was intended to find out to critical series what dimensions of teacher cognition the participants related their own beliefs to. It was assumed that the participants’ comments might be understood as an indicator for media effects on children paper, evaluating in how far the instrument is capable of initiating reflective thinking. No less importantly, the participants’ perceptions might contribute to critical essays literature series developing the instrument. Following these considerations the study sought to media effects answer the following questions: 1. How do the participants evaluate the elicitation technique used in series this study? 2. How do the participants perceive the elicitation technique for bond paper, their professional development? The participants in this study were six teachers at a private middle school in a southeastern city in Turkey. The pupils attending the school come from essays, families belonging to the middle and upper middle class. In order to get some background information, the participants were asked to fill in repertory grid evaluation form (Appendix B), which requested besides an evaluation of the activity some biographical information.
Background of the essays artists, Participants in the Study. Participant Sex Age Qualification Teaching experience. 1 female 33 bachelor 11 years. 2 male 45 bachelor 17 years. 3 female 27 bachelor 4 years. 4 female 29 bachelor 7 years.
5 female 29 bachelor 4 years. 6 male 32 bachelor 6 years. Table 1 shows that all participants have a bachelor’s degree in ELT and vary in teaching experience as evidenced by the years of teaching. Participants 1, 3 and 5 have had exclusively worked at private schools while participant 4 had worked at a private teaching institution (dershane) for critical essays series, five years and for application, participant 6 at a public school for three years before they started their current job at the private school. Participant 2 is of Syrian nationality. Essays. He had worked at state schools abroad (e.g. Kuwait), and has been working at the private school for two years.
Data Collection Procedures and Tools. The participants were invited to thesis a session in which the activity was carried out. Critical Essays Literature Series. The activity procedure followed these steps (cf. Donaghue, 2003, p. Difficulties Met In Scoring Test. 347f.): 1. Critical Literature Series. The researcher introduces the aim of the study and explains all steps. He also introduces the repertory grid activity and explains the concept of personal constructs. 2. Participants are divided into pairs. Each pair receives one set of cards containing the elements of the on anger, grid (cf.
Appendix A). They think of a real person that matches the element best. Participant A writes the name of the person at american literature series the top of the card, participant B writes it at essays the bottom. Series. For confidentiality, the difficulties scoring, participants are allowed to write a pseudonym if the partner knows the critical essays american literature, person. An example is given in Figure 1. A teacher you learned well with. Figure 1. Card used in repertory grid activity (sample) 3. Cards are shuffled. Each participant is given a grid (Appendix A). Pairs choose three cards at random, and individually think how two persons are similar and one is different writing their personal constructs in the ‘construct’ column. Participants put a tick to the elements that are the same and a cross to the one that is different.
4. Pairs compare their constructs and discuss. 5. Pairs return the cards, shuffle them and repeat steps 3 and paper size, 4 (Donaghue, 2003, suggests 6 turns). Repertory Grid Evaluation. At the end of the essays american literature, session, the participants were asked to essays on famous artists evaluate the repertory grid by completing the Repertory Grid Evaluation Form (see Appendix B). Each participant was interviewed separately. The aim of the semi-structured interview was to find out if the repertory grid activity had initiated a reflective process in critical essays american literature series each of the participants.
For this purpose, the participants were invited to comment on their beliefs (see questions in on famous Appendix C). Critical Literature Series. The interviews were hold in English and audio-recorded. The interviews were then transcribed to thesis prepare them for the data analysis. During the repertory grid activity the researcher took field notes in order to document how the participants responded to the activity. Four types of data were collected during the study: the critical essays literature, repertory grids, the field notes, the repertory grid evaluation and the transcription of the semi-structured interview. The repertory grids were not analysed in order to detect the essays, participants’ beliefs; it was not assumed that they were valid tools to research the participants’ teacher beliefs (cf. the related remarks in the introduction of this paper). The data gained from the other data collection tools were analysed through content analysis in order to critical essays american literature series answer the research questions. For this purpose, coding categories were established after initial coding (Saldana, 2009). The coding categories were attributed to ehrenreich six themes: repertory grid evaluation, schooling, professional coursework, contextual factors, classroom practice and suggestions. This section is organised as follows: It starts with the participants’ general evaluation of the critical american literature, repertory grid activity using data both from the repertory grid evaluation form and the interview as there were overlaps in the data coming from both collection tools. Then, it is reported how the research paper, teachers related the activity to critical american their learning experience (schooling and professional coursework) as well as past and current contexts and classroom practices.
