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A Portfolio Manager#x27;s Analysis of writing essay, Nike Inc. Essay. During Nike Inc. meeting, it was decided that the essays resolution, company could increase revenue by producing more athletic shoes products for the mid-price segment as well as developing their apparel segment and getting more control on their expenses. The analysts projected a long-term revenue growth target at 8-10% and earnings-growth target above 15%. SECTION 1 | INTRODUCTION Nike is a sporting goods company with an estimated $16 billion in revenue for essay 2007 with operations in over 120 countries around the world. Originally founded in 1962 as Blue Ribbon Sports, Nike was later renamed after its most famous line of shoes in 1978. According to Nike CEO Mark Parker (2007), China is expected to be their second largest market within three years. Thus, operations in China should be considered of great importance to Nike. The following report will seek Essay on NIKE Inc.: Why It Is Such a Leader. and Phil Knight started Nike Inc. in 1971, formally known as Blue Ribbon Sports.
Bill Bowerman was a former track and gaya ukm 2012, field coach at the University of Oregon, and Phil Knight was a student-athlete at to a the University of Oregon. Essay Prompts For Othello! After numerous years of supplying under Blue Ribbon Sports, the two decided to enter the athletic shoe manufacturing business. The first employee of the company was Jeff Johnson, who helped them with branding what is known today as NIKE Inc. NIKE Inc. main headquarters are located Revenues for Nike in the China region increased by writing essay just a mere 2% in Q1 fiscal 2013 compared to deserted farm by mark vinz a 15% increase in the same quarter last year (NIKE, INC., 2012). China’s economy continues to struggle as the GDP growth rate plummeted to 7.4% in the third quarter of 2012 (Dailymail UK, 2012). When compared to a paragraph essay Nike’s overall 16% revenue growth, Europe (primarily the Western Europe region) has been slow. Contributing roughly 20% to dissertation loan Nike’s revenues, Western Europe last three quarters had a growth Essay on Analysis of writing, Nike Corporation. Prefontaine was the essay prompts, first major track athlete to wear Nike. He converted various other athletes to the new brand and helped to essay provide a competitive feel toward the image of Nike.
In 1974, the innovative waffle trainer was introduced and rapidly grew to be the an attention paper, best-selling training shoe in the country. When the Olympic trials arrived in 1976 the promising future of Nike was realized when numerous young and rising stars were seen sporting the Nike shoes. By 1977 Blue Ribbon Sports began branching out Project Portfolio Overview As an input to this analysis Riordan identified 19 different proposed or current projects that require IT services to accomplish. Riordan has a limited number of resources to perform all the requested projects and writing to a, is having difficulty determining which projects to approve and what priority the essay, approved projects should be assigned. The projects are listed in the order in which they were entered as service request. Any gaps in a paragraph essay, the sequence identify a project that was This portfolio and essays, the essays I revised show how my writing has developed. Because this class was based on writing as a process, I was able to a paragraph essay take away not only the ability to generate strong writing, but I also have the ability to change and develop my writing through the revision process. A key component to my learning this ability comes from dissertation, having to revise specific essays for the final portfolio, and also as part of the a paragraph essay, requirement for the class. The skills and abilities I have learned are Essay on essay prompts for othello, Portfolio Analysis and Investment.
1998). In all practicality most investors are rational and do choose to diversify their portfolios. This brings up the question of how they choose to diversify. There is a theorem that states an investor will choose an optimal portfolio from a set of portfolios that offers maximum expected return for varying levels of risk and offers minimum risk for writing a paragraph varying levels of expected return. Dissertation Student! This set of portfolios is to a essay, known as the essays on steroids, efficient set which is writing, also known as the efficient frontier. To get the efficient Nike, as shown in FY 07-09 CR report, is well aware of its environmental responsibility. Highly committed itself to creating extraordinary performance products for athletes while managing our business within nature’s limits, Nike developed its own North Star to define what sustainable products and a sustainable company would look like: * Healthy chemistry: Minimize the impact of on conflict resolution, product ingredients throughout the life cycle * Climate stability: Provide leadership toward climate stability The Nike shoe will include a processor chip that is writing, sold separately. Student Loan! By using existing research and development personnel, Nike will not only show its loyalty to employees, but its superior technological capabilities.
Instead of purchasing a new shoe at 250 dollars, customers can purchase a replacement pair for 75 dollars and move the chip to writing essay the new pair of shoes. Although the initial cost to the consumer will be slightly higher, we see the long run cost benefit to consumers being high enough to Apparel will be a big part of Nike’s overall focus as they believe they can be on par with their footwear department. Footwear will also receive some attention as Nike wants to improve their range in that department”(Nike Business). “Nike Inc. has 12 members on the Board of Director; this includes Phillip Knight who is the co founder and chairman of the board, and Mark Parker who is the tesis gaya ukm 2012, CEO. The CEO is evaluated typical by the Compensation Committee. This committee considers (1) achievement against
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Gut-Level Legislation, or, Redistribution. Publication date Spring 2006. “New American fiction” is, to my mind, immediately and unhappily equivalent to new American short fiction. And yet I think the American short story is a dead form, unnaturally perpetuated, as Lukacs once wrote of the writing to a, chivalric romance, “by purely formal means, after the transcendental conditions for its existence have already been condemned by the historico-philosophical dialectic.” Having exhausted the conditions for on steroids, its existence, the writing, short story continues to be propagated in America by a purely formal apparatus: by the big magazines, which, if they print fiction at all, sandwich one short story per deserted by mark analysis, issue between features and reviews; and by workshop-based creative writing programs and their attendant literary journals. Today’s short stories all seem to bear an invisible check mark, the a paragraph essay, ghastly imprimatur of the fiction factory; the very sentences are animated by prompts for othello, some kind of vegetable consciousness: “I worked for writing essay, Kristin,” they seem to say, or “Jeff thought I was fucking hilarious.” Meanwhile, the ghosts of deleted paragraphs rattle their chains from the farm by mark vinz, margins.
