Are you doing Hard work or Smart work?

Dr. S. B. Kishor and Swapnil M. BhagatThese days, working smart is a talk of town. If you only work hard, you may not land where you want to be always. If you want to achieve success, you need to work ‘Smart'. So, isn't it important to work hard?A story of two woodcutters arguing which of them will cut more woods during a day is pertinent to explain the above point. First they worked at one speed. But in an hour one of them has heard, that the other one stopped cutting trees. They were working almost synchronously, when the first woodcutter heard that his opponent has stopped again. The first woodcutter continued working, feeling the smell of victory. This lasted all day long. Each hour one of the woodcutters stopped for ten minutes and the other one continued to work. When time expired, the first woodcutter, who worked without any stopping, was absolutely sure that he won the prize. He was very surprised to know that was mistaken. How did that happen? He asked his partner. Each hour I heard that you have stopped the work for ten minutes. How could you cut more trees than I? It's impossible! It is very simple, in fact, answered the second woodcutter. Each hour I stopped the work for ten minutes. And when you were cutting the trees, I sharpened the axe.The gist of above story is simple, smart workers always take small pauses but they use these pauses to sharpen their axes. Working hard and working smart are two different things. Smart work teaches you to be more productive with your time. If you are happy with your current level of success, then smart work will surely allow you the luxury of not having to work as hard as you otherwise would. But if you want to reach the pinnacle of success in your chosen field, then smart work alone won't really help. Many people think that hard work goes largely unnoticed. They believe that unless you are ‘smart' about letting others know that you are working hard, you remain a drudge. They call hard work a kind of drudgery. They are more interested in letting the ‘boss' know that they are working hard.Hard Work is when one does some work dedicatedly. Smart work is when someone does the same amount of work, but faster and more efficiently. You must give it your all from the moment you wake up to the moment you go to sleep. While this is true, it can also be said that someone might be able to do the same amount of work in less amount of time, by working smarter and more efficiently i.e. the most important trait of the smart worker is his ability to do work differently. And working differently means working smart. Rightly said by Shiv Khera:†Winners don't do the different things but they do the things differently.†Smart workers believe in Specific, measurable, attainable, result oriented and time bound work and therefore they are called smart as they believe in doing the things differently as compare to normal approach followed by most. In short, Smart workers use new techniques and tools in order to improve productivity. Many people work hard, but only a few become really successful. This clearly tells that smart work really makes the difference.Smart workers do believe more in creative work. They can manage and handle even the worst situations bravely and always follow never to give up attitude. Hard workers believe in doing their work without any complaints. Smart workers always look at the brighter side of life. Smart workers are experts in managing time. And as someone said rightly that a person, who can manage time, can manage everything very well. Smart workers do create the opportunities not only for themselves but also for the others. Smart workers are innovative and bold. They believe in accepting new challenges and accomplishing the tasks skilfully. Smart workers have control over themselves and so they can control the external world. If you fail to control yourself then you will be controlled by others. One has to be mentally strong enough to control oneself to do this diligently. Hard workers get mentally strong by doing their work regularly and earnestly. Smart workers never wait for the right time to come rather they make the best use of everything at every time. To succeed in life, one has to always keep moving forward. How apt it is to quote Martin Luther King Jr's thought provoking words: â€Å"If you can't fly then run, if you can't run then walk, if you can't walk then crawl, but whatever you do you have to keep moving forward.† Smart workers do follow this mantra of moving forward in spite of all the hurdles they face on their way. This positive attitude of moving forward makes smart workers in real sense smart. If you really want to succeed in life then do not forget that there is no short cut to success. No doubt you will have to be work harder but smart worker is the one who will be able to achieve more within the limited time and resources at his disposal. Few tips to become a smart worker:Have a Definite Goal and Narrow Down on Your Focus until achieved.Have Frequent Appointment within YourselfBuild only on your strength and Work around Your Weaknesses.Go on vacations and Practice giving yourself RewardsDo not procrastinate your responsibilities as every new responsibility gives an insight to do the things in a rejuvenated manner. Start observing the things how people are doing each work and think the way you can have done the same work in a better manner. Create a Good Working Space around You.ConclusionRemember, we can't do smart work without doing hard work at same time. Of course, you have to be ‘Smart' about working hard especially in Corporate life and in all strategic decision making processes, but at the same time one should not also forget the importance of hard work in our life. Just being smart or working smart is only half of the real story. Smart work is about making the right strategy, about following a disciplined work culture. Hard work translates your vision and ideas into results. The fact remains that hard work and smart work must go hand in hand to be successful.Dr. S. B. Kishor ; Swpanil M. BhagatSardar Patel Mahavidyalaya, [email  protected]@gmail.com

Disposition & Early Childhood Teachers Essay

