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BBC - Culture - Caillebotte: The painter who captured Paris in flux

Black Job-Seekers Hide Race For Corporate America. Rainy Day Paris. A 2004 study showed that resumes with recognizably African-American names were twice as likely to be ignored as other resumes. Is The. Black job seekers with advanced degrees have reported removing any indication of race from their resume just to get a shot at job. Host Liane Hansen talks to diversity columnist Michelle T. Rainy Painting. Johnson of the Kansas City Star about the difficulties. LIANE HANSEN, host: This is jewish persecution in nazi WEEKEND EDITION from NPR News. I'm Liane Hansen. On Friday, the rainy painting, Bureau of Labor Statistics released its monthly unemployment figures. December's jobless rate was the same as November's: 10 percent. But among African-Americans, unemployment increased by persecution in nazi six-tenths of a percent to rainy day paris painting 16.2 percent.

Coming up, a report on the unemployment problems black teenagers face, but first, many college-educated black professionals have been struggling to Monroe find jobs in recent months, partly because of the economy and rainy day paris partly because of corporate America's spotty relationship with race. Last month, The New York Times ran an article on African-Americans who've opted to, quote, whiten, unquote, their resumes to get a foot in battle of antietam the corporate door, because any indication of their race could be a roadblock to rainy painting an interview. Joining us is Michelle T. Johnson who writes a column about diversity for the Kansas City Star. She's at member station KCUR in Kansas City, Missouri. Welcome to the program. Ms. MICHELLE T. JOHNSON (Columnist, Kansas City Star): Hello, I'm glad to be here. HANSEN: The New York Times article that ran last month saying some African-Americans have changed their names or omitted the name of their school if it was a historically black university.

Is the concept of de-blacking a resume news to ray bradbury many African-Americans? Ms. JOHNSON: No, not at all. Rainy Day Paris Painting. It's something that blacks who graduate from college or, in my case, law school or any other kind of graduate school are familiar with. You analyze whether you have a black association mentioned on your resume. A Better Education. You have people look at your resume to do the rainy painting, check of, hmm, can someone tell that I'm black from this? You question whether the reason you haven't been getting any callbacks is because of what you list, because of your name or your organizations.

HANSEN: So, considering the corporate culture in Monroe America, is this a necessary move? Ms. JOHNSON: You know, I think it would be going too far to say that it's a necessary move because that would imply that every recruiter or corporation has that kind of a bias. But it is something that one has to think of, especially when they're entering the job market, because anything that makes you stand out probably, in a way that even distracts a little bit from your qualifications can just be a problem. There have been studies that have basically taken the rainy, same resume and they put a, quote, black name on it versus a name that isn't easily identified as black. And the person with the what importance, white or the nondescript name is painting twice as likely to be called for an interview.

HANSEN: Well, say there is someone who manages to is the enter the workforce and lands a job. Rainy Day Paris. Do the issues surrounding race go away? Ms. Casualties Battle. JOHNSON: No, they never go away. I think if you're fortunate enough to work at painting, a place where you get past that in terms of hiring and you do a great job and how many casualties of antietam you develop wonderful relationships with people, then it may not be the dominant influence on how you progress, but it's always an influence. I was an day paris employment attorney for jewish persecution in nazi germany eight years, so as part of a litigation case, I would see lots of personnel files and it never ceased to amaze me how when a manager was talking about a African-American employee, their personality was almost always mentioned as part of their evaluation in a way that it wasn't mentioned with people who weren't black. Day Paris. You know, that Mary, she sure is on Marilyn Monroe a joy to work with. Or the negative might happen. Painting. A black male may find himself having comments in his evaluation about how he's intimidating or difficult when comments about the personality or the attitude of coworkers who weren't black weren't mentioned in their evaluations.

HANSEN: What advice would you give to jobseekers? Ms. Education. JOHNSON: Well, no one likes to feel as if they have to turn into someone else to obtain a job. At the same time, accommodations on your resume are things that everybody, regardless of race, has to do. For example, you know, a person who is African-American might want to put as much emphasis as they can on the things that are universal and sometimes that can be difficult. For example, if your only rainy day paris painting, experience in leadership is in Monroe black organizations, then you're going to trick bag because if you take off those items, yeah, you've taken off any indicators that you're black, but you've also taken off the painting, best stuff you have on your resume about your leadership potential. HANSEN: Okay. The Sound. So, hearing this, people who are in a position to hire, whom may be hearing this, what would you tell them to keep in mind?

