Esl Private School Teachers Education Essay - Free Essay Example

Sample details Pages: 7 Words: 2009 Downloads: 8 Date added: 2017/06/26 Category Statistics Essay Tags: School Essay Did you like this example? A dissertation submitted to the University of Bristol in accordance with the requirements of the Degree of Master of Education in the Graduate School of Education SYNOPSIS This study investigates ESL program teachersà ¢Ã¢â€š ¬Ã¢â€ž ¢ experiences, perceptions, attitudes and use of classroom assessment in Taiwan. It is aimed to explore teachersà ¢Ã¢â€š ¬Ã¢â€ž ¢ understanding of classroom assessment and their assessment strategies; moreover, to examine whether there are any relationships between teachersà ¢Ã¢â€š ¬Ã¢â€ž ¢ experiences, perceptions and use of classroom assessment in private ESL schools in Taiwan. Don’t waste time! Our writers will create an original "Esl Private School Teachers Education Essay" essay for you Create order Thirty teachers across three private ESL schools were surveyed using a questionnaire. Among 30 teachers, 4 teachers volunteered to participate in the semi-structured interviews. Data collected from questionnaire and interview provides the researcher with an insight into teachersà ¢Ã¢â€š ¬Ã¢â€ž ¢ perceptions, attitudes and use of assessment methods in their classroom. The results show that ESL program teachers were positive about the effectiveness of classroom assessment and formative assessment strategies and had a tendency to use positive feedback to encourage learners to improve their language ability. Most teachers had more than 3 years of teaching experience in teaching English and placed focus on formative assessment in order to meet schools policy, learnersà ¢Ã¢â€š ¬Ã¢â€ž ¢ needs, and parentsà ¢Ã¢â€š ¬Ã¢â€ž ¢ demands. There is a need to do further research in such unique educational context, so-called à ¢Ã¢â€š ¬Ã…“ESL schoolsà ¢Ã¢â€š ¬? in Taiwan, to explore teachersà ¢Ã¢â€š ¬Ã¢â€ž ¢ difficulties and needs; moreover, to provide support, such as teachersà ¢Ã¢â€š ¬Ã¢â€ž ¢ in-service training, which may lead to benefiting learners. Aim This mixed methods research is designed to investigate ESL private school teachersà ¢Ã¢â€š ¬Ã¢â€ž ¢ perceptions, attitude and use of classroom assessment in Taiwan. Two instruments are used in this research, including a questionnaire and semi-structured interviews, to explore teachersà ¢Ã¢â€š ¬Ã¢â€ž ¢ experiences, attitudes, and perceptions of classroom assessment and their own assessment strategies. Rationale and context This study has been motivated by two factors: first, in 2010, Dr. Rea-Dickins introduced the central characteristics of classroom assessment in Language Testing and Assessment (LTA) course, such as providing learning opportunities for learning or language awareness and nurturing language, which helped me to gain new knowledge about the concept of assessment for learning, in terms of formative assessment. After reading several research studies in relation to classroom-based assessment, I recognize the benefits of assessment, particular with formative assessment, and how teachers can monitor learner progress, inform teaching and support learning through using multiple assessment methods in the classroom. I have the desire to understand whether English teachers use various formative assessment methods, such as teacher and peer feedback, scaffolding and assessment to help learners enhance learning or they mainly focus on grading and recording learning progress. The second factor is related to the fact that we have relatively little knowledge at ESL private school teachersà ¢Ã¢â€š ¬Ã¢â€ž ¢ classroom assessment practice and their understanding and attitude toward assessment in Taiwan; moreover, this is an area in which it appears that may have an impact on young learners in learning English. Assessment plays a central and important role both in teaching and learning. Teachers use their own assessment practices, which may have the potential influence on their learnersà ¢Ã¢â€š ¬Ã¢â€ž ¢ learning, to assess and improve learnersà ¢Ã¢â€š ¬Ã¢â€ž ¢ language ability. In addition, assessment is synonymous to exams and tests for most teachers, pupils, and parents In Taiwan where traditional paper-and à ¢Ã¢â€š ¬Ã¢â‚¬Å"pencil assessment remained as the main source informing learnersà ¢Ã¢â€š ¬Ã¢â€ž ¢ learning (Yip, 2005). Edelenbos and Kubanek-German (2004) also point out the assumption that formal testing is generally referred to the only assessment