Sample research funnel research question what impact has kentuc
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The research question examines the impact of Kentucky education reform on potential teacher burnout. The document provides context on national education reforms from 1957 to present day, focusing on increased standards, accountability, and assessment. It then narrows in on how these reforms changed education and teaching in Kentucky specifically. The document further filters the scope to recent high-stakes testing and teacher evaluation systems in Kentucky before focusing the research on studies about job burnout, and what causes teacher burnout.
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Faculty and students; as collaborators, coproducers and makers
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UNC CETL - JiTT - Making It Shine - Nov 2015
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Running head STANDARDIZED TESTS SECTIONS I AND II1STANDARDIZED.docx
Running head: STANDARDIZED TESTS SECTIONS I AND II 1
STANDARDIZED TESTS SECTIONS I AND II 2
Standardized Tests Sections I and II
Sammy North
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Brittany, an honors student in Atlanta, Georgia, had worked hard her entire academic career to celebrate what would be her proudest moment in high school: commencement. She wanted to walk across the stage to the flash of cameras and the smiles of her family just like her classmates, and then journey off to a college in South Carolina where she had already been accepted. So she gathered her proud family members from Chicago and Washington, D.C., to come to share in her joy. Brittany watched as her classmates put on their caps and gowns and walked across the stage to receive their diplomas. But she did not, and instead waited all during the day to get a last-minute waiver signed. She continued to wait through the night, but it never came. She began to realize that if she graduated, it would not be quick or easy. Her problem was that she had not passed one of four subject areas in the state’s graduation test, which students must pass to earn a regular diploma. She is not alone. Thousands of students, such as Brittany, every year do not make it across the stage at graduation due to failing these state tests. And many of them, such as Brittany, were honors students who had fulfilled all the other requirements of graduation except this one (Torres, 2010).
Stories such as this one are far too common and should not happen. We have the power to change the status quo, so that no student should have to follow the same path as Brittany. This problem can be solved, though like Brittany’s case, it will be neither quick nor easy.
Everyone is affected by the strength of our educational system, from the students themselves and their ability to succeed in college and in the workplace, to the employers who hire them—and everyone in between. Every taxpayer is a stakeholder in education, because these tests are paid for by tax dollars, and the return on investment in education is not where it should be. Standardized tests should be abolished and replaced with end-of-year subject tests because they will save time and money, lead to increased mastery of core subjects, and diminish dropout rates.
This problem resulted on the one hand from national concern with global competition. When Sputnik rose into the sky in 1957 and Americans were concerned that the Russians were outgunning us in the Space Race, millions of dollars were poured into math and science programs to bolster teaching and resultant learning in these subjects. The 1965 Elementary and Secondary Education Act helped to fund these efforts. Confidence in our educational system was renewed when Americans set foot on the moon in 1969, but by 1983, it had eroded. Its quality so alarmed the government that its 1983 report, A Nation at Risk, warned that a “rising tide of mediocrity” would undermine this country ...
Running head STANDARDIZED TESTS SECTIONS I AND II1STANDARDIZED.docx
Running head: STANDARDIZED TESTS SECTIONS I AND II 1
STANDARDIZED TESTS SECTIONS I AND II 2
Standardized Tests Sections I and II
Sammy North
DeVry University
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Brittany, an honors student in Atlanta, Georgia, had worked hard her entire academic career to celebrate what would be her proudest moment in high school: commencement. She wanted to walk across the stage to the flash of cameras and the smiles of her family just like her classmates, and then journey off to a college in South Carolina where she had already been accepted. So she gathered her proud family members from Chicago and Washington, D.C., to come to share in her joy. Brittany watched as her classmates put on their caps and gowns and walked across the stage to receive their diplomas. But she did not, and instead waited all during the day to get a last-minute waiver signed. She continued to wait through the night, but it never came. She began to realize that if she graduated, it would not be quick or easy. Her problem was that she had not passed one of four subject areas in the state’s graduation test, which students must pass to earn a regular diploma. She is not alone. Thousands of students, such as Brittany, every year do not make it across the stage at graduation due to failing these state tests. And many of them, such as Brittany, were honors students who had fulfilled all the other requirements of graduation except this one (Torres, 2010).
