Week 6 unedited example final paper v1doc
I really want you to do an amazing job on your final paper. Therefore I have posted another unedited example below. Please, please, please use subheadings as shown in the example. This makes it much easier for you to write your paper and remain on track with the assignment's grading criteria.
Parent Involvement for the 21st Century
EDU 617 School, Family & Community Partnerships
Instructor: Joyce Johnson
Student's Name
Date
Introduction
Active community and parent involvement in a school is not automatic. It involves energy and labor on the part of the school, its staff and establishing relationship with parents and the community. The relationship must also be sustained and continued nurture and support must be established to improve the relationships. This task is imperative for the growth and development of the school. Parents and the community should come together and by joining forces to ensure that each child receives the necessary resources, continued support and opportunity they need to be successful in their learning. A strong parent and community relationship make for a great school experience for all that is associated to the school.
In an effort to provide support and opportunities for students, they should be provided opportunities to participate in community service and internships; that will develop the skills. By being provided these opportunities, students will be able to apply these skills not only to the classroom but also their daily lives. The students will participate and be actively involved in the community and the parents will support and encourage these students in doing their best. Community and parent support is a wonderful source of inspiration for students.
Philosophy
The internship and community service projects goal is to recover and advance the community through student, parent and community contribution (Kielsmeier, 2010). The concept is to get the parents and community involved in giving students the support they need when actively involved in their projects within the community and their class assignments. The purpose is to help produce a deeper understanding of classroom learning and a chance for improvement in the community. The classroom abilities and skills attained by students will be converted into improvements within their local community.
Objectives
There are certain objectives that I will like to meet in the course of the service project. These objectives are:
1. To increase parent involvement in the community.
The majority of community projects involves the child and the parent. This means, in order for the child to participate, the parent must be actively involved; when this happens, the number of parents that participate will increase. It is imperative for school staff and teachers to acquire and maintain a good relationship with parents and school staff. Creating these relationships encourages parents and motivates them in wanting to be ...
Running Head PARENT AND COMMUNITY INVOLVEMENT PLAN 1 .docxglendar3
Running Head: PARENT AND COMMUNITY INVOLVEMENT PLAN
1
Parent Involvement for the 21st Century: Final Project-EDU 617
Student Name
Ashford University
Date
PARENT INVOVLEMENT PLAN 2
Parent Involvement Plan
It takes an effort in getting Parents and the Community to be involved in the education process of
students. One would say that it doesn’t come easy. In order, to have Parent and Community involvement
in the school setting to be effective, a plan is needed by the school staff to help develop positive
relationships and maintain the relationship that has been built. By having a good parent and community
relationship can make for a more enjoyable and pleasant educational and school experience for all that are
involved.
Plan Philosophy
The plan is built off the philosophy that it takes more than just one to help ensure the success of a
student but it takes a village to ensure the success of a student. For a child’s education can be influenced
by the involvement of parents and community which plays an important role in that success. As
educators, it is important that we recognize that parents play an important role in their child’s education
development and that they are a valuable resource to teachers too. This plan is created to help develop
and mold a positive relationship and involvement between parents, school, and community. With the
forming of a positive relationship it will help benefit students and families.
Aims/Goals of the Plan
The development of this plan is intended to help establish an effective positive relationship
between parents, schools and community and community organizations within the community. By
providing parents with the support through parental trainings, workshops, service learning activities and
support for students, and the establishing of the lines of communication between parents and school. This
can be possible. In order, for my plan to work the involvement of staff, parents and community members
will be needed. "Teachers, counselors, principals, health techs, school secretaries, or any other willing
staff members can fill the community outreach school coordinator role." (Hjalmarson, pg. 117). This will
be the start of a community that will be created to help keep the focus of parent and community
involvement and the increase of that involvement.
INVOVLEMENT PLAN 3
According to O’Keefe (2011), In order, to make our school succeed the help needs to come from
many parts of the community. With the help of the community and me we will be able to communicate
and connect with other organization services that are available. My intention is to increase the type of
involvement that is being created to help provide student support to help increase student success and
learning experiences. To help establish a positive relationship we will invite parents and leaders within
the community to voice their opinio.
Running Head PARENT AND COMMUNITY INVOLVEMENT PLAN 1 .docxtodd581
Running Head: PARENT AND COMMUNITY INVOLVEMENT PLAN
1
Parent Involvement for the 21st Century: Final Project-EDU 617
Student Name
Ashford University
Date
PARENT INVOVLEMENT PLAN 2
Parent Involvement Plan
It takes an effort in getting Parents and the Community to be involved in the education process of
students. One would say that it doesn’t come easy. In order, to have Parent and Community involvement
in the school setting to be effective, a plan is needed by the school staff to help develop positive
relationships and maintain the relationship that has been built. By having a good parent and community
relationship can make for a more enjoyable and pleasant educational and school experience for all that are
involved.
Plan Philosophy
The plan is built off the philosophy that it takes more than just one to help ensure the success of a
student but it takes a village to ensure the success of a student. For a child’s education can be influenced
by the involvement of parents and community which plays an important role in that success. As
educators, it is important that we recognize that parents play an important role in their child’s education
development and that they are a valuable resource to teachers too. This plan is created to help develop
and mold a positive relationship and involvement between parents, school, and community. With the
forming of a positive relationship it will help benefit students and families.
Aims/Goals of the Plan
The development of this plan is intended to help establish an effective positive relationship
between parents, schools and community and community organizations within the community. By
providing parents with the support through parental trainings, workshops, service learning activities and
support for students, and the establishing of the lines of communication between parents and school. This
can be possible. In order, for my plan to work the involvement of staff, parents and community members
will be needed. "Teachers, counselors, principals, health techs, school secretaries, or any other willing
staff members can fill the community outreach school coordinator role." (Hjalmarson, pg. 117). This will
be the start of a community that will be created to help keep the focus of parent and community
involvement and the increase of that involvement.