methods a teacher uses. McNamara (2000) noted that traditional paper-and à ¢Ã¢â€š ¬Ã¢â‚¬Å"pencil language assessment and performance assessment are two major forms of assessment. In other words, English teachers tend to use the latter to know how their learners use their existing language knowledge related in a given context and to measure learnersà ¢Ã¢â€š ¬Ã¢â€ž ¢ language ability at the end of a certain period of teaching and learning through the former. As can be seen, the notion of assessment is generally associated with testing and it seems to be under-developed in fields of applied linguistics a nd general education. Therefore, the aim of this study is to investigate how English teachers perceive the concept of classroom assessment and what assessment methods they use in their classroom in Taiwan. 1.2.1 English learning environment in Taiwan In 1997, the Ministry of Education (MOE) implemented educational reform and introduced the Nine-Year Integrated Curriculum (NYIC) which has greatly influenced the syllabus and materials design of elementary and high schools in Taiwan. One of the major changes is that pupils, who used to begin learning English in junior high schools (age 11), start to learn English as a Foreign Language in grade 3 (age 9) in elementary schools. English instructions were officially incorporated into elementary school education which brought more business opportunities on English learning and teaching due to the increasing demand for English learning. Such changing situation has also impact the age of learning English in Taiwan, where children now start to learn English at an early age. In addition, according to The Guidelines of English Learning Area in Grade 1-9 Curriculum, the new English syllabus reflects a more communicative orientation and places focus on teacher-learners interactions. It also aims to create an enjoyable learning environment to motivate learners to speak English in English classroom. This appears to suggest that teachers should use more formative assessment methods, in terms of encouraging learners to improve learning and providing more language learning opportunities to them. Furthermore, learners are expected to achieve three goals in Grade 1-9 Curriculum: To equip with basic communicative competence and apply it into real-life situations. To develop learning strategies and be able to learn language effectively and autonomously. To gain knowledge about foreign cultures and be able to respect different cultures. The adjustment in English curriculum is consistent with the current trend in research studies of English as an Additional Language (EAL). Teachers are acting as supporters to scaffold and motivate learners to enhance learning during the whole learning process. In addition, Taiwanese government empowers local schools and teachers to choose teaching materials, such as textbooks, to meet learnersà ¢Ã¢â€š ¬Ã¢â€ž ¢ needs; moreover, it begins to value pupilsà ¢Ã¢â€š ¬Ã¢â€ž ¢ individual differences. By doing so, teachers may be able to choose appropriate tasks and activities for their learners and focus on individual learning. As can be seen, teachers are now generally increasing the use of formative assessment strategies to assist learners learning in the classroom in Taiwan 1.2.2 Formative Assessment in language classrooms in Taiwan Generally, English teachers in Taiwan are required to correct all the errors in all studentsà ¢Ã¢â€š ¬Ã¢â€ž ¢ work, including worksheets, textbooks and practice books, due to the pressure from the schools and parents. Such demand from schools and parents is one of major sources of pressure for teachers in Taiwan. As can be seen, teacher feedback, particularly with written feedback, appears to be seen as one major part of teachersà ¢Ã¢â€š ¬Ã¢â€ž ¢ routine work. Huang (2006) reports that in Taiwan most English teachers use teacher feedback, as a formative assessment method, on learnersà ¢Ã¢â€š ¬Ã¢â€ž ¢ grammatical errors in writing. In addition, portfolio assessment is a common assessment tool used by English teachers in Taiwan. Tsai (2004) and Wang (2002) both indicate that teachers use portfolio assessment as an instrument to assess learnersà ¢Ã¢â€š ¬Ã¢â€ž ¢ achievement rather than improving learning; moreover, Wu (2007) points out that instead of using portfolios assessment in a formative way most teachers use it for summative purposes, in terms of recording each learnerà ¢Ã¢â€š ¬Ã¢â€ž ¢s achievement. Furthermore, Yip (2005) reports