Discussion 5 Critically think about ethnocentrism, culture, and how these concepts impact research. Familiarize yourself with the objectives in Module 5 as well as the assigned course materials, videos, articles, and introduction. Use the assigned readings for this week as a primary reference as well as material from the Saint Leo Online Library for peer reviewed sources and to find relevance to this week’s topic. Please share your information with our classmates on this thread. Questions: 1. Define culture, ethnocentrism and social construction. What are ways in which ethnocentrism can be avoided when conducting research? What core values or ethical principles are violated when ethnocentrism is not avoided and is included in research in the form of a bias? 2. How does avoiding ethnocentrism and including diversity in one’s research positively impact the quality of one’s work? How will you use what you have learned about diversity and ethnocentrism in your own life both as a student and in a future career in the field of psychology? Articles to read: Marshall, A., & Batten, S. (2004). Researching across cultures: Issues of ethics and power. Forum: Qualitative Social Research, 5. Retrieved from http://www.qualitative-research.net/index.php/fqs /article/view/572/1241 Medin, D. L., & Lee, C. D. (2012). Presidential column. Diversity makes better science. Observer, 25. Retrieved from http://www. psychologicalscience.org/ index.php/publications/ observer/2012/may-june-12/diversity-makes-better-science.html Redding, R. E. (2001). Sociopolitical diversity in psychology: The case for pluralism. American Psychologist, 56(3), 205-215. doi:10.1037/0003-066X.56.3.205 5 Recommendations for Solving Equity Gaps at James Monroe High School, Virginia Michael Whitener School of Education, Liberty University In partial fulfillment of EDUC 816 Interview Questions Central Question: How can the gaps in college readiness between students from low-income and underserved communities and those from wealthy and majority groups be eliminated? Interview Questions 1. What parameters/Indicators are used to determine whether a student is college-ready or not? The question is crucial in identifying whether the instructors are aware of the factors that contribute to college readiness among the students. Several indicators influence college readiness. Such parameters are combined before understanding whether a high school student is college-ready. Some indicators accurately show students’ college preparedness, while others give a false picture. Leeds & Mokher (2019) showed that using placement tests to assign students to developmental courses results in frequent misplacement. The authors used data from Florida. They concluded that it might be preferable to choose cutoffs that minimize misplacement than to use new metrics (Leeds & Mokher, 2019). Also, they proposed that each state use metrics that are unique to their con ...

1. Discussion 5
Critically think about ethnocentrism, culture, and how these
concepts impact research. Familiarize yourself with the
objectives in Module 5 as well as the assigned course materials,
videos, articles, and introduction. Use the assigned readings for
this week as a primary reference as well as material from the
Saint Leo Online Library for peer reviewed sources and to find
relevance to this week’s topic. Please share your information
with our classmates on this thread.
Questions:
1. Define culture, ethnocentrism and social construction. What
are ways in which ethnocentrism can be avoided when
conducting research? What core values or ethical principles are
violated when ethnocentrism is not avoided and is included in
research in the form of a bias?
2. How does avoiding ethnocentrism and including diversity in
one’s research positively impact the quality of one’s work? How
will you use what you have learned about diversity and
ethnocentrism in your own life both as a student and in a future
career in the field of psychology?
Articles to read:
Marshall, A., & Batten, S. (2004). Researching across cultures:
Issues of ethics and power. Forum: Qualitative Social Research,
5. Retrieved from http://www.qualitative-
research.net/index.php/fqs /article/view/572/1241
Medin, D. L., & Lee, C. D. (2012). Presidential column.
Diversity makes better science. Observer, 25. Retrieved from
http://www. psychologicalscience.org/ index.php/publications/

2. observer/2012/may-june-12/diversity-makes-better-science.html
Redding, R. E. (2001). Sociopolitical diversity in psychology:
The case for pluralism. American Psychologist, 56(3), 205-215.
doi:10.1037/0003-066X.56.3.205
5
Recommendations for Solving Equity Gaps at James Monroe
High School, Virginia
Michael Whitener
School of Education, Liberty University
In partial fulfillment of EDUC 816
Interview Questions
Central Question:

