This document summarizes the results of statistical analyses conducted on data from 140 4th and 5th grade students. The analyses examined how student behaviors both in and out of school predict academic performance. It is recommended to implement an arts intervention program in the 4th grade to address differences in how males and females report spending time outside of school. The program should focus on promoting positive peer relationships and attendance to best support academic achievement, as these factors had the strongest relationships to performance based on the analyses. The program should be part of the regular school day to maximize participation.
The document summarizes a study that examined the relationship between shyness and academic performance in university students. 242 undergraduates completed questionnaires measuring shyness, loneliness, anxiety and academic factors. Results showed shyness correlated with increased loneliness and anxiety but did not directly correlate with GPA. However, high levels of both loneliness and anxiety interacted to negatively impact GPA. Shy students also reported lower class participation and extracurricular involvement. The study found no significant effects of shyness alone on academic performance, but that related factors like anxiety and loneliness could influence GPA.
This document analyzes disciplinary data from Lacy Elementary School from 2004-2007. It finds that insubordination and assault were the largest categories of incidents. Black males and females made up a large portion of the student population and referrals. Over time, corporal punishment and in-school suspensions decreased while out-of-school suspensions increased. Research shows the top elementary school disciplinary issues are bullying, disrespect towards teachers, and gang activities.
Differential Nature of Cross Sex Friendships as a Function of Romantic StatusJarryd_Willis
This study examined how romantic status influences attachment styles across different relationship types. It found:
1) Romantically involved individuals reported highest attachment anxiety for romantic partners, while single individuals reported it for cross-sex friends.
2) Both single males and females reported highest anxiety for cross-sex friends, while males reported more avoidance of same-sex friends.
3) For single individuals, attachment anxiety and avoidance for cross-sex friends differed from their caregiver attachment, suggesting relationships influence each other.
This document summarizes research on sex differences in distress from partner infidelity. It compares an evolutionary psychology perspective, which argues men and women have different mate selection strategies that lead to differing distress from emotional vs sexual infidelity, to an alternative perspective that distress results from violating relationship expectations. Studies generally support the evolutionary view, finding men more distressed by sexual infidelity and women by emotional infidelity. However, the document also proposes that distress could result from processing violations of expectations about a partner's likely unfaithful behavior. It aims to evaluate which perspective, evolutionary strategies or expectation violations, better predicts distress from infidelity.
This study examined the impact of student participation in an arts integration program and student gender on language arts scores on the NJASK for grades 6&7. A two-way ANOVA was conducted. The main effect of student participation in the arts integration program was found to be statistically significant, with students in the arts integration program scoring higher on average than students not in the program. However, the main effect of gender and the interaction effect were not statistically significant. Thus, participation in the arts integration program positively impacted language arts test scores, but gender alone did not.
This document outlines two education policy issues raised by the report A Nation At Risk for debate. The first issue is whether the school year should be lengthened from the current average of 175-180 days, as recommended by the report. The second issue is whether a standard high school curriculum should be adopted nationwide, as the report called for increased rigor in high school courses. Key actors in debating these issues in New Jersey are identified as the New Jersey State Board of Education and the New Jersey School Boards Association. Potential policy alternatives and evaluation criteria are also discussed.
The document is a reflection paper on the article "Do You Have the Will to Lead?" by LaBarre. It discusses two key points from philosopher Peter Koestenbaum's interview. First, that reflection can generate inner toughness in leaders rather than take away from decisiveness. Second, that when problems arise leaders should change their habits of thought rather than demand more of the same. The author reflects on applying these lessons as an education leader, focusing on modeling change rather than demanding it.
This document discusses the history and development of accountability measures in public schools in the United States. It outlines how standardized testing began in the 1960s and increased over time, with more tests being required for students to graduate high school. While accountability has forced schools to improve, it has also shifted education to focus more on testing than learning. The standardization movement now aims to further align standards and testing across states.
The document summarizes a study that examined the relationship between shyness and academic performance in university students. 242 undergraduates completed questionnaires measuring shyness, loneliness, anxiety and academic factors. Results showed shyness correlated with increased loneliness and anxiety but did not directly correlate with GPA. However, high levels of both loneliness and anxiety interacted to negatively impact GPA. Shy students also reported lower class participation and extracurricular involvement. The study found no significant effects of shyness alone on academic performance, but that related factors like anxiety and loneliness could influence GPA.
This document analyzes disciplinary data from Lacy Elementary School from 2004-2007. It finds that insubordination and assault were the largest categories of incidents. Black males and females made up a large portion of the student population and referrals. Over time, corporal punishment and in-school suspensions decreased while out-of-school suspensions increased. Research shows the top elementary school disciplinary issues are bullying, disrespect towards teachers, and gang activities.
Differential Nature of Cross Sex Friendships as a Function of Romantic StatusJarryd_Willis
This study examined how romantic status influences attachment styles across different relationship types. It found:
1) Romantically involved individuals reported highest attachment anxiety for romantic partners, while single individuals reported it for cross-sex friends.
2) Both single males and females reported highest anxiety for cross-sex friends, while males reported more avoidance of same-sex friends.
3) For single individuals, attachment anxiety and avoidance for cross-sex friends differed from their caregiver attachment, suggesting relationships influence each other.
This document summarizes research on sex differences in distress from partner infidelity. It compares an evolutionary psychology perspective, which argues men and women have different mate selection strategies that lead to differing distress from emotional vs sexual infidelity, to an alternative perspective that distress results from violating relationship expectations. Studies generally support the evolutionary view, finding men more distressed by sexual infidelity and women by emotional infidelity. However, the document also proposes that distress could result from processing violations of expectations about a partner's likely unfaithful behavior. It aims to evaluate which perspective, evolutionary strategies or expectation violations, better predicts distress from infidelity.