Abstract This study explores teacher education programs and preservice teacher dispositions. The study examined the dispositions of two sections of a reading methods course populated by preservice teachers. A dispositions checklist was used to collect data in three phases and from two audiences. The findings of the study strongly suggest that preservice teachers have a positive view of their own dispositions as well as their peers’ dispositions. The study also shows that the perception of preservice teachers’ dispositions of themselves differ greatly from the perception of the instructor of the course. Implications from this study suggest further development of practices that surface disposition and strategic use of data to improve teacher dispositions within teacher education programs. Disposition & Early Childhood Teachers 3 Introduction As the push for effective teachers persists, many teacher education programs, and professional development administrators are left speculating about the part dispositions perform in effective teaching. Johnson & Reinman (2007) sought to explore the definition of dispositions as teacher professional judgment and professional action in the moral/ethical domain of adult cognition. By assessing beginning teacher judgment both quantitatively and qualitatively, convergence between predicted and observed patterns was found in addition to congruence between teacher judgment and action. Based on the findings of convergence and congruence, implications for teacher education and development are made. They mirror what Jung (2009) found in the study of teacher technology. Jung studied technology teacher dispositions and found education significantly increased competence level and disposition measures. The study also found there are no statistically significant differences in technology proficiency level in terms of age or gender, female and older students should be strongly encouraged to use technology without fear of failure. Since the major difference in the technology disposition score was due to the male students’ stronger selfconfidence level toward technology, teacher educators should pay attention for female students to be more self-assured through repeated contact to the technology experience. Jung made the following recommendations: (1)The importance of technology should be stressed frequently and intensely throughout the curriculum. (2) Future teachers should see successful role models continuously for adopting technology. (3) Numerous technology literacy and integration classes, and other forms of technology education need to be included in the curriculum- to make them competent and perceive themselves technologically competent. (4) Future teachers Disposition & Early Childhood Teachers 4  should be exposed to the experiences, which repeatedly connect the value of technology with their career, which enable them to see and to experience the value of using technology and living with technology, which let them frequently use technology for their learning, problem solving, and future instruction. Disparate to the literature on some dispositions, the dispositions cited in the teacher education literature (e. g. , INTASC) have almost no illuminating value and very little significance presently. This conclusion comes from an examination of the cited teacher dispositions in  terms of Underwood’s levels of meaning in the behavioral sciences and shows that these dispositional paradigms are little more than labels for particular behaviors. Although the construct, disposition, in teacher education may be redundant now, it is not entirely inadequate as it may provide a pilot hypothesis for further investigations (Murray, 2007; Windschitl, 2003). The implications from the previous studies provide the groundwork for exploring teacher dispositions. In order to effectively investigate this, a definition for dispositions by our governing bodies must be identified. â€Å"NCATE now defines Professional Dispositions as: Professional attitudes, values, and beliefs demonstrated through both verbal and non-verbal behaviors as educators interact with students, families, colleagues, and communities. These positive behaviors support student learning and development† (2007). Institutions take their own stab at defining dispositions in many ways. The National Association for the Education of Young Children states in order to enact and examine surface disposition: â€Å"All teaching staff evaluates and improve their own performance based on ongoing reflection and feedback from supervisors, peers and families. They add to their knowledge and increase their ability to put knowledge into practice. They develop an Disposition & Early Childhood Teachers 5 annual individualized professional development plan with their supervisor and use it to inform their continuous professional development†. The National Association for the Education of Young Children also states that disposition is defined through: â€Å"All teaching staff continuously strengthening their leadership skills and relationships with others and works to improve the conditions of children and families within their programs, the local community or region, and beyond. Teaching staff participate in informal or formal ways in local, state, or regional public-awareness activities related to early care by joining groups, attending meetings, or sharing information with others both at and outside the program (2005)†. The University of West Georgia surfaces disposition through its conceptual framework. â€Å"The Conceptual Framework is the rationale and organizing principle that guides the curriculum for Developing Educators for School Improvement. The Conceptual Framework is grounded in research, knowledge, and experience that describe what undergraduate and graduate candidates should know and apply to foster transformational systemic change. Our Conceptual Framework incorporates the standards and principles established by the National Council for Accreditation of Teacher Education (NCATE), Georgia Professional Standards Commission (PSC), and Specialized Professional Associations (SPAs). The following beliefs give credence to our professional commitments—the 10 descriptors used to describe the qualities and dispositions that we feel educators must possess to positively impact school improvement—and provide further delineation of the Conceptual Framework: Disposition & Early Childhood Teachers 6 1. Decision Makers: We believe that candidates should be able to demonstrate knowledge and skills when making decisions that will influence effective transformational systemic change. 