Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.7, No.21, 2016
1
Assessment, Student Learning and Classroom Practice: A Review
Dr. Ekua Tekyiwa Amua-Sekyi
Department of Arts & Social Sciences Education University of Cape Coast
Abstract
Assessment in its various forms has always been a central part of educational practice. Evidence gleaned from
the empirical literature suggests that assessment, especially high stakes external assessment has effect on how
teachers teach and consequently, how students learn. Through focus group discussions, this paper draws upon
the experiences of 12 tutors and 18 student-teachers in 3 colleges of education in Ghana. The findings show that
although teachers are expected to nurture evaluative thinking skills in their pupils/students this is not reflected in
the assessment and teaching and learning practices of student-teachers. This paper argues that for teachers to be
effective in promoting the desired goals of the basic school curriculum, greater recognition must be accorded to
the influence of assessment on teaching and learning, the understanding of which could arguably play an
important role in introducing changes that will promote the cognitive processes and thinking skills desired in our
schools and classrooms.
Keywords: Assessment, teaching and learning, teacher training, classroom practice
1. Introduction
Assessment is about learning. Traditionally assessment is intended to find out and report on what has been learnt
thus its relation with classroom activities. Assessment is integral to teaching and learning activities in school and
mediates the interaction between teachers and students in the classroom. Assessment can be defined as all
activities that teachers and students undertake to get information that can be used to alter teaching and learning.
This includes teacher observation and analysis of student work (homework, tests, essays, reports, practical
procedures and classroom discussion of issues). All these are concerned with sampling what a student may or
may not know. Assessment is also used in ‘selecting, controlling or motivating students, and to satisfy public
expectations as to standards and accountability’ (Biggs, 2003; p.141). Consequently, assessment has been
categorised as formative or summative depending on how the results are used (Dunn & Mulvenon, 2009).
Formative assessment is embedded in the teaching and learning process and provides feedback to the teacher in
the course of teaching to enable him or her judge how well students are learning. It also provides information on
the effectiveness of teaching which will help to determine an appropriate remedial action where necessary. For
this reason, it is appropriatel ...
Formative Assessment as an Essential Competence of University Teachersiosrjce
: In the framework of a competency-based education, teachers require to acquire previously the
formative assessment as a fundamental task to develop an educational process of higher quality. In this article
the complexity of the educational act is analyzed from a socio-cultural approach, presenting the theoretical
bases that support a continuous and ongoing evaluation of student performance. It is highlighted the role of
teachers in order to help students to achieve their learning objectives and it is promoted a comprehensive
evaluation, where self-assessment, peer assessment and hetero assessment are essential stages for feedback of
the teaching-learning-processes. The evaluation will be useful when strengths and weaknesses of the
educational process could be determined holistically, to consolidate and transfer strengths to other areas or
contexts overcoming weaknesses and shortcomings in time, before the end of the semester. It is recommended
that university teachers develop the competence of formative assessment so that they are in a position to redirect
scientific discourse to a scenario in which the educational process unfolds. For this, the teacher needs to
assume its role as a mediator of knowledge, so that the course contents are understood and assimilated by the
student.
Student Perspectives of Peer Assessment for Learning in a Public Speaking courseEddy White, Ph.D.
This article was published online in the Asian EFL Journal in January, 2009. It forms part of my doctoral research into assessment for learning (AfL) in an EFL context with adult learners.
Formative Assessment as an Essential Competence of University Teachersiosrjce
: In the framework of a competency-based education, teachers require to acquire previously the
formative assessment as a fundamental task to develop an educational process of higher quality. In this article
the complexity of the educational act is analyzed from a socio-cultural approach, presenting the theoretical
bases that support a continuous and ongoing evaluation of student performance. It is highlighted the role of
teachers in order to help students to achieve their learning objectives and it is promoted a comprehensive
evaluation, where self-assessment, peer assessment and hetero assessment are essential stages for feedback of
the teaching-learning-processes. The evaluation will be useful when strengths and weaknesses of the
educational process could be determined holistically, to consolidate and transfer strengths to other areas or
contexts overcoming weaknesses and shortcomings in time, before the end of the semester. It is recommended
that university teachers develop the competence of formative assessment so that they are in a position to redirect
scientific discourse to a scenario in which the educational process unfolds. For this, the teacher needs to
assume its role as a mediator of knowledge, so that the course contents are understood and assimilated by the
student.
Student Perspectives of Peer Assessment for Learning in a Public Speaking courseEddy White, Ph.D.
This article was published online in the Asian EFL Journal in January, 2009. It forms part of my doctoral research into assessment for learning (AfL) in an EFL context with adult learners.
PREDICTIVE VALIDITY OF SCHOOL BASED EXAMINATION IN RELATION TO WAEC AND NECO ...FRANCIS SOLOMON
PREDICTIVE VALIDITY OF SCHOOL BASED EXAMINATION IN RELATION TO WAEC AND NECO SSCE EXAMINATION IN ENGLISH LANGUAGE AND HISTORY IN
BORNO STATE, NIGERIA
1Haman Modu, 2Gideon Istifanus and 3Ruth Ishaku
1Department of GST, 2Government Day Secondary School, Bama, Borno State, Nigeria, Department of Public Administration, 1&3College of Business and Management Studies, Konduga, Borno State, Nigeria;
ABSTRACT
Test constructed by the teacher at the class room leve l at the end of a term or end of the year is referred to as school based examination (SBE) student often perform well in the SBE because items are drawn from topic covered by the class teacher. This study is to find out the predictive validity of SBE in relation to NECO and WAEC, SSCE. The population of the study was all (670) senior secondary school in Borno state. Student performance in SBE and WAEC and NECO in English language and history in senior secondary school in 2006, 2007 and 2008 were correlated. Purposive sampling was used in selecting the school. At the time of this study only three school were found to be offering English language but not history) one school in Gwoza zone and two in Maiduguri zone. These three schools were used as samples. The result of the analysis revealed that student’s performance SSCE IN WAEC and SSCE NECO was low but there performance in SBE is high. The student performance is low in English in NECO and WAEC because no student score A or B grade for the three years in school studied. While no student obtained A or B in NECO and WAEC, the student performance in history for the three years show that few student obtained A and B grades the researcher recommend that teacher in senior secondary schools should be made to go for workshops on test construction so that they can construct good test items to match WAEC and NECO standard.
A worldwide discussion about the practice of assessment for learning (AfL) in online classes during the pandemic COVID-19 is scarce. The current research can have a significant impact on teaching and learning practices, and contribute to the development of evidence-based policies and practices that support student success. Thus, the current study aimed at exploring English teachers’ AfL practice in online classes. This study belonged to a basic qualitative approach and recruited four English foreign language or EFL teachers from the secondary school level. Observation and semi-structured interviews using an interview guide were conducted to gain the data. To ensure the trustworthiness of the data, other documents were collected. Subsequently, utilizing the spiral strategy, the gained data were analyzed. The results revealed that the implementation of AfL deviated from the course. Insufficient knowledge, curriculum, internet accessibility, and technological acceptance are pivotal causes of such deviation. Thus, teachers might not diagnose students’ current learning level and decide on a further teaching action. Further studies on other educational levels are demanded to explore the practice of AfL.
Impact of a Public Examination Change on Teachers’ Perceptions and Attitudes ...iosrjce
The effect of language tests on teaching and learning is described in language education as
“washback”. Highstakes public examinations, thus, are often used as tools of control in the school system.
Recently, the Libyan Education Authority adopted major changes into the existing Basic Education Certificate
Examination (BECE) in English aiming to promote a positive washback effect on classroom teaching. This
paper investigates the kind of relationship between testing and teaching according to teachers’ beliefs and
perceptions of the introduced exam. To address these issues, the mixed method approach was utilized:
questionnaires were distributed to 100 teachers and interviews were conducted with the examination board
director and 11 teachers from the same sample surveyed. The study found that teachers expressed negative
rather than positive views towards the exam. Teachers criticized the exam especially in terms of practicality and
content validity as most teachers declared that congruence between the new exam and the curriculum is
tenuous. However, teachers welcomed the policy regarding exam format and style. While some desired aims
were achieved through the exam, others were not. Findings showed that the exam did exert washback effect in
that teachers experienced and/or implemented changes in their classroom instructional practices. Thus findings
indicated that exams did exert washback on teachers’ attitudes and beliefs towards their classroom teaching.
However, particularly in this study, data was self-reported via questionnaires and interviews, classroom
observations would have provided more tangible evidence on teachers' actual classroom teaching practices as a
result of exam change
This paper presents the findings from an evaluatory pedagogical project that utilised an ethnographic case study approach to examine factors influencing the use of online formative assessment and feedback within an undergraduate programme.
The project posed the questions:
• What are the effects of introducing online formative assessment and feedback on learning and assessment performance?
• How effective is online formative feedback in enhancing student success?
The study draws upon data collected from a sample of students (22) who volunteered to participate in the research over a period of one academic year. Data collection tools included: focus group interview, semi-structured questionnaire and student assessment data. The study demonstrates that formative feedback and assessment is beneficial for teaching and learning, and that electronic assessment can offer a more flexible approach that can complement f2f feedback. Online formative feedback in the context of this study had a positive effect upon academic performance and student satisfaction, and demonstrates that students find online formative feedback effective and meaningful. Whilst the small size of the sample influences generalizability, the findings agree with the wealth of literature surrounding formative assessment and the benefits that accrue to students from delivering effective feedback. In addition, evidence from participants in this study is reflected in reports such as the JISC guide: “Effective Assessment in a Digital Age†(2010) and the findings from the EBEAM Project (2012) (Ellis, 2012).
Teachers Teaching Efficacy as a Predictor of Teachers Effectiveness in Nigeri...AJHSSR Journal
ABSTRACT: This study examined the role of teaching efficacy as a predictor of teaching effectiveness in Nigeria
through a comprehensive literature review. The focus is on the Nigerian educational system, aiming to shed light
on the multifaceted influence of teaching efficacy on teacher motivation, instructional practices, student
achievement, professional development, and school culture. The goal is to inform educational stakeholders and
policymakers to enhance educational standards and student outcomes in Nigeria. The review underscores the
dimensions of teacher effectiveness, highlighting aspects such as content knowledge, pedagogical knowledge,
classroom management, differentiated instruction, assessment and feedback, relationship building, and continuous
professional development. Several studies in the Nigerian educational context consistently demonstrate a positive
correlation between teachers' self-efficacy and their effectiveness. Teachers with higher self-efficacy exhibit
improved teaching techniques, heightened student motivation and achievement, and greater job satisfaction.
Recommendations based on the literature review include advocating for comprehensive professional development
programs, promoting mentorship and collaboration among educators, fostering supportive school leadership,
integrating research-informed policies into educational practices, and encouraging further research to deepen the
understanding of teaching efficacy and effectiveness within the Nigerian context. The study underscores the
importance of addressing teaching efficacy in educational policies and practices to elevate teaching standards and
improve student outcomes in Nigeria.
KEYWORDS: Teaching efficacy, Teacher effectiveness, Teacher professional development, Nigerian educational
system
DU CTLAT Presentation Assessing Student Learning Outcomes Educational Program...Dillard University Library
Articulate the genesis of development of a culture of assessment; Identifies the components of institutional effectiveness emanating from a system of data sharing and program improvement; Distinguish the purpose and verbage of a program, course, and student learning outcome
The purpose of this study was to look into the factors that influence
mathematics teacher educators' formative assessment practices. This paper
took a qualitative case study research design approach with six educators
teaching mathematics in three teacher Colleges of Education in Ghana. The
exploration focused on factors that hinders teacher educators use of
formative assessment practices. Data were generated through the
administration of semi – structured interviews and lesson observations. The
qualitative data was analyzed using thematic analysis. Findings revealed that
major factors which limit teacher educators formative assessment practices
were: large class size, time, lack of transparency in assessment, and internal
and external summative assessment issues. The factors limiting teacher
educators' use of formative assessment (FA) discussed in this study are
beneficial for teacher college administration in addressing the issues and
educators in assisting pre-service teachers in eliminating these factors during
their training and after passing out from the college of education to the
teaching field. Based on the findings, it is recommended that a large scale
study is conducted on factors that affect teachers formative assessment
practices and the effect on students mathematics learning.
The study investigated the effect of headteachers’ supervisory styles and teachers’ job performance in public basic schools in the Mankessim Education Circuit of the Mfantseman Municipality in the Central Region of Ghana. A descriptive survey in the form of mixed methods was used for the study. Through purposive and stratified sampling techniques, 134 respondents made up of 16 headteachers and 118 teachers were selected and used for the study. Two sets of questionnaires, one each for headteachers and teachers were used to collect quantitative data. Qualitative data were obtained through semi-structured interview guide from 10 respondents (headteacher and teachers) who were conveniently sampled. Means, standard deviation, t-test, one-way ANOVA, and multiple regression were used to analyse the quantitative data while content analysis was used to analyse the qualitative data. The study revealed that headteachers used directive control supervisory style most frequently as compared to collaborative, directive informational, and non-directive supervisory styles. Generally, teachers’ job performance was very good. Besides, the study discovered that headteachers’ supervisory styles were good predictors of teachers’ job performance. It was concluded that supervisory styles of headteachers were essential factors that influence teachers’ job performance in schools. Among the recommendations is that in-service training in the form of workshops and seminars should be organised for both headteachers and teachers on the need for effective supervision in public basic schools in the Circuit to achieve school and educational goals.
Please readRobert Geraci, Russia Minorities and Empire,” in .docxTatianaMajor22
Please read:
Robert Geraci, “Russia: Minorities and Empire,” in Abbott Gleason, ed., A Companion to Russian History (Oxford: Wiley-Blackwell, 2009), 243-260.
And discuss:
How does Geraci portray the legacy of the early Russian history for the make-up of 18-19th century Russia?
Please read: Leonard Victor Rutgers, “Roman Policy Towards the Jews: Expulsions from the City of Rome during the First Century C.E.,” in Classical Antiquity, Vol. 13, No. 1 (Apr., 1994), pp. 56-74.
And discuss: Rutgers surveys the different reasons historians have given for the expulsion of the Jews from Rome in the first century C.E. Who place did Jews have in Roman society at this time? Were they expelled because of their religious practices, or because they were ‘unruly’ as Rutgers argues? If so, what caused them to act in this way? What kind of historical evidence does the author use?
There are 2 essay, each one should write at least 300-350 words and plus one reference page.
MLA format. Must use quote( “ ”) for every source you use from website. And put (author, page number) behind quote.
Roman Policy towards the Jews: Expulsions from the City of Rome during the First Century
C.E.
Author(s): Leonard Victor Rutgers
Source: Classical Antiquity, Vol. 13, No. 1 (Apr., 1994), pp. 56-74
Published by: University of California Press
Stable URL: http://www.jstor.org/stable/25011005 .
Accessed: 26/08/2011 13:35
Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at .
http://www.jstor.org/page/info/about/policies/terms.jsp
JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of
content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms
of scholarship. For more information about JSTOR, please contact [email protected]
University of California Press is collaborating with JSTOR to digitize, preserve and extend access to Classical
Antiquity.
http://www.jstor.org
http://www.jstor.org/action/showPublisher?publisherCode=ucal
http://www.jstor.org/stable/25011005?origin=JSTOR-pdf
http://www.jstor.org/page/info/about/policies/terms.jsp
LEONARD VICTOR RUTGERS
Roman Policy towards the Jews:
Expulsions from the City of Rome
during the First Century c. E.
Tant de causes secretes se melent souvent a la cause apparente, tant de ressorts
inconnus servent a persecuter un homme, qu'il est impossible de demeler dans les
siecles posterieures la source cachee des malheurs des hommes les plus consider
ables, a plus forte raison celle du supplice d'un particulier qui ne pouvait etre
connu que par ceux de son parti.
-Voltaire, Traite sur la tolerance (1763)
IN THIS ARTICLE I want to discuss the evidence for expulsions of Jews from
the city of Rome in the first century C.E. Scholars have long been interested in the
reasons underlying these expulsions. Because the anci.
