Thesis (M.A.)--Naval Postgraduate School, 2002. / Thesis advisor(s): H. Lyman Miller, Harold D. Blanton. AD-A402 689. Includes bibliographical references. Also available online.

Thesis (Ph. D.)--University of Oklahoma, 1991. / Includes bibliographical references (leaves 89-100).

No description available.

This study is concerned with teacher decision-making in the English as a Second Language classroom. Specifically, the study examines the impact of teacher beliefs and perceptions, context factors and second language theory on planning and implementation decisions for the ESL instructional context. Nine ESL teachers in three post-secondary institutions participated in this qualitative study. Data were gathered through classroom observations, postlesson conferences and interviews. These data were examined in terms of what instructional decisions teachers made and the factors that influenced these decisions from the individual teacher's perspective. Second, the data were analysed for internal consistency between stated beliefs and instructional decisions and external consistency between decisions and second language theory. In examining the role of the teacher in the ESL instructional context, this thesis contributes to both research and teaching theory in English as a Second Language. First, while regular classroom research has indicated that the role of the teacher and the ecology of the classroom are central to understanding the instructional context, ESL classroom studies have primarily focused on the learner, the learning process and language learning outcomes in this context. This thesis addresses this gap in the research by investigating the teacher's role in the ESL instructional setting and the factors that impact on teacher decisionmaking. Second, ESL classroom researchers have observed that theoretical ideas are implemented in various ways in the formal setting. While researchers have speculated on the reasons for teachers' eclectic use of theory in practice, there has been little exploratory research conducted to investigate this phenomenon. The findings from this present study indicate that teachers' instructional decisions are centrally influenced by both individually held beliefs about second language learning and teaching as well as experiential knowledge of the ESL classroom. These findings not only contribute to our understanding of the ESL instructional context from the teacher's perspective, but are also significant for the development of instructional theory.

Today, the only certainty is uncertainty. The rate of change is continuing on a steep curve upward, information is growing in volume constantly, and the complexity of the marketplace is increasing exponentially. In order to survive, decision-makers need to anticipate and accommodate developments in the world outside, to sustain and exceed their core competitive advantage. The question is how do they go about doing this? The answer lies in competitive intelligence! Competitive Intelligence is a systematic process involving planning, gathering, analysing and disseminating information on external environment for opportunities or developments that have the potential to affect a company's competitive situation. Research reveals that competitive intelligence (Cl) has evolved from an informal into a formal discipline. While many still confuse it with just being competitor information, it has proven to expand much further into a meaningful and value-added input in the strategic decision-making process. Decisionmakers need to be equipped with the proper tools before they start the strategic planning process. The purpose of this research study is to explore the impact of competitive intelligence practices on strategic decision-making. It aims to identify the best way forward in making competitive intelligence more credible within organisations. The accelerating speed and complexity of change in the business environment places a heightened premium on timely, rigorous understanding of developing threats and opportunities. Consequently, the success of competitive advantage within organisations increasingly depends on aggressive and systematic competitive intelligence efforts to support and enable strategic decision-making. The study presents an holistic competitive intelligence framework, taking theoretical, best practices and a case study approach, enabling any organisation to successfully adapt Cl processes and structures in any given situation. / Thesis (MBA)-University of Natal, 2003.

Title page, table of contents and abstract only. The complete thesis in print form is available from the University of Adelaide Library. / In recent years, the adequacy of classical models to explain expert decision-making in environments involving time pressure, high stakes, uncertainty and dynamic conditions has been questioned. An alternative model to describe decision-making in these conditions is the recognition-primed decision-making (RPD) model (Klein, 1989). This model is descriptive and suggests that expert decision-makers learn to recognise typical situations and solutions and use these mental shortcuts to fill in gaps in their understanding and inform their decisionmaking. The model has been validated in many domains (Klein, 1999), but to date has not been applied in the Australian Army. Moreover, the model has been criticised because it largely ignores the influence of the wider context in dynamic decision-making. The aim of this research is to address these issues. The setting has been the unit level of operations in the Australian Army. In particular, the focus is on the Commander, as slhe has the largest impact on the strategic direction of an operation. The approach combines a number of complementary data collection methods, drawing on both qualitative and quantitative data. The main methods of data collection include in-depth, semi-structured interviewing; Q-sort analysis; and observational research in the field. These are triangulated to increase validity. Computer simulation is also used to investigate its adequacy for further naturalistic decision-making (NDM) research. The outcome is frrstly a validation of the RPD model in the Australian Army and revision to include contextual variables perceived to impact on NDM. The effect of these contextual variables on RPD requires further research using naturalistic techniques. Computer simulation has been found to be an unsatisfactory technique to employ in this instance. These are important outcomes as the Australian Army moves towards an era of Networked Centric Warfare where established structures for team work are being revised. Establishing a better understanding of contextual factors that impact on NDM enables policy makers to take this knowledge into account when hypothesising about the effect that structural changes might have on business processes. Thus, having better defined models, and research techniques identified to achieve this, is a benefit. / http://proxy.library.adelaide.edu.au/login?url= http://library.adelaide.edu.au/cgi-bin/Pwebrecon.cgi?BBID=1277501 / Thesis (Ph.D.) -- University of Adelaide, School of Psychology, 2007

