Goal Theory and Interpersonal Teacher Behaviour

This review paper is inclined towards elucidating and identifying patterns in different researches and their methodologies in studying school climate and student outcomes in the Indian context. Decades of research has facilitated the understanding of how school environment shapes the overall achievement of students. It gives us an understanding that scholastic accomplishment of students is relational and school climate itself is multidimensional. Focal point of this paper would be to understand how there is a need of further research in identifying the relationship between school climate and student outcomes. It will assess how leadership behavior impacts school climate, how teacher behavior impacts school climate, how different types of school climates shape the academic achievement of students, how academic stress, mental health, and school effectiveness are related, and the dynamics of students' perception and adjustment in relation to school climate.

Bir hedefi, ona ulaşabilmek için kullanılacak araçlarla birlikte ele alan kavram. Amaç, tıpkı hedefte olduğu gibi, insan faaliyetinin ulaşmaya çalıştığı sonucun zihinde önceden tasarlanmasıdır ve bu hedefe varmak için kullanılan araçlar, yapılan eylemler ve işlemler tarafından belirlenmiştir. Amaç, insanların ulaşmak için belli araçlar kullandığı ve eylem yaptığı hedeftir. Bu anlamda, hedef somut ve özel, amaç daha soyut ve geneldir.

Momentum for Ethiopia is an excellence charity association established by volunteer individuals in Jimma University and Jimma town. The visions and missions of the association and the main idea of momentum for Ethiopia is fully described in the same named book "Momentum for Ethiopia". Any interested reader can contact the Author, Ayalew Talema (ayalewtalema@yahoo.com) for further information.

Any EPUB-format book is accessible for many disabilities but not necessarily accessible for all. Relatively minor changes can optimize accessibility, but the needs of print-impaired readers vary and not every book can provide every option. Metadata for the ISBN should highlight which specific segment of reader the book is accessible to.

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About the Book

This book is designed for the Personal Development of students in all levels of education.
Discover:
* How to Become an Outstanding Student- Faster Than You Ever Thought Possible
* How you can improve your academic performance through goal setting.
* How you can set and achieve your academic goals.
* The true secrets of academic success that are no longer secrets anymore.
* How you can develop a good reading culture, become self-reliant and take responsibility for designing a great future for yourself.
* Discover the incredible power of having academic Goals, how to set them and how to reach them

Perfectionism has been shown to predict individual differences in achievement goal orientations in university students, but research on perfectionism and goal orientations in school students is still very limited. Investigating 584 adolescent school students in a cross-sectional correlational design, the present study examined how self-oriented and socially prescribed perfectionism predicted students’ goal orientations. Multiple regression analyses showed that, when the overlap between the different goal orientations was controlled for, self-oriented perfectionism positively predicted mastery-approach and mastery-avoidance goal orientations whereas socially prescribed perfectionism positively predicted performance-approach orientation. The present findings indicate that perfectionism predicts individual differences in adolescent school students’ achievement goal orientations, but different forms of perfectionism are associated with different patterns of goal orientations.

Identification of performance requirements is important for successful development and deployment of the software product. The acceptance of the software product by the customer depends on the performance requirements which are incorporated in the software. For this, we need to identify all the performance requirements required by all stakeholders. In the literature not many approaches are available for this purpose. Hence, we have proposed a five layered model for identification of performance requirements. The proposed layered model has many advantages over non-layered approaches. As part of this model some rules are also proposed to be used in performance requirements identification process. The layered model is applied successfully on two case studies. The identified performance requirements are validated using a check list and in addition the completeness of the identified performance requirements is computed using a metric.

Goal-setting theories, such as Achievement Goal Theory and Self-Determination Theory, help explain how goals within learning motivate students to become better at classwork. Focusing on performance-related goals has been shown to promote higher levels of engagement and improvements within classroom learning across time. However, providing clear, immediate and detailed feedback on goals for commonly used classroom tasks, such as discussions, is challenging. Technology can be potentially used to help bridge this gap. However, little research has examined the effects of using classroom technology to implement goal-setting and help students easily set, monitor and reflect upon specific goals for tasks. Thus, this paper investigated the effects on learning of using CALL (and potentially MALL) to support classroom goal-setting.