This study examined the impact of student participation in an arts integration program and student gender on language arts scores on the NJASK for grades 6&7. A two-way ANOVA was conducted. The main effect of student participation in the arts integration program was found to be statistically significant, with students in the arts integration program scoring higher on average than students not in the program. However, the main effect of gender and the interaction effect were not statistically significant. Thus, participation in the arts integration program positively impacted language arts test scores, but gender alone did not.
This document outlines two education policy issues raised by the report A Nation At Risk for debate. The first issue is whether the school year should be lengthened from the current average of 175-180 days, as recommended by the report. The second issue is whether a standard high school curriculum should be adopted nationwide, as the report called for increased rigor in high school courses. Key actors in debating these issues in New Jersey are identified as the New Jersey State Board of Education and the New Jersey School Boards Association. Potential policy alternatives and evaluation criteria are also discussed.
The document is a reflection paper on the article "Do You Have the Will to Lead?" by LaBarre. It discusses two key points from philosopher Peter Koestenbaum's interview. First, that reflection can generate inner toughness in leaders rather than take away from decisiveness. Second, that when problems arise leaders should change their habits of thought rather than demand more of the same. The author reflects on applying these lessons as an education leader, focusing on modeling change rather than demanding it.
This document discusses the history and development of accountability measures in public schools in the United States. It outlines how standardized testing began in the 1960s and increased over time, with more tests being required for students to graduate high school. While accountability has forced schools to improve, it has also shifted education to focus more on testing than learning. The standardization movement now aims to further align standards and testing across states.
This document summarizes a study examining whether having close peers in the same academic major affects a student's GPA. The author hypothesizes that being surrounded by peers in one's major program leads to better academic decisions and higher GPAs. A survey collected data on 71 students, including their major, years in major, close peers in major, SAT score, gender, major GPA and overall GPA. The author plans to use regression analysis to determine if these variables, particularly close peers in major, have a statistically significant impact on major GPA. Previous related studies found mixed results on peer influences, with some showing effects on GPA and others finding no difference between social and random peers.
- Adolescents living in disadvantaged neighborhoods are exposed to violence that can negatively impact them, but neighborhood characteristics alone did not predict adolescents' academic self-efficacy.
- Adolescents with high academic self-efficacy tended to have high GPAs and sense of school belonging. When adolescents are confident in their academic abilities, they are more likely to enjoy school and engage in behaviors that promote success.
- The study found that neighborhood success and academic self-efficacy positively predicted 7th grade GPA and sense of school belonging, while neighborhood factors alone did not predict self-efficacy.
This study examined the salary expectations of 28 psychology majors (17 female, 11 male) at different education levels. While prior research found women reported lower expected salaries than men, this study found no significant difference in expected starting salaries between male and female psychology majors. The study did find that psychology majors who intended to attend graduate school reported significantly higher expected starting salaries than those not planning to attend graduate school. Possible explanations for the results are discussed, including the impact of intended career breaks and flexibility on expected salaries.
This document summarizes research on factors that influence youth deviance and delinquency. It presents hypotheses related to gender, academic achievement, parental education, parental supervision, work, school commitment, and peer influence. It then describes the methodology used, including a survey of 502 college students, measures of independent and dependent variables, and statistical analysis. Key results showed significant relationships between deviance and gender, GPA, work hours, school absences, and peer influence. The discussion notes limitations and implications for policies to strengthen social bonds and reduce delinquency through family, school, employment, and mentoring programs.
Test anxiety is a phenomenon that affects students' academic performance. It has cognitive, affective, and behavioral components that can negatively impact recall, understanding, and test-taking. Research has found test anxiety is linked to lower exam scores and varies between individuals based on factors like working memory capacity and expectations of success. This study examines test anxiety among university students and its relationship with academic achievement.
This document discusses different types of research designs used in psychology, including correlational research, quasi-experimental research, and problems to look for in research studies. It provides examples of each type of research design. Correlational research seeks to establish relationships between variables without manipulation. Quasi-experimental research blends correlation and experimental approaches by examining interactions between individual differences and manipulations. Problems to look for include confounds, nonrandom sampling, failure to replicate, and lack of comparison groups.
This document summarizes a study examining factors that predict levels of happiness in 39 employed MBA students. Four predictors of happiness were examined: money, sex, love, and work. A proportional odds model was fit with happiness as the ordinal response and the four predictors. The final model included only love and work as significant predictors. Feelings of love and belonging and enjoying one's job were associated with higher probabilities of being in higher happiness levels.
The document describes a project aimed at motivating students and enhancing academic success. It involves implementing strategies like goal-setting, positive reinforcement, and self-reflection. Surveys of students and parents are conducted before and after the program to assess the impact on motivation levels. The results of the parent surveys suggest some improvement in student motivation, with fewer students reporting feeling unmotivated or stressed about tests. However, communication between students and parents about school learning may need improvement. Overall, the project aims to provide tools for students to become self-motivated learners.
This study examined academic anxiety among 80 adolescent students aged 14-16 on Minicoy Island. The study aimed to measure and compare academic anxiety levels between boys and girls, and examine the relationship between school environment and academic anxiety. Students completed the Academic Anxiety Scale. Results found that 32% of students had low anxiety, 42% had average anxiety, and 26% had high anxiety. The study found no significant difference in anxiety levels between boys and girls. However, students at government schools reported higher anxiety than private schools, possibly due to poorer teaching quality at government schools. The study concluded that many students experience high academic anxiety, which can negatively impact their physical and mental health if not addressed.