INVOVLEMENT PLAN 3
According to O’Keefe (2011), In order, to make our school succeed the help needs to come from
many parts of the community. With the help of the community and me we will be able to communicate
and connect with other organization services that are available. My intention is to increase the type of
involvement that is being created to help provide student support to help increase student success and
learning experiences. To help establish a positive relationship we will invite parents and leaders within
the community to voice their opinio.
Building Strong Partnerships: The Essential Roles of Schools and Parents in E...anwarkhan45314
Effective collaboration between schools and parents is fundamental to the success and holistic development of students. This article explores the critical roles that schools and parents play in education and emphasizes the importance of building strong partnerships to support student learning and well-being.
Week 6 Discussion 2 Los PenProfile the kind of empirical evidenc.docxhelzerpatrina
Week 6 Discussion 2 Los Pen
Profile the kind of empirical evidence at Los Pen that supports the school’s transformation. Focus on quantitative data. Based on the statistical data gleaned from the readings what qualitative conclusions would you draw about the efficacy of the many aspects of differentiated parent support?
INSTRUCTOR GUIDANCE
WEEK FIVE
*Special thanks to Dr. Patrice Jones for sharing her original guidance in this document.
In Week Five, you read about the link between Maslow’s Hierarchy of Needs and parental involvement. When students do not have their basic needs met or do not feel safe in school, they are not fully prepared for academic instruction. “It is imperative that we proactively create a climate that will support all students learning” (Hjalmarson, 2011, p.135). Partnerships are all about connection. In this final week of the class, we will end our discussion about the need to develop partnerships among schools, families, and communities to support student success.
Parents are the glue that helps to bring students and schools together. For schools, it is important to gain parent support and involvement in assisting students in their educational growth. Schools must develop strategies to offer parents in establishing better support for students in their educational journey; however, in order for schools to help parents, there must be a plan in place. We learned at the start of this course that there are a variety of ways in which parents can be supportive of students in school. Far gone are the days when the only way that parents could show support was to help with homework. Although helping with homework is still vital, it is only a small example of the many strategies that parents can use to support the education of their children.
Think about the classroom today, beyond fundraisers and PTA meetings. What are some of ways in which your child's school has asked for your support or you have asked parents for support? How does this extend to using technology as a means of academic support? Consider the technology you use to communicate with your child’s teachers or with the parents of your students. Research shows a strong correlation between the achievement gap and home Internet accessibility (Empowering Parents, 2010). “If, as President Obama emphasizes, parents have a responsibility to be actively involved in their children’s education, they will need the technology tools and skills to do so effectively” (The Children’s Partnership, 2010, p. 7). Having regular communication with schools through email, blogs, and social media helps parents receive updates to their child’s performance and plan for what additional supports they might need for areas of need.
We have learned throughout the previous weeks of this course that classrooms throughout the U.S. have become increasingly diverse. Hjalmarson writes that, “when people are born into families with limited parenting skills, without some intervention or tr ...
Running Head PARENT AND COMMUNITY INVOLVEMENT PLAN 1 .docxglendar3
Running Head: PARENT AND COMMUNITY INVOLVEMENT PLAN
1
Parent Involvement for the 21st Century: Final Project-EDU 617
Student Name
Ashford University
Date
PARENT INVOVLEMENT PLAN 2
Parent Involvement Plan
It takes an effort in getting Parents and the Community to be involved in the education process of
students. One would say that it doesn’t come easy. In order, to have Parent and Community involvement
in the school setting to be effective, a plan is needed by the school staff to help develop positive
relationships and maintain the relationship that has been built. By having a good parent and community
relationship can make for a more enjoyable and pleasant educational and school experience for all that are
involved.
Plan Philosophy
The plan is built off the philosophy that it takes more than just one to help ensure the success of a
student but it takes a village to ensure the success of a student. For a child’s education can be influenced
by the involvement of parents and community which plays an important role in that success. As
educators, it is important that we recognize that parents play an important role in their child’s education
development and that they are a valuable resource to teachers too. This plan is created to help develop
and mold a positive relationship and involvement between parents, school, and community. With the
forming of a positive relationship it will help benefit students and families.
Aims/Goals of the Plan
The development of this plan is intended to help establish an effective positive relationship
between parents, schools and community and community organizations within the community. By
providing parents with the support through parental trainings, workshops, service learning activities and
support for students, and the establishing of the lines of communication between parents and school. This
can be possible. In order, for my plan to work the involvement of staff, parents and community members
will be needed. "Teachers, counselors, principals, health techs, school secretaries, or any other willing
staff members can fill the community outreach school coordinator role." (Hjalmarson, pg. 117). This will
be the start of a community that will be created to help keep the focus of parent and community
involvement and the increase of that involvement.
INVOVLEMENT PLAN 3
According to O’Keefe (2011), In order, to make our school succeed the help needs to come from
many parts of the community. With the help of the community and me we will be able to communicate
and connect with other organization services that are available. My intention is to increase the type of
involvement that is being created to help provide student support to help increase student success and
learning experiences. To help establish a positive relationship we will invite parents and leaders within
the community to voice their opinio.
Running Head PARENT AND COMMUNITY INVOLVEMENT PLAN 1 .docxtodd581
Running Head: PARENT AND COMMUNITY INVOLVEMENT PLAN
1
Parent Involvement for the 21st Century: Final Project-EDU 617
Student Name
Ashford University
Date
PARENT INVOVLEMENT PLAN 2
Parent Involvement Plan
It takes an effort in getting Parents and the Community to be involved in the education process of
students. One would say that it doesn’t come easy. In order, to have Parent and Community involvement
in the school setting to be effective, a plan is needed by the school staff to help develop positive
relationships and maintain the relationship that has been built. By having a good parent and community
relationship can make for a more enjoyable and pleasant educational and school experience for all that are
involved.