Stories such as this one are far too common and should not happen. We have the power to change the status quo, so that no student should have to follow the same path as Brittany. This problem can be solved, though like Brittany’s case, it will be neither quick nor easy.
Everyone is affected by the strength of our educational system, from the students themselves and their ability to succeed in college and in the workplace, to the employers who hire them—and everyone in between. Every taxpayer is a stakeholder in education, because these tests are paid for by tax dollars, and the return on investment in education is not where it should be. Standardized tests should be abolished and replaced with end-of-year subject tests because they will save time and money, lead to increased mastery of core subjects, and diminish dropout rates.
This problem resulted on the one hand from national concern with global competition. When Sputnik rose into the sky in 1957 and Americans were concerned that the Russians were outgunning us in the Space Race, millions of dollars were poured into math and science programs to bolster teaching and resultant learning in these subjects. The 1965 Elementary and Secondary Education Act helped to fund these efforts. Confidence in our educational system was renewed when Americans set foot on the moon in 1969, but by 1983, it had eroded. Its quality so alarmed the government that its 1983 report, A Nation at Risk, warned that a “rising tide of mediocrity” would undermine this country.
APA, The assignment require a contemporary approach addressing Race,.docx
APA, The assignment require a contemporary approach addressing Race, Gender, and Crime. All work will include an introduction and a cogent thesis. The literature review will include a body of knowledge inclusive of in text citations, and supporting relevant references. The paper should end with discussions that highlight the future of the CJS. A conclusion of the literature review will end the written assignment. The assignment will consist of 2000 words. Reference page along with 6 peer reviewed references and course textbook.
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APA style and all questions answered ( no min page requirements) .docx
APA style and all questions answered ( no min page requirements)
Diagnostic Techniques -
Pick any two diseases that require diagnostic tests to identify them from the body system. Use one of the body systems: cardiovascular, respiratory, renal, hepatobiliary, lymphatic, reproductive or nervous systems. For each of the diseases, explain:
Why is a particular test recommended?
How does the test work?
What information is obtained from the diagnostic test regarding the disease?
Does the diagnosis need confirmation with another diagnostic test?
.
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Outline of Phase 1 of STNE and research at the Teacher Education Teacher Work seminar in Glasgow 2008.
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Running head STANDARDIZED TESTS SECTIONS I AND II1STANDARDIZED.docx
Running head: STANDARDIZED TESTS SECTIONS I AND II 1
STANDARDIZED TESTS SECTIONS I AND II 2
Standardized Tests Sections I and II
Sammy North
DeVry University
Standardized Tests Sections I and II
Brittany, an honors student in Atlanta, Georgia, had worked hard her entire academic career to celebrate what would be her proudest moment in high school: commencement. She wanted to walk across the stage to the flash of cameras and the smiles of her family just like her classmates, and then journey off to a college in South Carolina where she had already been accepted. So she gathered her proud family members from Chicago and Washington, D.C., to come to share in her joy. Brittany watched as her classmates put on their caps and gowns and walked across the stage to receive their diplomas. But she did not, and instead waited all during the day to get a last-minute waiver signed. She continued to wait through the night, but it never came. She began to realize that if she graduated, it would not be quick or easy. Her problem was that she had not passed one of four subject areas in the state’s graduation test, which students must pass to earn a regular diploma. She is not alone. Thousands of students, such as Brittany, every year do not make it across the stage at graduation due to failing these state tests. And many of them, such as Brittany, were honors students who had fulfilled all the other requirements of graduation except this one (Torres, 2010).