Ford VS ChevroletThere are many reasons that make the Chevy.docxTatianaMajor22
Ford VS Chevrolet
There are many reasons that make the Chevy’s and Ford’s motors two most common trucks. Studies reveal that that they are the most popular vehicles on sales today. It is because they are powerful, versatile and reasonably priced. They also come in a wide variety of configurations and styles. However, many buyers and sellers have questioned themselves on the better vehicle compared to the other in terms of quality, Wi-Fi, price ranges, value, and costs. To compare and contrast on this subject, let us take an example of two vehicles each from each company to facilitate comparison.
Ford offers the full-size track with automatic high-beam control, automatic parallel parking and power-retractable running boards. Fords are elegant, and they are mostly aluminum making them save weight and bolster gas mileage. None of these features are offered Chevy’s. Chevrolets have outstanding quality. They are mostly comprised of steel, for instance, the Chevrolet Silverado. This makes them good for rough roads and difficult terrains.
Fords have employed the use of up to date Wi-Fi technology. Ford intends to provide the Ford Sync, which will provide robust connections for occupants. Latest Chevrolet brands Malibu utilize the 4G LTE Wi-Fi Technology that provides rich in-vehicle experiences. This technology is powerful compared to Ford Sync, and is used for connecting devices and executing few remote operations within the car.
From the value and cost standpoint, Ford can consume a little more, and its payload capacity is a little higher. Additionally, its mileage is too better. The prices vary from nation to nation. Chevrolet seems to be a little cheaper, and reasonably priced going for $33,044, which is slightly less than Ford, but the differences are not serious to propel buyers towards one truck leaving the other
Technophiles are likely to put their preferences on Ford to Chevrolet. On overall, Fords have many features as compared Chevy’s. However, they may be hard to maintain. Compared to Fords, Chevrolets are reliable and cheaper. However, the two brands are equally good performers. It is, therefore, prudent to pick what one thinks would fit his or her usage and preference and personal style
Ethical Systems, Research Paper, Spring 2015, Douglas Green, Page 1 of 1
Ethical
Systems/Final
Research
Paper
2,000
words
minimum,
double-‐spaced
Final
Draft
Due:
Tuesday,
April
28,
12:00
pm
(afternoon)
Please
email
your
final
research
paper
to
me
via
MS
Word
attachment
AND
by
cutting/pasting
the
entire
document
into
the
body
of
your
email.
IF
YOU
DO
NOT
RECEIVE
A
CONFIRMATION
EMAIL
BACK,
I
DID
NOT
RECEIVE
YOUR
ESSAY
AND
YOU
WILL
LOSE
ALL
CREDIT
FOR
THIS
REQUIREMENT.
NO
LATE
WORK
WILL
BE
ACCEPTED…
PERIOD!
.
PREDICTIVE VALIDITY OF SCHOOL BASED EXAMINATION IN RELATION TO WAEC AND NECO ...FRANCIS SOLOMON
PREDICTIVE VALIDITY OF SCHOOL BASED EXAMINATION IN RELATION TO WAEC AND NECO SSCE EXAMINATION IN ENGLISH LANGUAGE AND HISTORY IN
BORNO STATE, NIGERIA
1Haman Modu, 2Gideon Istifanus and 3Ruth Ishaku
1Department of GST, 2Government Day Secondary School, Bama, Borno State, Nigeria, Department of Public Administration, 1&3College of Business and Management Studies, Konduga, Borno State, Nigeria;
ABSTRACT
Test constructed by the teacher at the class room leve l at the end of a term or end of the year is referred to as school based examination (SBE) student often perform well in the SBE because items are drawn from topic covered by the class teacher. This study is to find out the predictive validity of SBE in relation to NECO and WAEC, SSCE. The population of the study was all (670) senior secondary school in Borno state. Student performance in SBE and WAEC and NECO in English language and history in senior secondary school in 2006, 2007 and 2008 were correlated. Purposive sampling was used in selecting the school. At the time of this study only three school were found to be offering English language but not history) one school in Gwoza zone and two in Maiduguri zone. These three schools were used as samples. The result of the analysis revealed that student’s performance SSCE IN WAEC and SSCE NECO was low but there performance in SBE is high. The student performance is low in English in NECO and WAEC because no student score A or B grade for the three years in school studied. While no student obtained A or B in NECO and WAEC, the student performance in history for the three years show that few student obtained A and B grades the researcher recommend that teacher in senior secondary schools should be made to go for workshops on test construction so that they can construct good test items to match WAEC and NECO standard.
A worldwide discussion about the practice of assessment for learning (AfL) in online classes during the pandemic COVID-19 is scarce. The current research can have a significant impact on teaching and learning practices, and contribute to the development of evidence-based policies and practices that support student success. Thus, the current study aimed at exploring English teachers’ AfL practice in online classes. This study belonged to a basic qualitative approach and recruited four English foreign language or EFL teachers from the secondary school level. Observation and semi-structured interviews using an interview guide were conducted to gain the data. To ensure the trustworthiness of the data, other documents were collected. Subsequently, utilizing the spiral strategy, the gained data were analyzed. The results revealed that the implementation of AfL deviated from the course. Insufficient knowledge, curriculum, internet accessibility, and technological acceptance are pivotal causes of such deviation. Thus, teachers might not diagnose students’ current learning level and decide on a further teaching action. Further studies on other educational levels are demanded to explore the practice of AfL.
Impact of a Public Examination Change on Teachers’ Perceptions and Attitudes ...iosrjce
The effect of language tests on teaching and learning is described in language education as
“washback”. Highstakes public examinations, thus, are often used as tools of control in the school system.
Recently, the Libyan Education Authority adopted major changes into the existing Basic Education Certificate
Examination (BECE) in English aiming to promote a positive washback effect on classroom teaching. This
paper investigates the kind of relationship between testing and teaching according to teachers’ beliefs and
perceptions of the introduced exam. To address these issues, the mixed method approach was utilized:
questionnaires were distributed to 100 teachers and interviews were conducted with the examination board
director and 11 teachers from the same sample surveyed. The study found that teachers expressed negative
rather than positive views towards the exam. Teachers criticized the exam especially in terms of practicality and
content validity as most teachers declared that congruence between the new exam and the curriculum is
tenuous. However, teachers welcomed the policy regarding exam format and style. While some desired aims
were achieved through the exam, others were not. Findings showed that the exam did exert washback effect in
that teachers experienced and/or implemented changes in their classroom instructional practices. Thus findings
indicated that exams did exert washback on teachers’ attitudes and beliefs towards their classroom teaching.
However, particularly in this study, data was self-reported via questionnaires and interviews, classroom
observations would have provided more tangible evidence on teachers' actual classroom teaching practices as a
result of exam change
This paper presents the findings from an evaluatory pedagogical project that utilised an ethnographic case study approach to examine factors influencing the use of online formative assessment and feedback within an undergraduate programme.
The project posed the questions:
• What are the effects of introducing online formative assessment and feedback on learning and assessment performance?
• How effective is online formative feedback in enhancing student success?
The study draws upon data collected from a sample of students (22) who volunteered to participate in the research over a period of one academic year. Data collection tools included: focus group interview, semi-structured questionnaire and student assessment data. The study demonstrates that formative feedback and assessment is beneficial for teaching and learning, and that electronic assessment can offer a more flexible approach that can complement f2f feedback. Online formative feedback in the context of this study had a positive effect upon academic performance and student satisfaction, and demonstrates that students find online formative feedback effective and meaningful. Whilst the small size of the sample influences generalizability, the findings agree with the wealth of literature surrounding formative assessment and the benefits that accrue to students from delivering effective feedback. In addition, evidence from participants in this study is reflected in reports such as the JISC guide: “Effective Assessment in a Digital Age†(2010) and the findings from the EBEAM Project (2012) (Ellis, 2012).
Teachers Teaching Efficacy as a Predictor of Teachers Effectiveness in Nigeri...AJHSSR Journal
ABSTRACT: This study examined the role of teaching efficacy as a predictor of teaching effectiveness in Nigeria
through a comprehensive literature review. The focus is on the Nigerian educational system, aiming to shed light
on the multifaceted influence of teaching efficacy on teacher motivation, instructional practices, student
achievement, professional development, and school culture. The goal is to inform educational stakeholders and
policymakers to enhance educational standards and student outcomes in Nigeria. The review underscores the
dimensions of teacher effectiveness, highlighting aspects such as content knowledge, pedagogical knowledge,
classroom management, differentiated instruction, assessment and feedback, relationship building, and continuous
professional development. Several studies in the Nigerian educational context consistently demonstrate a positive
correlation between teachers' self-efficacy and their effectiveness. Teachers with higher self-efficacy exhibit
improved teaching techniques, heightened student motivation and achievement, and greater job satisfaction.
Recommendations based on the literature review include advocating for comprehensive professional development
programs, promoting mentorship and collaboration among educators, fostering supportive school leadership,
integrating research-informed policies into educational practices, and encouraging further research to deepen the
understanding of teaching efficacy and effectiveness within the Nigerian context. The study underscores the
importance of addressing teaching efficacy in educational policies and practices to elevate teaching standards and
improve student outcomes in Nigeria.
KEYWORDS: Teaching efficacy, Teacher effectiveness, Teacher professional development, Nigerian educational
system
DU CTLAT Presentation Assessing Student Learning Outcomes Educational Program...Dillard University Library
Articulate the genesis of development of a culture of assessment; Identifies the components of institutional effectiveness emanating from a system of data sharing and program improvement; Distinguish the purpose and verbage of a program, course, and student learning outcome
The purpose of this study was to look into the factors that influence
mathematics teacher educators' formative assessment practices. This paper
took a qualitative case study research design approach with six educators
teaching mathematics in three teacher Colleges of Education in Ghana. The
exploration focused on factors that hinders teacher educators use of
formative assessment practices. Data were generated through the
administration of semi – structured interviews and lesson observations. The
qualitative data was analyzed using thematic analysis. Findings revealed that
major factors which limit teacher educators formative assessment practices
were: large class size, time, lack of transparency in assessment, and internal
and external summative assessment issues. The factors limiting teacher
educators' use of formative assessment (FA) discussed in this study are
beneficial for teacher college administration in addressing the issues and
educators in assisting pre-service teachers in eliminating these factors during
their training and after passing out from the college of education to the
teaching field. Based on the findings, it is recommended that a large scale
study is conducted on factors that affect teachers formative assessment
practices and the effect on students mathematics learning.
The study investigated the effect of headteachers’ supervisory styles and teachers’ job performance in public basic schools in the Mankessim Education Circuit of the Mfantseman Municipality in the Central Region of Ghana. A descriptive survey in the form of mixed methods was used for the study. Through purposive and stratified sampling techniques, 134 respondents made up of 16 headteachers and 118 teachers were selected and used for the study. Two sets of questionnaires, one each for headteachers and teachers were used to collect quantitative data. Qualitative data were obtained through semi-structured interview guide from 10 respondents (headteacher and teachers) who were conveniently sampled. Means, standard deviation, t-test, one-way ANOVA, and multiple regression were used to analyse the quantitative data while content analysis was used to analyse the qualitative data. The study revealed that headteachers used directive control supervisory style most frequently as compared to collaborative, directive informational, and non-directive supervisory styles. Generally, teachers’ job performance was very good. Besides, the study discovered that headteachers’ supervisory styles were good predictors of teachers’ job performance. It was concluded that supervisory styles of headteachers were essential factors that influence teachers’ job performance in schools. Among the recommendations is that in-service training in the form of workshops and seminars should be organised for both headteachers and teachers on the need for effective supervision in public basic schools in the Circuit to achieve school and educational goals.
Please readRobert Geraci, Russia Minorities and Empire,” in .docxTatianaMajor22
Please read:
Robert Geraci, “Russia: Minorities and Empire,” in Abbott Gleason, ed., A Companion to Russian History (Oxford: Wiley-Blackwell, 2009), 243-260.
And discuss:
How does Geraci portray the legacy of the early Russian history for the make-up of 18-19th century Russia?
Please read: Leonard Victor Rutgers, “Roman Policy Towards the Jews: Expulsions from the City of Rome during the First Century C.E.,” in Classical Antiquity, Vol. 13, No. 1 (Apr., 1994), pp. 56-74.
And discuss: Rutgers surveys the different reasons historians have given for the expulsion of the Jews from Rome in the first century C.E. Who place did Jews have in Roman society at this time? Were they expelled because of their religious practices, or because they were ‘unruly’ as Rutgers argues? If so, what caused them to act in this way? What kind of historical evidence does the author use?
There are 2 essay, each one should write at least 300-350 words and plus one reference page.
MLA format. Must use quote( “ ”) for every source you use from website. And put (author, page number) behind quote.
Roman Policy towards the Jews: Expulsions from the City of Rome during the First Century
C.E.
Author(s): Leonard Victor Rutgers
Source: Classical Antiquity, Vol. 13, No. 1 (Apr., 1994), pp. 56-74
Published by: University of California Press
Stable URL: http://www.jstor.org/stable/25011005 .
Accessed: 26/08/2011 13:35
Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at .
http://www.jstor.org/page/info/about/policies/terms.jsp
JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of
content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms
of scholarship. For more information about JSTOR, please contact [email protected]
University of California Press is collaborating with JSTOR to digitize, preserve and extend access to Classical
Antiquity.
http://www.jstor.org
http://www.jstor.org/action/showPublisher?publisherCode=ucal
http://www.jstor.org/stable/25011005?origin=JSTOR-pdf
http://www.jstor.org/page/info/about/policies/terms.jsp
LEONARD VICTOR RUTGERS
Roman Policy towards the Jews:
Expulsions from the City of Rome
during the First Century c. E.
Tant de causes secretes se melent souvent a la cause apparente, tant de ressorts
inconnus servent a persecuter un homme, qu'il est impossible de demeler dans les
siecles posterieures la source cachee des malheurs des hommes les plus consider
ables, a plus forte raison celle du supplice d'un particulier qui ne pouvait etre
connu que par ceux de son parti.
-Voltaire, Traite sur la tolerance (1763)
IN THIS ARTICLE I want to discuss the evidence for expulsions of Jews from
the city of Rome in the first century C.E. Scholars have long been interested in the
reasons underlying these expulsions. Because the anci.
Ford VS ChevroletThere are many reasons that make the Chevy.docxTatianaMajor22
Ford VS Chevrolet
There are many reasons that make the Chevy’s and Ford’s motors two most common trucks. Studies reveal that that they are the most popular vehicles on sales today. It is because they are powerful, versatile and reasonably priced. They also come in a wide variety of configurations and styles. However, many buyers and sellers have questioned themselves on the better vehicle compared to the other in terms of quality, Wi-Fi, price ranges, value, and costs. To compare and contrast on this subject, let us take an example of two vehicles each from each company to facilitate comparison.
Ford offers the full-size track with automatic high-beam control, automatic parallel parking and power-retractable running boards. Fords are elegant, and they are mostly aluminum making them save weight and bolster gas mileage. None of these features are offered Chevy’s. Chevrolets have outstanding quality. They are mostly comprised of steel, for instance, the Chevrolet Silverado. This makes them good for rough roads and difficult terrains.
Fords have employed the use of up to date Wi-Fi technology. Ford intends to provide the Ford Sync, which will provide robust connections for occupants. Latest Chevrolet brands Malibu utilize the 4G LTE Wi-Fi Technology that provides rich in-vehicle experiences. This technology is powerful compared to Ford Sync, and is used for connecting devices and executing few remote operations within the car.
From the value and cost standpoint, Ford can consume a little more, and its payload capacity is a little higher. Additionally, its mileage is too better. The prices vary from nation to nation. Chevrolet seems to be a little cheaper, and reasonably priced going for $33,044, which is slightly less than Ford, but the differences are not serious to propel buyers towards one truck leaving the other
Technophiles are likely to put their preferences on Ford to Chevrolet. On overall, Fords have many features as compared Chevy’s. However, they may be hard to maintain. Compared to Fords, Chevrolets are reliable and cheaper. However, the two brands are equally good performers. It is, therefore, prudent to pick what one thinks would fit his or her usage and preference and personal style
Ethical Systems, Research Paper, Spring 2015, Douglas Green, Page 1 of 1
Ethical
Systems/Final
Research
Paper
2,000
words
minimum,
double-‐spaced
Final
Draft
Due:
Tuesday,
April
28,
12:00
pm
(afternoon)
Please
email
your
final
research
paper
to
me
via
MS
Word
attachment
AND
by
cutting/pasting
the
entire
document
into
the
body
of
your
email.
