1
Branching Paths: A Novel Teacher Evaluation Model for Faculty Development
James P. Bavis and Ahn G. Nu
Department of English, Purdue University
ENGL 101: Course Name
Dr. Richard Teeth
Jan. 30, 2020
jforte
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Note: Green text boxes contain explanations of APA 7's paper formatting guidelines...
jforte
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...while blue text boxes contain directions for writing and citing in APA 7.
jforte
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Note that there is no running head on a student paper.
jforte
Line
jforte
Text Box
Page numbers begin on the first page and follow on every subsequent page without interruption. No other information (e.g., authors' last names) is required.
jforte
Line
jforte
Text Box
The paper's title should be centered, bold, and written in title case. It should be three or four lines below the top margin of the page. In this sample paper, we've put three blank lines above the title.
jforte
Line
jforte
Text Box
Authors' names appear two lines below the title. They should be written as follows:
First name, middle initial(s), last name.
jforte
Text Box
Authors' affiliations follow immediately after their names. For student papers, these should usually be the department containing the course for which the paper is being written.
jforte
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Student papers do not contain an author's note.
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Follow authors' affiliations with the number and name of the course, the instructor's name and title, and the assignment's due date.
2
Abstract
A large body of assessment literature suggests that students’ evaluations of their teachers
(SETs) can fail to measure the construct of teaching in a variety of contexts. This can
compromise faculty development efforts that rely on information from SETs. The disconnect
between SET results and faculty development efforts is exacerbated in educational contexts
that demand particular teaching skills that SETs do not value in proportion to their local
importance (or do not measure at all). This paper responds to these challenges by proposing an
instrument for the assessment of teaching that allows institutional stakeholders to define the
teaching construct in a way they determine to suit the local context. The main innovation of this
instrument relative to traditional SETs is that it employs a branching “tree” structure populated
by binary-choice items based on the Empirically derived, Binary-choice, Boundary-definition
(EBB) scale developed by Turner and Upshur for ESL writing assessment. The paper argues
that this structure can allow stakeholders to define the teaching construct by changing the order
and sensitivity of the nodes in the tree of possible outcomes, each of which corresponds to a
specific teaching skill. The paper concludes by outlining a pilot study that will examine the
differences between the proposed EBB instrument and a traditional SET employing series of
multiple-choice questions (MCQs) that correspond to Likert scale values.
Keywords: c ...
1 branching paths a novel teacher evaluation model for faabhi353063
1) The paper proposes a new teacher evaluation model called the Heavilon Evaluation of Teacher (HET) that aims to better suit faculty development needs by allowing stakeholders to define teaching constructs in a way that suits their local context.
2) Currently, student evaluations of teaching (SETs) are commonly used for faculty development and personnel decisions but may not adequately measure teaching in some contexts.
3) The proposed HET evaluation uses a branching "tree" structure with binary-choice items to allow stakeholders to define important teaching skills for their institution. A pilot study will compare HET to a traditional SET.
1 Branching Paths A Novel Teacher Evaluation Model for Fa.docxkarisariddell
1
Branching Paths: A Novel Teacher Evaluation Model for Faculty Development
James P. Bavis and Ahn G. Nu
Department of English, Purdue University
ENGL 101: Course Name
Dr. Richard Teeth
Jan. 30, 2020
jforte
Text Box
Note: Green text boxes contain explanations of APA 7's paper formatting guidelines...
jforte
Text Box
...while blue text boxes contain directions for writing and citing in APA 7.
jforte
Text Box
Note that there is no running head on a student paper.
jforte
Line
jforte
Text Box
Page numbers begin on the first page and follow on every subsequent page without interruption. No other information (e.g., authors' last names) is required.
jforte
Line
jforte
Text Box
The paper's title should be centered, bold, and written in title case. It should be three or four lines below the top margin of the page. In this sample paper, we've put three blank lines above the title.
jforte
Line
jforte
Text Box
Authors' names appear two lines below the title. They should be written as follows:
First name, middle initial(s), last name.
jforte
Text Box
Authors' affiliations follow immediately after their names. For student papers, these should usually be the department containing the course for which the paper is being written.
jforte
Text Box
Student papers do not contain an author's note.
jforte
Text Box
Follow authors' affiliations with the number and name of the course, the instructor's name and title, and the assignment's due date.
2
Abstract
A large body of assessment literature suggests that students’ evaluations of their teachers
(SETs) can fail to measure the construct of teaching in a variety of contexts. This can
compromise faculty development efforts that rely on information from SETs. The disconnect
between SET results and faculty development efforts is exacerbated in educational contexts
that demand particular teaching skills that SETs do not value in proportion to their local
importance (or do not measure at all). This paper responds to these challenges by proposing an
instrument for the assessment of teaching that allows institutional stakeholders to define the
teaching construct in a way they determine to suit the local context. The main innovation of this
instrument relative to traditional SETs is that it employs a branching “tree” structure populated
by binary-choice items based on the Empirically derived, Binary-choice, Boundary-definition
(EBB) scale developed by Turner and Upshur for ESL writing assessment. The paper argues
that this structure can allow stakeholders to define the teaching construct by changing the order
and sensitivity of the nodes in the tree of possible outcomes, each of which corresponds to a
specific teaching skill. The paper concludes by outlining a pilot study that will examine the
differences between the proposed EBB instrument and a traditional SET employing series of
multiple-choice questions (MCQs) that correspond to Likert scale values.
Keywords: c.
1
Branching Paths: A Novel Teacher Evaluation Model for Faculty Development
James P. Bavis and Ahn G. Nu
Department of English, Purdue University
ENGL 101: First Year Writing
Dr. Richard Teeth
January 30, 2020
Commented [AF1]: At the top of the page you’ll see the
header, which does not include a running head for student
papers (a change from APA 6). Page numbers begin on the
first page and follow on every subsequent page without
interruption. No other information (e.g., authors' last names)
is required.
Note: your instructor may ask for a running head or your last
name before the page number. You can look at the APA
professional sample paper for guidelines on these.
Commented [AF2]: The paper's title should be centered,
bold, and written in title case. It should be three or four lines
below the top margin of the page. In this sample paper, we've
put four blank lines above the title.
Commented [AF3]: Authors' names are written below the
title, with one double-spaced blank line between them.
Names should be written as follows:
First name, middle initial(s), last name.
Commented [AF4]: Authors' affiliations follow
immediately after their names. For student papers, these
should usually be the department containing the course for
which the paper is being written.
Commented [AWC5]: Note that student papers in APA do
not require author notes, abstracts, or keywords, which
would normally fall at the bottom of the title page and on the
next page afterwards. Your instructor may ask for them
anyway — see the APA professional sample paper on our
site for guidelines for these.
Commented [AF6]: Follow authors' affiliations with the
number and name of the course, the instructor's name and
title, and the assignment's due date.
2
Branching Paths: A Novel Teacher Evaluation Model for Faculty Development
According to Theall (2017), “Faculty evaluation and development cannot be considered
separately… evaluation without development is punitive, and development without evaluation is
guesswork” (p.91). As the practices that constitute modern programmatic faculty development
have evolved from their humble beginnings to become a commonplace feature of university life
(Lewis, 1996), a variety of tactics to evaluate the proficiency of teaching faculty for development
purposes have likewise become commonplace. These include measures as diverse as peer
observations, the development of teaching portfolios, and student evaluations.
One such measure, the student evaluation of teacher (SET), has been virtually ubiquitous
since at least the 1990s (Wilson, 1998). Though records of SET-like instruments can be traced to
work at Purdue University in the 1920s (Remmers & Brandenburg, 1927), most modern histories
of faculty development suggest that their rise to widespread popularity went hand-in-hand with
the birth of modern faculty development programs in the 1970s, when universities ...
A NOVEL TEACHER EVALUATION MODEL 1
Branching Paths: A Novel Teacher Evaluation Model for Faculty Development
Kim A. Park,1 James P. Bavis,1 and Ahn G. Nu2
1Department of English, Purdue University
2Center for Faculty Education, Department of Educational Psychology, Quad City University
Author Note
Kim A. Park https://orcid.org/0000-0002-1825-0097
James P. Bavis is now at the MacLeod Institute for Music Education, Green Bay, WI.
We have no known conflict of interest to disclose.
Correspondence concerning this article should be addressed to Ahn G. Nu, Dept. of
Educational Psychology, 253 N. Proctor St., Quad City, WA, 09291. Email: [email protected]
jforte
Text Box
Page numbers begin on the first page and follow on every subsequent page without interruption. No other information (e.g., authors' last names) are required.
jforte
Text Box
Note: Green text boxes contain explanations of APA 7's paper formatting guidelines...
jforte
Text Box
...while blue text boxes contain directions for writing and citing in APA 7.
jforte
Text Box
The paper's title should be centered, bold, and written in title case. It should be three or four lines below the top margin of the page. In this sample paper, we've put three blank lines above the title.
jforte
Text Box
The running head is a shortened version of the paper's title that appears on every page. It is written in all capitals, and it should be flush left in the document's header. No "Running head:" label is included in APA 7. If the paper's title is fewer than 50 characters (including spaces and punctuation), the actual title may be used rather than a shortened form.
jforte
Text Box
Author notes contain the following parts in this order:
1. Bold, centered "Author Note" label.
2. ORCID iDs
3. Changes of author affiliation.
4. Disclosures/ acknowledgments
5. Contact information.
Each part is optional (i.e., you should omit any parts that do not apply to your manuscript, or omit the note entirely if none apply).
Format each item as its own indented paragraph.
jforte
Text Box
Authors' names appear two lines below the title. They should be written as follows:
First name, middle initial(s), last name.
Omit all professional titles and/or degrees (e.g., Dr., Rev., PhD, MA).
jforte
Text Box
Authors' affiliations follow immediately after their names. If the authors represent multiple institutions, as is the case in this sample, use superscripted numbers to indicate which author is affiliated with which institution. If all authors represent the same institution, do not use any numbers.
jforte
Text Box
ORCID is an organization that allows researchers and scholars to register professional profiles so that they can easily connect with one another. To include an ORCID iD in your author note, simply provide the author's name, followed by the green iD icon (hyperlinked to the URL that follows) and a hyperlink to the appropriate ORCID page.
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Line
jforte
Line
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Line
jforte
.
A NOVEL TEACHER EVALUATION MODEL 1 Branching Paths A Nove.docxfredharris32
A NOVEL TEACHER EVALUATION MODEL 1
Branching Paths: A Novel Teacher Evaluation Model for Faculty Development
Kim A. Park,1 James P. Bavis,1 and Ahn G. Nu2
1Department of English, Purdue University
2Center for Faculty Education, Department of Educational Psychology, Quad City University
Author Note
Kim A. Park https://orcid.org/0000-0002-1825-0097
James P. Bavis is now at the MacLeod Institute for Music Education, Green Bay, WI.
We have no known conflict of interest to disclose.
Correspondence concerning this article should be addressed to Ahn G. Nu, Dept. of
Educational Psychology, 253 N. Proctor St., Quad City, WA, 09291. Email: [email protected]
jforte
Text Box
Page numbers begin on the first page and follow on every subsequent page without interruption. No other information (e.g., authors' last names) are required.
jforte
Text Box
Note: Green text boxes contain explanations of APA 7's paper formatting guidelines...
jforte
Text Box
...while blue text boxes contain directions for writing and citing in APA 7.
jforte
Text Box
The paper's title should be centered, bold, and written in title case. It should be three or four lines below the top margin of the page. In this sample paper, we've put three blank lines above the title.
jforte
Text Box
The running head is a shortened version of the paper's title that appears on every page. It is written in all capitals, and it should be flush left in the document's header. No "Running head:" label is included in APA 7. If the paper's title is fewer than 50 characters (including spaces and punctuation), the actual title may be used rather than a shortened form.
jforte
Text Box
Author notes contain the following parts in this order:
1. Bold, centered "Author Note" label.
2. ORCID iDs
3. Changes of author affiliation.
4. Disclosures/ acknowledgments
5. Contact information.
Each part is optional (i.e., you should omit any parts that do not apply to your manuscript, or omit the note entirely if none apply).
Format each item as its own indented paragraph.
jforte
Text Box
Authors' names appear two lines below the title. They should be written as follows:
First name, middle initial(s), last name.
Omit all professional titles and/or degrees (e.g., Dr., Rev., PhD, MA).
jforte
Text Box
Authors' affiliations follow immediately after their names. If the authors represent multiple institutions, as is the case in this sample, use superscripted numbers to indicate which author is affiliated with which institution. If all authors represent the same institution, do not use any numbers.
jforte
Text Box
ORCID is an organization that allows researchers and scholars to register professional profiles so that they can easily connect with one another. To include an ORCID iD in your author note, simply provide the author's name, followed by the green iD icon (hyperlinked to the URL that follows) and a hyperlink to the appropriate ORCID page.
jforte
Line
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Line
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Line
jforte
.
Salon Management Assignment Chapter 4 Permits, Public Ut.docxrtodd599
Salon Management
Assignment Chapter 4
Permits, Public Utilities, Insurance
Research and explain the procedure for obtaining the following services in your salon or spa.
Include the estimated amount of deposit required to obtain each service.
1. Water: Procedure to obtain:
Amount of deposit:
2. Electricity: Procedure to obtain:
Amount of deposit:
3. Phone/Cable/Internet Service-Procedure to obtain:
Amount of deposit:
State the purpose for each of the following permits and the relevant information that may prove necessary
when opening a salon or spa. (Information may be located on the Department of Revenue website.)
4. Sales Tax Permit-Purpose:
Relevant information:
5. Business License or Permit-Purpose:
Relevant information:
6. Plumbing Permit Purpose:
Relevant information:
7. State the instructions for obtaining a Georgia State Board of Cosmetology application for a SALON.
Grading Scale
Procedures to obtain services 0 5 10 20
No
Answer
Completed 1
Procedure
Completed 2
Procedures
Completed 3
Procedures
Deposit Amount 0 5 10 20
No
Answer
Included 1
Deposit
Included 2
Deposits
Included 3
Deposits
Purpose of Permits 0 5 10 20
No
Answer
Included 1
Purpose
Included 2
Purposes
All 3 purposes
Relevant Information 0 5 10 20
No
Answer
Covered 1 Covered 2 Covered 3
Application Instructions 0 10 20
None Attempt but
Incorrect
Correct
TOTAL
1
Branching Paths: A Novel Teacher Evaluation Model for Faculty Development
James P. Bavis and Ahn G. Nu
Department of English, Purdue University
ENGL 101: Course Name
Dr. Richard Teeth
Jan. 30, 2020
jforte
Text Box
Note: Green text boxes contain explanations of APA 7's paper formatting guidelines...
jforte
Text Box
...while blue text boxes contain directions for writing and citing in APA 7.
jforte
Text Box
Note that there is no running head on a student paper.
jforte
Line
jforte
Text Box
Page numbers begin on the first page and follow on every subsequent page without interruption. No other information (e.g., authors' last names) is required.
jforte
Line
jforte
Text Box
The paper's title should be centered, bold, and written in title case. It should be three or four lines below the top margin of the page. In this sample paper, we've put three blank lines above the title.
jforte
Line
jforte
Text Box
Authors' names appear two lines below the title. They should be written as follows:
First name, middle initial(s), last name.
jforte
Text Box
Authors' affiliations follow immediately after their names. For student papers, these should usually be the department containing the course for which the paper is being written.
jforte
Text Box
Student papers do not contain an author's note.
jforte
Text Box
Follow authors' affiliations with the number and name of the course, the instructor's name and title, and the assignment's due date.
2
Abstract
A large body of assessment .
Assessing Peer And Instructor Response To Writing A Corpus Analysis From An ...Lori Moore
This study examines the nature of instructor and peer responses to student writing. The researchers conducted an expert survey to develop a lexicon of high-quality response terms and evaluated corpora of instructor and peer responses against this lexicon. They found that while instructors incorporated some aspects of principled response, peer responses were not substantially different. This suggests common principles of response could be implemented across both instructor and student peer feedback, with benefits for improving writing instruction.
Lesson Plan Evaluation Rubric EDT 121Using a simple rating, .docxsmile790243
Lesson Plan Evaluation Rubric EDT 121
Using a simple rating, 3 = good, 2 = ok, 1 = not good, or 0 = not included, rate how you think each areas is addressed in the lesson plan you are evaluating.
Add some notes with details wherever appropriate. Some areas will be blank because the lesson plan does not contain that specific information.
