Captive Finance Firms in a Challenging Economy
Krueger, Cameron; Byrnes, Steven
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; Williams, Christine. The Journal of Equipment Lease Financing (Online)
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28.1 (Winter 2010): 1C-5C.
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Abstract (summary)
Captive finance companies seem to be in the news more than either banks or independent financeorganizations - and the news has been dramatically negative. Some of the traditional views of captives are highly relevant; however, often they are benchmarked against the wrong index. Comparing common leverage or profitability ratios between a captive and its parent provides negative results in good economic times as well as bad! For instance, average return on assets for a sample of 10 organizations that own captives in a down year - 2008 - was 8.7%. The same measure for finance companies over the past five years has been 1.2%. It is imperative for organizations to work with their parents to develop a common understanding and measurement of the broader strategic value of the captive and to promote that understanding to the larger community of stakeholders. This enhanced system of measures, aligned with the captive's true objectives, is less about performance during any given economic cycle and more about strategic value.
Full Text
In the best of times, strengths and weaknesses of a business model are often overlooked. In the worst of times, as with the recent global recession, weaknesses often come to the forefront. For captive finance companies ("captives") this is the case. Even business models once proven to be effective are being questioned and modified. The changing market landscape is demonstrating a great degree of disparity in the value captives are delivering to their parent organizations.
Historically, parents have measured captive value in ways that promote a stand-alone business division view. Although some of these traditional views of captives are highly relevant, they are often benchmarked against irrelevant indexes. Parents need to pay attention to some key metrics affecting the overall organization; alternative approaches for evaluating success may be appropriate, given the evolution of captives. One of the key aspects of the study Capgemini did for the Foundation is measures of success. This article focuses on traditional measures of success and the relevance of those measures for captives.
EXAMINING MEASURES OF SUCCESS
The past 12 months have provided a deluge of negative news for the financial services industry, and equipment finance providers ha ...
John Gutfranski, CFP, AIF, CRPC & Debra White Stephens, CFP – Proactive Advis...Proactive Advisor Magazine
John Gutfranski & Debra White Stephens • Cetera Advisor Networks LLC
- Is modern portfolio theory seriously flawed? by Linda Ferentchak
- Budget deficit on track for six-year low
- Three approaches to client acquisition (Chuck Bigbie, Geneos Wealth Management)
Breakthrough the traditional way of planing. Read Venture Care’s “Corporate Digest” December, 2017 .
Here are some insights of the magazine :
– What are your company strategies in this new Economy?
– Rewritten Risks and Entrepreneurship
– Valuation: A Modern Art
– Financial Modeling A practical view &
– Starting a Producer Company in India.
John Gutfranski, CFP, AIF, CRPC & Debra White Stephens, CFP – Proactive Advis...Proactive Advisor Magazine
John Gutfranski & Debra White Stephens • Cetera Advisor Networks LLC
- Is modern portfolio theory seriously flawed? by Linda Ferentchak
- Budget deficit on track for six-year low
- Three approaches to client acquisition (Chuck Bigbie, Geneos Wealth Management)
Breakthrough the traditional way of planing. Read Venture Care’s “Corporate Digest” December, 2017 .
Here are some insights of the magazine :
– What are your company strategies in this new Economy?
– Rewritten Risks and Entrepreneurship
– Valuation: A Modern Art
– Financial Modeling A practical view &
– Starting a Producer Company in India.
Mercer Capital's Value Focus: FinTech Industry | Third Quarter 2021 Mercer Capital
Mercer Capital’s quarterly newsletter, FinTech Watch, provides an overview of the FinTech industry, including public market performance, valuation multiples for public FinTech companies, and articles of interest from around the web. This newsletter focuses on FinTech segments, including payment processors, technology, and solutions companies, examining general economic and industry trends as well as a summary of M&A and venture capital activity.
The main ideology behind the conception of ERM is to help companie.docxoreo10
The main ideology behind the conception of ERM is to help companies proactively identify, analyze and manage risks and events that have the capability of impacting the business. Developing a collaborative response is crucial is possible when early identification of risk is achieved. Changes in the business environment require sound judgment in anticipating both the consequences of the particular event and the potential likelihood.
The research conducted illustrates that the difficulty is intensified because the company should be innovative and adaptive, a feature that lacks in many corporations. Following the implementation in different companies, the primary challenge posed is locating the respective area in the company where its potentiality is more enhanced. The transition has been implemented from the traditional leadership function to the various levels of operation.
One of the crucial insights obtained from the interaction with companies adopting the ERM system indicates that the change is effective especially if used in a suitable context. The funds in implementing the system may pose a challenge, however, in such a situation, a counter project can be carried out in regards to the nature of the company. So, upon implementation, the ERM program progresses from its initial establishment to a sophisticated program with prolonged use.
ERM is regarded as a complete approach and as a result, leaders can trust the program as a comprehensive approach to risk management. The plan is meant to scratch through a broad range of operational threats in the internal and external environment of the company that could impact its short term and long-term success. In conclusion, the general conclusion is right; it is true to say that ERM has enabled the provision that is crucial in fulfilling and excelling in leadership mandate.
Companies:
1- Oula fuel marketing co
2- Kuwait resort company
http://www.boursakuwait.com.kw/Stock/Financials.aspx?Stk=651&S=INC
ACT553 – FINANCIAL ACOUNTING II
FALL 2016
1. Revenue Recognition
Revenue is the largest item on the income statement and we must assess it on a quantitative and qualitative basis.
_Use horizontal analysis to identify any time trends
_Compare the horizontal analyses of the companies.
_Consider the current economic environment and the company`s competitive landscape. Given that they operate in the same industry, you may expect similar revenue trends.
_Read the management’s discussion and analysis (MD&A) section of the annual reports to learn how the companies’ senior managers explain revenue levels and changes.
2. R&D Activities
Do the companies engage in substantial R&D activities?
_Determine the amount of the expense on the income statement. You may need to look in the footnotes or the MD&A for this information. Is the common-sized amount changing over time? What pattern is detected?
_Read the footnotes and assess the company’s R&D pipeline. What are the major outcomes ...
Measure What Matters - New Perspectives on Portfolio SelectionUMT
Stock market investors articulate their goals explicitly or implicitly by following the philosophy and methodology of a market expert that fits their investment objectives and appetite for risk. For example, for value and income stocks they may rely on the research conducted by Wharton finance professor Jeremy Siegel¹ or read up on market pros like War-ren Buffet. Much like the stock market investor, companies investing in change face similar challenges when considering where to allocate budget and resources to meet financial and strategic objectives.
The Case This case was developed by the MIT Sloan School o.docxmehek4
The Case
This case was developed by the MIT Sloan School of Management. It is part of their
“Learning Edge,” a free learning resource. This case was prepared by John Minahan
and Cate Reavis. This case is based on actual events. Actual names are changed; some
of the narrative is fictional.
In early 2012, as he prepared to enter a meeting with the board of trustees of a
state pension fund, Harry Markham, CFA, couldn't help but feel professionally
conflicted.
Since earning his Master of Finance in 2004 at one of the top business schools in
the United States, Markham had worked for Investment Consulting Associates
(ICA), a firm that gave investment advice to pension funds.
Since joining the firm, Markham had grown increasingly concerned over how
public sector pension fund liabilities were being valued. If he valued the liabilities
using the valuation and financial analysis principles he learned in his Master of
Finance and CFA programs, he would get numbers almost twice as high as those
reported by the funds.
This would not be such a problem if he were allowed to make adjustments to the
official numbers, but neither his clients nor his firm was interested in questioning
them. The board did not want to hear that the fund's liabilities were much larger
than the number being captured by the Government Accounting Standards Board
(GASB) rules and his firm wanted to keep the board of trustees happy.
How, Markham wondered, was he supposed to give sound investment advice to
state treasurers and boards of trustees working from financials that he knew were
grossly misleading?
Markham's dilemma came down to conflicting loyalties: loyalty to his firm,
loyalty to the boards of trustees and others who made investment decisions for
public pensions and who, in turn, hired his firm to provide investment expertise,
and loyalty to the pensioners themselves, as Markham believed was called for by
the CFA Code of Ethics and Standards of Professional Conduct.
In his role as investment advisor, the differing views on how to value pension
liabilities challenged Markham on both a practical and an ethical level. "My role
is not to decide the value of liabilities," he explained.
That is the actuary's job. My role is to give investment advice. However, as an
investment advisor, the first thing you want to understand is the client's
circumstances. That is a basic ethical precept. The CFA professional standards
say you should never give advice without knowing what your client's
circumstances are. And so what happens is that we have these funds that are
grossly short of money, but the accounting does not show them as being grossly
short of money. I make the case within my firm that we need to know where we
are starting before we give advice. And perhaps our advice would be different if
the client knew they were starting from a multi-billion-dollar hole that they're
seemingly not aware of.
In addition to the fact ...
Private Equity Valuation Methods improve active equity portfolio by valuing a business/company that is the core task of the financial analyst. Most PE/VC firms estimate a company’s value with the help of Equity Valuation Methods. To evaluate an organization, there should be enough understanding of Venture Valuation, which is considered as the most holistic evaluation approach.
Bob Pearson • Transamerica Financial Advisors Inc.
- Experts need experts: 10 questions to ask third-party money managers by Kellye Whitney
- Do record margins pose market threat?
- “Rule of 240” compounding by Ron Rowland
- Hot-button topics drive seminar attendance (Matthew Gaude, FSC Securities)
Mercer Capital | Valuation Insight | Capital Structure in 30 MinutesMercer Capital
Capital structure decisions have long-term consequences for shareholders. Directors evaluate capital structure with an eye toward identifying the financing mix that minimizes the weighted average cost of capital. This decision is complicated by the iterative nature of capital costs: the financing mix influences the cost of the different financing sources. While the nominal cost of debt is always less than the nominal cost of equity, the relevant consideration for directors is the marginal cost of debt and equity, which measures the impact of a given financing decision on the overall cost of capital. The purpose of this whitepaper is to equip directors and shareholders to contribute to capital structure decisions that promote the financial health and sustainability of the company.
EDUC 742EDUC 742Reading Summary and Reflective Comments .docxtidwellveronique
EDUC 742
EDUC 742
Reading Summary and Reflective Comments Form & Instructions
For each assigned reading, summarize the main principles and reflect on these principles in order to make the content meaningful to you. This will ensure that you understand the reading and understand its relationship to daily life experiences within your educational setting or work environment. The reflective statements may draw on previous experiences or future plans to use the information from the reading. You are also encouraged to critique ideas in light of a biblical worldview. Summaries will be 100-125 words and will be in paragraph form, and the reflections will be 150-200 words. (Submit the Reading Summary by 11:59 p.m. (ET) on Sunday in Modules/Weeks 1, 3, 4, 5, and on Friday in Module/Week 8, adding the new entries each time.)
STUDENT NAME:
Bridget Pruitt
Reading
Assignment
Main Principles
Reflective Comments
Reading Summary 1
Razik and Swanson
Data within the United States is processed based on four assessments. The assessments are reading, math, science, and other subjects. They are based on 4th, 8th, and 12th graders. They are also broken up into different ethnic groups. There are a lot of data that is alarming within the U.S. Data is based on household characteristics, family and peer influences, and student achievement. Also in this chapter it reaches on the education reform movement. Global forces and the specific causes that are concerning within the U.S. education system. What are the causes of failure within the U.S. school system and what changes can be implemented to improve the rapid downfall of our education system.
When all of the assessments were implemented on the different groups that provided data that broke up the groups that is when I feel our education system had been broken. Ways of instruction as well as curriculum has not changed much, however, all of the testing data is what has changed and the ways that the data is being implemented. Schools have become all about the numbers instead of the importance of what is being taught to our children. If the U.S. school systems were not all about the numbers and teaching our children how to read and write I feel that our schools would be more successful in all the data assessments that are being implemented. The problem is that special attention is given to achievement gaps among ethnic and economic groups instead of teaching everyone the same way that was taught years and years ago. With all the changes within the school systems and how they are wanting teachers to teach their children has caused a lot of confusion as well as stress upon the teachers as well as the children.
Van
Brummelen
First of all, I love this book. It goes into practices and prospective within the interaction between theory and practice. It explains why in public schools that God cannot be taught and how the Christian schools central theme is focused in the teachings of Jesus Christ. In this chapter it.
EDUC 380 Blog Post Samples Module 1 The Brain Below .docxtidwellveronique
EDUC 380 Blog Post Samples
Module 1: The Brain
Below are some student examples that are excellent blog posts for the first two prompts in Module 1
(The Brain). The goal for the discussion posts is to engage in the module materials directly and explore
some of the questions and issues in each module more deeply. The posts are very important for your
learning. Below you will find comments to help you understand how these students met the rubric
requirements. The rubric for blog posts is posted in the end of this document and is in the course
syllabus.
Blog Post # 1:
● Describe a time when you engaged in something adults might consider risky and/or thoughtless:
● How old were you?
● Why did you do it?
● What were you thinking at the time?
Think back to the article on risk-taking you read and to the video you watched on the teen brain. What
connections can you make between the lecture, the article, and/or the video?
Growing up, my family would take annual trips to the river in Laughlin, Nevada. We
would go with our family friends who had kids with a wide range of ages. I was 13 years
old at the time within the middle age range. A big activity at the river is jumping off of
rocks. My parents did not want my sisters and me to engage in this activity. During one
of the annual trips, I joined the older teenagers on a boat ride to the “jumping rock.”
Depending on how much risk they wanted to take, there are different levels for people
to jump off of. All of the older teens were jumping off of the highest level. I decided to
join the older teens and jump from the tallest rock. At the time, I wanted to do it
because all of the older teenagers were doing it. I wanted to be like them. This was not
an impulsive decision. I had thought about doing this activity the whole trip and decided
to go on the boat ride, knowing they were going to jump off the tallest rock. The article,
“Beautiful Brains,” explains, “Seeking sensation isn’t necessarily impulsive. You might
plan a sensation-seeking experience- a skydive or a fast car…” (Dobbs, 2011, p. 49).
By jumping off the rock with them, I thought this would change their view of me as an
older and more mature teenager. When they changed their opinion about me, it would
allow me to hang out with them all the time. I was taking more risks because I would get
a higher reward. This relates to the article, “Beautiful Brains,” which states, “Teens take
more risks not because they don’t understand the dangers but because they weigh risk
versus reward differently. In situations where risk can get them something they want,
they value the reward more heavily than adults do” (Dobbs, 2011, p. 54). By jumping off
the tallest rock, it gave me the reward of spending more time with the older teenagers.
If I had jumped off the shorter rock, I could have not been accepted into the group
because they did not view me as mature as themselves. Therefore, I would have been
penalized for not.
EDUC 741Course Project Part 1 Grading RubricCriteriaLevels .docxtidwellveronique
EDUC 741
Course Project: Part 1 Grading Rubric
Criteria
Levels of Achievement
Content 70%
Advanced
Proficient
Developing
Not Present
Analysis
13 to 14 points
The analysis thoroughly interprets and examines at least three referred journal articles for perspective, validity, and significance of the findings.
12 points
The analysis partially interprets and examines at least three referred journal articles for perspective, validity, and significance of the findings.
1 to 11 points
The analysis attempts of some aspects of analysis and interpretation of journal articles in a limited way. The review is more descriptive than analytical.
0 points
Not present
Use of Evidence and Relevant Outside Information
13 points
The analysis is thoroughly supported with relevant facts, arguments, examples, and details. Information outside the subject articles is often incorporated into the analysis.
11 to 12 points
The analysis is generally supported with relevant facts, arguments, and details. Information outside the subject articles is occasionally incorporated into the analysis.
1 to 10 points
The analysis is thoroughly supported with some facts, arguments, examples, and details. Information outside the subject articles is incorporated in a limited way into the analysis.
0 points
Not present
Organization and Development
13 points
The analysis is quite well-reasoned, indicating substantial breath and depth of thinking. The summary of each article is thorough and meaningful.
11 to 12 points
The analysis is generally well-reasoned, indicating some breath and depth of thinking. The summary of each article is generally sound.
1 to 10 points
The analysis has limited reasoning, indicating a surface understanding of the articles. The summary of each article is limited.
0 points
Not present
Body – Biblical Worldview
13 points
A biblical worldview perspective is clearly articulated and is supported by appropriate Scripture references, course requirements, and application.
11 to 12 points
A biblical worldview perspective is articulated but is not supported by Scripture or is not appropriate, and somewhat applies to course requirements and application.