A semester-long study collected mixed-method data from Japanese university students regarding their engagement and performance within second-language classroom discussions. Students used a combination of point-scoring cards (related to actions, such as giving opinions and asking appropriate questions) and automated electronic goal-tracking diaries to record and analyze their progress across time. Results indicated a strong positive effect of the use of technology to set and monitor goals on learner engagement, especially with regards to their levels of participation within tasks. This highlights the need for consideration of available technology to support and provide detailed feedback on task goals to enable students to focus upon and improve specific areas of learning. However, further research is required with regards to the effects of different types of technology and goals upon long-term learning within classrooms.

The current study aimed to explore the concept of transition self-eecacy, which is deened as individuals' subjective evaluation of their ability to execute the actions required for a successful transition from elementary to middle school. The study followed a sample of 128 sixth-grade students for 2 consecutive years (before and after the school transition). A path analysis based on structural equation modelling revealed that the students' perceptions of the teachers' emphasis on mastery goal orientations predicted academic and social aspects of self-ecacy. The social aspect of self-ecacy in turn predicted changes in the students' emotional and behavioural engagement after the transition. The results were robust when we controlled for self-reported GPA and gender. An interaction between gender and aspects of self-eecacy was also observed. The ndings emphasise the importance of transition self-eecacy for adaptive school transitions and provide evidence that teachers' goal emphases play a signiicant role in promoting self-eecacy.

Business corporations usually require choreography of services to be dynamic and adaptable. One way for answering this demand is to develop the services having dynamic behaviours. However, it is not enough and their behaviours must be composed dynamically too. The current model such as WS-CDL has a static structure to specify choreography and is not able to describe the choreography of services in a dynamic fashion. From another view, there are various types of changes that each needs to be handled diversely. This work is going to bring adaptability into service
choreography model in response to policy changes. Precisely, this target will be met when choreography model has dynamic structure and also the policy changes can be automatically (semi-automatically) refined and propagated into the elements of model. Our proposal is describing choreography model on the basis policy-enabled UML state machine which the policy can be refined through a ontology based process.

'Engagement' is becoming an increasing used term within the field of language teaching to explain the extent to which learners becomes actively involved in tasks. Recent TBLT research has focused upon measuring engagement using a combination of performance variables related to emotional, behavioral, and cognitive acts within learner speech (Philp & Duchesne, 2016). Emotional engagement has been measured by using self-reported learner surveys addressing feelings towards doing tasks (Skinner, Kidderman & Furrer, 2009), behavioral engagement by using measures such as words spoken and turns taken (Dornyei & Kormos, 2000) and cognitive engagement by measuring persistence to explain opinions, reasons and examples (Helme & Clarke, 2001). Increases in these measures across both whole task-time and from task-to-task demonstrates improved levels of engagement and are desirable for teachers.

Goal-setting theories, such as Achievement Goal Theory (Elliot, 1999), have been used to explain how learners can become more engaged in learning. An experiment involving 88 English students within a Japanese university adopted a mixed-method approach to assessing the impact on engagement of implementing goal-setting into discussion tasks. Half of the learners set, monitored and tracked progress of spoken goals across time (words spoken, as well as opinions and reasons given) while the other half did not. Pre and post-experimental surveys measured learner affective disposition towards discussions. Weekly task recordings examined changes in engagement measures across task-time (for four time quarters), as well as from task-to-task. Results showed a strong effect for goal-setting on several observed engagement measures across all four quarters of discussion time, as well as from task-to-task. However, similar effects of goal-setting on affective disposition towards discussions were not present within survey data. The implications for such findings for classroom oral tasks will be discussed for both teachers and researchers. Limitations and future directions for the research will also be addressed.  