The participants’ views on how to use the elicited beliefs and suggestions on thesis statements on anger, how to develop the instrument conclude this section. How did the participants evaluate the repertory grid activity in general? All the participants gave positive comments on essays american literature series, the activity in the repertory grid evaluation form, and on children paper, these perceptions were repeated and accentuated in the interviews. The evaluations can be summarised under three categories: its usefulness as an essays series elicitation tool, its (potential) value as part of professional development, and its quality as an enjoyable activity. The activity as an Elicitation Tool. The participants regarded the tool as a powerful instrument to artists elicit beliefs as the elicitation process is literature series based on real people the participants are familiar with. Participant 1, for example, stated that she was not aware of the importance of social skills for teaching before the activity: I didn’t think about some of the qualities of my teachers, my colleagues (…) I didn’t think that my colleagues are cheerful persons or friendly persons. (…) For teaching being helpful, being kind to essay school the students, listening to them carefully [are important] (Interview, participant 1).
Two participants emphasised that that the procedure helped them to formulate honest answers; a teacher noted: I felt that I was giving away my experiences about my job (Repertory Grid Evaluation Form, participant 6). Two participants pointed to critical american literature series the part during the activity when the teachers shared their constructs with a partner. They recognised sharing beliefs as a central point of the activity as the following excerpt from the interview illustrates: I learned much from the activity because one of my colleagues wrote interesting constructs and by the way I learned them and I think this activity is something like a psychological test, but not individual-psychological, it’s just prepared for the profession and our experiences (Interview, participant 6). While the responses in the previous paragraph indicate the difficulties essay, usefulness of the activity as an elicitation tool, the activity was also perceived as incentive to reflection, i.e. it was perceived as going beyond a mere verbalisation of beliefs and, thus, as potentially contributing to professional development:
You think, you remember and critical essays, you evaluate yourself and media effects on children paper, the other person (Interview, participant 3). Since the elicitation of critical essays american, constructs is combined with comparison of three teachers (the elements), the activity forced the participants to challenge ideas. Media Effects On Children Research. Participant 2 illustrates this by american series discussing a personality trait that is negatively connoted, but in fact might be valuable as a quality of a teacher: In my point of difficulties scoring essay, view I think I have to think again and again of so many things; for example one of the characteristics of the teacher I ticked ‘ a strict teacher, for critical essays literature series, example, I learned a lot from a strict teacher in the past; he never laughed, but really I loved him very much, although he was not so friendly with the thesis bond, students, but as a teacher he was a good teacher. Critical American Literature. So, sometimes like parents, I think there doesn’t have to be laughing all the time with the kids in order to paper teach them. Essays American Literature Series. Sometimes we have to be strict a little bit. Essays On Famous Artists. Of course, we have to be patient, kind, friendly and so on.
But some of the critical literature series, characteristics we will consider as bad characteristics, they are very useful for us teachers (Interview, participant 2). Participant 1 pointed to a further advantage of the activity: She said that she had difficulties to criticise other people or to thesis statements on anger be criticised. Critical Essays Literature Series. As the activity helped her to find own weaknesses, she concluded that it might be suitable for people having problems with criticism. Two participants perceived the met in, activity as enjoyable, as expressed in essays american literature series this excerpt: Also it was enjoyable because it made me think of the past and sometimes I laughed at those days (Repertory Grid Evaluation Form, participant 1). The enjoyment the participants found can be confirmed by thesis statements the researcher’s observations of the teachers’ active participation in the activity and the willingness to critical literature series elaborate on their constructs in the interviews; the following comment indicates that the effects on children research paper, feeling of enjoyment was linked to the perception of contributing to essays literature series professional development: It was enjoyable. I liked being a participant in such an activity. I want to make another one, not just repertory grid, another scientific one. I want to be a participant for research paper, my profession (Interview, participant 6).
What did the participants relate their beliefs to? A major aim of the interview was to find out to what areas in their past experience and/or current situation the participants would relate their beliefs to. It was assumed that areas mentioned by the participants would match those in essays literature series the framework suggested by Borg (2003, p. 82), who sees teacher beliefs (as a subcategory in and dimed ehrenreich the all-embracing notion of teacher cognition) generated through schooling, professional coursework, contextual factors and classroom practice. American. The second question of the interview asked for the sources of the beliefs, but did not direct the artists, participants to any of the american, areas teacher cognitions are located in. Table 2 displays to what areas the participants attributed their beliefs of their own accord. Participant’s Initial Attribution of Beliefs to Areas. participant area mentioned initially.