Relationship between undergraduates family emotional climate and academic per...Alexander Decker
This study examined the relationship between undergraduate students' family emotional climate and their academic performance. The study found:
1) There was no significant relationship between family emotional climate and overall undergraduate academic performance, or when analyzed by gender, year of study, or between family climate and performance of males, females, first-year, or fourth-year students specifically.
2) Family emotional climate did not contribute meaningfully to variance in academic performance for any of the groups studied.
3) While other factors beyond what was studied may influence academic performance, this study found no evidence that family emotional climate impacts undergraduate grades.
This presentation emphasizes the correlation between peer influence and academic performance of selected students in Melgar National High School. Moreover, it gives significance to the positive impacts of peer influence to the students.
Au Psy492 E Portfolio Template For Slide Sharecandygirl1974
The document contains an undergraduate ePortfolio for Candice Narrin, including her personal statement, resume, reflections on her education, weaknesses, and work samples demonstrating her skills. In her personal statement, Candice expresses her lifelong interest in studying people and her goal of working with children through organizations like child protective services. Her resume outlines her education and relevant coursework and experiences working with children. In her reflections, Candice discusses how her communication, research, and writing skills have developed during her studies. She also acknowledges weaknesses in oral presentation skills and lack of direct experience in human services. Work samples are included to showcase her critical thinking, research abilities, and interpersonal skills.
1) The document analyzes gender differences in exam behavior and performance using data from economics exams at Stockholm University.
2) It finds that female students are slightly more likely to pass the exam, but male students are significantly more likely to receive the highest grade of Very Good.
3) The exam included an optional fifth question that students needed to answer very well in order to receive the top grade. The study finds that male students were more likely than female students overall to answer this optional question, indicating overconfidence.
This document outlines a lesson on ratios for 6th grade students. It includes student learning outcomes, lesson notes, examples, exercises and a lesson summary. Students will understand that a ratio is an ordered pair of non-negative numbers and is written with a colon or "to". They will use ratios to describe relationships between quantities. Examples include setting up tables to represent ratios and writing ratios to describe classroom and everyday situations.
This study examined the effects of stereotype threat and positive stereotypes on the academic performance of 13 college students (10 females, 3 males) on reading comprehension and math tests. Participants were assigned to one of three conditions: a non-stereotype threat control condition, a stereotype threat condition, or a positive stereotype condition. Contrary to expectations, the results showed no significant differences in test scores across the three conditions. Participants performed better on the reading test than the math test regardless of condition. The study was limited by its small sample size.
This study examined the agreement between adolescents, their parents, and teachers when rating the psychological well-being of adolescents using the Strengths and Difficulties Questionnaire (SDQ). The study found fair agreement between adolescents and parents (r=0.44), fair agreement between adolescents and teachers (r=0.41), and good agreement between parents and teachers (r=0.70). The results indicate that while informants generally agree, there are also discrepancies, particularly between adolescents and other raters. The small sample size limits the generalizability of the findings.
The document summarizes a study that examined whether placing students in single-gender groups within mixed-gender classes affected their academic achievement. The study involved surveying 78 students and placing 52 of them into either a control group that worked in mixed-gender groups, or an experimental group that worked in single-gender groups. Both groups received lessons on the earth-moon system and took pre- and post-tests to measure their learning. The results found no significant differences in test score improvements between the two groups. The study notes some limitations, including that students still interacted with the opposite gender during class and may have known they were participating in a research study.
The document summarizes a study that examined whether placing students in single-gender groups within mixed-gender classes affected their academic achievement. The study involved surveying 78 students and placing 52 of them into either a control group that worked in mixed-gender groups, or an experimental group that worked in single-gender groups. Both groups received lessons on the earth-moon system and took pre- and post-tests to measure their learning. The results found no significant differences in test score improvements between the two groups. The study notes some limitations, including that students still interacted with the opposite gender during class and may have known they were participating in a research study.
This study examined the relationships between maltreatment, family interaction quality, emotional and behavioral problems, academic skills, and academic achievement in 177 African American children. The study used a structural equation model to test relationships between two outcome variables (academic skills and achievement) and five predictor variables (maltreatment, family interaction, problems, income, sex) based on ecological developmental frameworks. Results showed that academic skills had the strongest influence on achievement. Income and sex positively predicted achievement, while maltreatment negatively predicted it. Family interaction quality at age 6 indirectly predicted achievement through interaction quality at age 12. Overall, the model explained 58% of variance in academic achievement.
The document summarizes a study on the level of academic stress among first year education students in the University of San Agustin. Key findings include:
1) Overall, first year education students experience moderate levels of academic stress. Stress levels did not significantly differ by sex but did differ by academic program and school graduated from.
2) Students in the BEED program reported significantly higher stress than those in the BSED program. Students who graduated from private schools also reported significantly higher stress than those from public schools.
3) Common sources of stress for first year students included adjusting to new environments and meeting high expectations from themselves and others. Moderate stress can be managed but very high stress can negatively impact students' academic
During the 2016 school year, the PCTI Crisis Response Team presented "Digital Footprints" throughout the Passaic County community. The presentatins were given in the vening in churches, town halls, and schools. Our purpose was to generate discussions between parents and students about what a digital footprint is and how students and parents can manage their social media presence.
Each summer, we host a four-day orientation for all new faculty and administrators. This presentation is given throughout the four days. Topics include Culutre, Law, Policy, Discipline, and Mentoring.
