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This document discusses research design and methodology. It outlines the purposes of research as exploration, description, and explanation. It distinguishes between quantitative and qualitative research, noting that quantitative research focuses on measurement, causality, generalization, and replication while qualitative research emphasizes seeing through participants' eyes and understanding context and process. The document stresses that research design and methodology are determined by the problem statement and research question. It lists important elements to consider in research design such as points of focus, time, and feasibility.
This presentation focuses on preparing school leaders to use data-driven decision making to improve student achievement. It discusses Miami-Dade County Public Schools' journey toward excellence using criteria like Baldrige/Sterling, which has led to strengths in leadership, planning, and student focus, but opportunities remain in using data for analysis, management, and performance results. The presentation also covers tools and strategies for data-driven decision making, including choosing appropriate analysis methods matched to learning targets and subjects.
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School administrators make many types of decisions that impact students, faculty, and the overall organization. While the rational model of decision-making involves identifying problems, generating alternatives, evaluating options, choosing a solution, implementing it, and evaluating outcomes, administrators often use bounded rationality due to constraints. They may satisfice by choosing acceptable rather than optimal options. Heuristics like availability, representativeness, and anchoring biases also influence decisions. Contextual rationality and procedural rationality further shape the decision process, and intuition plays a role alongside rational approaches.
Dr. Edgar Blevins, Professor of Mechanical Engineering at Southern University in Baton Rouge, gave a presentation on Choosing Faculty Mentors and your Communities to foster academic success.
POWERPOINT PRESENTATION FOR PROPOSAL DEFENSEShenieBaludo
This document discusses a study that aims to determine the factors influencing Bachelor of Education (BEED) students' chosen course at Initao College. It provides background on the importance of career choice and decision making for students. The theoretical framework discusses Holland's Theory of Career Choice and Bandura's career development theory. The study seeks to determine the demographic profile of BEED students and identify factors such as institution considerations, family influence, financial support, future job opportunities, personal interests, peer influence, and skills that affect course choice. It also examines if there is a relationship between demographic profile and influencing factors. The study aims to benefit students, school administrators, instructors, and parents by providing guidance on career decision making. It will be conducted
Becoming Information Literate: transition from academia to the workplace - workshop was given by Jim McCloskey of Wilmington University at the annual MLA/DLA Joint State Conference 2016
This document discusses research design and methodology. It outlines the purposes of research as exploration, description, and explanation. It distinguishes between quantitative and qualitative research, noting that quantitative research focuses on measurement, causality, generalization, and replication while qualitative research emphasizes seeing through participants' eyes and understanding context and process. The document stresses that research design and methodology are determined by the problem statement and research question. It lists key elements to consider in research design such as points of focus, time, and feasibility.
This document discusses research design and methodology. It outlines the purposes of research as exploration, description, and explanation. It distinguishes between quantitative and qualitative research, noting that quantitative research focuses on measurement, causality, generalization, and replication while qualitative research emphasizes seeing through participants' eyes and understanding context and process. The document stresses that research design and methodology are determined by the problem statement and research question. It lists important elements to consider in research design such as points of focus, time, and feasibility.
This presentation focuses on preparing school leaders to use data-driven decision making to improve student achievement. It discusses Miami-Dade County Public Schools' journey toward excellence using criteria like Baldrige/Sterling, which has led to strengths in leadership, planning, and student focus, but opportunities remain in using data for analysis, management, and performance results. The presentation also covers tools and strategies for data-driven decision making, including choosing appropriate analysis methods matched to learning targets and subjects.
Webinar that discusses the "Tenacity, Grit, and Perseverance" report released by the U.S. Dept of Education. Highlighted two SmarterMeasure clients schools and how they use the tool to improve their programs.
School administrators make many types of decisions that impact students, faculty, and the overall organization. While the rational model of decision-making involves identifying problems, generating alternatives, evaluating options, choosing a solution, implementing it, and evaluating outcomes, administrators often use bounded rationality due to constraints. They may satisfice by choosing acceptable rather than optimal options. Heuristics like availability, representativeness, and anchoring biases also influence decisions. Contextual rationality and procedural rationality further shape the decision process, and intuition plays a role alongside rational approaches.
Dr. Edgar Blevins, Professor of Mechanical Engineering at Southern University in Baton Rouge, gave a presentation on Choosing Faculty Mentors and your Communities to foster academic success.
Foreign Language Classroom Assessment in Support of Teaching and LearningCALPER
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1. The document discusses key messages and themes around assessment from several modules, including that 21st century skills like critical thinking, problem solving, communication and collaboration are essential for students. Feedback is important for student growth. Formative assessment helps both teachers and students understand learning progress.