3 - 2- 1
Brief Description
Date
YOUR NAME
grade level
subject
URL of Lesson Plan
Topic
Content (subject matter,
key vocab)
Goals (aims, outcomes)
Objectives (performance/
behavioral indicators)
(Cognitive Level of Bloom's/DOK)
Standards Met**
Common Core Standards
or other
Materials (including aids/AV
/technology)
Technology**
Accommodations
(differentiated instructions)
Introduction (focusing event)
Anticipatory Set
Development (modeling/
explanation/
demonstration)
Step-by-Step procedure**
Practice (guided/
monitored activity)
Inquiry - explore, hypothesize,
develop questions, experiment
Independent practice
(assignments to
measure progress)
Review main concepts
Checking for Understanding
(assessment/feedback)
Closure (wrapping it up)
Homework/Assessment
(including accommodation
or differentiation)
Evaluation
(measures of progress)
Teacher reflection
Active learning, relection,
real-world connections
Some Types of Assessment:
Diagnostic: (Assess strengths and weaknesses)
Formative: (ongoing during learning: interactive class discussions, observations, quizzes, exit slip, performance, etc.)
Interim: (during learning; projects, written assignments, tests, chapter tests, essays, projects during lesson, and often opportunity to re-demonstrate understanding)
Summative: (at the end with results primarily for
teacher/school use; final grade)
Informal: (observations and interactions)
Formal: (using specific strategies – essays, exams, reports, projects, presentations, labs, journals, porfolios)
Authentic: (work related or realistic)
Other Assessment Terms you may hear: Alternative Assessment;
Benchmark; Performance-Based; Portfolio;
Rating Scales; Self-Assessment
Running head: TITLE OF ESSAY 1
TITLE OF ESSAY 4
Title of Essay
Author’s Name
Grantham University
Abstract
Abstracts are research tools that can help you readers determine if the scope of your article/essay will help them in their own research. In APA, abstracts are typically 150-250 words in length and provide an evaluative summary of the essay to follow. The personal opinion of the author is strictly prohibited in abstracts. Unlike a body paragraph, the first line of an abstract is not tabbed-in. For many student essays, especially in lower-numbers courses, an abstract will not be required; still, it is good to practice this skill.
Title of Essay
In APA style, the introduction of the essay should begin here, followed by the body paragraphs. APA is typically a more formal style than most students are ac ...
1 branching paths a novel teacher evaluation model for faabhi353063
1) The paper proposes a new teacher evaluation model called the Heavilon Evaluation of Teacher (HET) that aims to better suit faculty development needs by allowing stakeholders to define teaching constructs in a way that suits their local context.
2) Currently, student evaluations of teaching (SETs) are commonly used for faculty development and personnel decisions but may not adequately measure teaching in some contexts.
3) The proposed HET evaluation uses a branching "tree" structure with binary-choice items to allow stakeholders to define important teaching skills for their institution. A pilot study will compare HET to a traditional SET.
1 Branching Paths A Novel Teacher Evaluation Model for Fa.docxkarisariddell
1
Branching Paths: A Novel Teacher Evaluation Model for Faculty Development
James P. Bavis and Ahn G. Nu
Department of English, Purdue University
ENGL 101: Course Name
Dr. Richard Teeth
Jan. 30, 2020
jforte
Text Box
Note: Green text boxes contain explanations of APA 7's paper formatting guidelines...
jforte
Text Box
...while blue text boxes contain directions for writing and citing in APA 7.
jforte
Text Box
Note that there is no running head on a student paper.
jforte
Line
jforte
Text Box
Page numbers begin on the first page and follow on every subsequent page without interruption. No other information (e.g., authors' last names) is required.
jforte
Line
jforte
Text Box
The paper's title should be centered, bold, and written in title case. It should be three or four lines below the top margin of the page. In this sample paper, we've put three blank lines above the title.
jforte
Line
jforte
Text Box
Authors' names appear two lines below the title. They should be written as follows:
First name, middle initial(s), last name.
jforte
Text Box
Authors' affiliations follow immediately after their names. For student papers, these should usually be the department containing the course for which the paper is being written.
jforte
Text Box
Student papers do not contain an author's note.
jforte
Text Box
Follow authors' affiliations with the number and name of the course, the instructor's name and title, and the assignment's due date.
2
Abstract
A large body of assessment literature suggests that students’ evaluations of their teachers
(SETs) can fail to measure the construct of teaching in a variety of contexts. This can
compromise faculty development efforts that rely on information from SETs. The disconnect
between SET results and faculty development efforts is exacerbated in educational contexts
that demand particular teaching skills that SETs do not value in proportion to their local
importance (or do not measure at all). This paper responds to these challenges by proposing an
instrument for the assessment of teaching that allows institutional stakeholders to define the
teaching construct in a way they determine to suit the local context. The main innovation of this
instrument relative to traditional SETs is that it employs a branching “tree” structure populated
by binary-choice items based on the Empirically derived, Binary-choice, Boundary-definition
(EBB) scale developed by Turner and Upshur for ESL writing assessment. The paper argues
that this structure can allow stakeholders to define the teaching construct by changing the order
and sensitivity of the nodes in the tree of possible outcomes, each of which corresponds to a
specific teaching skill. The paper concludes by outlining a pilot study that will examine the
differences between the proposed EBB instrument and a traditional SET employing series of
multiple-choice questions (MCQs) that correspond to Likert scale values.
Keywords: c.
1
Branching Paths: A Novel Teacher Evaluation Model for Faculty Development
James P. Bavis and Ahn G. Nu
Department of English, Purdue University
ENGL 101: First Year Writing
Dr. Richard Teeth
January 30, 2020
Commented [AF1]: At the top of the page you’ll see the
header, which does not include a running head for student
papers (a change from APA 6). Page numbers begin on the
first page and follow on every subsequent page without
interruption. No other information (e.g., authors' last names)
is required.
Note: your instructor may ask for a running head or your last
name before the page number. You can look at the APA
professional sample paper for guidelines on these.
Commented [AF2]: The paper's title should be centered,
bold, and written in title case. It should be three or four lines
below the top margin of the page. In this sample paper, we've
put four blank lines above the title.
Commented [AF3]: Authors' names are written below the
title, with one double-spaced blank line between them.
Names should be written as follows:
First name, middle initial(s), last name.
Commented [AF4]: Authors' affiliations follow
immediately after their names. For student papers, these
should usually be the department containing the course for
which the paper is being written.
Commented [AWC5]: Note that student papers in APA do
not require author notes, abstracts, or keywords, which
would normally fall at the bottom of the title page and on the
next page afterwards. Your instructor may ask for them
anyway — see the APA professional sample paper on our
site for guidelines for these.
Commented [AF6]: Follow authors' affiliations with the
number and name of the course, the instructor's name and
title, and the assignment's due date.
2
Branching Paths: A Novel Teacher Evaluation Model for Faculty Development
According to Theall (2017), “Faculty evaluation and development cannot be considered
separately… evaluation without development is punitive, and development without evaluation is
guesswork” (p.91). As the practices that constitute modern programmatic faculty development
have evolved from their humble beginnings to become a commonplace feature of university life
(Lewis, 1996), a variety of tactics to evaluate the proficiency of teaching faculty for development
purposes have likewise become commonplace. These include measures as diverse as peer
observations, the development of teaching portfolios, and student evaluations.
One such measure, the student evaluation of teacher (SET), has been virtually ubiquitous
since at least the 1990s (Wilson, 1998). Though records of SET-like instruments can be traced to
work at Purdue University in the 1920s (Remmers & Brandenburg, 1927), most modern histories
of faculty development suggest that their rise to widespread popularity went hand-in-hand with
the birth of modern faculty development programs in the 1970s, when universities ...
A NOVEL TEACHER EVALUATION MODEL 1
Branching Paths: A Novel Teacher Evaluation Model for Faculty Development
Kim A. Park,1 James P. Bavis,1 and Ahn G. Nu2
1Department of English, Purdue University
2Center for Faculty Education, Department of Educational Psychology, Quad City University
Author Note
Kim A. Park https://orcid.org/0000-0002-1825-0097
James P. Bavis is now at the MacLeod Institute for Music Education, Green Bay, WI.
We have no known conflict of interest to disclose.
Correspondence concerning this article should be addressed to Ahn G. Nu, Dept. of
Educational Psychology, 253 N. Proctor St., Quad City, WA, 09291. Email: [email protected]
jforte
Text Box
Page numbers begin on the first page and follow on every subsequent page without interruption. No other information (e.g., authors' last names) are required.
jforte
Text Box
Note: Green text boxes contain explanations of APA 7's paper formatting guidelines...
jforte
Text Box
...while blue text boxes contain directions for writing and citing in APA 7.
jforte
Text Box
The paper's title should be centered, bold, and written in title case. It should be three or four lines below the top margin of the page. In this sample paper, we've put three blank lines above the title.
jforte
Text Box
The running head is a shortened version of the paper's title that appears on every page. It is written in all capitals, and it should be flush left in the document's header. No "Running head:" label is included in APA 7. If the paper's title is fewer than 50 characters (including spaces and punctuation), the actual title may be used rather than a shortened form.
jforte
Text Box
Author notes contain the following parts in this order:
1. Bold, centered "Author Note" label.
2. ORCID iDs
3. Changes of author affiliation.
4. Disclosures/ acknowledgments
5. Contact information.
Each part is optional (i.e., you should omit any parts that do not apply to your manuscript, or omit the note entirely if none apply).
Format each item as its own indented paragraph.
jforte
Text Box
Authors' names appear two lines below the title. They should be written as follows:
First name, middle initial(s), last name.
Omit all professional titles and/or degrees (e.g., Dr., Rev., PhD, MA).
jforte
Text Box
Authors' affiliations follow immediately after their names. If the authors represent multiple institutions, as is the case in this sample, use superscripted numbers to indicate which author is affiliated with which institution. If all authors represent the same institution, do not use any numbers.
jforte
Text Box
ORCID is an organization that allows researchers and scholars to register professional profiles so that they can easily connect with one another. To include an ORCID iD in your author note, simply provide the author's name, followed by the green iD icon (hyperlinked to the URL that follows) and a hyperlink to the appropriate ORCID page.
jforte
Line
jforte
Line
jforte
Line
jforte
.
A NOVEL TEACHER EVALUATION MODEL 1 Branching Paths A Nove.docxfredharris32
A NOVEL TEACHER EVALUATION MODEL 1
Branching Paths: A Novel Teacher Evaluation Model for Faculty Development
Kim A. Park,1 James P. Bavis,1 and Ahn G. Nu2
1Department of English, Purdue University
2Center for Faculty Education, Department of Educational Psychology, Quad City University
Author Note
Kim A. Park https://orcid.org/0000-0002-1825-0097
James P. Bavis is now at the MacLeod Institute for Music Education, Green Bay, WI.
We have no known conflict of interest to disclose.
Correspondence concerning this article should be addressed to Ahn G. Nu, Dept. of
Educational Psychology, 253 N. Proctor St., Quad City, WA, 09291. Email: [email protected]
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Page numbers begin on the first page and follow on every subsequent page without interruption. No other information (e.g., authors' last names) are required.
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...while blue text boxes contain directions for writing and citing in APA 7.
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The paper's title should be centered, bold, and written in title case. It should be three or four lines below the top margin of the page. In this sample paper, we've put three blank lines above the title.
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The running head is a shortened version of the paper's title that appears on every page. It is written in all capitals, and it should be flush left in the document's header. No "Running head:" label is included in APA 7. If the paper's title is fewer than 50 characters (including spaces and punctuation), the actual title may be used rather than a shortened form.
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Author notes contain the following parts in this order:
1. Bold, centered "Author Note" label.
2. ORCID iDs
3. Changes of author affiliation.
4. Disclosures/ acknowledgments
5. Contact information.
Each part is optional (i.e., you should omit any parts that do not apply to your manuscript, or omit the note entirely if none apply).
Format each item as its own indented paragraph.
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Authors' names appear two lines below the title. They should be written as follows:
First name, middle initial(s), last name.
Omit all professional titles and/or degrees (e.g., Dr., Rev., PhD, MA).
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Salon Management Assignment Chapter 4 Permits, Public Ut.docxrtodd599
Salon Management
Assignment Chapter 4
Permits, Public Utilities, Insurance
Research and explain the procedure for obtaining the following services in your salon or spa.
Include the estimated amount of deposit required to obtain each service.
1. Water: Procedure to obtain:
Amount of deposit:
2. Electricity: Procedure to obtain:
Amount of deposit:
3. Phone/Cable/Internet Service-Procedure to obtain:
Amount of deposit:
State the purpose for each of the following permits and the relevant information that may prove necessary
when opening a salon or spa. (Information may be located on the Department of Revenue website.)
4. Sales Tax Permit-Purpose:
Relevant information:
5. Business License or Permit-Purpose:
Relevant information:
6. Plumbing Permit Purpose:
Relevant information:
7. State the instructions for obtaining a Georgia State Board of Cosmetology application for a SALON.
Grading Scale
Procedures to obtain services 0 5 10 20
No
Answer
Completed 1
Procedure
Completed 2
Procedures
Completed 3
Procedures
Deposit Amount 0 5 10 20
No
Answer
Included 1
Deposit
Included 2
Deposits
Included 3
Deposits
Purpose of Permits 0 5 10 20
No
Answer
Included 1
Purpose
Included 2
Purposes
All 3 purposes
Relevant Information 0 5 10 20
No
Answer
Covered 1 Covered 2 Covered 3
Application Instructions 0 10 20
None Attempt but
Incorrect
Correct
TOTAL
1
Branching Paths: A Novel Teacher Evaluation Model for Faculty Development
James P. Bavis and Ahn G. Nu
Department of English, Purdue University
ENGL 101: Course Name
Dr. Richard Teeth
Jan. 30, 2020
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Page numbers begin on the first page and follow on every subsequent page without interruption. No other information (e.g., authors' last names) is required.
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Authors' names appear two lines below the title. They should be written as follows:
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Follow authors' affiliations with the number and name of the course, the instructor's name and title, and the assignment's due date.
2
Abstract
A large body of assessment .
Assessing Peer And Instructor Response To Writing A Corpus Analysis From An ...Lori Moore
This study examines the nature of instructor and peer responses to student writing. The researchers conducted an expert survey to develop a lexicon of high-quality response terms and evaluated corpora of instructor and peer responses against this lexicon. They found that while instructors incorporated some aspects of principled response, peer responses were not substantially different. This suggests common principles of response could be implemented across both instructor and student peer feedback, with benefits for improving writing instruction.
Lesson Plan Evaluation Rubric EDT 121Using a simple rating, .docxsmile790243
Lesson Plan Evaluation Rubric EDT 121
Using a simple rating, 3 = good, 2 = ok, 1 = not good, or 0 = not included, rate how you think each areas is addressed in the lesson plan you are evaluating.
Add some notes with details wherever appropriate. Some areas will be blank because the lesson plan does not contain that specific information.
3 - 2- 1
Brief Description
Date
YOUR NAME
grade level
subject
URL of Lesson Plan
Topic
Content (subject matter,
key vocab)
Goals (aims, outcomes)
Objectives (performance/
behavioral indicators)
(Cognitive Level of Bloom's/DOK)
Standards Met**
Common Core Standards
or other
Materials (including aids/AV
/technology)
Technology**
Accommodations
(differentiated instructions)
Introduction (focusing event)
Anticipatory Set
Development (modeling/
explanation/
demonstration)
Step-by-Step procedure**
Practice (guided/
monitored activity)
Inquiry - explore, hypothesize,
develop questions, experiment
Independent practice
(assignments to
measure progress)
Review main concepts
Checking for Understanding
(assessment/feedback)
Closure (wrapping it up)
Homework/Assessment
(including accommodation
or differentiation)
Evaluation
(measures of progress)
Teacher reflection
Active learning, relection,
real-world connections
Some Types of Assessment:
Diagnostic: (Assess strengths and weaknesses)
Formative: (ongoing during learning: interactive class discussions, observations, quizzes, exit slip, performance, etc.)
Interim: (during learning; projects, written assignments, tests, chapter tests, essays, projects during lesson, and often opportunity to re-demonstrate understanding)
Summative: (at the end with results primarily for
teacher/school use; final grade)
Informal: (observations and interactions)
Formal: (using specific strategies – essays, exams, reports, projects, presentations, labs, journals, porfolios)
Authentic: (work related or realistic)
Other Assessment Terms you may hear: Alternative Assessment;
Benchmark; Performance-Based; Portfolio;
Rating Scales; Self-Assessment
Running head: TITLE OF ESSAY 1
TITLE OF ESSAY 4
Title of Essay
Author’s Name
Grantham University
Abstract
Abstracts are research tools that can help you readers determine if the scope of your article/essay will help them in their own research. In APA, abstracts are typically 150-250 words in length and provide an evaluative summary of the essay to follow. The personal opinion of the author is strictly prohibited in abstracts. Unlike a body paragraph, the first line of an abstract is not tabbed-in. For many student essays, especially in lower-numbers courses, an abstract will not be required; still, it is good to practice this skill.