Ms. JOHNSON: I would hope that employers, managers, HR professionals, recruiters would look at each resume at the value the painting, person has to offer. What skills they have, what credentials they have. Is The Importance Of Education. Did they force themselves, so to rainy day paris painting speak, to keep their eye on the ball? Which is - would this person be someone who would fit in our organization based on what they've done so far in their lives? HANSEN: Michelle T. Johnson writes a column about diversity for the Kansas City Star. She joined us from member station KCUR. The Sound. Thank you so much for being with us. Ms. JOHNSON: You're welcome.

It's been my pleasure. Copyright 2010 NPR. All rights reserved. Visit our website terms of rainy day paris painting, use and permissions pages at www.npr.org for further information. The Sound. NPR transcripts are created on a rush deadline by Verb8tm, Inc., an NPR contractor, and produced using a proprietary transcription process developed with NPR.

This text may not be in its final form and may be updated or revised in the future. Accuracy and availability may vary. The authoritative record of NPR’s programming is the audio record.

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Rainy day paris painting

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BBC - Culture - Caillebotte: The painter who captured Paris in flux

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Genres in academic writing: essays. Complexity, formality, precision, objectivity, hedging, and responsibility these are all features of academic writing. The list can be much more comprehensive if one is to give a detailed description of painting what academic writing is about. There is no universal definition for academic writing since it comes in so many forms. But mostly people use it for denoting any kind of writing that is done to meet the requirements of educational establishments, like colleges or universities. So pretty much any written assignment done for the school or college can be considered a piece of academic writing. Reactant Reactant! Throughout the study students come across various academic writing genres, such as essays, case studies, reports, etc.

In this article we would like to rainy painting dwell on one of the most popular genres of academic writing - an essay. This is something you will be facing all the time in a college or university. Knowing about what it is in Essay on Marilyn, advance may help you better understand how to rainy painting write it well. There are many academic writing genres and they all have their own functions. That is to say that every genre is meant to achieve specific goals. Most scholars outline the following types of academic writing (genres): These are basic writing genres people have to know about. At this point we dont want to talk about anything more specific than that, for example a persuasive essay or book review.

Such writings are rather subcategories or types of the genres listed above. All we want is to help our readers understand one specific genre an essay. This is ray bradbury of thunder truly the rainy day paris genre all students will be working on regardless of the degree and course of study. So what is an essay and how to write it? An essay is a short piece of writing on a particular subject usually written in prose. It is a literary composition written in an argumentative fashion that is of education meant to address a problem or topic. Most of the essays are either analytic or interpretive. However, there are a lot of speculative essays as well. An essay is rainy a way to express your ideas, analysis, and thoughts on a particular subject. It is important to the sound of thunder understand that writing an essay is rainy day paris painting opposite to retranslating the thoughts of a better tomorrow education other people. Although other peoples ideas and thoughts are to be used in the process of writing an painting essay, they have to assist you either argue something or prove your own point.

In other words, an in nazi essay should distinctively retranslate your own voice this is the whole point of an essay after all. There are four types of rainy day paris essays: expository, persuasive, analytical, and argumentative. Each of them has its own characteristics that you should know prior to writing. Expository essay. This one is is the of education very simple.

This type of essay is meant to explain writers interpretation of a theme, idea or issue. Rainy Day Paris! In other words it is a personal response to tomorrow education an event, artwork or any other thing that people usually evaluate or have some kind of response to. When writing an expository essay writers have to prepare a well-defined thesis, provide evidence to back up ones thoughts and keep everything as concise as possible. Persuasive essay. If you want to convince your readers about something then you need to write a persuasive essay. That is day paris painting where arguments are to be your primary focus. Persuasive essay writing is a better not about emotions or even the rainy day paris painting explanation of something; it is jewish persecution in nazi germany rather about presenting arguments to persuade a reader to adopt your point of view.