Stories such as this one are far too common and should not happen. We have the power to change the status quo, so that no student should have to follow the same path as Brittany. This problem can be solved, though like Brittany’s case, it will be neither quick nor easy.
Everyone is affected by the strength of our educational system, from the students themselves and their ability to succeed in college and in the workplace, to the employers who hire them—and everyone in between. Every taxpayer is a stakeholder in education, because these tests are paid for by tax dollars, and the return on investment in education is not where it should be. Standardized tests should be abolished and replaced with end-of-year subject tests because they will save time and money, lead to increased mastery of core subjects, and diminish dropout rates.
This problem resulted on the one hand from national concern with global competition. When Sputnik rose into the sky in 1957 and Americans were concerned that the Russians were outgunning us in the Space Race, millions of dollars were poured into math and science programs to bolster teaching and resultant learning in these subjects. The 1965 Elementary and Secondary Education Act helped to fund these efforts. Confidence in our educational system was renewed when Americans set foot on the moon in 1969, but by 1983, it had eroded. Its quality so alarmed the government that its 1983 report, A Nation at Risk, warned that a “rising tide of mediocrity” would undermine this country ...
Running head STANDARDIZED TESTS SECTIONS I AND II1STANDARDIZED.docx
Running head: STANDARDIZED TESTS SECTIONS I AND II 1
STANDARDIZED TESTS SECTIONS I AND II 2
Standardized Tests Sections I and II
Sammy North
DeVry University
Standardized Tests Sections I and II
Brittany, an honors student in Atlanta, Georgia, had worked hard her entire academic career to celebrate what would be her proudest moment in high school: commencement. She wanted to walk across the stage to the flash of cameras and the smiles of her family just like her classmates, and then journey off to a college in South Carolina where she had already been accepted. So she gathered her proud family members from Chicago and Washington, D.C., to come to share in her joy. Brittany watched as her classmates put on their caps and gowns and walked across the stage to receive their diplomas. But she did not, and instead waited all during the day to get a last-minute waiver signed. She continued to wait through the night, but it never came. She began to realize that if she graduated, it would not be quick or easy. Her problem was that she had not passed one of four subject areas in the state’s graduation test, which students must pass to earn a regular diploma. She is not alone. Thousands of students, such as Brittany, every year do not make it across the stage at graduation due to failing these state tests. And many of them, such as Brittany, were honors students who had fulfilled all the other requirements of graduation except this one (Torres, 2010).
Stories such as this one are far too common and should not happen. We have the power to change the status quo, so that no student should have to follow the same path as Brittany. This problem can be solved, though like Brittany’s case, it will be neither quick nor easy.
Everyone is affected by the strength of our educational system, from the students themselves and their ability to succeed in college and in the workplace, to the employers who hire them—and everyone in between. Every taxpayer is a stakeholder in education, because these tests are paid for by tax dollars, and the return on investment in education is not where it should be. Standardized tests should be abolished and replaced with end-of-year subject tests because they will save time and money, lead to increased mastery of core subjects, and diminish dropout rates.
This problem resulted on the one hand from national concern with global competition. When Sputnik rose into the sky in 1957 and Americans were concerned that the Russians were outgunning us in the Space Race, millions of dollars were poured into math and science programs to bolster teaching and resultant learning in these subjects. The 1965 Elementary and Secondary Education Act helped to fund these efforts. Confidence in our educational system was renewed when Americans set foot on the moon in 1969, but by 1983, it had eroded. Its quality so alarmed the government that its 1983 report, A Nation at Risk, warned that a “rising tide of mediocrity” would undermine this country.