Title of Essay
In APA style, the introduction of the essay should begin here, followed by the body paragraphs. APA is typically a more formal style than most students are ac ...
DetailsBefore beginning the synthesis process, it is important .docxsimonithomas47935
Details:
Before beginning the synthesis process, it is important to become acquainted with the analysis and comparison of empirical articles. In the previous assignment, you engaged with the Comparison Matrix, a tool for analysis and comparison of empirical articles. In this assignment, you will take the next step toward synthesis and write about your observations of the articles you compared using the Comparison Matrix.
General Requirements:
Use the following information to ensure successful completion of the assignment:
· Refer to the Comparison Matrix you completed
· Review: Weidman, J. C., & Stein, E. L. (2003). Socialization of doctoral students to academic norms. Research in Higher Education, 44(6), 641-656.
· Review: Baker, V., & Lattuca, L. R. (2010). Developmental networks and learning: toward an interdisciplinary perspective on identity development during doctoral study. Studies in Higher Education, 35(7), 807-827.
· Review: Visser, L., Visser, Y. L., & Schlosser, C. (2003). Critical thinking distance education and traditional education. Quarterly Review of Distance Education, 4(4), 401-407.
· Doctoral learners are required to use APA style for their writing assignments.
Directions:
Locate the Comparison Matrix you completed in the Module 2 assignment. Using the outline you developed, the information from the Comparison Matrix. Write a paper (1,000 words) that compares all three of the articles. Do that by including the following:
1. A statement of common elements and themes addressed in each of the three articles.
2. A statement of the conclusions that can be drawn when the articles are taken together as a single entity. What is the overall message of the group of articles?
WRITING ASSIGNMENT
The paper should include the following:
WORD COUNT: 1500 words max.
Introduction. The introduction should engage the reader with a strong opening statement. It should also provide context for the paper, introduce the researchers and their studies (including the purpose of the studies), and include a thesis statement that serves as a roadmap for the reader.
Comparison of Research Questions. Open the section with a sentence that engages the reader and gives a peak into your analysis. Please discuss the main ideas behind the research questions, as well as the researcher’s approach to exploring these questions. Did they use mixed methods, quantitative, or qualitative methods? Mention the number of hypotheses (quantitative) or research questions (qualitative), but do not list the research questions. Remember to compare the approaches and discuss similarities and differences.
Comparison of Literature Reviews. This section should analyze the research the authors use to support their studies. Do not take this section lightly. You want to point out the theory and/or main research the author’s used to set up their study, and if possible mention why. Did all the studies take the same approach, such as using similar authors for support? Do they al.
The Choppy Waters of Academic Writing for Education Doctoral Students: Key St...CPEDInitiative
This document summarizes a session presented by Dannelle D. Stevens and Micki M. Caskey at the 2015 CPED Convening in Fullerton, CA. The session focused on sharing explicit academic writing strategies to support doctoral students. The presenters discussed generating ideas through focused freewriting, using templates to structure arguments, analyzing text structures in research articles, and clarifying purpose through writing purpose statements. The goal was to help doctoral students internalize academic writing strategies to smooth their writing journey.
Academic Tutors Beliefs About And Practices Of Giving Feedback On Students ...Suzanne Simmons
This document summarizes a journal article that discusses a case study of tutors providing feedback on student writing assignments at a New Zealand university. The study found that while tutors stated their belief that feedback should help students improve, their primary concern in practice was justifying the grades awarded. The study used multiple methods, including surveys, interviews and focus groups, to understand the gap between tutors' stated beliefs and actual practices in feedback. Understanding feedback in context is important, as tutors must balance supporting learning with fair assessment within institutional constraints like large class sizes.
An Inquiry Model For Literacy Across The CurriculumRichard Hogue
This document discusses different models for integrating literacy across school curriculums. It describes a skills model where reading is taught first as a separate subject before being applied to other subjects. An instrumental model views reading as a tool to learn other subjects. The preferred inquiry model frames reading and writing as tools for inquiry in all disciplines. The document examines approaches like literature-based curriculums and thematic units that try to implement literacy across subjects but often face resistance from those who see reading as separate from content learning.
ESSAY PLANNER before submission remove the instructions (in br.docxelbanglis
ESSAY PLANNER
**before submission remove the instructions (in brackets),
only include your work
Add a ‘working title’ here.Introduction
Opening Sentence: (One sentence on the essay topic – time, place, context: where is the issue/what is the issue/when is/did it occur? Be SPECIFIC. Avoid broad sweeping statements such as “The whole world faces a crisis…” OR “Since the dawn of time…”.)
Essential background information that the reader needs to get the CONTEXT/SIGNIFICANCE. Do NOT go into huge detail here. The body paragraphs are for detail and explanation. Guide the reader into your specific thesis focus.
Thesis: (Clearly state your argument with the position you are taking and the implications/because/so what/why this is significant. Avoid the use of personal pronouns. Do NOT phrase this as a question – it is the answer to your initial research question)
Body
(One point discussed per paragraph)
Key Point 1: (Topic sentence to introduce focus of paragraph. Do NOT include quotes or references in the topic sentences. The topic sentence should be YOUR words and allow the reader a snapshot of the main idea of the paragraph)
Explanatory Sentence: (Why is this important to the focus of the essay? Links to thesis)
Evidence: (Basic explanation, Examples, quotes, to support point, counter argument)
Linking Sentence: (States how the point in this paragraph can be further supported by the next key point or link it back to the thesis)
(One point discussed per paragraph)
Key Point 2: (Topic sentence to introduce focus of paragraph. Do NOT include quotes or references in the topic sentences. The topic sentence should be YOUR words and allow the reader a snapshot of the main idea of the paragraph.)
Explanatory Sentence: (Why is this important to the focus of the essay? Links to thesis)
Evidence: (Basic explanation, Examples, quotes, to support point, counter argument.)
Linking Sentence: (States how the point in this paragraph can be further supported by the next key point or link it back to the thesis.)
(One point discussed per paragraph)
Key Point 3: (Topic sentence to introduce focus of paragraph. Do NOT include quotes or references in the topic sentences. The topic sentence should be YOUR words and allow the reader a snapshot of the main idea of the paragraph.)
Explanatory Sentence: (Why is this important to the focus of the essay? Links to thesis)
Evidence: (Basic explanation, Examples, quotes, to support point, counter argument.)
Linking Sentence: (States how the point in this paragraph can be further supported by the next key point or link it back to the thesis.)
Conclusion
(What the essay was about – link to thesis. Remind the reader of the main argument)
Summary of Key Points.NO new information – you can restate a key point or use new words/paraphrase a main point but do no introduce new ideas:
Concluding Sentence: (Final stance on essay topic.)
Reference List
Edit your Reference list to show the 5 ...
A Model For Facilitating Peer Review In The STEM Disciplines A Case Study Of...Karla Long
This document summarizes a study on peer review workshops for student writing in introductory biology courses. The workshops were led by peer writing fellows with STEM backgrounds and were integrated into course syllabi. Over time, the workshops evolved from a more formal lecture-style format to a less formal student-centered approach focused on peer review. Student and faculty feedback indicated the workshops emphasized the importance of writing in biology and may have improved lab report quality. Attendance and satisfaction increased as the workshops became less formal and more student-driven. The workshops provided a relatively low-investment way to incorporate writing and peer review into STEM courses to potentially promote critical thinking skills.
Master of science in administration project paper partial fulfillMARRY7
This document provides instructions and guidelines for students completing a Master of Science in Administration (MSA) project paper. It includes a rubric that instructors will use to grade individual papers. The rubric assesses areas like the paper's relationship to the student's concentration, demonstration of course objectives, structure and flow, references, writing format, and more. It provides details on paper requirements, such as having an introduction, body, conclusion, references, and following APA style. The document also discusses title recommendations, including using a generic title like "An Effective John Doe Administration" that could apply to multiple papers.
An Emic View Of Student Writing And The Writing ProcessRachel Doty
This study examines student reflections on past successful writing experiences to understand what elements of writing assignments students perceive as most helpful. The researchers analyzed responses from 71 students across 5 classes to identify themes in how students describe successful writing. Key findings were that students reported writing as successful when assignments engaged them, required commitment, allowed for collaboration, encouraged a systematic approach, and provided opportunities for feedback. The researchers suggest incorporating these student perspectives can help instructors design assignments that empower students and result in more satisfying work for both students and faculty.
Applying Concepts In International Relations The Language Of Causal Explanat...Amy Isleb
This document analyzes the causal language used in high- and low-graded essays from a university international relations course that required students to apply concepts like "Security Dilemma" or "Balance of Power" to explain real-world situations. The study compared the frequencies and patterns of causal language resources between higher and lower graded essays. Key findings included greater use in high-graded essays of abstract causality, resources for assessing causality, verbs for reasoning and drawing conclusions based on evidence, and coupling determining relation verbs with other words.
Academic Essay Writing As Imitative Problem Solving Examples From Distance L...Wendy Hager
The document summarizes a study that analyzed 22 academic essays written by Open University students in the UK. The study aimed to understand how students use source texts to write essays. It mapped the order that novel concepts were introduced in the student essays against the order in the source textbooks. It found high correlations between 0.8 and 0.98, demonstrating students closely imitated the argument structure of the source texts. This suggests students used a form of "imitative problem solving" when writing essays, relying heavily on the structure and content of the source materials provided.
This document discusses literacy instruction for early readers. It focuses on three key perspectives: interactive, critical, and response. The interactive perspective teaches reading skills and strategies. The critical perspective develops analytical skills, while the response perspective elicits personal responses to text. The author emphasizes using assessments and getting to know students to match them with appropriate texts and instruction.
Running head: EDUCATIONAL RESEARCH 1
EDUCATIONAL RESEARCH 2
Translating Educational Research into Practice
Problem
For a long time, education research has not been able to impact classroom instructional practices and educational policies. Educational based researchers argue that their primary work is to research the various aspects of learning and teaching to then present their findings at various conferences and publishing them in different educational journals. Their busy schedule does not allow them to train practitioners (Powney & Watts, 2018). On the other hand, practitioners are busy concentrating on there, and they do not have time to review new literature. This brings up the question as to who is responsible for this gap. In the real sense, there should be a connection between the two, and both parties should play a role in bridging this gap.
Practices, Policies, and Procedures That Have Led to the Problem
There are various reasons for this persistent gap between the teaching practices that teachers use and the guidance that educational research provides. However, three of them stand out. They include the trustworthiness issue, teacher preparation issues, and the research practice issue. The trustworthiness issue comes in because much of the published educational research and disseminated to teachers, policymakers and researchers are often not good and of uneven quality. Research is incredibly demanding, and it is not always possible to choose the most appropriate methodological approach. It is essential that the methodology is applied rigorously whether it is for qualitative or quantitative research (Suter, 2012).
Teachers, on the other hand, want to provide quality education to their children. When they turn into research to aid in teaching, their main expectation is that the information they get is trustworthy. If the information is not trustworthy both the teacher and the student will fail terribly. The teachers also have to be prepared. The applicability and relevance of a research finding will be minimal if the administrators and teachers are unable to access the data, unable to develop strategies for implementing the research findings and do not understand or are unable to interpret the research findings in a meaningful and accurate manner (Fenwick, Edwards, & Sawchuk, 2012).
While teacher preparation and research trustworthiness play significant roles in determining the extent to which research informs instructional practices and educational policies, a fundamental problem is our inability to understand and identify an environment where the research findings can be applied in complex school systems as well as classrooms. While specific strategies, instructional models and approaches may be useful in a setting that is controlled, there is scanty information about the factors that impede or foster application of these modalities under varying contexts and among diverse teachers and students' pop.
A Genre-Based Approach To The Teaching Of Report-WritingBrooke Heidt
This document discusses using a genre-based approach to teach report writing to students learning English for specific purposes. It describes analyzing the structure of report genres to identify the key components and rules. The document outlines how a program was developed to provide structured feedback on student reports based on these genre conventions. The program standardized the feedback and ensured it addressed all necessary elements. This approach aimed to both teach students report writing structures and facilitate scientific thinking.
This annotated bibliography summarizes research on student learning outcomes and language proficiency assessment. It describes several master's theses and reports that studied using discrete-point tests and rubrics to assess language placement and proficiency. It also reviews literature on how to provide effective feedback to students, the options for language assessment, and frameworks for understanding raters' processes in evaluating writing. The bibliography examines issues around evaluating programs and establishing common standards across institutions.
- Literature Review Study paper -16 pg without reference 1.5 spa.docxgertrudebellgrove
- Literature Review Study paper
-16 pg without reference 1.5 space
STEM Teaching at the Elementary school
RQ: How do we prepare preservice teachers to engage in STEM teaching at the elementary?
Goal: To ground a research question/professional development presentation within a framework of extant literature (i.e., Review of the Literature). The topics for the study/professional development must fall under one of the Principles to Actions Eight Effective Mathematics Teaching Practices. This major course project provides an opportunity for you to become an expert on a topic related to mathematics teaching or teacher education.
IMPORTANT NOTE: In order to complete this assignment successfully, you must follow the guidelines provided in Galvan (2014) Writing Literature Reviews. This book guides you through the entire process from planning, conducting the review, and writing the document. This assignment prepares you for the technical writing style expected by the profession. In addition, the mechanics for how you write (i.e., sentence structure, word choice, citations, etc.) must adhere to the standards outlined in the APA Styles Manual.
Although general teacher education literature may be used for the literature review, the focus should be on the impact of the topic on mathematics teaching and/or learning. Also, the review of the literature should focus primarily on empirically grounded research (quantitative, qualitative, or mixed methods). As part of this effort, we will review and critique each other’s work.
-
Literature
Review
Study
paper
-
16 pg
without
reference
1.5
space
STEM Teaching at the Elementary school
RQ: How do we prepare preservice teachers to engage in STEM teaching at the elemen
tary?
Goal: To ground a research question/professional development presentation within a framework of
extant literature (i.e., Review of the Literature). The topics for the study/professional development must
fall under one of the Principles to Actions Eight Ef
fective Mathematics Teaching Practices. This major
course project provides an opportunity for you to become an expert on a topic related to mathematics
teaching or teacher education.
IMPORTANT NOTE: In order to complete this assignment successfully, you
must follow the guidelines
provided in Galvan (2014) Writing Literature Reviews. This book guides you through the entire process
from planning, conducting the review, and writing the document. This assignment prepares you for the
technical writing style e
xpected by the profession. In addition, the mechanics for how you write (i.e.,
sentence structure, word choice, citations, etc.) must adhere to the standards outlined in the APA Styles
Manual.
Although general teacher education literature may be used for
the literature review, the focus should be
on the impact of the topic on mathematics teaching and/or learning. Also, the review of the literature
should focus primarily on empirically grounded ...
Studies in Higher Education Volume 25, No. 1, 2000Teaching.docxflorriezhamphrey3065
Studies in Higher Education Volume 25, No. 1, 2000
Teaching Doctoral Students to
Become Scholarly Writers: the
importance of giving and receiving
critiques
ROSEMARY S. CAFFARELLA & BRUCE G. BARNETT
University of Northern Colorado, USA
ABSTRACT Data were gathered from 45 doctoral students through focus groups, observations, and
written and oral re¯ ections to ascertain their perceptions of a speci® c teaching process (the Scholarly
Writing Project), which was designed to assist these students in learning how to do academic writing.
It was found that preparing and receiving critiques from professors and peers was perceived to be the
most in¯ uential element in helping them to understand the process of scholarly writing and in
producing a better written product. More speci® cally, these students believed that two factors integral
to the critiquing process were responsible for building their con® dence as academic writers: personal-
ized face-to-face feedback; and the iterative or ongoing nature of the critiques they received. In
addition, these students emphasized that although the critiquing process was powerful and useful, it
was also highly emotional and at times frustrating. The ® ndings suggest that, in teaching scholarly
writing, instructors should be very clear about the purposes and bene® ts of a strong and sustained
critiquing process, and assist students in learning how to both receive and give useful feedback.