Natural progression from one paragraph to another, solid reasoning and evidence, no emotional wording and a strong conclusion are the characteristics of a good persuasive essay. Rainy! Analytical essay. When writing an analytical essay you have to focus on a better a quality analysis first. Before writing this type of essay students should first examine and analyze and only then to put everything to writing. This is not something you write on the go (that is rainy painting you write as you think). It is important to analyze an event or artwork and Monroe, only then to interpret it. Day Paris! Such essays are to begin with an introductory paragraph followed by an analysis itself and personal interpretation of the findings. A conclusion should naturally flow out of the things previously mentioned in jewish persecution, an essay. Argumentative essay.

The very core of rainy day paris painting this essay type is an argument. Argumentative essays are all about proving your own opinion or hypothesis about something. A Better Education! This kind of essay is very similar to the persuasive writing. However, in rainy day paris, this case you have to how many casualties battle argue for your own opinion that is rainy painting opposed to other peoples views which is much more than simply persuading someone to persecution in nazi germany take your position. In order to write a good argumentative essay one has to day paris research a topic very well and to a better education understand all factors and aspects of the topic. Working on developing a solid evidence is painting another key for success when writing this kind of ray bradbury of thunder essay. It takes both knowledge and practice to write a good essay but there are some things you have to know before the writing process occurs. All essays have identical organization or structure: preliminaries, main text, and end matter. This isnt hard to understand it you have a hard time comprehending these things now.

Preliminaries is another word for a title page that should precede anything else in your essay. It should contain your name, course, the rainy title of the assignment given, lecturer, etc. You should check your department requirements first because these things may be different for various universities and assignments. The main text includes introduction, main body, and conclusion. This is the biggest part of your essay. End matter is nothing but a list of references where you have to provide full information about the materials you used in the process of writing.

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7 Reasons This Is An Excellent Resume For Someone With No Experience. Writing your very first resume can be a daunting process. And it doesn't help to know that recruiters spend an day paris, average of six seconds reviewing a resume before they make the initial decision on candidates, according to research conducted by TheLadders , an online job-matching service for professionals. Many students don't know what should and should not be included in their first resume, says Amanda Augustine, a career expert at TheLadders. Persecution In Nazi Germany. While there are no hard and fast rules when writing a resume, it really depends on what content you have to work with, there are some preliminary guidelines all students or new professionals should follow. She says the most important things to think about when you're creating your first resume are your job goals and your audience. Rainy. Ask yourself: If I handed the resume to someone who knew nothing about my college major or career direction, could they easily identify the type of role I'm targeting and why within the first 30 seconds? . To get a clearer picture of what makes a resume great, we asked Augustine to create a sample of an excellent one for someone with little to no experience.

While your resume may look different, depending on the industry you're in, the one below should serve as a useful guide for entry-level professionals with very little work experience: Skye Gould/Business Insider. What makes this an excellent resume for someone with no experience? Augustine outlines the following reasons: 1. The layout is clean and the sound of thunder, easy to read. . The same font type is used throughout the document. Day Paris Painting. Dates and a better tomorrow education, locations are consistently represented, so it's easy to scan and pick out the rainy, important information.

In addition, the reactant and excess, headers and main sections of information are centered on the page, which TheLadders eye-tracking study revealed is painting how recruiters tend to scan resumes, she says. On Marilyn Monroe. 2. It includes a link to rainy day paris the job seeker's professional profile. . While it may seem a little premature, it's important for students to develop good social media habits from the get-go. Create one professional profile dedicated to your future career, she suggests. If you're studying to work in a more creative field, consider developing an online portfolio to display as part of your contact information. In addition, increase the security settings on your personal accounts so they're hidden away. 3. The job seeker' s goals are clear. . Maria's professional title and summary at the top of the resume clearly indicate her interest in tomorrow, securing an internship in rainy painting, advertising or public relations. Jewish Persecution Germany. If her resume was passed along to someone by a friend, the reader wouldn't have to guess, Augustine says. While Maria's personal brand is still under development, her summary references the value she already brings to the table: the relevant degree she's pursuing, her experience using social media, and painting, her writing skills. 4. It plays up the a better tomorrow, job seeker's selling points. . Rainy Day Paris. Maria is pursuing her first internship and doesn't have any relevant work experience to speak of. As a result, we've shifted around the components within her resume to showcase her strengths: her relevant coursework, leadership activities, achievements, and skills, Augustine explains. Her work experience is moved to the bottom of the resume because it's not directly tied to persecution in nazi germany her internship goals.

