- Literature Review Study paper
-16 pg without reference 1.5 space
STEM Teaching at the Elementary school
RQ: How do we prepare preservice teachers to engage in STEM teaching at the elementary?
Goal: To ground a research question/professional development presentation within a framework of extant literature (i.e., Review of the Literature). The topics for the study/professional development must fall under one of the Principles to Actions Eight Effective Mathematics Teaching Practices. This major course project provides an opportunity for you to become an expert on a topic related to mathematics teaching or teacher education.
IMPORTANT NOTE: In order to complete this assignment successfully, you must follow the guidelines provided in Galvan (2014) Writing Literature Reviews. This book guides you through the entire process from planning, conducting the review, and writing the document. This assignment prepares you for the technical writing style expected by the profession. In addition, the mechanics for how you write (i.e., sentence structure, word choice, citations, etc.) must adhere to the standards outlined in the APA Styles Manual.
Although general teacher education literature may be used for the literature review, the focus should be on the impact of the topic on mathematics teaching and/or learning. Also, the review of the literature should focus primarily on empirically grounded research (quantitative, qualitative, or mixed methods). As part of this effort, we will review and critique each other’s work.
-
Literature
Review
Study
paper
-
16 pg
without
reference
1.5
space
STEM Teaching at the Elementary school
RQ: How do we prepare preservice teachers to engage in STEM teaching at the elemen
tary?
Goal: To ground a research question/professional development presentation within a framework of
extant literature (i.e., Review of the Literature). The topics for the study/professional development must
fall under one of the Principles to Actions Eight Ef
fective Mathematics Teaching Practices. This major
course project provides an opportunity for you to become an expert on a topic related to mathematics
teaching or teacher education.
IMPORTANT NOTE: In order to complete this assignment successfully, you
must follow the guidelines
provided in Galvan (2014) Writing Literature Reviews. This book guides you through the entire process
from planning, conducting the review, and writing the document. This assignment prepares you for the
technical writing style e
xpected by the profession. In addition, the mechanics for how you write (i.e.,
sentence structure, word choice, citations, etc.) must adhere to the standards outlined in the APA Styles
Manual.
Although general teacher education literature may be used for
the literature review, the focus should be
on the impact of the topic on mathematics teaching and/or learning. Also, the review of the literature
should focus primarily on empirically grounded ...
Lab 4 Decisions and Boolean LogicThis lab accompanie.docxcroysierkathey
Lab 4: Decisions and Boolean Logic
This lab accompanies Chapter 4 ofGaddis, T. (2016). Starting out with programming logic and design (4th ed.). Boston, MA: Addison-Wesley.
Lab 4.6 – Programming Challenge 1 – Tip, Tax, and Total
Write the Pseudocode for the following programming problem.
Write a program that will calculate a tip based on the meal price and a 6% tax on a meal price. The user will enter the meal price and the program will calculate tip, tax, and the total. The total is the meal price plus the tip plus the tax. Your program will then display the values of tip, tax, and total.
The tip amounts based on the mean price are as follows:
Meal Price Range
Tip Percent
.01 to 5.99
10%
6 to 12.00
13%
12.01 to 17.00
16%
17.01 to 25.00
19%
25.01 and more
22%
The Pseudocode
TYPE PSEUDOCODE HERE
The Python Code for Reference
#the main function
def main():
print 'Welcome to the tip and tax calculator program'
print #prints a blank line
mealprice = input_meal()
tip = calc_tip(mealprice)
tax = calc_tax(mealprice)
total = calc_total(mealprice, tip, tax)
print_info(mealprice, tip, tax, total)
#this function will input meal price
def input_meal():
mealprice = input('Enter the meal price $')
mealprice = float(mealprice)
return mealprice
#this function will calculate tip at 20%
def calc_tip(mealprice):
if mealprice >= .01 and mealprice <= 5.99:
tip = mealprice * .10
elif mealprice >= 6 and mealprice <=12:
tip = mealprice * .13
elif mealprice >=12.01 and mealprice <=17:
tip = mealprice * .16
elif mealprice >= 17.01 and mealprice <=25:
tip = mealprice * .19
else:
tip = mealprice * .22
return tip
#this function will calculate tax at 6%
def calc_tax(mealprice):
tax = mealprice * .06
return tax
#this function will calculate tip, tax, and the total cost
def calc_total(mealprice, tip, tax):
total = mealprice + tip + tax
return total
#this function will print tip, tax, the mealprice, and the total
def print_info(mealprice, tip, tax, total):
print 'The meal price is $', mealprice
print 'The tip is $', tip
print 'The tax is $', tax
print 'The total is $', total
#calls main
main()
Literature Review for a Study or a Professional Development Presentation -7 pg
· Literature Review 7-
· Outline for the study
Goal: To ground a research question/professional development presentation within a framework of extant literature (i.e., Review of the Literature). The topics for the study/professional development must fall under one of the Principles to Actions Eight Effective Mathematics Teaching Practices. This major course project provides an opportunity for you to become an expert on a topic related to mathematics teaching or teacher education.
IMPORTANT NOTE: In order to complete this assignment successfully, you must follow the guidelines provided in Galvan (2014) Writing Literature Reviews. Th ...
The document discusses issues with how instruction is defined and delivered through basal reading programs. It notes that basal programs assume one instructional approach for all students and lack differentiation. The summary provides 9 actions teachers must take to improve instruction when using a basal program, including setting goals for students, modifying lessons, and differentiating instruction based on student needs.
1 Branching Paths A Novel Teacher Evaluation Model for Fa.docxkarisariddell
1
Branching Paths: A Novel Teacher Evaluation Model for Faculty Development
James P. Bavis and Ahn G. Nu
Department of English, Purdue University
ENGL 101: Course Name
Dr. Richard Teeth
Jan. 30, 2020
jforte
Text Box
Note: Green text boxes contain explanations of APA 7's paper formatting guidelines...
jforte
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...while blue text boxes contain directions for writing and citing in APA 7.
jforte
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Page numbers begin on the first page and follow on every subsequent page without interruption. No other information (e.g., authors' last names) is required.
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Line
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The paper's title should be centered, bold, and written in title case. It should be three or four lines below the top margin of the page. In this sample paper, we've put three blank lines above the title.
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Authors' names appear two lines below the title. They should be written as follows:
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Authors' affiliations follow immediately after their names. For student papers, these should usually be the department containing the course for which the paper is being written.
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Follow authors' affiliations with the number and name of the course, the instructor's name and title, and the assignment's due date.
2
Abstract
A large body of assessment literature suggests that students’ evaluations of their teachers
(SETs) can fail to measure the construct of teaching in a variety of contexts. This can
compromise faculty development efforts that rely on information from SETs. The disconnect
between SET results and faculty development efforts is exacerbated in educational contexts
that demand particular teaching skills that SETs do not value in proportion to their local
importance (or do not measure at all). This paper responds to these challenges by proposing an
instrument for the assessment of teaching that allows institutional stakeholders to define the
teaching construct in a way they determine to suit the local context. The main innovation of this
instrument relative to traditional SETs is that it employs a branching “tree” structure populated
by binary-choice items based on the Empirically derived, Binary-choice, Boundary-definition
(EBB) scale developed by Turner and Upshur for ESL writing assessment. The paper argues
that this structure can allow stakeholders to define the teaching construct by changing the order
and sensitivity of the nodes in the tree of possible outcomes, each of which corresponds to a
specific teaching skill. The paper concludes by outlining a pilot study that will examine the
differences between the proposed EBB instrument and a traditional SET employing series of
multiple-choice questions (MCQs) that correspond to Likert scale values.
Keywords: c.
1 branching paths a novel teacher evaluation model for faabhi353063
1) The paper proposes a new teacher evaluation model called the Heavilon Evaluation of Teacher (HET) that aims to better suit faculty development needs by allowing stakeholders to define teaching constructs in a way that suits their local context.
2) Currently, student evaluations of teaching (SETs) are commonly used for faculty development and personnel decisions but may not adequately measure teaching in some contexts.
3) The proposed HET evaluation uses a branching "tree" structure with binary-choice items to allow stakeholders to define important teaching skills for their institution. A pilot study will compare HET to a traditional SET.
The document discusses strategies for teaching to the eligible content (EC) on the PSSA tests, including understanding the EC thoroughly, adjusting questioning techniques to align with the EC, focusing on open-ended written responses, and providing regular spiral review and formative assessment of the EC. Teachers are encouraged to create their own review materials focused specifically on the EC, use graphic organizers consistently to improve student writing, and have systems in place to provide additional support for students still struggling with mastery of the EC.
12 am er ican educator spring 2012principles of instrVivan17
This document summarizes 10 principles of effective instruction that are supported by research in cognitive science, research on master teachers, and research on cognitive supports. It discusses each principle in detail and provides examples of how teachers can implement them, including: beginning lessons with a review of previous learning, presenting new material in small steps with student practice, asking many questions and checking all student responses, providing models and worked examples, and requiring independent practice with guidance and feedback. The principles are intended to help teachers provide instructional support and facilitate student learning and mastery of new material.
12 AmERIcAN EdUcATOR SPRING 2012Principles of InstrBenitoSumpter862
12 AmERIcAN EdUcATOR | SPRING 2012
Principles of Instruction
Research-Based Strategies That All Teachers Should Know
By Barak Rosenshine
T
his article presents 10 research-based principles of
instruction, along with suggestions for classroom prac-
tice. These principles come from three sources: (a)
research in cognitive science, (b) research on master
teachers, and (c) research on cognitive supports. Each is briefly
explained below.
A: Research in cognitive science: This research focuses on how
our brains acquire and use information. This cognitive research
also provides suggestions on how we might overcome the limita-
tions of our working memory (i.e., the mental “space” in which
thinking occurs) when learning new material.
B: Research on the classroom practices of master teachers: Mas-
ter teachers are those teachers whose classrooms made the high-
est gains on achievement tests. In a series of studies, a wide range
of teachers were observed as they taught, and the investigators
coded how they presented new material, how and whether they
checked for student understanding, the types of support they
provided to their students, and a number of other instructional
activities. By also gathering student achievement data, research-
ers were able to identify the ways in which the more and less effec-
tive teachers differed.
C: Research on cognitive supports to help students learn complex
tasks: Effective instructional procedures—such as thinking aloud,
providing students with scaffolds, and providing students with
models—come from this research.
Even though these are three very different bodies of research,
there is no conflict at all between the instructional suggestions
that come from each of these three sources. In other words, these
three sources supplement and complement each other. The fact
that the instructional ideas from three different sources supple-
ment and complement each other gives us faith in the validity of
these findings.
Education involves helping a novice develop strong, readily
accessible background knowledge. It’s important that background
knowledge be readily accessible, and this occurs when knowledge
is well rehearsed and tied to other knowledge. The most effective
teachers ensured that their students efficiently acquired,
rehearsed, and connected background knowledge by providing
a good deal of instructional support. They provided this support
by teaching new material in manageable amounts, modeling,
guiding student practice, helping students when they made errors,
and providing for sufficient practice and review. Many of these
teachers also went on to experiential, hands-on activities, but they
always did the experiential activities after, not before, the basic
material was learned.
The following is a list of some of the instructional principles
that have come from these three sources. These ideas will be
described and discussed in this article:
• Begin a lesson with a sh ...
Lab 4 Decisions and Boolean LogicThis lab accompanie.docxcroysierkathey
Lab 4: Decisions and Boolean Logic
This lab accompanies Chapter 4 ofGaddis, T. (2016). Starting out with programming logic and design (4th ed.). Boston, MA: Addison-Wesley.
Lab 4.6 – Programming Challenge 1 – Tip, Tax, and Total
Write the Pseudocode for the following programming problem.
Write a program that will calculate a tip based on the meal price and a 6% tax on a meal price. The user will enter the meal price and the program will calculate tip, tax, and the total. The total is the meal price plus the tip plus the tax. Your program will then display the values of tip, tax, and total.
The tip amounts based on the mean price are as follows:
Meal Price Range
Tip Percent
.01 to 5.99
10%
6 to 12.00
13%
12.01 to 17.00
16%
17.01 to 25.00
19%
25.01 and more
22%
The Pseudocode
TYPE PSEUDOCODE HERE
The Python Code for Reference
#the main function
def main():
print 'Welcome to the tip and tax calculator program'
print #prints a blank line
mealprice = input_meal()
tip = calc_tip(mealprice)
tax = calc_tax(mealprice)
total = calc_total(mealprice, tip, tax)
print_info(mealprice, tip, tax, total)
#this function will input meal price
def input_meal():
mealprice = input('Enter the meal price $')
mealprice = float(mealprice)
return mealprice
#this function will calculate tip at 20%
def calc_tip(mealprice):
if mealprice >= .01 and mealprice <= 5.99:
tip = mealprice * .10
elif mealprice >= 6 and mealprice <=12:
tip = mealprice * .13
elif mealprice >=12.01 and mealprice <=17:
tip = mealprice * .16
elif mealprice >= 17.01 and mealprice <=25:
tip = mealprice * .19
else:
tip = mealprice * .22
return tip
#this function will calculate tax at 6%
def calc_tax(mealprice):
tax = mealprice * .06
return tax
#this function will calculate tip, tax, and the total cost
def calc_total(mealprice, tip, tax):
total = mealprice + tip + tax
return total
#this function will print tip, tax, the mealprice, and the total
def print_info(mealprice, tip, tax, total):
print 'The meal price is $', mealprice
print 'The tip is $', tip
print 'The tax is $', tax
print 'The total is $', total
#calls main
main()
Literature Review for a Study or a Professional Development Presentation -7 pg
· Literature Review 7-
· Outline for the study
Goal: To ground a research question/professional development presentation within a framework of extant literature (i.e., Review of the Literature). The topics for the study/professional development must fall under one of the Principles to Actions Eight Effective Mathematics Teaching Practices. This major course project provides an opportunity for you to become an expert on a topic related to mathematics teaching or teacher education.
IMPORTANT NOTE: In order to complete this assignment successfully, you must follow the guidelines provided in Galvan (2014) Writing Literature Reviews. Th ...
The document discusses issues with how instruction is defined and delivered through basal reading programs. It notes that basal programs assume one instructional approach for all students and lack differentiation. The summary provides 9 actions teachers must take to improve instruction when using a basal program, including setting goals for students, modifying lessons, and differentiating instruction based on student needs.
1 Branching Paths A Novel Teacher Evaluation Model for Fa.docxkarisariddell
1
Branching Paths: A Novel Teacher Evaluation Model for Faculty Development
James P. Bavis and Ahn G. Nu
Department of English, Purdue University
ENGL 101: Course Name
Dr. Richard Teeth
Jan. 30, 2020
jforte
Text Box
Note: Green text boxes contain explanations of APA 7's paper formatting guidelines...
jforte
Text Box
...while blue text boxes contain directions for writing and citing in APA 7.
jforte
Text Box
Note that there is no running head on a student paper.
jforte
Line
jforte
Text Box
Page numbers begin on the first page and follow on every subsequent page without interruption. No other information (e.g., authors' last names) is required.
jforte
Line
jforte
Text Box
The paper's title should be centered, bold, and written in title case. It should be three or four lines below the top margin of the page. In this sample paper, we've put three blank lines above the title.
jforte
Line
jforte
Text Box
Authors' names appear two lines below the title. They should be written as follows:
First name, middle initial(s), last name.
jforte
Text Box
Authors' affiliations follow immediately after their names. For student papers, these should usually be the department containing the course for which the paper is being written.
jforte
Text Box
Student papers do not contain an author's note.
jforte
Text Box
Follow authors' affiliations with the number and name of the course, the instructor's name and title, and the assignment's due date.
2
Abstract
A large body of assessment literature suggests that students’ evaluations of their teachers
(SETs) can fail to measure the construct of teaching in a variety of contexts. This can
compromise faculty development efforts that rely on information from SETs. The disconnect
between SET results and faculty development efforts is exacerbated in educational contexts
that demand particular teaching skills that SETs do not value in proportion to their local
importance (or do not measure at all). This paper responds to these challenges by proposing an
instrument for the assessment of teaching that allows institutional stakeholders to define the
teaching construct in a way they determine to suit the local context. The main innovation of this
instrument relative to traditional SETs is that it employs a branching “tree” structure populated
by binary-choice items based on the Empirically derived, Binary-choice, Boundary-definition
(EBB) scale developed by Turner and Upshur for ESL writing assessment. The paper argues
that this structure can allow stakeholders to define the teaching construct by changing the order
and sensitivity of the nodes in the tree of possible outcomes, each of which corresponds to a
specific teaching skill. The paper concludes by outlining a pilot study that will examine the
differences between the proposed EBB instrument and a traditional SET employing series of
multiple-choice questions (MCQs) that correspond to Likert scale values.