2. Leaders: We believe that candidates should be able to demonstrate effective leadership skills to initiate and facilitate transformational systemic change. 3. Life Long Learners: We believe that candidates should seek continually to improve their knowledge, disposition, and skills to influence transformational systemic change. 4. Adaptive: We believe that candidates should be able to demonstrate flexibility and strategic planning appropriate to a wide variety of learners for effective transformational systemic change. 5. Collaborative: We believe that candidates should be able to develop skills to work effectively with various stakeholders involved in the educational process that will bring about transformational systemic change. 6. Culturally Sensitive: We believe that candidates should be able to develop awareness and understanding of individual and group differences when diagnosing and prescribing transformational systemic change. 7. Empathetic: We believe that candidates should be able to develop the sensitivity for individual, family, and institutional needs that will embrace transformational systemic change. 8. Knowledgeable: We believe that candidates should be able to demonstrate general knowledge inherent in a liberal arts curriculum, advanced knowledge in content areas, and specific knowledge in professional education for the implementation of transformational systemic change. Disposition & Early Childhood Teachers 7 9. Proactive: We believe that candidates should be able to advocate for the removal of barriers that impede life long learning and hinder transformational systemic change. 10. Reflective: We believe that candidates should be able to demonstrate critical thinking skills in the diagnosis and prescription for transformational systemic change. According to Merriam-Webster (2010), disposition is defined as a â€Å"prevailing tendency, mood, or inclination b : temperamental makeup c : the tendency of something to act in a certain manner under given circumstances†. Katz (1985) defines disposition as â€Å"the notion of disposition was defined as an attributed characteristic of a teacher, one that summarizes the trend of a teacher’s actions in particular contexts† (p.301). Now that the definitions for this context have been identified, let us examine what the research says about them. What Does Research Say about Disposition? The arena of literature on dispositions in the field of teacher education is one of great concern. In light of the fact that our professional organizations and accrediting bodies are constructing disposition requirements for graduate and undergraduate levels, universities are now being required to provide concrete evidence as to how dispositions are being addressed. At the same time, teacher education programs are continuously providing opportunities for reflection in induction, courses, field and clinical placements. If we are considering reflection in action as Schon (1987) defines it, we must marry this concept with teaching dispositions. Within action, reflection has the ability to surface. This study seeks to examine this relationship within the coursework through three points of view: the students themselves, their view of each other and the instructor. In the context of this study, the researcher defines preservice teacher as â€Å"a teacher education student working to attain an. Disposition & Early Childhood Teachers 8 undergraduate degree in education or initial certification after receiving a four-year degree in another field†. Disposition Origin â€Å"The study of dispositions had its roots in the 1960’s when Arthur W. Combs began a series of studies on the personal perceptions of effective helpers, which he called perceptual characteristics† (p. 96). Teacher education programs over the last 30 years have been implicit and explicit in including them in their conceptual frameworks. In issues of accreditation, dispositions play an important role in the making of teacher candidates. Similarly, Giovannelli (2003) stated that dispositions serve as an accurate measure of teacher effectiveness. On the other hand, Beyer (2002) stated that accreditation mandates, such as dispositions, emphasize a â€Å"technical-rational† approach to teaching and ignore â€Å"social, philosophical, and political understandings† needed by educators† (p. 96). The major teacher accrediting bodies have battled with this for a while now. McKnight (2006) states, â€Å"Where as before NCATE held college of education faculty accountable for proving each preservice teacher had mastered certain knowledge and skills, new policies and standards now dictate faculty must generate evidence as to whether the teacher candidate is the right sort of person† (p. 213). National Council for Accreditation of Teacher Education has been criticized regarding the dispositions that are highlighted in its’ standards. They should be assessed at the college level, or taught in a manner that would guide the teacher candidate to alter his or her already established dispositions. Time and opportunity may be in question. There is also the concern of whether dispositions towards virtues such as social justice, caring and honesty, which NCATE standards present as attractive, will fall short of leaving a mark on teacher candidates. McKnight (2006) found, â€Å"These dispositions have been reinforced in the general process of schooling, as Disposition & Early Childhood Teachers 9 part of the hidden curriculum and academic achievement discourse, according to those who analyze schooling from a critical lens (e. g. Bowers and Flinders 1990; Cherryholmes 1988; Doll 1993; Zeichner 1991, p.214)†. Presence of Dispositions In order to be aware of the facilitation of dispositions, preservice teachers must be open to interaction and experience in the learning and teaching environment. This would denote presence. Raider-Roth and Rodgers, (2006) defines this â€Å"engagement as ‘presence’- a state of alert awareness, receptivity and connectedness to the mental, emotional and physical workings of both the individual and the group in the context of their learning environments and the ability to respond with a considered and compassionate best next step † (p.266). The authors also hold that reflective teaching cannot be compacted to a set of behaviors or skills, but is a practice that requires presence. â€Å"It requires self-knowledge, trust, relationship and compassion† (p. 266). Research from past studies confirm that the relationship between teacher and