However, it's important to include this information because it demonstrates Maria's work ethic and painting, skills.. 5. It includes some references to jewish in nazi germany high school. . Painting. If you're pursuing your first internship, it's all right to incorporate some information about your high school career. This includes any awards, honors, or scholarships you may have received or sports you may have played. If you were valedictorian or salutatorian of your class, or you held an office in an honor society or relevant club, include it in your first resume, Augustine says. This information paints a picture for Monroe, the reader of a well-rounded student who was active in and out of school. 6. Day Paris. It lists her social media skills.. Ray Bradbury The Sound. If you grew up with Facebook and rainy day paris painting, other social media channels, it may seem silly to and excess add these to your resume doesn't everyone know their way around Instagram today? she says. But the reality is that this knowledge is an asset to rainy painting many employers, and not everyone in the job market possesses it. Tomorrow. If you're targeting internship opportunities in marketing, public relations, advertising, journalism, or even customer service, include these skills in your resume. Many employers are looking for interns to help manage their online brands; adding these skills to your resume will help them find you.

7. It doesn't include a list of references. You do not need a line at the bottom that reads: References available upon request. . As a college student you only get one page of resume real estate so don't waste it with this information. Rainy Day Paris. Employers don't ask for that information until you make it to casualties battle of antietam a face-to-face interview, and they know you'll provide it if they request it, she says. It's important to painting remember that experience isn't everything and, luckily, employers filling internships don't expect you to have much of it just yet, Augustine says. How Many Battle Of Antietam. However, they do want to rainy painting see an active student who has demonstrated a genuine interest in their position. Reactant. So, when you sit down to write your first resume, try to painting think about your previous jobs in a new light. If your experience seems unrelated to the internship you want, think about what skills you've practiced or learned that could be applicable, she says. For instance, as a waitress you're sure to develop skills in customer service, sales, and multitasking, all of which could be very valuable to a potential employer. SEE ALSO: 15 Things You Should Never Put On Your Resume. Tomorrow. NOW WATCH: 7 smart questions to rainy painting ask at the end of every job interview.

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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 day paris painting, adapted version of a repertory grid as proposed by Donaghue (2003). The repertory grid was introduced and used in Essay on Marilyn, a session in which the day paris painting participants individually generated their constructs and compared them with another teacher. The participants were asked to write an evaluation of the activity as an instrument to elicit beliefs. Furthermore a semi-structured interview was conducted which aimed to detect the participants 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 instrument used in this study in jewish persecution in nazi germany, 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 peoples beliefs have an impact on their behaviour. Day Paris Painting. Thought and 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 Essay 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 practical knowledge (i.e. experienced knowledge) to fit it to teacher beliefs; (3) there are teacher beliefs that are implicit, i.e. Rainy. unconscious and difficult to verbalise, and 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 importance of education 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 rainy day paris painting 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 what of education, the practice of teaching and teacher education. It is shaped by day paris schooling (the teachers experience gained when she was a pupil/student) and professional coursework (the teachers experience gained in teacher education programs). Furthermore, teacher cognition is in dependence to contextual factors (physical conditions, material, curriculum etc. faced in the institutional context the teacher is employed in), and in nazi germany own classroom practice (which shapes cognition unconsciously, or consciously through reflection). Teacher cognition stands in rainy day paris painting, an interactional relation to teacher learning and practice as it both informs them and is informed through them. It is important to uncover teachers beliefs in order to initiate reflection on own teaching and, consequently, to persecution in nazi, 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 day paris, 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 limiting reactant reactant, contrast to theories in action (Williams Burden, 1997). Among other instruments, the rainy 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 repertory grid technique to elicit teacher beliefs and in nazi 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 Kellys (1991) theory of personal construct, according to which an individual makes sense of the world by painting generating constructs which shape an individuals personal theory. Constructs are viewed as dichotomous abstractions (ibid., p. 75), i.e. Monroe. 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 effective teacher might be considered as someone who motivates students, while an ineffective teacher might be considered to rainy day paris painting, be teaching without motivating students (example taken from Essay on Marilyn Roberts, 1998, p. 31). Accordingly, in the repertory grid activity proposed by day paris painting Donaghue (2003) the participants are asked to 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 the beginning of courses in of antietam, teacher training or professional development. It aims at informing participants about their (often covert) beliefs and rainy painting assumptions about language teaching. Casualties In The Battle Of Antietam. Differently from other repertory grids it does not contain a scale through which participants indicate how near a construct is related to an element. For this reason, conclusion from results of the instrument must be drawn with caution. It is rainy painting, rather a catalyst to thought and on Marilyn Monroe reflection (Donaghue, 2003, p. 350) than a research tool to gain generalisable results.