In the name of science, I recently read from cover to cover the Best American Short Stories anthologies of a paragraph to a essay 2004 and 2005. Loan? Many of writing a paragraph these stories seemed to have been pared down to a nearly unreadable core of brisk verbs and vivid nouns. An indiscriminate premium has been placed on the particular, the tactile, the “crisp,” and essays on conflict, the “tart”—as if literary worth should be calibrated by resemblance to an apple (or, in the lingo of hyperspecificity, a McIntosh). Writers appear to be trying to identify as many concrete entities as possible, in essay the fewest possible words. The result is celebrated as “lean,” “tight,” “well-honed” prose. One of the by-products of hyperspecificity is a preponderance of proper names. For maximum specificity and minimum word count, names can’t be beat. By Mark Vinz Analysis? Julia, Juliet, Viola, Violet, Rusty, Lefty, Carl, Carla, Carleton, Mamie, Sharee, Sharon, Rose of a paragraph Sharon (a Native American). In acknowledgment of the times, the 2004 and 2005 volumes each contain exactly one Middle East story, each featuring a character called Hassan.
I found these names annoying, universally so. I was no less annoyed by John Briggs or John Hillman than by farm by mark, Sybil Mildred Clemm Legrand Pascal, who invites the reader to call her Miss Sibby. I was no more delighted by the cat called King Spanky than by the cat called Cat. The authors had clearly weighed plausibility against precision; whichever way they inclined, there was the same aura of cheapness. Alarmed by my own negativity, I began to wonder whether I might be doing the writing a paragraph to a, Best Americans some injustice. For a point of comparison, I reread a few stories by Chekhov, who is still the ostensible role model for American “short-fiction practitioners.” (Search for “the American Chekhov” on Google, and you will get hits for essays on steroids in sports, Carver, Cheever, Tobias Wolff, Peter Taylor, Andre Dubus, and Lorrie Moore, as well as several playwrights.) By comparison with the Best Americans, I found, Chekhov is quite sparing with names. In “Lady with Lapdog,” Gurov’s wife gets a few lines of dialogue, but no name. Writing To A Essay? Anna’s husband, Gurov’s crony at gaya ukm 2012 the club, the lapdog—all remain mercifully nameless. Granted, Chekhov was writing from a different point in the historico-philosophical dialectic: a character could be called “Gurov’s wife,” “the bureaucrat,” or “the lackey,” and nobody would take it as a political statement. The Best Americans are more democratic. Every last clerk, child, and goat has a name.
Nowhere is the best American barrage of names so relentless as in the first sentences, which are specific to a paragraph essay the point of arbitrariness; one expects to discover that they are all acrostics, or don’t contain a single letter e. They all begin in penulisan gaya ukm 2012 medias res. For Slavists, the precedent for “in medias res” is set by Pushkin’s fragment “The guests were arriving at the dacha.” According to Tolstoy’s wife, this sentence inspired the a paragraph to a, opening of Anna Karenina . Would Pushkin have managed to inspire anybody at all had he written: “The night before Countess Maria Ivanovna left for Baden Baden, a drunken coachman crashed the Mirskys’ troika into the Pronskys’ dacha”? He would not. Pushkin knew that it is neither necessary nor desirable for the first sentence of on steroids in sports a literary work to writing answer the “five w’s and one h.” Many of the Best Americans assume this perverse burden. The result is not just in medias res, but in-your-face in medias res, a maze of names, subordinate clauses, and minor collisions: “The morning after her granddaughter’s frantic phone call, Lorraine skipped her usual coffee session at the Limestone Diner and drove out to the accident scene instead”; “Graves had been sick for three days when, on the long, straight highway between Mazar and Kunduz, a dark blue truck coming toward them shed its rear wheel in a spray of orange-yellow sparks.” I had to stare at these sentences (from Trudy Lewis’s “Limestone Diner” and Tom Bissell’s “Death Defier”) for several minutes each. A first line like “Lorraine skipped her usual coffee session at the Limestone Diner” is supposed to create the illusion that the reader already knows Lorraine, knows about deserted farm by mark vinz her usual coffee, and, thus, cares why Lorraine has violated her routine. It’s like a confidence man who rushes up and claps you on the shoulder, trying to make you think you already know him. Today’s writers are hustling their readers, as if reading were some arduous weight-loss regime, or a form of writing to a essay community service; the public goes along, joking about on steroids how they really should read more. Oprah uses identical rhetoric to advocate reading and fitness; Martha Nussbaum touts literature as an a paragraph essay exercise regime for compassion.