1 professional coursework. 2 contextual factors. 3 contextual factors. 5 contextual factors. 6 professional coursework. Table 2 shows that different teachers came up with different references for their beliefs when asked initially. This does not mean that there were not any other sources for their beliefs, but those ones were asked directly in the course of the interview; it can be assumed that particularly contextual factors mentioned by participants 2, 3 and 5 were foregrounded for these teachers as they focused on them extensively during the statements on anger, interview.
The participants’ perceptions are reported in more detail in the following sections. Schooling was mentioned by using a concrete example by participant 4, who said that her belief that teachers should be friendly was generated by her 7th grade English teacher who made her like learning English. She also talked about one of her teachers who the pupils made fun of critical essays american literature series, because of her glasses. The participant concluded that physical appearance played a role in teaching. Two participants argued that the view of schooling experience had been changed as they now appreciated teacher practice (observed in their teachers in artists childhood) they had not appreciated when they were children. These responses suggest that schooling experience can be modified through teaching experience; in a way, the teachers critically reflected their own beliefs they had when they were younger. Even though mentioned, professional coursework was not highlighted in the interviews; on enquiry, the participants did not deny an influence of teacher education on their beliefs but they did not exemplify it, for example by referring to their constructs in american series the repertory grid. Participant 4 mentioned the name of one of format school, her academic teachers at university who. taught a lot of things, he taught me to teach, he taught me how to behave towards the students.
We learned by living, by acting (Interview, participant 3). This response, particularly the last sentence, indicates the importance of not only content but also of method in critical american literature series teacher education. In the essay format school, interviews, contextual factors were most prominently elaborated on. American Literature Series. The participants claimed that their beliefs and assumptions were shaped by cultural norms and their immediate environment (parents, friends, colleagues), and that the context of private school had an influence on teacher behaviour and, consequently, teaching practice. Two participants addressed the thesis statements, impact of culture; in their explanations they did not only refer to the teacher profession.
The following excerpt summarises the responses: I think our beliefs come from essays literature, our experiences, this is one of the sources ‘ one of them is our home. That is very important: How did our parents teach us in the past? The morals, the ethics and something like that; one source is our experience in life in general; one of and dimed ehrenreich essay, them is critical essays literature series our culture. For example, we are Muslims, our culture is different from essays on famous artists, that of others, from Jews or Christians or other people; one of them comes from our close friends ‘ the people we love. Sometimes we find good beliefs we didn’t believe in the past (Interview, participant 2). The excerpt illustrates that the emergence of teacher beliefs is perceived as not restricted to the immediate school context.
Virtually all areas of essays american, life can contribute to scoring test professional beliefs. A further contextual factor mentioned by the participants was the critical essays american literature, context of private school which was contrasted with public schools. Participant 5 said that state school teachers were sometimes ineffective, and she linked her belief to a variety of conditions. According to her, public school teachers do not care about their students’ success as they rather transmit knowledge, i.e. grammar, than teaching the four language skills; they are not supervised by principals and difficulties met in scoring, parents do not come to school and literature series, ask about their children’s progress; additionally, public school teachers are ‘relaxed’ as concerns salary, which contributed to their attitude of effects on children paper, indifference towards their profession. In a similar vein participant 3 pointed to the reduced amount of class hours and restricted use of material in public schools on the one hand and the willingness of private school students to critical essays literature learn English on the other hand. Participant 1 said that she tried to do her best because she worked at a private school. What all these voices have in common is the conviction that contextual factors influence teacher beliefs and it can be concluded that beliefs generated through contextual factors affect teaching practice. Similar as for schooling and professional coursework, the participants did not come up with concrete examples how their beliefs interacted with their own classroom practice. From a general perspective, participant 1 (a rather experienced teacher) described classroom practice as having an ongoing impact on beliefs and assumptions and consequently on thesis, teaching practice. She claimed she adapted her beliefs as a response to change in student behaviour: I change my ideas because every generation is different (…) I have to change my style, my ideas, my behaviour almost every year.
So I have to critical american literature series be careful about everything during the lesson, after lesson and difficulties met in scoring, before lesson. Critical Series. So, they change my ideas, I can say day by day (Interview, participant 1). What suggestions did the participants make on how to use the ehrenreich, elicited beliefs and to develop the activity? The participants did not come up with ideas on how to use the elicited beliefs in a separate follow-up activity; however, they stated that this activity would help them as a reminder of what to essays series do and how to behave in the teacher profession. The participants mainly saw the activity as a starter to reflect and to challenge own teacher beliefs. Some of the suggestions to thesis statements develop the activity in the next section can also be understood as follow-up activities to be carried out in the session. Participant 1 suggested adding a task in american which the participants summarise their strengths and weaknesses after the activity in a sentence. As mentioned above she perceived herself as a person that has difficulties in criticising and being criticised, and she linked her suggestion to that perception. She also suggested applying an instrument to elicit learner beliefs to get the view from the other side of the classroom. Similarly, participant 4 suggested finding out about beliefs of public school teachers and even people from essay for application to graduate school, other than school contexts to get outsider views.
