Examples of Essay Topics - How to Define the Topic and Define the Subject

<h1>Examples of Essay Topics - How to Define the Topic and Define the Subject</h1><p>The instances of exposition themes will tell you the best way to compose a proposition proclamation. It is significant that the subject be built up at an opportune time in the paper. At the end of the day, you have to ensure the point is now characterized and simple to compose about.</p><p></p><p>Example of article themes show that the theme isn't just all around characterized, yet in addition plainly sets out what the author thinks ought to be done about the subject. The author can perceive what they are expounding on and furthermore recognize the problem.</p><p></p><p>Another thing the instances of paper themes show is that the article point must be anything but difficult to peruse. At the end of the day, there ought to be a smooth stream all through the exposition. At the point when you compose the theory explanation, the author doe sn't need to do anything. The paper subject is prepared and standing by to be written.</p><p></p><p>The instances of exposition points likewise show that the article theme ought to be done in the start of the article. There is no compelling reason to begin with the center or the end. It is ideal in the first place the start and afterward progress to the ending.</p><p></p><p>Finally, instances of paper points demonstrate that the exposition subject should be centered around one theme. On the off chance that you don't have a topic to expound on, at that point you can get a topic for it. That is on the off chance that you are composing a theory proclamation, at that point you can pick the theme and afterward compose your thesis.</p><p></p><p>In the instance of an article, you have a particular subject and you can compose your own postulation. Be that as it may, in the event that you don't have a particular theme, a t that point it is ideal to compose a framework for the paper. That way, you will realize where to go and what to compose about.</p><p></p><p>Finally, instances of exposition subjects show that on the off chance that you start a proposition articulation, at that point you have numerous alternatives. You can utilize either the opening or the end sentence. Truth be told, you can utilize any of the two.</p><p></p><p>In the instance of an article, you have a particular theme and you can compose your own postulation. Be that as it may, on the off chance that you don't have a particular subject, at that point it is ideal to compose a diagram for the paper. That way, you will realize where to go and what to compose about.</p>