1 to 10 points
A biblical worldview perspective is poorly articulated and is not supported by Scripture or is not appropriate, and does not apply to course requirements and application.
0 points
Not present
Structure 30%
Advanced
Proficient
Developing
Not Present
Grammar and Spelling
6 points
Correct spelling and grammar are used throughout the essay. There are 0–2 errors in grammar or spelling that distract the reader from the content.
5 points
There are 3–5 errors in grammar or spelling that distract the reader from the content.
1 to 4 points
There are 6–10 errors in grammar or spelling that distract the reader from the content.
0 points
There are more than 10 errors in the grammar or spelling that distract the reader from the content.
Sentence Structure and Mechanics
6 points
Sentences are well-phrased and varied in lengt.
EDUC 740
Prayer Reflection Report Grading Rubric
Criteria
Levels of Achievement
Content 70%
Advanced
Proficient
Developing
Not present
Structure & Organization
33 to 35 points
The paper has a clearly constructed introduction that builds the foundation for further reflection. The structure is clear, logical, and easy to follow. Each paragraph is focused and uses excellent transitions from previous paragraphs. The paper has a clear conclusion. Overall writing style is appropriate for a graduate-level course.
30 to 32 points
The paper has a constructed introduction that builds the foundation for further reflection. The structure is clear, logical, and easy to follow. Each paragraph is focused and uses transitions from previous paragraphs. The paper has a conclusion. Overall writing style is appropriate for a graduate-level course.
1 to 29 points
The paper has a constructed introduction that is beginning to build the foundation for further reflection. The structure is vague and difficult to follow. Not all paragraphs are focused and don’t always use transitions from previous paragraphs. The paper has a conclusion. Overall writing style is not appropriate for a graduate-level course.
0 points
Not present
Analysis
19 to 20 points
The content reflects higher-level thinking through critical self-evaluation and application of principles learned. Includes a discussion of your reflections based on your personal prayer journal, including any changes and/or positive things that you have seen occur in the lives of the leaders you have chosen. Includes specific examples of ways that you have seen changes in the lives of the leaders you have chosen. Includes specific examples of the impact of the assignment on your own life.
17 to 18 points
The content reflects thinking through self-evaluation and application of principles learned. Includes a discussion of your reflections based on your personal prayer journal, including any changes and/or positive things that you have seen occur in the lives of the leaders you have chosen. Includes examples of ways that you have seen changes in the lives of the leaders you have chosen. Includes examples of the impact of the assignment on your own life.
1 to 16 points
The content does not reflect higher-level thinking through critical self-evaluation and application of principles learned. Includes a vague discussion of your reflections based on your personal prayer journal, including any changes and/or positive things that you have seen occur in the lives of the leaders you have chosen. Includes minimal examples of ways that you have seen changes in the lives of the leaders you have chosen. Includes ambiguous examples of the impact of the assignment on your own life.
0 points
Not present
Support
14 to 15 points
Biblical references and principles are integrated into the paper appropriately, demonstrating an excellent understanding of biblical leadership principles.
13 points
Biblical references and principles are integrated.
EDUC 6733 Action Research for EducatorsReading LiteracyDraft.docxtidwellveronique
EDUC 6733 Action Research for Educators
Reading Literacy
Draft
Part A
The context of the classroom setting
In the first section of this action research project I will address the context of classroom setting. Although, it is as important as the teaching itself and understand it is essential in creating learning environments in which every student can thrive. According to Pallardy, context is a classroom’s characteristics such as the composition of the student body, classroom structures and resources. Furthermore, by establishing that context is dependent on student learning we are able to come up with an action research question that will be discussed in this essay. The action research will be on the reading workshop; Is motivation among students a big challenge when it comes to reading literacy?
In addition, a reading workshop is one way to structure a class. Developing strong reading skills in students is one of the key goals in an educational program. Reading workshops encourages the students to become better readers. To accommodate the children’s variability, I assess the children through instructing them to write journals on what they have read and giving them vocabulary tests on that week’s reading. This helps when it comes to identifying student with a reading problem and can be able to tailor lessons to individuals.
One of the concerns that I have experienced in this classroom setting of reading workshops is children’s motivation to read books that they have selected. Their ability to choose the right book and their commitment to stay with the book until they finished is also a concern when it comes to their motivation when reading books. These findings were drawn from the data of the journals and vocabulary test that I had assigned to them. The journals that they wrote the boys in the class performed poorly more than the girls. There is also the fact that the boys in the class didn’t find satisfaction in reading unlike the girls. The boys also were not reading books of their own accord unlike the girls in the class who spent hours with ‘series’ books and other chapter books.
The classroom has 24 students; 52% are boys and 48% are girls. The last two tests on vocabulary showed that girls performed more than the boys. Also, the literature review was discouraging: the boys were lagging the girls. This concerns may be a product of the independent reading workshop and of the freedom of children to choose their own books during that session.
Through observation and interaction with the boys that excelled in the literature reviews I noted that families had a strong impact and the boys that saw their fathers at home read were more likely to choose to read. Therefore, having spoken with the school administration I invited some of the male role models for the boys. I invited teachers, some of their fathers, other school male employees to visit the class and talk about their reading habits. Some of them were frank about their discovery about.
EDUC 637
Technology Portfolio InstructionsGeneral Overview
For this assignment, you will identify forms of and applications for technology for use in a middle school social studies classroom. You will be required to describe the general applications of these technologies, specific applied activities in the general social studies arena, and provide an evaluation.Learning Objective
You will develop a portfolio of technologies that could be used in a middle school social studies classroom, identifying general uses, aligned appropriate national social studies standards, potential activities, and good and bad points to that technology’s use.Assignment Process
1. Select 10 technologies (defined below) that can be used in an educational setting/environment for each of the categories listed below. Notice that I did not say educational or instructional technologies. This is to not restrict you to that search parameter, but rather to allow you to explore critically any technology that might have a pedagogical use. Select technologies representing:
a. Hardware devices
b. Business/productivity software (i.e., Microsoft Office)
c. Web-based technologies (delivered via the Internet)
d. Multimedia software (audio, video, graphical)
e. Games/entertainment
2. Then review each technology answering the following questions in 1–2 paragraphs for each question (best recorded in a word-processing program like Microsoft Word as a multi-page document). Questions to answer include:
a. What are the general functions and purposes of this technology?
b. What types of social studies objectives/goals could be met by this technology and how? Please relate to an NCSS main theme (or more than 1 if appropriate).
c. What, in your opinion, are the good and bad points of using this technology in a pedagogical setting? Consider this a risk analysis.
3. Turn in the completed assignment by 11:59 p.m. (ET) on Sunday of Module/Week 2.
EDUC 637
Literature Review InstructionsGeneral Overview
Please read the instructions and rubric for the Literature Review assignment BEFORE you sign-up for a topic. You will want to select a topic wisely so you will be able to identify 5 trends in your research.
For this assignment, you will select a topic in the general area of social studies instruction in middle grade education and examine accompanying literature related to that topic to identify the latest trends and issues. Ultimately, you will compile these results into a PowerPoint presentation of around 10 slides to identify these trends.Learning Objective
You will develop a presentation identifying general trends in middle-grade social studies education associated with a set of articles in the content area.Assignment Process
1. Begin classifying and compiling articles and sub-topics into groups of information for presentation (note 5 trends).
2. You should have scanned at least 30 articles in the process, which then need to be provided as part of this assignment in an attached bi.
EDUC 364 The Role of Cultural Diversity in Schooling A dialecti.docxtidwellveronique
EDUC 364: The Role of Cultural Diversity in Schooling
A dialectical journal is one in which you engage in conversation with the text. This involves pulling quotes from the text, and providing your reaction, thoughts, analysis and/or questions about what you’ve read. When reading a chapter from Spring(chapter2 and 3), choose 3-5 short passages/selections from each assigned chapter on which to reflect. See the example below. You can format your DJ in a chart format (see next page for template), or you can format it simply as a question/answer format like below. The goal is to use the DJ to think through your reactions and prepare for discussion. Submit your DJ to Cougar Courses prior to class, and if you don’t have your computer with you in class, print it out so you have it with you for a class discussion
Example
Quote: “Faced with the world’s migration of people’s, some countries, such as Singapore, have maintained cultural pluralism by providing public schools that use the child’s home language and reflect the cultural values of the child’s home. Through the use of educational methods that promote cultural pluralism, Singapore has been able to maintain Chinese, Malay, and Indian cultures and languages. Therefore, there have been different educational approaches to the intersection of cultures resulting from globalization...Minority cultures in the United State have primarily experienced cultural genocide, deculturalization, and denial of education. Immigrant groups have mostly experienced assimilation and hybridity.” (Chapter 1).
Response: This is always what I come back to when thinking about American education. We could have chosen a different path, a different approach educating the various groups of children that have come through the school system. But instead of seeing schooling primarily as a democratizing tool, the founders and those in government who came after them saw schooling as a tool for deculturalization, for imposing hegemony. What is most frustrating is how to tease out how our current system still contains the legacy of those oppressive institutional choices. Seeing those remnants for what they are--clearly--is the only way to change the system to truly benefit all kids.
.
EDUC 144 Writing Tips The writing assignments in this cla.docxtidwellveronique
EDUC 144 Writing Tips
The writing assignments in this class require students to engage in critical thinking and analysis,
producing papers that go beyond simple summaries of course readings by utilizing concepts, ideas, and
findings in course readings to critically analyze contemporary schooling and academic achievement in
the United States. Below is a list of suggestions to help you write strong papers that are critical and
analytical.
The introductory paragraph should briefly mention the topic and purpose/focus of your paper and state
your thesis in clear, specific terms (i.e. “In this paper, I will argue…” or “I will contend...,” or “I will
demonstrate…”).
Each paragraph in the body of the paper should be tightly organized around one main idea. Each
paragraph should build on previous ones and provide concrete examples/findings from the week’s
readings that serve as data that support your analysis, or examples from your own experiences and
observations of schooling that serve as evidence in support of your analysis. If you are drawing on a
specific theoretical concept(s) or idea(s) in your analysis, remember to clearly define and explain the
concept(s) or idea(s) before using that concept(s) or idea(s) to investigate and analyze particular aspects
of contemporary schooling.
The concluding paragraph needs to restate the thesis and main points addressed in the paper.
Sometimes writers do not know what their argument is until they have reached the end of the paper—or
the thesis has changed by the end. If either of these happens to you, be sure to put your thesis in the first
paragraph as well and/or make sure that you are making the same argument throughout the paper.
Things to keep in mind, at the level of the paragraph:
Make sure your comments are relevant to the topic at hand: one way to do this is to make an outline of
each paragraph’s main idea; each one should clearly relate to the topic and focus/purpose or thesis of
your paper. It is writer’s responsibility to select relevant concepts or ideas, examples of research
findings from the week’s readings, and/or personal experiences and observations that relate directly to
the topic and purpose/focus of the paper. It is not appropriate to expect the reader to do this instead.
Remember, examples/research findings and personal experiences and observations are not “obviously”
evidence in support of your analysis until you explicitly explain how these examples/findings/
experiences/observations support the claims in your analysis.
Make sure each paragraph’s main idea is clearly connected to your thesis.
*Smoothly transition between paragraphs: connect first line of new paragraph with main idea of
previous paragraph.
*Stick to the facts at hand—do not overstate your case.
Things to keep in mind, at the level of the sentence:
*Tighten sentence structure: combine sentences when possible by eliminating redundant information.
*Employ p.
EDUC 1300- LEARNING FRAMEWORK
Portfolio Page Prompts
INTRODUCTION
This page introduces, not you, but your portfolio. . Invite people into the portfolio and give them a reason for
exploring further Convey your purpose in creating the portfolio. Include a picture of yourself, and a quote
that is meaningful to you. No attachment is needed on this page. (10 points)
ABOUT ME
This page introduces you. Share information about yourself – your family, hobbies, work, and what you enjoy.
Don’t just TELL people, SHOW who you are, too. Things you might include: photos, images, or video/links
that interest you. Attach your Quality World Essay or another paper about yourself to this page. (10 points)
GOALS
List your long-term goals: personal, education, career. Identify the short-term and intermediate goals that will
help you progress toward these long-term goals. Include images that help you and your viewer visualize your
goals. Attach your degree plan/Timeline assignment to show your academic plans/goals. (10 points)
LEARNING
This page showcases what you’ve learned about your learning. Collect information you’ve gathered about
yourself and how you learn, such as learning styles inventories, personality type indicators, and your
Strengthsquest assessment. Interpret those results and draw conclusions about yourself from this evidence and
write about it. Attach your Insight Report from Strengthsquest so your viewer can learn more about your top
5 strengths or another assessment report which have helped you identify how you learn. (15 points)
THINKING
What have you learned this semester about critical thinking? What have you created that demonstrates the
quality of your thinking? Select examples and identify these qualities in your reflection. Attach an
assignment/paper from this class or another that show your thinking abilities. (15 points)
RESEARCH
On this page, post a question that you’ve selected to research and write what you found. What did you learn
about using the online databases? How will that help you in future classes? Attach your annotated
bibliography/research organizers and/or a research paper from another course. (15 points)
REFLECTION:
Your Introduction page described the purpose of the portfolio. On this page, provide a conclusion. Reflect on
your experience in the course and semester in creating this portfolio. Consider the following prompts:
What expectations or assumptions did you have before the course began? Were they valid or invalid?
How has the course contributed to your understanding of yourself and others?
What impact did the course have on your understanding of your quality world?
How do you now assume responsibility for your learning? What thinking and behaviors will you further
develop on your journey to becoming an autonomous learner?
(15 points)
EDUC 1300 Learning Framework Grading Rubric
Page Unsatisfactory
.
EDU734 Teaching and Learning Environment Week 5.docxtidwellveronique
EDU734: Teaching and
Learning Environment
Week 5: Curriculum
Development
Topic goals
To gain an understanding of the concept of
curriculum development and its importance
To gain an understanding of how curriculum
is implemented in different cultural contexts
Task – Forum
Do you think that the current school curriculum needs
to be adapted more to the modern culture? If so, in
what ways do you think it can be done?
What do you consider to be the implications for the
nature of valid knowledge in the future school curriculum?
EDU734: Teaching and Learning Environment Page 1
EDU734: Teaching and
Learning Environment
5.1 Introduction
Curriculum lies at the heart of educational policies and practices.
They are are highly political documents which convey ideological positions about
the type of education that should be given in different cultural contexts and the
citizenship values that can be shared by the citizen of a state (Apple, 2004).
Each society has its own values and beliefs which they want to be translated into
educational objectives via the curriculum.
“Curriculum is a comprehensive plan for an educational programme/institute/
course to offer new or improved manpower to accomplish the rising needs of a
dynamic society” (Pillai, 2015).
5.1.1 Orientations to curriculum
Child-centred
Society-centred
Knowledge-centred
Eclectic
5.1.2 Determinants of the curriculum
Basic needs
Social aspects
Cultural factors
Individual talents
Ideals: intellectual, moral, aesthetic, religious
Tradition
(Pillai, 2015)
EDU734: Teaching and Learning Environment Page 2
EDU734: Teaching and
Learning Environment
5.2 Definition of Curriculum Development
Curriculum development is defined as the process which is planned, purposeful,
progressive, and systematic in order to create positive improvements in the
educational system.
The curriculum is affected by any changes or developments that affect society
(Alvior, 2014).
It needs to correspond to those changes but at the same time to respect all
people despite of gender, ethnicity, disability, religion etc. (Symeonidou and
Mavrou, 2014).
2. How can
1. What learning 3. How can
4. How can the
educational experiences learning
effectiveness of
purposes that are likely to experiences be
learning
should the be useful in organised for
experiences be
school seek to attaining these effective
evaluated?
attain? objectives be instruction?
selected?
Diagram 5.1: Four questions for the organization and development of the
curriculum (Tyler, 1949, cited in Howard, 2007)
EDU734: Teaching and Learning Environment Page 3
EDU734: Teaching and
Learning Environment
5.2.1 Four principles for the development of any curriculum:
Def.