IF
YOU
DO
NOT
RECEIVE
A
CONFIRMATION
EMAIL
BACK,
I
DID
NOT
RECEIVE
YOUR
ESSAY
AND
YOU
WILL
LOSE
ALL
CREDIT
FOR
THIS
REQUIREMENT.
NO
LATE
WORK
WILL
BE
ACCEPTED…
PERIOD!
.
Fairness and Discipline Weve all been disciplined at one.docxTatianaMajor22
Fairness and Discipline
We've all been disciplined at one time or another by a parent or a teacher. What disciplinary experiences have you had as a child that took a non-punitive approach?
I need paragraph or half page with reference
.
Appendix 12A Statement of Cash Flows—Direct MethodLEARNING .docxTatianaMajor22
Appendix 12A
Statement of Cash Flows—Direct Method
LEARNING OBJECTIVE
6
Prepare a statement of cash flows using the direct method.
To explain and illustrate the direct method, we will use the transactions of Computer Services Company for 2014, to prepare a statement of cash flows. Illustration 12A-1 presents information related to 2014 for Computer Services Company.
To prepare a statement of cash flows under the direct approach, we will apply the three steps outlined in Illustration 12-4.
Illustration 12A-1
Comparative balance sheets, income statement, and additional information for Computer Services Company
STEP 1: OPERATING ACTIVITIES
DETERMINE NET CASH PROVIDED/USED BY OPERATING ACTIVITIES BY CONVERTING NET INCOME FROM AN ACCRUAL BASIS TO A CASH BASIS
Under the direct method, companies compute net cash provided by operating activities by adjusting each item in the income statement from the accrual basis to the cash basis. To simplify and condense the operating activities section, companies report only major classes of operating cash receipts and cash payments. For these major classes, the difference between cash receipts and cash payments is the net cash provided by operating activities. These relationships are as shown in Illustration 12A-2.
Illustration 12A-2
Major classes of cash receipts and payments
An efficient way to apply the direct method is to analyze the items reported in the income statement in the order in which they are listed. We then determine cash receipts and cash payments related to these revenues and expenses. The following pages present the adjustments required to prepare a statement of cash flows for Computer Services Company using the direct approach.
CASH RECEIPTS FROM CUSTOMERS.
The income statement for Computer Services Company reported sales revenue from customers of $507,000. How much of that was cash receipts? To answer that, companies need to consider the change in accounts receivable during the year. When accounts receivable increase during the year, revenues on an accrual basis are higher than cash receipts from customers. Operations led to revenues, but not all of these revenues resulted in cash receipts.
To determine the amount of cash receipts, the company deducts from sales revenue the increase in accounts receivable. On the other hand, there may be a decrease in accounts receivable. That would occur if cash receipts from customers exceeded sales revenue. In that case, the company adds to sales revenue the decrease in accounts receivable. For Computer Services Company, accounts receivable decreased $10,000. Thus, cash receipts from customers were $517,000, computed as shown in Illustration 12A-3.
Illustration 12A-3
Computation of cash receipts from customers
Computer Services can also determine cash receipts from customers from an analysis of the Accounts Receivable account, as shown in Illustration 12A-4.
Illustration 12A-4
Analysis of Accounts Receivable
Illustration.
Effects of StressProvide a 1-page description of a stressful .docxTatianaMajor22
Effects of Stress
Provide a 1-page description of a stressful event currently occurring in your life.
Discuss I am married work a full time job as an occupational therapy assistant am taking two courses
Have to take care of a home feed the animals attend to laundry
Think of my pateitns worry about their well being and what I can do for them ( I bring home my patients issues)
Constantly doing paper work for work such as documentation for billing
I feel like I have no free time for me some days I don’t even eat dinner or lunch because I don’t have time to make anything or am just too tired to cook
On top of this I am married and married ppl do argue and my husband am I have been bunting heads on finances.
Then, referring to information you learned throughout this course, address the following:
· What physiological changes occur in the brain due to the stress response?
· What emotional and cognitive effects might occur due to this stressful situation?
· Would the above changes (physiological, cognitive, or emotional) be any different if the same stress were being experienced by a person of the opposite sex or someone much older or younger than you?
· If the situation continues, how might your physical health be affected?
· What three behavioral strategies would you implement to reduce the effects of this stressor? Describe each strategy. Explain how each behavior could cause changes in brain physiology (e.g., exercise can raise serotonin levels).
· If you were encouraging an adult client to make the above changes, what ethical considerations would you have to keep in mind? How would you address those ethical considerations?
In addition to citing the online course and the text, you are also required to cite a minimum of four scholarly sources. For reputable web sources, look for .gov or .edu sites as opposed to .com sites. Please do not use Wikipedia.
Your paper should be double-spaced, in 12-point Times New Roman font, and with normal 1-inch margins; written in APA style; and free of typographical and grammatical errors. It should include a title page with a running head, an abstract, and a reference page.
The body of the paper should be at least 6 pages in length total
not including the reference or title page
Assignment 1 Grading Criteria
Maximum Points
Described a stressful event.
20
Explained the physiological changes that occur in the brain due to the stress response.
36
Explained the emotional and cognitive effects that may occur due to this stressful situation.
32
Analyzed potential differences in physiological, cognitive, and emotional responses in someone of a different age or sex.
32
Discussed the physical health risks.
28
Provided three behavioral strategies to reduce the effects of the stressor and explained how each could cause changes in brain physiology.
40
Analyzed ethical considerations in implementing behavioral strategies and offered suggestions for addressing these.
40
Integrated at least two scholarly references .
Design Factors NotesCIO’s Office 5 People IT Chief’s Offi.docxTatianaMajor22
Design Factors
Notes
CIO’s Office
5 People
IT Chief’s Office
5 People
LAN/WAN Maint.
20 People
Reception
4 People
Telecommunications
20 People
LAN Management
50 People
Server Room A
2 Person
Server Room B
4 Person
Equipment:
Patch Cable
Computer to Wall
Patch Cable
LAN Room
Cable Trays/Runs
Horizontal Runs
Cisco Border Router
Research: Attached to 5 Floor Switches
Server Room A
10 Servers
Server Room B
10 Servers
Computers
One Per Person
Standard floor (first floor) Lesson 2 Project Plan info
Design Factors
Notes
CIO’s Office
5 People
IT Chief’s Office
5 People
LAN/WAN Maint.
20 People
Reception
4 People
Telecommunications
20 People
LAN Management
50 People
Server Room A
2 Person
Server Room B
4 Person
Equipment:
Patch Cable
Computer to Wall
Patch Cable
LAN Room
Cable Trays/Runs
Horizontal Runs
Cisco Border Router
Research: Attached to 5 Floor Switches
Server Room A
10 Servers
Server Room B
10 Servers
Computers
One Per Person
Basement floor
Design Factors
Notes
Vertical Riser Run
On Outside Wall of LAN Room on Each Floor.
Fiber-Optic Multimode
Riser Runs: Backbone
SC Connectors
Fiber-Optic Cable
Cisco Catalyst: Switch: WS-C3750G-24PS-S: 24 Ports
Leave a Minimum of four ports free on each switch
Color Laser Printer
Minimum of One per Room or One per 20 people
Vertical Riser Run
On Outside Wall of LAN Room on Each Floor and Server RM B on this floor.
Fiber-Optic Multimode
Riser Runs: Backbone
SC Connectors
Fiber-Optic Cable
Cable Trays/Runs
Horizontal Runs
Horizontal Runs
Leave a Minimum of four ports free on each switch
Applicataion
U.S. Minimum Requirement Ranges
Space per Employee - 1997
Two people, such as a supervisor and an employee, can meet in an office with a table or desk between them
60" to 72" x 90" to 126:/5.78m2 to 11.7m2
280Sq. Ft./26.0m2
Worker has a primary desk plus a return
60" to 72"x60"to 84"/5.78 to 7.8m2
193Sq. Ft./17.9m2
Executive office - three to four people can meet around a desk
105 to 130"x96 to 123"/9.75 to 11.4 m2
142Sq. Ft./13.2m2
Basic workstation such as a call center
42" to 52" x 60" to 72"/3.9 to 6.7 m2
114Sq. Ft./10.6 m2
NT1310: Project
Page 1
PRO JECT D ESC RIPT ION
As the project manager for the Cable Planning team, you will manage the creation of the cable plan for
the new building that will be built, with construction set to begin in six weeks.
The deliverables for the entire Cable Plan will consist of an Executive Summary, a PowerPoint
Presentation and an Excel Spreadsheet. You will develop different parts of each of these in three parts.
The final organization should contain these elements:
The Executive Summary:
o Project Introduction
o Standards and Codes
Cable Standards and Codes
Building Standards and Codes
o Project Materials
o Copper Cable, Tools, and Test Equipment
o Fiber-Optic Cable, Tools, and Test Equipment
o Fiber-Optic Design Considerations
o Basement Server Comp.
Question 12.5 pointsSaveThe OSU studies concluded that le.docxTatianaMajor22
Question 1
2.5 points
Save
The OSU studies concluded that leaders exhibit two main types of behavior: structure behavior and consideration behavior.
True
False
Question 2
2.5 points
Save
Fiedler suggests when there is a mismatch between the type of situation in which leaders find themselves, and the leaders style of leadership:
leaders should shift to situations for which they are best suited
the situation should be changed
immediate training is necessary no matter how long it may take
any leadership style is appropriate
the leaders should be flexible enough to adapt to the new situation
Question 3
2.5 points
Save
The OSU studies concluded that leaders exhibit two main styles of behavior:
employee-centered behavior and job-centered behavior
structure behavior and consideration behavior
boss-centered behavior and subordinate-centered behavior
consideration behavior and job-centered behavior
structure behavior and employee-centered behavior
Question 4
2.5 points
Save
The life cycle theory of leadership maintains that:
as a manager becomes more mature, he/she should become more participatory
the organization should match the individual with a specific leadership situation
a manager's leadership style should be independent of the follower's maturity levels
the leader's abilities will peak when the leader is 45 years old, and decline thereafter
a manager's leadership style will be effective only if it is appropriate for the maturity level of the followers
Question 5
2.5 points
Save
According to the characteristics of the emerging leader versus characteristics of the manager, which of the following would be associated with the leader?
problem-solving
independent
consulting
stabilizing
authoritative
Question 6
2.5 points
Save
Under which of the following conditions would Fiedler say a considerate leader would be most effective?
good leader-member relations, high task structure, and strong leader position power
moderately poor leader-member relations, high task structure, and weak leader position power
moderately poor leader-member relations, weak task structure and weak leader position power
good leader-member relations, high task structure, and weak leader position power
good leader-member relations, weak task structure, and weak leader position power
Question 7
2.5 points
Save
Which approach to leadership suggests successful leadership requires a unique combination of leaders, followers, and leadership situations?
transformational leadership
the trait approach
the situational approach to leadership
contingency approach
the contemporary leader approach
Question 8
2.5 points
Save
According to the Vroom-Yetton-Jago Model, when a manager and subordinates meet as a group to discuss the situation, and the group makes the decision, it is the ________ de.
Case Study 1 Questions1. What is the allocated budget .docxTatianaMajor22
Case Study 1 Questions:
1. What is the allocated budget ? $250,000
2. Where does the server room located? Currently, there is no server room
3. What is the number of users with PCs inside each existing site?
Currently there are
4. What is the current cabling used in each location? (cat5e or cat6) Current cabling does not meet the company’s current and future needs
5. Do want us to upgrade token Ring or use a completely new Ethernet network What is your recommendation and why?
6. regarding the ordering system , it is not clear what the we should do , do you want to talk about how to connect the system to the network or how to built the ordering online system because it is more software engineering than networking . Talk about the kind of network (hardware) you recommend based on the business requirements
7. all the sites should have access to our servers in the main branch? yes
8. Regarding the order software, do you need more details about the way it works or just about its connection with the network? Your solution should be from a network point of view
9. Distances are given in Meters or feet? feet
10. Shipment is done by truck, or ships? Currently, only trucking
11. In Dimebox branch, where are administration offices located? See Business goals # 4
12. What is the current network connectivity status? How many devices are currently on the network? How they are physically laid out? Is cabling running all over the floor, hidden in walls or threaded through the ceiling? What are the switches used and its speed? Currently, only the office is networked (token ring) NOVELL
13. What is the minimum Internet speed wanted? See Business Goals on page 2 – I only can tell you what we need the network for, you must tell me what we need to meet the business needs
14. Will the corporation provide wireless access? If yes will it be in all department and buildings? Wireless access would be helpful if we can justify the cost
15. Are there phones in offices? yes
16. What is the internet speed available now? What speed do you want for future? Internet access is through time warner cable company which is not very reliable
17. Do employees access their emails outside the company? yes
18. Do you have plans for future expansion? We like to increase our customer base by 20% over the next year
REMEMBER, you are the IT expert, I’m only a business person who must rely on your expertise.
Network Design and Performance
Case Study
Dooma-Flochies, Inc. with headquarters located on Podunk Road in Trumansburg, NY, is the sole manufacturer of Dooma-Flochies (big surprise). They currently have a manufacturing facility in, Lake Ridge, NY (across Cayuga Lake) on Cayuga Dr. and have recently diversified by purchasing a company, This-N-That, on Industry Ave. in, Dime Box Texas. This-N-That is the sole competitor of Domma-Flochies with their product Thinga-Ma-Jigs. This acquisition gives Dooma-Flochies, Inc a monopoly in this mark.
Behavior in OrganizationsIntercultural Communications Exercise .docxTatianaMajor22
Behavior in Organizations
Intercultural Communications Exercise Response Paper –
Week 5
The most overt cultural differences, such as greeting rituals and name format, can be overcome most easily. The underlying, intangible differences are very difficult to overcome. In this case, the underlying cultural differences are
· Assumptions about the purpose of the event (is the party strictly for fun and for relationship building, or are their business matters to take care of?).
· Assumptions about the purpose and the nature of business relationship.
· Assumptions about power and leadership relationships (who makes the decisions and how?).
· Response styles (verbal and nonverbal signals of agreement, disagreement, politeness, etc.).
Many (though not all) cultural differences can be overcome if you carefully observe other people, think creatively, remain flexible, and remember that your own culture is not inherently superior to others.
The Scenario
Three corporations are planning a joint venture to sponsor an international concert tour. The corporations are Decibel, an agency representing the musicians (from the US, Britain, and Japan); Images, a marketing firm which will handle sales of tickets, snacks and beverages, clothing, and CDs; and Event, a special events company which will hire the ushers, concessionaires, and security officers; print the programs; and clean up the arenas after the shows. The companies come from three different cultures: Blue, Green, and Red. Each has specific cultural traits, customs, and practices.
You are a manager in one of these companies. You will attend the opening cocktail party in Perth, Australia the evening before a 3-day meeting during which the three companies will negotiate the details of the partnership. Your management team includes a Vice President and a number of other managers.
During the 3-day meeting, the companies have the following goals:
Decibel
· As high a royalty rate as possible on sales of T-shirts, videos, and CDs
· Aggressive marketing and advertising to increase attendance and sales
· Good security, both before and during the show Image
Image
· Well known bands that will be easy to market
· As much income as possible from the concerts
· Smoothly functioning event so that publicity from early concerts is positive
Event
· Bands that are not likely to provoke stampedes, riots, or other antisocial behavior
· Bands that are reliable and will show up on time, ready to play
· As much income as possible from the concerts
The cultures that are assigned to the various companies are:
BLUE CULTURE
Image (Marketing Company)
Beliefs, Values, and Attitudes that Underlie This Culture’s Communication
Believe that fate and luck control most things.
Believe in feelings more than reasoning.
An authoritarian leader makes the ultimate decisions.
Nonverbal Traits of This Culture
Treat time as something that is unimportant. It is not a commodity that can be lost.
Conversation distance is close (about 15 inches, face-.
Discussion Question Comparison of Theories on Anxiety Disord.docxTatianaMajor22
Discussion Question:
Comparison of Theories on Anxiety Disorders
There are numerous theories that attempt to explain the development and manifestation of psychological disorders. Some researchers hold that certain disorders result from learned behaviors (behavioral theory), while other researchers believe that there is a genetic or biological basis to psychological disorders (medical model), while still others hold that psychological disorders stem from unresolved unconscious conflict (psychoanalytic theory). How would each of these theoretical viewpoints explain anxiety disorders? Does one explain the development and manifestation of anxiety disorders better than the others?