2. It provides details on formative assessment, noting its positive impact on student achievement, especially for lower performing students. Both assessment of learning and assessment for learning are needed. Students and teachers use formative assessment to understand learning goals and close gaps.
3. When developing assessments, clear purpose, learning targets, sound design, communication of results, and student involvement are important. Assessment serves multiple purposes and users at different points to evaluate student
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Find the Symposium’s documentation here: http://fome.info/2015
This action research proposal aims to evaluate teacher effectiveness in developing reading comprehension, fluency, and alignment to Common Core standards in 8 students with varying literacy levels. The study will examine how teachers can utilize resources to help all students achieve grade level success and bring successful literacy development to students below grade level. Data will be collected through parent and student surveys and teacher interviews before and after implementing intervention strategies such as phonics games. Results will help determine best practices for supporting students with different literacy needs.
From the CALPER/LARC Testing and Assessment Webinar Series
Download the handouts and ppt: https://larc.sdsu.edu/archived-events/
View the recording: http://vimeo.com/59919647
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Foreign language teachers must balance their commitment to meeting learner needs and promoting learner language abilities with their responsibility to generate grades and document learner progress toward curricular objectives. Large-scale, formal testing practices lead many to view teaching and assessment as distinct or even competing activities that classroom practitioners must choose between. The focus of this webinar is how assessment may be conceived not as a separate undertaking but rather as a perspective on teaching and learning activities – that is, a way of looking at regular classroom activities as sources of information regarding forms of learner participation and contribution, difficulties they encounter, and forms of support they require to progress. This way of thinking about assessment’s relation to teaching resonates with recent calls for an Assessment-for-Learning framework, which underscores the relevance to instructional decisions of insights into learner abilities that are gained through informal assessments. It also draws heavily upon the recent innovation of Dynamic Assessment as a principled approach to integrating teaching and assessment as a single activity that supports learners to stretch beyond their current language abilities. Examples of classroom interactions intended to serve both instructional and evaluative purposes will be presented. Participants will be invited to critically examine these examples and, through discussion, to derive principles for teaching and assessing to promote language learning.
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The aim of this research is to determine the characteristics of mathematical thinking based on the impact of self-efficacy on class VIII students on numeracy literacy questions. This research is a qualitative research with research subjects 60 students of class VIII. The data collection instruments used were self-efficacy questionnaires, mathematical thinking ability tests, and interviews. The analysis of the mathematical thinking ability test refers to the modified Stacey indicators. Data analysis was carried out in the following steps, namely the data reduction, the data presentation, the data verification, and the conclusion. The results of the research show that (1) students who have a high category of Magnitude aspect have characteristics of mathematical thinking achievement of 44% (2) students who have a high category of Strength aspect have characteristics of mathematical thinking achievement of 67%, and (3) students who have a General aspect the high category has the achievement characteristics of mathematical thinking of 75%. The achievement of mathematical thinking abilities can be seen from the students' achievements in the Magnitude, Strength, and Generally aspects which are achieved in their entirety or alternately between the two aspects in each aspect of self-efficacy.
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This course examines global trends and networks in the 21st century to develop students' critical and creative thinking skills. Students will analyze emerging trends, evaluate issues using strategic and intuitive decision-making, and create scenarios to propose interventions and alternative futures. The course aims to help students understand the interconnections between neural networks and social realities. Students will demonstrate their understanding through essays, presentations, and a final video presenting their vision for an ideal future.
1. The document discusses key messages and themes around assessment from several modules, including that 21st century skills like critical thinking, problem solving, communication and collaboration are essential for students. Feedback is important for student growth. Formative assessment helps both teachers and students understand learning progress.
2. It provides details on formative assessment, noting its positive impact on student achievement, especially for lower performing students. Both assessment of learning and assessment for learning are needed. Students and teachers use formative assessment to understand learning goals and close gaps.
3. When developing assessments, clear purpose, learning targets, sound design, communication of results, and student involvement are important. Assessment serves multiple purposes and users at different points to evaluate student
Designing for innovative learning: Between making pedagogical decisions and u...Nadia Naffi, Ph.D.