To elicit beliefs of teachers coming from different contexts was also suggested by participant 3 who held strong beliefs that the american series, contextual factors at thesis paper size public school had the potential to ‘produce’ ineffective teachers. Participant 2 reflected how outcomes of the activity could be utilised in the classroom: Maybe we could add something to it [the activity], for critical essays american literature series, example how to make your students better, how to make them better students every day (…). Thesis Paper. You can improve yourself, but you also have to american series think of the other part, I mean the students. How can we attract our students more? Sometimes some teachers are excellent teachers, but unfortunately they cannot attract the attention of all of their students, so maybe the suggestions of the colleagues can help us to essay do this (Interview, participant 2). Obviously, he referred to the part of the activity in which the partners share their beliefs. His comment indicates the need to critical essays american work with the scoring essay test, beliefs, not only by confirming or questioning them but also by transforming reflection on teacher beliefs into instructional practice.
As regards the critical essays, procedure, participant 6 suggested carrying out the activity not in written form by writing down constructs and essay format for application school, putting ticks and essays literature series, crosses, but orally as interviews. That means teachers research their colleagues’ beliefs and elicit beliefs in nickel and dimed dialogic form, and write their constructs afterwards. Essays American Literature Series. This suggestion is difficulties met in remarkable as the participant recognised the repertory grid technique as a form of interview (cf. Critical Essays American Series. Fransella et al, 2004, p. 5: ‘The grid is perhaps best regarded as a particular form of structured interview’). So far the participants’ perceptions of the nickel and dimed essay, repertory grid have been reported. In the following section, conclusions are drawn and implications for second language teacher education are discussed. This study was carried out to critical american literature series explore the essay, elicitation process six middle school teachers at a Turkish private school went through. The participants evaluated the elicitation tool and reflected on their beliefs and the elicitation process. The elicitation tool, which was an adapted version of the critical literature, repertory grid, was positively evaluated as the participants perceived it as capable of eliciting beliefs and acting as incentive to reflection about own beliefs. This is in line with the participant feedback reported in the study by Donaghue (2003).
It qualifies the essays on famous, instrument for further application, e.g. in pre-service or in-service. The fact that the activity was perceived as enjoyable is literature of particular relevance as the willingness of teachers to on famous participate in professional development is not a matter of course (Karaaslan, 2003). It was seen that the participants in this study gave a variety of american series, explanations and references while they were talking about the activity and their beliefs. However, some participants had more to say than others and different participants focused on different issues. This is not surprising when the ‘inconsistency’ of difficulties met in essay test, teacher beliefs as a personal construct (that is e.g. Series. strongly linked to an experienced anecdote or mentally presented as an abstract idea) is for application to graduate school taken under consideration, and it is also not surprising that, independently from critical essays american, each other, participants related their beliefs to the same issues (e.g. culture or private school context) as beliefs do not emerge in a void but in a context that teachers share (Pajares, 1992; Gabillon, 2012). Donaghue (2003) addresses the question of what to do with the elicited beliefs as a crucial point. Ehrenreich Essay. She reports that a trainer in her study had the essays american, participants sort the constructs into positive and essay, negative ones. One of the participants in the current study suggested writing in a sentence what own strengths and weaknesses emerged from the activity.
From my own considerations, which however emerged not before the data analysis, participants could classify beliefs and label the emerging categories (labels might be ‘interpersonal traits’, ‘classroom management’, ‘approaches’. These labels, or themes, then, can be operationalised in a following course to trace changes in constructs under a theme or, for instance, in order to research in how far beliefs match teaching practices (cf. Farell Bennis, 2013, who summarise statement beliefs under themes). From my personal experience I have gained in this study, I believe it is critical american series inevitable to contrast the beliefs with what research has to say about essays them. There has been an ongoing discussion on to what extent second language teacher education should provide a theoretical knowledge basis and to what extent it should be guided by reflective practice (Thompson Pascal, 2013; Lawes, 2003; Day, 1993). In fact, reflective practice is necessary to make theoretical knowledge accessible and theoretical knowledge is necessary to evaluate practical reflection.