Introduction
University faculty often assume that their doctoral students begin graduate school as
pro® cient writers or that they will develop this skill during their program of studies. What is
shocking to faculty is that many graduate students not only do not write like scholars, but
they also may not think like scholars. This problem is particularly evident in professional
schools in which many doctoral students in the USA are full-time practitioners with very
demanding schedules and precious little time for research and writing. In general, many
faculty observe that teaching the scholarly writing process often comes in the form of t̀oo
little too late’ . In particular, some students may not be exposed to the scholarly writing
process until the dissertation, which may have signi® cant implications for the completion of
their doctoral program. Those of us who assist students in learning the scholarly writing
process ask ourselves the following question: `Is there a better way to teach novice scholars
what we know about the seemingly mysterious process of scholarly writing?’
The purpose of this article is to describe a research study conducted in order to obtain
doctoral students’ perceptions of a speci® c teaching process (the Scholarly Writing Project,
or SWP), which was intended to assist them to improve their scholarly writing skills. From
our perspective, scholarly writing was equated with academic writing, such as the production
of dissertations and journal publications. We were most interested to learn w.
PLEASE RESPOND TO BOTH POST BELOWProvide substantive responses t.docxstilliegeorgiana
PLEASE RESPOND TO BOTH POST BELOW
Provide substantive responses to BOTH that add value to the discussion by presenting alternative points of view, asking thought-provoking questions, engaging in respectful critique, and/or adding additional support to course participants’ viewpoints;
(125-150 words each);
1ST POST PLEASE RESPOND TO TRINA’S POST
Starting in the doctoral program presented some challenges for me. Having a master’s degree, I attempted to compare the two academic journeys, now realizing how different they are. Having the support of the professor has truly assisted me in the process of earning a doctoral degree. The course provided insight on the beginning stages of doing research and enhanced scholarly writing. First, deciding on a topic to research and applying the most effective research design that would be most effective in presenting your point of view. After researching the various research designs, I’ve come to realize that a mixed method research design, involving combining or integrating qualitative and quantitative research and data (Creswell, 2014), will be utilized for my research.
Mixed methods focus on:
· Both predetermined and emerging methods
· Both open- and closed- ended questions
· Multiple forms of data drawing on all possibilities
· Statistical and text analysis
· Across databases interpretation (Creswell, 2014).
In one of the course discussions, we were to interview a previous doctoral student and their process on completing their program. In my interview, the individual talked about the importance of their literature review. According to the text, “literature review is the search for related literature on the chosen topic. It is to share with the reader the results of other studies that are closely related to the one being undertaken. It provides a framework for establishing the importance of the study as well as a benchmark for comparing the results with other findings.” (Creswell, 2014). It also relates to the larger, ongoing dialogue in the literature, filling in gaps and extending prior studies (Cooper, 2010) (Marshall, 2011).
TRINA’S CONTINUE
Annotated Bibliography
Isik, U., El Tahir, O., Meeter, M., Heymans, M., Jansma, E., & Croiset, G. &. (2018). Factors Influencing Academic Motivation of Ethnic Minority Students: A Review. SAGE Open, 1-23.
I have chosen to do my research on minority students in post-secondary education, comparing the differences in proprietary institutions, community colleges and career schools. In the article, “Factors Influencing Academic Motivation of Ethnic Minority Students: A Review”, the authors researched factors that may influence motivation of ethnic minority students from their own perspective. The study was based on qualitative measures using meta-ethnography and quantitative measures using meta-analysis. There were positive and negative influences affecting the motivation of the minority students involved in the research. The influences included individual, fami ...
13Title of Your EssayYour First and Last Name.docxaulasnilda
This document provides a template and guidance for writing an academic essay. It discusses key elements like introducing the topic in the first paragraph without labeling it, using headings to organize longer papers, writing clear body paragraphs with citations, and formatting tables, images, and a references list. It also provides examples of different heading levels and discusses developing self-efficacy through goal setting, feedback, and group work to enhance learning.
This document discusses creating a literate environment through several components:
1) Getting to know literacy learners through assessments of cognitive and non-cognitive skills to understand students and provide effective instruction.
2) Selecting appropriate texts based on students' levels, interests and identities from a variety of genres and structures.
3) Implementing the interactive perspective through instruction based on five literacy pillars and teaching strategic reading.
4) Applying the critical and response perspectives to have students analyze and respond to text.
1. IntroversionScore 11 pts.4 - 22 pts.Feedback Some peopMartineMccracken314
1. Introversion
Score : 11 pts.
4 - 22 pts.
Feedback: Some people thrive in teleworking arrangements, whereas others discover that it is neither a satisfying nor productive work environment for them. This scale assesses three personal dispositions that are identified in the literature as characteristics of effective teleworkers: (a) high company alignment, (b) low social needs at work and (c) independent initiative.
Company alignment
Company alignment estimates the extent to which you follow company procedures and have values congruent with company values. The greater the alignment, the more likely that you can abide by company practices while working alone and with direct supervision. While some deviation from company practices may be appropriate, teleworkers need to agree with company values and provide work that is consistent with company expectations most of the time. Scores on this scale range from 4 to 20.
Extroversion
Score: 17 pts.
4 - 22 pts.
Feedback: Low individualism
Individualism refers to the extent that you value independence and personal uniqueness. Highly individualist people value personal freedom, self-sufficiency, control over their own lives, and appreciation of their unique qualities that distinguish them from others.
However, keep in mind that the average level of individualism is higher in some cultures (such as Australia) than in others.
2. Total score: 8 pts.
RANGE BASED FEEDBACK:
6-12 pts.
Feedback: Low work centrality
People with high work centrality define themselves mainly by their work roles and view non-work roles as much less significant. Consequently, people with a high work centrality score likely have lower complexity in their self-concept. This can be a concern because if something goes wrong with their work role, their non-work roles are not of sufficient value to maintain a positive self-evaluation. At the same time, work dominates our work lives, so those with very low scores would be more of the exception than the rule in most societies. Scores range from 6 to 36 with higher scores indicating higher work centrality. The norms in the following table are based on a large sample of Canadian employees (average score was 20.7). However, work centrality norms vary from one group to the next. For example, the average score in a sample of Canadian nurses was around 17 (translated to the scale range used here).
3. Total score: 32 pts.
RANGE BASED FEEDBACK:
28-32 pts.
Feedback: High need for social approval
The need for social approval scale estimates the extent to which you are motivated to seek favourable evaluation from others. Founded on the drive to bond, the need for social approval is a secondary need, because people vary in this need based on their self-concept, values, personality and possibly social norms. This scale ranges from 0 to 32. How high or low is your need for social approval? The ideal would be to compare your score with the collective results of other students in your class. Otherwi ...
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DetailsBefore beginning the synthesis process, it is important .docxsimonithomas47935
Details:
Before beginning the synthesis process, it is important to become acquainted with the analysis and comparison of empirical articles. In the previous assignment, you engaged with the Comparison Matrix, a tool for analysis and comparison of empirical articles. In this assignment, you will take the next step toward synthesis and write about your observations of the articles you compared using the Comparison Matrix.
General Requirements:
Use the following information to ensure successful completion of the assignment:
· Refer to the Comparison Matrix you completed
· Review: Weidman, J. C., & Stein, E. L. (2003). Socialization of doctoral students to academic norms. Research in Higher Education, 44(6), 641-656.
· Review: Baker, V., & Lattuca, L. R. (2010). Developmental networks and learning: toward an interdisciplinary perspective on identity development during doctoral study. Studies in Higher Education, 35(7), 807-827.
· Review: Visser, L., Visser, Y. L., & Schlosser, C. (2003). Critical thinking distance education and traditional education. Quarterly Review of Distance Education, 4(4), 401-407.
· Doctoral learners are required to use APA style for their writing assignments.
Directions:
Locate the Comparison Matrix you completed in the Module 2 assignment. Using the outline you developed, the information from the Comparison Matrix. Write a paper (1,000 words) that compares all three of the articles. Do that by including the following:
1. A statement of common elements and themes addressed in each of the three articles.
2. A statement of the conclusions that can be drawn when the articles are taken together as a single entity. What is the overall message of the group of articles?
WRITING ASSIGNMENT
The paper should include the following:
WORD COUNT: 1500 words max.
Introduction. The introduction should engage the reader with a strong opening statement. It should also provide context for the paper, introduce the researchers and their studies (including the purpose of the studies), and include a thesis statement that serves as a roadmap for the reader.
Comparison of Research Questions. Open the section with a sentence that engages the reader and gives a peak into your analysis. Please discuss the main ideas behind the research questions, as well as the researcher’s approach to exploring these questions. Did they use mixed methods, quantitative, or qualitative methods? Mention the number of hypotheses (quantitative) or research questions (qualitative), but do not list the research questions. Remember to compare the approaches and discuss similarities and differences.
Comparison of Literature Reviews. This section should analyze the research the authors use to support their studies. Do not take this section lightly. You want to point out the theory and/or main research the author’s used to set up their study, and if possible mention why. Did all the studies take the same approach, such as using similar authors for support? Do they al.
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ESSAY PLANNER before submission remove the instructions (in br.docxelbanglis
ESSAY PLANNER
**before submission remove the instructions (in brackets),
only include your work
Add a ‘working title’ here.Introduction
Opening Sentence: (One sentence on the essay topic – time, place, context: where is the issue/what is the issue/when is/did it occur? Be SPECIFIC. Avoid broad sweeping statements such as “The whole world faces a crisis…” OR “Since the dawn of time…”.)
Essential background information that the reader needs to get the CONTEXT/SIGNIFICANCE. Do NOT go into huge detail here. The body paragraphs are for detail and explanation. Guide the reader into your specific thesis focus.
Thesis: (Clearly state your argument with the position you are taking and the implications/because/so what/why this is significant. Avoid the use of personal pronouns. Do NOT phrase this as a question – it is the answer to your initial research question)
Body
(One point discussed per paragraph)
Key Point 1: (Topic sentence to introduce focus of paragraph. Do NOT include quotes or references in the topic sentences. The topic sentence should be YOUR words and allow the reader a snapshot of the main idea of the paragraph)
Explanatory Sentence: (Why is this important to the focus of the essay? Links to thesis)
Evidence: (Basic explanation, Examples, quotes, to support point, counter argument)
Linking Sentence: (States how the point in this paragraph can be further supported by the next key point or link it back to the thesis)
(One point discussed per paragraph)
Key Point 2: (Topic sentence to introduce focus of paragraph. Do NOT include quotes or references in the topic sentences. The topic sentence should be YOUR words and allow the reader a snapshot of the main idea of the paragraph.)
Explanatory Sentence: (Why is this important to the focus of the essay? Links to thesis)
Evidence: (Basic explanation, Examples, quotes, to support point, counter argument.)
Linking Sentence: (States how the point in this paragraph can be further supported by the next key point or link it back to the thesis.)
(One point discussed per paragraph)
Key Point 3: (Topic sentence to introduce focus of paragraph. Do NOT include quotes or references in the topic sentences. The topic sentence should be YOUR words and allow the reader a snapshot of the main idea of the paragraph.)
Explanatory Sentence: (Why is this important to the focus of the essay? Links to thesis)
Evidence: (Basic explanation, Examples, quotes, to support point, counter argument.)
Linking Sentence: (States how the point in this paragraph can be further supported by the next key point or link it back to the thesis.)
Conclusion
(What the essay was about – link to thesis. Remind the reader of the main argument)
Summary of Key Points.NO new information – you can restate a key point or use new words/paraphrase a main point but do no introduce new ideas:
Concluding Sentence: (Final stance on essay topic.)
Reference List
Edit your Reference list to show the 5 ...
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Running head: EDUCATIONAL RESEARCH 1
EDUCATIONAL RESEARCH 2
Translating Educational Research into Practice
Problem
For a long time, education research has not been able to impact classroom instructional practices and educational policies. Educational based researchers argue that their primary work is to research the various aspects of learning and teaching to then present their findings at various conferences and publishing them in different educational journals. Their busy schedule does not allow them to train practitioners (Powney & Watts, 2018). On the other hand, practitioners are busy concentrating on there, and they do not have time to review new literature. This brings up the question as to who is responsible for this gap. In the real sense, there should be a connection between the two, and both parties should play a role in bridging this gap.
Practices, Policies, and Procedures That Have Led to the Problem
There are various reasons for this persistent gap between the teaching practices that teachers use and the guidance that educational research provides. However, three of them stand out. They include the trustworthiness issue, teacher preparation issues, and the research practice issue. The trustworthiness issue comes in because much of the published educational research and disseminated to teachers, policymakers and researchers are often not good and of uneven quality. Research is incredibly demanding, and it is not always possible to choose the most appropriate methodological approach. It is essential that the methodology is applied rigorously whether it is for qualitative or quantitative research (Suter, 2012).
Teachers, on the other hand, want to provide quality education to their children. When they turn into research to aid in teaching, their main expectation is that the information they get is trustworthy. If the information is not trustworthy both the teacher and the student will fail terribly. The teachers also have to be prepared. The applicability and relevance of a research finding will be minimal if the administrators and teachers are unable to access the data, unable to develop strategies for implementing the research findings and do not understand or are unable to interpret the research findings in a meaningful and accurate manner (Fenwick, Edwards, & Sawchuk, 2012).
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STEM Teaching at the Elementary school
RQ: How do we prepare preservice teachers to engage in STEM teaching at the elementary?
Goal: To ground a research question/professional development presentation within a framework of extant literature (i.e., Review of the Literature). The topics for the study/professional development must fall under one of the Principles to Actions Eight Effective Mathematics Teaching Practices. This major course project provides an opportunity for you to become an expert on a topic related to mathematics teaching or teacher education.
IMPORTANT NOTE: In order to complete this assignment successfully, you must follow the guidelines provided in Galvan (2014) Writing Literature Reviews. This book guides you through the entire process from planning, conducting the review, and writing the document. This assignment prepares you for the technical writing style expected by the profession. In addition, the mechanics for how you write (i.e., sentence structure, word choice, citations, etc.) must adhere to the standards outlined in the APA Styles Manual.
Although general teacher education literature may be used for the literature review, the focus should be on the impact of the topic on mathematics teaching and/or learning. Also, the review of the literature should focus primarily on empirically grounded research (quantitative, qualitative, or mixed methods). As part of this effort, we will review and critique each other’s work.
-
Literature
Review
Study
paper
-
16 pg
without
reference
1.5
space
STEM Teaching at the Elementary school
RQ: How do we prepare preservice teachers to engage in STEM teaching at the elemen
tary?
Goal: To ground a research question/professional development presentation within a framework of
extant literature (i.e., Review of the Literature). The topics for the study/professional development must
fall under one of the Principles to Actions Eight Ef
fective Mathematics Teaching Practices. This major
course project provides an opportunity for you to become an expert on a topic related to mathematics
teaching or teacher education.
IMPORTANT NOTE: In order to complete this assignment successfully, you
must follow the guidelines
provided in Galvan (2014) Writing Literature Reviews. This book guides you through the entire process
from planning, conducting the review, and writing the document. This assignment prepares you for the
technical writing style e
xpected by the profession. In addition, the mechanics for how you write (i.e.,
sentence structure, word choice, citations, etc.) must adhere to the standards outlined in the APA Styles
Manual.
Although general teacher education literature may be used for
the literature review, the focus should be
on the impact of the topic on mathematics teaching and/or learning. Also, the review of the literature
should focus primarily on empirically grounded ...
Studies in Higher Education Volume 25, No. 1, 2000Teaching.docxflorriezhamphrey3065
Studies in Higher Education Volume 25, No. 1, 2000
Teaching Doctoral Students to
Become Scholarly Writers: the
importance of giving and receiving
critiques
ROSEMARY S. CAFFARELLA & BRUCE G. BARNETT
University of Northern Colorado, USA
ABSTRACT Data were gathered from 45 doctoral students through focus groups, observations, and
written and oral re¯ ections to ascertain their perceptions of a speci® c teaching process (the Scholarly
Writing Project), which was designed to assist these students in learning how to do academic writing.
It was found that preparing and receiving critiques from professors and peers was perceived to be the
most in¯ uential element in helping them to understand the process of scholarly writing and in
producing a better written product. More speci® cally, these students believed that two factors integral
to the critiquing process were responsible for building their con® dence as academic writers: personal-
ized face-to-face feedback; and the iterative or ongoing nature of the critiques they received. In
addition, these students emphasized that although the critiquing process was powerful and useful, it
was also highly emotional and at times frustrating. The ® ndings suggest that, in teaching scholarly
writing, instructors should be very clear about the purposes and bene® ts of a strong and sustained
critiquing process, and assist students in learning how to both receive and give useful feedback.