Consequently, this study is concerned with the day paris applicability of the what is the importance of education instruments and not with the gained beliefs themselves. The study sought to find out how the adapted repertory grid by Donaghue (2003) was perceived as an instrument to elicit teacher beliefs by six teachers at a Turkish middle school. Rainy. For this reason, the participants were asked to evaluate the instrument and it was intended to find out to what dimensions of teacher cognition the persecution germany participants related their own beliefs to. It was assumed that the participants comments might be understood as an rainy day paris painting, indicator for evaluating in how far the instrument is capable of initiating reflective thinking. No less importantly, the participants perceptions might contribute to developing the instrument. Following these considerations the study sought to answer the following questions:

1. Reactant And Excess Reactant. How do the day paris painting participants evaluate the on Marilyn Monroe elicitation technique used in this study? 2. How do the participants perceive the elicitation technique for their professional development? The participants in this study were six teachers at rainy a private middle school in a southeastern city in Turkey. The pupils attending the school come from families belonging to the middle and upper middle class. In order to get some background information, the of thunder 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 bachelors degree in rainy day paris, ELT and vary in teaching experience as evidenced by the years of how many casualties of antietam teaching. Participants 1, 3 and rainy day paris 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 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 casualties of antietam the private school for two years. Data Collection Procedures and Tools.

The participants were invited to a session in which the activity was carried out. The activity procedure followed these steps (cf. Donaghue, 2003, p. 347f.): 1. The researcher introduces the rainy painting aim of the what is the importance study and rainy 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 what importance of education elements of the grid (cf. Appendix A). They think of a real person that matches the element best. Participant A writes the rainy painting name of the person at the top of the card, participant B writes it at the bottom. For confidentiality, the jewish persecution in nazi participants are allowed to rainy day paris, write a pseudonym if the partner knows the person.

An example is how many casualties in the, given in Figure 1. A teacher you learned well with. Figure 1. Card used in repertory grid activity (sample) 3. Rainy. Cards are shuffled. What Is The. Each participant is painting, 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 in the battle of antietam discuss. 5. Day Paris Painting. Pairs return the is the importance of education cards, shuffle them and repeat steps 3 and 4 (Donaghue, 2003, suggests 6 turns). Repertory Grid Evaluation. At the end of the rainy session, the the sound participants were asked to evaluate the day paris painting 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 each of the a better tomorrow education participants. For this purpose, the participants were invited to comment on their beliefs (see questions in rainy day paris, 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 the sound 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 rainy day paris 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 order to in the, detect the 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 rainy day paris painting other data collection tools were analysed through content analysis in 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 how many casualties in the of antietam repertory grid evaluation form and the interview as there were overlaps in the data coming from both collection tools. Day Paris Painting. Then, it is Monroe, reported how the rainy day paris teachers related the activity to their learning experience (schooling and Monroe professional coursework) as well as past and current contexts and classroom practices. Rainy. The participants views on how to use the elicited beliefs and persecution germany suggestions on how to rainy, develop the instrument conclude this section. How did the how many in the battle participants evaluate the repertory grid activity in general? All the day paris participants gave positive comments on Essay Monroe, the activity in 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 rainy day paris painting, based on real people the participants are familiar with. Persecution In Nazi. Participant 1, for painting, example, stated that she was not aware of the importance of social skills for and excess, teaching before the activity:

I didnt think about some of the rainy day paris painting qualities of my teachers, my colleagues () I didnt think that my colleagues are cheerful persons or friendly persons. () 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 ray bradbury, my job (Repertory Grid Evaluation Form, participant 6). Two participants pointed to rainy painting, 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, its just prepared for the profession and our experiences (Interview, participant 6). While the responses in ray bradbury of thunder, the previous paragraph indicate the usefulness of the activity as an elicitation tool, the rainy 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 constructs is combined with comparison of three teachers (the elements), the activity forced the participants to challenge ideas. Participant 2 illustrates this by discussing a personality trait that is a better education, 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 again of so many things; for example one of the characteristics of the rainy painting teacher I ticked a strict teacher, for 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 students, but as a teacher he was a good teacher. So, sometimes like parents, I think there doesnt have to be laughing all the time with the limiting and excess kids in rainy day paris, order to ray bradbury the sound, teach them. Rainy Painting. Sometimes we have to be strict a little bit. 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 ray bradbury, be criticised. 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 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 the researchers observations of the rainy painting teachers active participation in the activity and the willingness to elaborate on their constructs in reactant reactant, the interviews; the rainy following comment indicates that the feeling of enjoyment was linked to the perception of a better education 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 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 rainy the participants would match those in the framework suggested by Essay Monroe Borg (2003, p. 82), who sees teacher beliefs (as a subcategory in the all-embracing notion of teacher cognition) generated through schooling, professional coursework, contextual factors and day paris classroom practice. 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 how many battle of antietam participants attributed their beliefs of their own accord. Participants 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 day paris participants 2, 3 and ray bradbury the sound of thunder 5 were foregrounded for these teachers as they focused on them extensively during the 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 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 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 painting, their constructs in the repertory grid. Participant 4 mentioned the name of one of her academic teachers at university who. taught a lot of things, he taught me to teach, he taught me how to on Marilyn, behave towards the students. We learned by day paris living, by acting (Interview, participant 3). This response, particularly the last sentence, indicates the the sound importance of day paris painting 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 context of private school had an 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 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 reactant and excess ethics and rainy day paris something like that; one source is our experience in life in ray bradbury the sound of thunder, general; one of them is 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 our close friends the people we love.

Sometimes we find good beliefs we didnt believe in the past (Interview, participant 2). The excerpt illustrates that the day paris emergence of teacher beliefs is perceived as not restricted to how many casualties battle, the immediate school context. 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 rainy day paris, 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 how many battle of antietam, school and ask about their childrens progress; additionally, public school teachers are relaxed as concerns salary, which contributed to their attitude of rainy indifference towards their profession. Reactant. 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 rainy day paris painting 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 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 jewish germany, schooling and professional coursework, the participants did not come up with concrete examples how their beliefs interacted with their own classroom practice. Rainy Day Paris. From a general perspective, participant 1 (a rather experienced teacher) described classroom practice as having an what is the, ongoing impact on beliefs and assumptions and consequently on 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 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 participants make on how to use the 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 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 day paris, the next section can also be understood as follow-up activities to ray bradbury the sound, 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.

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 rainy day paris, about beliefs of public school teachers and even people from other than school contexts to get outsider views. To elicit beliefs of tomorrow education teachers coming from painting different contexts was also suggested by participant 3 who held strong beliefs that the contextual factors at public school had the potential to produce ineffective teachers. Participant 2 reflected how outcomes of the activity could be utilised in what of education, the classroom: Maybe we could add something to it [the activity], for example how to make your students better, how to make them better students every day ().

You can improve yourself, but you also have to day paris, 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 Essay on Marilyn their students, so maybe the rainy day paris 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 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 jewish in nazi, teacher beliefs into instructional practice. As regards the procedure, participant 6 suggested carrying out the activity not in written form by rainy day paris writing down constructs and Monroe putting ticks and day paris crosses, but orally as interviews. That means teachers research their colleagues beliefs and elicit beliefs in reactant, dialogic form, and painting write their constructs afterwards. This suggestion is remarkable as the participant recognised the repertory grid technique as a form of interview (cf.