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EDUC 742EDUC 742Reading Summary and Reflective Comments .docxtidwellveronique
EDUC 742
EDUC 742
Reading Summary and Reflective Comments Form & Instructions
For each assigned reading, summarize the main principles and reflect on these principles in order to make the content meaningful to you. This will ensure that you understand the reading and understand its relationship to daily life experiences within your educational setting or work environment. The reflective statements may draw on previous experiences or future plans to use the information from the reading. You are also encouraged to critique ideas in light of a biblical worldview. Summaries will be 100-125 words and will be in paragraph form, and the reflections will be 150-200 words. (Submit the Reading Summary by 11:59 p.m. (ET) on Sunday in Modules/Weeks 1, 3, 4, 5, and on Friday in Module/Week 8, adding the new entries each time.)
STUDENT NAME:
Bridget Pruitt
Reading
Assignment
Main Principles
Reflective Comments
Reading Summary 1
Razik and Swanson
Data within the United States is processed based on four assessments. The assessments are reading, math, science, and other subjects. They are based on 4th, 8th, and 12th graders. They are also broken up into different ethnic groups. There are a lot of data that is alarming within the U.S. Data is based on household characteristics, family and peer influences, and student achievement. Also in this chapter it reaches on the education reform movement. Global forces and the specific causes that are concerning within the U.S. education system. What are the causes of failure within the U.S. school system and what changes can be implemented to improve the rapid downfall of our education system.
When all of the assessments were implemented on the different groups that provided data that broke up the groups that is when I feel our education system had been broken. Ways of instruction as well as curriculum has not changed much, however, all of the testing data is what has changed and the ways that the data is being implemented. Schools have become all about the numbers instead of the importance of what is being taught to our children. If the U.S. school systems were not all about the numbers and teaching our children how to read and write I feel that our schools would be more successful in all the data assessments that are being implemented. The problem is that special attention is given to achievement gaps among ethnic and economic groups instead of teaching everyone the same way that was taught years and years ago. With all the changes within the school systems and how they are wanting teachers to teach their children has caused a lot of confusion as well as stress upon the teachers as well as the children.
Van
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EDUC 380 Blog Post Samples Module 1 The Brain Below .docxtidwellveronique
EDUC 380 Blog Post Samples
Module 1: The Brain
Below are some student examples that are excellent blog posts for the first two prompts in Module 1
(The Brain). The goal for the discussion posts is to engage in the module materials directly and explore
some of the questions and issues in each module more deeply. The posts are very important for your
learning. Below you will find comments to help you understand how these students met the rubric
requirements. The rubric for blog posts is posted in the end of this document and is in the course
syllabus.
Blog Post # 1:
● Describe a time when you engaged in something adults might consider risky and/or thoughtless:
● How old were you?
● Why did you do it?
● What were you thinking at the time?
Think back to the article on risk-taking you read and to the video you watched on the teen brain. What
connections can you make between the lecture, the article, and/or the video?
Growing up, my family would take annual trips to the river in Laughlin, Nevada. We
would go with our family friends who had kids with a wide range of ages. I was 13 years
old at the time within the middle age range. A big activity at the river is jumping off of
rocks. My parents did not want my sisters and me to engage in this activity. During one
of the annual trips, I joined the older teenagers on a boat ride to the “jumping rock.”
Depending on how much risk they wanted to take, there are different levels for people
to jump off of. All of the older teens were jumping off of the highest level. I decided to
join the older teens and jump from the tallest rock. At the time, I wanted to do it
because all of the older teenagers were doing it. I wanted to be like them. This was not
an impulsive decision. I had thought about doing this activity the whole trip and decided
to go on the boat ride, knowing they were going to jump off the tallest rock. The article,
“Beautiful Brains,” explains, “Seeking sensation isn’t necessarily impulsive. You might
plan a sensation-seeking experience- a skydive or a fast car…” (Dobbs, 2011, p. 49).
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older and more mature teenager. When they changed their opinion about me, it would
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a higher reward. This relates to the article, “Beautiful Brains,” which states, “Teens take
more risks not because they don’t understand the dangers but because they weigh risk
versus reward differently. In situations where risk can get them something they want,
they value the reward more heavily than adults do” (Dobbs, 2011, p. 54). By jumping off
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EDUC 741Course Project Part 1 Grading RubricCriteriaLevels .docxtidwellveronique
EDUC 741
Course Project: Part 1 Grading Rubric
Criteria
Levels of Achievement
Content 70%
Advanced
Proficient
Developing
Not Present
Analysis
13 to 14 points
The analysis thoroughly interprets and examines at least three referred journal articles for perspective, validity, and significance of the findings.
12 points
The analysis partially interprets and examines at least three referred journal articles for perspective, validity, and significance of the findings.
1 to 11 points
The analysis attempts of some aspects of analysis and interpretation of journal articles in a limited way. The review is more descriptive than analytical.
0 points
Not present
Use of Evidence and Relevant Outside Information
13 points
The analysis is thoroughly supported with relevant facts, arguments, examples, and details. Information outside the subject articles is often incorporated into the analysis.
11 to 12 points
The analysis is generally supported with relevant facts, arguments, and details. Information outside the subject articles is occasionally incorporated into the analysis.
1 to 10 points
The analysis is thoroughly supported with some facts, arguments, examples, and details. Information outside the subject articles is incorporated in a limited way into the analysis.
0 points
Not present
Organization and Development
13 points
The analysis is quite well-reasoned, indicating substantial breath and depth of thinking. The summary of each article is thorough and meaningful.
11 to 12 points
The analysis is generally well-reasoned, indicating some breath and depth of thinking. The summary of each article is generally sound.
1 to 10 points
The analysis has limited reasoning, indicating a surface understanding of the articles. The summary of each article is limited.
0 points
Not present
Body – Biblical Worldview
13 points
A biblical worldview perspective is clearly articulated and is supported by appropriate Scripture references, course requirements, and application.
11 to 12 points
A biblical worldview perspective is articulated but is not supported by Scripture or is not appropriate, and somewhat applies to course requirements and application.
1 to 10 points
A biblical worldview perspective is poorly articulated and is not supported by Scripture or is not appropriate, and does not apply to course requirements and application.
0 points
Not present
Structure 30%
Advanced
Proficient
Developing
Not Present
Grammar and Spelling
6 points
Correct spelling and grammar are used throughout the essay. There are 0–2 errors in grammar or spelling that distract the reader from the content.
5 points
There are 3–5 errors in grammar or spelling that distract the reader from the content.
1 to 4 points
There are 6–10 errors in grammar or spelling that distract the reader from the content.
0 points
There are more than 10 errors in the grammar or spelling that distract the reader from the content.
Sentence Structure and Mechanics
6 points
Sentences are well-phrased and varied in lengt.
EDUC 740
Prayer Reflection Report Grading Rubric
Criteria
Levels of Achievement
Content 70%
Advanced
Proficient
Developing
Not present
Structure & Organization
33 to 35 points
The paper has a clearly constructed introduction that builds the foundation for further reflection. The structure is clear, logical, and easy to follow. Each paragraph is focused and uses excellent transitions from previous paragraphs. The paper has a clear conclusion. Overall writing style is appropriate for a graduate-level course.
30 to 32 points
The paper has a constructed introduction that builds the foundation for further reflection. The structure is clear, logical, and easy to follow. Each paragraph is focused and uses transitions from previous paragraphs. The paper has a conclusion. Overall writing style is appropriate for a graduate-level course.
1 to 29 points
The paper has a constructed introduction that is beginning to build the foundation for further reflection. The structure is vague and difficult to follow. Not all paragraphs are focused and don’t always use transitions from previous paragraphs. The paper has a conclusion. Overall writing style is not appropriate for a graduate-level course.
0 points
Not present
Analysis
19 to 20 points
The content reflects higher-level thinking through critical self-evaluation and application of principles learned. Includes a discussion of your reflections based on your personal prayer journal, including any changes and/or positive things that you have seen occur in the lives of the leaders you have chosen. Includes specific examples of ways that you have seen changes in the lives of the leaders you have chosen. Includes specific examples of the impact of the assignment on your own life.
17 to 18 points
The content reflects thinking through self-evaluation and application of principles learned. Includes a discussion of your reflections based on your personal prayer journal, including any changes and/or positive things that you have seen occur in the lives of the leaders you have chosen. Includes examples of ways that you have seen changes in the lives of the leaders you have chosen. Includes examples of the impact of the assignment on your own life.
1 to 16 points
The content does not reflect higher-level thinking through critical self-evaluation and application of principles learned. Includes a vague discussion of your reflections based on your personal prayer journal, including any changes and/or positive things that you have seen occur in the lives of the leaders you have chosen. Includes minimal examples of ways that you have seen changes in the lives of the leaders you have chosen. Includes ambiguous examples of the impact of the assignment on your own life.
0 points
Not present
Support
14 to 15 points
Biblical references and principles are integrated into the paper appropriately, demonstrating an excellent understanding of biblical leadership principles.
13 points
Biblical references and principles are integrated.
EDUC 6733 Action Research for EducatorsReading LiteracyDraft.docxtidwellveronique
EDUC 6733 Action Research for Educators
Reading Literacy
Draft
Part A
The context of the classroom setting
In the first section of this action research project I will address the context of classroom setting. Although, it is as important as the teaching itself and understand it is essential in creating learning environments in which every student can thrive. According to Pallardy, context is a classroom’s characteristics such as the composition of the student body, classroom structures and resources. Furthermore, by establishing that context is dependent on student learning we are able to come up with an action research question that will be discussed in this essay. The action research will be on the reading workshop; Is motivation among students a big challenge when it comes to reading literacy?
In addition, a reading workshop is one way to structure a class. Developing strong reading skills in students is one of the key goals in an educational program. Reading workshops encourages the students to become better readers. To accommodate the children’s variability, I assess the children through instructing them to write journals on what they have read and giving them vocabulary tests on that week’s reading. This helps when it comes to identifying student with a reading problem and can be able to tailor lessons to individuals.
One of the concerns that I have experienced in this classroom setting of reading workshops is children’s motivation to read books that they have selected. Their ability to choose the right book and their commitment to stay with the book until they finished is also a concern when it comes to their motivation when reading books. These findings were drawn from the data of the journals and vocabulary test that I had assigned to them. The journals that they wrote the boys in the class performed poorly more than the girls. There is also the fact that the boys in the class didn’t find satisfaction in reading unlike the girls. The boys also were not reading books of their own accord unlike the girls in the class who spent hours with ‘series’ books and other chapter books.
The classroom has 24 students; 52% are boys and 48% are girls. The last two tests on vocabulary showed that girls performed more than the boys. Also, the literature review was discouraging: the boys were lagging the girls. This concerns may be a product of the independent reading workshop and of the freedom of children to choose their own books during that session.
Through observation and interaction with the boys that excelled in the literature reviews I noted that families had a strong impact and the boys that saw their fathers at home read were more likely to choose to read. Therefore, having spoken with the school administration I invited some of the male role models for the boys. I invited teachers, some of their fathers, other school male employees to visit the class and talk about their reading habits. Some of them were frank about their discovery about.
EDUC 637
Technology Portfolio InstructionsGeneral Overview
For this assignment, you will identify forms of and applications for technology for use in a middle school social studies classroom. You will be required to describe the general applications of these technologies, specific applied activities in the general social studies arena, and provide an evaluation.Learning Objective
You will develop a portfolio of technologies that could be used in a middle school social studies classroom, identifying general uses, aligned appropriate national social studies standards, potential activities, and good and bad points to that technology’s use.Assignment Process
1. Select 10 technologies (defined below) that can be used in an educational setting/environment for each of the categories listed below. Notice that I did not say educational or instructional technologies. This is to not restrict you to that search parameter, but rather to allow you to explore critically any technology that might have a pedagogical use. Select technologies representing:
a. Hardware devices
b. Business/productivity software (i.e., Microsoft Office)
c. Web-based technologies (delivered via the Internet)
d. Multimedia software (audio, video, graphical)
e. Games/entertainment
2. Then review each technology answering the following questions in 1–2 paragraphs for each question (best recorded in a word-processing program like Microsoft Word as a multi-page document). Questions to answer include:
a. What are the general functions and purposes of this technology?
b. What types of social studies objectives/goals could be met by this technology and how? Please relate to an NCSS main theme (or more than 1 if appropriate).
c. What, in your opinion, are the good and bad points of using this technology in a pedagogical setting? Consider this a risk analysis.
3. Turn in the completed assignment by 11:59 p.m. (ET) on Sunday of Module/Week 2.
EDUC 637
Literature Review InstructionsGeneral Overview
Please read the instructions and rubric for the Literature Review assignment BEFORE you sign-up for a topic. You will want to select a topic wisely so you will be able to identify 5 trends in your research.
For this assignment, you will select a topic in the general area of social studies instruction in middle grade education and examine accompanying literature related to that topic to identify the latest trends and issues. Ultimately, you will compile these results into a PowerPoint presentation of around 10 slides to identify these trends.Learning Objective
You will develop a presentation identifying general trends in middle-grade social studies education associated with a set of articles in the content area.Assignment Process
1. Begin classifying and compiling articles and sub-topics into groups of information for presentation (note 5 trends).
2. You should have scanned at least 30 articles in the process, which then need to be provided as part of this assignment in an attached bi.
EDUC 364 The Role of Cultural Diversity in Schooling A dialecti.docxtidwellveronique
EDUC 364: The Role of Cultural Diversity in Schooling
A dialectical journal is one in which you engage in conversation with the text. This involves pulling quotes from the text, and providing your reaction, thoughts, analysis and/or questions about what you’ve read. When reading a chapter from Spring(chapter2 and 3), choose 3-5 short passages/selections from each assigned chapter on which to reflect. See the example below. You can format your DJ in a chart format (see next page for template), or you can format it simply as a question/answer format like below. The goal is to use the DJ to think through your reactions and prepare for discussion. Submit your DJ to Cougar Courses prior to class, and if you don’t have your computer with you in class, print it out so you have it with you for a class discussion
Example
Quote: “Faced with the world’s migration of people’s, some countries, such as Singapore, have maintained cultural pluralism by providing public schools that use the child’s home language and reflect the cultural values of the child’s home. Through the use of educational methods that promote cultural pluralism, Singapore has been able to maintain Chinese, Malay, and Indian cultures and languages. Therefore, there have been different educational approaches to the intersection of cultures resulting from globalization...Minority cultures in the United State have primarily experienced cultural genocide, deculturalization, and denial of education. Immigrant groups have mostly experienced assimilation and hybridity.” (Chapter 1).
Response: This is always what I come back to when thinking about American education. We could have chosen a different path, a different approach educating the various groups of children that have come through the school system. But instead of seeing schooling primarily as a democratizing tool, the founders and those in government who came after them saw schooling as a tool for deculturalization, for imposing hegemony. What is most frustrating is how to tease out how our current system still contains the legacy of those oppressive institutional choices. Seeing those remnants for what they are--clearly--is the only way to change the system to truly benefit all kids.
.
EDUC 144 Writing Tips The writing assignments in this cla.docxtidwellveronique
EDUC 144 Writing Tips
The writing assignments in this class require students to engage in critical thinking and analysis,
producing papers that go beyond simple summaries of course readings by utilizing concepts, ideas, and
findings in course readings to critically analyze contemporary schooling and academic achievement in
the United States. Below is a list of suggestions to help you write strong papers that are critical and
analytical.
The introductory paragraph should briefly mention the topic and purpose/focus of your paper and state
your thesis in clear, specific terms (i.e. “In this paper, I will argue…” or “I will contend...,” or “I will
demonstrate…”).
Each paragraph in the body of the paper should be tightly organized around one main idea. Each
paragraph should build on previous ones and provide concrete examples/findings from the week’s
readings that serve as data that support your analysis, or examples from your own experiences and
observations of schooling that serve as evidence in support of your analysis. If you are drawing on a
specific theoretical concept(s) or idea(s) in your analysis, remember to clearly define and explain the
concept(s) or idea(s) before using that concept(s) or idea(s) to investigate and analyze particular aspects
of contemporary schooling.
The concluding paragraph needs to restate the thesis and main points addressed in the paper.
Sometimes writers do not know what their argument is until they have reached the end of the paper—or
the thesis has changed by the end. If either of these happens to you, be sure to put your thesis in the first
paragraph as well and/or make sure that you are making the same argument throughout the paper.
Things to keep in mind, at the level of the paragraph:
Make sure your comments are relevant to the topic at hand: one way to do this is to make an outline of
each paragraph’s main idea; each one should clearly relate to the topic and focus/purpose or thesis of
your paper. It is writer’s responsibility to select relevant concepts or ideas, examples of research
findings from the week’s readings, and/or personal experiences and observations that relate directly to
the topic and purpose/focus of the paper. It is not appropriate to expect the reader to do this instead.