Introduction
University faculty often assume that their doctoral students begin graduate school as
pro® cient writers or that they will develop this skill during their program of studies. What is
shocking to faculty is that many graduate students not only do not write like scholars, but
they also may not think like scholars. This problem is particularly evident in professional
schools in which many doctoral students in the USA are full-time practitioners with very
demanding schedules and precious little time for research and writing. In general, many
faculty observe that teaching the scholarly writing process often comes in the form of t̀oo
little too late’ . In particular, some students may not be exposed to the scholarly writing
process until the dissertation, which may have signi® cant implications for the completion of
their doctoral program. Those of us who assist students in learning the scholarly writing
process ask ourselves the following question: `Is there a better way to teach novice scholars
what we know about the seemingly mysterious process of scholarly writing?’
The purpose of this article is to describe a research study conducted in order to obtain
doctoral students’ perceptions of a speci® c teaching process (the Scholarly Writing Project,
or SWP), which was intended to assist them to improve their scholarly writing skills. From
our perspective, scholarly writing was equated with academic writing, such as the production
of dissertations and journal publications. We were most interested to learn w.
PLEASE RESPOND TO BOTH POST BELOWProvide substantive responses t.docxstilliegeorgiana
PLEASE RESPOND TO BOTH POST BELOW
Provide substantive responses to BOTH that add value to the discussion by presenting alternative points of view, asking thought-provoking questions, engaging in respectful critique, and/or adding additional support to course participants’ viewpoints;
(125-150 words each);
1ST POST PLEASE RESPOND TO TRINA’S POST
Starting in the doctoral program presented some challenges for me. Having a master’s degree, I attempted to compare the two academic journeys, now realizing how different they are. Having the support of the professor has truly assisted me in the process of earning a doctoral degree. The course provided insight on the beginning stages of doing research and enhanced scholarly writing. First, deciding on a topic to research and applying the most effective research design that would be most effective in presenting your point of view. After researching the various research designs, I’ve come to realize that a mixed method research design, involving combining or integrating qualitative and quantitative research and data (Creswell, 2014), will be utilized for my research.
Mixed methods focus on:
· Both predetermined and emerging methods
· Both open- and closed- ended questions
· Multiple forms of data drawing on all possibilities
· Statistical and text analysis
· Across databases interpretation (Creswell, 2014).
In one of the course discussions, we were to interview a previous doctoral student and their process on completing their program. In my interview, the individual talked about the importance of their literature review. According to the text, “literature review is the search for related literature on the chosen topic. It is to share with the reader the results of other studies that are closely related to the one being undertaken. It provides a framework for establishing the importance of the study as well as a benchmark for comparing the results with other findings.” (Creswell, 2014). It also relates to the larger, ongoing dialogue in the literature, filling in gaps and extending prior studies (Cooper, 2010) (Marshall, 2011).
TRINA’S CONTINUE
Annotated Bibliography
Isik, U., El Tahir, O., Meeter, M., Heymans, M., Jansma, E., & Croiset, G. &. (2018). Factors Influencing Academic Motivation of Ethnic Minority Students: A Review. SAGE Open, 1-23.
I have chosen to do my research on minority students in post-secondary education, comparing the differences in proprietary institutions, community colleges and career schools. In the article, “Factors Influencing Academic Motivation of Ethnic Minority Students: A Review”, the authors researched factors that may influence motivation of ethnic minority students from their own perspective. The study was based on qualitative measures using meta-ethnography and quantitative measures using meta-analysis. There were positive and negative influences affecting the motivation of the minority students involved in the research. The influences included individual, fami ...
13Title of Your EssayYour First and Last Name.docxaulasnilda
This document provides a template and guidance for writing an academic essay. It discusses key elements like introducing the topic in the first paragraph without labeling it, using headings to organize longer papers, writing clear body paragraphs with citations, and formatting tables, images, and a references list. It also provides examples of different heading levels and discusses developing self-efficacy through goal setting, feedback, and group work to enhance learning.
This document discusses creating a literate environment through several components:
1) Getting to know literacy learners through assessments of cognitive and non-cognitive skills to understand students and provide effective instruction.
2) Selecting appropriate texts based on students' levels, interests and identities from a variety of genres and structures.
3) Implementing the interactive perspective through instruction based on five literacy pillars and teaching strategic reading.
4) Applying the critical and response perspectives to have students analyze and respond to text.
Similar to 1 Branching Paths A Novel Teacher Evaluation Model for Fa (20)
1. IntroversionScore 11 pts.4 - 22 pts.Feedback Some peopMartineMccracken314
1. Introversion
Score : 11 pts.
4 - 22 pts.
Feedback: Some people thrive in teleworking arrangements, whereas others discover that it is neither a satisfying nor productive work environment for them. This scale assesses three personal dispositions that are identified in the literature as characteristics of effective teleworkers: (a) high company alignment, (b) low social needs at work and (c) independent initiative.
Company alignment
Company alignment estimates the extent to which you follow company procedures and have values congruent with company values. The greater the alignment, the more likely that you can abide by company practices while working alone and with direct supervision. While some deviation from company practices may be appropriate, teleworkers need to agree with company values and provide work that is consistent with company expectations most of the time. Scores on this scale range from 4 to 20.
Extroversion
Score: 17 pts.
4 - 22 pts.
Feedback: Low individualism
Individualism refers to the extent that you value independence and personal uniqueness. Highly individualist people value personal freedom, self-sufficiency, control over their own lives, and appreciation of their unique qualities that distinguish them from others.
However, keep in mind that the average level of individualism is higher in some cultures (such as Australia) than in others.
2. Total score: 8 pts.
RANGE BASED FEEDBACK:
6-12 pts.
Feedback: Low work centrality
People with high work centrality define themselves mainly by their work roles and view non-work roles as much less significant. Consequently, people with a high work centrality score likely have lower complexity in their self-concept. This can be a concern because if something goes wrong with their work role, their non-work roles are not of sufficient value to maintain a positive self-evaluation. At the same time, work dominates our work lives, so those with very low scores would be more of the exception than the rule in most societies. Scores range from 6 to 36 with higher scores indicating higher work centrality. The norms in the following table are based on a large sample of Canadian employees (average score was 20.7). However, work centrality norms vary from one group to the next. For example, the average score in a sample of Canadian nurses was around 17 (translated to the scale range used here).
3. Total score: 32 pts.
RANGE BASED FEEDBACK:
28-32 pts.
Feedback: High need for social approval
The need for social approval scale estimates the extent to which you are motivated to seek favourable evaluation from others. Founded on the drive to bond, the need for social approval is a secondary need, because people vary in this need based on their self-concept, values, personality and possibly social norms. This scale ranges from 0 to 32. How high or low is your need for social approval? The ideal would be to compare your score with the collective results of other students in your class. Otherwi ...
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2. Using a supply and demand diagram, demonstrate how a negative externality leads to market inefficiency. How might the government help to eliminate this inefficiency?
3. Briefly discuss the shortcomings of environmental command-and-control regulations.
4. Some data that at first might seem puzzling: The share of GDP devoted to investment was similar for the United States and South Korea from 1960-1991. However, during these same years South Korea had a 6 percent growth rate of average annual income per person, while the United States had only a 2 percent growth rate. If the saving rates were the same, why were the growth rates so different?
5. “Block Imports—Save Jobs for Some Americans, Lose a Roughly Equal Number of Jobs for Other Americans, and Also Pay High Prices.” Discuss this statement within the context of protectionism.
6. Steve and Craig have been shipwrecked on a deserted island in the South Pacific. Their economic activity consists of either gathering pineapples or fishing. We know Steve can catch four fish in one hour or harvest two baskets of pineapples. In the same time Craig can reel in two fish or harvest two baskets of pineapples.
Assume Craig and Steve both operate on straight-line production possibilities curves. What is Steve's opportunity cost of producing a basket of pineapples? Of a producing a fish? What is Craig's opportunity cost of producing a basket of pineapples? Of a producing a fish?
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Running head: SC PLAN 1
SC PLAN 4
SC PLAN
Student’s Name
Institution Affiliation
SC PLAN
1. Describe the actions you will take to increase your net cash flows in the near future.
The first step is to reduce living expenditures. It is critical to lessen the amount spent on living expenses and other variables and save for future use. I will have to prevent luxuries such as vacation costs or keep them in check to avoid spending a hefty amount on them. I should check the option to cook for myself and avoid buying food. Also, I will choose a destination I can drive myself to save on rental car expenditures and airfare. I will have a detailed budget indicating the amount required for savings, debt repayment, and investment that will assist only to spend the money on essential expenditures. Further, the savings can help to start a business and become self-employed in the distant future.
I would have to look for a job that pays well or engage in a robust salary negotiation. The right time to negotiate for salary is during a performance review, compensation meeting, or job promotion (Bellon, Cookson, Gilje, & Heimer, 2020). I will ensure that I expand my education and technic ...
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· The bacterial pinkeye is treated with ointment or eye droplets
2. Possible nursing diagnosis
· Checking the specific infection affecting the eye
· Identifying burning eyes
· Increased anxiety with red eyes
3. Sign and symptoms
· Eye irritation
· Eye tearing
· Eye redness
· Eye discomfort
4. Nursing Interventions
· Putting some droplets in the kid’s eye
· Using a antibiotic ointment
· Administering ibuprofen to the kid
5. Risk factors
· Allergies
· A women having an STD during pregnancy
· Exposing the child to areas with lots of bacteria
6. Pathophysiology
The infected eye shows through an inflammation that is swollen and red. The conjunctiva shows and this is the clear membrane seen in the part where the eye is white. It remains this way if not treated for a while before it ends with medication administered or just ends naturally.
7. Complications
· A scaring in the child’s eye if the conjunctivitis is caused by allergic reactions
· It can aggravate to cause different conditions such as meningitis
8. Diagnostic Procedure
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1. Integrity, the basic principle of healthcare leadership.ContaMartineMccracken314
1. Integrity, the basic principle of healthcare leadership.
Contains unread posts
Mateo Alba posted May 12, 2021 10:04 PM
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Integrity of any organization regardless whether it is in healthcare or business or government is paramount. Because of integrity comes trust. Having trust in a healthcare organization is nonnegotiable. It is the foundation of a world-class organization. Executives who ignore ethics run the risk of personal and corporate liability in today’s increasingly tough legal environment (Lynn S. Paine, 1994, Managing for Organizational Integrity, pp. 2-21)
First, the healthcare organization. The healthcare organization is the head or the governing body. It is charged of day-to-day functions, establish policies, guidance, business process, safety, security and all the administrative duties. Integrity is and must be the cornerstone of any healthcare organization. Without it, no clinicians or workers that would knowingly work for an organization that they cannot trust or feel safe. And most importantly, if the patients do not have trust in the organization, they will avoid that facility at all cost.
Second, the clinicians. The clinicians are what makes the organization or facility function. Whether they are the providers, nurses or staff it is important that they have the integrity to always do what is right not only for the healthcare team or the organization, but most specially for the patient. It starts with the clinical leaders building trust to their subordinate staff by having the integrity and values of what a leader should be. Once that is established, then it permeates throughout the entire team. Thereby improving the healthcare delivery.
Lastly, and the most important is the patient. At the center of the entire system needs to be the patient. Once the patient recognizes the integrity or values of the healthcare organization and the clinicians delivering healthcare, patient trust is established. The patient satisfaction also increases. According to Cowing, Davino-Ramaya, Ramaya, Szmerekovsky, 2009, pp.72, “if patients are satisfied with clinician-patient interactions, they are likely to be more compliant with their treatment plan, to understand their role in the recovery process, and to follow through with the recommended treatment”. Having integrity or values in the healthcare delivery is the basic principle of healthcare leadership.
Cowing, M., Davino-Ramaya, C. M., Ramaya, K., & Szmerekovsky, J. (2009). Health care delivery performance: service, outcomes, and resource stewardship. The Permanente Journal, 13(4), 72–78. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2911834/
Lynn S. Paine, 1994, Managing for Organizational Integrity. Harvard business review, 2-21. Retrieved from Managing for Organizational Integrity (hbr.org)
2. Medical Delivery Influences
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The influence within the medical community is so important and ...
1. Information organized and placed in a logical sequence (10 poMartineMccracken314
1.
Information organized and placed in a logical sequence (10 points)
Points Awarded
2.
Demonstrated knowledge of ethical dilemma presented by:
2a. Summarized the situation (10)
2b. Explained the ethical dilemma (5)
2c. Solved the problem as a professional RN (15)
3.
Responses supported with specific ANA Codes
(20)
4.
Visual aids professional, visually interesting
& aided in understanding material; proper grammar/spelling/punctuation-no more than 2 errors in presentation(10)
5.
Maintained eye contact of audience (10)
6.
Voice clear & audible (10)
7.
Encouraged class participation (5)
8.
Reference slide that includes references in APA
format (5)
Total points possible = 100
NSG 100
Case Study in-class Presentations Assignment
1): Moral Courage with a Dying Patient
Mr. T. is an 82-year-old widower who has been a patient on your unit several times over the past 5 years. His CHF, COPD, and diabetes have taken a toll on his body. He now needs oxygen 24 hours a day and still has dyspnea and tachycardia at rest. On admission, his ejection fraction is less than 20%, EKG shows a QRS interval of greater than 0.13 seconds, and his functional class is IV on NYHA assessment.
He has remained symptomatic despite maximum medical management with a vasodilator and diuretics. He tells you, "This is my last trip; I am glad I have made peace with my family and God. Nurse, I am ready to die." You ask about an advance directive and he tells you his son knows that he wants no heroics, but they just have never gotten around to filling out the form. When the son arrives, you suggest that he speak with the social worker to complete the advance directive and he agrees reluctantly. You page the physician to discuss DNR status with the son. Unfortunately, Mr. T. experiences cardiac arrest before the discussion occurs and you watch helplessly as members of the Code Blue Team perform resuscitation. Mr. T. is now on a ventilator and the son has dissolved into tears with cries of, "Do not let him die!"
2): Moral Courage to Confront Bullying
Melissa started on the unit as a new graduate 5 weeks ago. She is still in orientation and has a good relationship with her preceptor. The preceptor has been assigned consistently to Melissa for most of the last 4 weeks, but due to family emergency has not been available in the last week. Melissa has been told that she will be precepted by a different nurse for the remainder of her orientation. The new preceptor has not been welcoming, supportive, or focused on the educational goals of the orientation. In fact, this new preceptor has voiced to all who will listen her feelings about the incompetence of new BSN graduates. The crisis occurs when Melissa fails to recognize a patient's confusion as a result of an adverse medication effect. The preceptor berates Melissa in the nurses' station, makes sarcastic comments in shift report abou ...
1. In our grant application, we included the following interventioMartineMccracken314
1. In our grant application, we included the following interventions as our evidence-based programs: Family Therapy (to promote family acceptance and support, a key factor for overall health outcomes for this population), Motivational Interviewing (to address higher co-occurrence of substance use concerns), Trauma-Focused Treatment (including EMDR Therapy and TF-CBT, to address higher rates of complex trauma including from systemic oppression), and CBT (a gold standard treatment modality, but adapted to meet the needs of our client population by incorporating elements of
Solution
s-Focused or Narrative approaches to make it more strengths-based).
For questions 2-4, you would need to do some of your own research in the literature on these treatment modalities and determine for yourself if there were best practices that should be incorporated into the plan used at the agency.
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
Cultural Competency: A Key to Effective Future Social Work With Racially and Ethnically Diverse E...
Min, Jong Won
Families in Society; Jul-Sep 2005; 86, 3; ProQuest One Academic
pg. 347
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Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
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Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
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...
1. I believe that the protagonist is Nel because she is the one thMartineMccracken314
1. I believe that the protagonist is Nel because she is the one that goes through different changes throughout the book. I also think she is the protagonist because most people can relate to her more. Nel was done wrong by Sula and her husband Jude Green. Sula did the one thing that a best friend should never do and, that is sleep with your best friend's husband. Even though Sula did a terrible thing Nel still cares about her best friend because she goes and visits her when she is sick even after all the pain she caused her. Nel is also deeply saddened when she visits Sulas grave. That is not the only thing that happened to Nel. Nel not only had to deal with the affair but also accepted her guilt in Chicken Little's drowning. But in the end, Nel realized she enjoyed watching him drown.
Everything changed when Sula came back to Nels life. Nel was happy before. She was happy with her family and her husband, but when Sula came back that all changed. After the affair and Sulas death, Nel was alone. Nel became a single mother and, she no longer has a good relationship with another man.