Keywords: c.
1 branching paths a novel teacher evaluation model for faabhi353063
1) The paper proposes a new teacher evaluation model called the Heavilon Evaluation of Teacher (HET) that aims to better suit faculty development needs by allowing stakeholders to define teaching constructs in a way that suits their local context.
2) Currently, student evaluations of teaching (SETs) are commonly used for faculty development and personnel decisions but may not adequately measure teaching in some contexts.
3) The proposed HET evaluation uses a branching "tree" structure with binary-choice items to allow stakeholders to define important teaching skills for their institution. A pilot study will compare HET to a traditional SET.
The document discusses strategies for teaching to the eligible content (EC) on the PSSA tests, including understanding the EC thoroughly, adjusting questioning techniques to align with the EC, focusing on open-ended written responses, and providing regular spiral review and formative assessment of the EC. Teachers are encouraged to create their own review materials focused specifically on the EC, use graphic organizers consistently to improve student writing, and have systems in place to provide additional support for students still struggling with mastery of the EC.
12 am er ican educator spring 2012principles of instrVivan17
This document summarizes 10 principles of effective instruction that are supported by research in cognitive science, research on master teachers, and research on cognitive supports. It discusses each principle in detail and provides examples of how teachers can implement them, including: beginning lessons with a review of previous learning, presenting new material in small steps with student practice, asking many questions and checking all student responses, providing models and worked examples, and requiring independent practice with guidance and feedback. The principles are intended to help teachers provide instructional support and facilitate student learning and mastery of new material.
12 AmERIcAN EdUcATOR SPRING 2012Principles of InstrBenitoSumpter862
12 AmERIcAN EdUcATOR | SPRING 2012
Principles of Instruction
Research-Based Strategies That All Teachers Should Know
By Barak Rosenshine
T
his article presents 10 research-based principles of
instruction, along with suggestions for classroom prac-
tice. These principles come from three sources: (a)
research in cognitive science, (b) research on master
teachers, and (c) research on cognitive supports. Each is briefly
explained below.
A: Research in cognitive science: This research focuses on how
our brains acquire and use information. This cognitive research
also provides suggestions on how we might overcome the limita-
tions of our working memory (i.e., the mental “space” in which
thinking occurs) when learning new material.
B: Research on the classroom practices of master teachers: Mas-
ter teachers are those teachers whose classrooms made the high-
est gains on achievement tests. In a series of studies, a wide range
of teachers were observed as they taught, and the investigators
coded how they presented new material, how and whether they
checked for student understanding, the types of support they
provided to their students, and a number of other instructional
activities. By also gathering student achievement data, research-
ers were able to identify the ways in which the more and less effec-
tive teachers differed.
C: Research on cognitive supports to help students learn complex
tasks: Effective instructional procedures—such as thinking aloud,
providing students with scaffolds, and providing students with
models—come from this research.
Even though these are three very different bodies of research,
there is no conflict at all between the instructional suggestions
that come from each of these three sources. In other words, these
three sources supplement and complement each other. The fact
that the instructional ideas from three different sources supple-
ment and complement each other gives us faith in the validity of
these findings.
Education involves helping a novice develop strong, readily
accessible background knowledge. It’s important that background
knowledge be readily accessible, and this occurs when knowledge
is well rehearsed and tied to other knowledge. The most effective
teachers ensured that their students efficiently acquired,
rehearsed, and connected background knowledge by providing
a good deal of instructional support. They provided this support
by teaching new material in manageable amounts, modeling,
guiding student practice, helping students when they made errors,
and providing for sufficient practice and review. Many of these
teachers also went on to experiential, hands-on activities, but they
always did the experiential activities after, not before, the basic
material was learned.
The following is a list of some of the instructional principles
that have come from these three sources. These ideas will be
described and discussed in this article:
• Begin a lesson with a sh ...
12 AmERIcAN EdUcATOR SPRING 2012Principles of InstrAnastaciaShadelb
12 AmERIcAN EdUcATOR | SPRING 2012
Principles of Instruction
Research-Based Strategies That All Teachers Should Know
By Barak Rosenshine
T
his article presents 10 research-based principles of
instruction, along with suggestions for classroom prac-
tice. These principles come from three sources: (a)
research in cognitive science, (b) research on master
teachers, and (c) research on cognitive supports. Each is briefly
explained below.
A: Research in cognitive science: This research focuses on how
our brains acquire and use information. This cognitive research
also provides suggestions on how we might overcome the limita-
tions of our working memory (i.e., the mental “space” in which
thinking occurs) when learning new material.
B: Research on the classroom practices of master teachers: Mas-
ter teachers are those teachers whose classrooms made the high-
est gains on achievement tests. In a series of studies, a wide range
of teachers were observed as they taught, and the investigators
coded how they presented new material, how and whether they
checked for student understanding, the types of support they
provided to their students, and a number of other instructional
activities. By also gathering student achievement data, research-
ers were able to identify the ways in which the more and less effec-
tive teachers differed.
C: Research on cognitive supports to help students learn complex
tasks: Effective instructional procedures—such as thinking aloud,
providing students with scaffolds, and providing students with
models—come from this research.
Even though these are three very different bodies of research,
there is no conflict at all between the instructional suggestions
that come from each of these three sources. In other words, these
three sources supplement and complement each other. The fact
that the instructional ideas from three different sources supple-
ment and complement each other gives us faith in the validity of
these findings.
Education involves helping a novice develop strong, readily
accessible background knowledge. It’s important that background
knowledge be readily accessible, and this occurs when knowledge
is well rehearsed and tied to other knowledge. The most effective
teachers ensured that their students efficiently acquired,
rehearsed, and connected background knowledge by providing
a good deal of instructional support. They provided this support
by teaching new material in manageable amounts, modeling,
guiding student practice, helping students when they made errors,
and providing for sufficient practice and review. Many of these
teachers also went on to experiential, hands-on activities, but they
always did the experiential activities after, not before, the basic
material was learned.
The following is a list of some of the instructional principles
that have come from these three sources. These ideas will be
described and discussed in this article:
• Begin a lesson with a sh ...
The document addresses several myths about teaching English/Language Arts based on the curriculum framework. It clarifies that teachers are not required to strictly follow the lesson plans, can choose their own supplemental materials, and should focus on covered the benchmarks for each cycle. The embedded assessments are formative and meant to guide instruction rather than evaluate teachers. Support resources are available for re-take students preparing for assessments.
Fostering Curriculum Development Through Artesol 2010shierl
The document summarizes a workshop on using collaborative action research to reimagine an ESL curriculum. The program's problem was that some students were passing writing classes without having sufficient grammar skills. Participants discussed combining grammar and writing classes into 8-hour courses to better align the curriculum and improve students' grammar accuracy in writing. The presenters outlined the action research process and how they would conduct research by combining levels of grammar and writing courses over three terms, collecting data from recordings, journals, and student work to evaluate results and determine if the change improved grammar skills.
This document provides guidance to students on Assignment 2 of the Masters module "Critical Issues in the Secondary School". It discusses choosing a critical issue in one's subject area to research, such as teaching controversial topics in history. Advice is given on focusing the research with a specific question, submitting a synopsis, conducting research, referencing, and structuring the assignment. Key requirements are that the issue relates to one's teaching, can be investigated through research and reflection, and aids professional development.
Mastering the Curriculum in Reading and MathLeah Vestal
The document provides guidance for teachers to focus their instruction, assignments, and assessments on the eligible content (EC) required by the PSSA. It recommends teachers thoroughly understand the EC, constantly review it throughout the year using various methods and materials, and have systems in place to remediate students who have not mastered the EC. The overall goal is for teachers to plan effectively to help students master the EC, which covers most of the reading and math curricula.
PAGE Running head School Readiness and Later Achievement1.docxalfred4lewis58146
This document discusses a study conducted by the Minnesota Department of Education to assess school readiness among kindergarten students in Minnesota. Teachers used a standardized observational assessment tool called the Work Sampling System to rate students in five developmental domains: physical development, arts, personal/social development, language/literacy, and mathematical thinking. The study aims to track trends in school readiness over time using a representative sample. In 2010, about 6,000 kindergarten students were assessed to provide a picture of student proficiency within and across developmental domains as they entered kindergarten.
Running head: EDUCATIONAL RESEARCH 1
EDUCATIONAL RESEARCH 2
Translating Educational Research into Practice
Problem
For a long time, education research has not been able to impact classroom instructional practices and educational policies. Educational based researchers argue that their primary work is to research the various aspects of learning and teaching to then present their findings at various conferences and publishing them in different educational journals. Their busy schedule does not allow them to train practitioners (Powney & Watts, 2018). On the other hand, practitioners are busy concentrating on there, and they do not have time to review new literature. This brings up the question as to who is responsible for this gap. In the real sense, there should be a connection between the two, and both parties should play a role in bridging this gap.
Practices, Policies, and Procedures That Have Led to the Problem
There are various reasons for this persistent gap between the teaching practices that teachers use and the guidance that educational research provides. However, three of them stand out. They include the trustworthiness issue, teacher preparation issues, and the research practice issue. The trustworthiness issue comes in because much of the published educational research and disseminated to teachers, policymakers and researchers are often not good and of uneven quality. Research is incredibly demanding, and it is not always possible to choose the most appropriate methodological approach. It is essential that the methodology is applied rigorously whether it is for qualitative or quantitative research (Suter, 2012).
Teachers, on the other hand, want to provide quality education to their children. When they turn into research to aid in teaching, their main expectation is that the information they get is trustworthy. If the information is not trustworthy both the teacher and the student will fail terribly. The teachers also have to be prepared. The applicability and relevance of a research finding will be minimal if the administrators and teachers are unable to access the data, unable to develop strategies for implementing the research findings and do not understand or are unable to interpret the research findings in a meaningful and accurate manner (Fenwick, Edwards, & Sawchuk, 2012).
While teacher preparation and research trustworthiness play significant roles in determining the extent to which research informs instructional practices and educational policies, a fundamental problem is our inability to understand and identify an environment where the research findings can be applied in complex school systems as well as classrooms. While specific strategies, instructional models and approaches may be useful in a setting that is controlled, there is scanty information about the factors that impede or foster application of these modalities under varying contexts and among diverse teachers and students' pop.
Reviewing an article involves critically evaluating its content, structure, and overall effectiveness. Whether you are reviewing an article for a class assignment, a publication, or your own research, here are some steps you can follow:
1. Read the Article Carefully
Start by reading the article thoroughly to understand its main arguments, key points, and overall message. Take notes on important concepts, evidence, and any confusing or unclear passages.
2. Understand the Purpose and Audience
Identify the purpose of the article. Is it informative, persuasive, analytical, or something else?
Consider the target audience and assess whether the article effectively communicates to that audience.
3. Evaluate the Title and Abstract
Check if the title accurately reflects the content of the article.
Evaluate the abstract for a concise summary of the main points and findings.
4. Examine the Introduction
Assess how well the introduction introduces the topic and sets the stage for the article. Look for a clear thesis statement or research question. A thesis statement is a concise summary of the main point or claim of an essay, research paper, or any other piece of academic writing. It is typically one or two sentences located near the end of the introduction. The thesis statement presents the author's position or perspective on the topic and provides a roadmap for the reader to understand the main ideas or arguments that will be discussed in the rest of the paper. In essence, the thesis statement serves as a central idea that the entire paper revolves around. It should be clear, specific, and arguable, meaning that someone could potentially disagree with it. A well-crafted thesis statement helps guide the reader and sets the tone for the overall argument or analysis presented in the article.
5. Analyze the Methodology (If Applicable)
If the article involves research, evaluate the methodology used. Assess the study design, data collection methods, and analysis techniques.
6. Evaluate the Literature Review (If Applicable)
Consider the quality and depth of the literature review. Is it comprehensive, relevant, and up-to-date?
7. Assess the Main Body
Evaluate the organization and structure of the main body. Check for logical flow between paragraphs and sections. Analyze the evidence provided to support the main arguments.
8. Review the Conclusion
Assess the conclusion for its effectiveness in summarizing key points and reinforcing the main argument. whether the conclusion provides avenues for future research or implications for practice.
9. Check for Clarity and Coherence
Evaluate the clarity of the writing. Look for jargon or unclear language and suggest improvements. Check for coherence in the overall narrative and logical connections between ideas.
10. Consider the Use of Citations
Assess how well the author integrates and cites relevant sources. Check for accuracy and consistency in citation style.
This document discusses textbook selection and evaluation for English language teaching programs. It outlines several factors to consider when selecting a textbook, including examining program objectives and ensuring the textbook matches learner needs and skill level. The document also differentiates between predictive and retrospective evaluation methods. Predictive evaluation involves deciding on suitable materials in advance while retrospective evaluation examines how effective materials were after use. Key criteria for textbook selection and evaluation include task appropriateness, cultural suitability, difficulty level, and opportunities for student cooperation and engagement.
Conversations with the Mathematics Curriculum: Testing and Teacher DevelopmentSaide OER Africa
This paper addresses the question: how do mathematics teachers make meaning from curriculum statements in relation to their teaching practices. We report on a teacher development activity in which teachers mapped test items from an international test against the national curriculum statement in mathematics. About 50 mathematics teachers across Grades 3-9 worked in small groups with a graduate student or staff member as a group leader. Drawing on focus group interviews with the teachers and the group leaders we show that the activity focused the teachers on the relationships between the intended curriculum and their teaching, i.e. the enacted curriculum, in four areas: content coverage; cognitive challenge; developing meaning for the assessment standards; and sequence and progression. We argue that the activity illuminates ways in which international tests can provide a medium for teacher growth rather than teacher denigration and alienation.
1
Branching Paths: A Novel Teacher Evaluation Model for Faculty Development
James P. Bavis and Ahn G. Nu
Department of English, Purdue University
ENGL 101: First Year Writing
Dr. Richard Teeth
January 30, 2020
Commented [AF1]: At the top of the page you’ll see the
header, which does not include a running head for student
papers (a change from APA 6). Page numbers begin on the
first page and follow on every subsequent page without
interruption. No other information (e.g., authors' last names)
is required.
Note: your instructor may ask for a running head or your last
name before the page number. You can look at the APA
professional sample paper for guidelines on these.
Commented [AF2]: The paper's title should be centered,
bold, and written in title case. It should be three or four lines
below the top margin of the page. In this sample paper, we've
put four blank lines above the title.
Commented [AF3]: Authors' names are written below the
title, with one double-spaced blank line between them.
Names should be written as follows:
First name, middle initial(s), last name.
Commented [AF4]: Authors' affiliations follow
immediately after their names. For student papers, these
should usually be the department containing the course for
which the paper is being written.
Commented [AWC5]: Note that student papers in APA do
not require author notes, abstracts, or keywords, which
would normally fall at the bottom of the title page and on the
next page afterwards. Your instructor may ask for them
anyway — see the APA professional sample paper on our
site for guidelines for these.
Commented [AF6]: Follow authors' affiliations with the
number and name of the course, the instructor's name and
title, and the assignment's due date.
2
Branching Paths: A Novel Teacher Evaluation Model for Faculty Development
According to Theall (2017), “Faculty evaluation and development cannot be considered
separately… evaluation without development is punitive, and development without evaluation is
guesswork” (p.91). As the practices that constitute modern programmatic faculty development
have evolved from their humble beginnings to become a commonplace feature of university life
(Lewis, 1996), a variety of tactics to evaluate the proficiency of teaching faculty for development
purposes have likewise become commonplace. These include measures as diverse as peer
observations, the development of teaching portfolios, and student evaluations.
One such measure, the student evaluation of teacher (SET), has been virtually ubiquitous
since at least the 1990s (Wilson, 1998). Though records of SET-like instruments can be traced to
work at Purdue University in the 1920s (Remmers & Brandenburg, 1927), most modern histories
of faculty development suggest that their rise to widespread popularity went hand-in-hand with
the birth of modern faculty development programs in the 1970s, when universities ...