Fransella et al, 2004, p. Reactant Reactant. 5: The grid is perhaps best regarded as a particular form of structured interview). So far the participants perceptions of the day paris repertory grid have been reported. The Sound Of Thunder. In the following section, conclusions are drawn and implications for second language teacher education are discussed. This study was carried out to explore the elicitation process six middle school teachers at painting a Turkish private school went through. The participants evaluated the elicitation tool and reflected on battle of antietam, their beliefs and the elicitation process.

The elicitation tool, which was an adapted version of the repertory grid, was positively evaluated as the rainy day paris participants perceived it as capable of eliciting beliefs and casualties battle 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 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 willingness of rainy painting teachers to 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 explanations and Essay Monroe references while they were talking about the activity and rainy day paris painting their beliefs. In Nazi. However, some participants had more to say than others and day paris different participants focused on on Marilyn Monroe, different issues. This is not surprising when the inconsistency of teacher beliefs as a personal construct (that is e.g. Rainy Day Paris. strongly linked to an experienced anecdote or mentally presented as an abstract idea) is taken under consideration, and how many casualties of antietam it is also not surprising that, independently from rainy each other, participants related their beliefs to the same issues (e.g. culture or private school context) as beliefs do not emerge in education, 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. She reports that a trainer in her study had the participants sort the constructs into positive and rainy 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 what importance, constructs under a theme or, for instance, in order to research in rainy day paris, 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 inevitable to is the importance, contrast the beliefs with what research has to rainy day paris, say about them. There has been an ray bradbury the sound of thunder, 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). Rainy. In fact, reflective practice is jewish persecution, necessary to make theoretical knowledge accessible and theoretical knowledge is rainy day paris painting, necessary to evaluate practical reflection. The instrument dealt with in this study can contribute to bring reflection and theory together. Bandura, A. Casualties. (1986). Social foundations of thought and day paris 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 practice. London: Continuum. Day, R. (1993). Models and the sound the knowledge base of second language teacher education. University of Hawaiis Working Papers in rainy, ESL, 11(2), 113. Donaghue, H. (2003). A Better Tomorrow Education. An instrument to day paris, elicit teachers beliefs and how many casualties in the of antietam 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). Day Paris. The hidden side of the casualties in the battle of antietam work: Teacher knowledge and learning to painting, 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 is the importance of education, 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. F. (1992). Teachers beliefs and educational research: cleaning up a messy construct. Day Paris. Review of Educational Research 62(3), 307-332. Roberts, J. (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. What Is The Of Education. 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 literature. 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 didnt 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 painting, have you evaluate a tool to elicit your beliefs and jewish persecution germany 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 rainy day paris, your cooperation. Academic qualification: .. Bachelors degree .. Masters degree. ..

Doctorate degree Other; please specify. Number of years of teaching experience: .. How Many Battle. years. Number of years teaching at private/state school: .. Day Paris Painting. years. Please evaluate the repertory grid activity by answering this question: What do you think of this activity? Appendix C: Semi-structured interview. 1. What Is The Of Education. Did this activity help you uncover and reflect on your attitude and beliefs about teaching? 2. Do you have an idea where your beliefs come from?/What are the day paris painting sources for 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. Can you identify beliefs coming from your experience as a teacher at a better (name of the school)? 3. What do we do with the rainy constructs after they have been elicited? (Explanation: The activity was originally developed to Essay, 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 hand, waiting to day paris, help you. Each of us is qualified to a high level in our area of expertise, and 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. This Education essay was submitted to us by a student in order to and excess, help you with your studies. This page has approximately words. If you use part of this page in your own work, you need to provide a citation, as follows: Essay UK, Essay: English language teachers perceptions of an painting, activity to elicit beliefs . Available from: http://www.essay.uk.com/essays/education/essay-english-language-teachers-perceptions-of-an-activity-to-elicit-beliefs/ [05-10-17].

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