2. I believe that although the title of the story is Sula, the main protaginist of the story is Nel. Nel is kept until the end of the story and Sulay passes away and exit's the story. I think in this pivitol moment is when the author wanted to make Nel the main character. Nel contained her emotion until towards the end of the story when she has a conversation with Eva, Nel nervously comments "Who told you all these lies? Miss Peace? Who told you? Why are you telling lies on me?" I believe the author wanted us to feel the anxiousness and wonder that Nel found out that somebody finally knew about the little boy being thrown. I believe this admission of guilt to Eva brings closure to Nel. Nel was trying to hide her emotions the entire time and it wasn't after being confronted that she broke down about it and visited Sulay's grave. Nel even stated "I don't know. No." when asked whether somebody saw the boy being thrown into the river. This shows that Nel was not sure at all in the moment it happened whether somebody knew. Nel wanted to not think about what happen forever and try to mute the situation but Eva bringing it up, made Nel feel terrible about what happened which is why she ended up visting Sulay's grave. I think muting herself from knowing the little boy was thrown was still not a 'good' way to look at it, from her end. She wanted to believe a lie by just pretending it never happened. It wasn't after someone brought up the situation to her that her feelings change.
3. Although the novel is titled Sula, the real protagonist is Nel because she is the one who is transformed by the end. Sula and Nel were very great friends and were very dedicated to each other. But they were also very different. Nel was known as the more mature and "good person" while Sula is more impulsive. "Nel is the product of a family that believes deeply in social conventions, hers is a st ...
1. If the profit from the sale of x units of a product is P = MartineMccracken314
The document provides 11 math word problems related to profit, costs, revenue, supply and demand functions, and other economics topics. Students are asked to solve the problems by finding break-even points, maximum or minimum values, equilibrium quantities and prices, and other values. The problems cover concepts like profit maximization, optimal production levels, and using equations to model economic relationships.
1. How does CO2 and other greenhouse gases promote global warminMartineMccracken314
1. How does CO2 and other greenhouse gases promote global warming? Discuss your opinion on the use of geoengineering measures to mitigate the effects of global warming.
Your response should be at least 250 words in length.
2. How does CO2 and other greenhouse gases promote global warming? Discuss your opinion on the use of geoengineering measures to mitigate the effects of global warming.
Your response should be at least 250 words in length.
Raw DataNamePayResponsibilitiesSupervisionGenderDepartmentRudolph211MaleAccountingOlga211FemaleAccountingInstructionsErnest211MaleAccountingEmily211FemaleAccountingThe sheet labeled "Raw Data" lists 366 employees and their rating (1-5) of their satisfaction with their Pay, Responsibilities, and Supervision. A rating of 5 is the highest satisfaction.Bobby211MaleAccountingRaw Data also includes the Gender and Department for each employee.Benjamin211MaleAccountingBeatrice211FemaleAccountingInsert a new column in EKeith211MaleAccountingLabel this new column "Overall Satisfaction Rating"Hilda211FemaleAccountingFor each employee, compute the Overall Satisfaction Rating as the Average of Pay, Responsibilities, and Supervision.Leslie311MaleAccountingFormat Overall Satisfaction Rating to one decimal place.Curtis311MaleAccountingAlice311FemaleAccountingOn a New sheet titled Results, create a Pivot Chart & Pivot TableSophie311FemaleAccountingAssign Gender to Columns, Department to rows, and Pay to Values. Change the value field setting from Sum to Average if necessary.Sally311FemaleAccountingSort the departments in descending order of satisfaction.Melvin311MaleAccountingCreate a title for the chart, which includes your last namePearl411FemaleAccountingBe sure your chart includes a legend for male & female employees, change male color to blue and female to orangeJohnny411MaleAccountingBe sure to include axis titlesEunice411FemaleAccountingFormat the vertical axis for a max of 5 and major tick marks at 1 and one decimal place.Opal212FemaleAccountingJulia212FemaleAccountingCreate a new sheet titled "Graphs".Jimmie212MaleAccountingCopy & Paste as Picture your graph of Pay SatisfactionEsther212FemaleAccountingAlbert212MaleAccountingAlter your Pivot chart/table to display Responsibilities Satisfaction. Change titles as needed.Mike212MaleAccountingPaste this chart on the Graphs sheetMarion212MaleAccountingJosephine212FemaleAccountingAlter your Pivot chart/table to display Supervision Satisfaction. Change titles as needed.Ida212FemaleAccountingPaste this chart on the Graphs sheetGerald212MaleAccountingCaroline212FemaleAccountingAlter your Pivot chart/table to display Overall Satisfaction. Change titles as needed.Alberta212FemaleAccountingPaste this chart on the Graphs sheetLeroy312MaleAccountingLeave Results sheet with the Pivot Table & Chart displaying the Overall Satisfaction.Anita312FemaleAccountingMildred412FemaleAccountingBeulah412FemaleAccountingAda412FemaleAccountingClayton212MaleAccountingWayne312MaleA ...
1. How do you think communication and the role of training addressMartineMccracken314
1. How do you think communication and the role of training address performance gaps or training needs as it relates to how Adults learn?
2. There are many ways – or methods – available to gather data during a need’s assessment. Each one has advantages and disadvantages. What is important is to select the appropriate method based on your business problem. The most common methods for data gathering are:
· Document reviews or Extant Data Analysis – reviewing existing material like process maps, procedure guides, previous training material, etc.,
· Needs Assessment
· Interviews
· Focus groups
· Surveys
· Questionnaires
· Direct Observations
· Testing
· Subject Matter Expert Analysis
Select one of these data gathering methods to discuss and share what you see as the advantages and disadvantages associated with using the selected method.
1. Team teaching
In team teaching, both teachers are in the room at the same time but take turns teaching the whole class. Team teaching is sometimes called “tag team teaching.” You and your co-teacher teacher are a bit like co-presenters at a conference or the Oscars. You don’t necessarily plan who takes which part of the lesson, and when one of you makes a point, the other can jump in and elaborate if needed.
Team teaching can make you feel vulnerable. It asks you to step outside of your comfort zone and allow another teacher to see how you approach a classroom full of students. However, it also gives you the opportunity to learn about and improve your teaching skills by having a partner who can provide feedback and — in some cases — mentorship.
In team teaching, as well as the five other co-teaching models below, a teacher team may be made up of two general education teachers, two special education teachers, or one of each. Or, in some cases, it may be a teacher and a paraprofessional working together. Some IEPs specify that a student’s teaching team needs to include a general education teacher and a special education teacher.
Here’s what you need to know about the team teaching method:
What it looks like in the classroom
Both teachers teach at the front of the room and move about to check in with students (as needed).
Benefits
· Provides both teachers with an active instructional role
· Introduces students to complementary teaching styles and personalities
· Allows for lessons to be presented by two different people with different teaching styles
· Models multiple ways of presenting and engaging with information
· Models for students what a successful collaborative working relationship can look like
· Provides more opportunities to pursue teachable moments that may arise
Challenges
· Takes time and trust for teachers to build a working relationship that values each teacher equally in the classroom
· Necessitates a lot of planning time and coordination of schedules
· Requires teachers to have equal involvement not just in planning, but also in grading, which means assignments need to be evaluated ...
1. How brain meets its requirement for its energy in terms of wellMartineMccracken314
1. How brain meets its requirement for its energy in terms of well-fed and during starvation or fasting?
2. Explain the utilization of different sources of energy in muscle during anaerobic and aerobic conditions of high physical activity and resting?
3. Why and how adipose tissue and kidney are significant for fuel metabolism?
4. Explain in detail why liver is significant for metabolism of mammals and how does it coordinate the different metabolic pathways essential for organism?
5. Explain the Cori cycle and glucose-alanine cycle for interorgan fuel metabolism?
...
1. Give an introduction to contemporary Chinese art (Talk a littleMartineMccracken314
1. Give an introduction to contemporary Chinese art (Talk a little bit about some of the major changes in Chinese art)
2. Read the article that is provided. Do some research on the artist, Xu Bing. According to the article, give some background information about Xu Bing, and investigate the body of work.
3. Select one piece of his artwork to write about. It could be a traditional work of art, such as drawing, painting, or sculpture, or something more experimental like performance art, body art, or installation art.
4. Write a 3-page analysis of the artwork you select. The paper should have a short introduction and conclusion, but the body should focus on your analysis of the artwork. Some of the questions that you might want to work through in the paper include: Why is the work important? In what ways does it challenge the viewer? Is there an allegorical meaning to the work? How is it in dialogue with Western art traditions or earlier Chinese art traditions? Does it engage with Chinese history? Etc.
5. Be sure to include an image of the work you select into the paper, and the paper must be grammatically correct.
...
1. For this reaction essay is a brief written reaction to the readMartineMccracken314
1. For this reaction essay is a brief written reaction to the readings. It may be somewhat informal (and I would encourage you to be personal), but it must be well-written and well-organized. It must not be more than 2 pages, use 12-point font, single-spaced, at least 1" margins. You will react to the results of this systematic review article on Telemedicine " Effectiveness of Telemedicine A Systematic Review of Reviews.pdf
Focus on the results of the synthesis only, react to the authors' conclusions- do you agree or disagree with their synthesis? Discuss your opinion, are there faults in their conclusions?
Telemedicine is increasingly being suggested as an alternative for an in-person visit, especially with emergent diseases that call for person-to-person distancing. What are the potential concerns with this suggestion? What are in the authors' synthesis and conclusions underscore the limitations of this suggestion?
2. The next day a representative from Bristol Myers Squibb visits your office and tells you that Plavix® (clopidogrel) decreases cardiovascular events by 8.7% compared to aspirin. That sure sounds good to you, as you have many elderly patients at risk of heart attacks and strokes and many are already on aspirin. The brochure quotes the CAPRIE study, and you decide to investigate this further. A review of the 1996 article reveals that study patients on Plavix® experienced cardiovascular events 9.78% of the time compared to 10.64% of the time with aspirin. Plavix® was approved by the FDA based on this one study. Cost of Plavix/day=$6.50. Cost of aspirin/day = $1.33
• What was the NNT?
• How much does Plavix® cost monthly?
• What meaning do these values have for this problem?
• Be sure to include your actual calculations/math
i n t e r n a t i o n a l j o u r n a l o f m e d i c a l i n f o r m a t i c s 7 9 ( 2 0 1 0 ) 736–771
j o u r n a l h o m e p a g e : w w w . i n t l . e l s e v i e r h e a l t h . c o m / j o u r n a l s / i j m i
Effectiveness of telemedicine: A systematic review of
reviews
Anne G. Ekeland a,∗, Alison Bowes b, Signe Flottorp c,d
a Norwegian Centre for Integrated Care and Telemedicine, University Hospital of North Norway, P.O. Box 6060, N-9038 Tromsø, Norway
b Department of Applied Social Science, University of Stirling, Scotland, UK
c Norwegian Knowledge Centre for the Health Services, Oslo, Norway
d Department of Public Health and Primary Health Care, University of Bergen, Norway
a r t i c l e i n f o
Article history:
Received 23 April 2010
Received in revised form
11 July 2010
Accepted 29 August 2010
Keywords:
Telemedicine
Telecare
Systematic review
Effectiveness
Outcome
a b s t r a c t
Objectives: To conduct a review of reviews on the impacts and costs of telemedicine services.
Methods: A review of systematic reviews of telemedicine interventions was conducted. Inter-
ventions included all e-health interventions, information and communication technologies
for communication ...
1. Find something to negotiate in your personal or professional liMartineMccracken314
1. Find something to negotiate in your personal or professional life. Examples include: redistribution of household chores, a personal or professional purchase, a contract at work, asking for a raise, booking a vacation, hiring a contractor, etc. The deal does not have to be implemented for the purposes of this class (e.g. you can finalize the price for something you’re thinking of buying without following through on the purchase right now). The scenario you choose should be significant enough to allow you to do substantial research and detail for your paper. Submit a five page paper (minimum), double spaces, utilizing proper grammar and spelling, which summarizes the following:
1. Your Preparation – Describe the process you used and results of your preparation. You should also discuss your strategies, targets, and negotiating plan. Make sure you do your research, working on both your BATNA and the other party’s. (Consider newspapers, bookstores, libraries, the internet, and personal calls and visits as possible sources of information). This is the most important step, so being thorough is critical.
1. The Negotiating Process – Describe what happened in the negotiation itself. List he sequence of events and how you reacted/adjusted to the other party’s position. What was the negotiation style of the other party? What “tricks” did they try? How did you react? Were there any other influencing factors (e.g. cultural differences, misperceptions, emotion, etc.)?
1. The Outcome – What was the outcome and how did you feel about it? What worked well? What would you have done differently? Do you feel the result you arrived at was better than it would have been if you hadn’t taken the class? Why/Why not?
Your understanding of the appropriate preparation and process steps to take in negotiating this deal is more important than the final outcome.
Be sure to cite your sources, and include copies of necessary quotes/documentation.
1.
Find something to negotiate in your personal or professional life. Examples include:
redistributi
on of household chores, a personal or professional purchase, a contract at work,
asking for a raise, booking a vacation, hiring a contractor, etc. The deal does not have to be
implemented for the purposes of this class (e.g. you can finalize the price for
something you’re
thinking of buying without following through on the purchase right now). The scenario you
choose should be significant enough to allow you to do substantial research and detail for your
paper. Submit a five page paper (minimum), double
spaces, utilizing proper grammar and
spelling, which summarizes the following:
2.
Your Preparation
–
Describe the process you us
ed and results of your preparation. You should
also discuss your strategies, targets, and negotiating plan. Make sure you do your research,
working on both your BATNA and the other party’s. (Consider newspapers, bookstores, libraries,
the internet, and p
ers ...
1. FAMILYMy 57 year old mother died after a short illness MartineMccracken314
1. FAMILY
My 57 year old mother died after a short illness last June. She was a wonderful mother and my 66 year old father
adored her. They had been married for 38 years. He is finding it extremely difficult to cope without her. To make
matters worse, he retired just two months before she died and is at a loss to fill his days.
He is disorganized and has not established any pattern in his life. I invite him for meals and outings, but he is
detached and depressed. He doesn’t seem to be part of the world any more. I am terribly worried about him. How
long will he be like this? I am 34 and have small children. I thought being with the children would help him, but it’s
as though he doesn’t see or know them. He just sits and stares into space for much of the day. He seems locked
into his grief.
2. FAMILY
One of our 17 year old son’s best friends took his life several months ago. Our son didn’t say much at the time, but
he was very shaken. Since then he has gradually “retired” into himself. He stays in his room most of the time
listening to rock music.
He is unemployed and no longer sees his former schoolmates. We are very worried about him. How do we get him
out of himself? He has always been a quiet guy but his present behavior is beyond “quiet.” We have two other
children, girls aged 13 and 10, but our son now just ignores them.
3. FAMILY - rural
Ken is a 67 year old farmer who lives with his wife Margaret. Ken and Margaret had hoped to retire late in their 60s
and move to the west coast to be closer to their children, reluctantly selling the family property that has been
struggling financially. They have limited investment funds set aside to support their retirement and have been told
it is unlikely that they would be successful in selling their farm. Ken also suffers chronic back pain from a previous
farm injury. A neighbor has become concerned about Ken’s ability to cope with his property, and has visited Ken
and Margaret a number of times due to problems with his stock and pasture management. Margaret believes the
farm is “too much for them now,” but feels she can’t talk to Ken about this. Ken has become withdrawn and
refuses to discuss the issue. He talks about there being “no way out of this,” and that it “might as well be over.” He
sees his physician infrequently, having difficulty traveling the 60 miles to the nearby town.
4. FAMILY - rural
Jason is 34 years old and lives with his wife Jenny and their two children (8 and 3 years old). After completing a
mechanical trade apprenticeship in Boston, he has returned home with plans to build his future as a farmer. He has
become increasingly irritable and frustrated with what he believes is his failure to “get on top of things” on the
farm, and they are struggling to manage financially.
Jason is drinking heavily, mostly at home, but still drives his car into town. Jenny is angry and worried about this.
She is feeling isolated, having few friends in the area, and relying on Jas ...