Remember, examples/research findings and personal experiences and observations are not “obviously”
evidence in support of your analysis until you explicitly explain how these examples/findings/
experiences/observations support the claims in your analysis.
Make sure each paragraph’s main idea is clearly connected to your thesis.
*Smoothly transition between paragraphs: connect first line of new paragraph with main idea of
previous paragraph.
*Stick to the facts at hand—do not overstate your case.
Things to keep in mind, at the level of the sentence:
*Tighten sentence structure: combine sentences when possible by eliminating redundant information.
*Employ p.
EDUC 1300- LEARNING FRAMEWORK
Portfolio Page Prompts
INTRODUCTION
This page introduces, not you, but your portfolio. . Invite people into the portfolio and give them a reason for
exploring further Convey your purpose in creating the portfolio. Include a picture of yourself, and a quote
that is meaningful to you. No attachment is needed on this page. (10 points)
ABOUT ME
This page introduces you. Share information about yourself – your family, hobbies, work, and what you enjoy.
Don’t just TELL people, SHOW who you are, too. Things you might include: photos, images, or video/links
that interest you. Attach your Quality World Essay or another paper about yourself to this page. (10 points)
GOALS
List your long-term goals: personal, education, career. Identify the short-term and intermediate goals that will
help you progress toward these long-term goals. Include images that help you and your viewer visualize your
goals. Attach your degree plan/Timeline assignment to show your academic plans/goals. (10 points)
LEARNING
This page showcases what you’ve learned about your learning. Collect information you’ve gathered about
yourself and how you learn, such as learning styles inventories, personality type indicators, and your
Strengthsquest assessment. Interpret those results and draw conclusions about yourself from this evidence and
write about it. Attach your Insight Report from Strengthsquest so your viewer can learn more about your top
5 strengths or another assessment report which have helped you identify how you learn. (15 points)
THINKING
What have you learned this semester about critical thinking? What have you created that demonstrates the
quality of your thinking? Select examples and identify these qualities in your reflection. Attach an
assignment/paper from this class or another that show your thinking abilities. (15 points)
RESEARCH
On this page, post a question that you’ve selected to research and write what you found. What did you learn
about using the online databases? How will that help you in future classes? Attach your annotated
bibliography/research organizers and/or a research paper from another course. (15 points)
REFLECTION:
Your Introduction page described the purpose of the portfolio. On this page, provide a conclusion. Reflect on
your experience in the course and semester in creating this portfolio. Consider the following prompts:
What expectations or assumptions did you have before the course began? Were they valid or invalid?
How has the course contributed to your understanding of yourself and others?
What impact did the course have on your understanding of your quality world?
How do you now assume responsibility for your learning? What thinking and behaviors will you further
develop on your journey to becoming an autonomous learner?
(15 points)
EDUC 1300 Learning Framework Grading Rubric
Page Unsatisfactory
.
EDU734 Teaching and Learning Environment Week 5.docxtidwellveronique
EDU734: Teaching and
Learning Environment
Week 5: Curriculum
Development
Topic goals
To gain an understanding of the concept of
curriculum development and its importance
To gain an understanding of how curriculum
is implemented in different cultural contexts
Task – Forum
Do you think that the current school curriculum needs
to be adapted more to the modern culture? If so, in
what ways do you think it can be done?
What do you consider to be the implications for the
nature of valid knowledge in the future school curriculum?
EDU734: Teaching and Learning Environment Page 1
EDU734: Teaching and
Learning Environment
5.1 Introduction
Curriculum lies at the heart of educational policies and practices.
They are are highly political documents which convey ideological positions about
the type of education that should be given in different cultural contexts and the
citizenship values that can be shared by the citizen of a state (Apple, 2004).
Each society has its own values and beliefs which they want to be translated into
educational objectives via the curriculum.
“Curriculum is a comprehensive plan for an educational programme/institute/
course to offer new or improved manpower to accomplish the rising needs of a
dynamic society” (Pillai, 2015).
5.1.1 Orientations to curriculum
Child-centred
Society-centred
Knowledge-centred
Eclectic
5.1.2 Determinants of the curriculum
Basic needs
Social aspects
Cultural factors
Individual talents
Ideals: intellectual, moral, aesthetic, religious
Tradition
(Pillai, 2015)
EDU734: Teaching and Learning Environment Page 2
EDU734: Teaching and
Learning Environment
5.2 Definition of Curriculum Development
Curriculum development is defined as the process which is planned, purposeful,
progressive, and systematic in order to create positive improvements in the
educational system.
The curriculum is affected by any changes or developments that affect society
(Alvior, 2014).
It needs to correspond to those changes but at the same time to respect all
people despite of gender, ethnicity, disability, religion etc. (Symeonidou and
Mavrou, 2014).
2. How can
1. What learning 3. How can
4. How can the
educational experiences learning
effectiveness of
purposes that are likely to experiences be
learning
should the be useful in organised for
experiences be
school seek to attaining these effective
evaluated?
attain? objectives be instruction?
selected?
Diagram 5.1: Four questions for the organization and development of the
curriculum (Tyler, 1949, cited in Howard, 2007)
EDU734: Teaching and Learning Environment Page 3
EDU734: Teaching and
Learning Environment
5.2.1 Four principles for the development of any curriculum:
Def.
EDU 505 – Contemporary Issues in EducationCOURSE DESCRIPTION.docxtidwellveronique
EDU 505 – Contemporary Issues in Education
COURSE DESCRIPTION
Examines theory, research, and practices relating to critical issues faced by educators today. Discusses contemporary concerns in American and global education: National and local initiatives in education, the evolving relationship between schools and communities, impacts of public policy on the educational enterprise, and current social, political, economic, and legal issues influencing schools are explored from American and global perspectives. Evaluates the future of education in both industrial and developing countries, including growth of learning needs and inequities both within and between countries. Emphasizes problem identification, analysis, and remediation, with the latter focusing on “best of breed” innovative practices.
INSTRUCTIONAL MATERIALS
Required Resources – Textbook
Tozer, S. E., Senese, G., & Violas, P. C. (2013). School and society: Historical and contemporary perspectives (7th ed.). New York, NY: McGraw-Hill.
Required Resources – Articles
Baker, B., Sciarra, D., & Farrie, D. (2014). Is School Funding Fair? A National Report Card. Retrieved from http://www.schoolfundingfairness.org/National_Report_Card_2014.pdf
Baker, B., & Corcoran, S. (2012). The Stealth Inequities of School Funding: How State and Local School Finance Systems Perpetuate Inequitable Student Spending. Center for American Progress. Retrieved from https://www.americanprogress.org/issues/education/report/2012/09/19/38189/the-stealth-inequities-of-school-funding/
Brackemyre, T. (2012). Education to the Masses: The Rise of Public Education in Early America. History Scene. Retrieved from http://www.ushistoryscene.com/uncategorized/riseofpubliceducation/
Cobb, N. (2014). Climate, Culture and Collaboration: The Key to Creating Safe and Supportive Schools. Techniques: Connecting Education and Careers. Retrieved from: http://eds.b.ebscohost.com/eds/pdfviewer/pdfviewer?sid=1bde4a76-6090-47af-8294-13f37c6936c7%40sessionmgr110&vid=16&hid=112
Gardner, H. (2011). To improve U.S. education, it’s time to treat teachers as professionals. The Washington Post. Retrieved from http://www.washingtonpost.com/national/on-leadership/to-improve-us-education-its-time-to-treat-teachers-as-professionals/2011/07/18/gIQA8oh2LI_story.html
Garrity, C., & Jens, K. (1997). Bully Proofing Your School: Creating a Positive Climate. Intervention in School & Clinic. Retrieved from http://eds.b.ebscohost.com/eds/detail/detail?vid=2&sid=1bde4a76-6090-47af-8294-13f37c6936c7%40sessionmgr110&hid=112&bdata=JnNpdGU9ZWRzLWxpdmUmc2NvcGU9c2l0ZQ%3d%3d#db=a9h&AN=9703123351
Hiler, T., & Hatalsky, L.(2014). TEACH Grant Trap: Program to Encourage Young People to Teach Falls Short. Third Way. Retrieved from http://www.thirdway.org/memo/teach-grant-trap-program-to-encourage-young-people-to-teach-falls-short
Hinduja, S., & Patchin, J. (2015). Cyberbullying Legislation and Case Law: Implications for School Policy and Practice. Retrieved from.
EDU 3338 Lesson Plan TemplateCandidate NameCooperatin.docxtidwellveronique
EDU 3338 Lesson Plan Template
Candidate Name:
Cooperating Teacher Name:
Placement Site:
Grade Level:
Subject:
Length of Lesson:
Lesson Title:
Date of Lesson:
Learning Central Focus
Central Focus
What is the central focus for the content in the learning segment?
Content Standard
What standard(s) are most relevant to the learning goals?
Student Learning Goal(s)/ Objective(s)
Skills/procedures
What are the specific learning goal(s) for student in this lesson?
Concepts and reasoning/problem solving/thinking/strategies[footnoteRef:1] [1: The prompt provided here should be modified to reflect subject specific aspects of learning. Language here is mathematics related. See candidate edTPA handbooks for the “Making Good Choices” resource for subject specific components. ]
What are the specific learning goal(s) for students in this lesson?
Prior Academic Knowledge and Conceptions
What knowledge, skills, and concepts must students already know to be successful with this lesson?
What prior knowledge and/or gaps in knowledge do these students have that are necessary to support the learning of the skills and concepts for this lesson?
Theoretical Principles and/or Research–Based Best Practices
Why are the learning tasks for this lesson appropriate for your students?
Materials
What materials does the teacher need for this lesson?
What materials do the students need for this lesson?
Assessments, Instructional Strategies, and Learning Tasks
Description of what the teacher (you) will be doing and/or what the students will be doing.
Launch
__________ Minutes
How will you start the lesson to engage and motivate students in learning?
Pre-Assessment
How will you find out what students already know about the lesson objective?
What tangible pre-assessments will you administer?
How will you evaluate student performance on the pre-assessment?
Instruction
__________ Minutes
What will you do to engage students in developing understanding of the lesson objective(s)?
How will you link the new content (skills and concepts) to students’ prior academic learning and their personal/cultural and community assets?
What will you say and do? What questions will you ask?
How will you engage students to help them understand the concepts?
What will students do?
How will you determine if students are meeting the intended learning objectives?
Structured Practice and
Application
__________ Minutes
How will you give students the opportunity to practice so you can provide feedback?
How will students apply what they have learned?
How will you structure opportunities for students to work with partners or in groups? What criteria will you use when forming groups?
Formative Assessment
What formative assessment techniques will you utilize to determine if students are meeting the intended learning objectives?
Differentiation/ Planned Support
How will you provide students access to learning based on individual and group need.
EDU 3215 Lesson Plan Template & Elements Name Andres Rod.docxtidwellveronique
EDU 3215 Lesson Plan Template & Elements
Name: Andres Rodriguez
Email address: [email protected]
Content Areas: English Language Arts and Social Studies
Common Core Standard(s): (list and write all applicable)
ELA CCSS:
RI 7.1 - Cite several pieces of textual evidence to support analysis of what the text says explicitly
as well as inferences drawn from the text.
RI 7.3 - Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas
influence individuals or events, or how individuals influence ideas or events).
RI 7. 4 - Determine the meaning of words and phrases as they are used in a text, including
figurative, connotative, and technical meanings; analyze the impact of a specific word choice on
meaning and tone.
CCSS: RH.6–8.1: Cite specific textual evidence to support analysis of primary and secondary
sources.
RH.6–8.2: Determine the central ideas or information of a primary or secondary source; provide
an accurate summary of the source distinct from prior knowledge or opinions.
Essential Question(s): How did colonists, African Americans, and Native Americans choose
sides during the Revolutionary War?
Introduction and Lesson Objective (outline the purpose for the lesson in 50 -100 words)
E.g., This lesson is focused on the role of the Native Americans during the American
Revolution. Students explored the roles of the Patriots and the Red Coats and will synthesize this
information with the roles of Native Americans during the American Revolution. The purpose is
for students to understand the variety of people and reasons who were involved in the American
Revolution.
Resources/Materials/Technology Utilized:
E.g., Computer, Smartboard, NewsELA article, Reading about Mohawk Mary Molly Bryant,
Notebooks, Pens, Pencils, Index cards, looseleaf
Instructional Sequence (x amount of minutes/ how many days will this lesson cover).
Include evidence of Explicit Instruction within the tasks/activity:
ortliebe
Highlight
ortliebe
Highlight
Time Allocation Objective Activity
Assessment/Evaluatio
n
7-9 minutes
This will help
the teacher
gauge what
knowledge the
students are
coming into the
lesson with.
Do Now - Answer the
following question:
Who do you think the
Native Americans fought
with/along side during the
American Revolution?
Why do you believe they
chose this side.
Teacher will walk
around and take note
of how many students
choose Patriots or Red
Coats. This will help
with grouping in
future lessons.
10 minutes
Reading a
document about
Mohawk Mary
Molly Bryant as
a class to help
students with
annotating
relevant facts
and details that
will help them
answer critical
thinking
questions later
on.
Reading a document about
a Native American woman,
Mohawk Mary Molly
Bryant as a class. Teacher
asks the following
questions during the
reading and students
underline/annotate the
answers based on t.
EDST 1100R SITUATED LEARNING EDST 1100 N Situated Learning .docxtidwellveronique
EDST 1100R: SITUATED LEARNING
EDST 1100 N: Situated Learning
Thursdays, 2.30 – 5.30
Keele Campus, Mac 050B
Winter, 2020
Instructor: Dr. Lorin Schwarz
Email: [email protected]
Office Hours: ½ hour after class, or by appointment
*
Learning is intentional and contextual, and it involves developing systems and structures that not only allow but also encourage organization members to learn and grow together –to develop “communities of practice.”
-Preskill and Torres
The idea of a subject that calls to us is more than metaphor. In the community of truth, the knower is not the only active agent –the subject itself participates in the dialectic of knowing...geologists are people who hear rocks speak, historians are people who hear the voices of the long dead, writers are people who hear the music of words. The things of the world call to us, and we are drawn to them –each of us to different things, as each is drawn to different friends.
--Parker J. Palmer
Teaching is a complex, relational, and creative event. When I teach, I am simultaneously involved in several dynamic relations: with myself, with my everyday world, with my subject matter, and with my students. I cannot really teach if I am not engaged with my students or if my students are not involved with me.
--Carol S. Becker
The relationship between our physical constraints and the assertion of our freedom is not a 'problem' requiring a solution. It is simply the way human beings are. Our condition is to be ambiguous to the core, and our task is to learn to manage the movement and uncertainty in our existence, not banish it...the ambiguous human condition means tirelessly trying to take control of things. We have to do two near-impossible things at once: understand ourselves as limited by circumstances, and yet continue to pursue our projects as though we are truly in control.
--Sarah Bakewell
Course Description
Welcome to EDST 1100: “Situated Learning.” As described in the university calendar, the aims of this seminar are as follows:
“This course is framed around situated learning theories in relation to the provisioning of educational experiences in a variety of contexts (e.g., early familial experiences, formal educational experiences, cultural educational experiences, employment educational experiences). Students are first introduced to the major principles of families of learning theories (e.g., behaviourism, cognitivism, social learning theory, social constructivism). This introduction is followed by in-depth study of situated learning theory drawing from Lave and Wenger (1991) a seminal text in the field. Students engage in exploring exemplars of situated learning drawing from theory to understand the factors at play in the exemplars because, as situated learning theory would suggest, the representations of situated learning theory must be situated in relation to reference points. Given any particular learning engagement’s situational parameters, stu.
EDU 151 Thematic Unit Required ComponentsThematic Unit Requireme.docxtidwellveronique
EDU 151 Thematic Unit Required Components
Thematic Unit Requirements
Component Parts of Selected Thematic Unit
A) Study Topic - Select a specific appropriate topic reflecting children’s interests and experiences. Topics that are too broad or not developmentally applicable will not be considered. Examples of this type of topic include Ocean, Rain Forest, Outer Space. Examples of specific appropriate topics are shoes, worms, rocks.
A)
B) Age Level –“Birth through Second Grade” Select an age or grade level.
B)
C) Focus - Develop a one-sentence focus statement that summarizes the direction and intent of the unit.
C)
D) Objectives - Identify three or four specific objectives you wish children to master by the completion of the unit, use the appropriate NC Early Learning Standards for the age of the child.