This document summarizes a study examining whether having close peers in the same academic major affects a student's GPA. The author hypothesizes that being surrounded by peers in one's major program leads to better academic decisions and higher GPAs. A survey collected data on 71 students, including their major, years in major, close peers in major, SAT score, gender, major GPA and overall GPA. The author plans to use regression analysis to determine if these variables, particularly close peers in major, have a statistically significant impact on major GPA. Previous related studies found mixed results on peer influences, with some showing effects on GPA and others finding no difference between social and random peers.
- Adolescents living in disadvantaged neighborhoods are exposed to violence that can negatively impact them, but neighborhood characteristics alone did not predict adolescents' academic self-efficacy.
- Adolescents with high academic self-efficacy tended to have high GPAs and sense of school belonging. When adolescents are confident in their academic abilities, they are more likely to enjoy school and engage in behaviors that promote success.
- The study found that neighborhood success and academic self-efficacy positively predicted 7th grade GPA and sense of school belonging, while neighborhood factors alone did not predict self-efficacy.
This study examined the salary expectations of 28 psychology majors (17 female, 11 male) at different education levels. While prior research found women reported lower expected salaries than men, this study found no significant difference in expected starting salaries between male and female psychology majors. The study did find that psychology majors who intended to attend graduate school reported significantly higher expected starting salaries than those not planning to attend graduate school. Possible explanations for the results are discussed, including the impact of intended career breaks and flexibility on expected salaries.
This document summarizes research on factors that influence youth deviance and delinquency. It presents hypotheses related to gender, academic achievement, parental education, parental supervision, work, school commitment, and peer influence. It then describes the methodology used, including a survey of 502 college students, measures of independent and dependent variables, and statistical analysis. Key results showed significant relationships between deviance and gender, GPA, work hours, school absences, and peer influence. The discussion notes limitations and implications for policies to strengthen social bonds and reduce delinquency through family, school, employment, and mentoring programs.
Test anxiety is a phenomenon that affects students' academic performance. It has cognitive, affective, and behavioral components that can negatively impact recall, understanding, and test-taking. Research has found test anxiety is linked to lower exam scores and varies between individuals based on factors like working memory capacity and expectations of success. This study examines test anxiety among university students and its relationship with academic achievement.
This document discusses different types of research designs used in psychology, including correlational research, quasi-experimental research, and problems to look for in research studies. It provides examples of each type of research design. Correlational research seeks to establish relationships between variables without manipulation. Quasi-experimental research blends correlation and experimental approaches by examining interactions between individual differences and manipulations. Problems to look for include confounds, nonrandom sampling, failure to replicate, and lack of comparison groups.
This document summarizes a study examining factors that predict levels of happiness in 39 employed MBA students. Four predictors of happiness were examined: money, sex, love, and work. A proportional odds model was fit with happiness as the ordinal response and the four predictors. The final model included only love and work as significant predictors. Feelings of love and belonging and enjoying one's job were associated with higher probabilities of being in higher happiness levels.
The document describes a project aimed at motivating students and enhancing academic success. It involves implementing strategies like goal-setting, positive reinforcement, and self-reflection. Surveys of students and parents are conducted before and after the program to assess the impact on motivation levels. The results of the parent surveys suggest some improvement in student motivation, with fewer students reporting feeling unmotivated or stressed about tests. However, communication between students and parents about school learning may need improvement. Overall, the project aims to provide tools for students to become self-motivated learners.
This study examined academic anxiety among 80 adolescent students aged 14-16 on Minicoy Island. The study aimed to measure and compare academic anxiety levels between boys and girls, and examine the relationship between school environment and academic anxiety. Students completed the Academic Anxiety Scale. Results found that 32% of students had low anxiety, 42% had average anxiety, and 26% had high anxiety. The study found no significant difference in anxiety levels between boys and girls. However, students at government schools reported higher anxiety than private schools, possibly due to poorer teaching quality at government schools. The study concluded that many students experience high academic anxiety, which can negatively impact their physical and mental health if not addressed.
Relationship between undergraduates family emotional climate and academic per...Alexander Decker
This study examined the relationship between undergraduate students' family emotional climate and their academic performance. The study found:
1) There was no significant relationship between family emotional climate and overall undergraduate academic performance, or when analyzed by gender, year of study, or between family climate and performance of males, females, first-year, or fourth-year students specifically.
2) Family emotional climate did not contribute meaningfully to variance in academic performance for any of the groups studied.
3) While other factors beyond what was studied may influence academic performance, this study found no evidence that family emotional climate impacts undergraduate grades.
This presentation emphasizes the correlation between peer influence and academic performance of selected students in Melgar National High School. Moreover, it gives significance to the positive impacts of peer influence to the students.
Au Psy492 E Portfolio Template For Slide Sharecandygirl1974
The document contains an undergraduate ePortfolio for Candice Narrin, including her personal statement, resume, reflections on her education, weaknesses, and work samples demonstrating her skills. In her personal statement, Candice expresses her lifelong interest in studying people and her goal of working with children through organizations like child protective services. Her resume outlines her education and relevant coursework and experiences working with children. In her reflections, Candice discusses how her communication, research, and writing skills have developed during her studies. She also acknowledges weaknesses in oral presentation skills and lack of direct experience in human services. Work samples are included to showcase her critical thinking, research abilities, and interpersonal skills.
1) The document analyzes gender differences in exam behavior and performance using data from economics exams at Stockholm University.
2) It finds that female students are slightly more likely to pass the exam, but male students are significantly more likely to receive the highest grade of Very Good.