Naffi, N. (2016). Designing for innovative learning: between making pedagogical decisions and unleashing the control on decisions. Workshop. Marianopolis College, Montreal, Canada
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USING SOCIAL-COGNITIVE THEORY IN MATHEMATICS EDUCATIONSTKIP PGRI Pacitan
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Frederic Fovet presents on examining social media use through the lens of Universal Design for Learning (UDL) in higher education. UDL aims to remove barriers and widen access for diverse learners by focusing on teaching practices rather than student impairments. Fovet finds that integrating social media into teaching can increase accessibility by offering flexibility in learning styles and engagement beyond the classroom. While change faces resistance, social media create few true accessibility issues and align with UDL principles by providing multiple means of representation, expression, and engagement. Fovet concludes that examining social media through UDL can revolutionize teaching and learning by widening access.
The document discusses strategies for teaching and assessing critical thinking skills in millennial students. It provides background on Generation X and millennial learners, explaining that millennials are independent problem solvers who want meaningful, stimulating work and quick access to information. The document then outlines several key teaching strategies and self-assessment activities that focus on experiential learning, giving students control and connecting classroom learning to real-world applications. Finally, it presents three methods for assessing critical thinking: a pro/con grid, content/form/function outlining, and analytic memos.
This document presents a research proposal that aims to determine the factors affecting the college course preferences of grade 12 students at FDRMS for the 2018-2019 school year. Specifically, it seeks to identify the demographic profile of respondents and investigate how personal choice, parents' decision, peer influence, and job opportunities influence course selection. The study is guided by theories on multiple intelligences, capabilities, and career counseling. It will survey 40 grade 12 students to understand their preferences and help students and parents in the college selection process. A literature review discusses related foreign and local studies on factors like self-examination, economic considerations, and the role of parents and counselors in shaping career decisions.
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This document discusses key aspects of effective learning and assessment in classrooms. It begins by outlining Guy Claxton's four aspects of effective learning: resilience, resourcefulness, reflectiveness, and reciprocity. It then discusses theories around classroom climate, including the dimensions of clarity, order, standards, fairness, participation, support, safety, and interest. The document also examines teacher effectiveness using Hay McBer's framework of professional characteristics, teaching skills, and classroom climate. It concludes that learning and assessment are shaped by the interplay between these classroom, teacher, and student factors.
FoME Symposium 2015 | Workshop 8: Current Evaluation Practices and Perspectiv...FOME2015
This presentation was held at the FoME Symposium, Oct. 1-2, 2015 at DW Akademie Bonn. FoME stands for "Forum Medien und Entwicklung". It's the German Forum "Media and Development", a network of institutions and individuals active in the field of media development cooperation.
Find the Symposium’s documentation here: http://fome.info/2015
This action research proposal aims to evaluate teacher effectiveness in developing reading comprehension, fluency, and alignment to Common Core standards in 8 students with varying literacy levels. The study will examine how teachers can utilize resources to help all students achieve grade level success and bring successful literacy development to students below grade level. Data will be collected through parent and student surveys and teacher interviews before and after implementing intervention strategies such as phonics games. Results will help determine best practices for supporting students with different literacy needs.
From the CALPER/LARC Testing and Assessment Webinar Series
Download the handouts and ppt: https://larc.sdsu.edu/archived-events/
View the recording: http://vimeo.com/59919647
Presentation Abstract:
Foreign language teachers must balance their commitment to meeting learner needs and promoting learner language abilities with their responsibility to generate grades and document learner progress toward curricular objectives. Large-scale, formal testing practices lead many to view teaching and assessment as distinct or even competing activities that classroom practitioners must choose between. The focus of this webinar is how assessment may be conceived not as a separate undertaking but rather as a perspective on teaching and learning activities – that is, a way of looking at regular classroom activities as sources of information regarding forms of learner participation and contribution, difficulties they encounter, and forms of support they require to progress. This way of thinking about assessment’s relation to teaching resonates with recent calls for an Assessment-for-Learning framework, which underscores the relevance to instructional decisions of insights into learner abilities that are gained through informal assessments. It also draws heavily upon the recent innovation of Dynamic Assessment as a principled approach to integrating teaching and assessment as a single activity that supports learners to stretch beyond their current language abilities. Examples of classroom interactions intended to serve both instructional and evaluative purposes will be presented. Participants will be invited to critically examine these examples and, through discussion, to derive principles for teaching and assessing to promote language learning.
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Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
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Walmart Business+ and Spark Good for Nonprofits.pdf
Research.pptx
1. DECISION-MAKING LIMITATIONS FROM COMMUNICATION
BARRIERS EXPERIENCED BY FRESHMEN MASTER OF ARTS
IN EDUCATION MAJOR IN EDUCATIONAL MANAGEMENT
AT LEYTE NORMAL UNIVERSITY GRADUATE SCHOOL
S.Y. 2020-2021
6. DECIDE! DECIDE! DECIDE!
COMMUNICATE
“When a decision needs to be made, the
responsibility naturally falls to the leader
in charge, but a sound decision can’t be
made in isolation (Meier, 2020).