D)
E) Resources - You will need to cite all resources used throughout the study topic. For example: Internet resources (specific web site), printed resources, magazines, newspaper, journals, audio/visual resources, field trips, etc.
E)
F) Extensions Activities - Complete the attached Lesson Plan Forms in detail. You should also include two extension activities (extended activities or enrichment activities).
F)
G) Discussion Questions – Include at least three open-ended questions that will help children think about the topic in varied and divergent ways.
G)
H) Literature Selections - Select children’s books that relate to the theme and are developmentally appropriate for the children you will be working with
H)
I) Culminating activity - The culminating activity is a project or activity that engages children in a meaningful summarization of their discoveries and leads to new ideas, understandings and connections.
J) Evaluation - Devise appropriate means of evaluating children’s progress throughout the unit based on the objectives chosen above.
Student Name: _________ Date: _________
Assessment Name: Study Topic Unit
This assessment is used in every section of EDU 151
This assessment is designed to focus on Standards #4 and #5
This assessment is designed to focus on Supportive Skill # 3, #4, and #5
D/F
C
B
A
100
Unsatisfactory
Average
Good
Very Good
Standard or
Supportive Skill
Key Elements
Basic Knowledge
Comprehension
Application
Synthesis
Comments
Standard 4: Using Developmentally Effective Approaches to Connect with Children and Families
(Attach Weekly Planning Form to Standard 4c in School Chapters)
4c. Using a broad repertoire of developmentally appropriate teaching/learning approaches
Activities are not developmentally appropriate and do not incorporate a range of teaching approaches
0 – 12
Activities are mostly developmentally appropriate and incorporate a few teaching approaches
13
Activities are developmentally appropriate and incorporate varied teaching approaches
14
Activities are developmentally appropriate and incorporate a wide array of teaching approache.
EDSP 429
Differentiated Instruction PowerPoint Instructions
The purpose of this assignment is to produce a PowerPoint presentation that demonstrates your ability to apply course concepts and vocabulary to the topic of differentiated instruction.
Differentiated instruction is a form of instruction that seeks to maximize each student’s growth by recognizing that students have different ways of learning, different interests, and different ways of responding to instruction. In practice, it involves offering several different learning experiences in response to students’ varied needs. You will use theories, vocabulary, and models to construct a PowerPoint presentation that gives an overview of differentiated instruction.
1. Construct the PowerPoint presentation as if you were addressing peers in an in-service training on differentiated instruction.
2. The PowerPoint presentation must be 7–12 slides.
3. The PowerPoint presentation must address the following topics:
· Definition of differentiated instruction
· Advantages to students with special needs
· At least 3 specific examples of differentiated instruction
· References page
The Differentiated Instruction PowerPoint is due by 11:59 p.m. (ET) on Monday of Module/Week 5.
EDSP 429
D
IFFERENTIATED
I
NSTRUCTION
P
OWER
P
OINT
I
NSTRUCTIONS
The purpose of
this assignment is to produce a
PowerPoint
p
resentation that demonstrates
your
ability to apply course concepts and vocabulary to the topic of
d
ifferentiated
i
nstruction
.
Differentiated
instruction is a form of instruction that seeks to maximize each student
’
s growth
by recognizing that students have different ways of learning, different interests, and different
ways of responding to instruction. In practice, it involves offering several
different learning
experiences in response to students
’
varied needs.
You will
use theories, vocabulary, and models
to construct a
PowerPoint
p
resentation that gives an overview of differentiated
instruction
.
1.
Construct the
PowerPoint
presentation as if yo
u were addressing peers in an in
-
service
training on differentiated instruction.
2.
The
PowerPoint
presentation
must
be 7
–
12
slides
.
3.
The
PowerPoint
presentation
must
address the following topics:
·
Definition of differentiated
i
nstruction
·
Advantages to student
s with special needs
·
At least 3
specific examples
of differentiated instruction
·
References
page
The
Differentiated Instruction
PowerPoint
is due by 11:59 p.m. (ET) on Monday of
M
odule/
W
eek
5
.
EDSP 429
DIFFERENTIATED INSTRUCTION POWERPOINT INSTRUCTIONS
The purpose of this assignment is to produce a PowerPoint presentation that demonstrates your
ability to apply course concepts and vocabulary to the topic of differentiated instruction.
Differentiated instruction is a form of instruction that seeks to maximize each student’s growth
by recognizing that students have different ways of learning, different interests,.
EDSP 429Fact Sheet on Disability Categories InstructionsThe pu.docxtidwellveronique
EDSP 429
Fact Sheet on Disability Categories Instructions
The purpose of this assignment is to produce a Fact Sheet that demonstrates your ability to articulate the characteristics of each of the IDEA recognized categories of disabilities.
The Individuals with Disabilities Education Act guarantees a free appropriate public education to eligible children with disabilities. It specifically identifies 13 categories of disabilities that are entitled to special education services. Using relevant reliable websites and your text, you are to construct a Fact Sheet that explains each of the disability categories in terms that are understandable for the general public.
1. Develop the Fact Sheet as if it would be used to educate parents or others in the general public about disabilities that receive special education services.
2. Include an introduction stating the purpose of the fact sheet and the information provided.
3. Each disability category must be fully defined.
4. A minimum of 3 sources should be cited and referenced, one of which should be the textbook.
5. A reference page must be included.
The Fact Sheet on Disability Categories is due by 11:59 p.m. (ET) on Monday of Module/Week 2.
EDSP 429
F
ACT
S
HEET ON
D
ISABILITY
C
ATEGORIES
I
NSTRUCTIONS
The purpose of
this assignment is to produce a
Fact Sheet
that demonstrates
your
ability to
articulate the charac
teristics of each of the IDEA
recognized categories of disabilities.
The Individuals with Disabilities Education Act guarantees a free appropriate public education to
eligible children with disabilities. It specifically identifies 13 categories of disabilities that are
entitled to special education services. Using
relevan
t reliable websites and your text, you are to
construct a Fact Sheet that explains each of the disability categories in terms that are
understandable for the general public.
1.
Develop the Fact Sheet as if it would be used to educate parents or others in th
e general
public about disabilities that receive special education services.
2.
Include an introduction stating the purpose of the fact sheet and the information provided.
3.
Each disability category must be fully defined
.
4.
A minimum of 3 sources should be cited
and referenced, one of which should be the
textbook.
5.
A reference page must be included.
The
Fact Sheet on Disability Categories
is due by 11:59 p.m. (ET) on Monday of
M
odule/
W
eek
2
.
EDSP 429
FACT SHEET ON DISABILITY CATEGORIES INSTRUCTIONS
The purpose of this assignment is to produce a Fact Sheet that demonstrates your ability to
articulate the characteristics of each of the IDEA recognized categories of disabilities.
The Individuals with Disabilities Education Act guarantees a free appropriate public education to
eligible children with disabilities. It specifically identifies 13 categories of disabilities that are
entitled to special education services. Using relevant reliable websites and your.
EDSP 370Individualized Education Plan (IEP) InstructionsThe .docxtidwellveronique
EDSP 370
Individualized Education Plan (IEP) Instructions
The purpose of this assignment is to provide a means of practice in IEP development. You will be expected to produce an IEP – full in its overall scope but not in-depth. This will allow you to apply the knowledge learned within the course as a whole. The IEP will be written in three phases in order to provide assistance and feedback as well as allow for improvements. ONLY DO PHASE 1. STOP WORKING WHEN YOU SEE THIS:
THIS IS THE END OF THE WEEK 3 ASSIGNMENT.
· Phase 1
You will complete the following components of the IEP:
Notice
Cover Page
Factors
Present Level of Performance (PLOP)
Diploma Status
Phase 11 and 111 will get competed in weeks to follow (DO NOT COMPLETE THIS PORTION).
· Phase II
You will revise IEP 1 based on instructor comments and complete the
following additional components:
Goals
Objectives
Accommodations/Modifications
Participation in State Accountability and Assessment System
· Phase III
You will revise IEP II based on instructor comments and complete the
following additional components:
Least Restrictive Environment (LRE)
Transition
Extended School Year (ESY)
Parent Consent
You will be using the Michael Jones case study which has been provided with the instucstions to this. All portions of the IEP will pertain to Michael. It is understood that it will be difficult to fully consider the development of an IEP without more exhaustive details considering Michael’s educational and functional strengths and weaknesses.
To complete the IEP, it will be necessary to review all of the assigned reading and presentations. You may also research current information on Virginia Department of Education’s website. These resources provide valuable information and examples to help create the IEP. You will use the IEP template that is a sample created from the VA DOE’s sample IEP, also located in the Assignment Instruction folder for Module/Week 3.
Page 1 of 1
SAMPLE
School Division Letterhead
IEP MEETING NOTICE
Date:
To:
Susie and Robert Jones________________
and
Michael______________________________________
Parent(s)/Adult Student Student (if appropriate or if transition will be discussed)
You are invited to attend an IEP meeting regarding Michael Jones
Student’s Name
PURPOSE OF MEETING (check all that apply):
· IEP Development or Review
· IEP Amendment
· Transition: Postsecondary Goals, Transition Services
· Manifestation Determination
· Other: ________________________________________________________________________________
The meeting has been scheduled for:
Date Time Location
Meetings are scheduled at a mutually agreed upon place and time by y.
EDSP 377
Scenario Instructions
Scenario 2: Teaching communication skills
Scenario assignments are designed to help the candidate synthesize and apply course content to real-world situations involving individuals with ASD. In Scenario #2, candidates will create a lesson plan for a pre-K student with autism who has communication needs.
Scenario: You are a pre-K teacher for a 4-year-old student with autism named Johnsaan. Johnsaan has difficulty asking for help when he needs something. Instead of asking for help using words, he grunts and waves his hands until he gets a response and engages in challenging behaviors. As Johnsaan's teacher, you need to teach him to use words to ask for help, which should decrease his challenging behavior. What components need to be included in your lesson plan?
Assignment: Drawing on the lesson planning and delivery techniques discussed in Chapter 5, create a lesson plan that could be used to teach Johnsaan to ask for help. Be sure your lesson plan includes the 5 major components of a lesson plan, outlined in Chapter 5, that will enhance your student's ability to express himself when he needs help. The final assignment should be a completed lesson plan, approximately 2 pages (Times New Roman, 12-point font) and an additional 1-page candidate reflection.
Step 1: Identify the main components of the lesson including the goal and/or objective, specific information related to the conditions for responding, types of reinforcers and reinforcement schedule, mastery criteria and evaluation methods.
Step 2: Develop a formal lesson incorporating at least 1 specified presentation style outlined in Chapter 5: Direct Instruction (DI), Discreet Trial Training (DTT), Milieu Teaching (MU), Grouping, or Embedded ABA Teaching Strategies. The formal lesson plan must include an opportunity for guided practice and independent practice. Opportunities for generalization and maintenance should be outlined.
Step 3: Reflect upon the lesson planning process. The reflection should integrate course materials and a biblical world-view, including at least 2 in-text citations and reference list following APA formatting. The following considerations should be addressed within the reflection:
· Rationale for the identification of selected target skill and presentation style(s).
· Review of the lesson planning process including consideration of pre-requisite skills and next steps after lesson implementation.
· Identification of possible challenges with implementation and how these potential challenges will be addressed prior to and during instruction.
EDSP 377
S
CENARIO
I
NSTRUCTIONS
S
CENARIO
2
:
T
EACHING COMMUNICATIO
N SKILLS
Scenario assignments are design
ed
to help the candidate synthesize and apply course
content
to
real
-
world situations involving individuals with ASD.
In
Scenario #2
, candidates will
create
a
lesson plan for a pre
-
K student with aut
ism who has communication needs.
Scenario:
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EDSP 377
Autism Interventions
1. Applied Behavior Analysis (ABA)
2. Auditory Integration Training (AIT)
3. Biochemical Therapies
4. Circle of Friends
5. Computer Aided Instruction
6. Dietary Restrictions and/or Supplements (including enzymes and vitamins)
7. DIR/Floortime Approach (Greenspan)
8. Discrete Trial Training (DTT)
9. Early Intervention Behavioral Intervention (EIBI)
10. Early Start Denver Model (ESDM), for young children with autism
11. Functional Communication Training (FCT)
12. Holding Therapies
13. Hyperbaric Oxygen Chamber Treatments
14. Joint Attention Interventions
15. Music Therapy
16. Naturalistic Intervention
17. Options Therapy (Son Rise)
18. Peer Mediated Instruction and Intervention
19. Pharmacological Approaches
20. Picture Exchange Communication System (PECS)
21. Pivotal Response Training (PRT)
22. Play Groups
23. Power Cards
24. Relationship Development Intervention (RDI)
25. Research on Connection with Mercury and the MMR to autism
26. Research on Siblings of Children with Autism
27. Research on Transition Services for Employment
28. Research on Transition to the Adult World
29. Research on Twin Studies
30. SCERTS Model (Social Communication, Emotional Regulation, and Transactional Support)
31. Sensory Integration
32. Sign Language
33. Social Stories
34. TEACCH (Treatment and Education of Autistic and related Communication-handicapped Children)
35. Visual Strategies and Supports
36. Video Modeling
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June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Captive Finance Firms in a Challenging EconomyKrueger, Cameron.docx
1. Captive Finance Firms in a Challenging Economy
Krueger, Cameron; Byrnes, Steven
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Abstract (summary)
Captive finance companies seem to be in the news more than
either banks or independent financeorganizations - and the news
has been dramatically negative. Some of the traditional views of
captives are highly relevant; however, often they are
benchmarked against the wrong index. Comparing common
leverage or profitability ratios between a captive and its parent
provides negative results in good economic times as well as
bad! For instance, average return on assets for a sample of 10
organizations that own captives in a down year - 2008 - was
8.7%. The same measure for finance companies over the past
five years has been 1.2%. It is imperative for organizations to
work with their parents to develop a common understanding and
measurement of the broader strategic value of the captive and to
2. promote that understanding to the larger community of
stakeholders. This enhanced system of measures, aligned with
the captive's true objectives, is less about performance during
any given economic cycle and more about strategic value.
Full Text
In the best of times, strengths and weaknesses of a business
model are often overlooked. In the worst of times, as with the
recent global recession, weaknesses often come to the forefront.
For captive finance companies ("captives") this is the case.
Even business models once proven to be effective are being
questioned and modified. The changing market landscape is
demonstrating a great degree of disparity in the value captives
are delivering to their parent organizations.
Historically, parents have measured captive value in ways that
promote a stand-alone business division view. Although some of
these traditional views of captives are highly relevant, they are
often benchmarked against irrelevant indexes. Parents need to
pay attention to some key metrics affecting the overall
organization; alternative approaches for evaluating success may
be appropriate, given the evolution of captives. One of the key
aspects of the study Capgemini did for the Foundation is
measures of success. This article focuses on traditional
measures of success and the relevance of those measures for
captives.
EXAMINING MEASURES OF SUCCESS
The past 12 months have provided a deluge of negative news for
the financial services industry, and equipment finance providers
have borne their fair share of it. CIT Corp. may be an obvious
example, but beyond bad news, there has been a steady drone of
poor results and challenged portfolios displayed in the industry
newsletters.
Captive finance companies seem to be in the news more than
3. either banks or independent finance organizations - and the
news has been dramatically negative.
The Association of Equipment Manufacturers (AEM) reports
80% of member customers are having difficulty obtaining credit
to buy equipment1
. . .Harley-Davidson Inc., Pitney Bowes Inc., and dozens of
other companies that aren't banks but pitch loans and other
financial products are being squeezed by the Obama
administration's financial overhaul plan.2
"Deere Capital reports narrowing spreads, higher provision
charges in Q3/09"5 (headline)
Beyond the news, industry experts - Fitch Ratings for instance -
are calling on parent organizations to reduce the scope of the
captives, de-lever their balance sheets, and reduce the perceived
volatility associated with combining a parent company with a
financial services organization. Most dramatically they are
recommending staying away from financing non-parent product.
Is this analysis correct? Should parents be reducing the size and
scope of their captives? Would downsizing help during major
downturns such as the one that is occurring now? Should
parents with on-balance-sheet captives be looking at
establishing vendor finance programs instead? A cursory,
traditional financial analysis leads the reader to believe that the
answer is yes and the cure, as Textron is pursuing with its
captive, is a drastic downsizing, as this headline shows:
"Textron's Finance Unit 'On Track' To Liquidate $3.4 Billion in
2009."4
The analysis that is concluded in this article, however, often
results in different answers and relies on a different equation -
one with many more variables. The construct of the equation of
4. success is more strategic in nature.