3) The exam included an optional fifth question that students needed to answer very well in order to receive the top grade. The study finds that male students were more likely than female students overall to answer this optional question, indicating overconfidence.
This document outlines a lesson on ratios for 6th grade students. It includes student learning outcomes, lesson notes, examples, exercises and a lesson summary. Students will understand that a ratio is an ordered pair of non-negative numbers and is written with a colon or "to". They will use ratios to describe relationships between quantities. Examples include setting up tables to represent ratios and writing ratios to describe classroom and everyday situations.
This study examined the effects of stereotype threat and positive stereotypes on the academic performance of 13 college students (10 females, 3 males) on reading comprehension and math tests. Participants were assigned to one of three conditions: a non-stereotype threat control condition, a stereotype threat condition, or a positive stereotype condition. Contrary to expectations, the results showed no significant differences in test scores across the three conditions. Participants performed better on the reading test than the math test regardless of condition. The study was limited by its small sample size.
This study examined the agreement between adolescents, their parents, and teachers when rating the psychological well-being of adolescents using the Strengths and Difficulties Questionnaire (SDQ). The study found fair agreement between adolescents and parents (r=0.44), fair agreement between adolescents and teachers (r=0.41), and good agreement between parents and teachers (r=0.70). The results indicate that while informants generally agree, there are also discrepancies, particularly between adolescents and other raters. The small sample size limits the generalizability of the findings.
The document summarizes a study that examined whether placing students in single-gender groups within mixed-gender classes affected their academic achievement. The study involved surveying 78 students and placing 52 of them into either a control group that worked in mixed-gender groups, or an experimental group that worked in single-gender groups. Both groups received lessons on the earth-moon system and took pre- and post-tests to measure their learning. The results found no significant differences in test score improvements between the two groups. The study notes some limitations, including that students still interacted with the opposite gender during class and may have known they were participating in a research study.
The document summarizes a study that examined whether placing students in single-gender groups within mixed-gender classes affected their academic achievement. The study involved surveying 78 students and placing 52 of them into either a control group that worked in mixed-gender groups, or an experimental group that worked in single-gender groups. Both groups received lessons on the earth-moon system and took pre- and post-tests to measure their learning. The results found no significant differences in test score improvements between the two groups. The study notes some limitations, including that students still interacted with the opposite gender during class and may have known they were participating in a research study.
This study examined the relationships between maltreatment, family interaction quality, emotional and behavioral problems, academic skills, and academic achievement in 177 African American children. The study used a structural equation model to test relationships between two outcome variables (academic skills and achievement) and five predictor variables (maltreatment, family interaction, problems, income, sex) based on ecological developmental frameworks. Results showed that academic skills had the strongest influence on achievement. Income and sex positively predicted achievement, while maltreatment negatively predicted it. Family interaction quality at age 6 indirectly predicted achievement through interaction quality at age 12. Overall, the model explained 58% of variance in academic achievement.
The document summarizes a study on the level of academic stress among first year education students in the University of San Agustin. Key findings include:
1) Overall, first year education students experience moderate levels of academic stress. Stress levels did not significantly differ by sex but did differ by academic program and school graduated from.
2) Students in the BEED program reported significantly higher stress than those in the BSED program. Students who graduated from private schools also reported significantly higher stress than those from public schools.
3) Common sources of stress for first year students included adjusting to new environments and meeting high expectations from themselves and others. Moderate stress can be managed but very high stress can negatively impact students' academic
During the 2016 school year, the PCTI Crisis Response Team presented "Digital Footprints" throughout the Passaic County community. The presentatins were given in the vening in churches, town halls, and schools. Our purpose was to generate discussions between parents and students about what a digital footprint is and how students and parents can manage their social media presence.
Each summer, we host a four-day orientation for all new faculty and administrators. This presentation is given throughout the four days. Topics include Culutre, Law, Policy, Discipline, and Mentoring.
The document discusses digital footprints and social media. It was presented by the Crisis Response Team at Passaic County Technical Institute. The team monitors crises trends in schools and works with parents, faculty and students. The presentation covers what social media is, what a digital footprint is, how parents can view their child's footprint and how to talk to children about managing their footprint. It emphasizes that social media is here to stay and parents need to guide children on responsible use.
The proposed regulations aim to establish an effective evaluation system for teachers and principals as required by the TEACHNJ Act. Key elements include evaluating teacher practice based on observations and incorporating multiple measures of student growth, including standardized test scores and locally-calculated student learning objectives. Principal evaluations will similarly include measures of student growth and school environment. The regulations provide frameworks for teacher and principal practice protocols and require districts to develop evaluation policies aligned with the law.
The document discusses the Progressive Science Initiative (PSI), a program begun 10 years ago at Bergen Tech - Teterboro High School in New Jersey. PSI aims to improve math and science achievement by aligning curriculum vertically to AP standards. Key elements include requiring all students to take college-level science courses in sequence from Physics to Biology. Teachers collaborate closely to develop shared lessons and assessments. PSI has successfully increased student achievement in science and participation in AP exams without increasing resources. The initiative seeks to expand this model to more schools by training new teachers in the PSI method.
The document discusses Jerome Bruner's constructivist learning theory, which posits that learning is an active process where learners construct new ideas based upon their current and past knowledge. It emphasizes that learning should involve exploring large concepts, inquiry-based learning, and making connections between ideas. According to constructivism, knowledge is temporary, culturally mediated, and developed through language. The roles of the teacher involve posing problems, structuring learning around core concepts, seeking student perspectives, and adapting instruction based on student understanding.