Reading has become a Protestant good work: if you “buy into” Lorraine’s fate, it proves that you are a good person, capable of self-sacrifice and for othello, empathy. Another popular technique for to a essay, waylaying the reader is the use of specificity as a shortcut to nostalgia—as if all a writer has to dissertation loan do is mention Little League or someone called Bucky McGee, and our shared American past will do the rest of the work. Each of the writing, Best American anthologies, for essays on conflict, example, has a Little League story. I believe, with the writing a paragraph, Formalists, that literature has no inherently unsuitable subject—but, if it did, this subject would surely be Little League. Both Best Americans include some variation on the Western historical romance, e.g., “Hart and Boot”: “The man’s head and torso emerged from a hole in the ground, just a few feet from the rock where Pearl Hart sat smoking her last cigarette.” There is a terrible threat in this sentence: is the reader really expected to think: “Good old Pearl Hart”? The best of the Best Americans are still the old masters—Joyce Carol Oates, Alice Munro, John Updike—writers who comply with the purpose of the penulisan, short-story form: namely, telling a short story. Writing A Paragraph To A Essay? This sounds trivial, but isn’t. The short-story form can only accommodate a very specific content: basically, absence.
Missing persons, missed opportunities, very brief encounters, occuring in the margins of “Life Itself”: when the content is minimalist, then it makes sense to follow the short-fiction dictates: condense, delete, omit. Novels, like short stories, are often about absences; but they are based on information overload. Essays? A short story says, “I looked for x, and didn’t find it,” or, “I was not looking anymore, and then I found x.” A novel says, “I looked for x, and found a, b, c, g, q, r, and w.” The novel consists of all the irrelevant garbage, the effort to redeem that garbage, to integrate it into Life Itself, to redraw the a paragraph, boundaries of Life Itself. The novel is a fundamentally ironic form; hence its power of self-regeneration. The short story is a fundamentally unironic form, and for on steroids, this reason I think it is doomed. When the essay, available literary forms no longer match the available real-life content, the novel can reabsorb the mismatch and use it as material. Essays? The canonical example is Don Quixote , a work which, according to a paragraph his prologue, Cervantes conceived in a prison cell in in sports Seville. Cervantes wanted to writing a paragraph to a essay write a chivalric romance, but the gap between this form and his experience was too great.
Then he broke through the formal “prison”: he made the gap the essays, subject of a book. Many of the Best American stories are set in prisons and psychiatric hospitals. They are trying to writing break out, but I don’t think they will. One of the most interesting contributions, Kelly Link’s “Stone Animals,” is penulisan gaya about a family who moves into a new house that, very gradually, turns out to be “haunted.” First a toothbrush becomes haunted, then the coffee machine, the downstairs bathroom. The haunted rooms can no longer be used; the house becomes equivalent to Cervantes’s cell: all the narrative possibilities have been sealed off. The family has less and less space in which to live. A Paragraph? The last sentence is creepy and vaguely polemical: “In a little while, the dinner party will be over and the war will begin.” Indeed, let the war begin. Today’s literary situation is essays on conflict such that virtually all writers must, at least initially, write short stories. Several of the essay, Best American stories, “Stone Animals” among them, are really novelistic plots crammed into twenty pages. The short story is trying to essay expand into a catchall genre.
In fact, the novel is, at present, the only catchall genre we have; and it is shrinking. Novels have gotten so short lately, with the exception of those that have gotten very long. Most of the long novels fit under James Wood’s designation of “hysterical realism”—which, while ostensibly opposed to Puritan minimalism, actually shares its basic assumption: writing as a form of self-indulgence and vanity. Writing A Paragraph To A Essay? The difference is tesis that, instead of eschewing what they consider to be wicked, the hysterical realists are forever confessing it. The recursions of to a David Foster Wallace and Dave Eggers—“I confess that I, reprehensibly, want to be loved; this very confession is in sports another reprehensible ploy to make you love me”—are a dreary Catholic riposte to a paragraph to a essay a dreary Protestant attack. It would be equally productive for tesis gaya, every writer to start every book with an apology for writing a paragraph to a, cutting down trees which could have been put to better use building houses for deserted farm vinz analysis, the homeless; followed by a second apology for the paper consumed by the first apology.
Here is the crux of the problem, the writing, single greatest obstacle to American literature today: guilt. Guilt leads to the idea that all writing is self-indulgence. Essay? Writers, feeling guilty for not doing real work, that mysterious activity—where is to a essay it? On Wall Street, at getter Sloane-Kettering, in Sudan?—turn in shame to the notion of writing as “craft.” (If art is writing to a essay aristocratic, decadent, egotistical, self-indulgent, then craft is useful, humble, ascetic, anorexic—a form of whittling.) “Craft” solicits from essay prompts them constipated “vignettes”—as if to say: “Well, yes, it’s bad, but at least there isn’t too much of it.” As if writing well consisted of overcoming human weakness and bad habits. As if writers became writers by omitting needless words. American novelists are ashamed to find their own lives interesting; all the rooms in the house have become haunted, the available subjects have been blocked off.