36303 Topic Lesson PlanNumber of Pages 2 (Double SpacedN.docxrhetttrevannion
36303 Topic: Lesson Plan
Number of Pages: 2 (Double Spaced
Number of sources: 2
Writing Style: MLA
Type of document: Essay
Academic Level: Undergraduate
Category: Creative writing
Language Style: English (U.S.)
Order Instructions: Attached
1). Integrating Black History Month into Curriculum
Nieto & Bode Chapter 1 Understanding the Sociopolitical Context of Multicultural Education
Nieto & Bode Chapter 9 Adapting Curriculum for Multicultural Classrooms
In Chapter 9, Nieto and Bode discuss curricular adaptation and provide plenty of suggestions for cultural sensitive lesson plans.
Now is your chance to create cultural sensitive lesson plans.
February is the Black History month. Every February, teachers across Texas look for effective ways to integrate Black heritage into class activities.
The addition into the curriculum of “heroes” is one of the most frequently used during the first phase of an ethnic revival movement. As variety of the contribution approach, the heroes and holidays approach uses content limited primarily to special days related to special events. Women’s month and MLK day are examples of this type celebrated in the schools. For instance, during March, when you have a chance to visit a K-12 campus, you will see plenty of posters and banners that display outstanding females. When this approach is used, the class studies little about the special groups before or after the event or occasion.
There are hundreds of ways to integrate the celebration of the Black History Month into your teaching. Go to http://www.google.com/ or your favorite search engine to find out more information about this special event by applying the criterion discussed in Chapter 6. Create an original plan to introduce the Black heritage to your class. You may use other author’s ideas, but do not copy. If you are a current classroom teacher, design the plan to fit your subject and grade level. You may use another lesson plan as a model, but do not copy from the Internet. If your plan is not original, make sure to cite the source. If you are not a current classroom teacher, design the plan as if you were teaching your favorite subject and grade level in your favorite school. Then post your plan, which must be at least 150 words, to the Discussion Board topic "Integrate Black History Month into Curriculum".
Make sure to start the posting with the subject and grade level you are interested in. For example, if I am teaching 5th grade social studies, my subject line will be “Social Studies in the 5th grade”.
If you are new to lesson plans, I have posted a Lesson Plan template used by all Urban Education professors. This is for you to become familiar with a lesson plan format. However, you do not have to include all template components in the lesson plan you construct for this assignment.
To raise your project score, make assumptions about the audience (students) are you writing this lesson plan for. If you have older students (middl.
Teaching learning skills at post secondary level - from critique to pedagogic...The Free School
This document provides a summary of the rationale and curriculum design for a postgraduate unit titled "Teaching learning skills at post-secondary level". The unit is designed for instructors who teach in multidisciplinary learning skills units (MLSUs). There is currently no comprehensive literature that guides MLSU instructors. The curriculum aims to fill this gap by exploring best practices through case studies of Australian tertiary institutions. A critical review of the literature is provided. The curriculum design incorporates spiral sequencing of core texts, formative assessment with early feedback, and encourages critical thinking to maximize learning outcomes.
1 Branching Paths A Novel Teacher Evaluation Model for FaMartineMccracken314
1
Branching Paths: A Novel Teacher Evaluation Model for Faculty Development
James P. Bavis and Ahn G. Nu
Department of English, Purdue University
ENGL 101: Course Name
Dr. Richard Teeth
Jan. 30, 2020
jforte
Text Box
Note: Green text boxes contain explanations of APA 7's paper formatting guidelines...
jforte
Text Box
...while blue text boxes contain directions for writing and citing in APA 7.
jforte
Text Box
Note that there is no running head on a student paper.
jforte
Line
jforte
Text Box
Page numbers begin on the first page and follow on every subsequent page without interruption. No other information (e.g., authors' last names) is required.
jforte
Line
jforte
Text Box
The paper's title should be centered, bold, and written in title case. It should be three or four lines below the top margin of the page. In this sample paper, we've put three blank lines above the title.
jforte
Line
jforte
Text Box
Authors' names appear two lines below the title. They should be written as follows:
First name, middle initial(s), last name.
jforte
Text Box
Authors' affiliations follow immediately after their names. For student papers, these should usually be the department containing the course for which the paper is being written.
jforte
Text Box
Student papers do not contain an author's note.
jforte
Text Box
Follow authors' affiliations with the number and name of the course, the instructor's name and title, and the assignment's due date.
2
Abstract
A large body of assessment literature suggests that students’ evaluations of their teachers
(SETs) can fail to measure the construct of teaching in a variety of contexts. This can
compromise faculty development efforts that rely on information from SETs. The disconnect
between SET results and faculty development efforts is exacerbated in educational contexts
that demand particular teaching skills that SETs do not value in proportion to their local
importance (or do not measure at all). This paper responds to these challenges by proposing an
instrument for the assessment of teaching that allows institutional stakeholders to define the
teaching construct in a way they determine to suit the local context. The main innovation of this
instrument relative to traditional SETs is that it employs a branching “tree” structure populated
by binary-choice items based on the Empirically derived, Binary-choice, Boundary-definition
(EBB) scale developed by Turner and Upshur for ESL writing assessment. The paper argues
that this structure can allow stakeholders to define the teaching construct by changing the order
and sensitivity of the nodes in the tree of possible outcomes, each of which corresponds to a
specific teaching skill. The paper concludes by outlining a pilot study that will examine the
differences between the proposed EBB instrument and a traditional SET employing series of
multiple-choice questions (MCQs) that correspond to Likert scale values.
Keywords: c ...
1 Branching Paths A Novel Teacher Evaluation Model for FaAbbyWhyte974
1
Branching Paths: A Novel Teacher Evaluation Model for Faculty Development
James P. Bavis and Ahn G. Nu
Department of English, Purdue University
ENGL 101: Course Name
Dr. Richard Teeth
Jan. 30, 2020
jforte
Text Box
Note: Green text boxes contain explanations of APA 7's paper formatting guidelines...
jforte
Text Box
...while blue text boxes contain directions for writing and citing in APA 7.
jforte
Text Box
Note that there is no running head on a student paper.
jforte
Line
jforte
Text Box
Page numbers begin on the first page and follow on every subsequent page without interruption. No other information (e.g., authors' last names) is required.
jforte
Line
jforte
Text Box
The paper's title should be centered, bold, and written in title case. It should be three or four lines below the top margin of the page. In this sample paper, we've put three blank lines above the title.
jforte
Line
jforte
Text Box
Authors' names appear two lines below the title. They should be written as follows:
First name, middle initial(s), last name.
jforte
Text Box
Authors' affiliations follow immediately after their names. For student papers, these should usually be the department containing the course for which the paper is being written.
jforte
Text Box
Student papers do not contain an author's note.
jforte
Text Box
Follow authors' affiliations with the number and name of the course, the instructor's name and title, and the assignment's due date.
2
Abstract
A large body of assessment literature suggests that students’ evaluations of their teachers
(SETs) can fail to measure the construct of teaching in a variety of contexts. This can
compromise faculty development efforts that rely on information from SETs. The disconnect
between SET results and faculty development efforts is exacerbated in educational contexts
that demand particular teaching skills that SETs do not value in proportion to their local
importance (or do not measure at all). This paper responds to these challenges by proposing an
instrument for the assessment of teaching that allows institutional stakeholders to define the
teaching construct in a way they determine to suit the local context. The main innovation of this
instrument relative to traditional SETs is that it employs a branching “tree” structure populated
by binary-choice items based on the Empirically derived, Binary-choice, Boundary-definition
(EBB) scale developed by Turner and Upshur for ESL writing assessment. The paper argues
that this structure can allow stakeholders to define the teaching construct by changing the order
and sensitivity of the nodes in the tree of possible outcomes, each of which corresponds to a
specific teaching skill. The paper concludes by outlining a pilot study that will examine the
differences between the proposed EBB instrument and a traditional SET employing series of
multiple-choice questions (MCQs) that correspond to Likert scale values.
Keywords: c ...
This document provides guidance for students completing Assignment 1 of the PGCE - Primary course. It outlines the aims of the session, which are to provide an overview of the assignment, discuss core ideas about pedagogy and teaching/learning, and clarify expectations.
The assignment asks students to critically reflect on teaching and learning in either English or mathematics using a reflective model. Key expectations are that students demonstrate critical thinking, analyze literature, situate their work within their own teaching practice, and meet academic writing standards.
Topics are to be chosen based on subjects planned in the student's classroom. Examples of possible mathematics and English topics are provided. Support and resources and referenced to help students complete the assignment.
Optional Professional Development Handout Tutorial Peggy Semingson
This document provides guidance and resources for creating an optional professional development handout on an elementary literacy topic. It includes starter topic ideas, recommended literacy journals, tips for finding peer-reviewed research articles, and templates for the handout structure. Sample sections are outlined, such as 10 teacher tips drawn from research articles. Formatting and image use guidelines are also covered. The goal is to help educators translate research into practical classroom strategies through an evidence-based handout.
This course examines language assessments used in teaching English to speakers of other languages (TESOL). It aims to provide both a theoretical and practical foundation for developing and implementing effective language assessment tools. The course covers topics such as assessing reading and writing ability, standards and performance outcomes, computer-based testing, and issues related to placement, evaluation and research in TESOL. Through class activities and assignments, students will learn how to design valid assessment instruments and make informed decisions about language programs and students. The overall goal is to help teachers conduct assessments in a way that makes sound pedagogical judgments rather than "bad or mediocre" decisions.
Appropriating Arguments Academic Reading and Writing.pdfJessica Navarro
This document discusses strategies for teaching students to appropriately incorporate arguments from prescribed readings into their academic writing. It focuses on three key strategies: 1) Summary techniques to help students analyze text structure and summarize key points. An example "jigsaw reading" activity is provided. 2) Evaluation techniques to encourage students to critically evaluate, not just summarize, arguments. 3) Mini-assignments that require students to write compositions drawing on provided readings, with feedback to improve their ability to quote and reference sources appropriately.
The document is a Teacher's Instruction Manual for the Grade 12 Information and Communication Technology subject. It provides guidance to teachers on implementing a student-centered, competency-based curriculum. Specifically, it outlines 15 learning activities, each focused on developing a key competency level. For each activity, it provides the learning outcomes, suggested teaching approach, instructions for student learning, and sometimes reading materials. It emphasizes exploring concepts and having students take an active role in constructing their own understanding, such as by working in small groups on assignments. The goal is for students to develop both subject knowledge and general skills through these activities.
-I am unable to accept emailed exams or late exams. No exception.docxgertrudebellgrove
-I am unable to accept emailed exams or late exams. No exceptions.
-For technical issues you would need to go through tech support.
-Turn in work early to avoid technical issues. Technical issues are not a valid reason for failing to submit work.
-Make sure to research the exam drop box and where to find it a week or more ahead.
-Make sure to read all announcements and most importantly around exam times.
-The Professor has 2-3 days to grade the exam and once graded you need to check your grade book. I do not release exam grades via email.
-For any directions only contact your Professor, DO NOT use “all student” email to email other students because this only confuses them and points will be deducted as well as violations of the course policies
--Most exams you are given a FULL WEEK to complete. I also indicate day one of the course what the exam will cover and include. Do not email me the last minute to turn in work or ask any questions. I may not be available the hour before an exam so it is important to plan ahead.
- Review the sample exam to gain an A. Follow the length, and structured, apply APA format and go in depth. It is not too rough but points are deducted for failing to following the samples.
-Please do BOTH (1) copy and paste your work into the dropbox comment are or area provided, PLUS (2) attach the file. PLEASE DO BOTH. For attachments it must be in word. If it is any other format, or I am unable to open the file (such as word perfect) a 0 (zero) will be granted and no re-submissions will be allowed)
-See your course due dates for any dates as well as announcements. These are set and well planned week 1.
-Do not use work you previously submitted this term or a past one, do not work with anyone and do not plagiarize. This will result in a 0/F and I want you to gain an A!
-1 page each question, APA format.
-Keep an eye on your gradebook for grades. I am unable to respond to “confirm” if it is submitted or not, you can do so with tech support if needed.
NOTE +++IF YOUR TEXT DOES NOT HAVE END OF CHAPTER QUESTIONS, YOU MAY SUMMARIZE EACH CHAPTER IN DEPTH, THAT MEANS ALL CHAPTERS 7,8,9,10,11,12
EXAM worth 25 points.
READ ALL OF THE DIRECTIONS OR POINTS WILL BE DEDUCTED.
Grades will be final and I will not discuss the grade or
change a grade under any circumstances.
Work alone.
IMPORTANT NOTES:
Feel free to attach and/or copy and paste the work into the provided drop box.
No emailed papers will count.
IF YOUR CLASS HAS A DROPBOX THAT IS THE MAIN AREA TO SUBMIT THE EXAM
If I cannot open it I will not GRADE IT.
I will not accept ANY late work for exams.
FOLLOW THE DATES IN THE SYLLABUS ONLY!
YOU HAVE till the date listed on the syllabus to email it back to me. Good luck!
USE APA FORMAT
Please email me with any questions. DO NOT WORK WITH ANYONE! Put time into it and go IN DEPTH!
Please apply Primary sources, journals, articles, etc.
The Midterm is essay/short answer. Use the readings, the discussion .
-delineate characteristics, prevalence of exceptionality-evalua.docxgertrudebellgrove
-delineate characteristics, prevalence of exceptionality
-evaluate causes and concerns of each exceptionality
-critique and analyses component of the IEP
-identify and analyze instructional assessment and strategies to the individual with the exceptional needs
Follow the rubs. 4 DOUBLE SPACE with running head
.
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12 AmERIcAN EdUcATOR SPRING 2012Principles of InstrAnastaciaShadelb
12 AmERIcAN EdUcATOR | SPRING 2012
Principles of Instruction
Research-Based Strategies That All Teachers Should Know
By Barak Rosenshine
T
his article presents 10 research-based principles of
instruction, along with suggestions for classroom prac-
tice. These principles come from three sources: (a)
research in cognitive science, (b) research on master
teachers, and (c) research on cognitive supports. Each is briefly
explained below.
A: Research in cognitive science: This research focuses on how
our brains acquire and use information. This cognitive research
also provides suggestions on how we might overcome the limita-
tions of our working memory (i.e., the mental “space” in which
thinking occurs) when learning new material.
B: Research on the classroom practices of master teachers: Mas-
ter teachers are those teachers whose classrooms made the high-
est gains on achievement tests. In a series of studies, a wide range
of teachers were observed as they taught, and the investigators
coded how they presented new material, how and whether they
checked for student understanding, the types of support they
provided to their students, and a number of other instructional
activities. By also gathering student achievement data, research-
ers were able to identify the ways in which the more and less effec-
tive teachers differed.
C: Research on cognitive supports to help students learn complex
tasks: Effective instructional procedures—such as thinking aloud,
providing students with scaffolds, and providing students with
models—come from this research.
Even though these are three very different bodies of research,
there is no conflict at all between the instructional suggestions
that come from each of these three sources. In other words, these
three sources supplement and complement each other. The fact
that the instructional ideas from three different sources supple-
ment and complement each other gives us faith in the validity of
these findings.
Education involves helping a novice develop strong, readily
accessible background knowledge. It’s important that background
knowledge be readily accessible, and this occurs when knowledge
is well rehearsed and tied to other knowledge. The most effective
teachers ensured that their students efficiently acquired,
rehearsed, and connected background knowledge by providing
a good deal of instructional support. They provided this support
by teaching new material in manageable amounts, modeling,
guiding student practice, helping students when they made errors,
and providing for sufficient practice and review. Many of these
teachers also went on to experiential, hands-on activities, but they
always did the experiential activities after, not before, the basic
material was learned.
The following is a list of some of the instructional principles
that have come from these three sources. These ideas will be
described and discussed in this article:
• Begin a lesson with a sh ...
The document addresses several myths about teaching English/Language Arts based on the curriculum framework. It clarifies that teachers are not required to strictly follow the lesson plans, can choose their own supplemental materials, and should focus on covered the benchmarks for each cycle. The embedded assessments are formative and meant to guide instruction rather than evaluate teachers. Support resources are available for re-take students preparing for assessments.