student is a cornerstone in student achievement, motivation, engagement and in their ability to depend on what they know (Midgley & Urdan. , 2001; Pianta, 1999; Roeser Eccles & Sameroff. , 2000; Rodgers, in press; Raider-Roth, 2005a,b). This research illustrated that the quality of these relationships is not a light or surface factor of schooling; it is a critical feature of learning. What allows this relationship to burgeon is intricate and calls upon the mental, physical, emotive and related capital of the teacher†. If this is the case, preservice teachers must be prepared and primed for such a relationship. â€Å"Maxine Greene (1973), lifting the semantics of Merleau-Ponty, wrote on ‘wide-awakeness. ’ Through the act of reflection the human being confronts and becomes aware of ‘his relation to his surroundings, his manner of conducting himself with. Disposition & Early Childhood Teachers 10 respect to things and other human beings, the changing perspectives through which the world presents itself to him† (p. 269). Teacher educators anticipate this permeating exchange in the classroom. Schulz (2003) and Heshusius (1995) illustrated a similar position when they articulated the power of listening. Schultz, categorized listening at the crux of what it is to teach, defined listening as â€Å"an active, rational, and interpretive process that is focused on creating meaning† (p. 118). As with other thinkers and practitioners mentioned here she saw the teacher’s job as one of attentiveness. Attending to students in this manner, implies becoming deeply engaged in understanding what a person has to say through words, gesture, and action. â€Å"Listening is fundamentally about being in relationship to other and through this relationship supporting change or transformation† (p. 270). Transmission of Dispositions Oftentimes, dispositions are aligned with skills. For example, critical-thinking skills include the ability to create justification for via analysis, evaluation, and interpretation in reasonable, effective, careful, and serious ways, but these skills are powerless if certain dispositions are not in place. Attending to concepts and enacting these skills requires openminded and prejudice-free dispositions. â€Å"Thinking skills rely on disposition to imply knowledge transfer within domains and the impetus to apply those skills (Harpern 1998; Wright 2002)†. There are multiple approaches to this. The author suggests: â€Å"Creating learning experiences for students that foster the development of dispositional commitments including incontrovertible and democratic rights of liberty, opportunity, and dissent, as well as freedoms of participation, inquiry, expression, and worship, are mush easier to prescribe than enact. Developing these dispositions is central to the charge Disposition & Early Childhood Teachers 11 of democratic education: creating widening and enlarging experiences (Barton and Levstik, 2004; Dewey, 1916)†. Instead of attempting the edification of dispositions via transmission of instruction, learners can instead appropriately surface them habitually when students have continued exposure to various kinds of learning experiences Reinforcement of Dispositions Battalio and Morin (2004) share that teachers react to reinforcement similarly as students do. In this case, strategies that engage disposition need to be reinforced. A teacher who meets with accomplishment with a strategy will more than likely use the approach at another opportunity. If the success is a lasting one, then the teacher gets consistent confirmation about the usefulness of his or her practice. Regrettably, the reverse is also true. If a teacher uses a strategy that does not appear to operate, he or she is likely to employ the approach again. Achieving enduring change is often slow and seemingly unresponsive to initial positive interventions. Teachers need to be capable and ready to interpret preliminary intervention outcomes in the full framework of the student’s milieu while also resisting the temptation to follow subjective appraisals of the intervention’s effectiveness. The authors describe such teachers as having high personal teaching efficacy (PTE; Guskey & Passaro, 1994). This high personal teaching efficacy springs from a candidate who has the opportunity to explore and develop teacher dispositions for such behavior. Problem with Dispositions Due to concerns with the students’ communication to the instructor, and the nature of the language in that communication, the question of disposition arose. This is based on Schon’s definition of reflection in action. Reflection-in-action is defined by Schon (1987) as the ability of Disposition & Early Childhood Teachers 12 professionals to ‘think about what they are doing while they are doing it’. Schon views this as a fundamental skill. He emphasizes that the only way to manage the ‘indeterminate zones of (professional) practice’ is through the ability to think on your feet, and put into operation previous experience to new situations. Students often equate a score on an assignment of project with a positive teaching disposition. This is not an automatic correlation and is often misinterpreted in various areas; student-instructor communications, classroom discussions, instructional conversations, group assignments, presentations, field placements and lesson planning; as well as the instructional environment at large. In this particular case, dispositions manifest themselves in all of the previously mentioned areas in this course. Because of a cohort of students in the first block of the program from the previous semester experienced major problems with maintaining the teacher dispositions as indicated by the College of Education’s Conceptual Framework, the instructor soon discovered that a more explicit system for aiding students in surfacing and monitoring their own dispositions was critical. The next semester the instructor taught the course and took a proactive approach to the situation. She instituted a simple instrument that served a three-pronged purpose: to engage students in assessing themselves, each other, and assisting the instructor in assessing the student’s disposition as well. The review of literature and the instructor’s concerns of developing the â€Å"whole† teacher raised an essential question. How and under what conditions do preservice teachers assess dispositions in terms of themselves, each other, and in the eyes of the instructor? Methodology Research Questions 1. To what degree do preservice teachers assess their own dispositions? Disposition & Early Childhood Teachers 13 2. To what degree do preservice teachers assess the dispositions of their peers? 