200- 400 words please
Three min resources with
in text citations and examples
you can use the following as a module reference
cite as university 2014
Anxiety Disorders
Anxiety disorders such as panic disorder, specific phobias, and social anxiety disorder feature a heightened autonomic nervous system response that is above and beyond what would be considered normal when faced with the object or situation that the person reacts to. For example, a person with a specific phobia of spiders (called arachnophobia) experiences a heightened autonomic response when confronted with a spider (or even an image of a spider). This anxiety response must result in significant distress or impairment. In general, anxiety disorders have been linked to underactive gamma-aminobutyric acid (GABA) in the brain, resulting in overexcitability of the amygdala and the anterior cingulate cortex. Additionally, genetic research shows that anxiety disorders demonstrate a clear pattern of genetic predisposition
Charles Darwin's Perspective
We talked about Charles Darwin when discussing evolution and natural selection. Darwin was also very interested in emotions. One of his books published in 1872,The Expression of Emotions in Man and Animals, was devoted to this topic.
Darwin believed that emotions play an important role in the survival of the species and result from evolutionary processes in the same way as other behaviors and psychological functions. Darwin's writing on this topic also prompted psychologists to study animal behavior as a way to better understand human behavior.
James–Lange Theory of Emotions
Modern theories of emotion can be traced to William James and Carl Lange (Pinel, 2011). William James was a renowned Harvard psychologist who is sometimes called the father of American psychology. Carl Lange was a Danish physician. James and Lange formulated the same theory of emotions independently at about the same time (1884). As a result, it is called the James–Lange theory of emotions. This theory reversed the commonsensical notion that emotions are automatic responses to events around us. Instead, it proposes that emotions are the brain's interpretation of physiological responses to emotionally provocative stimuli.
Cannon–Bard Theory of Emotions
In 1915, Harvard physiologist Walt.
I have always liked Dustin Hoffmans style of acting, in this mov.docxTatianaMajor22
I have always liked Dustin Hoffman's style of acting, in this movie he takes on a sexually deprived young male just out of college, and has never been with a female, and is duped by horny older woman that feels neglected. Dustin Hoffman takes the characters form of a young male, goofy, respectful virgin and intelligent male, missing something but not really sure at the beginning till Ann Bancroft coaxes him with seduction to fulfill her own needs. In an other movie called "The life of Little Big Man" he plays almost the same character but as a white child raised by the Native Americans and a wise old chief that deeply care and loves him as his own, and Fay Dunaway plays a Holy rollers wife that is older and sexually deprived and feeling neglected by her husband and also she goes through major changes in her life from devoted wife, to a honey bell/ house hooker, whats funny Dustin Hoffman is a awesome actor but has to have his surrounding characters bring his character to life. The Graduate was Dustin Hoffman's first big movie of his career.
I actually liked movie "Little Big man" way better due to he went through major changes in his life, from being a Native boy warrior, captured by Yankees, meets Fay Dunaway who loves to give baths, to finding his sister who teaches him to be a gunslinger and then returns to his Grand Father to be a native again and tells his blind Grand Father the world of the white man is a crazy one, then his see the Psyho Col. Custer and gets his revenge by telling Custer the truth. The movie Little Big Man makes you laugh, teaches you things about people and survial and cry at times... its a must see...
Although a stray away from the Benjamin Braddock written about in the novel The Graduate, Dustin Hoffman does an awesome job with this character on film. When you first meet Ben he is at a party that his parents are throwing in his academic honor upon his graduation from school and return home. The whole night, Hoffman stumbles though various conversations and tries to coyly escape from the festivities. Small things such as this Hoffman did a great job at, conveying the hesitance and crisis that Ben was going through as a graduate. There are multiple times in the movie he hardly expresses anything at all, yet it clearly shows you that Ben is having a very hard time internally with everything going on. Even through his relationships with Mrs. Robinson and her daughter Elaine you see the young man struggling with himself through either failed attempts at affection or lack thereof.
.
Is obedience to the law sufficient to ensure ethical behavior Wh.docxTatianaMajor22
Is obedience to the law sufficient to ensure ethical behavior? Why, or why not? Support your answer with at least three reasons that justify your position.
100 words
Discuss the differences between an attitude and a behavior. Provide 4 substantive reasons why it is important for organizations to monitor and mitigate employee behavior that is either beneficial or detrimental to the organization's goals and existence.
150 words
.
If you are using the Blackboard Mobile Learn IOS App, please clic.docxTatianaMajor22
If you are using the Blackboard Mobile Learn IOS App, please click "View in Browser." V BUS 520Week 9 Assignment 4 Paper
I need the paper as soon as possible
Students, please view the "Submit a Clickable Rubric Assignment" in the Student Center.
Instructors, training on how to grade is within the Instructor Center.
Assignment 4: Leadership Style: What Do People Do When They Are Leading?
Due Week 9 and worth 100 points
Choose one (1) of the following CEOs for this assignment: Larry Page (Google), Tony Hsieh (Zappos), Gary Kelly (Southwest Airlines), Meg Whitman (Hewlett Packard), Ursula Burns (Xerox), Terri Kelly (W.L. Gore), Ellen Kullman (DuPont), or Bob McDonald (Procter & Gamble). Use the Internet to investigate the leadership style and effectiveness of the selected CEO. (Note: Just choose one that is easier for you to right about.) It does not matter to me which CEO you pick
Write a five to six (5-6) page paper in which you:
1. Provide a brief (one [1] paragraph) background of the CEO.
2. Analyze the CEO’s leadership style and philosophy, and how the CEO’s leadership style aligns with the culture.
3. Examine the CEO’s personal and organizational values.
4. Evaluate how the values of the CEO are likely to influence ethical behavior within the organization.
5. Determine the CEO’s three (3) greatest strengths and three (3) greatest weaknesses.
6. Select the quality that you believe contributes most to this leader’s success. Support your reasoning.
7. Assess how communication and collaboration, and power and politics influence group (i.e., the organization’s) dynamics.
8. Use at least five (5) quality academic resources in this assignment. Note: Wikipedia and other Websites do not qualify as academic resources.
Your assignment must follow these formatting requirements:
· Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
· Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
The specific course learning outcomes associated with this assignment are:
· Analyze the formation and dynamics of group behavior and work teams, including the application of power in groups.
· Outline various individual and group decision-making processes and key factors affecting these processes.
· Examine the primary conflict levels within organization and the process for negotiating resolutions.
· Examine how power and influence empower and affect office politics, political interpretations, and political behavior.
· Use technology and information resources to research issues in organizational behavior.
· Write clearly and concisely about organizational behavior using proper writing mechanics.
Click here.
Is the proliferation of social media and communication devices a .docxTatianaMajor22
Is the proliferation of social media and communication devices a good thing or a bad thing for society? Use personal examples to support your opinion.
( I’m currently a freshmen in university)
.
MATH 107 FINAL EXAMINATIONMULTIPLE CHOICE1. Deter.docxTatianaMajor22
MATH 107 FINAL EXAMINATION
MULTIPLE CHOICE
1. Determine the domain and range of the piecewise function.
A. Domain [–2, 2];
B. Domain [–1, 1];
C. Domain [–1, 3];
D. Domain [–3/2, –1/2];
2. Solve:
A. 3
B. 3,7
C. 9
D. No solution
3. Determine the interval(s) on which the function is increasing.
A. (−1.3, 1.3)
B. (1, 3)
C. (−∞,−1)and (3,∞)
D. (−2.5, 1)and (4.5,∞)
4. Determine whether the graph of y = 2|x| + 1 is symmetric with respect to the origin,
the x-axis, or the y-axis.
A. symmetric with respect to the origin only
B. symmetric with respect to the x-axis only
C. symmetric with respect to the y-axis only
D. not symmetric with respect to the origin, not symmetric with respect to the x-axis, and
not symmetric with respect to the y-axis
5. Solve, and express the answer in interval notation: | 9 – 7x | ≤ 12.
A. (–∞, –3/7]
B. (–∞, −3/7] ∪ [3, ∞) C. [–3, 3/7]
D. [–3/7, 3]
6. Which of the following represents the graph of 7x + 2y = 14 ?
A. B.
C. D.
7. Write a slope-intercept equation for a line parallel to the line x – 2y = 6 which passes through the point (10, – 4).
A.
B.
C.
D.
8. Which of the following best describes the graph?
A. It is the graph of a function and it is one-to-one.
B. It is the graph of a function and it is not one-to-one.
C. It is not the graph of a function and it is one-to-one.
D. It is not the graph of a function and it is not one-to-one.
9. Express as a single logarithm: log x + log 1 – 6 log (y + 4)
A.
B.
C.
D.
10. Which of the functions corresponds to the graph?
A.
B.
C.
D.
11. Suppose that a function f has exactly one x-intercept.
Which of the following statements MUST be true?
A. f is a linear function.
B. f (x) ≥ 0 for all x in the domain of f.
C. The equation f(x) = 0 has exactly one real-number solution.
D. f is an invertible function.
12. The graph of y = f(x) is shown at the left and the graph of y = g(x) is shown at the right. (No formulas are given.) What is the relationship between g(x) and f(x)?
y = f (x) y = g(x)
A. g(x) = f (x – 3) + 1
B. g(x) = f (x – 1) + 3
C. g(x) = f (x + 3) – 1
D. g(x) = f (x + 1) .
If the CIO is to be valued as a strategic actor, how can he bring.docxTatianaMajor22
If the CIO is to be valued as a strategic actor, how can he bring to the table the ethos of alignment, bound to the demands of process strategic planning to move IT to the forefront of the organization's future? Is there a lack of information on strategic planning? Nope. I think the process of planning is poorly understood, and rarely endorsed. The reasons are simple enough. Planning requires a commitment of resources (time, talent, money); it requires insight; it requires a total immersion in the corporate culture. While organizations do plan, planning is invariably attached to the budget process. It is typically here that the CIO lays out his/her vision for the coming year Now a few years ago authors began writing on the value of aligning IT purpose to organizational purpose. They wrote at a time when enterprise architectural planning was fairly new, and enterprise resource management was on the lips of every executive. My view is that alignment is a natural process driven by the availability of the tools to accomplish it. Twenty years ago making sense of IT was more about processing power, and database management. We are in a new age of IT, and it is the computer that is the network, not the network as an independent self-contained exchange of information. If you will spend some time reviewing the basic materials I provided on strategic planning and alignment, we can begin our discussions for the course. Again, here is the problem I would like for us to tackle: If the CIO is to be valued as a strategic actor, how can he bring to the table the ethos of alignment, bound to the demands of process strategic planning to move IT to the forefront of the organization's future? Most of the articles I bundled together for this week are replete with tables and charts. These can be a heavy read. Your approach should be to review these articles for the "big ideas" or lessons that are take away. I think these studies are significant enough that we will conclude our first week with an understanding of the roles between executive leaders, and how they see Information Technology playing a role in shaping a business strategy.
Read the articles to answer the question. Please No Plagerism or verbatim but you are allowed to quote from the article.
Achieving and Sustaining
Business-IT Alignment
Jerry Luftman
Tom Brier
I
n recent decades, billions of dollars have been invested in intormation tech-
nology (IT). A key concern of business executives is alignment—applying IT
in an appropriate and timely way and in harmony with business strategies,
goals, and needs. This issue addresses both how IT is aligned with the busi-
ness and how the business should be aligned with IT Frustratingly, organizations
seem to find it difficult or impossible to harness the power of information tech-
nology for their own long-term benefit, even though there is worldwide evi-
dence that IT has the power to transform whole industries and markets.' How
can companies.
I am showing below the proof of breakeven, which is fixed costs .docxTatianaMajor22
I am showing below the proof of breakeven, which is fixed costs/ contribution margin.
We start with the definition of breakeven and proceed using elementary algebra to derive the formula. Breakeven is a number and is created by knowing fixed and variable costs, and the retail sales price. It is thus not a point of discussion but is based on the assumptions of these variables.
Proof of Breakeven
Definition of BreakevenVolume: Total Revenue = Total Expenses
Definition
1.Total Revenue = Total Expenses
Breakdown of Definition
2. Retail Price * Volume = Fixed Expenses + Variable Expenses
Further Analysis
3. Retail Price * Volume = Fixed Expenses + (Volume * Unit Variable Expenses)
Subtract (Volume * Unit Variable Expenses) from both sides
4. Fixed Expenses = (Retail Price * Volume) — (Volume * Unit Variable Expenses)
Factor
5. Fixed Expenses = Volume * (Retail Price – Unit Variable Expenses)
Divide both sides by (Retail Price – Unit Variable Expenses)
6. Volume = Fixed Expenses
(Retail Price – Unit Variable Expenses)
Substitution based on Definition
7. Since (Retail Price — Unit Variable Expenses) is called Contribution Margin,
Therefore:
Breakeven Volume = Fixed Expenses / Contribution Margin
NAME_________________________________________________ DATE ____________
1. Explain some of the economic, social, and political considerations involved in changing the tax law.
2. Explain the difference between a Partnership, a Limited Liability Partnership (LLP) and a Limited Liability Company (LLC). In each structure who has liability?
3. How is “control” defined for purposes of Section 351 of the IRS Code?
4. What are the advantages and disadvantages of using debt in a firm’s capital structure?
5. Under what circumstances is a corporation’s assumption of liabilities considered boot in a Section 351exchange?
6. What are the tax consequences for the transferor and transferee when property is transferred to a newly created corporation in an exchange qualifying as nontaxable under Section 351?
7. Why are corporations allowed a dividend-received deduction? What dividends qualify for this special deduction?
8. Provide 3 examples of a Constructive Dividend. Are these Constructive Dividends taxable?
9. Discuss the tax consequences of a new Partnership Formation and give details to gain and losses and basis?
10. Provide 2 similarities and 2 differences when comparing Sections 351 and 721 of the IRS Code.
11. What is the difference between inside and outside basis with a partnership?
12. ABC Partnership distributes $12,000 of taxable income to partner Bob and $24,000 of tax-exempt income to Partner Bob. As a result of these two distributions, how does Bob’s basis change?
13. On January 1, Katie pays $2,000 for a 10% capital, profits, and loss interest in a partnership.
Examine the way in which death and dying are viewed at different .docxTatianaMajor22
Examine the way in which death and dying are viewed at different points in human development.
Using only my text as a reference:
Berger, K.S. (2011). The developing person through the life span (8th ed.).
I need 3 detailed PowerPoint slide with very detailed speaker notes. There must be detailed speaker notes on each slide. The 4th slide will be the reference.
.
Karimi 1 Big Picture Blog Post First Draft College .docxTatianaMajor22
Karimi 1
Big Picture Blog Post First Draft
College Girls in Media
Sogand Karimi
Media and Hollywood movies have affected and influenced society’s perception on
female college students. Due to Hollywood movies and media, society mostly recognizes the
negative stereotypes of a college women. Saran Donahoo, an associate professor and education
administration of Southern Illinois University, once said, “The messages in these films
consistently emphasized college as a place where young women come to have fun, engage in
romances with young men, experiment with sex and alcohol, face dilemmas regarding body
image, and encounter difficulties in associating with other college women.” In this essay I will
be talking about the recurring stereotypes and themes portrayed in three hollywood movies,
Spring Breakers, The house bunny and Legally Blond and how these stereotypes affect our
society.