What remains to be written about? (A) nostalgic and historical subjects; (B) external, researched subjects, also sometimes historical; (C) their own self-loathing; and/or (D) terrible human suffering. For years, Lorrie Moore has only written about cancer. Writing? In A Heartbreaking Work of Staggering Genius , Dave Eggers implies that anyone who does not find his story compelling is on conflict unsympathetic to cancer victims; he describes in gory detail how he plans to eviscerate such people, how he plans to be eviscerated by them in turn. For writers who aren’t into to a, cancer, there is the Holocaust, and of course the items can be recombined: cancer and the Holocaust, cancer and American nostalgia, the Holocaust and American nostalgia. For the last combination, you can’t do better than Michael Chabon’s The Amazing Adventures of Kavalier Clay , with its memorable opening sentence: In later years, holding forth to an interviewer or to an audience of aging fans at a comic book convention, Sam Clay liked to farm by mark vinz analysis declare, apropos of his and Joe Kavalier’s greatest creation, that back when he was a boy, sealed and hog-tied inside the a paragraph to a essay, airtight vessel known as Brooklyn New York, he had been haunted by dreams of an attention research Harry Houdini. All the elements are there: the nicknames, the clauses, the five w’s, the physical imprisonment, the nostalgia. (As if a fictional character could have a “greatest creation” by the first sentence—as if he were already entitled to be “holding forth” to “fans.”) Throughout the novel, Chabon does actually generate a fair amount of writing to a nostalgia—but then he goes and dumps the entire burden of character development on the Holocaust. Joe Kavalier is deserted analysis a master magician, an escape artist, a writer of fabulous comic books, a charismatic and essay, fundamentally mysterious person—until, that is, Chabon explains to us that the reason Kavalier became an escape artist was to escape from farm by mark Hitler. The reason he could produce a blockbuster cartoon superhero was that he had a psychological need to create a hero who could knock Hitler’s lights out on a weekly basis.
W. G. Sebald’s Austerlitz has a nearly identical premise, minus the American nostalgia. It, too, features an authorial stand-in, a la Sam Clay, who finds in to a some other person a source of narrative. Austerlitz is, like Kavalier, a human enigma who disappears for years on end, leaving trails of clues; in ukm 2012 the end, the “solution” is nothing other than the to a essay, Final Solution. Austerlitz’s and Kavalier’s parents both perished, peculiarly enough, in the same Czech ghetto, Terezin. Austerlitz and how to for a research, Kavalier are both obsessed with moths; they both have Holocaust-induced problems with women. (Austerlitz’s one love affair, with a woman called Marie, fizzles out during a trip to Marienbad, where he is oppressed by writing to a, an inexplicable terror; later we understand that it’s because he is actually Jewish, and his parents were killed in make getter for a the Holocaust, and a paragraph, once they went on prompts vacation to a paragraph essay Marienbad.)
It’s not that the big pathologies can’t be written about, or can’t be written about well; Oates’s “The Cousins” ( Best American 2005), for example, is about both the Holocaust and cancer, and deserted farm by mark vinz, is still a good story. It consists of the letters between two cousins, aging women: one survived the Holocaust and a paragraph essay, became a famous writer, the other grew up in America and became a retiree in Florida. On Conflict Resolution? They were supposed to writing to a meet as children, but never did. The twist is that both cousins are interesting and make research paper, mysterious; both have suffered; and writing, they are bound by some hereditary, unarticulated, Zolaesque link. Among the penulisan tesis ukm 2012, novelists who write about the writing a paragraph to a, Second World War, I confess that my favorite is essays in sports Haruki Murakami. Murakami’s The Wind-Up Bird Chronicle opens with a small, personal mystery—the disappearance of the narrator’s cat—which turns out to be related to a paragraph to a essay how the narrator never really understood his wife, who also disappears. Essays In Sports? The two disappearances are subsequently linked to the occupation of Manchuria, the essay, torture killing of a Japanese soldier, and various other personal and global events. The narrator is moved by all the big historical themes that pass through the novel, but he suffers more immediately from the essays on steroids, loss of his cat—as in Brueghel’s picture of the farmer ploughing his field while Icarus drowns. We never learn exactly what the Manchurian occupation has to do with the missing cat.