Plan Philosophy
The plan is built off the philosophy that it takes more than just one to help ensure the success of a
student but it takes a village to ensure the success of a student. For a child’s education can be influenced
by the involvement of parents and community which plays an important role in that success. As
educators, it is important that we recognize that parents play an important role in their child’s education
development and that they are a valuable resource to teachers too. This plan is created to help develop
and mold a positive relationship and involvement between parents, school, and community. With the
forming of a positive relationship it will help benefit students and families.
Aims/Goals of the Plan
The development of this plan is intended to help establish an effective positive relationship
between parents, schools and community and community organizations within the community. By
providing parents with the support through parental trainings, workshops, service learning activities and
support for students, and the establishing of the lines of communication between parents and school. This
can be possible. In order, for my plan to work the involvement of staff, parents and community members
will be needed. "Teachers, counselors, principals, health techs, school secretaries, or any other willing
staff members can fill the community outreach school coordinator role." (Hjalmarson, pg. 117). This will
be the start of a community that will be created to help keep the focus of parent and community
involvement and the increase of that involvement.
INVOVLEMENT PLAN 3
According to O’Keefe (2011), In order, to make our school succeed the help needs to come from
many parts of the community. With the help of the community and me we will be able to communicate
and connect with other organization services that are available. My intention is to increase the type of
involvement that is being created to help provide student support to help increase student success and
learning experiences. To help establish a positive relationship we will invite parents and leaders within
the community to voice their opinio.
Building Strong Partnerships: The Essential Roles of Schools and Parents in E...anwarkhan45314
Effective collaboration between schools and parents is fundamental to the success and holistic development of students. This article explores the critical roles that schools and parents play in education and emphasizes the importance of building strong partnerships to support student learning and well-being.
Week 6 Discussion 2 Los PenProfile the kind of empirical evidenc.docxhelzerpatrina
Week 6 Discussion 2 Los Pen
Profile the kind of empirical evidence at Los Pen that supports the school’s transformation. Focus on quantitative data. Based on the statistical data gleaned from the readings what qualitative conclusions would you draw about the efficacy of the many aspects of differentiated parent support?
INSTRUCTOR GUIDANCE
WEEK FIVE
*Special thanks to Dr. Patrice Jones for sharing her original guidance in this document.
In Week Five, you read about the link between Maslow’s Hierarchy of Needs and parental involvement. When students do not have their basic needs met or do not feel safe in school, they are not fully prepared for academic instruction. “It is imperative that we proactively create a climate that will support all students learning” (Hjalmarson, 2011, p.135). Partnerships are all about connection. In this final week of the class, we will end our discussion about the need to develop partnerships among schools, families, and communities to support student success.
Parents are the glue that helps to bring students and schools together. For schools, it is important to gain parent support and involvement in assisting students in their educational growth. Schools must develop strategies to offer parents in establishing better support for students in their educational journey; however, in order for schools to help parents, there must be a plan in place. We learned at the start of this course that there are a variety of ways in which parents can be supportive of students in school. Far gone are the days when the only way that parents could show support was to help with homework. Although helping with homework is still vital, it is only a small example of the many strategies that parents can use to support the education of their children.
Think about the classroom today, beyond fundraisers and PTA meetings. What are some of ways in which your child's school has asked for your support or you have asked parents for support? How does this extend to using technology as a means of academic support? Consider the technology you use to communicate with your child’s teachers or with the parents of your students. Research shows a strong correlation between the achievement gap and home Internet accessibility (Empowering Parents, 2010). “If, as President Obama emphasizes, parents have a responsibility to be actively involved in their children’s education, they will need the technology tools and skills to do so effectively” (The Children’s Partnership, 2010, p. 7). Having regular communication with schools through email, blogs, and social media helps parents receive updates to their child’s performance and plan for what additional supports they might need for areas of need.
We have learned throughout the previous weeks of this course that classrooms throughout the U.S. have become increasingly diverse. Hjalmarson writes that, “when people are born into families with limited parenting skills, without some intervention or tr ...
High Quality Family Engagement: 2018 National Title I ConferenceChris Shade
Under ESSA, schools are no longer confined to “core academic subjects” as the only measure of student success. Recent educational reforms did not sufficiently address the socio-emotional factors crucial in learning. States, districts, and schools now have the flexibility to provide a “well-rounded education” including activities in social emotional learning, skills essential to academic success. ESSA provides opportunities to encourage balance where the focus had become too narrow —and to do so in ways that ensure access and equity for all students. While many focus on what educators can do to ensure true equitability, there is no substitute for parents’ role as a child’s first teacher. To close the opportunity gap, districts and schools must find, develop, and deploy practical and scalable solutions to empower parents and families to be an active part in eliminating barriers. Discover how ReadyRosie offers research-based strategies to help close that gap.
Week 5 Journal Specific Needs and CultureUsing the Journal tab, .docxhelzerpatrina
Week 5 Journal Specific Needs and Culture
Using the Journal tab, respond to the following prompt:
Explain how a service learning project can fit into the specific needs and culture of your school or future a school in which you will be working.
Carefully review the Grading Rubric (Links to an external site.) for the criteria that will be used to evaluate your journal entries.
INSTRUCTOR GUIDANCEWEEK FIVE
*Special thanks to Dr. Patrice Jones for sharing her original guidance in this document.
According to the National Education Association (NEA) President Dennis Roekel, "research and field-work show that parent-school partnerships improve schools, strengthen families, build community support, and increase student achievement and success" (Roekel, 2008, para. 5). Schools cannot work alone in getting students to improve learning.
There has to be a structured, strategic plan that includes other stakeholders. A variety of potential community groups such as police officers, firefighters, civil rights, and youth services organizations are great examples of resources that can be involved in the teaching and learning process. Consider the benefits of seeking out this type of community support? What are some of the first steps in garnering the support of these leaders within the community? Additionally, when students get involved with this strategic planning in developing community relationships through service learning projects, the outcomes prove positive for social growth and academic development. The benefits of service learning project can be seen in the Service Learning: You Can Make a Difference (Links to an external site.) one and half minute video.