A majority of captives responding to the captive survey view
support of the parent sales strategy as a primary mission, with
their own business unit profitability coming as a secondary
priority. Should this not be reflected in the key metrics used to
manage the business and measure success? Clearly the captives
think it should.
What are the traditional measures of success? What are the
different components of the larger equation and what should
captives and parents be paying attention to? What can captives
do to ensure delivering value to the parent and in turn ensure
their viability, especially as the economy creates strains that
test the mettle of the parent strategy?
A NEW APPROACH TO TRADITIONAL MEASURES
As previously mentioned, some of the traditional views of
captives are highly relevant; however, often they are
benchmarked against the wrong index. Comparing common
leverage or profitability ratios between a captive and its parent
provides negative results in good economic times as well as
bad! For instance, average return on assets for a sample of 10
organizations that own captives in a down year - 2008 - was
8.7%. The same measure for finance companies over the past
five years has been 1.2%. 5
Certainly parents need to pay attention to some key metrics
impacting the overall organization. Parent organizations and
public companies, in general, focus on measurements like
stockholder's equity, earnings ratios, return on assets, and
return on equity. However, the determination of the captive's
success in achieving its goals should be, at least partially, based
on nonfinancial measures. Therefore, alternative and
supplemental views may be appropriate, given the evolution of
5. captives (see Exhibit 1).
NEW ELEMENTS TO THE EQUATION
In building out the measures of success for the organization,
some additional, nontraditional metrics should be considered.
These measurements point to alignment with the parent and the
delivery of benefits that are considered value added from a
customer perspective.
The Parent Integration Perspective
A strong strategy for integrating the captive into the parent
results in both operating efficiencies and increased penetration
rates (see Exhibit 2).
The Customer Perspective
If captives are truly focused on a sales-enablement strategy, the
customer should be a key input into the success metrics for the
captive (see Exhibit 3).
CAPTIVE SUCCESS IN CHALLENGING TIMES
Leverage, profitability, and risk have been traditional measures
of financing organizations. However, in the case of captives,
taking a more in-depth view is necessary to understand success
and failure in the current environment. A cursory look at
captive metrics in the current climate points to volatile earnings
swings, challenges in accessing capital, and the potential to
subject the parent to increasing regulatory scrutiny.
Given this economy and those outcomes, why are more parents
not liquidating their captive financing organizations? The
answer lies in a strategic value that links both intercompany
alignment and the customer perspective with a larger value
6. equation.
Captives provide an opportunity to build customer loyalty and
intimacy as well as increase ongoing customer communication.
They allow for greater knowledge of the market. They can also
ensure a parent's product is used instead of a competitor's when
structuring a deal.
If the parent sees that the captive can enhance the customer
experience, balance customer risk with the premium being
offered, build core competencies around assets and point of
sale, and provide a mechanism to deliver incremental go-to-
market and channel capabilities, there is a clear value in having
a captive - and more importantly, in having a successful
captive.
Based on this article and the study of captives in challenging
times, it is imperative for organizations to work with their
parents to develop a common understanding and measurement of
the broader strategic value of the captive and to promote that
understanding to the larger community of stakeholders. This
enhanced system of measures, aligned with the captive's true
objectives, is less about performance during any given
economic cycle and more about strategic value.
Sidebar
The changing market landscape is showing just how diverse
captive leasing firms are in terms of the value they deliver to
their parent organization. Thus, parents must pay attention to
some key metrics, /this article shows how some traditional
measures of success relate to captives.
Sidebar
Editor's note: This article is based on a research report
Capgemini produced for the Equipment Leasing
&Finance Foundation. Published in November 2009, it is titled
7. Captive Finance Firms in a Challenging Economy: Facing the
Wave. The full study is available at www. store,
leasefoundation.org.
Footnote
Endnotes
1. 2009 State of Credit, Association of Equipment
Manufacturers, Aug. 25, 2009.
www.aem.org/PDF/2009_State_of_Credit. pdf (accessed
December 16, 2009).
2. "Corporate Lenders Get Hit," Wall Street Journal, June 19,
2009.
3. "Deere Capital Reports Narrowing Spreads, Higher Provision
Charges in Q3/09," Monitor Daily, www.monitordaily. com,
August 19, 2009.
4. Monitor Daily, September 9, 2009.
5. 2009 Survey of Equipment Finance Activity. Washington,
D.C.: Equipment Leasing and Finance Association.
6. Yankee Group IT Infrastructure spending survey.
7. Survey of Equipment Finance Activity, 2009, 2008, 2007,
2006, and 2005. Washington, D.C.: ELFA.
8. Data based on Capgemini client experiences.
9. Survey of Equipment Finance Activity, 2009, 2008, 2007, and
2006. Washington, D.C.: ELFA.
Financial Literacy: Examining The Knowledge Transfer Of
Personal Finance From High School To College To Adulthood
8. Yates, Dan
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4.1 (Jan 2011): 65-78.
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Abstract (summary)
Many states are now requiring high school students to be
competent in the areas of economic and financial literacy. This
is due to the recent escalation of bankruptcies, large credit card
debt, and mortgage foreclosures in our society. This study
examines how financial knowledge is transferred from the high
school level to the college level and finally to the adult level.
The authors reviewed the components of Blooms taxonomy at
each level of learning. The Jump$tart Survey, which is given to
high school students, was evaluated. College curricula regarding
personal finance courses were examined to determine if
personal finance was required for graduation, or an option for
general education credit, and whether it was required in a
major. The final financial knowledge transfer can happen at the
adult level through community programs. Breakdowns in the
transfer of financial learning were noted through the
progression from high school to adulthood. [PUBLICATION
ABSTRACT]
9. Full text
Headnote
ABSTRACT
Many states are now requiring high school students to be
competent in the areas of economic and financial literacy. This
is due to the recent escalation of bankruptcies, large credit card
debt, and mortgage foreclosures in our society. This study
examines how financial knowledge is transferred from the high
school level to the college level and finally to the adult level.
The authors reviewed the components of Blooms taxonomy at
each level of learning. The Jump $tart Survey, which is given to
high school students, was evaluated. College curricula regarding
personal finance courses were examined to determine if
personal finance was required for graduation, or an option for
general education credit, and whether it was required in a
major. The final financial knowledge transfer can happen at the
adult level through community programs. Breakdowns in the
transfer of financial learning were noted through the
progression from high school to adulthood.
(Keywords: personal finance, financial literacy, high school
students, college students, adult learning)
INTRODUCTION
Over the past decade we continue to be informed about how
poorly our society is doing in managing its finances. Whether it
is the government (at all levels) spending too much or on a
personal level such as excessive credit card debt, increased rate
of mortgage foreclosures, lack of personal savings or retirement
accounts, we all have to reassess how we handle our financial
resources.
Perhaps we need to ask ourselves a few questions. Why are we
10. having these problems? Is it due to ignorance as it relates to
managing our personal finances? If so, what needs to change so
to at people make better personal financial decisions?
The goal of this study is to evaluate toe content areas of
personal financial education and determine the alignment as we
examine toe competencies at the high school, college, and adult
levels. Also, we want to address and attempt to apply Bloom's
taxonomy as a measurement of learning at each level.
The purpose of to is research is to better understand the
financial learning process by studying how knowledge is being
"transferred" from high school, college, and to adulthood.
Financial educators, policy makers/state mandates, and course
curricula need to be better informed how knowledge is
"threaded" through these levels.
This study is concerned on how adults acquire the knowledge,
skills, and attitudes that are necessary to make prudent personal
financial decisions. How do they learn behaviors about
managing their financial matters? While we do not disregard
that some good behaviors are taught at home, the focus here is
to determine specific knowledge taught at different levels and
determine common or consistent content areas and outcomes.
The following statement captures the essence of what we
believe describes the concept of financial literacy:
Financial literacy is about enabling people to make informed
and confident decisions regarding all aspects of their budgeting,
spending and saving and their use of financial products and
services, from everyday banking through to borrowing,
investing and planning for the future. (ANZ Survey of Adult
Financial Literacy in Australia-May 2003, Executive Summary,
pg. 1).
11. LITERATURE REVIEW
What is financial literacy? Although there are many definitions
of financial literacy, the U.S. Financial Literacy and Education
Commission (2007) defines financial literacy as
" ..... the ability to use knowledge and skills to manage
financial resources effectively for a lifetime of financial
wellbeing." Our study embraces this definition since it utilizes
the "application of financial knowledge" in making prudent
decisions in managing one's financial resources. We believe this
definition is relevant to high school students, college students,
and to adults. Several studies have examined financial literacy.
Each focused on different market segments.
STUDIES RELATING TO HIGH SCHOOL FINANCIAL
LITERACY
National Council on Economic Education (NCEE) 2009 Survey
The National Council on Economic Education (NCEE) provides
the only national set of data that tracks progress of economic
and personal finance education. It now includes data on
entrepreneurship education.
The NCEE, which has provided paper survey studies since 1998,
now provides a web-based survey that solicits the chief
executives of State Councils on Economic Education affiliated
with die CEE; and die Social Studies, Business, and Family and
Consumer Science education specialists in all 50 states (and me
District of Columbia). The questions on the 2009 survey
parallel earlier surveys.
The respondents that are contacted are considered experts with
the knowledge to accurately answer the survey. The survey data
is self-reported and sources would be contacted for verification
12. purposes only if the data is significantly different from previous
years or if different data is received from multiple sources
within the same state.
The Personal Finance results of the survey are now included in
the educational standards of forty-four states. At this time,
thirty-four states now require these standards to be
implemented. Thirteen states now require students to take a
Personal Finance course (or Personal Finance included in an
Economics course) as a high school graduation requirement.
These thirteen states represent about 31% of the U.S.
population. Nine states require the testing of student knowledge
in Personal Finance. The poor response by the states to
implement these standards is very disappointing as noted in me
2009 Survey of the States: Economic and Personal
Finance Education in Our Nation's Schools (see appendix A and
B). However, there is another national survey that tests for
financial literacy.
The National Jump $tart Coalition has surveyed high school
seniors in forty-seven states for the past ten years. Below are
me Jump $tart Coalition's biennial financial literacy test results
of high school seniors by percentage of questions answered
correctly for the period 1997 through 2008 (Jump $tart
Coalition, Mandell 2009):
The same 3 1 question survey exam was given to both high
school seniors and full-time college students in 2008. In 2008,
toe financial literacy scores of high school students fell to its
lowest level with a score of 48.3 percent while college students
scored at 62.2 percent.
The survey instrument consists of 3 1 questions using a multiple
choice format. The members of the Jump $tart Coalition
identified four key areas of coverage in their
Personal Finance Standards: income; money management;
13. saving and investing; and spending and credit.
The data gathered from the Jump $tart surveys revealed several
interesting facts. It was found that students who take a high
school course in personal finance performed no better on toe
exam than students who did not take the course. Students with
higher incomes tended to have higher scores. It was the fourth
time that students from families with the highest incomes
performed better than all other groups. It was noted that the
survey results were also related to "parents' education level".
The average score of students with neither parent completely
high school was 44.2 percent and rose to 51.8 percent if at least
one parent completed college. The results showed that students
in toe two lowest income categories performed significantly
worse than higher income students across all subject areas.
Mandell claims that families of students from higher income
and better educated families may be placing a priority on the
importance of financial literacy.
There was no evidence that high school students taking courses
in either personal finance or money management improves their
financial literacy. However, students who played a stock market
game in class did significantly better on toe exam than other
students with a full semester's course in money management.
Those who played the stock market game also had significantly
higher financial literacy scores than those students that were
planning to attend a four year college and have not participated
in the stock market game.
Harris Interactive conducted an online survey for the National
Council on Education (NCEE) in 2005 among a nationwide
(U.S.) sample high school students (2,242). The results of toe
survey noted that a majority of high school students do not
understand the basic concepts in economics and this lack of
knowledge impacts their ability to manage their
personal finances and function in today's global economy.
14. A 24 question quiz in economics and personal finance was given
to the survey group. The quiz covered 20 economic content
standards developed by the NCEE plus additional concepts
relating to personal finance. The students' average score on toe
quiz was 53% or "F". It was found toat 60% of the high school
students failed the quiz. The results of this quiz provide
evidence there is room for improvement in economic and
personal financial literacy for high school students.
Some of the other major findings of this study were:
* 50% of high school students say they have ever been taught
economics in school (either in a separate course or as part of
another subject)
* Most adults (97%) believe that economics should be included
in high school
* Most instruction of economics/personal finance appears to
happen in 12th grade
* 75% of 12th graders say they have been taught economics
* Students who have been taught economics in school are more
interested in economics
* Economic understanding increases with age
* Ninth - tenth graders are least likely to get an "A" or "B"
* College graduates are 4 times more likely than those with only
a high school education to get an "A" or "B" on the quiz
* Students who are not interested in economics are more likely
to get an "F"
15. STUDIES RELATING TO COLLEGE FINANCIAL LITERACY
Peng, Bartholomae, Fox and Cravener (2007) examined how
participating in a high school and/or college
personal finance course influences investment knowledge. The
study found that students who participated in a college level
course with personal finance content had higher levels of
investment knowledge. There was no significant relationship
between taking a high school course and having investment
knowledge. Participating in a college personal finance course
appears to be more effective in enhancing investment
knowledge than participating in a personal finance course at the
high school level. Taking a personal finance course both in high
school and in college was not correlated with higher investment
knowledge scores.
The study notes the possibility of two factors of this finding.
College students may receive more details on investment topics
than in a high school level course. Secondly, me results may be
partially explained by the "teachable moment" maxim as college
students take on greater levels of their personal financial
responsibilities such as paying bills, working, credit card usage,
savings, and managing student loans. The knowledge gained
through experiential learning may have more impact to the
learning process of me college aged student.
In 2008,the Jump $tart coalition also conducted its first national
survey to measure me financial literacy of college students. The
scores improved for every year of college with seniors
averaging 64.8 percent. Mandell states that this is good news
for me American college graduates as they are close to
becoming financially literate and probably will be with more
"life experiences".
The overall results of Mandell' s study concludes that college
16. students are far more financially literate than high school
students and notes mat literacy increases with each year of
college. Financial literacy increases with the number of years of
higher education and college seniors are "fairly financially
literate". He adds that die Jump$tart survey is really a measure
of problem solving ability as opposed to mining financial facts.
Knowing how to approach problems and conduct research are
key to making decisions regarding personal finance. These
critical dunking skills are perhaps more apt to be learned in
college than in high school personal finance classes.
A different study by Cude, Lawrence, Lyons, Metzger, LeJeune,
Marks and Machones (2006) set out to learn about college
students' financial management practices and their attitudes
about financial management. Their research was a multi-state
project using an online survey at four universities from the fall
2004 through spring 2005. A total of 1,891 students participated
in the survey. In-depth focus groups were conducted that met
with about 10 students per group. Students responded to 10
survey items about the students' financial management
practices. A "financial fitness" score was generated for each
respondent. The results were used to classify die students as:
"not financially at-risk," "somewhat at-risk," and "financially
at-risk."
The results of the study found that students were more likely to
be financially fit if they had higher GPAs or had married
parents. Financially at-risk students were more likely to have
credit cards, be a minority or a college senior. These findings
support previous research.
One of the main conclusions from Cude et al's (2006) research
is that some college students are not managing
their finances well because of not adopting a set of
recommended practices. Additionally, some "recommended"
practices should be modified to more accurately match the ways
17. college students responsibly manage their finances. Cude (2006)
recommends mat future researchers develop a scale of financial
management responsibility mat is fitting for college students'
financial management options.
Other recommendations noted were me need for on-campus
financial education programs, requiring a personal
finance course be included as a general education requirement
for graduation and the need for educational resources for
parents. The students reported mat their parents influenced their
money management behaviors. Parents need to understand this
influential role. Resources are needed to educate parents about
how to discuss financial management issues to their children.
Online resources, websites, etc. should be developed as a "one-
stop" shop. Both parents and students could work together to
find information about various financial topics. The study also
recommended that campuses take a more "holistic" approach to
students' financial needs by involving student organizations and
parents in various campus offices such as financial aid, student
affairs, career services, etc.