The movie Spring Breakers is about four college girls who are bored with their daily
routines and want to escape on a spring break vacation to Florida. After realizing they don’t have
enough money, they rub a local diner with fake guns and ski masks. They break the laws in order
to get down to Florida, just to break more rules and laws once they’re there. During the film, you
will notice a lot of partying, drugs and sexual activity. The four girls wear bikinis for majority of
the film and are overly sexual. These are some common themes and stereotypes seen in all three
movies. Media and movies like spring breakers have made it a norm to constantly want to party,
get drunk and have sex as a college woman. In an article by Heather Long, she mentions how the
movie can even be seen as supporting rape culture. She believes because of these stereotypes
always being shown in media, it is contributing to the “girls asking for it” excuse when it comes
to rape cases with young girls. Long also said “...never mind the fact that thousands of college
students are spending their spring break not on a beach, but volunteering with groups like Habitat
for Humanity and the United Way, especially after Hurricanes Katrina and Sandy.” THIS shows
how media only displays one side of a certain group or story. Even though not all college girls
like to party and lay on a beach naked for spring break, that’s what media likes to portray. Not
only does this give the wrong message to our society but it influences bigger issues like rape, as
the author mentioned.
http://www.huffingtonpost.com/2010/03/10/alternative-spring-break_n_494028.html
http://www.huffingtonpost.com/2010/03/10/alternative-spring-break_n_494028.html
Karimi 2
The movie House bunny. The House bunny is a movie about an ex playmate or girlfriend
if Hugh Hefner that gets kicked out of the Playboy Mansion due to her aging. She then becomes
a mother of an unpopular sorority with girls that are bit geeky, and unusual compared to other
girls on campus. The story.
Please try not to use hard words Thank youWeek 3Individual.docxTatianaMajor22
Please try not to use hard words Thank you
Week 3
Individual
Problems and Goals Case Study
Select one of the following three case studies in Ch. 6 of The Helping Process:
· Case Susanna
· Case James and Samantha
· Case Alicia and Montford
Identify three to five problems in the case study you have selected.
Write a 500- to 700-word paperthatincludes the following:
· A problem-solving strategy and a goal for each problem
· The services, resources, and supports the client may need and why
· A description of how goals are measurable and realistically attainable for the client
Here is the case studies
Exercise 3: Careful Assessment
The following case studies are about Susanna, James, Samantha, Alicia, and Montford, all
homeless children attending school. The principal of the school has asked you to conduct
an assessment of these children and provide initial recommendations.
Before you begin this exercise, go to the website that accompanies this book: www.
wadsworth.com/counseling/mcclam, Chapter Three, Link 1, to read more about homeless
families and children.
Susanna
Susanna is 15 years old. Th e city where she lives has four schools: two elementary, one
middle, and one high school. Th ere are about 1,500 students enrolled in the city/county
school district and about 450 in the local high school that Susanna is attending. For the
past six months, Susanna has been living with her boyfriend and his parents. Prior to this,
she left her mother’s home and lived on the streets. She is pregnant and her boyfriend’s
parents want her to move out of their home. Her father lives in a town with his girlfriend,
about 50 miles from the city. Her mother lives outside the city with Susanna’s baby brother.
Right now Susanna’s mother is receiving child support for the two children. Susanna wants
to have a portion of the child support so that she can find a place of her own to live. Her
mother says that the only way that Susanna can have access to that money is to move back
home. Susanna refuses to move back in with her mother.
You receive a call from the behavior specialist at Susanna’s high school. Susanna’s
mother is at the school demanding that Susanna be withdrawn from school. Susanna’s
mother indicates that Susanna will be moving in with her and will be enrolling in another
school district.
Currently Susanna is not doing very well in school. She misses school and she tells the
helper it is because she is tired and that she does not have good food to eat. She has not told
the helper that she is looking for a place to live. Right now she is failing two of her classes
and she has one B and two Ds. Her boyfriend has missed a lot of school, too.
James and Samantha
James is 10 years old and he has a sister, Samantha, who is 8. At the beginning of the
school year, both of the children were attending Boone Elementary School. Both children
live with their aunt and uncle; their parents are in prison. In the middle of the scho.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
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.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
2024.06.01 Introducing a competency framework for languag learning materials ...
Journal of Education and Practice
1. Journal of Education and Practice
www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.7, No.21, 2016
1
Assessment, Student Learning and Classroom Practice: A
Review
Dr. Ekua Tekyiwa Amua-Sekyi
Department of Arts & Social Sciences Education
University of Cape Coast
Abstract
Assessment in its various forms has always been a central part
of educational practice. Evidence gleaned from
the empirical literature suggests that assessment, especially
high stakes external assessment has effect on how
teachers teach and consequently, how students learn. Through
focus group discussions, this paper draws upon
the experiences of 12 tutors and 18 student-teachers in 3
2. colleges of education in Ghana. The findings show that
although teachers are expected to nurture evaluative thinking
skills in their pupils/students this is not reflected in
the assessment and teaching and learning practices of student-
teachers. This paper argues that for teachers to be
effective in promoting the desired goals of the basic school
curriculum, greater recognition must be accorded to
the influence of assessment on teaching and learning, the
understanding of which could arguably play an
important role in introducing changes that will promote the
cognitive processes and thinking skills desired in our
schools and classrooms.
Keywords: Assessment, teaching and learning, teacher training,
classroom practice
1. Introduction
Assessment is about learning. Traditionally assessment is
intended to find out and report on what has been learnt
thus its relation with classroom activities. Assessment is
integral to teaching and learning activities in school and
mediates the interaction between teachers and students in the
classroom. Assessment can be defined as all
activities that teachers and students undertake to get
information that can be used to alter teaching and learning.
3. This includes teacher observation and analysis of student work
(homework, tests, essays, reports, practical
procedures and classroom discussion of issues). All these are
concerned with sampling what a student may or
may not know. Assessment is also used in ‘selecting,
controlling or motivating students, and to satisfy public
expectations as to standards and accountability’ (Biggs, 2003;
p.141). Consequently, assessment has been
categorised as formative or summa tive depending on how the
results are used (Dunn & Mulvenon, 2009).
Formative assessment is embedded in the teaching and learning
process and provides feedback to the teacher in
the course of teaching to enable him or her judge how well
students are learning. It also provides information on
the effectiveness of teaching which will help to determine an
appropriate remedial action where necessary. For
this reason, it is appropriately referred to as assessment for
learning. Summative assessment takes place at the
end of a course or programme to determine the level of
students’ achievement or how well a programme has
performed. It often takes the form of external examinations or
tests and is referred to as assessment of learning.
Students spend a relatively large part of their time in school
practising the kind of knowledge and skills
4. demanded in assessment and this is what they acquire.
1.1 Formative and Summative Assessment
Formative assessment takes place when teachers and students
respond to students’ work, making judgements
about what is good learning with feedback [information about
how the student’s present state of learning and
performance (actual outcome) relates to goals and standards
(desired outcome)] from this dialogue being used to
improve the learning experience of the student (Nicol, 2009;
Nicol & Macfarlane-Dick, 2006). Formative
feedback is therefore exploratory, provisional and aims at
prompting further engagement from the students as
part of an on-going dialogue between and amongst students and
teachers (Pryor & Croussand, 2008; Attwood,
2009). This implies that the feedback process in the learning
cycle commences with the production and
submission of student work, followed by teacher assessment of
the work and feedback provision on it.
Consequently, formative assessment and feedback involves a
much more dialogic form of language, often
moved away from the traditional classroom interaction where
the teacher initiates, students respond and teacher
5. gives feedback (IRF) to one which more approximates
conversation (Pryor & Croussand, 2008).
The teacher and the student are often in a hierarchical
relationship that inhibits collaboration in their
learning. The opportunity for dialogue that formative feedback
promotes breaks that linear transfer of knowledge
associated with the hierarchical relationship between the teacher
and student and engenders deep learning.
Feedback as dialogue means that the student not only receives
initial feedback information, but also has the
opportunity to engage the teacher in discussion about that
feedback (Laurillard, 2002). As Nicol & Macfarlane-
Dick (2006) point out, good feedback practice is not only about
providing accessible and usable information that
helps students to improve their learning. It is also about
providing good information to teachers:
The act of assessing has an effect on the assessor as
well as the student.
Assessors learn about the extent to which they
[students] have developed
Journal of Education and Practice
www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
6. Vol.7, No.21, 2016
2
expertise and can tailor their teaching accordingly
(Yorke, 2003, p. 482).
The idea that dialogue is fundamental to successful learning and
teaching is well documented in the
educational literature and many researchers have acknowledged
that formative assessment can play a central role
in shaping and improving the effectiveness of the teaching
learning experience (Covic & Jones, 2008; Bloxham
& Boyd, 2007).
Summative assessment on the other hand, creates tests, marks,
academic reports and qualifications
which are socially highly valued (Biggs, 2003). Summative
assessment events are usually designed to help
make a (final) judgement about a learner’s achievement on a
programme and potential subsequent achievement;
certify achievement and award a qualification; help make
decisions about entry to other learning programmes;
provide information that will help others make selection
decisions and provide formal evidence of a learner’s
competence (Awoniyi & Fletcher, 2014). Education is therefore
7. largely controlled by assessment, especially
summative assessment as a result of the ways in which the
results are used. Where the stakes attached to the
assessment are high, they influence “what is taught, how it is
taught, what is learned and how it is learned”
(Stobart, 2008; Luxia, 2007; Paige, 2006), as teachers and
students will align teaching and learning to their form
and content to meet its demands. DeCesare (2002) describes
high stakes assessments as tests designed to
measure not only the achievement of students, but also of
teachers and schools. The literature on the discourse
on assessment shows consensus among both critics and
proponents about the controlling influence of high-stakes
external assessment on teaching and learning and its potential to
change the way teachers teach in spite of any
official policy to the contrary. Concerns about the quality of
education have to do with teaching and learning,
but a lot more to do with the nature of assessment, especially
high-stakes external assessment. This supports the
argument that if teaching to the test can have effects on
learning, it is important to ensure that the intended
knowledge and skills are what the tests direct students to
practise as they prepare to take the tests. In that case,
teaching to the test will produce the desired effect on students’
8. learning (Ghana National Association of
Teachers (GNAT, 2006, p. iv).
2. Context
Educational reforms in Ghana aimed at addressing the perceived
falling standard or quality of education
considered assessment as a major factor affecting quality. The
end of cycle external examinations was believed
to inhibit quality educational delivery. Consequently, refor ms in
1987, involved the restructuring of the content
and the assessment regime. Three external assessments namely,
the Common Entrance Examination (CEE)
written after the sixth year of schooling, the General Certificate
of Education Ordinary level examination (GCE
O’ level) written after the eleventh year of schooling and the
General Certificate of Education Advanced level
examination (GCE A’ Level) written after the thirteenth year of
schooling were replaced with the end-of-cycle
Basic Education Certificate Examination (BECE) after the ninth
year of schooling and West African Secondary
School Certificate Examination (WASSCE) after the twelfth
year of schooling for junior and senior high schools
respectively. This restructuring reduced summative assessment
levels in pre tertiary education and created room
9. for more formative assessment in the curriculum in the form of
continuous assessment to improve students’
learning experience. However, the abysmal performance of
students in the first BECE in 1990 generated an on-
going public debate about the quality of basic education in the
public school system which resulted in another
educational reform in 2007. This reform sensed the need for a
shift enabling a move from a notion of learning as
primarily a process of storing and reproducing knowledge,
which stakeholders blamed on the nature of external
assessment (GNAT, 2006), to the nurturing of higher order
thinking and problem solving skills that will enable
students to apply knowledge. Consequently, the concept
‘profile dimensions’ was introduced in the curriculum
of pre tertiary education (Ministry of Education, 2004).
The concept ‘profile dimensions’ presented as a taxonomy of
learning (Bloom et al., 1971), has been
made central to the teaching syllabus of all subjects and is the
prime focus of teaching and assessment from basic
school (primary and junior secondary school) to secondary
school. The dimension weighting for knowledge and
understanding is 40%, as against 60% weighting for the higher
levels of application, analysis, synthesis and
10. evaluation, summarily referred to as Use of knowledge or
Application of knowledge. It requires teachers to
promote evaluative thinking in their classrooms. However, the
revised teaching syllabi for basic and senior
secondary schools published in 2012 admonished teachers for
not promoting evaluative thinking in their
classrooms as expected:
It has been realized unfortunately that schools still
teach the low ability
thinking skills of knowledge and understanding and
ignore the higher
ability thinking skills. Instruction in most cases has
tended to stress
knowledge acquisition to the detriment of the higher
quality behaviours
such as application, analysis etc. The persistence of this
situation in the
school system means that students will only do well on
recall items and
questions and perform poorly on questions that require
higher ability
Journal of Education and Practice
www.iiste.org
11. ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.7, No.21, 2016
3
thinking skills. For there to be a change in the quality of
people who go
through the school system students should be encouraged
to apply their
knowledge, develop analytical skills, develop plans,
generate new and
creative ideas and solutions, and use their knowledge in a
variety of ways
.... (subject focus is addressed from here). For example,
solve
mathematical problems (Ministry of Education, 2012, p.
xvi), or deal with
learning problems and issues in their lives (Ministry of
Education, 2012a, p.vii).
Subsequent revised syllabi emphasise the importance of
developing evaluative thinking and remind
teachers to promote evaluative thinking in their classrooms. For
teachers to foster evaluative thinking in their
pupils/students, they must have developed and practiced the
12. knowledge and skills involved while in training.
This begs the question whether teachers in training are being
prepared to meet this curriculum demand in their
classrooms. Teachers can only give what they have. Since
assessment mediates the interaction between teachers
and students in the classroom, and the kind of knowledge and
skills demanded in assessments are what students
spend a large part of their time in school practising and
therefore learn and acquire, the purpose of this study is to
examine the assessment practices in colleges of education to
find out whether student- teachers are being
adequately prepared to meet the demands of profile dimensions
in the basic school curriculum. Research
questions that direct this study are:
What is the nature of assessment practices in colleges of
education?
How is formative feedback used to direct evaluative thinking?
To what extent do summative assessment instruments foster
evaluative thinking in student teachers?
3. Method
A case study of colleges of education was undertaken. This
involved focus group interviews with tutors and
students and a qualitative analysis of the end of semester
13. examination questions. The objective of the interviews
with tutors was to get them to talk freely about their assessment
practices. Focus group interviews with students
were to give them a voice and an opportunity to share their
ideas and experiences on assessment (Cousin, 2009).
The population of the study was the 38 public colleges of
education in Ghana. The 38 public colleges are made
up of 8 female colleges, one male college and 29 mixed
colleges. The male college was purposively sampled and
one female college and a mixed college were randomly selected
for the study using the lottery method. Four
tutors, including the assessment officer of each college sampled
participated in the study. In all cases contact
with participants was facilitated by the Assessment Officer of
the college. Six second year students made up of
three men and three women (mostly course representatives and
prefects) were purposively selected from each
college to participate in focus group interviews. The second
year cohort was selected because they have had one
year of college experience. Moreover, the first year students
were new to the college experience and the third
year students were out practising teaching in basic schools. A
total of 12 tutors and 18 students participated in
interviews. The interviews lasted between 30 and 45 minutes.
14. The interviews were guided by semi-structured
interview schedules. They were structured to the extent that
each focus group of tutors and students was asked
the same questions, and interviewed under the same conditions.
They were semi-structured to the extent that the
researcher was free to probe and explore in depth participants’
responses to each of the questions.
3.1. Analysis of Data and Interpretation
Data analysis included repeated review of all interview
transcripts. The constant comparative method was
employed (Glaser & Strauss, 1967). Bloom’s et al.’s (1971)
taxonomy of educational objectives was used to
classify the cognitive demands of the items in the end of
semester examination questions into knowledge and
comprehension on one hand, and analysis, application, synthesis
and evaluation on the other hand. The findings
are discussed in line with the research questions.
4. Findings and Discussion
4.1. What is the nature of assessment practices in colleges of
education?
Tutors and students in different colleges described similar
assessment routines which showed that individual
15. tutors organised various formative assessment tests, and the
college organised a mid-semester test or mock
examination:
“We have two quizzes per semester ... class exercises ...
assignments ... presentations ... mid-semester
or mock examinations.” (tutor and student focus groups).
From these descriptions it is clear that students are taken
through a potpourri of assessments during the semester.
The notion that apart from the institution-wide mid-semester
examinations, tutors have the prerogative to
determine what, how and when to assess students within the
semester resonated in interviews:
“we may give different assessments at different times
but by the end of
the semester all students experience the same
assessments”. (Focus groups, tutors).