that traditional standardized tests remain the main source of informing and measuring learnersà ¢Ã¢â€š ¬Ã¢â€ž ¢ learning for most English teachers in Taiwan. As can be seen, the potential of classroom assessment may not have been identified in the language assessment literature and assessment has not reached its full potential in English classrooms in Taiwan. Organization of this research In the next chapter, literature on relevant issues involves definition and functions of classroom assessment and assessment of young learners are reviewed. Methodology of data collection and analysis and a discussion of ethical, validity and reliability issues are introduced in Chapter 3, followed by the presentation of the findings and discussion derived from the results of both questionnaire and interview data. Chapter 5 summaries the research findings and provides limitations and future research. CHAPTER 5: CONCLUSION 5.1 Introduction This research has explored teachersà ¢Ã¢â€š ¬Ã¢â€ž ¢ attitudes, perceptions, and use of assessment in classrooms. In this chapter, limitations of the study will first be discussed, followed by Implications for pedagogy and this study. 5.2 Limitations of the study There are several limitations and problematic aspects in the methodology. First, one limitation in this research is the small size sample (N=30) which may influence the reliability of the result in relation to the correlationship between teachersà ¢Ã¢â€š ¬Ã¢â€ž ¢ years of teaching experience and their assessment methods. Size of the sample is vital  for an accurate estimate of the relationship between variables. In addition, without classroom observation, it is difficult to examine teachersà ¢Ã¢â€š ¬Ã¢â€ž ¢ day-to-day assessment practice and the whole process of assessment. Observation plays a significant role in confirming teachersà ¢Ã¢â€š ¬Ã¢â€ž ¢ interview responses with their actual assessment practice in the classroom. Follow-up interviews are also important in gaining some insight into the behavioural patterns and assessment practice of teachers during the assessment process by providing explanations of their instructional and diagnostic behavior and assessment strate gies. The involvement of a larger questionnaire sample size, classroom observation and follow-up interviews may lead to increase reliability of the data and a better and completed understanding of teachersà ¢Ã¢â€š ¬Ã¢â€ž ¢ assessment practice in classrooms. 5.3 Implications for pedagogy and teacher training All 5 interviewed teachers indicate that they gain new information about assessment through meeting with teachers from the same grade, for instance, all grade 1 teachers have a meeting to discuss teaching ideas and lesson plans once a week. However, there seems to be an insufficiency level of in-service training activities for meeting the needs of ESL program teachers. Teachers recognize the importance of developing knowledge, competence, capacities and classroom assessment strategies in order to improve teaching and learnersà ¢Ã¢â€š ¬Ã¢â€ž ¢ learning. This may suggest that there is a need to provide continuing professional development (CPD) and training courses to update new knowledge and information, in relation to planning for teaching, practical approaches and assessment, and more importantly to reflect on their own teaching. 5.3 Implications for further research There is a critical need for more studies to investigate ESL program teachersà ¢Ã¢â€š ¬Ã¢â€ž ¢ difficulty in implementing classroom assessment strategies in schools and their diagnostic competence, in terms of their observational and interpretative ability, during classroom teaching. Due to teachersà ¢Ã¢â€š ¬Ã¢â€ž ¢ decision-making, à ¢Ã¢â€š ¬Ã‹Å"assessment cognition networkà ¢Ã¢â€š ¬Ã¢â€ž ¢ (Yin 2005) and à ¢Ã¢â€š ¬Ã‹Å"teacher diagnostic competenceà ¢Ã¢â€š ¬Ã¢â€ž ¢ (Edelenbos and Kubanek-German 2004) are key elements in supporting and assessing learners in classrooms. Moreover, their capacities, knowledge and beliefs may have an impact on how they assess learner performance during the teaching and their diagnostic competence, including the skills they use to guess what learners want to say and the abilities to provide language samples of learnersà ¢Ã¢â€š ¬Ã¢â€ž ¢ language growth, may influence the amount of language learning opportunities they provide for individual learner d uring the teaching and learning. Furthermore, further research is needed in exploring teachersà ¢Ã¢â€š ¬Ã¢â€ž ¢ representation and implementation of classroom assessment to reveal factors which influence teachersà ¢Ã¢â€š ¬Ã¢â€ž ¢ perceptions and interpretation of assessment. In addition, ESL program teachersà ¢Ã¢â€š ¬Ã¢â€ž ¢ use of the materials, which involve standardized and teacher made tests and a set of assessment instruments, should also be examined, in terms of the reliability and validity of teacher assessment. Finally, the scope of so-called à ¢Ã¢â€š ¬Ã…“ESLà ¢Ã¢â€š ¬? school teachersà ¢Ã¢â€š ¬Ã¢â€ž ¢ classroom assessment perceptions and strategies research should be expanded to include other Asia countries, such as Korea and China. 