STUDIES RELATING TO ADULT FINANCIAL LITERACY
Harris Interactive also included a sample of adults (3,512) in
their online survey for the National Council on Education
(NCEE) in 2005. The same 24 question quiz in economics and
personal finance was given to toe adults that were given to the
high school students. The results of this quiz were adults
earning a grade of 70% or "C" for
economic/personal finance knowledge. It was noted that 25% of
the adults failed toe quiz. The results of this quiz provided
evidence there is room for improvement in economic and
personal financial literacy for adults.
The 2010 Financial Literacy survey was conducted by telephone
within the United States by Harris Interactive on behalf of the
18. NFCC (National Foundation for Credit Counseling) in 2010
among 2,028 adults ages 18+. The key findings are noted below:
* Financial Literacy: 34 percent of U.S. adults, or more than 77
million people living in America, gave themselves a grade of C,
D, or F on then knowledge of personal finance. This suggests
there is room for improvement with Gen Y adults at 39% with
the lowest grades and 43% of the Gen Y strongly agreeing that
they could benefit from advice and answers to everyday-type
financial questions.
* Budgets: Nearly 1 1 million adults (5 percent) don't know how
much they spend on food, housing, and entertainment, and do
not monitor their overall spending. Among the 56% of adults
who do not have a budget, note negative attitudes about
budgeting which may reinforce unhealthy spending behaviors.
* Spending: 51% or roughly 116 million people reported
spending less than they were a year ago and nearly 23% are
spending a lot less.
* Savings: One-third of adults (33 percent), or 75 million
people, do not contribute to a retirement plan. 30% report that
they have no savings and only 24percent are now saving more
than they did a year ago due to toe economy. 48% of Gen Y
adults report having no savings and 25% of those would charge
an emergency type expense to a credit card or take out a loan.
* Debt and Credit Cards: 28% (more than 64 million adults)
admit to not paying all of their bills on time and more than 11
million adults (5 percent) report that their household carries
credit card debt of $10,000 or more each month.
* Credit Score: (65 percent) or 148 million people have not
ordered a copy of their credit report in the past year despite it
being free.
19. * Housing: 44% of adults (more than 100 million people)
currently have a home mortgage and with 33% noting they did
not understand some of the terms of their mortgage.
* Retirement: One-third of adults do not put any part of their
annual household income toward retirement. Only 7% of adults
save more than 20% of their income for retirement each year.
One of the key findings from the survey was that overall,
financial literacy was low and most adults recognized toe need
for education. Seventy-eight percent of toe adults stated they
could still benefit from advice and answers to everyday
financial questions from a professional.
Other findings were that the home was cited for the source for
learning about personal finance education noting that 41%
learned personal finance from their parents or at home. Only 6%
cited learning personal finance in school. This would suggest
the importance of incorporating personal finance into school
curricula. Also, adults with lower incomes were more likely to
grade themselves poorly in terms of financial knowledge.
Lusardi's (2008) research finds widespread financial illiteracy
among toe U.S. population. Most adults cannot perform simple
economic calculations and do not have knowledge about the
basic concepts of finance. Lusardi (2008) asserts that financial
literacy affects financial decision-making and that ignorance
about basic financial concepts can be associated with the failure
to participate in activities such as retirement planning, stock
market, and may cause poor decision-making behavior when
borrowing money.
Lusardi and Mitchell (2006) wanted to combine data on
financial literacy with data on financial behavior, so they began
inserting questions measuring financial literacy into major
20. surveys such as the 2004 Health and Retirement Study (HRS),
toe National Longitudinal Survey of Youth (NLSY), and the
Rand American Life Panel (ALP). The benefit noted by the
researchers was that it linked financial literacy to financial
behavior. Lusardi and Mitchell (2006) conclude that only a
limited number of questions can effectively be added to surveys
to assess financial literacy. This constraint leaves us with the
question, "what questions should be asked to determine the
extent to which one possesses financial literacy?"
ISSUES IN MEASURING FINANCIAL LITERACY
Huston (2010) reviewed the range of financial literacy measures
used in research over me past 10 years and found mat currently
mere are no standardized instruments to measure financial
literacy. The purpose of Huston's work was to develop a more
standardized measurement for financial literacy. The study
reviewed 71 individual studies relating to personal finance,
including terms such as financial literacy, financial knowledge
or a closely related construct. In reviewing me studies for
commonality of financial domain content, four main categories
were identified: personal finance basics, borrowing,
saving/investing, and protection.
It was found that the majority of the studies (72%) failed to
provide a definition of financial literacy and 47% of me studies
used the terms financial literacy and financial knowledge
synonymously. Almost nine of every ten studies did not provide
an indication as to whether a respondent was "financially
literate". Several studies made an attempt to make that
indication. A study conducted by Volpe, Chen, and Pavlicko
(1996) interpreted that a respondent with an investment IQ
score of 70 or better as being investment literate. When
considering if one is financially literate, there appears to be
some contradiction from the Jump $tart surveys. A score of 60%
was needed to be financially literate per Mandell (1997), but for
21. the 2009 Jump $tart survey, a score of 75% was needed for
being considered financially literate.
Huston's (2010) analysis of the studies found three main
barriers to developing a standardized approach in measuring
financial literacy. They were: die lack of conceptualization and
definition of the construct financial literacy, content of the
instrument, and instrument interpretation. Almost 75% of the
studies did not explain the construct mat was used and the
majority used financial literacy and financial knowledge
interchangeably. Only 25% of the studies included all of the
four finance components in their measurements as previously
stated. The majority of the studies (88%) did not include how to
interpret the measurement results. Furthermore, there is no
common or general understanding of the construct for financial
literacy.
CONCERNS FROM THE RESEARCH
Although mere are many surveys mat collect data on behaviors
pertaining to the handling of personal finances, our research
found no evidence of a survey instrument that adequately
measures financial literacy in the USA as it relates to measuring
financial knowledge and the application of that knowledge in
managing personal financial resources for adults. We found that
the Jump$ tart survey measures various components of personal
finance at the high school level and recently offered me survey
to college students. The Jump $tart Survey appears to be me
only viable instrument available that attempts to measure the
knowledge content of students (high school and more recently
college students) in the area of personal financial literacy.
However, to what extent does this instrument have external
validity? Many states are now requiring personal finance and/or
economics to be part of the high school curriculum. To what
extent does the Jump $tart Survey provide a worthy assessment
measure for the various states?
22. METHODOLOGY
The above mentioned questions led us to pose the following
research questions:
Research question #1: Does the Jump Start survey provide
adequate assessment in measuring personal financial literacy?
We examined the state of Ohio's recent requirements (Senate
Bill 311) of requiring financial literacy of its high school
students before graduation. "Each school shall integrate the
study of economics and financial literacy, as expressed in the
social studies academic content standards adopted by the state
board of education under section 3301.079 of me Revised Code,
ensuring that every high school student receives instruction in
those concepts." This bill requires mat Ohio high school
students become financially literate before graduating from high
school. Currently, the State of Ohio SB3 1 1 provides that
financial literacy information can be integrated into a "stand
alone" course or can be part of me content within a social
studies course per SB31 1. There is no state examination in
Ohio that requires high school students to pass in financial and
economic literacy. There is no formally approved course of
study. We reviewed the Jump $tart website and used the
Personal Finance Curriculum mat was recommended for high
school curriculum instruction (see appendix C) for analysis
purposes (http://www.Jump$tart.org/staterequirements-
ohio.html). Although the State of Ohio is attempting to embed
financial literacy into the curriculum, we could not find any
concrete content outcomes. This raises additional questions:
* Do the questions from me Jump $tart survey instrument
provide an equal assessment of all the financial literacy content
areas found on the Personal Finance Curriculum?
23. * Based on die Jump $tart survey, what are the student
performance results for each of die six financial literacy content
areas as found in me Personal Finance Curriculum?
We analyzed the national Jump $tart survey results to determine
the student performance levels in all of the financial literacy
content areas as found in die Personal Finance Curriculum
which consisted of the following activities:
* Identified and assigned each of the 3 1 questions from the
Jump $tart survey to one of die six financial literacy content
areas (Financial Decision-Making; Working and Earning;
Budgeting, Banking, Saving/Philanthropy; Effective Use of
Credit; Wealth Creation/Investing; and Risk Management).
Table A shows each Jump $tart survey question assigned to a
financial literacy content area.
* Performed descriptive statistics (mean average and standard
deviation) for each financial literacy content area (see Table B).
Research question #2: To what extent do colleges offer
personal finance in their curriculum as a general education
requirement, a required course in a major; as a competency for
graduation; or as an elective course?
A review of die catalogs of several area colleges was performed
to collect data to answer this research question. A follow-up
telephone survey to me registrar's offices of those colleges was
conducted to verify our data taken from the catalogs.
Research question #3: To what extent are the financial literacy
content areas found in the Jump $tart's
Personal Finance Curriculum similar to the content areas found
in college textbooks?
The purpose of this question is to examine any differences and
24. similarities found in financial content areas at the high school
and college levels. Also, can we determine the extent to which
there is "progression" in financial learning from high school to
college?
An analysis was conducted from four college level textbooks to
compare the content areas from the Personal
Finance Curriculum to the college textbooks.
Research question #4: To what extent do adults use financial
resources?
This question is a research study in itself. We examined various
internet sites to identify possible financial sources to assist
adults. We interviewed a local organization that provides
financial learning resources to me community.
Research question 5: Using Bloom's taxonomy, to what the
extent has knowledge, comprehension, application, analysis,
synthesis, and evaluation been accomplished in learning at each
level (high school, college, and adulthood)?
It has been proven that objectives and skills deemed important
to learning are only achieved by moving from a simple
(knowledge) to a more complex (evaluation) mode of thinking.
This higher level of sophistication can generally be
accomplished with specific activities that expect students to
process information versus simply defining terms.
RESULTS
Our study examined the scores from the 2008 Jump $tart
Financial Literacy Survey and analyzed toe survey results by
various financial literacy areas. Each question was reviewed and
categorized into one of the six financial literacy content units as
recommended by the Personal Finance Curriculum (Financial
25. Decision-Making; Working and Earning; Budgeting, Banking,
Saving/Philanthropy; Effective Use of Credit; Wealth
Creation/Investing; and Risk Management).
Mean scores by unit and toe number of questions per unit were
then calculated, summarized and presented in toe document.
This study examined the 2008 Jump $tart Coalition's biennial
survey that was given to 6,856 high school 12th graders in 40
states. The mean score was 48.3%.
Research question #1: Table A shows each Jump $tart survey
question assigned to a financial literacy content area, the theme
(see Appendix C for theme description), and the aggregate score
of each question. Below are toe results of this analysis:
* Unit 1 (Financial decision-making) has only two questions
appearing on the survey which relate to the theme areas of basic
concepts and money. There were no questions pertaining to
economic systems.
* Unit 2 (Working and Earning) had five questions appearing on
the survey in which four questions pertained to the theme of
taxes and one question on the value of education. There were no
questions relating to career choices.
* Unit 3 (Budgeting, Banking, Saving/Philanthropy) had six
questions on the survey. One question pertained to budgets and
banking; two questions pertained to saving; one question
pertained to spending; and two questions pertained to banking
basics. There were no questions relating to philanthropy.
* Unit 4 (Effective Use of Credit) had six questions on the
survey. Five questions pertained to understanding credit while
one question related to credit cards. There were no questions
relating to buying on credit.
26. * Unit 5 (Wealth Creation/Investing) had eight questions on toe
survey. There were six questions pertaining to savings vs.
investments; two questions relating to investment options and
market influence; no questions relating to time horizons and
risk tolerance; and no questions relating to portfolio
construction and management.
* Unit 6 (Risk Management) had four questions on the survey.
Three questions pertained to insurance; one question related to
fraud; no questions relating to identify theft; and no questions
relating to consumer rights and responsibilities.
This analysis suggests that some content areas have more
exposure on the survey than other content areas. The number of
questions by content area on toe survey range from two
questions to eight questions (see Tables A and B). The authors
believe there is an opportunity to enhance toe Jump $tart survey
by providing more questions to adequately cover most of the
theme areas for each content area. Due to some of the content
areas receiving fewer questions, we feel the Jump $tart survey
does not equally assessment all content areas. We believe that
each content area should have at least ten questions per content
area that touch on the majority of the theme sections as noted in
Appendix C.
In response to another research question: "Based on the Jump
$tart survey, what are the student performance results for each
of the six financial literacy content areas as found in die
Personal Finance Curriculum?", we analyzed the descriptive
statistics to determined die mean average and standard deviation
for each financial literacy content area/module (see Table B).
Table A was used to record toe percentage of correct scores by
question number/content area and module/theme and topic.
Below are toe results:
* Unit 1 (Financial decision-making): This module had only two
27. questions, but toe mean score was 75.0 %. Although toe
question scores were high, the low number of questions
pertaining to this area does not provide adequate assessment.
* Unit 2 (Working and Earning): This module had five questions
appearing on the survey with the mean score of 50.0%. The
correct question scores for this module ranged from 41.9 to 57.3
%. As noted earlier, four of the five questions related to taxes
and did not adequately assess toe other three theme areas.
* Unit 3 (Budgeting, Banking, Saving/Philanthropy): This
module had six questions on the survey with a mean score of
46.6%. The correct scores for this module ranged from 27.3 to
68.0%. Apparently students had difficulty with question #25
(28.4%) dealing with the reasons for saving and question #31
(27.3%) dealing wito savings accounts. Five of the six theme
areas had survey questions identified wito it.
* Unit 4 (Effective Use of Credit): This module had six
questions on toe survey with a mean score of 51.4%. As noted
earlier, five questions pertained to understanding credit while
one question related to credit cards use. The questions scores
ranged from 43.1% on question #23 (relating to the different
types of credit) to toe score of 70.5% which pertained to
question #15 relating to laws and credit regulation.
* Unit 5 (Wealthi Creation/Investing): This module had eight
questions on the survey with a mean score of 46.9%. There were
six questions pertaining to savings vs. investments which
dominated the assessment of toe four the areas in this module.
The correct scores ranged from 16.8% (see question #1 1
pertaining to different types of investments) to 87.7% (see
question # 3 pertaining to goal setting).
* Unit 6 (Risk Management): This module had four questions on
the survey with a mean score of 35.3%. Three questions
28. pertained only to insurance with no questions pertaining to the
other theme areas. The scores on average for this module were
low, especially for question #19 (13.0%) pertaining to resolving
fraud. Question #26 (5 1 . 1 %) was the high score for this
module relating to life insurance.
Four of the six content areas performed at 50.0% or below, The
content area of risk management appeared to be me weakest
(35.3%) for die high school students.
Analyzing the survey data by content area, men by theme, and
then by topic provided valuable information in measuring
student performance. It identifies specifically those areas mat
students need to improve upon. Once those areas are identified,
men appropriate action can be taken.
Research question #2: Next, we addressed die results of
research question #2: To what extent do colleges offer
personal finance in their curriculum as a general education
requirement, a required course in a major; as a competency for
graduation; or as an elective course?
The results of analyzing seven different colleges/universities
concerning me offerings and requirements of their
personal finance course are shown on Table C. Only one college
reported that the personal finance course was included in its
general education course selections and no college/university
required a personal finance course for graduation.
Research question #3: The purpose of research question #3 was
to examine any differences and similarities found in financial
content areas at the high school and college levels. The analysis
of the content areas of the four college level textbooks did
contain all of me content areas suggested in the Personal
Finance Curriculum. All of the textbooks discussed me topic of
bankruptcy which was not specifically identified as a theme
29. item on the Personal Finance Curriculum (see Appendix D), but
could be included as an item for discussion within another
theme area on me curriculum. None of the texts discussed the
topic of "philanthropy" in any detail.
Research question #4: As noted earlier, this question is a study
within itself. We examined various internet sites to identify
possible financial sources to assist adults and interviewed a
local organization that provides financial learning resources to
the community. There are many financial resource websites
available for adults, teachers, and students. Appendix E
identifies some websites that focus on financial learning and
instruction.
A face-to-face interview was conducted with a local agency
director that dedicates part of their services to educating adults
in personal financial topics. This agency is temporarily funded
through state grant monies. Its purpose is to promote and
increase saving and debt reduction to produce financial stability
among families through education and awareness facilitated by
a broad base of community partners. Some of the community
partners are other local agencies that assist needy families with
paying their utilities and rent. After the second time of assisting
these families, the adult member must complete a workshop
through the agency that specializes in financial education.
Examples of the education programs are: basic budgeting, debt
reduction, credit repair, home ownership. The agency also
conducts workshops such as a free tax clinic, spiritual lessons
about money, consolidating and reducing debt, and other free
activities. The main concern of the agency is the temporary
funding and the lack of resources (manpower) to be more
proactive in addressing financial literacy issues in the
community.