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Running head STANDARDIZED TESTS SECTIONS I AND II1STANDARDIZED.docx
Running head STANDARDIZED TESTS SECTIONS I AND II1STANDARDIZED.docx
Running head STANDARDIZED TESTS SECTIONS I AND II1STANDARDIZED.docx
Running head STANDARDIZED TESTS SECTIONS I AND II1STANDARDIZED.docx
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Apa format
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APA format
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APA style
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APA General Format
Summary
APA (American Psychological Association) style is most commonly used to cite sources within
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Contributors: Joshua M. Paiz, Elizabeth Angeli, Jodi Wagner, Elena Lawrick, Kristen Moore,
Michael Anderson, Lars Soderlund, Allen Brizee, Russell Keck
Last Edited: 2016-05-13 12:06:24
Please use the example at the bottom of this page to cite the Purdue OWL in APA.
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General APA Guidelines
Your essay should be typed, double-spaced on standard-sized paper (8.5" x 11") with 1" margins
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Major Paper Sections
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Title Page
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affiliation. Include the page header (described above) flush left with the page number flush right
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look like this:
Running head: TITLE OF YOUR PAPER
Pages after the title page should have a running head that looks like this:
TITLE OF YOUR PAPER
http://owl.english.purdue.edu/owl/resource/949/01/
http://www.youtube.com/playlist?list=PL8F43A67F38DE3D5D&feature=edit_ok
http://www.youtube.com/user/OWLPurdue
After consulting with publication specialists at the APA, OWL staff learned that the APA 6th
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errors in the APA's 6th edition style guide.
Type your title in upper and lowercase letters centered in the upper half of the page. APA
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Appearance
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apa format1-2 paragraphsreferencesFor this week’s .docx
apa format
1-2 paragraphs
references
For this week’s discussion, choose a current social movement from anywhere in the world. Then, using the required readings, videos, and your own research, discuss the “role these leaders” play in your chosen social movement. In addition, describe any group or collective processes that you discovered. Use specific examples to make major points.
Support your writing with at least two scholarly sources that are
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APA Format, with 2 references for each question and an assignment.
1. Some say that analytics in general dehumanize managerial
activities, and others say they do not. Discuss arguments
for both points of view.
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4. Identify some cases of violations of user privacy from
current literature and their impact on data science as a
profession.
Ex.2. Search the Internet to find examples of how intelligent
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Reflective Assignment:
What has been significant about this course that will help you perform data science tasks in the future.
.
APA-formatted 8-10 page research paper which examines the potential .docx
APA-formatted 8-10 page research paper which examines the potential psychological impact of long-term exposure to mass media messages on the major issues surrounding political advertising and political campaigns in the United States and why it is currently relevant and impacts society.
12 Point Times New Roman Font
Double Spaced
Please include research that supports ideas and topics related to political advertising and political campaigns in the United States.
.
APA STYLE 1.Define the terms multiple disabilities and .docx
APA STYLE
1.Define the terms
multiple disabilities
and
deaf-blindness
as described in the Individuals with Disabilities Act (IDEA)
2.Identify three types of educational assessments for students with severe and multiple disabilities.
3.Identify the features of effective services and supports for children with severe and multiple disabilities during a) early childhood years and b) elementary school years.
4. Distinguish between the term
deaf
and
hard of hearing
5.
Identify 4 approaches to teaching communication skills to people with a hearing loss.
6.
What are the distinctive features of refractive eye problems, muscle disorders of the eye and receptive eye problems?
7.Describe two content areas that should be included in educational programs for students with vision loss.
8. Identify several disabilities that may accompany cerebral palsy.
9.What is spina bifida myelomeningocele?
10.Describe the physical limitations associated with muscular distrophy
11.Describe the AIDS disease stages through which individuals with the syndrome move
12.Identify present and future interventions for the treatment of children and youth with cystic fibrosis.
.
APA STYLE follow this textbook answer should be summarize for t.docx
APA STYLE
follow this textbook answer should be summarize for this below text
Study all types of Distributive Justice (6 or 7 total)
Summarize each in
one sentence
. Produce examples for each.
Don't use
any other text or article except this one.