The first step in establishing a successful partnership between schools and community is the initial planning phase. This sets the foundation by assessing the school’s needs, establishing goals and objectives, and developing a vision for the future. One of the key factors is getting those individuals involved who have a genuine interest and care about what happens to the schools within the community. Price (2008) explains that through the “community mobilization” process, schools engage the community to create a list of community priorities, resources, needs, and solutions that promote stakeholder accountability and positive student support. He believes that by "mobilizing the village" and having community meetings related to education, support for education can be garnered (Price, 2008, p. 90). The concern, however, is recruiting school and community volunteers who will spearhead these partnerships. Educators may not feel qualified to assume this role, or may not have enough time to add another responsibility to their already-full plate. Price suggest that the key to getting teachers involved in creating partnerships is by tapping into their professional interest in community-based efforts in improving student success.
A fully supportive community must include parental involvement ...
Week 5 Discussion 2 Hierarchy of NeedsHjalmarson focuses on Masl.docxhelzerpatrina
Week 5 Discussion 2 Hierarchy of Needs
Hjalmarson focuses on Maslow’s Hierarchy of Needs Triangle to prioritize school outreach efforts. Why do you think it is important to concentrate on basic needs first? What is your experience with schools that understand the imperative to take care of basic needs as step one of any school to parent outreach program?
INSTRUCTOR GUIDANCEWEEK FIVE
*Special thanks to Dr. Patrice Jones for sharing her original guidance in this document.
According to the National Education Association (NEA) President Dennis Roekel, "research and field-work show that parent-school partnerships improve schools, strengthen families, build community support, and increase student achievement and success" (Roekel, 2008, para. 5). Schools cannot work alone in getting students to improve learning.
There has to be a structured, strategic plan that includes other stakeholders. A variety of potential community groups such as police officers, firefighters, civil rights, and youth services organizations are great examples of resources that can be involved in the teaching and learning process. Consider the benefits of seeking out this type of community support? What are some of the first steps in garnering the support of these leaders within the community? Additionally, when students get involved with this strategic planning in developing community relationships through service learning projects, the outcomes prove positive for social growth and academic development. The benefits of service learning project can be seen in the Service Learning: You Can Make a Difference (Links to an external site.) one and half minute video.
The first step in establishing a successful partnership between schools and community is the initial planning phase. This sets the foundation by assessing the school’s needs, establishing goals and objectives, and developing a vision for the future. One of the key factors is getting those individuals involved who have a genuine interest and care about what happens to the schools within the community. Price (2008) explains that through the “community mobilization” process, schools engage the community to create a list of community priorities, resources, needs, and solutions that promote stakeholder accountability and positive student support. He believes that by "mobilizing the village" and having community meetings related to education, support for education can be garnered (Price, 2008, p. 90). The concern, however, is recruiting school and community volunteers who will spearhead these partnerships. Educators may not feel qualified to assume this role, or may not have enough time to add another responsibility to their already-full plate. Price suggest that the key to getting teachers involved in creating partnerships is by tapping into their professional interest in community-based efforts in improving student success.
A fully supportive community must include parental involvement. The efforts previous ...
Parental Involvement in High School in Dubai: Strengthening the Education Par...mansurali2343
Parental involvement is a vital component of a student's educational journey, and it plays a significant role in their success and well-being. This article focuses on the importance of parental involvement in High school in Dubai and how it strengthens the education partnership between parents, students, and educators.
Running Head RESEARCHING1Researching Communit.docxtodd521
Running Head: RESEARCHING 1
Researching Community Partnerships (Rough Draft)
Gloria Spencer
Grantham University
Service learning the builder of our community
Good education is a very sensitive social issue all over the world with each person focusing on ways of improving the quality of education where they come from. This is largely attributed to the high demand for quality education all over the world. Quality education is not only a necessity for survival today but also a vital aspect in the employment sector with each employer looking for the most educated and fit person for any job application. Service learning can be a great way of delivery this as students can be able to easily volunteer in schools and other educational facilities to educate their peers and the community thus boosting the amount of knowledge they may have had previously. While service learning is hard to balance between school work and other extra-curricular activities, students should be encouraged to participate in service learning through community service because it adds value to the student, it improves students' performance in school, and it enables interpersonal learning in students.
Service learning is a teaching technique used by institutions to teach students by combing learning objectives with community service, where they use their academic knowledge in order to meet and address specific community needs. Through service learning, students can easily learn in various ways such as interpersonal learning, academic learning and even developing their cognitive abilities. However, the challenges that students may face from service learning include time constraints and being at unease from working in environments that some may consider to be foreign. The Netter Center for Community Partnership happens to be one of the most famous service learning and community partnership programs in the country. The organization revolves around partnering with the communities in order to find solutions to the community needs such as education, environment and even health programs. “The Netter Center operates a variety of programs and initiatives that support its core mission of bringing to bear the broad range of human knowledge needed to solve the complex, comprehensive, and interconnected problems of the American city so that the local community of West Philadelphia, Philadelphia, the University itself, and society benefit” (Netter Center for Community Partnerships, 2017)
The organization partners with the community in art-based programs, internship programs for undergraduate and graduate students and even other schools in order to improve the quality of education. These partnerships equip the students with greater social values, skills in other fields other than academic know-how and improving the community’s welfare generally. One of the past partnerships that Netter Center had with the youth in the community was a partnership to address violence and youth safety in.
Parental Involvement in Dubai's Schools: Bridging the Gap Between Home and Cl...amankhan99101
Parental involvement in education plays a critical role in shaping students' academic success and overall well-being. In Dubai, a city known for its vibrant multicultural community, fostering strong partnerships between parents and schools is essential for creating a supportive learning environment that meets the diverse needs of students.
Most patients with mental health disorders are not aggressive. H.docxhelzerpatrina
Most patients with mental health disorders are not aggressive. However, it is important for nurses to be able to know the signs and symptoms associated with the five phases of aggression, and to appropriately apply nursing interventions to assist in treating aggressive patients. Please read the case study below and answer the four questions related to it.