The document summarizes the work and philosophy of Carol Ann Tomlinson, a theorist and former educator who developed the concept of differentiated instruction. Some key points of her philosophy include that students learn in different ways and at different paces, so instruction should be tailored to individual student needs, interests, and learning styles. Teachers can differentiate content, instructional process, and products. The central goal of schools should be to maximize the learning potential of each student.
The document discusses William Chandler Bagley and his views on essentialism in education. Bagley believed in a teacher-centered, top-down approach to curriculum design focused on meeting the current needs of society. He felt adults should direct learning and the curriculum should avoid elements done only for their own sake. Bagley's essentialism philosophy was a response to extremism in the progressive education movement and found some agreement with Dewey's views on building society, while avoiding extreme positions.
Paulo Freire was a Brazilian educator who developed a pedagogy focused on empowering oppressed peoples through problem-posing education. He opposed the "banking" model where teachers deposit knowledge into students. Instead, he advocated for dialogue between teachers and students to investigate problems and work towards social change, with the goal of liberation for the oppressed.
The document discusses the principles of backward design in assessment proposed by Grant Wiggins. It advocates that assessments should directly examine students' performance on meaningful intellectual tasks that require higher-level thinking and application of knowledge to real-world contexts. Students should be given assignments that are thought-provoking, allow for revision with examples and feedback, and teachers should provide timely feedback. Teaching fewer important topics in depth over time leads to smaller achievement gaps compared to teaching many topics superficially.
Covey outlines a model of principle-centered leadership practiced on personal, interpersonal, managerial, and organizational levels. Principle-centered leaders have integrity, maturity, an abundance mentality, and gain followers through principled power rather than fear or self-interest. Covey believes modern organizations suffer from a lack of vision, direction, trust and integrity. He proposes principle-centered leadership as a new paradigm that recognizes employees' desire for meaningful work. The author has tried to apply this approach but has found many leaders rely on coercive power instead of inspiring principled followership.
Michael Parent explores his leadership style through various personality tests and reflections on influential leaders. He identifies with quiet, principled leaders who lead from strong core values rather than ambition. As a Catholic school principal, he approaches his role as a mission to help students in need. He practices humility in leadership, admitting weaknesses and valuing staff input, in order to serve rather than dictate. Blogging helps him reflect on decisions and communicate transparently with parents and colleagues. With self-awareness of limitations and an evolving leadership approach, he feels liberated to focus on growth.
The document provides legal advice to a school superintendent regarding several issues:
1) Enrolling five special needs students without consulting the law was a violation, and the district is responsible for their education costs unless parents agree otherwise.
2) An ADA accommodation must be made for a teacher with a disability, but their condition may impose an undue hardship, so an alternative position should be found.
3) Teachers publicly protesting a board decision is protected free speech and cannot be disciplined.
4) A teacher search of a student violated their civil rights, and grounds for termination or lawsuit exist. Immediate termination proceedings should begin.
This document summarizes the results of a leadership orientations questionnaire comparing the leadership styles of the author and another leader. Both build collaborative relationships and are participative, but the author is more receptive to others' ideas. Their strengths differ, with the author focusing more on vision, relationships, and imagination, while the other leader focuses on analysis, negotiation, and decision-making. They are both effective managers but only moderately effective leaders, lacking skills in goal-setting and accountability.
The document discusses two theories of organizational structure - the human resources theory and the political frame theory - and their impact on education. The human resources theory focuses on meeting human needs and sees teachers and students as self-directed individuals. Embracing this theory has improved instruction through professional development and empowering teachers and students. However, the political frame theory highlights competition over limited resources and diverging interests within an organization. This has hindered education due to inadequate funding and teachers unions prioritizing their interests over student achievement.
This document provides a critical review of Maher's article "What Really Happens in Cohorts". The review examines Maher's methodology, credibility, and findings. It finds Maher's study to be lacking in its use of only interviews and observations for data collection. The review also notes Maher provided little information about herself as the researcher. However, it acknowledges Maher's conclusions about the benefits and challenges of cohort learning are supported by other research studies on the topic.
The document summarizes several influential leadership and change theories that have shaped the author's approach to administration. It discusses Bolman and Deal's four frames for viewing organizations, as well as theories by Helgesen, Hofstede, French and Raven, Fullan, and Goleman. The author argues that effective leadership requires understanding these theories, having a moral purpose, building relationships, and guiding meaningful change through application of the various leadership styles and frameworks.
This document contains Michael Parent's answers to 4 questions on a final exam for an ELMP course. The questions assess understanding of key statistical concepts like correlation coefficients, hypotheses testing, and interpreting statistical significance. Michael provides well-explained responses to each question, demonstrating knowledge of how to state hypotheses, perform calculations, make decisions, and draw conclusions based on statistical analyses.
This document contains a summary of a school's culture and areas for improvement based on an assessment. It finds that the school has positive structures like teacher decision making, clear goals, and parent involvement. However, it identifies areas like a lack of collaboration between teachers, bored students, rows of seating hindering cooperation, lack of student representation on committees, and teacher-centered instruction. It also notes differences in projects between disciplines and a need for curriculum mapping and alignment. Minority and special education student scores were below average. The curriculum appears disconnected between subjects with no evidence it aligns with the school's philosophy, despite being reviewed regularly.