Journal of Education and Practice
www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.7, No.21, 2016
16. 4
Tutors agreed they put the different types of assessment
together as formative/continuous assessment which
accounts for 40% of students’ marks. This implies that tutors
have the opportunity to use feedback from
formative assessment to improve their students’ learning
experiences (Nicol, 2009; Nicol & Macfarlane-Dick,
2006). The critical issue here therefore is the extent to which
tutors engage student- teachers in feedback
dialogue that will enable them to practise the evaluative
thinking they are required to foster in their classrooms
upon graduation. The shift in focus on nurturing evaluative
thinking in pupils/students has profound implications
for the way in which teachers support learning and organise
assessments. I recognise therefore with Black &
Wiliam’s (2006) description of the demanding nature of such
renegotiation of teacher and student relations in the
context of formative assessment and note how teachers’ own
previous learning experiences count a great deal
more than policy directives.
4.2. How is formative feedback on assessment used to direct
evaluative thinking?
The use of “formative feedback to draw students’ attention to
17. their strengths and weaknesses” resonated strongly
in interviews with both tutors and students. This suggests that
tutors remain very much in control with feedback
focusing on correcting mistakes rather than prompting further
engagement on work done:
“After they (tutors) mark our work and return our books,
they discuss our
work with us and point out our strengths and
weaknesses” (students, all
focus groups).
Feedback that supports student learning engages both students
and teachers in a dialogue on students’
work (Attwood, 2009; Pryor & Crossouard, 2008). However,
what both tutors and students describe does not
suggest the presence of feedback dialogue. It appears that
feedback is still generally conceptualised as a
transmission process, controlled by and seen as the
responsibility of teachers who tell students about what is
right and what is wrong in their academic work, about its
strengths and weaknesses. Feedback as a transmission
process involving ‘telling’ ignores the active role the student
must play in constructing meaning from feedback
messages, and developing critical thinking and evaluative skills
in the process (Covic & Jones, 2008). If
18. feedback from formative assessment is exclusively in the hands
of tutors, then it is difficult to see how student-
teachers can develop the critical thinking skills that will
empower them to foster evaluative thinking of their
pupils/students in the classroom. An agricultural science student
described how his tutors get them to relate
issues with what goes on in the environment and encourage
them to think critically. From his description, the
point of departure is what one might describe as a kind of
scaffolding whereby the teacher plays a crucial role in
enabling learners to do with help that which they would not
have been able to do alone (Pryor & Crossouard,
2008).
Some tutors noted how: “students’ fail to engage in discussions
about their work when we try to get
them to talk”. They however corroborated students’ views that:
“we don’t get our assignments on time ... sometimes
after other topics
have been covered ...”
What tutors identified as a weakness in their students is indeed
a failure on their part to create and make
the most of opportunities for formative feedback. When
feedback on students’ work is delayed, it loses its
19. relevance. Feedback provided has to be useful to the recipient
and feedback is only useful when provided
quickly enough and acted upon to improve students’ work and
learning (Covic & Jones, 2008; Nicol &
Macfarlane-Dick, 2006). This implies that the ability of the
student to take on board the advice offered by
formative feedback from assessment is crucial to feedback
having an impact on the ability of the student to
improve.
Tutors described dialogic feedback on formative assessment as
challenging due to student staff ratios
and workload: “so we grade students and discuss their
performance in general”. This practice undermines the
process of learning that is dependent upon feedback which
serves to inform and guide students during their
studies. Feedback in the form of grades is noted to encourage
students to focus on performance goals (passing
the test) rather than learning goals (understanding the subject).
This leads students to compare themselves
against others rather than focus on the difficulties in the task
and on making efforts to improve (Attwood, 2009).
Generally, tutors lamented about the structure of the
programme:
20. “Everything is exams, exams, exams ... we have content
to cover and
students are learning to pass their exams”.
Tutors seem to feel pressed for time to address all that they
want to in a course. The compulsion to
cover content is noted as one of the greatest barriers to effective
teaching. Considering the wide ranging
influence of high stakes summative external assessment on
classroom practise and the entire education system
(see Stobart, 2008; Luxia, 2007; Paige, 2006), it is important to
take a look at the nature of the instruments in the
end of semester examination that are at the centre of this
influence.
Journal of Education and Practice
www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.7, No.21, 2016
5
4.3. To what extent do summative assessment instruments foster
21. evaluative thinking in student-teachers?
An analysis of questions presented in the 2014 end of semester
examination showed that multiple type test and
questions that demand true or false answers dominate objective
questions (80%). Questions that required short
answers accounted for only19% as shown in Table 1.
Table 1: Types of examination questions - Section ‘A’
(objectives test)
Number of items Average Percentage
Multiple type test 702 17.1 65.3
True/False 157 3.8 14.5
Matching type test 14 0.3 1.1
Short Answer 206 5 19.1
Total 1079 26.2 100
The essay component of the examination questions was not
different. Based on Bloom et al.’s (1971)
taxonomy of learning, the findings showed that test questions
on essays mostly demanded knowledge and
comprehension (80%) at the expense of the desired learning
objectives of analysis, application and synthesis
(20%) in basic schools. Questions that demand evaluative
thinking were absent as shown in Table 2.
22. Table 2: Types of Examination Questions - Section ‘B’ (Essay
Test)
Levels of test items Number of items Average Percentage
Knowledge 182 4.3 38.4
Comprehension 195 4.6 41.1
Application 51 1.2 10.7
Analysis 41 1 8.9
Synthesis 5 0.1 0.9
Evaluation - - -
Total 474 11.2 100
Essays are the main way to assess knowledge of a subject area.
With the appropriate use of such terms
as ‘discuss’, ‘evaluate’ and ‘critically analyse’, an essay can be
used to encourage the development of language
skills and more critical understanding of issues (Covic & Jones,
2008). If teachers are being urged to foster
evaluative thinking in their classrooms, they will have to learn
to evaluate issues in their training. The point of
intervention that would possibly enhance the quality of
teachers’ classroom practice may involve taking a critical
look at the teacher training curriculum, the teaching methods
23. used, and above all, how assessment can be used to
help develop the kind of learning and the higher order thinking
skills and processes required in the basic school
curriculum.
5. Conclusion and Recommendations
The conclusion drawn from the findings of this study suggest
that the transition in the goal of the basic school
curriculum from a mainly lower level recall cognitive domain to
a much higher thinking and reasoning level is
not reflected in the teaching, learning and assessment of
student- teachers. If formative assessment practices fail
to elicit the ‘multi-party’ dialogue that would encourage
evaluative feedback on student-teachers’ work and
summative assessment does not demand evaluation of issues,
student- teachers will not be equipped with the
knowledge and skills they require to foster evaluative thinking
in their schools and classrooms. The gap between
teacher education and curriculum expectation in basic schools is
a barrier to understanding and facilitating the
sort of engagement that will nurture the evaluative thinking
required. Consequently, the practice of teaching will
not change and the cognitive processes that develop thinking
and problem solving are unlikely to be practised, or
24. are little understood. The gap can however be controlled if
assessment, teaching and learning are brought into
better alignment with the requirement of the basic school
curriculum.
References
Attwood, R. (2009). Well, what do you know? Times Higher
Education, January 29.
Awoniyi, F. C. & Fletcher, J. A. (2014). The relationship
between senior high school mathematics teacher
characteristics and assessment practices. Journal of Educational
Development and Practice, 4, 21-36
Biggs, J. (2003). Teaching for quality learning at university.
Berkshire: Open University Press.
Black, P., & Wiliam, D. (2006). Developing a theory of
formative assessment. In J. Gardner (Ed.) Assessment
and Learning. London: Sage.
Bloom, B. S., Hastings, J. T., & Madaus, G. F. (Eds) (1971).
Handbook on the formative and summative
evaluation of student learning. New York: McGraw-Hill.
Bloxham, S., & Boyd, P. F. (2007). Developing assessment in
higher education: A practical guide. Berkshire:
Open University Press.
25. Cousin, G. (2009). Researching learning in higher education.
London: Routledge.
Covic, T., & Jones, M. K. (2008). Is the essay resubmission
option a formative or summative assessment and
Journal of Education and Practice
www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.7, No.21, 2016
6
does it matter as long as the grades improve? Assessment and
Evaluation in Higher Education, 33(1), 75–
85.
DeCesare, D. (2002). How high are the stakes in high-stakes
testing? Principal: The Standardized Curriculum,
81(3), 10-12.
Dunn, K. E., & Mulvenon, S. W. (2009). A critical review of
research on formative assessments: The limited
scientific evidence of the impact of formative assessments in
education. Practical Assessment Research
and Evaluation, 14(7). Accessed January 12, 2010, from
26. http://pareonline.net/getvn.asp?v=14&n=7
Ghana National Association of Teachers (GNAT) (2006). CCTA
forum: Time with WAEC to assess Public
School Examination System.
Glaser, B., & Strauss, A. (1967). The discovery of grounded
theory. Chicago: Aldine.
Laurillard, D. (2002). Rethinking university teaching: A
conversational framework for the effective use of
learning technologies (2nd ed). London: RoutledgeFalmer.
Luxia, Q. (2007). Is testing an efficient agent for pedagogical
change? Examining the intended washback of the
writing task in a high-stakes English test in China. Assessment
in Education: Principles, Policy and
Practice, 14(1), 51-74.
Ministry of Education (2012). Teaching syllabus for
Mathematics, primary school 4-6. Accra: Curriculum
Research and Development Division (CRDD).
Ministry of Education (2012). Teaching syllabus for Religious
and Moral Education, junior high school 1-3.
Accra: Curriculum Research and Development Division
(CRDD).
Ministry of Education, Youth and Sports (MOE) (October,
2004). White Paper on the report of the Education
27. Reform Review Committee.
Nicol, D. (2009). Assessment for learner self-regulation:
Enhancing achievement in the first year using
technologies. Assessment and Evaluation in Higher Education,
34(3), 335-352.
Nicol, D. J., & Macfarlane-Dick, D. (2006). Formative
assessment and self-regulated learning: A model and
seven principles of good feedback practice. Studies in Higher
Education, 31(2), 199–218.
Paige, R. (2006). No child left behind: The ongoing movement
for public education reform. Harvard
Educational Review, 76(4), 1-10.
Pryor, J., & Crossouard, B. (2008). 'A socio-cultural
theorisation of formative assessment'. Oxford Review of
Education, 34(1), 1-20.
Stobart, G. (2008). Testing times: The uses and abuses of
assessment. Oxon, Routledge.
Supovitz, J. (2009). Can high stakes testing leverage
educational improvement? Prospects from the last decade
of testing and accountability reform. Journal of Curriculum
Change, 10, 211 - 227.
Yorke, M. (2003). Formative assessment in higher education:
Moves towards theory and the enhancement of
28. pedagogic practice. Higher Education, 45, 477–501.
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Applications in Cybe…y Management and Policy (2222) -
UMGC Learning Management System
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50/50 Discussion Par!cipa!on with Cri!ques and Follow -ups
Course: CSIA 485 6380 Prac!cal Applica!ons in Cybersecurity
Management and Policy (2222)
Timeliness of Ini!al Pos!ng On Time Late Very Late No
Submission
Timeliness of Response to
Discussion Paper
Assignment
5 points
29. Posted response to topic
assignment before 11:59 PM ET
on Sunday.
4 points
Posted response to topic
assignment before 11:59 PM ET
on Monday.
3 points
Posted response to topic
assignment before 11:59 PM ET
on Tuesday.
0 points
Did not post response to topic
assignment before 11:59 PM ET
on Tuesday.
"Short Paper"
(Response to Topic
Assignment)
30. Excellent Outstanding Acceptable Needs Improvement
Needs Significant
Improvement
Missing or No Work
Submi!ed
Introduc!on
Analysis
Summary
Use of Authorita!ve
Sources
7.5 points
Provided an excellent
introduc!on to the
deliverable which clearly,
concisely, and accurately
addressed the topic of
the short paper.
Appropriately
paraphrased informa!on
from authorita!ve
31. sources.
6.5 points
Provided an outstanding
introduc!on to the
deliverable which clearly
and accurately addressed
the topic of the short
paper. Appropriately
paraphrased informa!on
from authorita!ve
sources.
5.5 points
Provided an acceptable
introduc!on to the
deliverable which
addressed the topic of
the short paper.
Appropriately
32. paraphrased informa!on
from authorita!ve
sources.
4.5 points
Provided an introduc!on
to the deliverable but the
sec!on lacked some
required details.
Informa!on from
authorita!ve sources was
men!oned.
2 points
A"empted to provide an
introduc!on to the
deliverable but this
sec!on lacked detail
and/or was not well
supported by informa!on
33. drawn from authorita!ve
sources (too many
quota!ons or improper
paraphrasing).
0 points
Introduc!on was missing
or no work submi"ed.
17.5 points
Provided an excellent
analysis of the issues for
the required topic.
Addressed at least three
separate issues and
provided appropriate
examples for each.
Appropriately used and
cited informa!on from
authorita!ve sources.
34. 15.5 points
Provided an outstanding
analysis of the issues for
the required topic.
Addressed at least two
separate issues and
provided appropriate
examples for each.
Appropriately used and
cited informa!on from
authorita!ve sources.
14.5 points
Provided an acceptable
analysis of the issues for
the required topic.
Addressed at least one
specific issue and
provided an appropriate
35. example. Appropriately
used and cited
informa!on from
authorita!ve sources.
12.5 points
Addressed the required
topic but the analysis
lacked details or was
somewhat disorganized.
Appropriately used and
cited informa!on from
authorita!ve sources.
6.5 points
Men!oned the required
topic but the analysis
was very disorganized or
off topic. OR, the analysis
did not appropriately use
36. informa!on from
authorita!ve sources (too
many quota!ons or
improper paraphrasing).
0 points
Analysis was missing or
no work was submi"ed.
10 points
Included an excellent
summary sec!on for the
short paper which was
on topic, well organized,
and covered at least 3
key points. The summary
contained at least one
full paragraph.
9 points
Included an outstanding
37. summary paragraph for
the short paper which
was on topic and covered
at least 3 key points.
8 points
Included a summary
paragraph for the short
paper which was on topic
and provided an
appropriate closing.
5 points
Included a summary
paragraph but, this
sec!on lacked content or
was disorganized.
1 point
Included a few summary
sentences for the short
38. paper.
0 points
Did not include a
summary for the short
paper.
5 points
Included and properly
cited three or more
authorita!ve sources
with complete
publica!on or retrieval
informa!on. No
forma$ng errors.
4 points
Included and properly
cited three or more
authorita!ve sources
(minor errors allowable).
39. Reference list entries
contain sufficient
informa!on to enable the
reader to find and
retrieve the cited
sources.
3 points
Included and cited two or
more authorita!ve
sources (minor errors in
cita!ons or reference
entries). Reference list
entries contain sufficient
informa!on to enable the
reader to find and
retrieve the cited
sources.
2 points
40. Included and cited at
least one authorita!ve
source (minor errors in
cita!ons or reference
entries). Reference list
entries contain sufficient
informa!on to enable the
reader to find and
retrieve the cited
sources.
1 point
Men!oned at least one
authorita!ve source but,
the cita!ons and/or
reference list entries
lacked required
informa!on (not
sufficient to retrieve the
41. correct resource).
0 points
References and cita!ons
were missing. Or, no
work submi"ed.
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Applications in Cybe…y Management and Policy (2222) -
UMGC Learning Management System
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Professionalism
5 points
No forma$ng, grammar,
spelling, or punctua!on
errors. Submi"ed work
shows outstanding
organiza!on and the use
of color, fonts, !tles,
42. headings and sub-
headings, etc. is
appropriate to the
assignment type.
4 points
Work contains minor
errors in forma$ng,
grammar, spelling or
punctua!on which do
not significantly impact
professional appearance.
Work needs some
polishing to improve
professional appearance.
3 points
Errors in forma$ng,
spelling, grammar, or
punctua!on which need
43. a"en!on / edi!ng to
improve professional
appearance of the work.
2 points
Submi"ed work has
numerous errors in
forma$ng, spelling,
grammar, or punctua!on.
Substan!al polishing /
edi!ng is required.
1 point
Submi"ed work is
difficult to read and/or
understand. OR, work
has significant errors in
forma$ng, spelling,
grammar, punctua!on, or
word usage which
44. detract from the overall
professional appearance
of the work.
0 points
No submission.
First Cri!que Excellent Acceptable Needs Significant
Improvement Missing or No Work Submi!ed
Analysis
Professionalism
10 points
The cri!que pos!ng provided
three or more sugges!ons for
improvement in content which
were based upon an analysis of
the short paper (how well it met
the content requirements).