Aggression Case Study
Christopher, who is 14 years of age, was recently admitted to the hospital for schizophrenia. He has a history of aggressive behavior and states that the devil is telling him to kill all adults because they want to hurt him. Christopher has a history of recidivism and noncompliance with his medications. One day on the unit, the nurse observes Christopher displaying hypervigilant behaviors, pacing back and forth down the hallway, and speaking to himself under his breath. As the nurse runs over to Christopher to talk, he sees that his bedroom door is open and runs into his room and shuts the door. The nurse responds by attempting to open the door, but Christopher keeps pulling the door shut and tells the nurse that if the nurse comes in the room he will choke the nurse. The nurse responds by calling other staff to assist with the situation.
1. What phase of the aggression cycle is Christopher in at the beginning of this scenario? What phase is he in at the end the scenario? (State the evidence that supports your answers).
2. What interventions could have been implemented to prevent Christopher from escalating at the beginning of the scenario?
3. What interventions should the nurse take to deescalate the situation when Christopher is refusing to open his door?
4. If a restrictive intervention (restraint/seclusion) is used, what are some important steps for the nurse to remember?
.
MotivationExplain your motivation for applying to this prog.docxhelzerpatrina
Motivation:
Explain your motivation for applying to this program. How does the content of this study abroad program relate to your future academic and professional goals?
Goals(REQUIRED)
List and explain three concrete goals related to living and studying abroad that you will set for yourself to get the most out of this opportunity.
.
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High Quality Family Engagement: 2018 National Title I ConferenceChris Shade
Under ESSA, schools are no longer confined to “core academic subjects” as the only measure of student success. Recent educational reforms did not sufficiently address the socio-emotional factors crucial in learning. States, districts, and schools now have the flexibility to provide a “well-rounded education” including activities in social emotional learning, skills essential to academic success. ESSA provides opportunities to encourage balance where the focus had become too narrow —and to do so in ways that ensure access and equity for all students. While many focus on what educators can do to ensure true equitability, there is no substitute for parents’ role as a child’s first teacher. To close the opportunity gap, districts and schools must find, develop, and deploy practical and scalable solutions to empower parents and families to be an active part in eliminating barriers. Discover how ReadyRosie offers research-based strategies to help close that gap.
Week 5 Journal Specific Needs and CultureUsing the Journal tab, .docxhelzerpatrina
Week 5 Journal Specific Needs and Culture
Using the Journal tab, respond to the following prompt:
Explain how a service learning project can fit into the specific needs and culture of your school or future a school in which you will be working.
Carefully review the Grading Rubric (Links to an external site.) for the criteria that will be used to evaluate your journal entries.
INSTRUCTOR GUIDANCEWEEK FIVE
*Special thanks to Dr. Patrice Jones for sharing her original guidance in this document.
According to the National Education Association (NEA) President Dennis Roekel, "research and field-work show that parent-school partnerships improve schools, strengthen families, build community support, and increase student achievement and success" (Roekel, 2008, para. 5). Schools cannot work alone in getting students to improve learning.
There has to be a structured, strategic plan that includes other stakeholders. A variety of potential community groups such as police officers, firefighters, civil rights, and youth services organizations are great examples of resources that can be involved in the teaching and learning process. Consider the benefits of seeking out this type of community support? What are some of the first steps in garnering the support of these leaders within the community? Additionally, when students get involved with this strategic planning in developing community relationships through service learning projects, the outcomes prove positive for social growth and academic development. The benefits of service learning project can be seen in the Service Learning: You Can Make a Difference (Links to an external site.) one and half minute video.
The first step in establishing a successful partnership between schools and community is the initial planning phase. This sets the foundation by assessing the school’s needs, establishing goals and objectives, and developing a vision for the future. One of the key factors is getting those individuals involved who have a genuine interest and care about what happens to the schools within the community. Price (2008) explains that through the “community mobilization” process, schools engage the community to create a list of community priorities, resources, needs, and solutions that promote stakeholder accountability and positive student support. He believes that by "mobilizing the village" and having community meetings related to education, support for education can be garnered (Price, 2008, p. 90). The concern, however, is recruiting school and community volunteers who will spearhead these partnerships. Educators may not feel qualified to assume this role, or may not have enough time to add another responsibility to their already-full plate. Price suggest that the key to getting teachers involved in creating partnerships is by tapping into their professional interest in community-based efforts in improving student success.
A fully supportive community must include parental involvement ...
Week 5 Discussion 2 Hierarchy of NeedsHjalmarson focuses on Masl.docxhelzerpatrina
Week 5 Discussion 2 Hierarchy of Needs
Hjalmarson focuses on Maslow’s Hierarchy of Needs Triangle to prioritize school outreach efforts. Why do you think it is important to concentrate on basic needs first? What is your experience with schools that understand the imperative to take care of basic needs as step one of any school to parent outreach program?
INSTRUCTOR GUIDANCEWEEK FIVE
*Special thanks to Dr. Patrice Jones for sharing her original guidance in this document.
According to the National Education Association (NEA) President Dennis Roekel, "research and field-work show that parent-school partnerships improve schools, strengthen families, build community support, and increase student achievement and success" (Roekel, 2008, para. 5). Schools cannot work alone in getting students to improve learning.
There has to be a structured, strategic plan that includes other stakeholders. A variety of potential community groups such as police officers, firefighters, civil rights, and youth services organizations are great examples of resources that can be involved in the teaching and learning process. Consider the benefits of seeking out this type of community support? What are some of the first steps in garnering the support of these leaders within the community? Additionally, when students get involved with this strategic planning in developing community relationships through service learning projects, the outcomes prove positive for social growth and academic development. The benefits of service learning project can be seen in the Service Learning: You Can Make a Difference (Links to an external site.) one and half minute video.