Fostering Curriculum Development Through Artesol 2010shierl
The document summarizes a workshop on using collaborative action research to reimagine an ESL curriculum. The program's problem was that some students were passing writing classes without having sufficient grammar skills. Participants discussed combining grammar and writing classes into 8-hour courses to better align the curriculum and improve students' grammar accuracy in writing. The presenters outlined the action research process and how they would conduct research by combining levels of grammar and writing courses over three terms, collecting data from recordings, journals, and student work to evaluate results and determine if the change improved grammar skills.
This document provides guidance to students on Assignment 2 of the Masters module "Critical Issues in the Secondary School". It discusses choosing a critical issue in one's subject area to research, such as teaching controversial topics in history. Advice is given on focusing the research with a specific question, submitting a synopsis, conducting research, referencing, and structuring the assignment. Key requirements are that the issue relates to one's teaching, can be investigated through research and reflection, and aids professional development.
Mastering the Curriculum in Reading and MathLeah Vestal
The document provides guidance for teachers to focus their instruction, assignments, and assessments on the eligible content (EC) required by the PSSA. It recommends teachers thoroughly understand the EC, constantly review it throughout the year using various methods and materials, and have systems in place to remediate students who have not mastered the EC. The overall goal is for teachers to plan effectively to help students master the EC, which covers most of the reading and math curricula.
PAGE Running head School Readiness and Later Achievement1.docxalfred4lewis58146
This document discusses a study conducted by the Minnesota Department of Education to assess school readiness among kindergarten students in Minnesota. Teachers used a standardized observational assessment tool called the Work Sampling System to rate students in five developmental domains: physical development, arts, personal/social development, language/literacy, and mathematical thinking. The study aims to track trends in school readiness over time using a representative sample. In 2010, about 6,000 kindergarten students were assessed to provide a picture of student proficiency within and across developmental domains as they entered kindergarten.
Running head: EDUCATIONAL RESEARCH 1
EDUCATIONAL RESEARCH 2
Translating Educational Research into Practice
Problem
For a long time, education research has not been able to impact classroom instructional practices and educational policies. Educational based researchers argue that their primary work is to research the various aspects of learning and teaching to then present their findings at various conferences and publishing them in different educational journals. Their busy schedule does not allow them to train practitioners (Powney & Watts, 2018). On the other hand, practitioners are busy concentrating on there, and they do not have time to review new literature. This brings up the question as to who is responsible for this gap. In the real sense, there should be a connection between the two, and both parties should play a role in bridging this gap.
Practices, Policies, and Procedures That Have Led to the Problem
There are various reasons for this persistent gap between the teaching practices that teachers use and the guidance that educational research provides. However, three of them stand out. They include the trustworthiness issue, teacher preparation issues, and the research practice issue. The trustworthiness issue comes in because much of the published educational research and disseminated to teachers, policymakers and researchers are often not good and of uneven quality. Research is incredibly demanding, and it is not always possible to choose the most appropriate methodological approach. It is essential that the methodology is applied rigorously whether it is for qualitative or quantitative research (Suter, 2012).
Teachers, on the other hand, want to provide quality education to their children. When they turn into research to aid in teaching, their main expectation is that the information they get is trustworthy. If the information is not trustworthy both the teacher and the student will fail terribly. The teachers also have to be prepared. The applicability and relevance of a research finding will be minimal if the administrators and teachers are unable to access the data, unable to develop strategies for implementing the research findings and do not understand or are unable to interpret the research findings in a meaningful and accurate manner (Fenwick, Edwards, & Sawchuk, 2012).
While teacher preparation and research trustworthiness play significant roles in determining the extent to which research informs instructional practices and educational policies, a fundamental problem is our inability to understand and identify an environment where the research findings can be applied in complex school systems as well as classrooms. While specific strategies, instructional models and approaches may be useful in a setting that is controlled, there is scanty information about the factors that impede or foster application of these modalities under varying contexts and among diverse teachers and students' pop.
Reviewing an article involves critically evaluating its content, structure, and overall effectiveness. Whether you are reviewing an article for a class assignment, a publication, or your own research, here are some steps you can follow:
1. Read the Article Carefully
Start by reading the article thoroughly to understand its main arguments, key points, and overall message. Take notes on important concepts, evidence, and any confusing or unclear passages.
2. Understand the Purpose and Audience
Identify the purpose of the article. Is it informative, persuasive, analytical, or something else?
Consider the target audience and assess whether the article effectively communicates to that audience.
3. Evaluate the Title and Abstract
Check if the title accurately reflects the content of the article.
Evaluate the abstract for a concise summary of the main points and findings.
4. Examine the Introduction
Assess how well the introduction introduces the topic and sets the stage for the article. Look for a clear thesis statement or research question. A thesis statement is a concise summary of the main point or claim of an essay, research paper, or any other piece of academic writing. It is typically one or two sentences located near the end of the introduction. The thesis statement presents the author's position or perspective on the topic and provides a roadmap for the reader to understand the main ideas or arguments that will be discussed in the rest of the paper. In essence, the thesis statement serves as a central idea that the entire paper revolves around. It should be clear, specific, and arguable, meaning that someone could potentially disagree with it. A well-crafted thesis statement helps guide the reader and sets the tone for the overall argument or analysis presented in the article.
5. Analyze the Methodology (If Applicable)
If the article involves research, evaluate the methodology used. Assess the study design, data collection methods, and analysis techniques.
6. Evaluate the Literature Review (If Applicable)
Consider the quality and depth of the literature review. Is it comprehensive, relevant, and up-to-date?
7. Assess the Main Body
Evaluate the organization and structure of the main body. Check for logical flow between paragraphs and sections. Analyze the evidence provided to support the main arguments.
8. Review the Conclusion
Assess the conclusion for its effectiveness in summarizing key points and reinforcing the main argument. whether the conclusion provides avenues for future research or implications for practice.
9. Check for Clarity and Coherence
Evaluate the clarity of the writing. Look for jargon or unclear language and suggest improvements. Check for coherence in the overall narrative and logical connections between ideas.
10. Consider the Use of Citations
Assess how well the author integrates and cites relevant sources. Check for accuracy and consistency in citation style.
This document discusses textbook selection and evaluation for English language teaching programs. It outlines several factors to consider when selecting a textbook, including examining program objectives and ensuring the textbook matches learner needs and skill level. The document also differentiates between predictive and retrospective evaluation methods. Predictive evaluation involves deciding on suitable materials in advance while retrospective evaluation examines how effective materials were after use. Key criteria for textbook selection and evaluation include task appropriateness, cultural suitability, difficulty level, and opportunities for student cooperation and engagement.
Conversations with the Mathematics Curriculum: Testing and Teacher DevelopmentSaide OER Africa
This paper addresses the question: how do mathematics teachers make meaning from curriculum statements in relation to their teaching practices. We report on a teacher development activity in which teachers mapped test items from an international test against the national curriculum statement in mathematics. About 50 mathematics teachers across Grades 3-9 worked in small groups with a graduate student or staff member as a group leader. Drawing on focus group interviews with the teachers and the group leaders we show that the activity focused the teachers on the relationships between the intended curriculum and their teaching, i.e. the enacted curriculum, in four areas: content coverage; cognitive challenge; developing meaning for the assessment standards; and sequence and progression. We argue that the activity illuminates ways in which international tests can provide a medium for teacher growth rather than teacher denigration and alienation.
1
Branching Paths: A Novel Teacher Evaluation Model for Faculty Development
James P. Bavis and Ahn G. Nu
Department of English, Purdue University
ENGL 101: First Year Writing
Dr. Richard Teeth
January 30, 2020
Commented [AF1]: At the top of the page you’ll see the
header, which does not include a running head for student
papers (a change from APA 6). Page numbers begin on the
first page and follow on every subsequent page without
interruption. No other information (e.g., authors' last names)
is required.
Note: your instructor may ask for a running head or your last
name before the page number. You can look at the APA
professional sample paper for guidelines on these.
Commented [AF2]: The paper's title should be centered,
bold, and written in title case. It should be three or four lines
below the top margin of the page. In this sample paper, we've
put four blank lines above the title.
Commented [AF3]: Authors' names are written below the
title, with one double-spaced blank line between them.
Names should be written as follows:
First name, middle initial(s), last name.
Commented [AF4]: Authors' affiliations follow
immediately after their names. For student papers, these
should usually be the department containing the course for
which the paper is being written.
Commented [AWC5]: Note that student papers in APA do
not require author notes, abstracts, or keywords, which
would normally fall at the bottom of the title page and on the
next page afterwards. Your instructor may ask for them
anyway — see the APA professional sample paper on our
site for guidelines for these.
Commented [AF6]: Follow authors' affiliations with the
number and name of the course, the instructor's name and
title, and the assignment's due date.
2
Branching Paths: A Novel Teacher Evaluation Model for Faculty Development
According to Theall (2017), “Faculty evaluation and development cannot be considered
separately… evaluation without development is punitive, and development without evaluation is
guesswork” (p.91). As the practices that constitute modern programmatic faculty development
have evolved from their humble beginnings to become a commonplace feature of university life
(Lewis, 1996), a variety of tactics to evaluate the proficiency of teaching faculty for development
purposes have likewise become commonplace. These include measures as diverse as peer
observations, the development of teaching portfolios, and student evaluations.
One such measure, the student evaluation of teacher (SET), has been virtually ubiquitous
since at least the 1990s (Wilson, 1998). Though records of SET-like instruments can be traced to
work at Purdue University in the 1920s (Remmers & Brandenburg, 1927), most modern histories
of faculty development suggest that their rise to widespread popularity went hand-in-hand with
the birth of modern faculty development programs in the 1970s, when universities ...
36303 Topic Lesson PlanNumber of Pages 2 (Double SpacedN.docxrhetttrevannion
36303 Topic: Lesson Plan
Number of Pages: 2 (Double Spaced
Number of sources: 2
Writing Style: MLA
Type of document: Essay
Academic Level: Undergraduate
Category: Creative writing
Language Style: English (U.S.)
Order Instructions: Attached
1). Integrating Black History Month into Curriculum
Nieto & Bode Chapter 1 Understanding the Sociopolitical Context of Multicultural Education
Nieto & Bode Chapter 9 Adapting Curriculum for Multicultural Classrooms
In Chapter 9, Nieto and Bode discuss curricular adaptation and provide plenty of suggestions for cultural sensitive lesson plans.
Now is your chance to create cultural sensitive lesson plans.
February is the Black History month. Every February, teachers across Texas look for effective ways to integrate Black heritage into class activities.
The addition into the curriculum of “heroes” is one of the most frequently used during the first phase of an ethnic revival movement. As variety of the contribution approach, the heroes and holidays approach uses content limited primarily to special days related to special events. Women’s month and MLK day are examples of this type celebrated in the schools. For instance, during March, when you have a chance to visit a K-12 campus, you will see plenty of posters and banners that display outstanding females. When this approach is used, the class studies little about the special groups before or after the event or occasion.
There are hundreds of ways to integrate the celebration of the Black History Month into your teaching. Go to http://www.google.com/ or your favorite search engine to find out more information about this special event by applying the criterion discussed in Chapter 6. Create an original plan to introduce the Black heritage to your class. You may use other author’s ideas, but do not copy. If you are a current classroom teacher, design the plan to fit your subject and grade level. You may use another lesson plan as a model, but do not copy from the Internet. If your plan is not original, make sure to cite the source. If you are not a current classroom teacher, design the plan as if you were teaching your favorite subject and grade level in your favorite school. Then post your plan, which must be at least 150 words, to the Discussion Board topic "Integrate Black History Month into Curriculum".
Make sure to start the posting with the subject and grade level you are interested in. For example, if I am teaching 5th grade social studies, my subject line will be “Social Studies in the 5th grade”.
If you are new to lesson plans, I have posted a Lesson Plan template used by all Urban Education professors. This is for you to become familiar with a lesson plan format. However, you do not have to include all template components in the lesson plan you construct for this assignment.
To raise your project score, make assumptions about the audience (students) are you writing this lesson plan for. If you have older students (middl.
Teaching learning skills at post secondary level - from critique to pedagogic...The Free School
This document provides a summary of the rationale and curriculum design for a postgraduate unit titled "Teaching learning skills at post-secondary level". The unit is designed for instructors who teach in multidisciplinary learning skills units (MLSUs). There is currently no comprehensive literature that guides MLSU instructors. The curriculum aims to fill this gap by exploring best practices through case studies of Australian tertiary institutions. A critical review of the literature is provided. The curriculum design incorporates spiral sequencing of core texts, formative assessment with early feedback, and encourages critical thinking to maximize learning outcomes.
1 Branching Paths A Novel Teacher Evaluation Model for FaMartineMccracken314
1
Branching Paths: A Novel Teacher Evaluation Model for Faculty Development
James P. Bavis and Ahn G. Nu
Department of English, Purdue University
ENGL 101: Course Name
Dr. Richard Teeth
Jan. 30, 2020
jforte
Text Box
Note: Green text boxes contain explanations of APA 7's paper formatting guidelines...
jforte
Text Box
...while blue text boxes contain directions for writing and citing in APA 7.
jforte
Text Box
Note that there is no running head on a student paper.
jforte
Line
jforte
Text Box
Page numbers begin on the first page and follow on every subsequent page without interruption. No other information (e.g., authors' last names) is required.
jforte
Line
jforte
Text Box
The paper's title should be centered, bold, and written in title case. It should be three or four lines below the top margin of the page. In this sample paper, we've put three blank lines above the title.
jforte
Line
jforte
Text Box
Authors' names appear two lines below the title. They should be written as follows:
First name, middle initial(s), last name.
jforte
Text Box
Authors' affiliations follow immediately after their names. For student papers, these should usually be the department containing the course for which the paper is being written.
jforte
Text Box
Student papers do not contain an author's note.
jforte
Text Box
Follow authors' affiliations with the number and name of the course, the instructor's name and title, and the assignment's due date.
2
Abstract
A large body of assessment literature suggests that students’ evaluations of their teachers
(SETs) can fail to measure the construct of teaching in a variety of contexts. This can
compromise faculty development efforts that rely on information from SETs. The disconnect
between SET results and faculty development efforts is exacerbated in educational contexts
that demand particular teaching skills that SETs do not value in proportion to their local
importance (or do not measure at all). This paper responds to these challenges by proposing an
instrument for the assessment of teaching that allows institutional stakeholders to define the
teaching construct in a way they determine to suit the local context. The main innovation of this
instrument relative to traditional SETs is that it employs a branching “tree” structure populated
by binary-choice items based on the Empirically derived, Binary-choice, Boundary-definition
(EBB) scale developed by Turner and Upshur for ESL writing assessment. The paper argues
that this structure can allow stakeholders to define the teaching construct by changing the order
and sensitivity of the nodes in the tree of possible outcomes, each of which corresponds to a
specific teaching skill. The paper concludes by outlining a pilot study that will examine the
differences between the proposed EBB instrument and a traditional SET employing series of
multiple-choice questions (MCQs) that correspond to Likert scale values.
Keywords: c ...
1 Branching Paths A Novel Teacher Evaluation Model for FaAbbyWhyte974
1
Branching Paths: A Novel Teacher Evaluation Model for Faculty Development
James P. Bavis and Ahn G. Nu
Department of English, Purdue University
ENGL 101: Course Name
Dr. Richard Teeth
Jan. 30, 2020
jforte
Text Box
Note: Green text boxes contain explanations of APA 7's paper formatting guidelines...
jforte
Text Box
...while blue text boxes contain directions for writing and citing in APA 7.
jforte
Text Box
Note that there is no running head on a student paper.
jforte
Line
jforte
Text Box
Page numbers begin on the first page and follow on every subsequent page without interruption. No other information (e.g., authors' last names) is required.
jforte
Line
jforte
Text Box
The paper's title should be centered, bold, and written in title case. It should be three or four lines below the top margin of the page. In this sample paper, we've put three blank lines above the title.
jforte
Line
jforte
Text Box
Authors' names appear two lines below the title. They should be written as follows:
First name, middle initial(s), last name.
jforte
Text Box
Authors' affiliations follow immediately after their names. For student papers, these should usually be the department containing the course for which the paper is being written.
jforte
Text Box
Student papers do not contain an author's note.
jforte
Text Box
Follow authors' affiliations with the number and name of the course, the instructor's name and title, and the assignment's due date.