There are different theories of how to make the basic distribution. Among them are:
1. Scope and Role of Distributive Principles
2. Strict Egalitarianism
3. The Difference Principle
4. Equality of Opportunity and Luck Egalitarianism
5. Welfare-Based Principles
6. Desert-Based Principles
7. Libertarian Principles
8. Feminist Principles
There are different theories of how to make the basic distribution. Among them are:
Strict Egalitarianism
One of the simplest principles of distributive justice is that of strict, or radical, equality. The principle says that every person should have the same level of material goods and services. The principle is most commonly justified on the grounds that people are morally equal and that equality in material goods and services is the best way to give effect to this moral ideal.
The Difference Principle
The most widely discussed theory of distributive justice in the past four decades has been that proposed by John Rawls in
A Theory of Justice
, (Rawls 1971), and
Political Liberalism
, (Rawls 1993). Rawls proposes the following two principles of justice:
· 1. Each person has an equal claim to a fully adequate scheme of equal basic rights and liberties, which scheme is compatible with the same scheme for all; and in this scheme the equal political liberties, and only those liberties, are to be guaranteed their fair value.
· 2. Social and economic inequalities are to satisfy two conditions: (a) They are to be attached to positions and offices open to all under conditions of fair equality of opportunity; and (b), they are to be to the greatest benefit of the least advantaged members of society. (Rawls 1993, pp. 5–6. The principles are numbered as they were in Rawls' original
A Theory of Justice
.)
Equality of Opportunity and Luck Egalitarianism
Dworkin proposed that people begin with equal resources but be allowed to end up with unequal economic benefits as a result of their own choices. What constitutes a just material distribution is to be determined by the result of a thought experiment designed to model fair distribution. Suppose that everyone is given the same purchasing power and each uses that purchasing power to bid, in a fair auction, for resources best suited to their life plans. They are then permitted to use those resources as they see fit. Although people may end up with different economic benefits, none of them is given less consideration than another in the sense that if they wanted somebody else's resource bundle they could have bid for it instead.
In Dworkin's proposal we see his attitudes to ‘ambitions’ and ‘endowments’ which have become a central feature of luck egalitarianism (though under a wide variety of al.
APA7Page length 3-4, including Title Page and Reference Pag.docx
APA7
Page length: 3-4, including Title Page and Reference Page.
Discuss and explore the synergy that RFID technology & Time Based Competition has had on the grocery retail industry. Are the two concepts compatible? And then explain. Provide real-world scenarios, which reflect Time Base Competition.
video on
RFID in Logistics
.
APA format, 2 pagesThree general sections 1. an article s.docx
APA format, 2 pages
Three general sections:
1. an article summary,
2. how the article is relevant to psychology and human behavior (what do the results mean)
3. reaction to the article (was it interesting , were the results surprising, did it seem like common sense, etc.)
.
APA Style with minimum of 450 words, with annotations, quotation.docx
APA Style with minimum of 450 words, with annotations, quotations and 3 references.
. Mass vaccination after a disaster:
There was a natural disaster that occurred and has led to an infectious disease outbreak (your choice of one that is vaccine-preventable). Those affected by the disaster are settled in temporary locations with high population densities, inadequate food and shelter, unsafe water, poor sanitation and infrastructure that has been compromised or destroyed. There is a vaccine available for the infectious disease but there are not enough doses to give to all who are at-risk due to the natural disaster.
You are the public health official in charge of infectious disease prevention. Devise a plan to administer the vaccine to the population. Will you use a lottery system or target specific sub-populations? How will you track and monitor those who are vaccinated? Use the attributes of the infectious disease to provide reasoning behind your plan. What other prevention techniques that can be used to supplement the vaccination plan?
.
APA FORMAT1. What are the three most important takeawayslesson.docx
APA FORMAT
1. What are the three most important takeaways/lessons from the material provided in this online course (the entire quarter) and why? (150 words or more)
2. How did the material provided in this course assist your growth as a student and as an individual, in general? (150 words or more).
.
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