Provided examples which could
be incorporated into the short
45. paper to improve or refine it.
Authorita!ve sources were cited
as appropriate. The pos!ng
addressed the peer author by
name.
8.5 points
The cri!que pos!ng provided at
least three sugges!ons for
improvement in content which
were based upon an analysis of
the short paper (how well it met
the content requirements).
Authorita!ve sources were cited
as appropriate. The pos!ng
addressed the peer author by
name.
6 points
The pos!ng did not provide a
46. cri!que of the short paper. The
pos!ng may have included
compliments or "good job" type
comments.
0 points
The analysis was missing (or not
submi"ed before 11:59 PM ET
Tuesday night). OR the submi"ed
cri!que was copied (not the
student's own original work).
5 points
The cri!que was wri"en in an
appropriate tone of voice for a
peer-to-peer communica!on. No
forma$ng, grammar, spelling, or
punctua!on errors. Authorita!ve
sources were appropriately cited.
Submi"ed work shows
47. outstanding organiza!on and the
use of color, fonts, !tles, headings
and sub-headings, etc. is
appropriate to the assignment
type.
4 points
The cri!que was wri"en in an
appropriate tone of voice for a
peer-to-peer communica!on.
Authorita!ve sources were
appropriately cited. Work
contains minor errors in
forma$ng, grammar, spelling or
punctua!on which do not
significantly impact professional
appearance. Work needs some
polishing to improve professional
appearance.
48. 3 points
The tone of voice used in the
cri!que was not appropriate for a
peer-to-peer communica!on in
the workplace. OR, there were
errors in forma$ng, spelling,
grammar, or punctua!on which
need a"en!on / edi!ng to
improve professional appearance
of the work.
0 points
No submission (or not submi"ed
before 11:59 PM ET Tuesday
night). Or, the cri!que was
copied (not the student's own
original work).
Second Cri!que Excellent Acceptable Needs Significant
Improvement Missing or No Work Submi!ed
Analysis
49. Professionalism
10 points
The cri!que pos!ng provided
three or more sugges!ons for
improvement in content which
were based upon an analysis of
the short paper (how well it met
the content requirements).
Provided examples which could
be incorporated into the short
paper to improve or refine it.
Authorita!ve sources were cited
as appropriate. The pos!ng
addressed the peer author by
name.
8.5 points
The cri!que pos!ng provided at
least three sugges!ons for
50. improvement in content which
were based upon an analysis of
the short paper (how well it met
the content requirements).
Authorita!ve sources were cited
as appropriate. The pos!ng
addressed the peer author by
name.
6 points
The pos!ng did not provide a
cri!que of the short paper. The
pos!ng may have included
compliments or "good job" type
comments.
0 points
The analysis was missing (or not
submi"ed before 11:59 PM ET
Tuesday night). OR the submi"ed
51. cri!que was copied (not the
student's own original work).
5 points 4 points 3 points 0 points
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Applications in Cybe…y Management and Policy (2222) -
UMGC Learning Management System
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Total
Overall Score
The cri!que was wri"en in an
appropriate tone of voice for a
peer-to-peer communica!on. No
forma$ng, grammar, spelling, or
punctua!on errors. Authorita!ve
sources were appropriately cited.
Submi"ed work shows
52. outstanding organiza!on and the
use of color, fonts, !tles, headings
and sub-headings, etc. is
appropriate to the assignment
type.
The cri!que was wri"en in an
appropriate tone of voice for a
peer-to-peer communica!on.
Authorita!ve sources were
appropriately cited. Work
contains minor errors in
forma$ng, grammar, spelling or
punctua!on which do not
significantly impact professional
appearance. Work needs some
polishing to improve professional
appearance.
The tone of voice used in the
53. cri!que was not appropriate for a
peer-to-peer communica!on in
the workplace. OR, there were
errors in forma$ng, spelling,
grammar, or punctua!on which
need a"en!on / edi!ng to
improve professional appearance
of the work.
No submission (or not submi"ed
before 11:59 PM ET Tuesday
night). Or, the cri!que was
copied (not the student's own
original work).
Contribu!ons to Discussion Excellent Acceptable Needs
Improvement Missing or No Work Submi!ed
Follow-up Reply or
Comment #1
Follow-up Reply or
Comment #2
54. 10 points
Posted a follow-up reply or
comment which demonstrated
cri!cal thinking and added value
to the discussion.
8.5 points
Posted an acceptable follow-up
reply or comment which added
some value to the discussion.
6 points
Posted a follow-up reply or
comment but added li"le value to
the discussion.
0 points
Pos!ng was missing (or not
submi"ed before 11:59 PM ET
Tuesday night). Or the pos!ng did
not add value to the discussion.
55. 10 points
Posted a follow-up reply or
comment which demonstrated
cri!cal thinking and added value
to the discussion.
8.5 points
Posted an acceptable follow-up
reply or comment which added
some value to the discussion.
6 points
Posted a follow-up reply or
comment but added li"le value to
the discussion.
0 points
Pos!ng was missing (or not
submi"ed before 11:59 PM ET
Tuesday night). Or the pos!ng did
not add value to the discussion.
56. Do Not Use This Box
0 points minimum
Discussion
Policy development is a core competency required of Chief
Information Security Officers. In order to develop policy,
however, it is necessary that the CISO and other business
leaders understand the underlying issues and, where technology
is involved, they must also understand those issues as well.
Read this article: https://www.bigcommerce.com/blog/social-
media-advertising/#the-6-best-social-networks-for-ecommerce-
advertising
Choose one of the social media platforms listed in the article
above and research its privacy policy. Then prepare an "expert
opinion" paper for the senior leaders in your organization. (If
you cannot find the privacy policy for a given social media
platform, choose a different platform.)
For your opinion paper, you must
· perform additional research and then write your informed
opinion as to the privacy issues that exist or may exist for that
platform
· identify specific privacy issues which could adversely affect
Padgett-Beale
· identify any additional issues with that platform which could
adversely affect Padgett-Beale's cybersecurity posture
· answer the following questions in your paper
· What do you think about your selected platform's approach to
privacy?
· How would the platform's privacy policy impact an
organization that is contemplating using the platform for
advertising and marketing?
· Which of the social media services provided by the platform
would you allow Padgett-Beale's marketing department to use?
57. · Should Padgett-Beale's employees in general be permitted to
use the platform during the work day (using company networks
and/or IT resources). What risks are involved with permitting
such usage?
· what type of policy would you recommend that Padgett-Beale
adopt to govern the organization's use of social media platforms
for marketing and other forms of internal and external
communications?
Lesson Planning:
A Practice of Professional
Responsibility and Development
by Jianping Shen, Sue Poppink,
Yunhuo Cui, and Guorui Fan
The Importance of Lesson Planning
Much has been made of professional development for teachers,
especially in the current era of educational reform, largely
because it can
facilitate teacher learning (Ball 1996; Little 1993). Teachers in
the United
States, it is often argued, need to learn more to teach
effectively. They
need what many refer to as pedagogical content knowledge: not
only
knowledge of the content, subject matter, or discipline, but also
how stu-
dents learn and make sense of various subject matters as well as
peda-
58. gogical alternatives that enable student learning in particular
subjects
(Grossman 1990; Shulman 1987; Wilson, Shulman, and Richart
1987;
Shulman 1986).
Some observers have argued that a collegial professional
commu-
nity can enable teachers to develop this knowledge within the
context
of their teaching practice. In such a set of conditions, teachers
can
reflect upon, explore, and improve their practice (Grossman,
Wineburg,
and Woolworth 2001; Little 1987; Putnam and Borko 2000;
Wang and
Paine 2003). Researchers have identified multiple tasks that
teachers can
undertake in these professional communities: in particular,
examining
student work, examining others’ teaching with videos, and
studying mul-
tiple subject matters as a group.
One often-overlooked source of professional growth is the
develop-
ment of lesson plans, which are used in China as tools both for
personal
reflection and development as well as for collegial reflection.
Heaton
(2000) has advocated thorough preparation to accommodate
students
with various levels of prior knowledge of the subject matter and
different
248
59. questions concerning that knowledge. But few have written
about the
lesson-planning process itself. In the United States, planning
and prepa-
ration are considered important, but lesson plans themselves
seldom
consist of more than a list of activities. Developing lesson plans
is not
often considered a professional-development experience for
individuals,
nor is it set in the context of a professional-learning community
or a
given school.
In China, however, organizational structures for both individual
teachers and a school’s professional community embed lesson
prepara-
tion in two activities: preparing a lesson plan and refining the
plan
through “open lessons.” In an earlier article (Shen, Zhen, and
Poppink
2007), we explained open lessons and how they help teachers to
devel-
op their teaching skills. In this article, we explore not only how
Chinese
teachers develop lesson plans but also how the organizational
structure
of Chinese teaching enables them to use lesson plans as a
professional-
development activity.
Lesson planning allows teachers to explore multiple aspects of
ped-
60. agogical content knowledge. In developing lesson plans,
teachers have
opportunities to think deeply about the subject matter, including
the
way the subject matter is represented in particular textbooks or
in such
aspects of the curriculum as standards and benchmarks. They
also have
time to develop pedagogical activities or methods that enable
students
to grasp the subject matter. Finally, lesson planners can ponder
what stu-
dents know and how they may best understand the content.
American and Chinese Teachers’ Context of
Professional Work
To summarize the differences in the organization of teaching
between Chinese and American teachers, Su, Qin, and Huang
(2005)
defined a set of activities each group undertakes during the day.
They
found that while the Chinese environment emphasizes
improving
teaching practice with time to reflect and improve, American
teachers
are required to lead their classes six or seven hours a day, with
little
time to reflect or to conduct other activities that could improve
their
practice. Chinese culture, they point out, emphasizes
collectivism,
while American culture favors individualism, as Cohen and
Spillane
(1993) also asserted in discussing American school governance
and its
61. role in instruction.
In a case study, Su, Qin, and Huang (2005) found that American
teach-
ers’ classroom schedules leave very little time in school to
undertake
activities, including lesson planning, that could improve their
teaching
practice. American teachers have about thirty minutes for lesson
plan-
ning, with almost no time for correcting student class work in
school or
Lesson Planning
249
educational HORIZONS Summer 2007
250
giving homework feedback to the class as a whole or to
individual stu-
dents; a short, isolated lunch break; and few social or
recreational activi-
ties with other teachers, in-school professional-development
activities, or
opportunities to study with colleagues.
Chinese teachers, by contrast, teach only one or two hours a
day, in
one core subject area. Conversely, they spend considerable time
on les-
son planning: two hours a week of formal collaboration with
62. colleagues
on one core subject, and informally another two hours a day
with col-
leagues on that subject. It also means they have one or two
hours a day
to correct student homework and class work; thirty minutes for
home-
work feedback and work with individual students; forty minutes
of
lunchtime with colleagues and forty to sixty minutes of rest
time; thirty
minutes of recreational time with other teachers; professional -
develop-
ment activities every Friday afternoon; and ninety minutes a
week study-
ing with colleagues.
Lesson Planning by Chinese Teachers
Such differences mean that Chinese teachers consider preparing
for
each lesson a very important responsibility. An elementary
teacher has
at least two periods a day to prepare, and secondary teachers
usually
have even more time available. It is widely held that planning is
a pri-
mary factor in the quality of the lesson.
Textbooks, students, and teaching methods are the three focuses
of
lesson planning. A teacher is expected to study the textbook
thoroughly
to understand the lesson content and its place in the larger
context of
the subject matter. Understanding students’ knowledge of
63. textbook
contents is also expected. The teacher selects the most
appropriate and
engaging teaching methods based on knowledge of the textbook
and
students.
The process of lesson planning. Careful lesson planning takes
place
at both macro and micro levels. A teacher begins by mapping
out the
content for the whole semester. The teacher then moves on to
planning
for the unit, and finally to each lesson in the unit. There is a
continuum
from semester, to unit, and to each lesson.
An important aspect of lesson planning is emphasizing that the
func-
tion of each lesson can differ. Lessons can focus on introducing
new con-
tent, reviewing materials, or applying what has been learned
through
solving problems. Some traditional steps in planning lessons are
empha-
sized both in pedagogical textbooks and in practice. First, the
teacher
prepares for writing the plan, a process that includes
understanding how
a particular lesson relates to the semester content and the unit;
learning
from professional colleagues’ work by studying their lesson
plans or
seeking input from colleagues; and finding ways to connect the
content
64. with students’ everyday lives. Second, the teacher writes the
plan. As the
actual lesson plan that follows shows, this step includes (a)
specifying
cognitive and affective objectives; (b) identifying key points of
the con-
tent; (c) anticipating difficult points for students; and (d)
designing the
lesson flow—introducing the topic, presenting the new
knowledge,
strengthening the understanding of new knowledge by
application with
increasing complexity, summarizing the learning, and assigning
home-
work. After preparing and writing a lesson plan, the planning
continues.
For example, the teacher finds or makes the most appropriate
teaching
aids and designs the presentation to display on a projector or
black-
board. A teacher is also expected to take notes after the lesson
for reflec-
tion and improvement. This shows the care with which the
teacher must
attend to lesson planning.
Administrative context for lesson plans. Lesson plans are a
critical
criterion in evaluating teachers. The school provides resources
for plan-
ning lessons, such as preparing a lesson for a group setting,
sharing lesson
plans with different teachers, organizing visits to other schools,
and hold-
65. ing open lessons to promote learning among teachers. In this
way, the les-
son plan becomes much more than the simple paper exercise it
often is in
the United States—it becomes a larger part of the organization
of teaching
as teachers develop lessons and share them both on paper and in
practice.
Issues in lesson planning. Generally speaking, teachers in China
successfully carry out lesson planning as a professional activity.
However,
lesson planning in China also presents its own difficulties.
First, classes
may have forty students in the developed areas of the country
but up to
eighty in those still developing. Individualizing instruction may
be more
difficult in large classes. Second, lesson planning occupies so
much of
the professional day that some teachers feel they could spend
that time
productively on other responsibilities. Third, planning too
extensively
might neglect student learning issues that arise spontaneously in
class. A
fourth issue is that each geographic area in China uses the same
set of
textbooks, so teachers are usually within a few days of teaching
the same
lesson. To a certain extent, this rigidity constrains teachers’
creativity in
designing lesson plans.
An Actual Lesson Plan on the Sum of Measures of
Internal Angles of Polygons
66. The following is an actual lesson plan prepared by Qing Zhang
of
Weifang Experimental School, Shandong Province, for a lesson
using
Mathematics for the Seventh Grade (for the Second Semester), a
text-
book series published by the East China Normal University
Press. It illus-
trates the format and content of a lesson plan that introduces
new
material. It is common in China to publish compilations of
lesson plans
Lesson Planning
251
and even verbatim transcriptions of actual lessons as a resource
for
teachers. This allows other teachers to examine student
responses to a
particular lesson’s content and methodology.
Instructional Objectives
The cognitive objectives are:
(a) to be able to define a quadrangle, polygon, and regu-
lar polygon, and
(b) to be able to interpret, prove, and calculate the sum
of internal angles of the quadrangle and polygon.
67. The ability objectives are:
(a) to develop the ability for analogical and divergent
thinking through studying the definition of the poly-
gon and the sum of internal angles of the polygon, and
(b) to develop the ability to diagnose and solve problems
by dividing polygons into triangles and utilizing the
knowledge about triangles.
The affective objective is: to develop students’ interest in
geometry through studying the similarities and differences
between triangles and polygons.
Key Points and Difficult Points
Key points:
(a) the ability to interpret, prove, and calculate the sum of
internal angles of the quadrangle and polygon; and
(b) the ability to investigate a new phenomenon actively.
Difficult point: a student’s understanding that the vertices
of a polygon must be on the same plane, a necessary condi -
tion that is difficult for many students to understand.
Ways to emphasize the key points and teach the difficult
points include:
(a) developing and using teaching aids designed by the
teacher;
(b) facilitating students to think about how to derive geo-
metric theorems;
68. (c) helping students master both individual sets of
knowledge, as well as helping them realize the rela-
tionship between and among the sets of knowledge;
educational HORIZONS Summer 2007
252
(d) using a table to systematize students’ web of knowl -
edge; and
(e) designing and implementing exercises with increas-
ing levels of difficulty and complexity.