2
Abstract
A large body of assessment literature suggests that students’ evaluations of their teachers
(SETs) can fail to measure the construct of teaching in a variety of contexts. This can
compromise faculty development efforts that rely on information from SETs. The disconnect
between SET results and faculty development efforts is exacerbated in educational contexts
that demand particular teaching skills that SETs do not value in proportion to their local
importance (or do not measure at all). This paper responds to these challenges by proposing an
instrument for the assessment of teaching that allows institutional stakeholders to define the
teaching construct in a way they determine to suit the local context. The main innovation of this
instrument relative to traditional SETs is that it employs a branching “tree” structure populated
by binary-choice items based on the Empirically derived, Binary-choice, Boundary-definition
(EBB) scale developed by Turner and Upshur for ESL writing assessment. The paper argues
that this structure can allow stakeholders to define the teaching construct by changing the order
and sensitivity of the nodes in the tree of possible outcomes, each of which corresponds to a
specific teaching skill. The paper concludes by outlining a pilot study that will examine the
differences between the proposed EBB instrument and a traditional SET employing series of
multiple-choice questions (MCQs) that correspond to Likert scale values.
Keywords: c ...
This document provides guidance for students completing Assignment 1 of the PGCE - Primary course. It outlines the aims of the session, which are to provide an overview of the assignment, discuss core ideas about pedagogy and teaching/learning, and clarify expectations.
The assignment asks students to critically reflect on teaching and learning in either English or mathematics using a reflective model. Key expectations are that students demonstrate critical thinking, analyze literature, situate their work within their own teaching practice, and meet academic writing standards.
Topics are to be chosen based on subjects planned in the student's classroom. Examples of possible mathematics and English topics are provided. Support and resources and referenced to help students complete the assignment.
Optional Professional Development Handout Tutorial Peggy Semingson
This document provides guidance and resources for creating an optional professional development handout on an elementary literacy topic. It includes starter topic ideas, recommended literacy journals, tips for finding peer-reviewed research articles, and templates for the handout structure. Sample sections are outlined, such as 10 teacher tips drawn from research articles. Formatting and image use guidelines are also covered. The goal is to help educators translate research into practical classroom strategies through an evidence-based handout.
This course examines language assessments used in teaching English to speakers of other languages (TESOL). It aims to provide both a theoretical and practical foundation for developing and implementing effective language assessment tools. The course covers topics such as assessing reading and writing ability, standards and performance outcomes, computer-based testing, and issues related to placement, evaluation and research in TESOL. Through class activities and assignments, students will learn how to design valid assessment instruments and make informed decisions about language programs and students. The overall goal is to help teachers conduct assessments in a way that makes sound pedagogical judgments rather than "bad or mediocre" decisions.
Appropriating Arguments Academic Reading and Writing.pdfJessica Navarro
This document discusses strategies for teaching students to appropriately incorporate arguments from prescribed readings into their academic writing. It focuses on three key strategies: 1) Summary techniques to help students analyze text structure and summarize key points. An example "jigsaw reading" activity is provided. 2) Evaluation techniques to encourage students to critically evaluate, not just summarize, arguments. 3) Mini-assignments that require students to write compositions drawing on provided readings, with feedback to improve their ability to quote and reference sources appropriately.
The document is a Teacher's Instruction Manual for the Grade 12 Information and Communication Technology subject. It provides guidance to teachers on implementing a student-centered, competency-based curriculum. Specifically, it outlines 15 learning activities, each focused on developing a key competency level. For each activity, it provides the learning outcomes, suggested teaching approach, instructions for student learning, and sometimes reading materials. It emphasizes exploring concepts and having students take an active role in constructing their own understanding, such as by working in small groups on assignments. The goal is for students to develop both subject knowledge and general skills through these activities.
Similar to - Literature Review Study paper -16 pg without reference 1.5 spa.docx (20)
-I am unable to accept emailed exams or late exams. No exception.docxgertrudebellgrove
-I am unable to accept emailed exams or late exams. No exceptions.
-For technical issues you would need to go through tech support.
-Turn in work early to avoid technical issues. Technical issues are not a valid reason for failing to submit work.
-Make sure to research the exam drop box and where to find it a week or more ahead.
-Make sure to read all announcements and most importantly around exam times.
-The Professor has 2-3 days to grade the exam and once graded you need to check your grade book. I do not release exam grades via email.
-For any directions only contact your Professor, DO NOT use “all student” email to email other students because this only confuses them and points will be deducted as well as violations of the course policies
--Most exams you are given a FULL WEEK to complete. I also indicate day one of the course what the exam will cover and include. Do not email me the last minute to turn in work or ask any questions. I may not be available the hour before an exam so it is important to plan ahead.
- Review the sample exam to gain an A. Follow the length, and structured, apply APA format and go in depth. It is not too rough but points are deducted for failing to following the samples.
-Please do BOTH (1) copy and paste your work into the dropbox comment are or area provided, PLUS (2) attach the file. PLEASE DO BOTH. For attachments it must be in word. If it is any other format, or I am unable to open the file (such as word perfect) a 0 (zero) will be granted and no re-submissions will be allowed)
-See your course due dates for any dates as well as announcements. These are set and well planned week 1.
-Do not use work you previously submitted this term or a past one, do not work with anyone and do not plagiarize. This will result in a 0/F and I want you to gain an A!
-1 page each question, APA format.
-Keep an eye on your gradebook for grades. I am unable to respond to “confirm” if it is submitted or not, you can do so with tech support if needed.
NOTE +++IF YOUR TEXT DOES NOT HAVE END OF CHAPTER QUESTIONS, YOU MAY SUMMARIZE EACH CHAPTER IN DEPTH, THAT MEANS ALL CHAPTERS 7,8,9,10,11,12
EXAM worth 25 points.
READ ALL OF THE DIRECTIONS OR POINTS WILL BE DEDUCTED.
Grades will be final and I will not discuss the grade or
change a grade under any circumstances.
Work alone.
IMPORTANT NOTES:
Feel free to attach and/or copy and paste the work into the provided drop box.
No emailed papers will count.
IF YOUR CLASS HAS A DROPBOX THAT IS THE MAIN AREA TO SUBMIT THE EXAM
If I cannot open it I will not GRADE IT.
I will not accept ANY late work for exams.
FOLLOW THE DATES IN THE SYLLABUS ONLY!
YOU HAVE till the date listed on the syllabus to email it back to me. Good luck!
USE APA FORMAT
Please email me with any questions. DO NOT WORK WITH ANYONE! Put time into it and go IN DEPTH!
Please apply Primary sources, journals, articles, etc.
The Midterm is essay/short answer. Use the readings, the discussion .
-delineate characteristics, prevalence of exceptionality-evalua.docxgertrudebellgrove
-delineate characteristics, prevalence of exceptionality
-evaluate causes and concerns of each exceptionality
-critique and analyses component of the IEP
-identify and analyze instructional assessment and strategies to the individual with the exceptional needs
Follow the rubs. 4 DOUBLE SPACE with running head
.
-1st play name is READY STEADY YETI GO-2nd play name is INTO .docxgertrudebellgrove
-1st play name is "READY STEADY YETI GO"
-2nd play name is "INTO THE WOODS "
REVIEW PAPER GUIDELINES (3 pages,
Essay format) Introduction
Plot
What happens?
E.g., “Mother Courage follows the misadventures of Courage and her children over a ten year period during the 100 Years War...”
How does it happen?
E.g., “The play is built in a series of episodes, alternating personal struggles against a backdrop of the larger social/political struggles.”
What does it mean?
A one-two sentence that captures the essence of the action. In the case of Epic Theatre, this statement is primarily about the intended “lesson” of the play. E.g., “MC is about how capitalism inevitably leads to the corruption then destruction of society—from nations to families.”
Rhythm
Flow of the plots?
Character
Main character Description
E.g., “Courage is a middle-aged mother of three who will stop at nothing to exploit the financial opportunities she encounters. Her role in the play is ‘survivor.’ Her character is the ‘anti-mom’—a woman who sees her children (and other human beings) as a collection of debits and credits.”
Second Character Description
Thought—what are the ideas in the play
e.g., Mother Courage looks at the intersection of war and commerce and how one feeds off the other, to the destruction of land, civilization, and families. The ideas arise out of the work of Karl Marx. Summarize--
Historical (Where and When) Philosophical (What & Why)
Diction--
Summarize the language the playwright uses. How do the characters speak?
E.g., prose, poetry, cliché, long speeches, short, etc.?
7 of 8
Music—
is more than song, but the SOUND of the play. Describe the aural environment created and executed in the production.
Spectacle
—describe the visual environment of light and scenery created for the production, and their execution and relevance (e.g., it could look great but mean nothing, or it could look terrible but somehow it works!)
Conclusion
A paragraph about your particular feelings about the play—did it engage you? Were you changed, even a little? Goethe asked three questions—What was it trying to do? How well was it done? Was it worth doing? Answer these questions.
.
-6th-Edition-Template-without-Abstract.dotWhat are Heuristics .docxgertrudebellgrove
-6th-Edition-Template-without-Abstract.dot
What are Heuristics and can it lead to bias?
Why is Maslow's Hierarchy a basic psychological stable? (Watch the video for better understanding and cite it)
How does FEAR keep you alive? (See emotions and feelings video)
Please write 300 or more words and APA to address the above concepts for week four.
.
- write one 5-7 page paper about All forms of Euthanasia are moral..docxgertrudebellgrove
- write one 5-7 page paper about All forms of Euthanasia are moral.
- Argumentative/Persuasive paper structure
- Include an introduction and conclusion. The main points of your paper should be identified in
the introduction.
- include at least three arguments to support the position
- Include at least one opposing argument against your topic
- times new roman font
- double spaced
- 12 point font size
- work cited page
.
-1st Play name is BERNHARDTHAMLET -2nd Play name is READY ST.docxgertrudebellgrove
-1st Play name is "BERNHARDT/HAMLET "
-2nd Play name is "READY STEADY YETI GO"
PREVIEW PAPER GUIDELINES
1. Title of Show
2. Playwright (and, if musical, Composer, Librettist)
3. Creative Team: Lead actors, Director, Designers (if musical, Choreographer and Music Director)
4. Venue: Broadway, Off-Broadway, College, etc. (incl. # of seats, cost of a regular ticket
5. Audience: (that is, what demographic is the production trying to attract?) Whom do you think would come and enjoy the performance?
Substantiate this claim by citing advertising evidence--type of ad, where it is advertised (e.g., NY Times, TimeOut New York, Internet, radio)
6. In one sentence, what's the story about?
7. In three sentences, what is your expectation? E.g., Deliriously excited? Modestly intrigued? Morbidly curious? Apathetic? Anxiously anticipating? Horrifically terrified? Dolefully dreading? And why?
.
. 1. Rutter and Sroufe identified _____________ as one of three impo.docxgertrudebellgrove
. 1. Rutter and Sroufe identified _____________ as one of three important areas of focus in the future of developmental psychopathology.
A. How cause and effect underlie childhood disorders
B. The role of the media in the life of the modern child.
C. Creating a stricter definition of normal behavior.
D. Fetal development’s influence on childhood behavior
2. Which of the following questions is not appropriate on a mental status exam?
A. What’s four times five?
B. Who’s the current president of the United States?
C. What day of the week is it today?
D. Who wrote the Harry Potter books?
3. State laws can influence decision making in all the following ways, except
A. who can legally provide consent for the child.
B. beneficence and maleficence
C. timelines for reporting suspected child abuse
D. custodial versus noncustodial parental rights
4. The transactional model was developed to
A. illustrate how even very disabled children are able to adapt to their environments.
B. analyze exactly which characteristics are passed from a caregiver to a child.
C. predict the future of a child’s development by analyzing past events and behaviors.
D. show how a child adapts to an environment and how the environment changes as a result.
5. All of the following are true concerning the APA 10 ethical standards except
A. the standards were useful in past decades but are no longer useful.
B. the standards address appropriate advertising and displays of public information.
C. the standards address matters pertaining to research and publication.
D. the standards assist professionals to resolve ethical issues.
6. Which of the following is true regarding the age of majority?
A. It’s 18 in 34 of the U.S. States.
B. It’s 19 years in all Canadian provinces.
C. It’s 18 years of age in every USA State
D. It’s not an important consideration for psychologists working with children.
7. In the context of Sue’s 2006 article on cultural competent treatment, gift giving refers to
A. giving a token gift to the client
B. rules about barbering
C. accepting a gift from the client
D. gifts of therapy, such as reduced tension
8. Which of the following is one of the guiding principle of the American Psychological Association (APA).
A. Generosity
B. Duplicity
C. Felicity
D. Integrity
9. Mash and Wolfe (2002) suggest three goals of assessment . Which of the following is not one of the goals?
A. Diagnosis
B. Treatment planning
C. Prognosis
D. Research
10. Using the K-3 Paradigm involves knowledge of
A. brain chemistry
B. the Diagnostic and Statistical Manual of Mental Disorders
C. a child’s family medical history
D. developmental expectations
12. Which of the following is true regarding a functional behavioral assessment?
A. An FBA assesses the degree to which a behavior exists.
B. An FBA is norms-based.
C. The FBA was developed to analyzed why a behavior exists.
D. The use of FBA has been discouraged by the American Psycholo.
-Prior to the Civil War, how did the (dominant) discourse over the U.docxgertrudebellgrove
-Prior to the Civil War, how did the (dominant) discourse over the United States’ future reach a crisis point? What were the arguments regarding the Constitutionality of slavery and notions of citizenship? How did relative definitions of liberty/freedom/equality become irreconcilable?
.
- Using the definition Awareness of sensation and perception to ex.docxgertrudebellgrove
- Using
the definition Awareness of sensation and perception to explain why or why not dolphins have consciousness
!
-
two to three paragraph explanation
-
Specify the definition you are using.
Then demonstrate appropriate application of that definition.
- You should describe the creature you are exploring and its behavior for those unfamiliar with it.
- Stick to behaviors that are relevant to whether the creature has consciousness or not under your chosen definition.
- The behavior must be observable! You declaring that a creature "looks fearful/happy/sad" is not on observation, it's an opinion.
- Present arguments that illustrates your position.
* For example, "Research has shown (citation if available can help) that Orangutans can recognize themselves in the mirror and realize the image they see is a reflection of themselves. This suggests they have awareness of their themselves as separate from the environment and others."
.
- should include an introduction to the environmental issue and its .docxgertrudebellgrove
- should include an introduction to the environmental issue and its location
- next portion should be about the opposing views (atleast 3 cons. and 3 possible solutions to the cons) The cons needs to be focused on the environmental impact of the problem, not just how it's affecting humans. What is it doing to the ecosystems?
- must be 4 pages double-spaced not including references and include in-text citation
-not opinion based!!
.
- FIRST EXAM SPRING 20201. Describe how the view of operations.docxgertrudebellgrove
- FIRST EXAM SPRING 2020
1. Describe how the view of operations as a process can be applied to the following:
a. Acquisition of another company
b. Marketing Research for a New Product
c. Design of an Information System
2. An operations manager was heard complaining
“My boss never listens to me ----- all the boss wants from me is to avoid making waves. I rarely get any capital to improve operations. Also, we do not have weekly, biweekly or even monthly meetings with our product managers, supply chain department, customer service or the sales department. We only meet with the accounting and finance departments when there are issues with the monthly budgets. Furthermore, our department has interacted with information service department about four times in past fiscal year”
Please assess the following:
a. Whether this business has a business strategy ?
b. Does it have an operations strategy?
c. What would you recommend?
3. Firm A has recorded the following costs in 2018:
Incoming materials and inspection $20,000
Training of Personnel $40,000
Warranty $45,000
Process Planning $15,000
Scrap $13,000
Quality Laboratory $30,000
Rework $25,000
Allowances $10,000
Complaints $14,000
a. What are the Prevention, Appraisal, Internal Failure and External Failure costs?
b. What inferences can you draw on Quality Measures taken by Firm A?
c. What would you recommend to improve quality programs in Firm A?
d. What initiatives should Firm A implement for 2019 and 2020?
4. Please explain the House of Quality (QFD) as discussed in class.
5. A certain process is under statistical control and has a mean value of 130 and a standard deviation of 8. The specifications for the process are:
a. USL (upper specification limit) = 150
b. LSL(lower specification limit) =100
a. Calculate the cp and cpk
b. Which of these indices is a better measure of process capability and why?
c. Assuminng a normal distribution what percentage of output is expected to fall ourside the specification. Why is it important to know this?
d. What would you recommend?