Research question 5: Using Bloom's taxonomy, to what the
extent has knowledge, comprehension, application, analysis,
30. synthesis, and evaluation been accomplished in learning at each
level (high school, college, and adulthood)?
In reviewing the findings from the Jump $tart Survey for high
school students, toe results indicate that high school students
performed poorly in all content areas with risk management
receiving the lowest score. It appears that on average high
school students are financially illiterate and were not able to
demonstrate even the lowest level critical thinking skills.
We also reviewed the results of the Jump $tart Survey for
college students and found that college students scored higher
than high school seniors on the survey and that college scores
improved for every year of college with seniors averaging 64.8
percent. Although Mandell previously stated that college
students are "fairly financially literate", they still fall below toe
mark of 75% which Mandell deems being "financially literate".
In applying the criteria found in Bloom's taxonomy to toe
performance of toe college students' tests results from toe Jump
$tart Survey, it appears that while college students were able to
demonstrate some higher order thinking skills, overall, there is
room for improvement.
LIMITATIONS
In addressing research question #1, we examined only one state
in determining whether or not toe Jump $tart survey met the
state's needs. Only seven colleges/universities were surveyed in
determining the personal finance course offerings and
requirements in regard to research question #2. Our attempt is
only to seek preliminary information regarding questions #1 and
#2 with more in-depth research required in the future.
Limitations regarding research question #3 consist of the lack of
viable instruments in measuring financial literacy at any level
as well as toe lack of an adequate definition and construct of
31. financial literacy.
In obtaining information for research question #4, our attempt is
again a preliminary examination of the personal financial
resources available for adults. A limited number of websites
were examined and only one face-to-face interview with an
agency director was conducted. Again, this question has the
possibilities for its own study and requires further in-depth
investigation.
DISCUSSION
In reviewing the results pertaining to our research question #1,
we believe that the instrument used in measuring financial
literacy of high school and college students does not provide
adequate assessment of the content areas found in the
personal finance curriculum. As noted in our results section (see
tables A and B), more questions are required and we suggest at
least ten questions per content area. This would provide for a
broader range of questions for assessing purposes which
exceeds the minimum number of questions of three to five items
per content area as recommended by Kim and Mueller (1978).
Based on the research findings and low competency scores, we
assert that colleges should adopt into their curriculum a
personal finance course to meet either a "general education"
requirement or meet a "general competency" requirement. This
would ensure college students would be more acquainted with
die basic concepts areas regarding personal finance. We would
encourage testing the financial literacy skills of all college
graduates. This would be a bold position by colleges to
demonstrate their high priority that all of their graduates were
financially literate.
The purpose of research question #3 was to examine any
differences and similarities found in the financial content areas
32. of the high school and college curricula. We found that the
basic topic areas suggested by die Jump Start
personal finance curriculum were also found within die college
textbooks. This is encouraging information knowing that the
same basic concepts are being emphasized at both levels.
However, to what extent are the concepts being learned? We
will continue that discussion later in this section.
As noted earlier, research question #4 is a study within itself.
We examined various internet sites to identify possible financial
sources to assist adults and interviewed a local organization that
provides financial learning resources to the community. There
appears to be many, many resources available to the community
to learn about various topics in personal finance. The problem is
the "disconnect" between the people needing financial
knowledge/training and the ability to link them to the
organization or the website that could help them. This is an area
that future researchers should address.
In applying Bloom's taxonomy, there appears to be a major
meltdown in learning as we examine the competency levels of
high school students, college students and adults. Due to the
poor results from the Jump Start surveys (both high school and
college students), it appears that financial knowledge has not
been understood by these groups. Perhaps better measuring
methods are needed, but in reviewing Mandell' s data from past
high school students' scores, those students have historically
scored on average below 50%. When recently tested, the college
students' scores on the same survey were below 65%. We
believe mat most high school and college students lack the basic
financial literacy skills to make informed personal financial
decisions.
At this time, there is no adequate testing instrument available to
measure adult financial literacy. However, based on die levels
of credit card debt, mortgage foreclosures, low saving amounts,
33. and the results of the adult surveys mentioned earlier, we
believe there is a real need to educate the adult population and
be able to measure their level of financial literacy.
It is the conclusion of the authors there is a societal deficiency
in personal financial literacy. It is a systemic problem. There
are many excellent organizations and resources available that
provide a wealth of information in the content areas of financial
literacy. There is no indication that this information is being
understood by our society either in high school, college, or
adulthood. Our research found no evidence of any progression
of financial literacy "being threaded" from the high school level
through college and then into adulthood.
RECOMMENDATIONS
Below are some recommendations that we believe will be the
foundation for improving financial literacy in our society.
* Development of an accepted conceptualization and definition
of the construct financial literacy
* Development of a comprehensive personal financial literacy
instrument for each level of analysis: high school, college,
adults
* Agreement on the content areas of the personal financial
literacy instrument and the instrument's interpretation
* Require a "stand alone" personal finance course for all high
school students that utilizes active learning with engaging
exercises and assignments
* Colleges adopt a policy that a personal finance course is
required as a general competency for graduation
34. * Promotion of financial literacy workshops designed for adult
learning
The development and acceptance of a financial literacy
definition, a financial literacy instrument, and an interpretation
or rubric will improve the researcher's ability to measure
financial literacy at the various levels as supported by Huston
(2010). It will identify "gaps or deficiencies" in the content
areas for each group. Once deficiencies are identified, then
remedies can be developed for improving behaviors. The
researcher will be able to assess the extent to which there is a
progression of financial knowledge from high school to
adulthood. Again, interventions can be applied to toe specific
level when gaps are revealed.
As mentioned earlier, there was no evidence that high school
students taking courses in either personal finance or money
management improves their financial literacy. However,
students who played a stock market game in class did
significantly better on the exam than other students with a full
semester's course in money management. We recommend a
"stand alone" personal finance course that engages the student
through active learning exercises, interactive games, and critical
thinking activities. Today's students want to be engaged.
The general competency requirement of a college
personal finance course would again reinforce the financial
knowledge concepts. It would provide another measurement
point in determining the "threading or progression" of financial
literacy at toe college level.
Lastly, the promotion of workshops for adults that are
specifically targeted to problems areas or aligned to
deficiencies in financial knowledge is needed. The development
of a "one stop" community learning center to address not only
financial literacy but also other adult needs may prove to be
35. beneficial. The accomplishment of these recommendations will
take time and should be a high priority to future researchers
interested in financial literacy.
ACKNOWLEDGEMENTS
We would like to express our gratitude to the contributions of
Adam Radkey, and University of Findlay graduate student. His
hours of researching and conducting statistical analysis on this
project are greatly appreciated.
References
REFERENCES
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2. Council for Economic Education (CEE). (2009). Survey of
the States: Economic, Personal Finance & Entrepreneurship
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for Ecnomic Education.
3. Cude, B. J., Lawrence, F. C, Lyons, A. C, Metzger, K.,
LeJeune, E., Marks, L., et al. (2006). College Students and
Financial Literacy: What They Know and What We Need to
Learn. Eastern Family Economics and Resource Management
Association Conference Proceedings, (pp. 102-109). Knoxville,
TN.
4. Godsted, D., & McCormick, M. H. (2007). National Adult
Financial Literacy Research Overview. Indianapolis: Networks
Financial Institute.
5. Grabmeier, J. (2007, August 9). Personal Finance Classes
Help More in College Than High School. Retrieved August 27,
2010, from The Ohio State University Research News:
36. http://researchnews.osu.edu/archive/finclass.htm
6. Huston, S. J. (2010, June 22). Measuring Financial Literacy.
Journal of Consumer Affairs.
7. Kim, J.-O., & Mueller, C. W. (1978). Factor Analysis:
Statistical Methods and Practical Issues. Newbury Park: SAGE
Publications, Inc.
8. Lusardi, A. (2008, June). "Financial Literacy: An Essential
Tool for Informed Consumer Choice?". Dartmouth College,
Harvard Business School, and NBER.
9. Lusardi, A., & Mitchell, O. S. (2006). Financial Literacy and
Planning: Implications for Retirement Wellbeing. Working
Paper. Pension Research Council, Wharton School, University
of Pennsylvania.
10. Making the Case for Financial Literacy-20 1 0. (20 1 0).
Retrieved from JumpStart:
www.iumpstart.org/assets/files/MakingtheCase20 10%20 1 .doc
11. Marcolin, S., & Abraham, A. (2006). Financial Literacy
Research: Current Literature and Future Opportunities.
Retrieved from http://ro.uow.edu.au/commpapers/223
12. National Council on Economic Education. (2005). What
American Teens & Adults Know About Economics. New York:
National Council for Economic Education.
13. Peng, T.-C. M., Bartholomae, S., Fox, J. J., & Cravener, G.
(2007). The Impact of Personal Finance Education Delivered in
High School and College Courses. Journal of Family and
Economic Issues , 265-284.
14. Survey of the States Report Reveals Pressing Need for
37. Economic and Financial Literacy in U.S. School Systems.
(2009, December 1). Retrieved September 8, 2010, from
Council for Economic Education:
http://www.councilforeconed.org/news/storv.php?storv_id=174
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Executive Officer National Council on Economic Education
before the House Committee on Financial Services. (2005, April
20). Retrieved September 8, 2010, from Council for Economic
Education:
http://www.councilforeconed.org/news/story.php?storv_id=70
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2010 Consumer Financial Literacy Survey Final Report. Silver
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The Delta Pi Epsilon Journal , Vol. XLVII; 1-10.
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Financial Practice and Education , 6 (2), 86-94.
Running Header: LITERATURE REVIEW
1
LITERATURE REVIEW
2
39. Literature Review
Financial Literacy: Examining the Knowledge Transfer of
Personal Finance From High School To College To Adulthood
In many schools all around the world, students are trained to be
competent in the areas of economic and financial literacy. The
recent bankruptcy explosion, residential foreclosures, and
increased credit card debt in society has lead to this prescribed
method of institutional learning. The details of the assignment
will fundamentally provide insight how financial knowledge is
instituted from high school learning to adulthood.
Study and Analysis of Financial Literacy
Financial literacy is the ability to use skills and knowledge to
effectively manage financial resources. The study utilizes the
application of financial knowledge in making prudent decisions
in managing one's financial resources.
· Studies related to High school Financial literacy: The National
Council on Economic Education (NCEE) provides the only
national set of data that tracks progress of economic and
good finance education.
· Studies relating to College Financial Literacy: The study
found that college level students who participated in a personal
finance course were inclined with investment knowledge to a
higher degree. Participating in a University
personal finance course appears to be more effective in
enhancing student’s knowledge of investments on a high school
level of learning.
· Studies relating to Adult Financial Literacy: Harris Interactive
also included a sample of adults in their online survey for the
National Council on Education in 2005. The same 24 question
quiz in economics and personal finance was given to toe adults
that were given to the high school students. The results of this
quiz were good, with adults earning a grade of 70% or "C" for
40. economic/personal finance knowledge.
Concerns from the research
Although there are many surveys that collect data on behaviors
pertaining to personal finances, the research found no evidence
of the survey instrument that adequately measures financial
literacy in the USA as it relates to measuring financial
knowledge and the application of that knowledge in managing
personal financial resources for adults. We found that the Jump
$tart survey measures various components of personal finance at
the high school level and recently offered the survey to college
students.
Research questions and methodology
Does the Jump Start survey provide adequate assessment in
measuring personal financial literacy? To what extent are the
financial literacy content areas found in the Jump $tart's
Personal Finance Curriculum similar to the content areas found
in college textbooks? Using Bloom's taxonomy, to what extent
has knowledge, analysis, synthesis, and evaluation been done
with learning at each level?
Results
Our study examined the scores from the 2008 Jump $tart
Financial Literacy Survey and analyzed the survey results by
various financial literacy areas. Each question was reviewed and
categorized into one of six financial literacy content units as
recommended by the Personal Finance Curriculum. This 2008
Biennial Survey was provided to 6,856 12th grade high school
students in thirty states, and the mean score was a 48.3%
average of results.
References
Yates, D., and Ward, C. (2011). American Journal of Business
Education
HYPERLINK
41. "http://search.proquest.com.ezproxy.apollolibrary.com/indexing
volumeissuelinkhandler/54899/American+Journal+of+Business+
Education/02011Y01Y01$23Jan+2011$3b++Vol.+4+$281$29/4/
1?accountid=35812" o "Click to search for more items from
this issue"
4.1
p. 65-78.
Select a research topic that is related to your area of interest.
Identify key words related to your topic.
Using your key words, search the University Library databases
for 2 scholarly, peer-reviewed, articles published in the past 4
years. An example of appropriate databases include EBSCO,
ERIC, PsychInfo, or ProQuest.
Prepare a 350 to 700 word summary for each article. Include the
following:
1. Identify the research problem(s), question(s), study type
(paradigm and methodology), data collection procedures,
analysis, and results
2. Explain how the scholarly literature introduced in the article
supported the topic
3. Describe how you would use this literature to further your
selected research topic
4. Create a literature map to organize your literature. This can
be presented in a graphic or outline format.
Running Header: LITERATURE REVIEW
1
LITERATURE REVIEW
2
Professor Review/Comments: You missed the boat completely
on this one. You are supposed to identify to research articles
42. and writer review on each one that complied with the bullet
points in the assignment. I could only see one reference and the
review appeared to be all over the place.
Literature Review
University of Phoenix
D’Ainsley Smith
RES/711
February 11, 2014
43. Doctor Jay
Literature Review
Financial Literacy: Examining the Knowledge Transfer of
Personal Finance From High School To College To Adulthood
In many schools all around the world, students are trained to be
competent in the areas of economic and financial literacy. The
recent bankruptcy explosion, residential foreclosures, and
increased credit card debt in society has lead to this prescribed
method of institutional learning. The details of the assignment
will fundamentally provide insight how financial knowledge is
instituted from high school learning to adulthood.
Study and Analysis of Financial Literacy
Financial literacy is the ability to use skills and knowledge to
effectively manage financial resources. The study utilizes the
application of financial knowledge in making prudent decisions
in managing one's financial resources
.
· Studies related to High school Financial literacy: The National
Council on Economic Education (NCEE) provides the only
national set of data that tracks progress of economic and
good finance education.
· Studies relating to College Financial Literacy: The study
found that college level students who participated in a personal
finance course were inclined with investment knowledge to a
higher degree. Participating in a University
personal finance course appears to be more effective in
enhancing student’s knowledge of investments on a high school
44. level of learning.
· Studies relating to Adult Financial Literacy: Harris Interactive
also included a sample of adults in their online survey for the
National Council on Education in 2005. The same 24 question
quiz in economics and personal finance was given to toe adults
that were given to the high school students. The results of this
quiz were good, with adults earning a grade of 70% or "C" for
economic/personal finance knowledge.
Concerns from the research
Although there are many surveys that collect data on behaviors
pertaining to personal finances, the research found no evidence
of the survey instrument that adequately measures financial
literacy in the USA as it relates to measuring financial
knowledge and the application of that knowledge in managing
personal financial resources for adults. We found that the Jump
$tart survey measures various components of personal finance at
the high school level and recently offered the survey to college
students.
Research questions and methodology
Does the Jump Start survey provide adequate assessment in
measuring personal financial literacy? To what extent are the
financial literacy content areas found in the Jump $tart's
Personal Finance Curriculum similar to the content areas found
in college textbooks? Using Bloom's taxonomy, to what extent
has knowledge, analysis, synthesis, and evaluation been done
with learning at each level?
Results
Our study examined the scores from the 2008 Jump $tart
Financial Literacy Survey and analyzed the survey results by
various financial literacy areas. Each question was reviewed and
categorized into one of six financial literacy content units as
recommended by the Personal Finance Curriculum. This 2008
Biennial Survey was provided to 6,856 12th grade high school
45. students in thirty states, and the mean score was a 48.3%
average of results.
References
Yates, D., and Ward, C. (2011). American Journal of Business
Education
HYPERLINK
"http://search.proquest.com.ezproxy.apollolibrary.com/indexing
volumeissuelinkhandler/54899/American+Journal+of+Business+
Education/02011Y01Y01$23Jan+2011$3b++Vol.+4+$281$29/4/
1?accountid=35812" o "Click to search for more items from
this issue"
4.1
p. 65-78.
�Use left justification only.