3. To what degree does the instructor assess the dispositions of the preservice teachers in the reading methods course? Population The sample consisted of forty-seven students enrolled in two sections of the reading methods course instituted in the first of four methods block courses in the undergraduate teacher education program at the university. There were forty-three females and four males. Thirty-six were early childhood education majors, eight were middle grades education majors and three were special education majors. The study was voluntary and this population, and its sequences through the methods course blocks, was appropriate for this study because this is the structured progression of the undergraduate teacher education program. Convenience sampling was utilized (Salkind & Rassmussen, 2007). Though convenience sampling has been stated in the literature not to be as strong a method as others, this method is essential to the study because of the nature of the candidates to this institution’s program. If these candidates are to continue in the program as a cohort, monitoring them will be essential to teacher quality and program expectations. Measurement Measures The Likert Scale is an ordered, one-dimensional scale from which respondents choose one option that that most appropriately supports their view. There are usually between four and seven options. An advantage is that questions used are usually simple to understand and show the way to consistent responses. A disadvantage is that limited options are presented; with which respondents may not completely agree. Disposition & Early Childhood Teachers 14 Construction of measures The instrument was a 4-point likert scale with three major response categories: satisfactory, areas of concern, and not observed. With in the category of satisfactory were two response subcategories: exemplary performance and expected performance. Within the category of areas of concern was below expected performance. Finally, there was the category of not observed. This makes for four responses in total. Exemplary performance was rated as a three, expected performance was rated as a two and below expected performance was rated as a one. The dispositions being assessed were belonging, mastery, independence and generosity. Within the category of belonging were samples of descriptors. Descriptors included: relates easily, positively, and tactfully with others, is friendly, courteous, and professional; actively seeks opportunities for personal and professional growth; appropriate professional appearance and personal hygiene. Within the category of mastery were samples of descriptors. They were: demonstrates a commitment to continuous learning and reflection; exhibits an interest in and a commitment to teaching and learning; responds with a positive attitude when receiving feedback. Within the category of independence were samples of descriptors. Descriptors included: demonstrates initiative and positive attitude; is responsible, reliable, dependable, & well organized (meets deadlines, reliable, prompt, attends classes, appointments, meetings, etc. ), and demonstrates flexibility and adaptability. Within the category of generosity were samples of descriptors. They were willingly, actively and cooperatively participates in collaborative situations; shares ideas and concerns, and appreciates multiple perspectives. There was also an open-ended comments section for those responses that students felt were important to the survey but not included in the checklist (See Appendix A). Disposition & Early Childhood Teachers 15 Procedures The instrument was administered twice to the students and completed once by the instructor. The students completed the checklist based on their observation of themselves at the middle of the semester. The students then completed the instrument anonymously on a group member at the end of the semester. Finally, the instructor completed the disposition checklist on all of the students at the end of the semester. Each checklist was submitted the day it was completed and all of the data were compiled ten days after the last checklist was collected. Though this was a mixed methods study, the research chose to address the quantitative aspect of the study at this time. Results The data was subject to descriptive statistical analysis, by way of percentages. Self-Reporting In the category of belonging disposition, all of the participants rated themselves as displaying satisfactory performance; with 39 (83%) reporting exemplary performance and 8 (17%) reporting expected performance. In the category of mastery disposition 27 (57%) of the participants rated themselves as exemplary performance, 17 (36%) reported expected performance, and a small percentage; 3 (7%) rated themselves an area of concern-below expected performance. In the category of the independence disposition, 100% rated themselves as satisfactory in the area with 25 (53%) of them rated as exemplary performance and 22 (47%) at expected performance. Finally, in the disposition of generosity, 39 (83%) of the participants rated themselves with an exemplary performance and with 8 (17%) of preservice teachers rated themselves with expected performance (See Appendix B, Table 1). Disposition & Early Childhood Teachers 16 Figure 1. Number of Students 50 40 30 20 10 0 Exemplary Expected Below Expected Not Observed on gi ng M as te ry In de pe nd B el Peer Reporting In the category of belonging, 40 (85%) of the participants rated their classmates as exemplary performance with 5 (10%) of the students citing expected performance. Five percent of the participants rated their peers in the area of concern-below expected performance. In the category of mastery, 39 (83%) of the participants rated their peers at exemplary performance. Fifteen percent of participants rated their peers with expected performance and a small percentage of participants reported 1 (2%) of their peers at an area of concern-below expected performance. In the category of the independence, 39 (83%) of the participants rated each other with exemplary performance in this area. Of the preservice teachers, 5 (10%) were rated by their peers as meeting expected