2
Chapter 7
Government Ethics
and the Law
William A. Myers, Ph.D.
Learning Objectives (1 of 2)
• Describe some of the reasons why there has
been a loss of trust in government.
• Explain the purpose of various government
committees on ethics.
• Discuss how public policy protects the rights of
citizens.
Learning Objectives (2 of 2)
• Describe federal laws designed to protect each
individual’s rights.
• Explain the concept of political malpractice.
• Understand the importance of ethics in public
service.
Let every American, every lover of liberty, every
well wisher to his posterity, swear by the blood
of the Revolution, never to violate in the least
particular, the laws of the country; and never to
tolerate their violation by others.
—Abraham Lincoln
Executive Branch:
U.S. Office of Government Ethics
• Exercises leadership .
- Considering the concepts, examples and learning from the v.docxgertrudebellgrove
- Considering the concepts, examples and learning from the various modules you have attended this year, summarise and reflect on in a critical way what you think are the key elements (both internal and external to businesses) that organisations should consider to develop and grow responsibly and effectively in today’s economy.
.
- Discuss why a computer incident response team (CIRT) plan is neede.docxgertrudebellgrove
- Discuss why a computer incident response team (CIRT) plan is needed, and its purpose.
- Why are the roles and responsibilities important to be listed and kept updated for a CIRT plan.
- Connect the dots: Discuss your understanding of the CIRT incident handling procedures, the role policies play, and the importance of communication escalation procedures.
- What are some best practices for implementing a CIRT plan? Do some personal research to answer this questions.
.
- Discuss why a computer incident response team (CIRT) plan is n.docxgertrudebellgrove
- Discuss why a computer incident response team (CIRT) plan is needed, and its purpose.
- Why are the roles and responsibilities important to be listed and kept updated for a CIRT plan.
- Connect the dots: Discuss your understanding of the CIRT incident handling procedures, the role policies play, and the importance of communication escalation procedures.
- What are some best practices for implementing a CIRT plan? Do some personal research to answer this questions.
.
- 2 -Section CPlease write your essay in the blue book.docxgertrudebellgrove
- 2 -
Section C
Please write your essay in the blue book.
Write an informal narrative about "some" composing process of yours. Essentially, you will write a Reflective Self-Evaluation of yourself as a college writer. What exactly does that mean? It requires you to:
a. look back over a recently completed process
b. think reflectively about that process
c. critically evaluate what went well, what didn’t go well, or what you might have done differently
As the aforementioned examples suggest, reflective writing is writing that describes, explains, interprets, and evaluates any past performance, action, belief, feeling, or experience. To reflect is to turn or look back, to reconsider something in the past from the perspective of the present. So, in your final essay, you will reflect and make an evaluation of your experience in this course.
Remember, reflection involves multiple angles of vision. Just as light waves are thrown or bent back from the surface of a mirror, so, too, reflective writing throws our experience, action, or performance back to us, allowing us to see differently. We view the past from the angle of the present, what was from the angle of what could have been or what might be. Multiplying your angle of vision through reflection often yields new insights and more complicated (complex) understanding of the issue on which you are reflecting.
Professors generally look for four kinds of knowledge in reflective self-evaluation essays: self-knowledge, content knowledge, rhetorical knowledge, and critical knowledge (aka judgment). Following are ideas for each of these types of knowledge, which may be used to generate ideas for your essay. Choose only a few of the questions to respond to, questions that allow you to explain and demonstrate your most important learning for the course.
You may write about your composing process for academic papers or creative genres or a combination of both. Reflect as thoroughly as possible upon your writing process and explain it. Your narrative should include whatever you DO when you write, as well as whatever you DO when you compose. Composing should be understood in the broad sense, i.e. composing goes on in your mind when you are cleaning your refrigerator, mowing your grass, etc. It also occurs when you are researching, taking notes, or procrastinating. In essence you are NEVER NOT composing something. So the key to your reflections is to include everything you do that makes a difference in your writing, from having to use a certain pen, to listening to music or sitting in the library. Both your formal and informal processes impact the way you produce a written work, if you use a formal method of note taking or outlining, if you compose on the computer or with pen and paper explore any and all of these activities that are helpful to you in your process. Explore all possible aspects that apply. This is a useful exercise for now and for you to revisit and revise in the future .
- Confidence intervals for a population mean, standard deviation kno.docxgertrudebellgrove
- Confidence intervals for a population mean, standard deviation known
- Confidence intervals for a population mean, standard deviation unknown
-Confidence intervals for population proportion
- Confidence intervals for a standard deviation
.
) Create a new thread. As indicated above, select two tools describ.docxgertrudebellgrove
) Create a new thread. As indicated above, select two tools described in chapter 7 from different categories, and describe how these tools could be used to develop a policy for optimizing bus and local train schedules to minimize energy use and passenger wait times in a SmartCity environment.
tools
•Visualization
•Argumentation
•eParticipation
•Opinion mining
•Simulation
•Serious games
•Tools specifically designed for policy makers
•Persuasive
•Social network analysis (SNA)
•Big data analytics
•Semantics and linked data
.
(Write 3 to 4 sentences per question) 1. Describe one way y.docxgertrudebellgrove
(Write 3 to 4 sentences per question)
1.
Describe one way you can leverage any strengths you have in research and information literacy to promote your success.
Consider successes, lessons learned, or skills you have gained as a result of your past academic, personal, or professional experiences.
2.
1.
Why do you think it is important to use source materials to support your viewpoints?
Why is it important that the sources you use in your coursework be scholarly sources?
.
( America and Venezuela) this is a ppt. groups assignment. Below is .docxgertrudebellgrove
( America and Venezuela) this is a ppt. groups assignment. Below is my part.
Explain how an American would apply the knowledge of verbal and nonverbal communication to foster effective cross-cultural communication within the selected country.
Lastly, summarize how cultural differences affect cross-cultural communications.
.
++ 2 PAGES++Topic Make a bill to legalize all felon has the rig.docxgertrudebellgrove
++ 2 PAGES++
Topic: Make a bill to legalize all felon has the right to vote with no condition (become a green state) https://www.aclu.org/issues/voting-rights/voter-restoration/felony-disenfranchisement-laws-map
Guideline: **only do part 2 (3-55)** follow guideline on this website: https://leg.wa.gov/CodeReviser/Documents/2019BillDraftingGuide.pdf
additional websites (or you can search more info beside the websites i provide):
https://www.sos.wa.gov/elections/voters/felons-and-voting-rights.aspxhttps://www.sos.wa.gov/elections/voter-eligibility.aspx
.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...Diana Rendina
Librarians are leading the way in creating future-ready citizens – now we need to update our spaces to match. In this session, attendees will get inspiration for transforming their library spaces. You’ll learn how to survey students and patrons, create a focus group, and use design thinking to brainstorm ideas for your space. We’ll discuss budget friendly ways to change your space as well as how to find funding. No matter where you’re at, you’ll find ideas for reimagining your space in this session.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
- Literature Review Study paper -16 pg without reference 1.5 spa.docx
1. - Literature Review Study paper
-16 pg without reference 1.5 space
STEM Teaching at the Elementary school
RQ: How do we prepare preservice teachers to engage in STEM
teaching at the elementary?
Goal: To ground a research question/professional development
presentation within a framework of extant literature (i.e.,
Review of the Literature). The topics for the study/professional
development must fall under one of the Principles to Actions
Eight Effective Mathematics Teaching Practices. This major
course project provides an opportunity for you to become an
expert on a topic related to mathematics teaching or teacher
education.
IMPORTANT NOTE: In order to complete this assignment
successfully, you must follow the guidelines provided in Galvan
(2014) Writing Literature Reviews. This book guides you
through the entire process from planning, conducting the
review, and writing the document. This assignment prepares you
for the technical writing style expected by the profession. In
addition, the mechanics for how you write (i.e., sentence
structure, word choice, citations, etc.) must adhere to the
standards outlined in the APA Styles Manual.
Although general teacher education literature may be used for
the literature review, the focus should be on the impact of the
topic on mathematics teaching and/or learning. Also, the review
of the literature should focus primarily on empirically grounded
research (quantitative, qualitative, or mixed methods). As part
of this effort, we will review and critique each other’s work.
2. -
Literature
Review
Study
paper
-
16 pg
without
reference
1.5
space
STEM Teaching at the Elementary school
RQ: How do we prepare preservice teachers to engage in STEM
teaching at the elemen
tary?
Goal: To ground a research question/professional development
presentation within a framework of
extant literature (i.e., Review of the Literature). The topics for
the study/professional development must
fall under one of the Principles to Actions Eight Ef
fective Mathematics Teaching Practices. This major
course project provides an opportunity for you to become an
expert on a topic related to mathematics
teaching or teacher education.
3. IMPORTANT NOTE: In order to complete this assignment
successfully, you
must follow the guidelines
provided in Galvan (2014) Writing Literature Reviews. This
book guides you through the entire process
from planning, conducting the review, and writing the
document. This assignment prepares you for the
technical writing style e
xpected by the profession. In addition, the mechanics for how
you write (i.e.,
sentence structure, word choice, citations, etc.) must adhere to
the standards outlined in the APA Styles
Manual.
Although general teacher education literature may be used for
the literature review, the focus should be
on the impact of the topic on mathematics teaching and/or
learning. Also, the review of the literature
should focus primarily on empirically grounded research
(quantitative, qualitative, or mixed methods).
As par
t of this effort, we will review and critique each other’s work.
- Literature Review Study paper
-16 pg without reference 1.5 space
STEM Teaching at the Elementary school
RQ: How do we prepare preservice teachers to engage in STEM
teaching at the elementary?
4. Goal: To ground a research question/professional development
presentation within a framework of
extant literature (i.e., Review of the Literature). The topics for
the study/professional development must
fall under one of the Principles to Actions Eight Effective
Mathematics Teaching Practices. This major
course project provides an opportunity for you to become an
expert on a topic related to mathematics
teaching or teacher education.
IMPORTANT NOTE: In order to complete this assignment
successfully, you must follow the guidelines
provided in Galvan (2014) Writing Literature Reviews. This
book guides you through the entire process
from planning, conducting the review, and writing the
document. This assignment prepares you for the
technical writing style expected by the profession. In addition,
the mechanics for how you write (i.e.,
sentence structure, word choice, citations, etc.) must adhere to
the standards outlined in the APA Styles
Manual.
Although general teacher education literature may be used for
the literature review, the focus should be
on the impact of the topic on mathematics teaching and/or
learning. Also, the review of the literature
should focus primarily on empirically grounded research
(quantitative, qualitative, or mixed methods).
As part of this effort, we will review and critique each other’s
work.
5. Clinical Experiences of Secondary Mathematics Teachers in
Their Induction Years
Clinical Experiences of Secondary Mathematics Teachers in
Their Induction Years
Clinical Experiences of Secondary Mathematics Teachers in
Their Induction Years
A Literature Review
Introduction
Teaching math is hard work. New teachers of mathematics must
manage the application of their own content knowledge to a new
and highly complex learning environment. Yet, a review of the
literature reveals that little is known about the needs of these
beginning secondary mathematics teachers. The research
confirms however, that the first years for secondary math
teachers are uniquely challenging even for very strong and well-
prepared new teachers (Wood, Jilk, & Paine, 2012).
Our review of the literature aims to uncover how new secondary
mathematics teachers are supported in their first years on the
job. We first discuss the methods we used for locating our
literature sources and themes that we use to organize this
review. We then begin our review of the literature by exploring
induction from an historical perspective and by discerning what
is known about new teacher induction. We consider new teacher
induction from a broad perspective including what supports
might comprise induction for new teachers and how those
supports are applied to new teachers of secondary mathematics.
6. We attempt to synthesize the current literature by organizing
our findings into major themes on induction for new teachers
and on induction supports specific for beginning secondary
mathematics teachers.
Methods
Initially we conducted our literature search using University of
South Florida’s education database of peer-reviewed scholarly
articles. Our research topic was worded as, “describe what is
known about clinical experiences of mathematics teachers
through the induction years – the first five years of practice”.
When we conducted our initial literature search, we used the
keywords “clinical experiences” and “induction” but these terms
did not yield useful articles. We then began looking more
specifically at “induction” and the adjectives
“beginning/new/novice” to capture literature on teachers in their
first five years of practice. We also used these phrases and the
adjectives, “mathematics” and “secondary” to capture relevant
literature on secondary mathematics teachers. We excluded
studies that focused on primary grades specifically or non-
mathematics content specifically and opted for studies that were
general in nature or specific to secondary mathematics.
After these modifications, we began to uncover relevant
literature but as we read the articles and assessed the quality of
the studies, we questioned the quality of the articles pulled. We
then located key articles by “pearling” from the first articles
unearthed. We used this strategy multiple times which yielded
more valuable sources. We realized the difficulty of staying on
topic and chased after frequent “red herrings” in an effort to
absorb greater depth on our topic. Nevertheless, we found a
stopping point and submitted our annotated citations. However,
we continued to pearl new articles and found more studies and
articles that helped explore the topic more deeply. Our
references therefore reflect an up-to-date list of what we have
found to be the most relevant articles for our topic.
We also actively used Nvivo software to identify themes across
7. the literature and for quickly locating words and phrases. These
themes are bolded throughout this review.
Background
Traditionally, new teachers have not had the kind of support,
guidance, and orientation programs that other highly-skilled
professions have had (Ingersoll & Strong, 2011) and new
teachers have been left to “sink or swim” (Wood et al., 2012).
New teachers have often been given the hardest assignments
with the most challenging students. According to Ingall (2006),
(as cited in Ingersoll & Strong, 2011), some denounce this
practice as an example of a profession that “cannibalizes its
young”. Notably, attrition from beginning teachers causes high
turnover, yet evidence suggests new teachers leave because they
don’t have adequate support from their school administrators
(Ingersoll & Strong, 2011).
However, new-teacher learning is not complete when teachers
leave their pre-service preparations. In fact, the most powerful
learning for new teachers occurs in their first few years in
service (Darling-Hammond, 2017). This is especially true for
new secondary mathematics teachers (Zhang, 2014).
Discussion on New Teacher Induction
Induction for beginning teachers is necessary for their
flourishing in their new profession. Several studies describe
induction as orientation, preparation, systematic support,
guidance, and mentoring for novice teachers (Darling-
Hammond, 2017; Ingersoll & Strong, 2011). For the purposes of
this review we define induction as any professional
development geared especially for beginning teachers within the
first five years of their practice. Induction for new teachers is
recognized as a necessary system of supports for helping new
teachers not just survive in the classroom but thrive in their new
profession (Scherer, 2012).
Induction should be all-inclusive. McNally and Oberski (2003)
propose that induction needs be like a “seamless garment” of
8. professional development for new teachers. They specifically
identify non-formal learning, classroom observation and
feedback, and induction curriculum supports as key pieces of an
induction program. McNally & Oberski (2003) caution however
that there is little research on why and how these different
pieces of “fabric” should be woven together. Yet, Bianchini &
Brenner (2009) suggest that breadth of induction programs
should be sacrificed for depth so that the needs of beginning
teachers are addressed as the most pressing issues in induction.
Non-formal learning and collaboration should be a part of
Induction. McNally & Oberski (2003) first identify the
importance of non-formal or informal learning and collaboration
as critical to an induction program. More specifically, there
exists vast spectrums of non-formal learning, both professional
and personal that occur outside of any imposed system of
support. These non-formal learning events are worthy of further
investigation (McNally, Blake, & Reid, 2009). A corollary to
non-formal learning is the importance of collaborative
relationship development. Several studies suggest that
relationships are of central importance to new teachers and
informal relationships with colleagues and with students are
important for the growth of an individual in his profession
(Cwikla, 2004; McNally et al., 2009; Wood et al., 2012). For
example, Cwikla (2004) noted that beginning teachers
consistently rated collaborative types of activities higher than
3.0 on a 1–4 Likert-type scale. Wood et al (2012) noted in their
case studies of beginning mathematics teachers that managing
the complex relationships of math, students, and teacher is
particularly challenging for new teachers. Comment by
Cynthia Castro-Minnehan: Need to define what nonformal and
informal learning is
Classroom observation and feedback is necessary. McNally &
Oberski (2003) also identify the importance of observation and
feedback as critical to an induction program. The opportunity to
discuss and reflect on one’s own teaching describes classroom
observation and feedback. This type of support helps new
9. teachers make sense of their own teaching (McNally et al,
2003). Harrison, (2001) noted that there have been positive
effects on teacher development when regular observations and
feedback are provided (as cited in McNally et al, 2009). For
example, Japanese lesson study, a support that encourages each
teacher’s practice to be public and for observation by all
members of the learning organization, is one version of this
type of support that is being implemented worldwide and takes
advantage of mentor and developing teachers’ rich classroom
expertise (Cwilka, 2004).