The first step in establishing a successful partnership between schools and community is the initial planning phase. This sets the foundation by assessing the school’s needs, establishing goals and objectives, and developing a vision for the future. One of the key factors is getting those individuals involved who have a genuine interest and care about what happens to the schools within the community. Price (2008) explains that through the “community mobilization” process, schools engage the community to create a list of community priorities, resources, needs, and solutions that promote stakeholder accountability and positive student support. He believes that by "mobilizing the village" and having community meetings related to education, support for education can be garnered (Price, 2008, p. 90). The concern, however, is recruiting school and community volunteers who will spearhead these partnerships. Educators may not feel qualified to assume this role, or may not have enough time to add another responsibility to their already-full plate. Price suggest that the key to getting teachers involved in creating partnerships is by tapping into their professional interest in community-based efforts in improving student success.
A fully supportive community must include parental involvement. The efforts previous ...
Parental Involvement in High School in Dubai: Strengthening the Education Par...mansurali2343
Parental involvement is a vital component of a student's educational journey, and it plays a significant role in their success and well-being. This article focuses on the importance of parental involvement in High school in Dubai and how it strengthens the education partnership between parents, students, and educators.
Running Head RESEARCHING1Researching Communit.docxtodd521
Running Head: RESEARCHING 1
Researching Community Partnerships (Rough Draft)
Gloria Spencer
Grantham University
Service learning the builder of our community
Good education is a very sensitive social issue all over the world with each person focusing on ways of improving the quality of education where they come from. This is largely attributed to the high demand for quality education all over the world. Quality education is not only a necessity for survival today but also a vital aspect in the employment sector with each employer looking for the most educated and fit person for any job application. Service learning can be a great way of delivery this as students can be able to easily volunteer in schools and other educational facilities to educate their peers and the community thus boosting the amount of knowledge they may have had previously. While service learning is hard to balance between school work and other extra-curricular activities, students should be encouraged to participate in service learning through community service because it adds value to the student, it improves students' performance in school, and it enables interpersonal learning in students.
Service learning is a teaching technique used by institutions to teach students by combing learning objectives with community service, where they use their academic knowledge in order to meet and address specific community needs. Through service learning, students can easily learn in various ways such as interpersonal learning, academic learning and even developing their cognitive abilities. However, the challenges that students may face from service learning include time constraints and being at unease from working in environments that some may consider to be foreign. The Netter Center for Community Partnership happens to be one of the most famous service learning and community partnership programs in the country. The organization revolves around partnering with the communities in order to find solutions to the community needs such as education, environment and even health programs. “The Netter Center operates a variety of programs and initiatives that support its core mission of bringing to bear the broad range of human knowledge needed to solve the complex, comprehensive, and interconnected problems of the American city so that the local community of West Philadelphia, Philadelphia, the University itself, and society benefit” (Netter Center for Community Partnerships, 2017)
The organization partners with the community in art-based programs, internship programs for undergraduate and graduate students and even other schools in order to improve the quality of education. These partnerships equip the students with greater social values, skills in other fields other than academic know-how and improving the community’s welfare generally. One of the past partnerships that Netter Center had with the youth in the community was a partnership to address violence and youth safety in.
Parental Involvement in Dubai's Schools: Bridging the Gap Between Home and Cl...amankhan99101
Parental involvement in education plays a critical role in shaping students' academic success and overall well-being. In Dubai, a city known for its vibrant multicultural community, fostering strong partnerships between parents and schools is essential for creating a supportive learning environment that meets the diverse needs of students.
Similar to Week 6 unedited example final paper v1docI really want you to do.docx (20)
Most patients with mental health disorders are not aggressive. H.docxhelzerpatrina
Most patients with mental health disorders are not aggressive. However, it is important for nurses to be able to know the signs and symptoms associated with the five phases of aggression, and to appropriately apply nursing interventions to assist in treating aggressive patients. Please read the case study below and answer the four questions related to it.
Aggression Case Study
Christopher, who is 14 years of age, was recently admitted to the hospital for schizophrenia. He has a history of aggressive behavior and states that the devil is telling him to kill all adults because they want to hurt him. Christopher has a history of recidivism and noncompliance with his medications. One day on the unit, the nurse observes Christopher displaying hypervigilant behaviors, pacing back and forth down the hallway, and speaking to himself under his breath. As the nurse runs over to Christopher to talk, he sees that his bedroom door is open and runs into his room and shuts the door. The nurse responds by attempting to open the door, but Christopher keeps pulling the door shut and tells the nurse that if the nurse comes in the room he will choke the nurse. The nurse responds by calling other staff to assist with the situation.
1. What phase of the aggression cycle is Christopher in at the beginning of this scenario? What phase is he in at the end the scenario? (State the evidence that supports your answers).
2. What interventions could have been implemented to prevent Christopher from escalating at the beginning of the scenario?
3. What interventions should the nurse take to deescalate the situation when Christopher is refusing to open his door?
4. If a restrictive intervention (restraint/seclusion) is used, what are some important steps for the nurse to remember?
.
MotivationExplain your motivation for applying to this prog.docxhelzerpatrina
Motivation:
Explain your motivation for applying to this program. How does the content of this study abroad program relate to your future academic and professional goals?
Goals(REQUIRED)
List and explain three concrete goals related to living and studying abroad that you will set for yourself to get the most out of this opportunity.
.
Most public policy is made from within government agencies. Select a.docxhelzerpatrina
Most public policy is made from within government agencies. Select an agency to review for this assignment:
1) Go to
https://www.usa.gov
to begin your search.
2) Next, click on the menu tab labelled “Government Agencies and Elected Officials.”
3) Then, click on “A-Z Index of U.S. Government Agencies.”
4) Select one of the large federal agencies, and review one of its major policies, laws, or regulations.
What is the primary mission of the agency? Select a problem that the agency is attempting to solve. Research the major policy process as it has evolved and identify its major stakeholders. Identify what major factors have contributed to policy ineffectiveness. Is the bureaucracy now too large to provide adequate oversight and future development? Be sure to integrate lessons learned and policy concepts discussed throughout the class. Examples may include security at airports, immigration, education (No Child Left Behind), welfare support, Social Security, health care, etc. Identify government subsidies, tools, and regulations the agency uses to meet its policy goals. Pinpoint supporting agencies, groups, or businesses that would be most interested in these policies, and describe the potential conflicts of interest.