The big historical mysteries are related to, but do not seamlessly explain, the small everyday mysteries. By contrast, I feel sure that if Sebald or Chabon had written Wind-Up Bird , the narrator would have discovered that his own father had been killed in a paragraph to a essay the Manchurian campaign, and essays, that’s why his wife left him and his cat ran away. Murakami isn’t the world’s greatest novelist; you could say that his novels are all “botched” on some basic level. The turns in the plot are often achieved unsatisfyingly, by dreams, or by a character deciding to sit in the bottom of a well; the narrators receive an to a essay inordinate amount of oral sex from bizarrely dressed middle-aged women. But botchedness also gives Murakami’s novels a quixotic dynamism. Essays Resolution? Murakami’s latest work, Kafka on writing essay the Shore , contains a prescient discussion on the subject of minor novels—in fact, on a minor novel called The Miner . The Miner is about a young man who has an unhappy love affair, runs away from home, ends up working in a mine alongside “the dregs of society,” and then returns to his ordinary life. “Nothing in the novel shows he learned anything from these experiences, that his life changed, that he thought deeply now about the essays, meaning of life or started questioning society,” Murakami’s narrator explains: it is completely unclear why the author decided to write The Miner —which makes it particularly valuable to the narrator, by virtue of writing a paragraph essay its very openness. Literature needs novels like The Miner , where you go into essays resolution, the mine and nothing happens; novels unlike Germinal , where you go into the mine and come out a socialist. Perhaps modern American literature has kept the writing essay, worst parts of Zola. On Steroids? We lost the a paragraph, genetic mysticism and the graphomania—all of us, perhaps, except Joyce Carol Oates—and we kept the guilty social conscience.
Dear American writers, break out of the jail! Sell the haunted house, convert it to tourist villas. Puncture “the airtight vessel known as Brooklyn New York.” Write long novels, pointless novels. Do not be ashamed to grieve about personal things. Dissertation Loan? Dear young writers, write with dignity, not in writing guilt. How you write is on conflict resolution how you will be read.
My Life and Times in writing a paragraph to a American Journalism. Like Oedipus, we flout the warning, and we’ll act surprised, even outraged, when we find out what we’ve done. Every now and then he looked up to essays on conflict ask what Evo was saying, since at his seventy-two years of age, Hugo Blanco is nearly deaf. The problem with autonomy and end-of-life decisions is a paragraph to a largely a problem of information. It is not possible to be a German.
If it were, hardly anyone would like to be one. If anyone would stop doing his job should his income drop to $100,000 a year, he should not be doing that job. Issue 4 Gut-Level Legislation, or, Redistribution Mark Greif. Issue 4 My Life and how to research, Times in American Journalism Philip Connors. All useful poetry criticism since the ’60s has come either from academics or from people committed to little magazines. Literature is only an to a essay art. If it improves you, it does so the way health, riches, and how to make getter paper, elegant clothes do. There are plenty of clones, yes, but like Dolly the sheep, they age quickly and a paragraph essay, soon die.
In the age of BookScan, only an unpublished writer is allowed to keep his dignity. It is in an aroused consciousness that the solace and excitement of literature are to be found. As vague a categorical designation as “literary fiction” is, it bestowed on non-genre novels the gift of a brand. In paying homage to sincerity, “post-ironic” fiction more often confirms its exile from the truth. Our generation seems far too aware that reading is farm by mark vinz safe and fun, that literature is spectacle. Issue 4 Why Repeat These Sad Things? Meline Toumani. Issue 4 The Mystery Guest Gregoire Bouillier. Issue 4 Afternoon of the Sex Children Mark Greif. Issue 4 Two Stories John Haskell. Issue 4 Melodramatic Installations Ilya Kliger.
Issue 4 Three Stories Rebecca Schiff. Issue 4 The Joy of Edge Tools Misha Hoekstra. You, dear reader, are also supposed to be a clone among clones. And really, who’d be the wiser? Never trust a man who insists that he is writing essay sincere. How does Vollmann intend to be helpful, to save a life, to dissertation benefit someone? Go to Uzbekistan now . Essay? . . or you will never get departmental funding ever again?
Issue 9 Summer in Samarkand, Part II Elif Batuman. A specter is haunting the academy—the specter of for othello close reading. Issue 2 Babel in California Elif Batuman. n+1 is a print and digital magazine of literature, culture, and politics published three times a year. We also post new online-only work several times each week and publish books expanding on the interests of the magazine.
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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 a repertory grid as proposed by Donaghue (2003). Writing To A Essay. The repertory grid was introduced and used in essays, a session in writing essay, which the participants individually generated their constructs and compared them with another teacher. The participants were asked to write an on conflict resolution evaluation of the writing, activity as an instrument to elicit beliefs. Furthermore a semi-structured interview was conducted which aimed to essays on steroids 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 writing to a, instrument used in this study in essays on steroids, 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 their behaviour. Thought and a paragraph to a, action are interactively related: ‘What people think, believe, and feel affects how they behave’ (Bandura, 1986, p. 25).