1. Explain the four characteristics of B-DNA structure DifferentiMartineMccracken314
1. Explain the four characteristics of B-DNA structure? Differentiate between the A-DNA and Z-DNA structural features?
2. Describe the supercoiled DNA with its properties and how naturally occurring DNA under wound?
3. What are topoisomerases? Explain the two types of topoisomerases with their mechanism of action?
4. Explain the three interactions that are required to stabilize nucleic acids? How DNA denatures and renatures?
5. What are ribozymes and explain their properties?
Case 20 Restructuring
General Electric
The appointment of Larry Culp as the chairman and CEO of the General Electric
Company (GE) on October 1st, 2018 was a clear indication of the seriousness of the
problems that had engulfed the company. Culp, the former CEO of the highly-successful
conglomerate, Danaher Corporation, had been appointed a GE director only six months
previously and was the first outsider to lead GE—every one of GE’s previous CEOs had
been a career manager at the company. On the same day as Culp’s appointment, GE
abandoned its earning guidance for the year and announced a $23 billion accounting
charge arising from a write-down of goodwill at its troubled electrical power division.1
Culp’s predecessor, John Flannery had been CEO for a mere 14 months—a sharp
contrast to GE’s two previous CEOs: Jeff Immelt (16 years) and Jack Welch (20 years).
Flannery’s tenure at GE has coincided with of the company’s most difficult periods in its
entire 126-year history. In November 2017, amidst deteriorating financial performance,
Flannery announced a halving of GE’s quarterly dividend, the proposed sale of its
lighting and locomotive units—two of GE’s oldest businesses—and the elimination of
12,000 jobs in the power division.
In 2018, the situation worsened. In January, GE announced that it would be paying
$15 bn. to cover liabilities at insurance companies it had sold 12 years previously. In
February, GE confirmed suspicions over its dubious accounting practices by restating its
revenues and earnings for the previous two years, while also announcing the likelihood
of legal claims arising from its its subprime mortgage lending over a decade earlier.
The outcome was a precipitous fall in GE’s share price (see Figure 1) that culminated
in GE’s dismissal from the Dow Jones Industrial Average (DJIA). Until June 2018, GE
was the sole surviving member of the DJIA when it was created in 1896.
The crisis at GE presented the board with two central questions. First, should GE
be broken up? Second, if GE was to continue as a widely-diversified company, how
should it be managed?
As a diversified corporation that extended from jet engines, to oil and gas equipment,
to healthcare products, to financial services, GE was an anomaly. For three decades, con-
glomerates—diversified companies comprising unrelated or loosely related businesses—
had been deeply unfashionable. CEOs, Jack Welch and Jeff Immelt, had claimed that,
by virtue of its integrated m ...
1. examine three of the upstream impacts of mining. Which of theseMartineMccracken314
1. examine three of the upstream impacts of mining. Which of these do you think would be most difficult to estimate in a life cycle assessment?
Your response should be at least 250 words in length.
2. Discuss the pollutants that are emitted during the operation stage of a life cycle assessment for a fossil fuel source.
Your response should be at least 250 words in length
Body Ritual among the Nacirema
H O R A C E M I N E R
University of Michigan
HE anthropologist has become so familiar with the diversity of ways iq T which different peoples behave in similar situations that he is not a p t to.
be surprised by even the most exotic customs. I n fact, if all of thelogically
possible combinations of behavior have not been found somewhere in the
world, he is a p t to suspect that they must be present in some yet undescribed
tribe. This point has, in fact, been expressed with respect to clan organization
by Murdock (1949: 7 1 ) . I n this light, the magical beliefs and practices of the
Nacirema present such unusual aspects that i t seems desirable t o describe
them a s an example of the extremes to which human behavior can go.
Professor Linton first brought the ritual of the Nacirema to the attention
of anthropologists twenty years ago (1936:326), but the culture of this people
is still very poorly understood. They are a North American group living in the
territory between the Canadian Cree, the Yaqui and Tarahumare of Mexico,
and the Carib and Arawak of the Antilles. Little is known of their origin, al-
though tradition states that they came from the east. According to Nacirema
mythology, their nation was originated by a culture hero, Notgnihsaw, who is
otherwise known for two great feats of strength-the throwing of a piece of
wampum across the river Pa-To-Mac and the chopping down of a cherry tree
in which the Spirit of Truth resided.
Nacirema culture is characterized by a highly developed market economy
which has evolved in a rich natural habitat. While much of the people’s time
is devoted to economic pursuits, a large part of the fruits of these labors and a
considerable portion of the day are spent in ritual activity. The focus of this
activity is the human body, the appearance and health of which loom a s a
dominant concern in the ethos of the people. While such a concern is certainly
not unusual, its ceremonial aspects and associated philosophy are unique.
The fundamental belief underlying the whole system appears to be that the
human body is ugly and that its natural tendency is t o debility and disease.
Incarcerated in such a body, man’s only hope is to avert these characteristics
through the use of the powerful influences of ritual and ceremony. Every house-
hold has one or more shrines devoted to this purpose. The more powerful in-
dividuals in the society have several shrines in their houses and, in fact, the
opulence of a house is often referred to in terms of the num ...
1. Examine Hofstedes model of national culture. Are all four dimeMartineMccracken314
1. Examine Hofstede's model of national culture. Are all four dimensions still important in today's society as it relates to the success of the multinational manager? Why, or why not? Which do you think is the least important as it relates to multinational management? Why?
2. More companies are seeking to fill multinational management positions due to the influx of business growth abroad. If you were offered and accepted a position as a multinational manager, what would you do to personally prepare for the culture of a different country? Where would you seek information? What overall responsibilities would you expect of the job? How do you think the managerial responsibilities would be different from those you would face in the United States?
3. Multinational managers encounter many levels of culture. Which of the culture levels do you think might be the most difficult to manage? Why? Share an example. Which culture level do you think might be the easiest to understand? Why? Give an example of this.
4. In your own words, what is your perception of free trade? Think about the advantages of free trade; what are two benefits that result from free trade? There is also a downside to free trade; what are two disadvantages resulting from free trade? Provide reasoning for your choices.
5. What are the three major economic systems that nations utilize, and what is the role of each? How does each affect and influence individuals, multinational managers, and corporations?
6. How would you define ethical convergence? What are the four basic reasons for ethical convergence? Which might be the most difficult for multinational companies to follow, and why?
7. Describe the four major world religions. What are the impacts of each religion type on an economic environment? What do you think makes religion a concern in societies?
8. If you were a multinational manager, and you encountered an ethical dilemma within the multinational company, what heuristic questions would you use to decide between ethical relativism and ethical universalism? Of the different heuristic questions, which one do you think is most important? Explain your reasoning.
1
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Pengantar Penggunaan Flutter - Dart programming language1.pptx
1 Branching Paths A Novel Teacher Evaluation Model for Fa
1. 1
Branching Paths: A Novel Teacher Evaluation Model for
Faculty Development
James P. Bavis and Ahn G. Nu
Department of English, Purdue University
ENGL 101: Course Name
Dr. Richard Teeth
Jan. 30, 2020
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2
Abstract
A large body of assessment literature suggests that students’
evaluations of their teachers
(SETs) can fail to measure the construct of teaching in a variety
of contexts. This can
compromise faculty development efforts that rely on
information from SETs. The disconnect
between SET results and faculty development efforts is
exacerbated in educational contexts
that demand particular teaching skills that SETs do not value in
proportion to their local
importance (or do not measure at all). This paper responds to
these challenges by proposing an
instrument for the assessment of teaching that allows
institutional stakeholders to define the
teaching construct in a way they determine to suit the local
context. The main innovation of this
4. instrument relative to traditional SETs is that it empl oys a
branching “tree” structure populated
by binary-choice items based on the Empirically derived,
Binary-choice, Boundary-definition
(EBB) scale developed by Turner and Upshur for ESL writing
assessment. The paper argues
that this structure can allow stakeholders to define the teaching
construct by changing the order
and sensitivity of the nodes in the tree of possible outcomes,
each of which corresponds to a
specific teaching skill. The paper concludes by outlining a pilot
study that will examine the
differences between the proposed EBB instrument and a
traditional SET employing series of
multiple-choice questions (MCQs) that correspond to Likert
scale values.
Keywords: college teaching, student evaluations of teaching,
scale development, EBB
scale, pedagogies, educational assessment, faculty development
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3
Branching Paths: A Novel Teacher Evaluation Model for
Faculty Development
“Faculty evaluation and development cannot be considered
separately,” writes Michael
Theall (2017, p. 91). “Evaluation without development is
7. punitive, and development without
evaluation is guesswork.” As the practices that constitute
modern programmatic faculty
development have evolved from their humble beginnings to
become commonplace features of
university life (Lewis, 1996), a variety of tactics to evaluate the
proficiency of teaching faculty for
development purposes have likewise become commonplace.
These include measures as
diverse as peer observations, the development of teaching
portfolios, and evaluations of student
performance.
One such measure, the student evaluation of teacher (SET), has
been virtually
ubiquitous since at least the 1990s (Wilson, 1998). Though
records of SET-like instruments can
be traced to work at Purdue University in the 1920s (Remmers
& Brandenburg, 1927), most
modern histories of faculty development suggest that their rise
to widespread popularity went
hand-in-hand with the birth of modern faculty development
programs in the 1970s, when
universities began to adopt them in response to student protest
movements criticizing
8. mainstream university curricula and approaches to instruction
(Lewis, 1996; Gaff & Simpson,
1994; McKeachie, 1996). By the mid-2000s, researchers had
begun to characterize SETs in
terms like “…the predominant measure of university teacher
performance […] worldwide”
(Pounder, 2007, p. 178). Today, SETs play an important role in
teacher assessment and faculty
development at most universities (Davis, 2009). Recent SET
research practically takes the
presence of some form of this assessment on most campuses as
a given; Spooren,
Vandermoere, Vanderstraeten, and Pepermans, for instance,
merely note that that SETs can be
found at “almost every institution of higher education
throughout the world” (2017, p. 130).
Darwin refers to them as “an established orthodoxy” and as a
“venerated,” “axiomatic”
institutional presence (2012, p. 733).
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4
Moreover, SETs do not only help universities direct their
faculty development efforts.
They have also come to occupy a place of considerable
institutional importance for their role in
personnel considerations, informing important decisions like
hiring, firing, tenure, and promotion.
Seldin (1993, as cited in Pounder, 2007) puts the percentage of
higher educational institutions
using SETs as important factors in personnel decisions at
roughly 86 percent. A 1991 survey of
department chairs found 97% used student evaluations to assess
teaching performance (US
Department of Education). Since the mid-late 1990s, a general
trend towards comprehensive
methods of teacher evaluation that include multiple forms of
assessment has been observed
11. (Berk, 2005). However, recent research suggests the usage of
SETs in personnel decisions is
still overwhelmingly common, though hard percentages are hard
to come by, perhaps owing to
the multifaceted nature of these decisions (Galbraith et al.,
2012; Boring et al., 2017). In certain
contexts, student evaluations can also have ramifications
beyond the level of individual
instructors. Particularly as public schools have experienced
pressure in recent decades to adopt
neoliberal, market-based approaches to self-assessment and
adopt a student-as-consumer
mindset (Darwin, 2012; Marginson, 2009), information from
evaluations can even feature in
department- or school-wide funding decisions (see, for instance,
the Obama Administration’s
Race to the Top initiative, which awarded grants to K-12
institutions that adopted value-added
models for teacher evaluation).
However, while SETs play a crucial role in faulty development
and personnel decisions
for many education institutions, current approaches to SET
administration are not as well-suited
to these purposes as they could be. This paper argues that a
12. formative, empirical approach to
teacher evaluation developed in response to the demands of the
local context is better-suited
for helping institutions improve their teachers. It proposes the
Heavilon Evaluation of Teacher,
or HET, a new teacher assessment instrument that can
strengthen current approaches to
faculty development by making them more responsive to
teachers’ local contexts. It also
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6
The following sections of the paper should clarify this
argument. A review of relevant
literature will outline how researchers have defined the teaching
construct, concluding that it is
multifaceted and highly subject to the local context. It will also
briefly describe prevailing trends
in SET administration and give insight on empirical scale
development, which offers a way to
create assessment instruments that are more sensitive to the
local context. The Materials and
Methods section, which follows, will propose a pilot study that
compares the results of the
proposed instrument to the results of a traditional SET (and will
14. also provide necessary
background information on both of these evaluations). The
paper will conclude with a discussion
of how the results of the pilot study will inform future iterations
of the proposed instrument and,
more broadly, how universities should argue for local
development of assessments.
Literature Review
Effective Teaching: A Contextual Construct
The validity of the instrument this paper proposes is contingent
on the idea that it is
possible to systematically measure a teacher’s ability to teach.
Indeed, the same could be said
for virtually all teacher evaluations. Yet despite the exceeding
commonness of SETs and the
faculty development programs that depend on their input, there
is little scholarly consensus on
precisely what constitutes “good” or “effective” teaching. It
would be impossible to review the
entire history of the debate surrounding teaching effectiveness,
owing to its sheer scope—such
a summary might need to begin with, for instance, Cicero and
Quintilian. However, a cursory
15. overview of important recent developments (particularly those
revealed in meta-analyses of
empirical studies of teaching) can help situate the instrument
this paper proposes in relevant
academic conversations.
Meta-analysis 1. One core assumption that undergirds many of
these conversations is
the notion that good teaching has effects that can be observed in
terms of student achievement.
A meta-analysis of 167 empirical studies that investigated the
effects of various teaching factors
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7
on student achievement (Kyriakides et al., 2013) supported the
effectiveness of a set of
teaching factors that the authors group together under the label
of the “dynamic model” of
teaching. Seven of the eight factors (Orientation, Structuring,
Modeling, Questioning,
Assessment, Time Management, and Classroom as Learning
Environment) corresponded to
moderate average effect sizes (of between 0.34–0.41 standard
deviations) in measures of
student achievement. The eighth factor, Application (defined as
seatwork and small-group tasks
oriented toward practice of course concepts), corresponded to
only a small yet still significant
effect size of 0.18. The lack of any single decisive factor in the
meta-analysis supports the idea
that effective teaching is likely a multivariate construct.
However, the authors also note the
context-dependent nature of effective teaching. Application, the
least-important teaching factor
17. overall, proved more important in studies examining young
students (p. 148). Modeling, by
contrast, was especially important for older students.
Meta-analysis 2. A different meta-analysis that argues for the
importance of factors like
clarity and setting challenging goals (Hattie, 2009) nevertheless
also finds that the effect sizes
of various teaching factors can be highly context-dependent. For
example, effect sizes for
homework range from 0.15 (a small effect) to 0.64 (a
moderately large effect) based on the level
of education examined. Similar ranges are observed for
differences in academic subject (e.g.,
math vs. English) and student ability level. As Snook et al.
(2009) note in their critical response
to Hattie, while it is possible to produce a figure for the average
effect size of a particular
teaching factor, such averages obscure the importance of
context.
Meta-analysis 3. A final meta-analysis (Seidel & Shavelson,
2007) found generally
small average effect sizes for most teaching factors—
organization and academic domain-
18. specific learning activities showed the biggest cognitive effects
(0.33 and 0.25, respectively).
Here, again, however, effectiveness varied considerably due to
contextual factors like domain of
study and level of education in ways that average effect sizes do
not indicate.
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decimal if the quantity is something that can exceed one (like
the number of standard deviations here). Do not put a zero if the
quantity cannot exceed one (e.g., if the number is a proportion).
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8
These pieces of evidence suggest that there are multiple
teaching factors that produce
measurable gains in student achievement and that the relative
importance of individual factors
can be highly dependent on contextual factors like student
identity. This is in line with a well-
documented phenomenon in educational research that
complicates attempts to measure
teaching effectiveness purely in terms of student achievement.
19. This is that “the largest source of
variation in student learning is attributable to differences in
what students bring to school—their
abilities and attitudes, and family and community” (McKenzie
et al., 2005, p. 2). Student
achievement varies greatly due to non-teacher factors like
socio-economic status and home life
(Snook et al., 2009). This means that, even to the extent that it
is possible to observe the
effectiveness of certain teaching behaviors in terms of student
achievement, it is difficult to set
generalizable benchmarks or standards for student achievement.
Thus is it also difficult to make
true apples-to-apples comparisons about teaching effectiveness
between different educational
contexts: due to vast differences between different kinds of
students, a notion of what
constitutes highly effective teaching in one context may not
apply in another. This difficulty has
featured in criticism of certain meta-analyses that have
purported to make generalizable claims
about what teaching factors produce the biggest effects (Hattie,
2009). A variety of other
commentators have also made similar claims about the
20. importance of contextual factors in
teaching effectiveness for decades (see, e.g., Theall, 2017;
Cashin, 1990; Bloom et al., 1956)
The studies described above mainly measure teaching
effectiveness in terms of
academic achievement. It should certainly be noted that these
quantifiable measures are not
generally regarded as the only outcomes of effective teaching
worth pursuing. Qualitative
outcomes like increased affinity for learning and greater sense
of self-efficacy are also important
learning goals. Here, also, local context plays a large rol e.