First Stage of the Lesson: Creating a Situation for
Learning
Use multimedia to display a plane view of a weather sta-
tion. Ask students to find triangles, rectangles, squares, paral-
lelograms, and trapezoids. Ask students to use their
knowledge of triangles to define quadrangles and the uses of
quadrangles in agriculture, industry, and everyday life.
Second Stage of the Lesson: Student-centered
Explorations on Definitions of Quadrangles and
Polygons with “n” Sides
(a) Students first recall the definition of a triangle.
Through analogy students try to define a quadrangle.
The teacher uses self-made teaching aids to empha-
size the necessary condition that all four vertices
must be in the same plane. Students then define poly-
gons with “n” sides.
69. (b) Students then explore the elements in the definitions
of quadrangles and polygons. With teachers’ Socratic
questioning, students complete the following table.
Lesson Planning
253
Definition
How many
sides?
How many
internal angles?
How to notate?
A A A
B
BB C C C
D
D
E
(c) The teacher emphasizes that when quadrangle is
mentioned, we mean (1) rather than (2).
(d) Students answer questions to reinforce their defini -
tion of quadrangles and polygons.
70. Third Stage of the Lesson: Collaborative Approach to
Exploring the Calculation of Internal Angles of a
Quadrangle
(a) The teacher raises the questions: The sum of meas-
ures of the internal angles of a triangle is 180°; w hat
is the sum of measures of the internal angles of a
quadrangle?
(b) Students try various methods of answering the ques-
tions, and the teacher summarizes their approaches
using the following diagrams. By comparing methods
(1) through (5), as illustrated in the following, stu-
dents will realize that (1) is the optimal approach.
educational HORIZONS Summer 2007
254
A
n
B
CD
Convex
(1)
A
D
CB
72. (5)
Concave
(2)
(c) The teacher and students summarize the finding on
the sum of the internal angles of a quadrangle.
(d) Students engage in exercises to deepen their under-
standing of the finding.
Fourth Stage of the Lesson: Exercise with Variations
Students work in groups to solve the following problem.
Please refer to the diagram below. OB� AB. OC� AC. What is
the relationship between � A and � BOC? Please explain
your answer. In the diagram, are there any angles that are the
same as � A in measure?
Fifth Stage of the Lesson: Extrapolating the Findings from
Quadrangles to Polygons
(a) Based on the knowledge that the sum of internal
angles of a quadrangle is 360°, students inquire into
the sum of internal angles of polygons with 5 sides, 6
sides, and n sides.
(b) Draw the conclusion that the sum of internal angles of
polygons with 5 sides, 6 sides, and n sides is (n–2) × 180°.
Last Stage of the Lesson: Summary
(a) Discussing the methods for solving problems: observe,
73. analyze, guess, analogize, explain, and apply.
(b) Discussing the methods for studying geometrical con-
cepts: how to define, and how to specify the elements
Lesson Planning
255
A
B
C
F
E
O
Number of Sides
of a Polygon
3 4 5 6 7 . . . n
Sum of Internal
Angles
180° 360° . . .
in the definition such as sides, angles, and sum of
internal angles (briefly mention that the sum of
external angles is a topic for future study).
74. (c) Discussing the thinking processes and methods used
in drawing the conclusion that the sum of internal
angles of a quadrangle is 360°.
(d) Discussing the notion that triangles, quadrangles,
and other polygons are related to each other, and that
geometric knowledge comes from and can be used in
everyday life.
Summary and Discussion
Lesson planning, then, is integral to teachers’ professional
develop-
ment in China: it includes their individual reflection and study
as well as
the collegial activities undertaken to prepare the lesson. In a
case study
written to explain the interaction of the organization of
curriculum and
teaching in China, Wang and Paine (2003) write of one
teacher’s per-
sonal preparation:
In planning this lesson, Ms. Zhen first spent considerable
time reading and analyzing the textbook and teachers’ manual
to understand “what the important and difficult points were,
which area needed to be stressed in teaching, and where stu-
dents would likely make mistakes.” Then she individually
devel-
oped a preliminary lesson plan by considering “how to teach it
in an active way and by involving students in it.” (p. 9)
This quotation shows the importance of content knowledge,
partic-
ularly as it is portrayed in the textbook; understanding what
students
75. will make of the content; and linking the two. It also shows the
careful
study that teachers undertake individually.
Support for this kind of lesson planning is woven into the
structure
of teachers’ work in China in at least two ways. First, as
mentioned ear-
lier, much of a Chinese teacher’s day is spent preparing for
teaching or
reflecting on students’ work and what could have been done
better.
Second, the planning can be used as a part of preparation for a
“public
lesson” (Wang and Paine 2003), or what we refer to as an “open
lesson”
(Shen, Zhen, and Poppink 2007). Wang and Paine continue
analyzing Ms.
Zhen’s lesson preparation by explaining its social aspects:
Next, she shared her lesson plan with several senior mathe-
matics teachers in the teaching research group and revised it
based upon their suggestions. Ms. Zhen then taught a trial les-
son in one of the two 6th grade classes she taught which was
observed and critiqued by her colleagues in the teaching
educational HORIZONS Summer 2007
256
research group. She revised the lesson plan again based upon
her experience in teaching the trial lesson and suggestions from
her colleagues. In the end, she formally taught this public les -
son, which was again observed and critiqued by the teachers in
76. the teaching research group. (Wang and Paine 2003)
Restructuring American teaching to resemble Chinese teaching
is
unlikely anytime soon. Still, Chinese practice demonstrates that
lesson
planning is an important professional-development activity
requiring
increased teacher knowledge together with collegial support for
improv-
ing practice. Teachers’ individual and collegial planning and
working
time may be a necessary condition to improve the quality of
teaching in
American schools, and detailed lesson plans provide a way for
American
teachers to better understand content, student learning, and
pedagogical
content knowledge.
References
Ball, D. L. 1996. “Teacher Learning and the Mathematics
Reforms: What We Think
We Know and What We Need to Learn.” Phi Delta Kappan 77
(7): 500–508.
Cohen, D. K., and J. P. Spillane. 1993. “Policy and Practice:
The Relations between
Governance and Instruction.” In Designing Coherent Education
Policy:
Improving the System, ed. S. H. Fuhrman, 35–95. San
Francisco: Jossey-Bass.
Grossman, P. L. 1990. The Making of a Teacher: Teacher
Knowledge and Teacher
77. Education. New York: Teachers College Press.
Grossman, P., S. Wineburg, and S. Woolworth. 2001. “Toward a
Theory of Teacher
Community.” Teachers College Record 103 (6): 942–1012.
Heaton, R. M. 2000. Teaching Mathematics to the New
Standards: Relearning the
Dance. New York: Teachers College Press.
Little, J. W. 1987. “Teachers as Colleagues.” In Educators’
Handbook: A Research
Perspective, ed. Virginia Richardson-Koehler. New York:
Longman.
————. 1993. “Teacher’s Professional Development in a
Climate of Educational
Reform.” Educational Evaluation and Policy Analysis 15 (2):
129–151.
Putnam, R. T., and H. Borko. 2000. “What Do View of
Knowledge and Thinking
Have to Say about Research on Teacher Learning?” Educational
Researcher
29 (1): 4–15.
Shen, J., J. Zhen, and S. Poppink. 2007. “Open Lessons: A
Practice to Develop a
Learning Community for Teachers.” Educational Horizons 85
(3): 181–191.
Shulman, L. S. 1986. “Those Who Understand: Knowledge
Growth in Teaching.”
Educational Researcher 15 (2): 4–14.
————. 1987. “Knowledge and Teaching: Foundations of the
78. New Reform.”
Harvard Educational Review 57 (1): 1–23.
Su, Z., H. Qin, and T. Huang. 2005. “The Isolated Teacher:
What We Can Learn from
the Chinese.” Wingspread Journal: 7–13.
Wang, J., and L. W. Paine. 2003. “Learning to Teach with
Mandated Curriculum and
Public Examination of Teaching as Contexts.” Teaching and
Teacher Education
19 (1): 75–94.
Wilson, S. M., L. S. Shulman, and A. E. Richart. 1987. “‘150
Different Ways’ of
Lesson Planning
257
Knowing: Representations of Knowledge in Teaching. ” In
Exploring Teacher
Thinking, ed. J. Calderhead, 104–124. Sussex: Holt, Rinehart
and Winston.
Jianping Shen, Ph.D., is the John E. Sandberg Professor of
Education
at Western Michigan University.
Sue Poppink, Ph.D., is an assistant professor of educati onal
leadership
at Western Michigan University.
Yunhuo Cui, Ph.D., is a full professor of curriculum and
79. instruction
at East China Normal University.
Guorui Fan, Ph.D., is a full professor of educational
administration at
East China Normal University.
This is the second of a two-part series on current practices in
Chinese
education.
educational HORIZONS Summer 2007
258
Index
educational HORIZONS®, Vol. 85, Fall 2006–Summer 2007
259
Fall 2006, No. 1, 1–72
Winter 2007, No. 2, 73–132
Spring 2007, No. 3, 133–192
Summer 2007, No. 4, 193–260
Baratz-Snowden, Joan, ed., 111
Beilke, Jayne R., 210
Bullough, Robert V., Jr., 168
Burt, Walter L., 65
Carpenter, Wade A., 7, 83, 146, 200
Challenges in Data-based Decision-
making: Voices from Principals, 65
Characteristics of an Effective Student
80. Testing System, 19
Clabaugh, Gary K., 2, 141, 205
Cooley, Van E., 57
Cui, Yunhuo, 248
Darling-Hammond, Linda, ed., 111
Data-based Decision-making: Three
State-level Educational Leadership
Initiatives, 57
Dissolution of Education Knowledge,
The, 232
Education for Free People: Do Public
School-Religious School Differences
Matter?, 194
Fan, Guorui, 248
For Those We Won’t Reach: An
Alternative, 146
Gann, Cory, 12
Good Teacher in Every Classroom, A:
Preparing the Highly Qualified
Teachers Our Children Deserve, 111
Haladyna, Thomas M., 30
Hirsch, E. D., Jr., 97
Is Banning Holidays the Only Way?, 12
Kozol’s Complaint, 210
Late to Class: Social Class and Schooling
in the New Economy, 156
Lesson Planning: A Practice of
81. Professional Responsibility and
Development, 248
McCarthy, Martha, 92
Miller, Deborah S., 57
Morrison, Kristan A., 212
Most Essential Question, A: Who Is Truly
Educable?, 2
National Academy of Education
Committee on Education, The, 111
Open Lessons: A Practice to Develop a
Learning Community for Teachers,
181
Other Side of Bureaucracy, The, 200
Other Side of No Child Left Behind,
The, 7
Perils of Standardized Achievement
Testing, 30
Phelps, Richard P., 19, 232
Poppink, Sue, 181, 248
Power Failure: Must U.S. School Reform
Miss the Mark?, 205
Professional Learning Communities and
the Eight-Year Study, 168
Rainey, John Mark, 57
Reese, William J., 217
Reeves, Patricia L., 65
82. educational HORIZONS Summer 2007
260
Rozycki, Edward G., 44, 78, 136, 194
Ryan, Lisa, 57
Schooling as a Fundamental Right:
Should an Equal Education
Amendment Be Enacted?, 141
Shen, Jianping, 57, 181, 248
Should an Equal Education Amendment
Be Enacted? A Discussion, 210
Stoecklin, Carol, 74
Teaching with Fire: Poetry That
Sustains the Courage to Teach
[book review], 74
Testing for Justice, 44
Top Ten Reasons to Eliminate
Foundations Courses from Teacher
Education, 83
Trading Off “Sacred” Values: Why Public
Schools Should Not Try to “Educate,”
136
Using Tests Productively, 97
Van Galen, Jane, 156
Weapon against Cronyism, A? The False
83. Claims Act Applied to Educational
Institutions, 78
Whistle Blowers Beware!, 92
Why Americans Love to Reform the
Public Schools, 217
Will Corporations Have to Hold a Bake
Sale?, 212
Winograd, Peter N., 57
Yuan, Wenhui, 57
Zhen, Jinzhou, 181
Publishing in educational HORIZONS®
educational HORIZONS seeks to publish in-depth articles,
usually
2,500–5,000 words long, that will interest the reflective,
inquiring
educator. Ordinarily, guest editors assemble each issue of
educa-
tional HORIZONS by invitation. Acceptance of non-invited
submis-
sions depends on unpredictable openings in the schedule.
Querying
us first by first-class letter or e-mail, including your proposed
topic
and length, is recommended before submitting a manuscript.
Book reviewing: Book reviews provide a more likely route to
pub-
lication than the invited, themed contributions outlined above.
Contributors interested in submitting book reviews (including
more substantial book review essays that would review relevant
84. scholarship on the topic) are encouraged to query by first-class
letter
or e-mail. Proposals, which can be independent of our issue
themes,
should specify recent book releases that will interest our
readership
of teachers and teacher educators.
For guest editors: educational HORIZONS asks potential guest
editors to suggest themes for upcoming issues of the journal.
educational HORIZONS®
P.O. Box 6626
Bloomington, IN 47407-6626
[email protected]
BLOOM'S TAXONOMY
In 1956, Benjamin Bloom
headed a group of
educational psychologists
who developed a
classification of levels of
intellectual behavior
important in learning.
Bloom found that over 95
% of the test questions
students encounter require
them to think only at the
85. lowest possible level...the
recall of information.
Bloom identified six
levels within the cognitive
domain, from the simple
recall or recognition of
facts, as the lowest level,
through increasingly more
complex and abstract
mental levels, to the
highest order which is
classified as evaluation.
Verb examples that
represent intellectual
activity on each level are
listed here.
1. Knowledge: arrange, define, duplicate, label, list, memorize,
name, order, recognize, relate, recall,
repeat, reproduce state.
2. Comprehension: classify, describe, discuss, explain, express,
identify, indicate, locate, recognize,
report, restate, review, select, translate,
3. Application: apply, choose, demonstrate, dramatize, employ,
illustrate, interpret, operate, practice,
schedule, sketch, solve, use, write.
4. Analysis: analyze, appraise, calculate, categorize, compare,
contrast, criticize, differentiate,
discriminate, distinguish, examine, experiment, question, test.
5. Synthesis: arrange, assemble, collect, compose, construct,
create, design, develop, formulate,
86. manage, organize, plan, prepare, propose, set up, write.
6. Evaluation: appraise, argue, assess, attach, choose compare,
defend estimate, judge, predict, rate,
core, select, support, value, evaluate.
BLOOM'S TAXONOMY: Sample Questions
As teachers we tend to ask questions in the "knowledge"
catagory 80% to 90% of the time. These
questions are not bad, but using them all the time is. Try to
utilize higher order level of questions. These
questions require much more "brain power" and a more
extensive and elaborate answer. Below are the six
question categories as defined by Bloom.
• KNOWLEDGE
o remembering;
o memorizing;
o recognizing;
o recalling identification and
o recall of information
• COMPREHENSION
o interpreting;
o translating from one medium to another;
o describing in one's own words;
o organization and selection of facts and ideas
87. • APPLICATION
o problem solving;
o applying information to produce some result;
o use of facts, rules and principles
• ANALYSIS
o subdividing something to show how it is put together;
o finding the underlying structure of a communication;
o identifying motives;
o separation of a whole into component parts
• SYNTHESIS
o creating a unique, original product that may be in verbal form
or a physical object;
o combination of ideas to form a new whole
What would you predict/infer from...?
• EVALUATION
88. o making value decisions about issues;
o resolving controversies or differences of opinion;
o development of opinions, judgements or decisions
ould you decide about...?
For further Web-based information on Bloom's taxonomy:
http://projects.coe.uga.edu/epltt/index.php?title=Bloom%27s_Ta
xonomy
http://oregonstate.edu/instruct/coursedev/models/id/taxonomy/#t
able
Revised Bloom’s Taxonomy
Table1. Bloom's Taxonomy
The Cognitive Process Dimension
The Knowledge Dimension
Remember Understand Apply Analyze Evaluate Create
Factual Knowledge List Summarize Classify Order Rank
Combine
Conceptual Knowledge Describe Interpret Experiment
Explain Assess Plan