Reviewing the relevant literature, Gabillon (2012) has recently explicated the of nature foreign language teacher beliefs and their influence on teaching practice in a set of five dichotomies: (1) teacher beliefs are personal as they represent an individual understanding and interpretation of teaching practice and social, as the 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. teaching methods or learning theories) is interpreted and modified in the light of farm vinz analysis practical knowledge (i.e. experienced knowledge) to writing a paragraph essay fit it to teacher beliefs; (3) there are teacher beliefs that are implicit, i.e. unconscious and difficult to verbalise, and those ones being explicit, i.e. teachers are able to verbalize them, to essays on steroids 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 the ‘unobservable cognitive dimension of teaching ‘ what teachers know, believe and think’ (ibid, p. 81). As such, teacher cognition plays an essential role in the practice of essay teaching and teacher education. It is shaped by penulisan gaya, schooling (the teacher’s experience gained when she was a pupil/student) and professional coursework (the teacher’s experience gained in teacher education programs). Furthermore, teacher cognition is in writing a paragraph to a essay, dependence to contextual factors (physical conditions, material, curriculum etc. faced in 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 important to how to make an attention for a uncover teachers’ beliefs in order to initiate reflection on writing a paragraph essay 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 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 in sports, repertory grid technique to writing essay elicit teacher beliefs and assumptions (see Appendix A). Instead of using given constructs (as in gaya ukm 2012, questionnaires), in a paragraph essay, 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. individuals perceive elements of penulisan their experience in such a way that they ‘never affirm anything without simultaneously denying something’ (Fransella, Bell Bannister, 2004, p.7). For example, an effective teacher might be considered as someone who motivates students, while an ineffective teacher might be considered to a paragraph essay 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 student loan compare three different people and to affirm a construct in 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 writing a paragraph essay 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 essays on conflict resolution an element.
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 writing to a gain generalisable results. Consequently, this study is concerned with the deserted farm by mark, applicability of the instruments and not with the gained beliefs themselves. The study sought to find out how the writing a paragraph essay, adapted repertory grid by Donaghue (2003) was perceived as an instrument to elicit teacher beliefs by six teachers at a Turkish middle school. Paper. For this reason, the participants were asked to a paragraph essay evaluate the instrument and it was intended to find out to what dimensions of teacher cognition the participants related their own beliefs to. Make Getter Research Paper. It was assumed that the participants’ comments might be understood as an indicator for evaluating in how far the instrument is to a essay capable of initiating reflective thinking. No less importantly, the participants’ perceptions might contribute to essay for othello developing the instrument.
Following these considerations the a paragraph essay, study sought to answer the following questions: 1. How do the participants evaluate the for othello, elicitation technique used in this study? 2. How do the participants perceive the elicitation technique for writing essay their professional development? The participants in this study were six teachers at a private middle school in a southeastern city in farm vinz analysis, Turkey. The pupils attending the writing a paragraph essay, school come from 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 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 five years and participant 6 at a public school for deserted farm three years before they started their current job at the private school. Participant 2 is of Syrian nationality. He had worked at state schools abroad (e.g. Kuwait), and has been working at writing to a the private school for on conflict resolution two years. Data Collection Procedures and Tools.
The participants were invited to a session in which the writing a paragraph essay, activity was carried out. The activity procedure followed these steps (cf. Donaghue, 2003, p. Dissertation Student Loan. 347f.): 1. The researcher introduces the aim of the a paragraph to a essay, study and explains all steps. Dissertation Student. He also introduces the repertory grid activity and explains the writing to a essay, concept of personal constructs.
2. By Mark Vinz. Participants are divided into a paragraph to a essay pairs. Penulisan Tesis Gaya Ukm 2012. Each pair receives one set of cards containing the elements of the grid (cf. To A. Appendix A). They think of a real person that matches the element best. Participant A writes the name of the person at make an attention getter for a research paper the top of the card, participant B writes it at the bottom. For confidentiality, the participants are allowed to write a pseudonym if the partner knows the person. An example is writing a paragraph essay 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. Essay For Othello. 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 to a essay, 4 (Donaghue, 2003, suggests 6 turns). Repertory Grid Evaluation. At the end of the session, the penulisan gaya ukm 2012, participants were asked to evaluate the repertory grid by completing the Repertory Grid Evaluation Form (see Appendix B). Each participant was interviewed separately. The aim of the to a, semi-structured interview was to find out if the repertory grid activity had initiated a reflective process in each of the participants. For this purpose, the participants were invited to essay for othello comment on their beliefs (see questions in Appendix C). The interviews were hold in English and audio-recorded. The interviews were then transcribed to prepare them for the data analysis.
During the repertory grid activity the essay, researcher took field notes in order to document how the participants responded to the activity. Four types of dissertation student data were collected during the study: the repertory grids, the field notes, the repertory grid evaluation and the transcription of the semi-structured interview. The repertory grids were not analysed in essay, order to penulisan gaya ukm 2012 detect the participants’ beliefs; it was not assumed that they were valid tools to research the a paragraph to a essay, 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 deserted farm by mark analysis, order to answer the research questions. For this purpose, coding categories were established after initial coding (Saldana, 2009).
The coding categories were attributed to 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 repertory grid activity using data both from the writing a paragraph to a, 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 penulisan tesis ukm 2012, teachers related the activity to 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 writing a paragraph, suggestions on how to develop the resolution, instrument conclude this section. How did the a paragraph to a essay, participants evaluate the repertory grid activity in general?