performance. Seven percent of the participants rated each other in the category of belowexpected performance. In the category of generosity, 41(86 %) of the participants rated each other with a score of exemplary performance. Seven percent of participants rated their peers with expected performance. Finally, 3 (7 %) of the participants rated their peers below expected performance (See Appendix B, Table 2). G en er os ity en ce Disposition & Early Childhood Teachers 17 Figure 2. Number of Students 50 40 30 20 10 0 Exemplary Expected Below Expected Not Observed er y nd en ce gi n B el on. In de pe Instructor Reporting In the category of belonging, the instructor rated 12 (25%) of the participants as displaying exemplary performance. Fifty-seven percent of preservice teachers were rated as displaying expected performance. Seventeen percent of the participants were rated belowexpected performance. In the category of mastery, the instructor rated 7 (15%) of the participants as exemplary performance. Thirty-two percent were rated as expected performance and a smaller percentage; 25 (53%) of the participants were rated as below expected performance area of concern. In the category of independence, 9 (19%) of the students were rated as displaying exemplary performance. Twenty-five percent of participants were rated as having expected performance and 26 (55%) of the participants were rated as below expected performance. In the category of generosity, the instructor rated 7 (15%) of the participants as exemplary performance and 33 (70%) at expected performance. Fifteen percent of the participants were rated at area of concern-below expected performance (See Appendix B, Table 3). G en er os M as t ity g Disposition & Early Childhood Teachers 18 Figure 3. Number of Students 50 45 40 35 30 25 20 15 10 5 0 Exemplary Expected Below Expected Not Observed on gi ng M as te ry In de pe nd B el Figure 4. Comparison of Students’ Scores 3. 5 3 Mean Score 2. 5 2 1. 5 1 0. 5 0 1 4 7 10 13 16 19 22 25 28 31 34 37 40 43 46 Number of Students Reported by instructor Reported by self Reported by peer Discussion This tool provided three views of major disposition categories. The most marked difference was between the instructors view of the participants’ disposition of independence (Figure 4). The discrepancy solicits questions about the definition of independence based on objectives and the context provided by the program’s conceptual framework. It is possible that the proactive descriptor could be part of this definition. G en er os ity en ce Disposition & Early Childhood Teachers 19 Mastery was another disposition that elicited conversation and conflict. This, like independence, was controversial as well. Participants tended to view completing assignments as mastery whereas the instructor looked at issues of quality. Belonging was a disposition that was actually consistent across all three reporting groups. This disposition is critiqued because it sets the stage for collegiality; an essential part of teacher life. Generosity was also consistent across all three reporting groups. This disposition too, is critical for planting seeds of empathy; a descriptor in the university’s conceptual framework. As far as limitations are concerned, the research acknowledges a few of them. First of all, of the university’s descriptors are not discreetly measured or assessed. Secondly, the number of students is a relatively small number. Third, these students are in the first methods block of the teacher education program. The researcher questions what this data would reveal if the students were assessed towards the end of the program. Conclusion The study found a significant difference between the instructor’s view of the student’s disposition and their view of themselves. The research found this to be of importance and planned to examine this phenomenon qualitatively. Independence was the one disposition where students were actually aligned with the perception of that disposition with the instructor. Implications This small, yet informative study delineates three relatively important points. First, we must make the importance of dispositions explicit in each course, not just listed in the course objectives. It must be surfaced in the courses and monitored qualitatively and quantitatively. Secondly, we must teach students how to surface dispositions and understand the total Disposition & Early Childhood Teachers 20 commitment associated with the conceptual frameworks of each institution’s teacher education program. Third and finally, we must continue to create and fine tune a more concise process for creating banks of comparative disposition data in our accreditation and institutional reports that inform a dynamic curriculum. As issues of teacher quality and student performance continue to avail, we must make the examination of the potential and power of disposition a part of the deliberate conversation. Disposition & Early Childhood Teachers 21 References Battalio, R. , Morin, J. (2004). Constructing Misbehavior: The Efficacy Connection in Responding to Misbehavior. Journal of Positive Behavior Interventions. Vol. 6. 251-254. Barton, K. C. , and McCully, A. W. (2004). History, identity, and the school curriculum in Northern Ireland: An empirical study of secondary students’ ideas and perspectives. Journal of Curriculum Studies Vol. 37, 85-116. Beckham, L. ; Julian, K. ; Roberson, T. ; Whitsett, G. (2007). First Year Teachers’ Reported Levels of Functioning on Selected Professional Dispositions. Education. Vol. 128. 95102. Beyer, L. E. (2002). The politics of standardization: Teacher education in the USA. Journal of Education for Teaching, 28, 239-246 PD. Bowers, C. A. , & Flinders, David J. (1990). Responsive teaching: An ecological approach to classroom patterns f language, culture, and thought. New York: Teachers College Press. Cherryholmes, C.H. (1988). Power and criticism: Poststructural investigations in education. New York: Teachers College Press. Combs, A. W. ; Avilz, D. ; Purkey, W. (1971) Helping Relationships-Basic Concepts for the Helping Professions. Allyn and Bacon, Inc. Boston, MA. Dewey, J. (1916). Democracy and education. New York: Free Press. Doll, W. B. (1993). A postmodern perspective on curriculum. New York: Teachers College Press. disposition. (2010). In Merriam-Webster Online Dictionary. Retrieved January 17, 2010, from http://www. merriam-webster. com/dictionary/dis.