5.4 Conclusion The focus of this research is to investigate so-called à ¢Ã¢â€š ¬Ã…“ESLà ¢Ã¢â€š ¬? school teachersà ¢Ã¢â€š ¬Ã¢â€ž ¢ perceptions, attitudes and use of classroom assessment in Taiwan, an EFL context. A mixed methods approach is used to collect and analyze both quantitative and qualitative data, including questionnaire and interview data. This study provides a window to reveal how teachers , who aim to enhance Taiwanese learnersà ¢Ã¢â€š ¬Ã¢â€ž ¢ English ability through adopting ESL curriculum and teaching materials to teach learners in an EFL context, perceive the construct of classroom assessment, their attitudes toward assessment and use of assessment methods. The results show a strong emphasis on formative, as opposed to summative, assessment practice among 30 teachers across 3 private ESL schools; moreover, the data suggests a need for CPD courses to improve teaching and learning and to prevent teachers from suffering burnout and emotional exhaustion.

The Death Of Ophelia And Hamlet s Relationship With The...

Hamlet is a tragic play that is focused on Hamlet’s attempt to try and avenge his father s death. A huge tragedy of the play surrounds a character Ophelia and Hamlet’s relationship with the young woman. Ophelia made people concerned and uneasy during the â€Å"mad scene.† The death of Ophelia was described in the play, but the Queen did narrate on it a little. She could have been a lovesick mad woman, she may had been grieving from the loss of her father, or everything going on in her life may had just finally pushed her to her limits (Maki 1). When Laertes called Ophelia â€Å"a document in madness† he is referring to her speech, her singing, and what was emerging from this was suicidal insanity. When Laertes observed Ophelia was a â€Å"a document†¦show more content†¦Making sense of Ophelia’s songs she sang could help to understand her physical, psychological, and emotional problems she is facing (Marcus 5). Many people relate to music that is why we listen to it or sing it. We use music to help embrace problems, or to just escape and really is apart of our everyday lives. Ophelia’s performance of her singing she really dramatizes her madness. She really triggered off what Laertes had said about her being â€Å" a document in madness† it really helped to support his claim. When Ophelia sings it really draws attention to her character. By song her inner self is really expressed and communicated. She uses it as a tool of expression and empowerment to really show how she feels psychologically and emotionally. Ophelia’s songs really become her voice at this moment and they move the audience in the play. However the explicit sexual references in the song’s Ophelia’s song account for her obsession with the now absent Hamlet, he â€Å"promised her his love† earlier in the play. The lines like â€Å"Young men don t they come to’t/ By cock they are to blame† really si gnifies the meaning of man promising love or sex but backs out after time (4.5, 59-60). 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Oil Refinery and Norwegian Petroleum Directorate Free Essays

Chartek 59, marketed the world’s first intumescent epoxy material, is a production from the Apollo Program conducted by NASA, in which spacecraft was tested in every aspect to ensure that the astronauts and the spacecraft themselves can withstand the harsh condition of space and the extremely high temperatures of re-entry into the Earth’s atmosphere. The material is used in the heat shield of the Apollo. When re-entering, the shield will burn because of the high temperature due to friction. We will write a custom essay sample on Oil Refinery and Norwegian Petroleum Directorate or any similar topic only for you Order Now However, Chartek chars, dissipates heat through burn-off and creates a protective coating which prevents the heat from