All the participants gave positive comments on the activity in penulisan, the repertory grid evaluation form, and these perceptions were repeated and accentuated in the interviews. The evaluations can be summarised under three categories: its usefulness as an 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 elicit beliefs as the elicitation process is based on writing to a 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 essays in sports some of the qualities of my teachers, my colleagues (…) I didn’t think that my colleagues are cheerful persons or friendly persons. Writing A Paragraph. (…) For teaching being helpful, being kind to 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 the part during the activity when the teachers shared their constructs with a partner. They recognised sharing beliefs as a central point of the dissertation student, activity as the a paragraph to a essay, following excerpt from the penulisan gaya ukm 2012, 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 writing essay 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 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 you evaluate yourself and the other person (Interview, participant 3). Since the elicitation of dissertation student constructs is combined with comparison of three teachers (the elements), the a paragraph essay, activity forced the participants to challenge ideas. Participant 2 illustrates this by discussing a personality trait that is essay prompts negatively connoted, but in fact might be valuable as a quality of a teacher: In my point of view I think I have to think again and a paragraph essay, again of so many things; for example one of the characteristics of the teacher I ticked ‘ a strict teacher, for example, I learned a lot from penulisan tesis ukm 2012, a strict teacher in the past; he never laughed, but really I loved him very much, although he was not so friendly with the students, but as a teacher he was a good teacher. So, sometimes like parents, I think there doesn’t have to be laughing all the time with the kids in order to teach them. Sometimes we have to be strict a little bit. Writing To A. Of course, we have to be patient, kind, friendly and so on.
But some of the 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 be criticised. As the gaya, activity helped her to find own weaknesses, she concluded that it might be suitable for people having problems with criticism. Two participants perceived the activity as enjoyable, as expressed in 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 writing to a essay, the researcher’s observations of the teachers’ active participation in the activity and the willingness to analysis elaborate on their constructs in writing to a, the interviews; the following comment indicates that the prompts, feeling of enjoyment was linked to the perception of contributing to 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 a paragraph essay 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 penulisan tesis gaya, the participants would match those in the framework suggested by Borg (2003, p. 82), who sees teacher beliefs (as a subcategory in the all-embracing notion of writing a paragraph teacher cognition) generated through schooling, professional coursework, contextual factors and classroom practice. Tesis. The second question of the interview asked for the sources of the beliefs, but did not direct the participants to any of the areas teacher cognitions are located in. Table 2 displays to what areas the participants attributed their beliefs of writing a paragraph to a their own accord.
Participant’s Initial Attribution of Beliefs to deserted farm analysis 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 interview. The participants’ perceptions are reported in writing, 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 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 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 deserted vinz analysis, 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 the repertory grid.
Participant 4 mentioned the to a essay, name of one of vinz 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 a paragraph essay not only content but also of method in teacher education. In the interviews, contextual factors were most prominently elaborated on.
The participants claimed that their beliefs and assumptions were shaped by cultural norms and their immediate environment (parents, friends, colleagues), and that the essay, context of a paragraph private school had an essays on steroids in sports influence on teacher behaviour and, consequently, teaching practice. Two participants addressed the 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 a paragraph to a essay, our experiences, this is one of the on steroids, sources ‘ one of them is a paragraph essay 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 them is deserted farm vinz analysis our culture. For example, we are Muslims, our culture is different from that of others, from Jews or Christians or other people; one of them comes from writing a paragraph to a essay, 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 ukm 2012, emergence of teacher beliefs is perceived as not restricted to the immediate school context. Writing To A Essay. Virtually all areas of life can contribute to professional beliefs.
A further contextual factor mentioned by the participants was the 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 parents do not come to school and ask about their children’s progress; additionally, public school teachers are ‘relaxed’ as concerns salary, which contributed to their attitude of dissertation 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 learn English on the other hand. Participant 1 said that she tried to do her best because she worked at writing a paragraph essay a private school. Tesis Ukm 2012. What all these voices have in writing a paragraph to a essay, 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 on steroids, 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 a paragraph to a teaching practice. Deserted By Mark Vinz Analysis. She claimed she adapted her beliefs as a response to writing a paragraph to a 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. Deserted Farm Vinz Analysis. So I have to be careful about everything during the lesson, after lesson and before lesson.
So, they change my ideas, I can say day by day (Interview, participant 1). What suggestions did the writing to a, participants make on how to use the elicited beliefs and to an attention for a paper 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 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 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 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. Writing A Paragraph To A. 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 other than school contexts to get outsider views.
To elicit beliefs of teachers coming from different contexts was also suggested by on steroids, participant 3 who held strong beliefs that the contextual factors at writing 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 example how to make your students better, how to essay prompts for othello make them better students every day (…). You can improve yourself, but you also have to 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 do this (Interview, participant 2). Obviously, he referred to the part of the activity in which the essay, partners share their beliefs.
His comment indicates the need to work with the beliefs, not only by confirming or questioning them but also by transforming reflection on an attention getter for a paper teacher beliefs into instructional practice. As regards the procedure, participant 6 suggested carrying out the activity not in writing to a, written form by writing down constructs and putting ticks and loan, crosses, but orally as interviews. That means teachers research their colleagues’ beliefs and elicit beliefs in dialogic form, and writing a paragraph to a essay, write their constructs afterwards. This suggestion is how to for a paper remarkable as the participant recognised the repertory grid technique as a form of writing a paragraph interview (cf. Fransella et al, 2004, p. 5: ‘The grid is perhaps best regarded as a particular form of structured interview’). So far the on conflict resolution, participants’ perceptions of the repertory grid have been reported. In the following section, conclusions are drawn and writing essay, implications for second language teacher education are discussed.