3. How can the gaps in college readiness between students from
low-income and underserved communities and those from
wealthy and majority groups be eliminated?
Interview Questions
1. What parameters/Indicators are used to determine whether a
student is college-ready or not?
The question is crucial in identifying whether the
instructors are aware of the factors that contribute to college
readiness among the students. Several indicators influence
college readiness. Such parameters are combined before
understanding whether a high school student is college-ready.
Some indicators accurately show students’ college
preparedness, while others give a false picture. Leeds & Mokher
(2019) showed that using placement tests to assign students to
developmental courses results in frequent misplacement. The
authors used data from Florida. They concluded that it mi ght be
preferable to choose cutoffs that minimize misplacement than to
use new metrics (Leeds & Mokher, 2019). Also, they proposed
that each state use metrics that are unique to their contexts in
determining college readiness among students.
From the answer obtained, the researcher will understand
whether the metrics used in determining college readiness at the
school reflect its contexts. Understanding the connection
between the metrics used to determine college readiness and the
school will enable the researcher to understand the cause of low
college readiness for students from low-income and underserved
communities. (Leeds & Mokher, 2019) also, mention grade
point average [GPA]) and placement test scores as other
misplaced measures of college readiness. Thus, the first
interview question seeks to understand whether the nature of
rating college readiness at the school is appropriate by
identifying the parameters used.
2. How are the college readiness metrics incorporated into the
curriculum at the high school level?
The question is essential in understanding whether the school
curriculum is designed to help the learners prepare for college

4. education. Across the United States, the education policy
requires high schools to prepare graduating students for col lege.
Therefore, the responsibility of preparing students for college is
given to instructors. Castellano et al., 2016 studied the effects
of Programs of Study (POS) on preparing students for college
and careers. Using the structural equation analysis method, they
tested the effects of POS enrollment, participation in CTE
course sequence on GPA, and graduation (Castellano et al.,
2016). The findings showed that enrollment in POS increased
the graduation rate among the learners and led to high retention
(Castellano et al., 2016). Therefore, the second interview
question will help the researcher understand whether the
problems in college readiness result from the existing
curriculum. Responses to the question will help develop the best
way to prepare the students for college education. Also, the
researcher will be able to determine whether the teaching
methods relating to college preparedness are exclusive or
inclusive. Sometimes, the metrics may be biased to favor some
students while sidelining others. In the end, favored students
will perform better than others. Thus, the nature of
incorporating college preparedness in the curriculum is critical
in understanding whether there are any biases.
3. What are some of the possible causes of low college
readiness for students from low-income and underserved
communities?
The purpose of the question is to understand learner or school -
specific dynamics that could be contributing to poor college
preparedness for high school students. (Leeds & Mokher, 2019)
noted in their study relying on metrics like test scores can lead
to poor preparedness and misplaced. If the school uses test
scores to determine college preparedness, some students are
placed at a disadvantage. The researcher will also comprehend
whether issues like discrimination are possible causes of poor
college preparedness for marginalized learners at the school.
The question will also be critical in understanding the variation
in other internal school metrics between students from low -

5. income and underserved communi ties and those from majority
groups. As hinted, there are metrics that stakeholders use to
estimate students’ college readiness. When the respondent
responds to this question, it is easy to make a follow -up and
identify the key areas that make learners from underserved
communities be poorly prepared for college. For instance, if the
school uses test scores to measure college readiness, the
researcher will narrow it down to the specific subjects included
in the study. Furthermore, the researcher may want to
understand whether each learner has equal access to the
required learning materials. Using the tests scores, the
researcher may also analyze whether the teaching methods
embrace learner diversity or are exclusive. From that angle, it is
possible to understand what variables influence test score
outcomes and how they can be mediated to reduce the college
preparedness gap. Another reason for asking the question is to
understand whether the affected learners are to blame for their
failures or their teachers need to be held accountable. Also, the
response to the question will aid the researcher in determining
whether the existing interventions to increase college
preparedness are viable. Every appropriate solution starts with
comprehensively understanding the problem’s origin.
References
Castellano, M. E., Richardson, G. B., Sundell, K., & Stone, J.
R. (2016). Preparing students for college and career in the
United States: The effects of career-themed programs of study
on High School Performance. Vocations and Learning, 10(1),
47–70. https://doi.org/10.1007/s12186-016-9162-7
Leeds, D. M., & Mokher, C. G. (2019). Improving indicators of
college readiness: Methods for optimally placing students into
multiple levels of postsecondary coursework. Educational
Evaluation and Policy Analysis, 42(1), 87–109.
https://doi.org/10.3102/0162373719885648

6. Criteria Ratings Points
Quality of
Information
15 to >13.0 pts
Advanced
Three survey questions are
supported by the scholarly
literature and include a
citation. The Central
Research question is
included.
13 to >12.0 pts
Proficient
Two survey questions are
supported by the scholarly
literature and/or include a
citation. The Central
Research question is
included.