8. 1. How do communication barriers limit the
decision-making undertakings of freshmen Master
of Arts in Education major in Educational
Management (MaEd-EDM) of LNU Graduate
School?
STATEMENT OF THE PROBLEM
9. 2. What specific decision-making challenges
have they experienced or known due to
communication barriers?
STATEMENT OF THE PROBLEM
10. 3. What attitudes (optimistic or pessimistic) do
MaEd-EDM of LNU Graduate School have to
resolve the challenges met in their decision-
making process brought by the
communication barriers?
STATEMENT OF THE PROBLEM
14. Decision-Making. The action or process of making
decisions, especially important ones.
Communication. A process by which information is
exchanged between individuals through a common
system of symbols, signs, or behavior.
DEFINITION OF TERMS
15. Communication Barrier. Anything that prevents us
from receiving and understanding the messages
others use to convey their information, ideas and
thoughts. They can interfere with or block the
message you are trying to send.
Limitation. Limitting rule or circumstance or a
restriction
DEFINITION OF TERMS
16. Stakeholders - Individuals or groups who are
impacted by the organization. These include owners,
employees, customers, suppliers, and members of
the community in which the organization is located.
DEFINITION OF TERMS
17. Master of Arts in Education major in Educational
Management (MAED EDM). One of the course
programs offered by Leyte Normal University (LNU)
Graduate School
Students. Refers to the freshmen of LNU Graduate
School taking up MAED EDM
DEFINITION OF TERMS
18.
19. According to Chuu (2014), decision-
making is a part of a higher cortical
function and one of the most brilliant
representations of individual and
collective cognitive function.
REVIEW OF RELATED LITERATURE
20. Decision-making is the process of making
choices by identifying a decision,
gathering information, and assessing
alternative resolutions (Anderson, 2014).
REVIEW OF RELATED LITERATURE
21. The Board of Trustees in the University of
Massachusetts has identified the following
steps in the decision-making process
which are:
REVIEW OF RELATED LITERATURE
22. Step 1: Identify
the decision
Step 2: Gather
relevant
information
Step 3: Identify
the alternatives
Step 4: Weigh
the evidence
Step 5: Choose
among
alternatives
Step 6: Take
actions
Step 7: Review
your decisions
and its
consequences
23. Based on the research conducted by Dietrich (2010), entitled “Decision
Making: Factors that Influence Decision Making, Heuristics Used, and
Decision Outcomes”, she identified various factors influencing the
decision making process of an individual
REVIEW OF RELATED LITERATURE
Past Experiences
Variety of Cognitive Biases
Escalation and Sunk Outcomes
24. REVIEW OF RELATED LITERATURE
Individual Differences
Belief on Personal Relevance
25. In addition to Dietrich’s (2010) study, she identified
the following decision making limitations:
REVIEW OF RELATED LITERATURE
Time
consuming
Compromised
Decision
Biased
Decisions
Limited
Analysis
26. REVIEW OF RELATED LITERATURE
Uncontrollable
Environmental
Factors
Uncertain Future
Responsibility is
Diluted
27. A manager must not only be an effective
decision-maker but also an effective
communicator because no organization succeed
or progress nor build up reputation without
effective communication skills. Poor
communication system may result in
mismanagement and bad business result
(Markovic and Salamzadeh, 2018).
REVIEW OF RELATED LITERATURE
28. According to Ordway Tead, he thinks that
communication is a composite
information given and received out of a
learning experience.
REVIEW OF RELATED LITERATURE
29. Genc (2017), believes that communication plays a
vital role in any sustainable plan or strategy
communication. In order to attain a planned and
developed sustainability or sustainable strategies,
it is necessary for people to express themselves
internally and externally by using appropriate
modes of communications.
REVIEW OF RELATED LITERATURE
30. Agarwal and Garg (2012) believed that
communication is the key factor in the
success of any organization. However, they
believed that there are still barriers to
effective communication, namely:
REVIEW OF RELATED LITERATURE
31. REVIEW OF RELATED LITERATURE
• Physical Barriers
• System Designs Fault
• Attitudinal Barriers
32. REVIEW OF RELATED LITERATURE
• Ambiguity of Words/Phrases
• Individual Linguistic Ability
• Physiological Barriers
33. REVIEW OF RELATED LITERATURE
• Presentation of Information
• Importance of effective
Information
• Organize Thoughts Before
Sharing
34. REVIEW OF RELATED LITERATURE
• Communication: Collaborative
not Competetive
35.