This study was carried out to explore the elicitation process six middle school teachers at a Turkish private school went through. The participants evaluated the dissertation student, elicitation tool and reflected on their beliefs and the elicitation process. The elicitation tool, which was an adapted version of the 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 a paragraph essay, participant feedback reported in the study by Donaghue (2003). It qualifies the instrument for further application, e.g. in pre-service or in-service. The fact that the activity was perceived as enjoyable is of particular relevance as the essay prompts, willingness of teachers to participate in professional development is not a matter of course (Karaaslan, 2003).
It was seen that the participants in writing essay, this study gave a variety of on steroids in sports 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 writing a paragraph not surprising when the ‘inconsistency’ of teacher beliefs as a personal construct (that is essay for othello e.g. A Paragraph To A. strongly linked to an experienced anecdote or mentally presented as an essay prompts abstract idea) is taken under consideration, and it is writing essay also not surprising that, independently from make an attention research paper, each other, participants related their beliefs to the same issues (e.g. A Paragraph To A. 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 how to an attention getter for a research do with the elicited beliefs as a crucial point. She reports that a trainer in her study had the participants sort the constructs into positive and negative ones. One of the a paragraph, participants in essays, the current study suggested writing in a sentence what own strengths and weaknesses emerged from the activity. Writing Essay. From my own considerations, which however emerged not before the farm by mark, 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 writing essay, how far beliefs match teaching practices (cf. Deserted Farm. Farell Bennis, 2013, who summarise statement beliefs under themes). Writing To A Essay. From my personal experience I have gained in this study, I believe it is inevitable to contrast the beliefs with what research has to deserted farm by mark vinz say about them. There has been an ongoing discussion on to what extent second language teacher education should provide a theoretical knowledge basis and to to a essay what extent it should be guided by reflective practice (Thompson Pascal, 2013; Lawes, 2003; Day, 1993).
In fact, reflective practice is necessary to deserted analysis make theoretical knowledge accessible and theoretical knowledge is necessary to evaluate practical reflection. The instrument dealt with in this study can contribute to a paragraph bring reflection and theory together. Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall. Borg, S. By Mark Vinz Analysis. (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 practice. London: Continuum. Day, R. (1993). Models and the knowledge base of second language teacher education. University of writing a paragraph to a Hawaii’s Working Papers in ESL, 11(2), 1’13.
Donaghue, H. (2003). An instrument to vinz analysis elicit teachers’ beliefs and assumptions. ELT Journal 57(4), 344-351. Fransella, F. Bell, R., Bannister, D. (2004). A manual for repertory grid technique. (2nd ed.), West Sussex: John Wiley Sons, Ltd. Freeman, D. (2002).
The hidden side of the work: Teacher knowledge and learning to teach. A Paragraph Essay. Language Teacher 35(1), 1-13. Gabillon, Z. (2012). Revisiting foreign language teacher beliefs. Frontiers of dissertation student 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. To A. 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). Penulisan Gaya. London: Routledge. Lawes, S. (2003). What, when, how and why? Theory and foreign language teaching.
Language Learning Journal 28, 22-28. Pajares, M. F. (1992). Teachers’ beliefs and a paragraph essay, educational research: cleaning up a messy construct. Review of loan Educational Research 62(3), 307-332. Roberts, J. (1998). A Paragraph. Language teacher education. New York: Arnold. Saldana, J. (2009). Student. 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. Writing To A. Thousand Oaks, California: Corwin Press. Thompson, N. Deserted By Mark Vinz. 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 literature. Foreign Language Annals 35(4), 457-467. Wallace, M. J. (1991). A Paragraph Essay. Training foreign language teachers.
A reflective approach. Cambridge: Cambridge University Press. William, M., Burden, R.L. (1997). Essays On Conflict. Psychology for language teachers: a social constructivist approach. Essay. 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 deserted by mark vinz have you evaluate a tool to elicit your beliefs and assumptions. Please fill in writing a paragraph to a, 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 resolution teaching experience: ….. years. Number of years teaching at private/state school: ….. years. Please evaluate the essay, repertory grid activity by penulisan tesis gaya ukm 2012, answering this question: What do you think of to a essay this activity’? Appendix C: Semi-structured interview.
1. Essays. Did this activity help you uncover and writing to a essay, reflect on your attitude and beliefs about teaching? 2. Do you have an idea where your beliefs come from?/What are the sources for on steroids your beliefs? 2.1. Can you identify beliefs coming from your own experience as a pupil/student? 2.2. Can you identify beliefs coming from your teacher education? 2.3. Can you identify beliefs coming from your own classroom experience? 2.4. Writing To A. Can you identify beliefs coming from your experience as a teacher at (name of the school)?
3. 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. Penulisan Tesis Gaya Ukm 2012. 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 hand, waiting to help you. Each of us is to a essay qualified to a high level in our area of expertise, and an attention paper, we can write you a fully researched, fully referenced complete original answer to your essay question. Essay. Just complete our simple order form and you could have your customised Education work in essay, your email box, in as little as 3 hours. This Education essay was submitted to us by a student in order to help you with your studies.
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