Location: JALT 2015 Conference, Shizuoka, Japan Date: November 21st, 2015. A lack of active student engagement within classroom discussions can be a common issue for teachers with large classes of low-level language learners. If they are to be expected to undertake discussions in the L2 then ensuring that learners become not only behaviorally (verbally taking part), but also emotionally (enjoying taking part) and cognitively engaged (investing in learning discussion skills) in classwork is crucial (Fredericks, Blumenfeld & Paris, 2004). Goal-setting theories such as Achievement Goal Theory (AGT) (Elliot, 1999) and Self-Determination Theory (SDT) (Ryan & Deci, 2000) attempt to explain why learners become engaged in classwork. AGT states that learners should set and aim for goals related to mastering certain skills in order to become highly engaged in work (Ryan & Pintrich, 1997; Wolters, 2004). SDT also indicates that students who have intrinsically motivated goals and are focused on improving their competence rather than meeting external measures (such as exams) will become more engaged (Niemiec, Ryan & Deci, 2009). However, oral discussion tasks often lack specific goals for students, or any measurable feedback on their progress in ability across time. An experiment involving 70 Japanese university students undertaking weekly discussions examined the effects of goal-setting on engagement. Students set weekly goals and monitored their own progress in scoring through a discussion card game created to promote high levels of behavioral engagement. The effects of such a feedback system on student engagement in classroom discussions will be discussed, and recommendations for the application of such a system to existing classrooms given.

О том, какой смысл вкладывает общество и государство в образование детей-сирот, в настоящий момент говорится часто. Наша же задача – опираясь на существующие философские, научные, законодательные источники, понять, как такое образование способно помочь в конечном итоге выпускнику интернатного учреждения получить достойное место под солнцем, то есть социально адаптироваться. В первую очередь, при определении целей образования мы опираемся на нормы международного права. Так, Конвенция о правах ребенка (Статья 29 «Цели образования») гласит: «Государства-участники соглашаются в том, что образование ребенка должно быть направлено на развитие личности, талантов и умственных и физических способностей ребенка в их самом полном объеме, подготовку ребенка к сознательной жизни в свободном обществе; воспитания уважения к родителям ребенка, его культурной самобытности, языку и ценностям, к национальным ценностям страны, в которой ребенок проживает, страны его происхождения и к цивилизациям, отличным от его собственной». Хотя многие и махнули рукой на детей-сирот, говоря о том, что бесполезно их образовывать, как детей при родителях, но мы можем и должны сказать, что установки конвенции в полной мере относятся к рассматриваемой нами социальной группе. Более того, учитывая широкую практику международного усыновления в данное время, мы понимаем, что дети-сироты, уроженцы России, в любой момент могут начать реализовывать свои права, включая право на образование, в любой точке земного шара. В то же время, и вырастая гражданином России, любой из сирот также остается целиком в очерченном конвенцией смысловом пространстве.

Motivation has been a heated topic in Second Language Acquisition (SLA) since 1970s. However, most of the motivational theories and research mainly focus on language and learner perspective. Little attention has been drawn to investigating the nature of learning situation. To investigate the role that learning situation plays in relation to foreign language learning motivation, the English Distinctive Class (EDC) in Taipei Municipal Datong Senior High School was selected. A qualitative approach was employed and the data were collected first through questionnaires with an aim to understand students’ levels of motivation before and after they entered the EDC. In the second phase, five focus group interviews were administered based on the analysis of the questionnaires. The result of the current study demonstrates that, firstly, the course design of the English Distinctive Class (EDC) and the cooperative classroom atmosphere are the major factors that motivate students to learn English. In the distinctive courses, students were usually assigned many group projects. In the process of completing the projects, students realize their insufficiency in English, particularly their limited vocabulary size, and will work harder due to the desire of not wanting to become the liability of the group. The results of the current study also display a possible relationship between learner’s motivational goals and the learning situation, with the former serves as the drive and latter serves as the triggers. In sum, the present study suggests that practitioners should first assess students learning goals and create opportunities to reinforce their learning goals.