penetrating anywhere further than the outer surface of the spacecraft, keeping the inside cabin at a comfortable temperature of 21oC. When exposing to high temperature heat or flame, Chartek expands in volume, acting as an insulating barriers. Although there is not yet any serious fire accident reflecting its quality, Chartek is considered an effective material used in modern fireproofing systems, based on the results of tests on stability, integrity and insulation conducted by the Underwritten Laboratories (UL) and Norwegian Petroleum Directorate (NPD). The following table shows some comparison fire endurance times for various composite panels. The black bar shows 60 minutes for the time endurance of a Chartek-coated panel, which is relatively long. It is constantly improved and recently has been marketed out in form of intumescent paints and foams; its innovations are critical fire-proofing materials in such industrial facilities as oil refineries, petrochemical plants, as well as in commercial infrastructures and such public buildings as schools, hospitals, airports and shopping malls. Chartek and one of its innovations, Interchar, contribute largely to the development of safer workplace and public buildings. In normal condition, Chartek coating provides a resilient and smooth finish to the exposed steel structure. In emergency fire events, the materials offer longer time of fire protection, slowing down the process of collapsing and providing more time for the building occupants to evacuate safely. The use of Chartek in fireproofing systems significantly benefits the economy. The infrastructures are so effectively protected in fire events that the cost of repairing the buildings is greatly reduced. The material also acts as a corrosion protection layer, increasing the durability of the inner material, which can save a great deal of money on maintaining the buildings in good condition. In addition, human damage and injury payment can be considerably cut down since the workplace is much safer. Some of Chartek innovations, such as Chartek 3, Chartek 7 and Chartek 1709, are used in the fire-proofing systems of offshore structures as in the oil refinery platform of Norwegian Petroleum Directorate and Caltex Lytton refinery in Brisbane, Australia. How to cite Oil Refinery and Norwegian Petroleum Directorate, Papers

Contract - Loan and Capital Gain Tax Law Australian Tax Law

Question: Discuss about the Contract, Loan and Capital Gain Tax Law for Australian Tax Law. Answer: 1: Income from personal exertion means income from earnings, wages, commissions, fees, bonus, retiring allowances, superannuation allowances, and gratuities which an employee receives in relation to any service provided. Such income would be included in the income of an employee as per Section 393-10 of the Australian Income Tax Act. If the contract was as such Hilary would own the copyright of her story and would ultimately sell for $10,000 then the payment would not be regarded as payment made for services rendered. In the case of Brent v FCT (1971) 125 CLR 418, payment made was regarded as the sale for copyright.[1] But this case is completely different since The Daily Terror newspaper has told Hilary to write her story and then she would assign all her rights, interests and title in the copyrights for $10,000 to the newspaper. If Hilary had a business of selling articles then such payment would have been considered as ordinary income. But in this case she has never written any story before, and now she is doing it only because a newspaper agency has told her to do so. As per these assumptions the said payment of $10,000 which Hilary received from the newspaper would not be regarded as ordinary income. It would also not be taxed under Section 15-2 of the Income Tax Assessment Act 1997 since it was the payment for giving up the copyright. Instead it would be taxable under Capital Gains. The other two incomes which Hilary has earned would be considered as income from personal exertion. She received $5,000 from the Mitchell Library for selling manuscripts. While climbing mountain she had also took some photographs which she had sold for $2,000. These two incomes are considered under income from personal exertion. If she would have written her story for her own satisfaction then it would have been considered as income from personal exertion. 