Teacher Motivation and Performance in Jeddah Research - 275 Words

Teacher Motivation and Performance in Jeddah: A Qualitative Approach (Dissertation Sample) Content: Teacher Motivation and Performance in Jeddah: A Qualitative ApproachBy: NameCourseInstructorInstitutionLocationDateTable of ContentsTOC \o "1-3" \h \z \u 1.0 Introduction PAGEREF _Toc395908324 \h 11.1 Teaching in Saudi Arabia PAGEREF _Toc395908325 \h 61.2 Objectives of study PAGEREF _Toc395908326 \h 71.3 An outline of the dissertation PAGEREF _Toc395908327 \h 72.0 Literature Review PAGEREF _Toc395908328 \h 82.1 Introduction PAGEREF _Toc395908329 \h 82.2 Defining motivation PAGEREF _Toc395908330 \h 82.3 Motivation Theories PAGEREF _Toc395908331 \h 102.4 Factors responsible for teachers motivation PAGEREF _Toc395908332 \h 162.5 Intrinsic teacher motivation PAGEREF _Toc395908333 \h 182.6 Extrinsic element of teacher motivation PAGEREF _Toc395908334 \h 212.7 Motivation and job satisfaction PAGEREF _Toc395908335 \h 242.8 Teacher motivation and rewards PAGEREF _Toc395908336 \h 252.9 Motivation and teacher performance PAGEREF _Toc395908337 \h 28Chapter summary PAGEREF _Toc39 5908338 \h 303.0 Methodology PAGEREF _Toc395908339 \h 313.1 Introduction PAGEREF _Toc395908340 \h 313.2 Research Paradigm PAGEREF _Toc395908341 \h 313.3 Research methodology PAGEREF _Toc395908342 \h 323.4 Participants and sampling PAGEREF _Toc395908343 \h 323.5 Research context PAGEREF _Toc395908344 \h 333.6 Data collection procedures PAGEREF _Toc395908345 \h 343.7 Data analysis PAGEREF _Toc395908346 \h 343.8 Ethical considerations PAGEREF _Toc395908347 \h 373.9 Chapter summary PAGEREF _Toc395908348 \h 384.0 Findings and Discussions PAGEREF _Toc395908349 \h 394.1 Findings PAGEREF _Toc395908350 \h 394.1.1 Participants profiles and reasons for becoming teachers PAGEREF _Toc395908351 \h 394.1.2 Themes and patterns PAGEREF _Toc395908352 \h 414.1.2.1 Teaching PAGEREF _Toc395908353 \h 424.1.2.2 Students PAGEREF _Toc395908354 \h 434.1.2.3 Administration PAGEREF _Toc395908355 \h 464.1.2.4 Social-contextual influences PAGEREF _Toc395908356 \h 484.1.2.5 Professional development PAGEREF _Toc39 5908357 \h 504.2 Discussion PAGEREF _Toc395908358 \h 514.2.1 Motivation to become a teacher PAGEREF _Toc395908359 \h 514.2.2 Current factors influencing teachers motivation PAGEREF _Toc395908360 \h 524.2.3 Teachers performance and motivation PAGEREF _Toc395908361 \h 555.0 Conclusion and Recommendation PAGEREF _Toc395908362 \h 575.1 Conclusion PAGEREF _Toc395908363 \h 575.2 Recommendation PAGEREF _Toc395908364 \h 58References PAGEREF _Toc395908365 \h 60Appendix PAGEREF _Toc395908366 \h 691.0 IntroductionMotivation is the backbone of constructive work performance and as Barron (1991, p.1), indicates, motivation is "one of the most pivotal concerns of organisational research". As societies move towards holding teachers accountable for learners achievement, it becomes more critical to explore the factors that motivate teachers within educational institutions. However, what motivates teachers will vary from one classroom, school to another. Even so, when looking at the quality of a teach er, motivation remains a critical aspect to study. As Brown and Hughes (2008) say a motivated teaching workforce is more likely to perform well and as a result of investing time and energy into teaching its quality will be raised.A highly motivated teacher is more likely to encourage learners to engage in active learning and thereby improve the quality of teaching (Muller, Alliata Benninghoff 2009). Furthermore, teacher motivation is essential for teachers individual fulfilment and satisfaction (de Jesus Lens, 2004). Be that as it may, low levels of motivation among teachers can result in a number of negative educational outcomes such as professional misconduct, absenteeism, underutilisation of class time, secondary income generating activities that prevent teachers from concentrating on their teaching duties, substandard preparation among others (Bennel Akyeampong 2007).It is therefore surprising that ways to motivate teachers are often forgotten by executive managers, as they d eal with the demands of policy makers and, at times an impatient public, to demonstrate school improvement and cope with reforms within the educational system (Mitchell, Oritz, Mitchell 1987). Furthermore, these authors acknowledge that neither resources nor regulations, reorganizations of programmes nor technical innovations can fundamentally change school performance if the system fails to mould and actuate teacher behaviour in a manner that connects educational programme requirements to pupils learning needs. Nevertheless, knowing the reasons why teachers still have to contend with difficult conditions highlighted by (Gold Roth 2013, p.39) such as deficient or deteriorating facilities, large class sizes, scarcity of equipment and supplies as well as inadequacy of other resources required to sustain quality classroom instruction might seem a step in the right direction. Majority of teachers who find themselves in schools faced with the challenges highlighted above are likely to feel disheartened, demoralised or perhaps burnt-out.For the past few decades, teacher motivation has become a critical area of research particularly in countries such as the United State of America (USA), Australia as well as the United Kingdom (UK). Such researches have targeted issues relating to the quality of instruction and retention of qualified teachers in the profession (Richardson Watt 2006; Muller, Alliata Benninghoff 2009). It has been observed that the number of teachers retiring and resigning exceeded the professions capacity to enrol new personnel. Moreover, the number of students enrolling for teacher education programs has been on the decline owing to the fact that education is no longer viewed by the public as a prestigious profession to venture in compared to other professions (Richardson Watt 2006). Hence, it is necessary that administrators become well-informed of what motivates teachers so as to make sure that possible dwindling interest does not hamper eit her teacher job performance or leaving the profession altogether. However, administrators in quest of information concerning teacher motivation have limited empirical evidence to direct them.Despite that, recent studies indicate that both high school and elementary school teachers are experiencing deficiency in motivation compared to other professionals (e.g. Jesus and Lens, 2005). Consequently, Blase and Kirby (2000) noted that it is imperative that school heads should identify the needs of their teachers and seek ways that help teachers achieve those needs. Therefore, investigating what motivates teachers will foster leadership practices that lead to improved job performance among teachers.A study conducted by VSO (2002) revealed that whilst demands on teachers are continually rising, there is a lot of evidence showing that teacher status as well as morale is decreasing. Anecdotal sources underpinning the presence of unmotivated versus motivated teachers abounds (Bishay 1996; Spea r Lee 2000; Sargent Hannum 2005; Bennel Akyeampong 2007). Undoubtedly, shrinking morale has grave implications on teacher hiring and retention as well as for the performance of teachers (Ashiedu Scott-Ladd 2012). Although conditions and pay are prime contributors to motivation, it has been shown that other issues are as significant as the actual remuneration levels. For example, motivation is highly related to career-path projections and opportunities for progression (VSO 2002).As stated at the beginning of the chapter, teacher motivation appears to have three distinct outcomes. First, teachers performance is improved when they are working in an environment that is conducive to improve their motivation (Yuan et al. 2013). Without doubt, the liveliness of an organisation, whether public or private, is derived from its workers motivation, even though their capabilities play just as vital a role in regulating their work performance as their motivation. Ifinedo (2003) revealed that it is easier to spot a motivated worker based on high-levels of agility, enthusiasm, dedication, general performance, focus, as well as contribution to organisational goals and objectives, and in this case the quality of teaching. Perhaps, this explains Richardson, Short and Pricketts (1993, p.171) acknowledgement that "without teachers who are motivated to teach, the search for excellence will be in vain". According to these authors, when teachers are not motivated neither are the students. Similarly, in the event that teachers motivational needs remain unmet it is highly probable that the whole educational system will also be affected.Secondly, as indicated above, teacher motivation affects students performance. According to Brown and Hughes (2008, p.47), "among the greatest tasks of teachers is to inspire students to acquire a love for learning, an intrinsic motivation" and they go ahead to ask "would it not be easier for teachers to inspire something within their students that f lourishes within themselves?" (p.47). Research has shown that the perceptions held by learners with regard to teachers motivational orientation and instructional behaviours can impact on learners motivation as well as their self-determination. Besides satisfying the needs of learners and playing a great role in developing learners intrinsic motivation for learning, learners motivation is largely determined by teachers motivation.Muller, Alliata and Benninghoff (2009, p.580) admit that "the less teachers are self-determined towards teaching, the more controlling they become towards students, which has a negative effect on students intrinsic motivation and self-determination." Tucker et al. (2005) assert that learners produce and achieve when teachers perform. Thus, it is paramount to ...