Title page, table of contents and abstract only. The complete thesis in print form is available from the University of Adelaide Library. / In recent years, the adequacy of classical models to explain expert decision-making in environments involving time pressure, high stakes, uncertainty and dynamic conditions has been questioned. An alternative model to describe decision-making in these conditions is the recognition-primed decision-making (RPD) model (Klein, 1989). This model is descriptive and suggests that expert decision-makers learn to recognise typical situations and solutions and use these mental shortcuts to fill in gaps in their understanding and inform their decisionmaking. The model has been validated in many domains (Klein, 1999), but to date has not been applied in the Australian Army. Moreover, the model has been criticised because it largely ignores the influence of the wider context in dynamic decision-making. The aim of this research is to address these issues. The setting has been the unit level of operations in the Australian Army. In particular, the focus is on the Commander, as slhe has the largest impact on the strategic direction of an operation. The approach combines a number of complementary data collection methods, drawing on both qualitative and quantitative data. The main methods of data collection include in-depth, semi-structured interviewing; Q-sort analysis; and observational research in the field. These are triangulated to increase validity. Computer simulation is also used to investigate its adequacy for further naturalistic decision-making (NDM) research. The outcome is frrstly a validation of the RPD model in the Australian Army and revision to include contextual variables perceived to impact on NDM. The effect of these contextual variables on RPD requires further research using naturalistic techniques. Computer simulation has been found to be an unsatisfactory technique to employ in this instance. These are important outcomes as the Australian Army moves towards an era of Networked Centric Warfare where established structures for team work are being revised. Establishing a better understanding of contextual factors that impact on NDM enables policy makers to take this knowledge into account when hypothesising about the effect that structural changes might have on business processes. Thus, having better defined models, and research techniques identified to achieve this, is a benefit. / http://proxy.library.adelaide.edu.au/login?url= http://library.adelaide.edu.au/cgi-bin/Pwebrecon.cgi?BBID=1277501 / Thesis (Ph.D.) -- University of Adelaide, School of Psychology, 2007

Thesis (Ph. D.)--Georgia State University, 2006. / Title from title screen. Lynn Shore, committee chair. Electronic text (156 p. : charts, forms) : digital, PDF file. Description based on contents viewed May 4, 2007. Includes bibliographical references (p. 143-155).

This study is concerned with teacher decision-making in the English as a Second Language classroom. Specifically, the study examines the impact of teacher beliefs and perceptions, context factors and second language theory on planning and implementation decisions for the ESL instructional context. Nine ESL teachers in three post-secondary institutions participated in this qualitative study. Data were gathered through classroom observations, postlesson conferences and interviews. These data were examined in terms of what instructional decisions teachers made and the factors that influenced these decisions from the individual teacher's perspective. Second, the data were analysed for internal consistency between stated beliefs and instructional decisions and external consistency between decisions and second language theory. In examining the role of the teacher in the ESL instructional context, this thesis contributes to both research and teaching theory in English as a Second Language. First, while regular classroom research has indicated that the role of the teacher and the ecology of the classroom are central to understanding the instructional context, ESL classroom studies have primarily focused on the learner, the learning process and language learning outcomes in this context. This thesis addresses this gap in the research by investigating the teacher's role in the ESL instructional setting and the factors that impact on teacher decisionmaking. Second, ESL classroom researchers have observed that theoretical ideas are implemented in various ways in the formal setting. While researchers have speculated on the reasons for teachers' eclectic use of theory in practice, there has been little exploratory research conducted to investigate this phenomenon. The findings from this present study indicate that teachers' instructional decisions are centrally influenced by both individually held beliefs about second language learning and teaching as well as experiential knowledge of the ESL classroom. These findings not only contribute to our understanding of the ESL instructional context from the teacher's perspective, but are also significant for the development of instructional theory. / Education, Faculty of / Graduate

No description available.