The document discusses the debate around privatizing services in schools such as transportation, food, maintenance and technology. While privatization can provide cost savings, it also raises questions about influence on students and loss of control. Private companies that provide these services see the education industry as profitable. School districts often outsource to save money that can be redirected to the classroom. However, communities sometimes oppose outsourcing when it impacts local jobs. The future of privatization remains unclear and will depend on the balance between cost savings and public opinion.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
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إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
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تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
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Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
1. Intermediate Statistics Final Exam
Michael Parent
Question 1
This two-way ANOVA estimates the impact of the main effects of grade level and gender has on
the dependent variable "out of school I play (hangout with friends)".
In reviewing the Tests of Between-Subject Effects, I wanted to determine Are the main effects
significant?
• The main effect of grade level is significant with a significance level of .043, degrees of
freedom of 1, 116, and an F-value of 4.191.
• The main effect of gender is not significant with a significance level of .343, degrees of
freedom of 1, 116, and an F-value of .908.
• The interaction effect of grade level and gender is significant with a significance level
of .024, degrees of freedom of 1, 116, and an F-value of 5.251.
Thus, the main effect of gender is not a significant predictor of the degree to which students
report that “out of school I play”. The main effect of grade level and the main effect of grade
level combined with the main effect of gender is a significant predictor of the degree to which
students report that “out of school I play"
In reviewing the Estimated Marginal Means, I wanted to determine Is there a difference in “out
of school I play” for the main effects that were significant? The first main effect that was
significant was grade level. The means of grade levels are as follows:
• Fourth grade – mean score of 3.296 and a standard error of .099
• Fifth grade – mean score of 3.575 and a standard error of .094
There is a .279 difference between the mean scores with 5th graders scoring higher. This
means that 5th graders report that out of school they play out of school to a greater degree than
4th graders.
Table two of the Estimated Marginal Means indicates that for the main effect of Gender:
• Males have a mean score of 3.501 with a standard error of .095.
• Females have a mean score of 3.370 with a standard error of .098.
There is a .131 difference between the mean scores with males scoring higher. This means that
males report that out of school they play to a greater degree than females.
Table three of the Estimated Marginal Means indicates the interaction between grade level and
student gender. The means of the grade level and student gender are as follows:
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2. Intermediate Statistics Final Exam
Michael Parent
• Males Fourth grade – mean score of 3.517 and a standard error of .137
• Females Fourth grade – mean score of 3.074 and a standard error of .142
There is a .443 difference between the mean scores with 4th grade males scoring higher. This
means that 4th grade males report that Out of school they play (hang out with friends) to a a
greater degree than 4th grade females
• Males Fifth grade – mean of 3.484 and a standard error of .133
• Females Fifth grade – mean of 3.667 and a standard error of .135
There is a .183 difference between the mean scores with 5th grade females scoring higher. This
means that 5th grade females report that out of school they play to a greater degree that 5th
grade males.
A review of the Profile Plots indicates that there is a disordinal relationship/interaction between
females and males. In the fourth grade, males report a greater degree "out of school I play" to
than do females. On the profile plot, the lines for males and females intersect when males and
female students are nearly entering the 5th grade. Beginning in the fifth grade, females report
"out of school I play" to a greater degree than males.
2
3. Intermediate Statistics Final Exam
Michael Parent
Question 2
This analysis of Covariance (ANCOVA) aims to determine the impact of the main effects of
student gender and grade level on the dependent variable "Out of School I play (hang out with
friends)" after controlling for the co-variate "Out of school I play organized sports".
In reviewing the Tests of Between-Subject Effects, I wanted to determine Are the main effects
significant? This table indicates that the corrected model is significant at .002 level, with an F
value of 4.432, df:4,105. The table also indicates:
• Ques6b is significant with a significance level of .002, degrees of freedom 1, 105, and
an F-value of 10.368
• Student gender is not significant with a significance level of .714, degrees of freedom
1,105, and an F-value of .135
• Grade level is not significant with a significance level of .063, degrees of freedom 1,
105, and an F-value of 3.522,
• Gender and Grade level is significant with a significance level of .050, degrees of
freedom1,105, and an F-value of 3.939
The covariate Ques6B is significant at .002 level. This means that there are differences between
genders. However, after controlling for Ques6b, Gender is not a significant predictor for
reporting patterns regarding the independent variable "Out of school I play (hang out with
friends)".
In reviewing the Estimated Marginal Means, the mean score for the main effect of Student
Gender are as follows:
• Males – a mean score of 3.408 with a standard error of .097
• Females – a mean score of 3.461 with a standard error of .101
There is a difference of .004 between the means with the mean score for females being higher.
This indicates that females tend to report that "Out of school I play (hang out with friends)" to a
greater degree after controlling preexisting differences between males and females,
represented by the co-variate "Out of school I play organized sports".
A review of the Profile Plots indicates a dis-ordinal relationship between females and males.
After controlling for "Out of school I play organized sports" (Ques6B), the dis-ordinal interaction
is similar. In fourth grade, males report "after school I play (hangout with friends)” to a greater
3
4. Intermediate Statistics Final Exam
Michael Parent
degree than females. Prior to entering the fifth grade there is a reversal; females begin reporting
"after school I play (hangout with friends) to a greater degree than males. The relationship
between males and females reporting “out of school I play” is dis-ordinal for the ANCOVA just
as it was dis-ordinal in the Two-Way ANOVA.
4
5. Intermediate Statistics Final Exam
Michael Parent
Questions 3
This is a hierarchical regression that has three models. The first model shows the impact of
student gender on overall academic performance. The second model shows the impact of
attendance in class on overall academic performance. The third model shows the impact of out
of school play and getting along with others on overall academic performance. In this
regression, student gender, attendance in class, out of school play, and getting along with
others are the predictors (independent variables) and overall academic performance is the
dependent variable.