The Ethical Topics to Write an Argumentative Essay On

The Ethical Topics to Write an Argumentative Essay OnWhen you read a paper or an essay, it is important to understand the ethical issues that surround you. Since you do not know what other students have written on these ethical issues, you must first know what ethical issues you should be writing an argumentative essay on. Some of the topics to write an argumentative essay on include:First of all, you should identify the ethical issues of the topic. Do you write an essay in the classroom or on your own? In the classroom, you may want to use a syllabus; however, it is possible that your professor will not give you one. So you need to either write your own or find a text that addresses the ethics of the topic.If you would like to write an argumentative essay on ethical issues for your own academic use, you can find a number of different sources to do so. There are many ethical texts available that discuss these topics. However, you will want to ensure that the text is free of any bias. For example, some ethical texts may be written by students and therefore have personal opinions. These opinions may not always be shared by other students. Therefore, you will want to make sure that the text is written by a neutral party. If you do not know how to search for these ethical texts, you should consider using the Internet.There are a number of sites online that can help you find ethical texts. You can look for a specific topic or look for more general writings. These sites can provide you with a variety of options that you can choose from. The only drawback to using this method is that it can take a long time to find the texts that address your topic.While the process of writing an argumentative essay on ethical topics can be time consuming, it is well worth the effort. You will be giving students an opportunity to understand the ethics of the subject matter before they come into the class. By creating this opportunity, you will be providing students with a valuable educ ational experience.It is important to remember that when you begin to write an argumentative essay on ethical topics, you should make sure that you are writing your paper in a very logical manner. Never use bias to influence your decision making process. You should have a balanced view on each topic to ensure that you have written an argumentative essay that is completely objective. You will be able to use your essay as an added tool in your presentation; however, do not use it as an added source of information.When you begin to write an argumentative essay on ethical topics, you will be able to find several sources. Additionally, you will find an assortment of ethics texts. By examining both of these sources, you will be able to choose the one that you believe will provide you with the most balanced views. You will also be able to find a specific ethical text that addresses the topic of ethics.