7. 12 to >0.0 pts
Developing
Less than two survey
questions are supported
by the scholarly literature
and/or do not include a
citation, or the Central
Research question is not
included.
0 pts
No
Marks
15 pts
Content 20 to >17.0 pts
Advanced
Three well-written Likert
scale survey questions that
are related to the topic are
included. The questions are
not written to solicit a yes/no
response (the scale
addresses the survey
questions).
17 to >16.0 pts
Proficient

8. Two well-written Likert
scale survey questions
that are related to the
topic are included. The
questions are not written
to solicit a yes/no
response (the scale
addresses the survey
questions).
16 to >0.0 pts
Developing
Less than two Likert
scale survey questions
that are related to the
topic are included. The
questions are not written
to solicit a yes/no
response (the scale
addresses the survey
questions).
0 pts
Not
Present
20 pts
Mechanics
& Format
15 to >13.0 pts

9. Advanced
Minimal or no grammatical,
spelling, and/or punctuation
errors are present, and the
document is written in current
APA format. Contains a title
page and reference page
with at least two references.
Level one and level two
headings are included.
13 to >12.0 pts
Proficient
A few grammatical,
spelling, and/or
punctuation errors are
present, and/or errors in
current APA format are
found. Title page and/or
the reference page
contain an error(s). Level
one and/or level two
headings are included.
12 to >0.0 pts
Developing
Many grammatical,
spelling, and/or
punctuation errors are
present, and/or errors in

10. current APA format are
found. Missing title page
and/or reference page.
Level one headings are
included, or headings are
missing.
0 pts
Not
Present
15 pts
Total Points: 50
Survey Prompt Assignment Rubric | EDUC816_D12_202220
Recommendations for Solving the Problem of Low Scores on
the Ohio Educational Assessment for Science at Hampton High
School
Liberty Student
School of Education, Liberty University

11. Author Note
Student Name
I have no known conflict of interest to disclose.
Correspondence concerning this article should be addressed to
Student Name
Email: [email protected]
2
OEA FOR SCIENCE TEST SCORES
4
Likert Scale Survey Questions
Central Research Question
How can the problem of students’ low scores on the Ohio
Educational Assessment for Science be solved at Hampton High
School?
Survey Questions
1. Teachers regularly participate in meaningful data analysis
conversations.
5
4
3
2
1
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree

12. This question sought to identify the level of engagement
between teachers specifically related to data analysis. When
teachers discuss data gathered from common lessons and
assessments, the conversations can provide insight regarding
which instructional strategies have been effective, allowing
teachers to learn from one another in an effort to improve their
own practice (DuFour, 2019). This collaborative aspect of
teacher interaction may improve the instructional quality of
courses, leading to improved test scores on standardized
assessments.
2. Professional development that serves the instructional needs
of teachers is provided.
5
4
3
2
1
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
This question was intended to pinpoint the alignment of
professional development with the efforts of teachers in the
science department at Hampton High School. Responsive
professional development can help to build teachers’
effectiveness by delivering timely and targeted training to build
their skillset and improve instructional practices (American
University, 2018).
3. Teachers in the science department at Hampton High School
have high attendance rates.
5
4
3
2

13. 1
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
This question sought to determine the attendance rate of
teachers within the science Department of Hampton High
School. When teachers frequently miss school, the achievement
of students is severely compromised (Okeke et al., 2020).
References
American University. (2018, May 4). What makes professional
development effective for teachers?
https://soeonline.american.edu/blog/what-makes-professional-
development-for-teachers-effective
DuFour, R. (2019). What is a “professional learning
community”? Educational Leadership, 61(8), 6–11.
Okeke, C. I. O., Shumba, J., Rembe, S., & Sotuku, N. (2020).
Demographic variables, work-stimulated stressors and coping
strategies of pre-school educators: A concept paper. Journal of
Psychology, 6(1), 91–101.
EDUC 816
Survey Prompt Assignment Instructions
Overview
Developing survey prompts or questions is an essential data
collection skill in the applied research process. Survey research
is the systematic collection of data about participants’ beliefs,
behaviors, practices, opinions, or attitudes using a customized,
standardized, and structured format. The surveys are
standardized in that each participant receives the same survey
that is presented in the same manner. Surveys used in applied

14. research may generate information that is precise and expedient.
For this assignment, you will compose three Likert scale survey
questions that are supported by the literature to help answer the
central research question for your study.
Instructions
For this assignment, you will use the information from the
textbook reading this week to develop three effective Likert
survey questions that are supported by the literature that will
help answer the central research question for your study. This is
a 3-4-page assignment. You must use the following scale:
· The first page should be a correctly formatted (APA style)
title page that includes the title of your study.
· The second page should include the Central Research Question
for your study and list the three Likert scale survey questions
that will help to answer the central research question of your
study. The three Likert scale survey questions must be
supported by the literature; thus, each survey question must
contain at least one citation.
· Use level one and level two headings (see example).
· The survey questions may not solicit a yes or no response.
Each survey question must be answered by the scale included
above (Strongly agree to strongly disagree).
· The last page of the assignment should be a reference page. At
least two references must be included. All references must be a
peer-reviewed scholarly journal article published within the last
five years.
· See the example.
You must use the information from the textbook reading this
week to be successful on this assignment.
Submit this assignment by 11:59 p.m. (ET) on Sunday of
Module 5: Week 5.