This hierarchical regression seeks to answer the following:
• How does each model explain the impact of its independent variable(s) on overall
academic performance?
• How much change in academic performance (dependent variable) can I predict based
on the model’s independent variable(s)?
R-square (0.002) in Model 1 means that 2% of the variance in overall academic performance is
explained or accounted for by gender. Model 1 is not significant at .674 level, with an F change
of .178, and degrees of freedom 1,114.
R-square (0.346) in Model 2 means that 34.6% of the variance in overall academic
performance is explained by Gender and Attendance. The R-square change is .345, which
means that 34.5% of the variance is added to Model 1 by including the variable of attendance.
The model is significant at .000 level, with an F change of 59.557, and degrees of freedom
1,113
5
6. Intermediate Statistics Final Exam
Michael Parent
R-square (.634) in Model 3 means that 63.4% of the variance in overall academic performance
is accounted for by Gender, Attendance and "Out of school I play (hang out with friends)". The
R-square change is .288, which means that 28.8% of the variance in overall academic
performance is added to Model 2 by including the variable "Out of school I play (hang out with
friends)". It is significant at the .000 level, with an F change of 43.650, and degrees of freedom
2,11
When reviewing the ANOVA table:
• The first regression model, is not significant at .674 level, with an F value of .178,
degrees of freedom 1,114. This means that student gender is not a significant predictor
of overall academic performance.
• The second regression model, is significant at the .000 level, with an F value of .
29.913, degrees of freedom 2,113. This means that student gender and attendance
combined is a significant predictor of overall academic performance.
• The third regression model, is significant at .000 level, with and F value of 48.072,
degrees of freedom 4,111. This means that student gender, attendance and out of
school I play (hang out with friends) combined is a significant predictor of overall
academic performance.
A careful examination of the standardized coefficient (or beta) reveals the following:
Model 1 Summary
• Gender has a beta of .039 and is not a significant predictor at .674 level, with a t value of .
422. This model indicates that Gender is not a significant predictor of overall academic
performance.
6
7. Intermediate Statistics Final Exam
Michael Parent
Model 2 Summary
• Gender has a beta of .127 and is not a significant predictor at the .103 level, with a t value of
1.646.
• Attendance has a beta of .593 and is significant at the .000 level, with a t value of 7.717.
This model indicates that attendance is a significant predictor of overall academic achievement.
Although gender's beta increased from .039 in Model 1 to a beta of .127 in Model 2, it is still not
a significant predictor.
Model 3 Summary
• Gender with a beta of .097 is not a significant predictor at the .098 level, with a t
value of 1.668.
• Attendance is a significant predictor at the .000 level, with a beta of .327, with a t
value of 3.892.
• "Out of school I play (hang out with friends)" is not a significant predictor at the .662
level, with a beta of -.026 and a t value of -.439.
• "Getting along w/ other students" is significant at .000 level, with a t value of 9.109,
with a beta of .542.
In Model 3, attendance lost significance as a predictor (it had a beta of .593 in Model 2, but a
beta of .274 in Model 3). After examining the three models, "Getting along with other students"
is the most powerful predictor of overall academic performance.
Model 3 is the best model for predicting overall academic achievement when combining the
predictors of "Attendance in class" and the predictor of "Getting along with other students".
It explains the most variance in overall academic achievement. "Getting along with Students"
(beta=.542) is the most powerful predictor in the model. "Attendance" (beta=.236) is the second
most powerful predictor of overall academic achievement.
7
8. Intermediate Statistics Final Exam
Michael Parent
Recommendations
This study examined the 140 fourth and fifth grade students’ behaviors (both in and out of
school) as a means of developing an “arts intervention” program that would be infused in the
teaching of language arts and social studies. This requires one to carefully consider when to
implement an arts intervention program.
The SPSS profile plots outputs reveal that 4th grade males and 5th grade females report
strikingly different out of school play patterns; 4th grade males tend to hang out with friends more
than do 4th grade females – but by the 5th grade, females report a higher rate of hanging out with
friends than do 5th grade males. When controlling for “out of school I play organized sports” in
the student out of school activities reporting, the female students report a higher degree of out
of school play than do the males. In fact, nearly half of the male students (between the 4th and
5th grades) do not hangout with friends after school. Based on the profile plots data, it is strongly
recommended that an arts intervention program be implemented into the 4th grade.
After reviewing the data provided, "getting along with others" is the dominant predictor of overall
academic performance. Thus, an important part of an arts intervention program must include an
element that allows students to form and engage in positive and supportive peer relationships.
This can be accomplished through group arts activities, positive role-play, character education
programming, and designing class projects that encourage peer cooperation while muting
competition. The arts, by their very nature, lend themselves to promoting “getting along with
others”.
“Attendance” is the next strongest predictor of overall academic performance. When designing
an art intervention program – or any intervention program – the school will have to address
student “buy in”. Students will need a reason to come to school or class. Perhaps the arts
intervention program would include an attendance incentive measure; students are credited in
some way for a positive attendance record. Likewise, the program itself must be designed in
such a way as to interest the students – field trips to museums, the theater, operas, or other
arts-related venues might spurn student interest in the arts and, subsequently, school.
It is vital that the arts intervention program be infused into the school day and that after school
programming be avoided; the data shows that half of the male students do not hangout with
friends after school, thus many of these students would not voluntarily participate in an arts
8
9. Intermediate Statistics Final Exam
Michael Parent
intervention program if it were held after school hours. Although the same is not true for female
students, an integrated arts intervention program during school hours would yield a higher rate
of attendance and participation.
9