Your APA style paper should be three pages in length, not counting the title and reference pages. Provide at least three peer-reviewed or professional references. Be sure your paper is double-spaced and uses 12-point font and one-inch margins. Use your own words, and include citations and references as needed to avoid plagiarism. All sources used must be referenced; paraphrased and quoted material must have accompanying citations and be cited per APA guidelines.
.
Mr. Smith brings his 4-year-old son to your primary care office. He .docxhelzerpatrina
Mr. Smith brings his 4-year-old son to your primary care office. He states the boy has been ill for three days. Mr. Smith indicates that he would like antibiotics so he can send his son back to pre-school the next day.
History - Child began with sneezing, mild cough, and low grade fever of 100 degrees three days ago. All immunizations UTD. Father reports that the child has had only two incidents of URI and no other illnesses.
Social - non-smoking household. Child attends preschool four mornings a week and is insured through his father’s employment. No other siblings in the household.
PE/ROS -T 99, R 20, P 100. Alert, cooperative, in good spirits, well-hydrated. Mildly erythemic throat, no exudate, tonsils +2. Both ears mild pink tympanic membrane with good movement. Lungs clear bilaterally. All other systems WNL.
Do not consider COVID-19 for this patient diagnosis.
.
Mrs. Walsh, a woman in her 70s, was in critical condition after rep.docxhelzerpatrina
“Mrs. Walsh, a woman in her 70s, was in critical condition after repeat coronary artery bypass graft (CABG) surgery. Her family lived nearby when Mrs. Walsh had her first CABG surgery. They had moved out of town but returned to our institution, where the first surgery had been performed successfully. Mrs. Walsh remained critically ill and unstable for several weeks before her death. Her family was very anxious because of Mrs. Walsh’s unstable and deteriorating condition, and a family member was always with her 24 hours a day for the first few weeks.
The nurse became involved with this family while Mrs. Walsh was still in surgery, because family members were very anxious that the procedure was taking longer than it had the first time and made repeated calls to the critical care unit to ask about the patient. The nurse met with the family and offered to go into the operating room to talk with the cardiac surgeon to better inform the family of their mother’s status.
One of the helpful things the nurse did to assist this family was to establish a consistent group of nurses to work with Mrs. Walsh, so that family members could establish trust and feel more confident about the care their mother was receiving. This eventually enabled family members to leave the hospital for intervals to get some rest. The nurse related that this was a family whose members were affluent, educated, and well informed, and that they came in prepared with lists of questions. A consistent group of nurses who were familiar with Mrs. Walsh’s particular situation helped both family members and nurses to be more satisfied and less anxious. The family developed a close relationship with the three nurses who consistently cared for Mrs. Walsh and shared with them details about Mrs. Walsh and her life.
The nurse related that there was a tradition in this particular critical care unit not to involve family members in care. She broke that tradition when she responded to the son’s and the daughter’s helpless feelings by teaching them some simple things that they could do for their mother. They learned to give some basic care, such as bathing her. The nurse acknowledged that involving family members in direct patient care with a critically ill patient is complex and requires knowledge and sensitivity. She believes that a developmental process is involved when nurses learn to work with families.
She noted that after a nurse has lots of experience and feels very comfortable with highly technical skills, it becomes okay for family members to be in the room when care is provided. She pointed out that direct observation by anxious family members can be disconcerting to those who are insecure with their skills when family members ask things like, “Why are you doing this? Nurse ‘So and So’ does it differently.” She commented that nurses learn to be flexible and to reset priorities. They should be able to let some things wait that do not need to be done right away to give the family some.
Much has been made of the new Web 2.0 phenomenon, including social n.docxhelzerpatrina
Much has been made of the new Web 2.0 phenomenon, including social networking sites and user-created mash-ups. How does Web 2.0 change security for the Internet? Your submission should be between 500 words with references and following APA reference style. Please do not include a title page
.
MSN 5550 Health Promotion Prevention of Disease Case Study Module 2.docxhelzerpatrina
MSN 5550 Health Promotion: Prevention of Disease Case Study Module 2 Instructions: Read the following case study and answer the reflective questions.
Please provide rationales for your answers. Make sure to provide a citation for your answers. Deadline: CASE STUDY:
An Older Immigrant Couple: Mr. and Mrs. Arahan Mr. and Mrs. Arahan, an older couple in their seventies, have been living with their oldest daughter, her husband of 15 years, and their two children, ages 12 and 14. They all live in a middle-income neighborhood in a suburb of a metropolitan city. Mr. and Mrs. Arahan are both college educated and worked full-time while they were in their native country. In addition, Mr. Arahan, the only offspring of wealthy parents, inherited a substantial amount of money and real estate. Their daughter came to the United States as a registered nurse and met her husband, a drug company representative. The older couple moved to the United States when their daughter became a U.S. citizen and petitioned them as immigrants. Since the couple was facing retirement, they welcomed the opportunity to come to the United States. The Arahans found life in the United States different from that in their home country, but their adjustment was not as difficult because both were healthy and spoke English fluently. Most of their time was spent taking care of their two grandchildren and the house. As the grandchildren grew older, the older couple found that they had more spare time. The daughter and her husband advanced in their careers and spent a great deal more time at their jobs. There were few family dinners during the week. On weekends, the daughter, her husband, and their children socialized with their own friends. The couple began to feel isolated and longed for a more active life. Mr. and Mrs. Arahan began to think that perhaps they should return to the home country, where they still had relatives and friends. However, political and economic issues would have made it difficult for them to live there. Besides, they had become accustomed to the way of life in the United States with all the modern conveniences and abundance of goods that were difficult to obtain in their country. However, they also became concerned that they might not be able to tolerate the winter months and that minor health problems might worsen as they aged. They wondered who would take care of them if they became very frail and where they would live, knowing that their daughter had only saved money for their grandchildren’s college education. They expressed their sentiments to their daughter, who became very concerned about how her parents were feeling. This older couple had been attending church on a regular basis, but had never been active in other church-related activities. The church bulletin announced the establishment of parish nursing with two retired registered nurses as volunteers. The couple attended the first opening of the parish clinic. Here, they met one of the registered nur.