Induction curriculum is a proposed list of competencies that
should be implemented with care. McNally & Oberski (2003)
also identify the need for an induction curriculum. This implies
a list of competencies or a standard for induction support.
Tickle (2000a) argues (as cited in McNally et al, 2003) that
there is no simple prescription for an induction curriculum
because teaching and learning to teach is complex. McNally et
al., (2009) declare that standards can be very easily politicized,
and any standards should be learning-led rather than
assessment-led (McNally et al., 2009). Comment by Cynthia
Castro-Minnehan: Are?
Individualized support for beginning teachers recognizes the
importance of developing a new teacher’s identity in the
profession. Teachers have “special qualities as individual
persons which imbue their teaching” (McNally et al, 2003, pg
66). On this point, individualized support through early
nurturing of the new teacher, of early professional learning, and
of professional identity are important and may comprise
mentoring or coaching, for example. In fact, Ingersoll & Strong
(2011) state that mentoring has become the dominant form of
induction support and the terms “mentoring” and “induction”
are often used interchangeably. They also declare that greater
participation by beginning teachers in mentoring programs has
been shown to have a positive impact on student achievement
(Ingersoll & Strong, 2011).
Learning to exercise autonomy typifies the teaching profession
10. and sets new teacher development apart from other professional
development learning. Teaching is distinct and less like the
more directed work of some other careers. Individual choices in
the moment align teaching more with professions that require
autonomy in decision-making and that demand expansive
learning, while also requiring adherence to ethical practices.
Developing competency in “discretion over practice” requires
the development of strong identities for new teachers (McNally
et al., 2009). However, Gellert, (2008) observed in his analysis
of mathematics teacher orientations that teachers who are at
schools where they are not given a certain degree of autonomy
are less likely to initiate their own professional development.
Singapore is an example of all-inclusive system of induction
support. Internationally, some countries like Singapore for
example, have well-developed systems for induction of new
teachers like that envisioned by McNally et al. (2003).
Singapore offers their new teachers systemic induction and
mentoring and is arguably the most comprehensive support
system in the world. The supports include:
· Mentors. Singapore’s National Institute of Education (NIE)
trains mentor teachers and provides them a special
compensation. Their professional development is tied to
specifically supporting new teachers.
· Comprehensive Induction Support Package. Novice teachers
receive a package of supports that includes mentoring, in-
service courses, reduced teaching load, courses on classroom
management, counseling, reflective practices, and assessments
driven by the NIE.
· A buddy system.Singapore also offers their novice teachers a
buddy system in which the new teacher is assigned a peer
teacher who teaches the same subject and a supervisor to help
adjust them adjust to the demands of the work.
(Darling-Hammond, 2017).
New Teacher Induction in the U.S.
New teacher induction in the U.S. is improving. The National
Staff Development Council, NSDC published a report in 2010
11. that summarized progress in the U.S. on key indicators of
professional development. This data was collected as a part of
survey work completed in the school years 2003-04 and 2007-
08. The report identified the following range of supports being
provided to new teachers in the US through the induction years:
· Induction Program
· Working with a master or mentor teacher
· Working with a mentor teacher in the same subject area
· Regular supportive communication with a principal,
administrator or department chair
· Seminars or classes for beginning teachers
· Common planning time
· Reduced number of preparations
· Reduced teaching schedule
(Wei, Darling-Hammond, Adamson, & National Staff, 2010b)
This report highlights that nationally, new teacher participation
in induction and mentoring programs climbed to 73 and 78%
respectively in the last decade (Wei et al., 2010) .
Although induction programs are becoming more common, there
is great variation in the length and the availability of the
induction programs. Few schools in the U.S. actually provide
comprehensive induction support past the first year or two (Wei
et al., 2010). The state of California, for example, provides a
mandatory two-year induction program prior to teachers
receiving their professional certification (Bianchini & Brenner,
2010) . Beginning teachers who received some type of
induction had higher measures of job satisfaction, commitment
or retention (Ingersoll & Strong, 2011) and sustained induction
over many years has a positive impact on student achievement.
(Ingersoll & Strong, 2011). A large-scale evaluation of a
comprehensive teacher induction where new teachers were
followed for three years reported a positive and statistically
significant impact on student achievement in year three
(Glazerman et al., 2010). Also, types of supports available to
new teachers is variable especially when demographics are
taken into account. Additionally, although 56 % of beginning
12. teachers with five or fewer years of teaching experience report
common planning time, teachers report only 2.7 hours per week
of collaboration and only 16% agree that their schools support
cooperative efforts. Notable is that of the 55 % of beginning
teachers identified more of these teachers are elementary than
secondary (Wei et al., 2010). Teachers in urban and rural
schools and schools with the highest free and reduced lunch and
minority enrollments participated in these programs less often
than teachers in suburban schools and schools with fewer low-
income and minority students (Wei et al., 2010a) .
New mathematics teacher induction in the U.S.
Content-specific supports for new teachers in the U.S. are
lacking for secondary mathematics teachers. The content-
specific supports for new teachers involve working with mentor
teachers in the same content area, for example. According to the
National Staff Council’s report, about half of all new teachers
work with mentors in their content area but they noted that
beginning secondary mathematics teachers participate less in
content-specific professional development in their first three
years of teaching than their more experienced colleagues (Wei
et al., 2010). According to Ingersoll & Strong (2011), how
carefully mentors are selected is an issue for programs. They
also conclude that that beginning teachers with mentors from
the same field were less likely to leave after their first year.
Learning to teach secondary mathematics is a complex
undertaking.Yet, Wood et al., (2012) argue that even well-
prepared new mathematics teachers’ face difficult challenges.
These researchers attempted to access the experiences and
perspectives of beginning mathematics teachers to get at what
learning to teach mathematics requires and also to document its
complexity. Wood et al (2012) concluded that induction should
be focused on learning to teach mathematics rather than just
providing general support and suggests that this notion is a
powerful shift in the study of induction for secondary
mathematics teachers. This perspective was also highlighted by
13. Bianchini & Brenner (2010) who suggest that breadth of
induction programs should be sacrificed for depth so that the
needs of beginning teachers are addressed as the most pressing
issues in induction. Wood et al (2012) also suggest that new
secondary mathematics teachers need help with how to think
about simultaneously managing the complex relationships with
students, with the mathematical content, and with the
connection between students and mathematics in ways that help
them continually teach and learn from teaching.
Non-formal learning opportunities are very important to
beginning secondary mathematics teachers. The unique
complexity of teaching suggests that critical teacher learning
happens outside the formal induction structures and professional
support systems and is informal in nature (McNally, 2009). An
ethnographic study of 40 beginning secondary school teachers
in their first year of teaching revealed that informal learning
drives teacher identity in the school workplace (McNally,
2009). A more recent study (Hopkins & Spillane, 2014)
revealed that formal organizational structures inside schools
such as grade level teams, were critical for shaping beginning
mathematics teachers’ opportunities to learn. This study also
reveals that beginning mathematics teachers sought advice on
mathematics instruction from colleagues in the same grade level
who have experience with teaching the curriculum. (Hopkins &
Spillane, 2014). As noted earlier, Cwikla (2004) found that
beginning mathematics teachers consistently rated collaborative
types of activities higher than 3.0 on a 1–4 Likert-type scale.
Small scale studies have attempted to discern the needs of
novice secondary mathematics teachers. Cwikla (2004)
interviewed 10 mathematics educators with seven years of
experience or less to try to understand their reactions to
professional support in their profession. She concluded that
arteries for teacher exchange about mathematics teaching and
learning had not been established and that the conversations
with their peers did not tackle ways to improve mathematics
practice. The implication in her work is that new teachers seek
14. rich pedagogical content-specific collaboration with their
colleagues. Zhang (2014) investigated how new teachers
implemented secondary mathematics common core state
standards (CCSS). He surveyed 17 secondary mathematics
teachers. His qualitative study revealed that these new teachers
felt their content knowledge was obsolete and that the content
in the mathematics CCSS went beyond their preparation.
Specifically, his study revealed a mismatch between new
teachers’ expected teaching competence and their actual
teaching competence and concludes that professional
development programs, especially induction programs for new
teachers, should be redesigned to integrate the CCSS into
curricular development, instructional strategies, learning
experiences, and assessment techniques (Zhang, 2014).
New teachers are more willing to adapt to the demands of the
new content. Another major theme that emerged from this
review is that new teachers were more willing to adapt to the
demands of new math standards than their peers. Zang (2014)
noted that new teachers were more willing to embrace CCSS
than their more experienced teachers. Although experienced
teachers are expected to mentor new teachers, their resistance to
adopting the CCSS made collaboration with their new
colleagues difficult. New teachers suggested collaboration
should involve collaborative activities through peers and online
collaboration (Zhang, 2014) . This was echoed in a study by
Cwikla, (2004) where she reported that less experienced
mathematics teachers expressed disappointment with the more
experienced teachers’ content knowledge and suggested that
these views ought to be used to help structure professional
learning environments for less experienced teachers.
Conclusions
This study investigated literature on the experiences of
beginning secondary mathematics teachers in their induction
15. years. This investigation has revealed that there is very little
research concerning subject-specific induction support programs
(Wood, Jilk, & Paine, 2012) and more specifically secondary
mathematics induction supports. Further, there seems to be
ambivalence around how to best support new teachers who are
undertaking the challenging work of teaching mathematics.
Although studies (Cwikla, 2003; Zhang, 2014) suggest that new
mathematics teachers are frustrated with their more experienced
peers’ content knowledge.
Designing relevant and effective induction programs for new
mathematics teachers depends upon learning what the unique
needs of new mathematics teachers are and learning how to
implement comprehensive and sustained induction programs
that meet those needs in a collaborative and sustained manner.
Induction programs designed around the needs of new secondary
mathematics teachers during his/her first 5 years is essential for
the unique and complex work of teaching secondary
mathematics.
Directions for future research
From the review of the literature there appears to be a lack of
understanding of what the needs are of beginning secondary
mathematics teachers. An understanding of these needs could
serve to better inform the design of systematic induction
programs that are relevant and effective. Therefore, one
teacher-focused area for further research would be to answer the
question, “what are the needs of beginning secondary
mathematics teachers?”
More research is needed in the area of content-specific
induction supports to determine what subject or content-specific
induction supports are most relevant for new teachers in their
content area. More broadly, there may be significant policy
implications to providing more “personalized” induction
programs that are subject specific.
References
Bianchini, J. A., & Brenner, M. E. (2010). The role of induction
16. in learning to teach toward equity: A study of beginning science
and mathematics teachers. Science Education, 94(1), 164-195.
Gellert, U. (2008). Routines and collective orientations in
mathematics teachers’ professional development. Educational
Studies in Mathematics, 67(2), 93-110. doi:10.1007/s10649-
007-9089-x
Glazerman, S., Isenberg, E., Dolfin, S., Bleeker, M., Johnson,
A., Grider, M., . . . WestEd. (2010). Impacts of comprehensive
teacher induction: Final results from a randomized controlled
study. NCEE 2010-4027. ().National Center for Education
Evaluation and Regional Assistance.
Hopkins, M., & Spillane, J. P. (2014). Schoolhouse teacher
educators: Structuring beginning teachers opportunities to learn
about instruction. Journal of Teacher Education, (4), 327.
doi:10.1080/19322909.2014.927745
Ingersoll, R. M., & Strong, M. (2011). The impact of induction
and mentoring programs for beginning teachers: A critical
review of the research. Review of Educational Research, (2),
201.
Scherer, M. (2012). The challenges of supporting new teachers
A conversation with linda darling-hammond. United States:
ASCD ASSOCIATION FOR SUPERVISION AND.
Wei, R. C., Darling-Hammond, L., Adamson, F., & National
Staff, D. C. (2010a). Professional development in the united
states: Trends and challenges. phase II of a three-phase study.
executive summary. ().National Staff Development Council.
Wei, R. C., Darling-Hammond, L., Adamson, F., & National
Staff, D. C. (2010b). Professional development in the united
states: Trends and challenges. phase II of a three-phase study.
technical report. National Staff Development Council
Wood, M. B., Jilk, L. M., & Paine, L. W. (2012). Moving
beyond sinking or swimming: Reconceptualizing the needs of
beginning mathematics teachers. Teachers College Record,
114(8)
Zhang, S. (2014). New teachers’ implementation of the common
core state standards. United States: Taylor & Francis.
19. Literature Review
Student’s Name
Affiliate Institution
Literature Review
When it comes to teaching mathematics, the aspect of teaching
STEM comes in place. This is because Mathematics is one of
the fields that lie within the STEM disciplines. With this in
mind, it is important that the past and researched information
regarding STEM is put into consideration. In doing so, it will
become simpler in making sure that STEM education is well
taught in elementary schools. Through a review of journals and
articles regarding STEM education, it is possible to come up
with mechanisms of improving preservice teachers’ service
delivery to elementary school students for all disciplines
including mathematics.
Research has established that most elementary school teachers
feel that they do not have enough knowledge in the field of
STEM. In this research, preservice elementary teachers were
given the opportunity to give their own rating on their abilities
to teach STEM disciplines to elementary school students. This
research went ahead to outline the ways in which teachers’
knowledge and skills can be improved through ways such as
integrated place-based activities. The research further gives
20. room for these teachers to come up with their own designs and
implementation of STEM design (Anne, Adams, Brant, Melissa,
Jerine, 2014). The same information can be applied to teaching
mathematics.
It has also been established that the quality of education that
preservice elementary schools teachers receive on STEM
education also has an impact on their ability to pass the
knowledge to their students. This establishes that these teachers
deserve to have an opportunity to be also educated on STEM
subjects in order to have the knowledge and ability to teach. It
is also worth mentioning that it is impossible for a teacher to
teach what they do not know (Hacıömeroğlu1, 2018). This,
therefore, points out the importance of improving the education
systems and programs for the preservice teachers. This is major
because the teachers pass the knowledge that they have to their
students. Equipping them with the best knowledge, skills, and
experience in STEM is, therefore, an important way of ensuring
that students will later receive the best STEM education (Teo &
Ke, 2014). In a research study that was carried out on the theory
of planned behavior in Taiwan, it was established that Stronger
STEM teaching was positively related to higher perceived
behavioral control. In this research, the conclusion was that a
positive appreciation of STEM education resulted in a positive
teacher competence in this field (Lin & Williams, 2016).
In the same aspect as the knowledge content of a teacher, a
study established that the level of mathematics content in a
teacher can be improved through the use of online study
materials. As the world goes digital, so should the education
system. Digitalization can be beneficial in boosting knowledge
and skills among STEM teachers (Swars, Daane & Giesen,
2006). This is because, through exposure to an online learning
platform, preservice elementary teachers are able to gain new
knowledge and even get reference materials to use in classes.
Further research establishes that the use of Makerspace is a
useful tool to engage students studying STEM disciplines. The
research focuses on the ability of the teacher to engage their
21. students using Makerspace. Far from improving student
engagement, the tool has also been found to be effective in
improving the teachers’ professional development. Both the
student and the teacher are able to benefit from the use of
Makerspace in STEM subjects (Blackley, Sheffield, Maynard,
Koul & Walker, 2017). Through this, the idea of mentorship has
been brought into picture. When students have their teachers as
their mentors, it is possible for them to benefit at a wider range
from STEM education. This research is further supported by
another research that was carried out on the effectiveness of
Makerspace in engaging primary school students in Indonesia.
The results were that learning experiences were improved
(Blackley, Sheffield & Koul, 2018). This, therefore, points out
that teacher preparation to teach STEM subjects can be
enhanced through the use of this tool.