American Culture Essay Example | Topics and Well Written Essays - 750 words

American Culture - Essay Example American culture is not an exception to this phenomenon. Through the articles â€Å"Shopping for American Culture† written by James J. Farrell, and â€Å"The Mall As Prison† written by David Guterson, the current discourse hereby asserts that malls, with their combination of over hundreds of stores, numerous restaurants, and amusement parks are the epitome of American culture, representing what entire America stands for: commercial art, materialism and places of psychological refuge. Shopping malls are replete with commercial art. Farrell (date) specifically attested that â€Å"shopping requires a biological being to enter an architectural space outfitted with commercial art and designed to sell artifacts manufactured and distributed in a market economy† (par. 7). After confirming malls as structures containing commercial art, Farrell corroborated the statement by asserting that â€Å"malls are also art galleries, carefully crafted collections of commercial artà ¢â‚¬ ¦ (and are likewise) museums of contemporary American material culture† (pars. 10–11). These statements confirmed that shopping malls become reservoirs of commercial art in terms of the diversity of products and services being displayed, offered, and designed in manners that are synonymous with forms of art: through product designs, packaging, promotional campaigns, product displays, and even the architectural structures that house these varied products. Concurrently, malls also serve as cultural institutions (Farrell, date) where some strategically designed and allotted spaces become venues for display of art works, current events, social and cultural endeavors, and an exchange of community work which aims to reach out to others and serve diverse civic or social responsibility objectives. More importantly, as revealed by Guterson (date), when he visited the Mall of America in Minneapolis, the external description of the edifice resembled a magnificent artwork, to wit: â€Å"the Mall of America had been imagined by its creators not merely as a marketplace, but as a national tourist attraction† (par. 4). The grandiose design, the expansively sophisticated space, and the vividly colorful aesthetic features make malls themselves as perfect symbols of commercial art: in structural design as well as in the products and services offered therein. Likewise, shopping malls are the embodiment of materialism. As Farrell (date) had enunciated, â€Å"the average American of today consumes twice as many goods and services as the average American of 1950 and ten times as much as a counterpart from 1928† (par. 5). This information is a manifestation of the depth and intensity of consumerism, as evidenced by the magnanimity of products or services being consumed for personal and professional interests. Everything anyone needs seems to be made readily available in various stores and shops within the mall. In addition, there has been an emphasis i n the â€Å"natural human impulse to dwell in marketplaces or urge to buy, sell and trade† (Guterson, date, par. 16). Finally, malls are places of psychological refuge. As acknowledged by Farrell (date), â€Å"shopping itself can be therapeutic, even fun, whether or not anything ends up in the shopping bag† (par. 6). In addition, Farrell (date) also admonished that as a place of psychological refuge, malls actually provide opportunities to enrich one’s personal identity, â€Å"a secure sense of self, a set of social relationships, a deeper sense of community, an expression of who we

History of McDonald's Research Paper Example | Topics and Well Written Essays - 1250 words

History of McDonald's - Research Paper Example The whole building was moved 40 miles to the East and established in San Bernardino in California. This was undertaken by the two sons of MacDonald, Richard and Maurice in 1940. The restaurant was subsequently renamed â€Å"MacDonald’s Farmhouse Barbeque† at that time the restaurant mostly sold barbequed products. In 1948, when the two brothers realized that most of the profits for the restaurant came from hamburgers, they focused their attention on the sale of hamburgers, French fries, shakes and such other fast foods that were selling fast in the restaurant. Carhops were therefore eliminated from the menu of MacDonald’s. The two brothers recognized the need to organize the restaurant in a manner that operated like an assembly line in order to ensure full efficiency. In 1948, the name of the restaurant was once again changed to McDonald’s and it reopened its doors on 12th December, 1948. Beginning of Franchises A major transformation in the growth of the restaurant began in 1953 when the McDonald’s brothers initiated a series of franchises. Such franchises were initially done in Phoenix, Arizona and in Downey, California. Sure enough, the latter is the oldest McDonald’s restaurant still in survival today. In a bid to enhance efficiency, the McDonald’s brothers initiated the Speedee as a sign of the efficient and quick system that had actually been devised. The growth of McDonald’s gathered much speed in the 1950s. In 1954 Ray Kroc acquired McDonald’s franchises in California and Arizona. Subsequently, Kroc opened his first and eventually the ninth restaurant in Chicago. This became the birth of McDonald’s Corporation. The name or the corporation was further renamed in 1960 to McDonald’s Corporation. In 1961, the business right of the company was transferred to Kroc upon his request to the McDonald’s brothers. Transformation The growth and success of McDonald’s as a quick food restaurant is partly attributed to the proper founding principles that have always defined the corporation to this day. Indeed, with millions of customers across the globe, it is inevitable that the corporation has a sense of definition that clearly tells it apart from the rest in the market. The basic concern for Ray Kroc was essentially the need to provide very quick service. In 1954, the McDonald’s hamburger stand in California could run a total of eight multi-mixers at a time. This quick service enabled the company to establish a brand from an early age. McDonald’s also boasts a very philanthropic principle which has always defined the corporation for years. Indeed, the organization is always much responsible towards the community within which it dwells and will always chip in to assist in development projects that benefit the community. The management is always very responsible about the issues and needs of their customers. This concern is clearly evident in the manner the corporation involves itself in projects like health, education and medical research. All the franchises of McDonald’s are always very positive in their social responsiveness and this has always assisted the communities in a very progressive manner. The Founding Principles One of the core principles that Kay Kroc instilled in the employees of

Globalization Essay Example | Topics and Well Written Essays - 1500 words - 3