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9
SETs: Imperfect Measures of Teaching
As noted in this paper’s introduction, SETs are commonly used
to assess teaching
21. performance and inform faculty development efforts. Typically,
these take the form of an end-of-
term summative evaluation comprised of multiple-choice
questions (MCQs) that allow students
to rate statements about their teachers on Likert scales. These
are often accompanied with
short-answer responses which may or may not be optional.
SETs serve important institutional purposes. While
commentators have noted that there
are crucial aspects of instruction that students are not equipped
to judge (Benton & Young,
2018), SETs nevertheless give students a rare institutional
voice. They represent an opportunity
to offer anonymous feedback on their teaching experience and
potentially address what they
deem to be their teacher’s successes or failures. Students are
also uniquely positioned to offer
meaningful feedback on an instructors’ teaching because they
typically have much more
extensive firsthand experience of it than any other educational
stakeholder. Even peer
observers only witness a small fraction of the instructional
sessions during a given semester.
Students with perfect attendance, by contrast, witness all of
22. them. Thus, in a certain sense, a
student can theoretically assess a teacher’s ability more
authoritatively than even peer mentors
can.
While historical attempts to validate SETs have produced mixed
results, some studies
have demonstrated their promise. Howard (1985), for instance,
finds that SET are significantly
more predictive of teaching effectiveness than self-report, peer,
and trained-observer
assessments. A review of several decades of literature on
teaching evaluations (Watchel, 1998)
found that a majority of researchers believe SETs to be
generally valid and reliable, despite
occasional misgivings. This review notes that even scholars who
support SETs frequently argue
that they alone cannot direct efforts to improve teaching and
that multiple avenues of feedback
are necessary (Seldin, 1993; L’hommedieu et al., 1990).
10
Finally, SETs also serve purposes secondary to the ostensible
goal of improving
23. instruction that nonetheless matter. They can be used to bolster
faculty CVs and assign
departmental awards, for instance. SETs can also provide
valuable information unrelated to
teaching. It would be hard to argue that it not is useful for a
teacher to learn, for example, that a
student finds the class unbearably boring, or that a student finds
the teacher’s personality so
unpleasant as to hinder her learning. In short, there is real value
in understanding students’
affective experience of a particular class, even in cases when
that value does not necessarily
lend itself to firm conclusions about the teacher’s professional
abilities.
However, a wealth of scholarly research has demonstrated that
SETs are prone to fail in
certain contexts. A common criticism is that SETs can
frequently be confounded by factors
external to the teaching construct. The best introduction to the
research that serves as the basis
for this claim is probably Neath (1996), who performs
something of a meta-analysis by
presenting these external confounds in the form of twenty
sarcastic suggestions to teaching
24. faculty. Among these are the instructions to “grade leniently,”
“administer ratings before
tests” (p. 1365), and “not teach required courses” (p. 1367).
Most of Neath’s advice reflects an
overriding observation that teaching evaluations tend to
document students’ affective feelings
toward a class, rather than their teachers’ abilities, even when
the evaluations explicitly ask
students to judge the latter.
Beyond Neath, much of the available research paints a similar
picture. For example, a
study of over 30,000 economics students concluded that “the
poorer the student considered his
teacher to be [on an SET], the more economics he understood”
(Attiyeh & Lumsden, 1972). A
1998 meta-analysis argued that “there is no evidence that the
use of teacher ratings improves
learning in the long run” (Armstrong, p. 1223). A 2010 National
Bureau of Economic Research
study found that high SET scores for a course’s instructor
correlated with “high
contemporaneous course achievement,” but “low follow -on
achievement” (in other words, the
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students would tend to do well in the course, but poor in future
courses in the same field of
study. Others observing this effect have suggested SETs reward
a pandering, “soft-ball”
teaching style in the initial course (Carrell & West, 2010). More
recent research suggests that
course topic can have a significant effect on SET scores as well:
teachers of quantitative
courses (i.e., math-focused classes) tend to receive lower
evaluations from students than their
humanities peers (Uttl & Smibert, 2017).
Several modern SET studies have also demonstrated bias on the
basis of gender
(Basow, 1995; Anderson & Miller, 1997), physical
appearance/sexiness (Ambady & Rosenthal,
26. 1993), and other identity markers that do not affect teaching
quality. Gender, in particular, has
attracted significant attention. One recent study examined two
online classes: one in which
instructors identified themselves to students as male, and
another in which they identified as
female (regardless of the instructor’s actual gender) (Macnell et
al., 2015). The classes were
identical in structure and content, and the instructors’ true
identities were concealed from
students. The study found that students rated the male identity
higher on average. However, a
few studies have demonstrated the reverse of the gender bias
mentioned above (that is, women
received higher scores) (Bachen et al., 1999) while others have
registered no gender bias one
way or another (Centra & Gaubatz, 2000).
The goal of presenting these criticisms is not necessarily to
diminish the institutional
importance of SETs. Of course, insofar as institutions value the
instruction of their students, it is
important that those students have some say in the content and
character of that instruction.
Rather, the goal here is simply to demonstrate that using SETs
27. for faculty development
purposes—much less for personnel decisions—can present
problems. It is also to make the
case that, despite the abundance of literature on SETs, there is
still plenty of room for scholarly
attempts to make these instruments more useful.
12
Empirical Scales and Locally-Relevant Evaluation
One way to ensure that teaching assessments are more
responsive to the demands of
teachers’ local contexts is to develop those assessments locally,
ideally via a process that
involves the input of a variety of local stakeholders. Here,
writing assessment literature offers a
promising path forward: empirical scale development, the
process of structuring and calibrating
instruments in response to local input and data (e.g., in the
context of writing assessment,
student writing samples and performance information). This
practice contrasts, for instance, with
deductive approaches to scale development that attempt to
represent predetermined theoretical
28. constructs so that results can be generalized.
Supporters of the empirical process argue that empirical scales
have several
advantages. They are frequently posited as potential solutions to
well-documented reliability and
validity issues that can occur with theoretical or intuitive scale
development (Turner and Upshur,
1995; Turner and Upshur, 2002; Brindley, 1998). Empirical
scales can also avoid issues caused
by subjective or vaguely-worded standards in other kinds of
scales (Brindley, 1998) because
they require buy-in from local stakeholders who must agree on
these standards based on their
understanding of the local context. Fulcher, Davidson, and
Kemp (2011) note the following:
Measurement-driven scales suffer from descriptional
inadequacy. They are not sensitive
to the communicative context or the interactional complexities
of language use. The level
of abstraction is too great, creating a gulf between the score and
its meaning. Only with
a richer description of contextually based performance, can we
strengthen the meaning
29. of the score, and hence the validity of score-based inferences.
(pp. 8–9)
There is also some evidence that the branching structure of the
EBB scale specifically
can allow for more reliable and valid assessments, even if it is
typically easier to calibrate and
use conventional scales (Hirai & Koizumi, 2013). Finally,
scholars have also argued that
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theory-based approaches to scale development do not always
result in instruments that
realistically capture ordinary classroom situations (Knoch,
2007, 2009).
The most prevalent criticism of empirical scale development in
30. the literature is that the
local, contingent nature of empirical scales basically discards
any notion of their results’
generalizability. Fulcher (2003), for instance, makes this basic
criticism of the EBB scale even
as he subsequently argues that “the explicitness of the design
methodology for EBBs is
impressive, and their usefulness in pedagogic settings is
attractive” (p. 107). In the context of
this particular paper’s aims, there is also the fact that the
literature supporting empirical scale
development originates in the field of writing assessment, rather
than teaching assessment.
Moreover, there is little extant research into the applications of
empirical scale development for
the latter purpose. Thus, there is no guarantee that the benefits
of empirical development
approaches can be realized in the realm of teaching assessment.
There is also no guarantee
that they cannot. In taking a tentative step towards a better
understanding of how these
assessment schema function in a new context, then, the study
described in the next section
asks whether the principles that guide some of the most
31. promising practices for assessing
students cannot be put to productive use in assessing teachers.
Materials and Methods
This section proposes a pilot study that will compare the ICaP
SET to the Heavilon
Evaluation of Teacher (HET), an instrument designed to combat
the statistical ceiling effect
described above. In this section, the format and composition of
the HET is described, with
special attention paid to its branching scale design. Following
this, the procedure for the study is
outlined, and planned interpretations of the data are discussed.
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32. 15
On the ICaP SET, students must indicate whether they strongly
agree, agree, disagree,
strongly disagree, or are undecided. These thirty Likert scale
questions assess a wide variety
of the course and instructor’s qualities. Examples include “My
instructor seems well-prepared
for class,” “This course helps me analyze my own and other
students' writing,” and “When I
have a question or comment I know it will be respected,” for
example.
One important consequence of the ICaP SET within the Purdue
English department is
the Excellence in Teaching Award (which, prior to Fall 2018,
was named the Quintilian or,
colloquially, “Q” Award). This is a symbolic prize given every
semester to graduate instructors
who score highly on their evaluations. According to the ICaP
site, “ICaP instructors whose
teaching evaluations achieve a certain threshold earn [the
award], recognizing the top 10% of
teaching evaluations at Purdue.” While this description is
misleading—the award actually goes
to instructors whose SET scores rank in the top decile in the
33. range of possible outcomes, but
not necessarily ones who scored better than 90% of other
instructors—the award nevertheless
provides an opportunity for departmental instructors to
distinguish their CVs and teaching
portfolios.
Insofar as it is distributed digitally, it is composed of MCQs
(plus a few short-answer
responses), and it is intended as end-of-term summative
assessment, the ICaP SET embodies
the current prevailing trends in university-level SET
administration. In this pilot study, it serves
as a stand-in for current SET administration practices (as
generally conceived).
The HET
Like the ICaP SET, the HET uses student responses to questions
to produce a score
that purports to represent their teacher’s pedagogical ability. It
has a similar number of items
(28, as opposed to the ICaP SET’s 34). However, despite these
superficial similarities, the
instrument’s structure and content differ substantially from the
ICaP SET’s.
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The most notable differences are the construction of the items
on the text and the way
that responses to these items determine the teacher’s final score.
Items on the HET do not use
the typical Likert scale, but instead prompt students to respond
to a question with a simple
“yes/no” binary choice. By answering “yes” and “no” to these
questions, student responders
navigate a branching “tree” map of possibilities whose
endpoints correspond to points on a 33-
point ordinal scale.
The items on the HET are grouped into six suites according to
their relevance to six
different aspects of the teaching construct (described below).
The suites of questions
35. correspond to directional nodes on the scale—branching paths
where an instructor can move
either “up” or “down” based on the student’s responses. If a
student awards a set number of
“yes” responses to questions in a given suite (signifying a
positive perception of the instructor’s
teaching), the instructor moves up on the scale. If a student
does not award enough “yes”
responses, the instructor moves down. Thus, after the student
has answered all of the
questions, the instructor’s “end position” on the branching tree
of possibilities corresponds to a
point on the 33-point scale. A visualization of this structure is
presented in Figure 1.
17
Figure 1
Illustration of HET’s Branching Structure
Note. Each node in this diagram corresponds to a suite of
HET/ICALT items, not to a single item.
aBecause it is inclusive of both "1" and "32" but contains no
"0," the HET uses a 32-point scale.
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37. 18
The questions on the HET derive from the International
Comparative Analysis of
Learning and Teaching (ICALT), an instrument that measures
observable teaching behaviors for
the purpose of international pedagogical research within the
European Union. The most recent
version of the ICALT contains 32 items across six topic
domains that correspond to six broad
teaching skills. For each item, students rate a statement about
the teacher on a four-point Likert
scale. The main advantage of using ICALT items in the HET is
that they have been
independently tested for reliability and validity numerous times
over 17 years of development
(see, e.g., Van de Grift, 2007). Thus, their results lend
themselves to meaningful comparisons
between teachers (as well as providing administrators a
reasonable level of confidence in their
ability to model the teaching construct itself).
The six “suites” of questions on the HET, which correspond to
the six topic domains on
the ICALT, are presented in Table 1.
38. Table 1
HET Question Suites
Suite # of Items Description
Safe learning environment 4 Whether the teacher is able to
maintain positive, nonthreatening
relationships with students (and to
foster these sorts of relationships
among students).
Classroom management 4 Whether the teacher is able to
maintain an orderly, predictable
environment.
Clear instruction 7 Whether the teacher is able to
explain class topics
comprehensibly, provide clear sets
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39. table is presented as Table 1 rather than as Table 2, despite the
fact that Figure 1 precedes it.
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Suite # of Items Description
of goals for assignments, and
articulate the connections between
the assignments and the class
topics in helpful ways.
Activating teaching methods 7 Whether the teacher uses
strategies
that motivate students to think about
the class’s topics.
Learning strategies 6 Whether teachers take explicit steps
to teach students how to learn (as
opposed to merely providing
students informational content).
40. Differentiation 4 Whether teachers can successfully
adjust their behavior to meet the
diverse learning needs of individual
students.
Note. Item numbers are derived from original ICALT item
suites.
The items on the HET are modified from the ICALT items only
insofar as they are phrased
as binary choices, rather than as invitations to rate the teacher.
Usually, this means the addition
of the word “does” and a question mark at the end of the
sentence. For example, the second
safe learning environment item on the ICALT is presented as
“The teacher maintains a relaxed
atmosphere.” On the HET, this item is rephrased as, “Does the
teacher maintain a relaxed
atmosphere?” See Appendix for additional sample items.
As will be discussed below, the ordering of item suites plays a
decisive role in the teacher’s
final score because the branching scale rates earlier suites more
powerfully. So too does the
“sensitivity” of each suite of items (i.e., the number of positive
41. responses required to progress
upward at each branching node). This means that it is important
for local stakeholders to
participate in the development of the scale. In other words,
these stakeholders must be involved
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in decisions about how to order the item suites and adjust the
sensitivity of each node. This is
42. described in more detail below.
Once the scale has been developed, the assessment has been
administered, and the
teacher’s endpoint score has been obtained, the student rater is
prompted to offer any textual
feedback that s/he feels summarizes the course experience, good
or bad. Like the short
response items in the ICaP SET, this item is optional. The short-
response item is as follows:
• What would you say about this instructor, good or bad, to
another student considering
taking this course?
The final four items are demographic questions. For these,
students indicate their grade
level, their expected grade for the course, their school/college
(e.g., College of Liberal Arts,
School of Agriculture, etc.), and whether they are taking the
course as an elective or as a
degree requirement. These questions are identical to the
demographic items on the ICaP SET.
To summarize, the items on the HET are presented as follows:
• Branching binary questions (32 different items; six branches)
o These questions provide the teacher’s numerical score
43. • Short response prompt (one item)
• Demographic questions (four items)
Scoring
The main data for this instrument are derived from the
endpoints on a branching ordinal
scale with 33 points. Because each question is presented as a
binary yes/no choice (with “yes”
suggesting a better teacher), and because paths on the branching
scale are decided in terms of
whether the teacher receives all “yes” responses in a given
suite, 32 possible outcomes are
possible from the first five suites of items. For example, the
worst possible outcome would be
five successive “down” branches, the second-worst possible
outcome would be four “down”
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27
References
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facts
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Ambady, N., & Rosenthal, R. (1993). Half a minute: Predicting
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Anderson, K., & Miller, E.D. (1997). Gender and student
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Start the references list on a new page. The word "References"
(or "Reference," if there is only one source), should appear
bolded and centered at the top of the page. Reference entries
should follow in alphabetical order. There should be a reference
entry for every source cited in the text.
jforte
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Note that sources in online academic publications like scholarly
46. journals now require DOIs or stable URLs if they are available.
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of each entry, every following line should be indented a half
inch (this is called a "hanging indent").
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Shortened DOI.
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33
Appendix
Sample ICALT Items Rephrased for HET
Suite Sample ICALT Item HET Phrasing
Safe learning environment The teacher promotes mutual
respect.
Does the teacher promote mutual
respect?
Classroom management The teacher uses learning time
efficiently.
Does the teacher use learning time
efficiently?
52. Clear instruction The teacher gives feedback to
pupils.
Does the teacher give feedback to
pupils?
Activating teaching methods The teacher provides interactive
instruction and activities.
Does the teacher provide interactive
instruction and activities?
Learning strategies The teacher provides interactive
instruction and activities.
Does the teacher provide interactive
instruction and activities?
Differentiation The teacher adapts the instruction
to the relevant differences between
pupils.
Does the teacher adapt the
instruction to the relevant
differences between pupils?
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