36. •According to Yin (2009), case studies should
be used to illustrate, characterize, or
investigate events or phenomena.
•A single instrumental case study design
focusing on one-bound case (Hesse-Biber,
2017)
RESEARCH DESIGN
37. •The participants of this study were seven
freshmen graduate school students taking up
Master of Arts in Education major in
Educational Management of LNU.
RESEARCH PARTICIPANTS
38. •The research was conducted at LNU which is a
public university in the Philippines and is
located at Paterno St., Tacloban City.
RESEARCH LOCALE
39. •Interview guide and Journal entry guide
questions
•Journal writing provide a data collection of
the reflections of certain things (Janesick,
1999).
RESEARCH INSTRUMENT
41. •Content analysis technique measure and
evaluate the nature, interpretations and
relationships of certain terms, themes, or
ideas using content analysis (Columbia
University, 2019).
TREATMENT OF DATA
42. •The researcher chose Educational
Management students since they will be the
major decision-making body in the near
future.
•LNU was chosen to have its name as the
groundbreaking school to come up with the
latest information that this research would
REFLEXIVITY
43. •Informed consent
• The participants were informed of as to the intent
of scope, risks, and benefits, among others.
•Confidentiality
• No real names were used in the study. Instead,
pseudonyms were utilized.
ETHICAL CONSIDERATIONS
46. RESULTS AND DISCUSSION
Communication Barriers Limits Decision-
Making
It limits by prolonging decision-making process
The aforementioned barriers affected and limited decision-
making undertakings in a way that it prevented the effective
processing of information, leading to miscommunication and
misjudgment that sometimes affects relationships with people
47. RESULTS AND DISCUSSION
Decision-Making
Challenges Due to
Communication
Barriers
people refuse to
listen
Lack of
understandin
g or
empathy
decisions
prone to
biases
Miscommunicat
ion
Lack of
understandin
g or
empathy
48. •Understanding of the different
communication styles and strategies;
and having good listening skills so as
to avoid these challenges.
SOLUTIONS TO CHALLENGES
49. • Improving technology (in technological sense),
Removing the barriers of communication,
making sure that there is really a connection
between the sender and the receiver, improving
communication by ensuring that the receiver of
the message has enough attention and that the
environment and the medium are appropriate to
transmit the message.
SOLUTIONS TO CHALLENGES
50. •The management should try to understand
every details of the information sent as
much as possible try to be in the shoes of
the one encountering problems, confirm
understanding, use simple language and
control your emotions before
communicating
SOLUTIONS TO CHALLENGES
51. SOLUTIONS TO CHALLENGES
Attitudes towards
Communication
Barriers in Decision-
Making
Critical thinker
effective
listener
Socially
smart
look at the
brighter side of
things
54. How Communication Barriers Limit Their
Decision-Making
• prolongs decision–making process;
prevents the effective processing of
information; and if conveyed message is
altered, decision may not be possible
CONCLUSION
55. Specific Decision-Making Challenges Due
to Communication Barriers
• subjective decisions; biased decisions;
limited analysis; individual differences/
diversity of thoughts; and lack of
understanding and miscommunication
CONCLUSION
56. Upon knowing how communication barriers affect the
decision-making of students, the implications of this
study will serve as a guide for the students, teachers,
administrators and future managers in understanding
better the importance of communication, the different
types of communication barriers and the effect of the
barriers in decision-making. Thus, communication
barriers will never be completely eliminated.
IMPLICATIONS
57. 1. Use clear language that other person may
understand.
2. Respect a person’s desire in communication and
his/her decisions.
3. Don’t be distracted by emotions.
RECOMMENDATIONS
58. 4. Ensure messages and feedback are clear, positive
and constructive.
5. Find a wide range of support and ways when
experiencing barriers in communication. Stay calm
and be responsive.
RECOMMENDATIONS
59. Agarwal, S., & Garg, A. (2012). IOSR Journal of
Business and Management (IOSRJBM). 40-49.
Anderson, C. (2016, October 26). The Advantage
and Benefits of Diversity in the Workforce. Small
Business -Chron.com.
https://smallbusiness.chron.com/advantage-
benefits-diversity-workforce-13551.html.
REFERENCES
60. Markovic, R., & Salamzadeh, A. (2018). The
Importance of Communication in Business
Managament.
REFERENCES