2: In the present case parent has given a housing loan to her son. The amount which was given as loan was $40,000. This loan was given without any formal agreement and even without giving any security. Since it was an informal agreement, parent told her son not give any interest as well. After the end of 5 years the loan was repaid by the son including interest. It was decided that no interest should be paid but still son repaid the full amount including interest. The interest paid by the son was equal to 5% pa on the amount borrowed. There was no part payment made by the son, instead at the end of 5 years a single cheque was presented by him to his parent. As per the Australian Income tax act, the said agreement between the parent and son would not be regarded as a contract since there was no formal agreement between them. It is assumed that they had an oral agreement that no interest should be paid on the loan. But inspite of this son at the end of 5 year repaid the full amount includ ing interest. Now this is considered as an income of the parent. But this amount was not at all discussed at the time when agreement was made. Since the amount was not at all discussed and as per the Australian Taxation Law the said income received by the parent would not be considered as an income of the parent.[2] The total amount received by the parent at the end of 5 year would also not be considered as income of the parent since it was a loan which is repaid to the parent. 3: As per Australian Taxation Law capital gain tax would not apply if a capital asset is bought before 20th September 1985. In the given case Scott is an accountant who had purchased a vacant block of land in Brisbane on 1st October 1980. On 1st September 1986 he had also built a house for which construction costs $60,000. At the time of construction value of the land was $90,000. After the construction was completed the whole property was given on rent. Then on 1st March Scott sold the entire property for auction for $800,000. Now since Scott has sold his property it would attract capital gain tax.[3] Part a) Scott is an individual who has let out his property on rent and then in March he had sold his property for $800,000. After the construction of the property Scot didnt stayed there, instead he had rented out his property. In this case any capital gain arising from such situations would be exempt under the Temporary Absence Rule. But such case would only apply when the property is sold within six years. But in Scott case property is not sold within six years. But still he would be exempt from paying capital gain tax since his property was purchased before September 1985.[4] Part b) In this case Scott has sold his property to his daughter for $200,000. In this case capital gain tax would be attracted since property is sold to the relative. Amount on which tax needs to be charged would be ($200,000 - $150,000) = $50,000. Capital gain tax would be 50% of $50,000 = $25,000 Part c) In this case property was owned by the company instead of Scott. Exemption provision was only applicable on individuals and not on company. Company needs to pay capital gain tax on it. References Aussie Home Loans | Mortgages | Loan | Personal Loans Australia' (Aussie.com.au, 2016) https://www.aussie.com.au/ accessed 20 August 2016 Barnet Jade - Find Recent Australian Legal Decisions, Judgments, Case Summaries For Legal Professionals (Judgments And Decisions Enhanced)' (Jade.io, 2016) https://jade.io/j/?a=outlineid=66285 accessed 20 August 2016 Exemptions | Australian Taxation Office' (Ato.gov.au, 2016) https://www.ato.gov.au/General/Capital-gains-tax/CGT-exemptions,-rollovers-and-concessions/Exemptions/ accessed 20 August 2016 Guide G, 'Taxes Are High In Australia' (Global Property Guide, 2016) https://www.globalpropertyguide.com/Pacific/Australia/Taxes-and-Costs accessed 20 August 2016 [1] Barnet Jade - Find Recent Australian Legal Decisions, Judgments, Case Summaries For Legal Professionals (Judgments And Decisions Enhanced)' (Jade.io, 2016) https://jade.io/j/?a=outlineid=66285 accessed 20 August 2016 [2] Aussie Home Loans | Mortgages | Loan | Personal Loans Australia' (Aussie.com.au, 2016) https://www.aussie.com.au/ accessed 20 August 2016 [3] Exemptions | Australian Taxation Office' (Ato.gov.au, 2016) https://www.ato.gov.au/General/Capital-gains-tax/CGT-exemptions,-rollovers-and-concessions/Exemptions/ accessed 20 August 2016 [4] Guide G, 'Taxes Are High In Australia' (Global Property Guide, 2016) https://www.globalpropertyguide.com/Pacific/Australia/Taxes-and-Costs accessed 20 August 2016