Globalization - Essay Example The core intention of promoting globalization and development among countries had positive purposes and tasks to make the world more mature, connected and interdependent. The supporters of globalization influenced many government policy makers, economists, businessmen and journalists into believing that globalization is inevitable and everyone involved should do their best to smooth the process of financial, political and cultural development and integration (Bridges, 2007; Stiglitz, 2006). However, financial and corporate globalization overcame the globalization of production and cultural development. In reality it occurred to be an opportunity for powerful imperialist countries to freely intrude into the economies of other countries and use their financial, natural and labor resources for their own benefits. Despite global economy has grown rapidly due to globalization and development, such international problems like poverty, inequality, illegal immigration and global environment degradation still exist and become even worse year after year. The current paper will determine the meaning of globalization and development in addition to discussing and comparing different approaches to globalization, mainly skeptical and hyper-globalist. It becomes extremely important to explore and critically assess the implications of globalization for patterns of global inequality and the prospects for sustainable development (Allen and Thomas, 2000). By better understanding the map of rhetorical formations in widely-read texts regarding globalization, it might be possible to understand better the concerns and intentions of these opposite viewpoints on globalization and recent global changes. Understanding the Globalization Globalization may be defined as the integration of production and consumption in all markets across the world through uninhibited trade, financial flows, and mutual exchange of technology and knowledge with the free inter-country movement of labor (Jones, 2 010; Watkins and Fowler, 2003). Allen and Thomas (2000) refers to globalization as the growing sense of interconnectedness, when â€Å"the strong are becoming stronger and the weak weaker† as the benefits of globalization accrue to a relatively small proportion of the world’s population while global poverty and social exclusion continue to increase. Globalization has intensified interdependence and competition between economies in the world market having a favorable impact on the overall growth rate of the economy. The process of globalization presumes opening up of world trade, internationalization of financial markets, development of advanced means of communication, growing importance of MNCs, population migration and the increased mobility of goods, capital, data, ideas and people (Ritzer, 2010). Due to globalization not only the GDP has increased, but the direction of growth in the sectors has also been changed. Earlier the maximum part of the GDP in the

Descriptive statistics Assignment Example | Topics and Well Written Essays - 750 words

Descriptive statistics - Assignment Example The study will employ a cross-sectional study where the data will be collected using a well-structured questionnaire administered randomly to both the participating and non-participating ELL students in a bid to compare the academic achievements among both groups. An in-depth interview will be conducted with the school counsellors in a bid to get a deeper understanding of the various interventions techniques implemented. According to Clark and Creswell (2010) one cannot analyze their data with statistics unless the data have been recorded in a numeric form. The first step therefore will be to assign scores to the different quantitative responses, followed by data entry done using the relevant statistical software or Excel. The research will examine both the single item scores and the summed scores (Clark & Creswell, 2010) as part of its detailed analysis to address the research question, the descriptive statistics obtained will be summarized in tables. Various outputs from the statistical analysis tools will be included as part of the findings. As per Clark and Creswell (2010) the models will be accompanied by the ANOVA and T-test tables in order to provide detailed statistics relevant in testing the differences between the observed grouped in regards to the academic performance. The descriptive statistics will be employed due to their convenience in providing informative comparison using the means of each attribute as indicator, the research findings will either be expressed as a percentage or as a mean. The descriptive table will contain the relevant standard deviation for the purposes of showing the extent of variability (Clark & Creswell, 2010). An example of a descriptive table is as shown in the table below: Where it summarizes the mean academic score of ELL students participating in the Interventions and those that don’t. ANOVA table is key for

Organisational Behaviour Essay Example | Topics and Well Written Essays - 1750 words

Organisational Behaviour - Essay Example From this research it is clear that most of the modern organisations are essentially multi-tasked and multi-faceted. There are numerous theories on contemporary organisations. However, the common factors that are noted in all the theories are the importance of external environment and its influence upon the organisation, the significance of strategic planning and top managerial decision making, the requirement of workers cooperation, the importance of technology and resource dependence among others. The discovery of the human relation theory in management is linked to George Elton Mayo. The theory focuses upon the individuality of each human being. It can be stated that the worker has his own attitude, ways and beliefs and he tends to inculcate this in his workplace. According to scientific management theory which has been prepared by Frederick W. Taylor, managers are supposed to observe and evaluate each aspect of the task in order to identify the most economical way of allocating t he process into general operations. It has been observed by Frederick W. Taylor that all the individuals in this world are not created equal and therefore it is significant to provide them adequate training in order to alter the differences in the behaviour and the performance. The classical management theory was floated by Henry Fayol. He tried to monitor workplace processes and therefore categorized to be into rational and descriptive, possessing broad applications and importance. The numerous workplace processes upon which he paid due attention are division of work, hierarchy, unity of command, discipline, unity of direction, chain of command, order and stability of tenure among others (Montana & Charnov, 2008). Systems Theory It can be mentioned that the systems theory of organisational behaviour embraces various key components to the parameters of the field replicating the evolutionary process of the time. This theory has numerous characteristics which need to be noted. The con temporary organisation tends to obtain inputs from the external environment, change inputs into outputs and therefore return them back to the society. When there is constant interaction with the environment, organisations learn and try to adapt themselves with the environment (McCrie, 2006). Contingency Theory Contingency Theory is almost similar to the systems theory and therefore states that it is the environmental situation that demonstrates the structural and functional perspectives of the organisation. It further tries to mention that in order to respond to the contingencies of the environment there is requirement of numerous organizational forms. Contingency theory can be summarized as the ways of organizing activities that relies upon the characteristics of the environment to which the organisation must have some linkage (Farazmand, 2002). It can be observed that the evolution of the management theory tries to reflect how there has been significant modifications in the enviro nmental conditions as well as in organizational and managerial practices. In order to assist the modern managers