The instrument dealt with in this study can contribute to bring reflection and theory together. Bandura, A. (1986). Essays American Literature Series. Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall. Borg, S. (2003). Teacher cognition in language teaching: A review of research on what language teachers think, know, believe and do. Language Teaching 36(2), 81-109. Borg, S. (2006). Teacher cognition and language education. Research and essays, practice. London: Continuum.
Day, R. (1993). Models and the knowledge base of second language teacher education. University of Hawaii’s Working Papers in ESL, 11(2), 1’13. Donaghue, H. (2003). An instrument to elicit teachers’ beliefs and assumptions. ELT Journal 57(4), 344-351. Fransella, F. Bell, R., Bannister, D. (2004).
A manual for repertory grid technique. Essays. (2nd ed.), West Sussex: John Wiley Sons, Ltd. Freeman, D. On Famous Artists. (2002). The hidden side of the work: Teacher knowledge and learning to teach. Language Teacher 35(1), 1-13. Gabillon, Z. (2012).
Revisiting foreign language teacher beliefs. Frontiers of Language and Teaching 3, 190-203. Karaaslan, A. D. (2003). Teachers’ perceptions of self-initiated professional development: a case study on Ba??kent University English language teachers (Unpublished MA dissertation.) Ba??kent University, Ankara. Retrieved 21 January, 2014 from: http://etd.lib.metu.edu.tr/upload/1217736/index.pdf. Kelly, G. A. (1991). The psychology of personal constructs (Vol. 1: A theory of personality).
London: Routledge. Lawes, S. (2003). What, when, how and why? Theory and foreign language teaching. Language Learning Journal 28, 22-28. Pajares, M. American Series. F. (1992). Teachers’ beliefs and educational research: cleaning up a messy construct. Review of Educational Research 62(3), 307-332. Roberts, J. Thesis Bond Paper. (1998). Language teacher education. New York: Arnold.
Saldana, J. (2009). The coding manual for qualitative researchers. Los Angeles, CA: Sage. Taggart, G.L., Wilson A.P. (2005). Promoting reflective thinking in teachers. 50 action strategies. Thousand Oaks, California: Corwin Press.
Thompson, N. Pascal, J. (2012). Developing critically reflective practice. Reflective Practice: International and Multidisciplinary Perspectives 13(2), 311-325. V??lez-Rend??n, G. (2002). Second language teacher education: A review of the critical american, literature. Effects Research. Foreign Language Annals 35(4), 457-467. Wallace, M. J. (1991). Training foreign language teachers. A reflective approach.
Cambridge: Cambridge University Press. William, M., Burden, R.L. (1997). Psychology for language teachers: a social constructivist approach. Cambridge: Cambridge University Press. Appendix A: Repertory Grid. Construct A colleague you consider a good teacher A colleague you consider ineffective A teacher you learned well with A teacher you didn’t learn well with Your present self as a teacher Your ideal self as a teacher. Appendix B: Repertory Grid Evaluation. Repertory Grid Evaluation.
The aim of this study is to critical have you evaluate a tool to essay format for application elicit your beliefs and assumptions. Please fill in the requested information. Your responses and biographical information will remain anonymous and they will be used for this research only. Thank you for your cooperation. Academic qualification: …..
Bachelor’s degree ….. Master’s degree. ….. Doctorate degree Other; please specify. Number of years of teaching experience: ….. years. Number of years teaching at private/state school: ….. years. Please evaluate the repertory grid activity by answering this question: What do you think of this activity’?
Appendix C: Semi-structured interview. 1. Did this activity help you uncover and reflect on your attitude and beliefs about critical teaching? 2. Do you have an idea where your beliefs come from?/What are the sources for your beliefs? 2.1. Size. Can you identify beliefs coming from your own experience as a pupil/student? 2.2. Critical Literature Series. Can you identify beliefs coming from your teacher education? 2.3. Can you identify beliefs coming from your own classroom experience? 2.4. Can you identify beliefs coming from your experience as a teacher at (name of the school)?
3. On Famous. What do we do with the constructs after they have been elicited? (Explanation: The activity was originally developed to elicit teacher beliefs at the beginning of a development course) 4. Do you have any suggestions on how the activity could be changed or modified? Search our thousands of essays: If this essay isn't quite what you're looking for, why not order your own custom Education essay, dissertation or piece of coursework that answers your exact question? There are UK writers just like me on essays american literature series, hand, waiting to help you. Each of us is difficulties qualified to a high level in essays american literature our area of format, expertise, and essays series, we can write you a fully researched, fully referenced complete original answer to your essay question. Just complete our simple order form and you could have your customised Education work in your email box, in as little as 3 hours.
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