The views of preservice teachers on STEM education have
been catered for. A researcher carried out research on the
opinions and perceptions of preservice and in-service teachers
on the STEM education system. Throughout the research, it was
established that there are common features between in-service
and preservice teachers. They both want to develop their careers
in education in various ways (Ejiwale, 2013). One common way
is through attending training workshops where they are guided
on the different forms of project-based approaches that aid them
in teaching STEM subjects. With this research on professional
development using project-based approaches, the same
knowledge can be applied in teaching other subjects such as
languages and mathematics to elementary school students
(Beyer & Davis, 2012). This research is further supported by
the fact that there is need to reform the education system for
preservice elementary school teachers. Their education system
should be designed in such a way that it gives focus on how
teachers should be prepared to teach STEM subjects in order to
improve the end result of service delivery to students (Rogers,
Winship & Sun, 2015). It is therefore important to note that
case methodologies are taking a big role in the shift from
22. traditional education system which was focused on knowledge
towards the STEM education system which is focused on
innovation ad real practice (Siew, Amir & Chong, 2015). This is
because case methodologies give the students the ability to
experience teaching through practice.
Researchers have also addressed the issue of improving formal
teacher efficacy as a way of preparing preservice elementary
teachers to teach STEM subjects. Scholars have mentioned the
idea of teachers n’ training (TNT), which is one of the informal
teaching experience from the traditional education system. This
study tries to explain the fact that STEM education does not
only depend on formal settings, informal settings also boost the
ability of the student to remember what they have been taught
easily (Flores, 2015). TNT which was used in this case showed
that the elementary preservice teachers benefit from this
informal science teaching model (Bracey, Brooks, Marlette &
Locke, 2013). The teachers were able to make quality
presentations after being exposed to this type of informal
training.
When it comes to STEM education, the importance of exposing
children to this education system at an early age has been
mentioned. It is important for kids to get exposed to STEM
education at early age as it helps them understand their interests
at an early age. This was a conclusion after looking at the
declining population of American children who are pursuing
STEM degrees and related disciplines in colleges and
universities (Lee & Nason, 2012). The decrease was explained
by the fact that most of the students were not exposed to STEM
education during their early schooling. The job market is
narrowing down and there is high demand for people with
degrees in STEM and its related courses (DeJarnette, 2012). In
order to prepare kids for the future it is important that early
exposure to STEM education is improved.
Various scholars have also taken the step to outline ways in
which STEM teachers should be prepared to teach. One way of
focusing on their preparedness is by investing in their education
23. system. This further pointed out to the need of various
education stakeholders to take part in improving their education
programs as a way of improving the general education system of
a country (Nadelson, Callahan, Pyke, Hay & Schrader, 2009).
According to this research,there is need to ensure that these
teachers have enough research and study materials in order to
improve the general progress in STEM education.
Teacher experience has over time been associated with
increased output in terms of their knowledge and ability to
engage their students. The same has been found to be an
important aspect of STEM teaching. Teachers' pre-practice
during their training in colleges and universities has been used
by their lecturers to evaluate their ability to go into the field
and practice teaching. Researchers have therefore also outlined
that periodical field teaching practice by teachers improve their
ability to teach STEM subjects (Kennedy & Archambault,
2012). The article goes further to outline the importance of field
experiences to these teachers. Through such experiences, they
learn other skills and personal competencies that accompany
their profession. Their confidence level is boosted through
frequent exposure to the teaching environment (Radloff &
Guzey, 2016). Similarly, another research that was aimed at
establishing what was missing in the STEM teaching curriculum
addressed the issue of teaching practice. From this specific
research, it was established that preservice teacher exposure had
one major positive impact of boosting their confidence. The
issue that was being mentioned in this research is the fact that
their curriculum was missing enough exposure to prepare them
to teach STEM to elementary students. Some of the other
benefits that these teachers will achieve as a result of teaching
practice exposure are self-efficacy. Their abilities to render
teaching services to students are boosted through teaching
practice exposures (Jaipal-Jamani & Angeli, 2017). Robotics is
another tool that has been found to improve self-efficacy among
preservice elementary teachers. In the research, it was
established that those teachers who used robotics in teaching
24. science showed an increased interest in teaching as well as
improved self-efficacy. Those teachers who have mastered the
art of using robotics in designing their lesson plans were able to
capture the attention and emotion of their students (Kim, Kim,
Yuan, Hill, Doshi & Thai, 2015). This boosted their
concentration and hence the general gain from STEM classes.
For an effective output from STEM education, there is need for
proper teacher preparation. Studies have therefore gone into
finding out ways in which preservice elementary school teachers
should be prepared to teach SDTEM disciplines. Some of the
preparations that have been outlined include teacher training
and induction (Wilson, 2011). This goes hand in hand with the
need to prepare these teachers to fit the changing education
demands and systems. With the aim of outlining the required
preparation for teachers, it was outlined that the learning
opportunities that teachers accessed had a direct impact on the
quality of knowledge they passed across to their students. The
teachers should be able to remain consistent in their ability to
provide guidance to their students irrespective of the changes to
education systems. Teacher relevance should be maintained
through their STEM education systems. This was addressed by
the case study on two Korean community schools. The study
pointed out t the important of STEM content in ensuring that
teachers remained relevant in all STEM education systems that
might be incorporated in future (Jho, Hong & Song, 2016). The
STEM content of their education also determines the knowledge
that they pass across to their students in elementary schools.
One unique aspect of teaching that has been found to be
effective in teaching is the use of case and case methodologies.
The use of these methods in teaching STEM had the effect of
teacher consistency in making use of their knowledge (Eckman,
Williams & Silver-Thorn,2016). Preservice elementary school
teachers came to learn that it was important to make their
lessons and teachings in STEM subjects student-centered (Yoon,
Pedretti, Pedretti, Hewitt, Perris & Van Oostveen, 2006). They
learned that in order to ensure that students have a maximum
25. gain from their classes; they needed to make sure that they
involved them in-class activities.
References
Adams, A. E., Miller, B. G., Saul, M., & Pegg, J. (2014).
Supporting Elementary Pre-Service Teachers to Teach STEM
through Place-Based Teaching and Learning
Experiences. Electronic Journal of Science Education, 18(5),
n5.
Beyer, C. J., & Davis, E. A. (2012). Learning to critique and
adapt science curriculum materials: Examining the development
of preservice elementary teachers' pedagogical content
knowledge. Science Education, 96(1), 130-157.
Blackley, S., Sheffield, R., & Koul, R. (2018). Using a
Makerspace approach to engage Indonesian primary students
with STEM. Issues in Educational Research, 28(1), 18.
Blackley, S., Sheffield, R., Maynard, N., Koul, R., & Walker,
R. (2017). Makerspace and reflective practice: Advancing pre-
service teachers in STEM education. Australian Journal of
Teacher Education (Online), 42(3), 22.
Bracey, G., Brooks, M., Marlette, S., & Locke, S. (2013).
Teachers’n training: Building formal STEM teaching efficacy
through informal science teaching experience. In ASQ
Advancing the STEM Agenda Conference, Grand Valley State
University, Michigan.
DeJarnette, N. (2012). America's children: Providing early
exposure to STEM (science, technology, engineering, and math)
initiatives. Education, 133(1), 77-84.
DiFrancesca, D., Lee, C., & McIntyre, E. (2014). Where Is the"
E" in STEM for Young Children? Engineering Design Education
in an Elementary Teacher Preparation Program. Issues in
Teacher Education, 23(1), 49-64.
Eckman, E. W., Williams, M. A., & Silver-Thorn, M. B. (2016).
An integrated model for STEM teacher preparation: The value
of a teaching cooperative educational experience. Journal of
STEM Teacher Education, 51(1), 8.
26. Ejiwale, J. A. (2013). Barriers to a successful implementation of
STEM education. Journal of Education and Learning, 7(2), 63-
74.
Flores, I. M. (2015). Developing Preservice Teachers' Self-
Efficacy through Field-Based Science Teaching Practice with
Elementary Students. Research in Higher Education Journal, 27.
Hacıömeroğlu, G. (2018). Examining Elementary Pre-service
Teachers' Science, Technology, Engineering, and Mathematics
(STEM) Teaching Intention. International Online Journal of
Educational Sciences, 10(1).
Jaipal-Jamani, K., & Angeli, C. (2017). Effect of robotics on
elementary preservice teachers’ self-efficacy, science learning,
and computational thinking. Journal of Science Education and
Technology, 26(2), 175-192.
Jho, H., Hong, O., & Song, J. (2016). An analysis of
STEM/STEAM teacher education in Korea with a case study of
two schools from a community of practice perspective. Eurasia
Journal of Mathematics, Science & Technology
Education, 12(7).
Kennedy, K., & Archambault, L. (2012). Offering preservice
teachers field experiences in K-12 online learning: A national
survey of teacher education programs. Journal of Teacher
Education, 63(3), 185-200.
Kim, C., Kim, D., Yuan, J., Hill, R. B., Doshi, P., & Thai, C. N.
(2015). Robotics to promote elementary education pre-service
teachers' STEM engagement, learning, and teaching. Computers
& Education, 91, 14-31.
Lee, K. T., & Nason, R. A. (2012). Reforming the preparation
of future STEM teachers.
Lin, K. Y., & Williams, P. J. (2016). Taiwanese preservice
teachers’ science, technology, engineering, and mathematics
teaching intention. International Journal of Science and
Mathematics Education, 14(6), 1021-1036.
Nadelson, L. S., Callahan, J., Pyke, P., Hay, A., & Schrader, C.
(2009). A systemic solution: Elementary teacher preparation in
STEM expertise and engineering awareness.
27. Radloff, J., & Guzey, S. (2016). Investigating preservice STEM
teacher conceptions of STEM education. Journal of Science
Education and Technology, 25(5), 759-774.
Rogers, R. R., Winship, J., & Sun, Y. (2015). Systematic
support for STEM pre-service teachers: An authentic and
sustainable four. Innovative professional development methods
and strategies for STEM education, 73.
Siew, N. M., Amir, N., & Chong, C. L. (2015). The perceptions
of pre-service and in-service teachers regarding a project-based
STEM approach to teaching science. SpringerPlus, 4(1), 8.
Stohlmann, M. S., Moore, T. J., & Cramer, K. (2013).
Preservice elementary teachers' mathematical content
knowledge from an integrated STEM modeling activity. Journal
of Mathematical Modelling and Application, 1(8), 18-31.
Unacceptable
Developing
Acceptable
Score
1
Introduction: Problem Statement
Neither implicit nor explicit reference is made to the topic,
problem or question to be examined. (0)
Readers are aware of the overall problem, challenge, or topic of
the article. (1-2)
The topic problem is introduced, and brief background
information is provided to re-orient the reader to what the
author plans to discuss. (3)
/3
28. 2
Articles Selection
Information is gathered from a limited number of appropriate
sources. (0)
Information is gathered from multiple appropriate sources. (1-2)
Information is gathered from multiple, appropriate research-
based sources.(3)
/3
3
Critical Thinking/Analysis/Synthesis
There is no indication the author tried to synthesize the
information provided. Articles are summarized, but there is
little evidence of analysis. (0-1)
The author demonstrated ability to evaluate and analyze
information. There is some evidence of analysis, but this
analysis is not apparent throughout the paper. (2-3)
The author demonstrates the ability to effectively, evaluate,
analyze, and synthesize the information. Collection of studies
analyzed for differences and commonalities about the topic. (4-
5)
/5
4
Clarity (Structure & Flow)
Written work has weak beginning, development and
conclusions. Sections, paragraphs and transitions are deficient.
Weakly organized with no logical sequencing or structure. The
report appears to have no direction, with subtopics appearing
disjointed. (0-1)
Written work has adequate beginning, development and
conclusion. Sections, paragraphs, and transitions are adequate.
Well organized, but demonstrates illogical sequencing or
structure. There is a basic flow from one section to the next, but
not all sections or paragraphs follow in a natural or logical
order. (2-3)
Written work has clear and appropriate beginning, development,
29. and conclusion. Sections, paragraphs, and transitions are clear
and appropriate. Well organized, demonstrates logical
sequencing and structure. There is a logical flow from general
ideas to specific conclusions. Transitions tie adjacent
paragraphs and sections together. (4-5)
/5
5
Clarity (Coverage of content)
Written work does an inadequate job of covering the topic.
Assertions are weakly supported by evidence. (0-1)
Written work adequately covers the topic. Assertions are
supported by evidence. (2-3)
Written work provides an in-depth coverage of the topic.
Assertions are clearly supported by evidence. (4-5)
/5
6
Clarity (Expression of Ideas)
It is difficult to determine what the author is trying to convey.
Difficulties with sentence structure, grammar, and/or
punctuations are evident. Uses lengthy descriptions and
explanations; expresses vague opinions and conclusions. (0-1)
Writing is generally clear, but there are some areas in need of
improvement. Summarizes the relevance and significance of
cited literature using scholarly language.
(2-3)
Report is well-written. Clarity and precision of the writing
conveys exactly what the author intends and leaves little room
for semantic confusion or interpretation. Clearly and concisely
states the significance and relevance of information using
appropriate scholarly terminology. (4-5)
/5
7
Conclusions
There is no indication the author tried to draw conclusions
30. based on the literature under review.
(0-1)
The author provides concluding remarks that show an analysis
and synthesis of ideas occurred. Some of the conclusions,
however, were not supported in the body of the report.
(2-3)
The author was able to make succinct and precise conclusions
based on the review. Insights into the problem are appropriate.
Conclusions are strongly supported in the review. (4-5)
/5
8
Implications
There is no indication that the identified implications are
supported by the literature under review or implications are not
provided.(0-1)
The author provides concluding remarks that show an analysis
and synthesis of ideas occurred. Some of the implications,
however, were not supported in the body of the report.
(2-3)
The author was able to identify implication with direct
connections to the review. Insights into the problem are
appropriate. Implications are strongly supported in the review.
(4-5)
/5
31. 9
Directions for Future Research
No connections are made between the reviewed literature and
the areas identified for further research. (0)
Some links are made between the reviewed literature and the
areas identified for further research. (1-2)
Clear links can be made between the reviewed literature and the
areas identified for further research.(3)
/3
10
APA (Body of Paper)
APA format (i.e., headings, spacing, citations, etc.) is not used
appropriately in the body of the paper. (0)
APA format (i.e., headings, spacing, citations, etc.) is used for
the majority of the paper, but there are some errors evident. (1-
2)
Correct use of APA for the body of the paper. (3)
/3
11
APA (Citations/
References)
Citation for the article did not follow APA format and was
missing essential information.
(0)
Citation for the article did follow APA format; however; a few
(2) errors in essential information were evident. (1-2)
Citation for the article did follow APA format. Essential
information was accurate and complete. (3)
/3
32. TOTAL:______/45
Introduction
why is your topic important?
end with what is your research question
METHODOLOGY
What databases
what search terms
inclusion/exclusion criteria
how many articles did you find?
define any terms
FINDINGS/RESULTS
DISCUSSION
implications for teacher preparation
directions for future research
explain the structure of your results. What are the “buckets”
that you will use?
In this section, I present my findings on the review of literature
for preparing teachers to use technology. I present these
findings in three sections: Section A, B, C
TPACK
technology pedagogical content knowledge
PCK
Shulman
Pedagogical content knowledge
MKT- Deborah ball mathematical knowledge for teaching.
M-TPACK
Introduction
why is your topic
important?
33. e
nd with what is your research question
METHODOLOGY
What databases
what search terms
inclusion/exclusion criteria
how many articles did you
find?
define any terms
FINDINGS
/
RESULTS
DISCUSSION
implications for teacher preparation
directions for future research
explain the structure of your results. What are the “buckets”
that you will use?
In this section, I present my findings on the review of literature
for preparing teachers to use
technology. I present these findings in three sections: Section
A, B, C
34. TPACK
technology pedagogical content knowledge
PCK
Shulman
Pedagogical content knowle
d
ge
MKT
-
Deborah ball mathematical knowledge for teaching.
M
-
TPACK
Introduction
why is your topic important?
end with what is your research question
METHODOLOGY
What databases
what search terms
inclusion/exclusion criteria
how many articles did you find?
define any terms
FINDINGS/RESULTS
DISCUSSION
implications for teacher preparation
directions for future research
35. explain the structure of your results. What are the “buckets”
that you will use?
In this section, I present my findings on the review of literature
for preparing teachers to use
technology. I present these findings in three sections: Section
A, B, C
TPACK
technology pedagogical content knowledge
PCK
Shulman
Pedagogical content knowledge
MKT- Deborah ball mathematical knowledge for teaching.
M-TPACK