MSEL Strategy Mid-term Instructions Miguel Rivera-SantosFormat.docxhelzerpatrina
MSEL Strategy Mid-term Instructions Miguel Rivera-Santos
Format of the Mid-term
· You will find three recent newspaper articles describing a strategic move or a strategic decision in this document. Choose two out of these three articles and, for each of the two articles you have selected, answer the following two questions:
· Q1: What is (are) the issue(s) for the main company in the article? How do you assess the company’s strategic decision(s)? What additional information and what specific analyses would you conduct to fully understand the issue(s) and the decision(s)?
· Q2: What alternative recommendation would you consider in response to the issue(s)? What additional information/analyses would you need for this alternative recommendation? How could it be implemented?
· For each article, the combined answers to these two questions should be no longer than 2 single-spaced pages, in 12-point Times New Roman, with a 1-inch margin all around.
You can add as many appendices as you feel necessary, but remember that the page limitfor the mid-term (excluding exhibits) is 4 pages, i.e., 2 pages per newspaper article.
· You do not need to seek additional information beyond what is provided in the articles.
GOOD LUCK!
Geely to build satellites for self-driving cars - Financial Times (US), 3/4... https://digital.olivesoftware.com/Olive/ODN/FTUS/PrintArticle.aspx?d...
Automobiles
CHRISTIAN SHEPHERD — BEIJING
Geely is aiming to be the first China carmaker to design and build satellites to support its autonomous driving programme, the latest step by founder Li Shufu in his bid to build an industry leader.
Geely, which owns Swedish brand Volvo Cars, Malaysia’s Proton, and a stake in Mercedes-Benz owner Daimler, will invest Rmb2.27bn ($325m) in a new development centre and factory to manufacture satellites this year, the company said yesterday.
The announcement makes Geely the first known Chinese carmaker with plans to build its own satellites. Mr Li’s move sparked comparisons in China media with Elon Musk, founder of electric carmaker Tesla and private space exploration company SpaceX.
Last month Geely drew comparisons with Volkswagen when Mr Li’s holding group announced plans to merge Geely Automobile and Volvo Cars, moving the company towards becoming the first global Chinese carmaker.
Che Jun, Communist party boss of China’s eastern Zhejiang province, where Geely is based, said that the complex would be built in Taizhou city and that construction had begun.
The centre will design, test and manufacture low-orbit communication satellites, purpose-built to improve geolocation of vehicles and to support their connected functions, Geely said.
Geely has been pouring money into new technologies from self-driving cars to flying taxis, spending Rmb20bn on research and development in the past year.
The investments are part of the group’s spend on global expansion, such as buying a $9bn stake in Daimler.
The announcement comes as the coronavirus outbre.
Much of the focus in network security centers upon measures in preve.docxhelzerpatrina
Much of the focus in network security centers upon measures in preventing network intrusions and handling security events. There is also a growing debate about what proactive measures an organization should take. From a practical matter, what could some of these practical measures be? Also, are there any biblical principles around taking proactive measures against a probable attacker - and if so, to what extent should these measures go?
.
Mt. Baker Hazards Hazard Rating Score High silic.docxhelzerpatrina
Mt. Baker
Hazards
Hazard Rating Score
High silica content of eruptive products, >60% (andesite/dacite/rhyolite)
Major explosive activity within last 500 years
Major explosive activity within last 5000 years
Pyroclastic flows within last 500 years
Mudflows (lahars) within the last 500 years
Destructive tsunami within last 500 years
Occurrence of frequent volcano-seismic crises (volcanic earthquake swarms)
Occurrence of significant ground deformation within last 50 years
SCORE
Risk
Risk Rating Score
Population at risk >100
Population at risk >1,000
Population at risk >10,000
Population at risk >100,000
Population at risk >1,000,000
Historical fatalities
Evacuation as a result of historical eruption(s)
SCORE
TOTAL SCORE ___________
For each of the above queries to which the answer is yes, score 1. For an answer of no, score 0.
If no information is found, assume the answer is no and score 0.
Mt. Hood
Hazards
Hazard Rating Score
High silica content of eruptive products, >60% (andesite/dacite/rhyolite)
Major explosive activity within last 500 years
Major explosive activity within last 5000 years
Pyroclastic flows within last 500 years
Mudflows (lahars) within the last 500 years
Destructive tsunami within last 500 years
Occurrence of frequent volcano-seismic crises (volcanic earthquake swarms)
Occurrence of significant ground deformation within last 50 years
SCORE
Risk
Risk Rating Score
Population at risk >100
Population at risk >1,000
Population at risk >10,000
Population at risk >100,000
Population at risk >1,000,000
Historical fatalities
Evacuation as a result of historical eruption(s)
SCORE
TOTAL SCORE ___________
For each of the above queries to which the answer is yes, score 1. For an answer of no, score 0.
If no information is found, assume the answer is no and score 0.
Mt. Rainier
Hazards
Hazard Rating Score
High silica content of eruptive products, >60% (andesite/dacite/rhyolite)
Major explosive activity within last 500 years
Major explosive activity within last 5000 years
Pyroclastic flows within last 500 years
Mudflows (lahars) within the last 500 years
Destructive tsunami within last 500 years
Occurrence of frequent volcano-seismic crises (volcanic earthquake swarms)
Occurrence of significant ground deformation within last 50 years
SCORE
Risk
Risk Rating Score
Population at risk >100
Population at risk >1,000
Population at risk >10,000
Population at risk >100,000
Population at risk >1,000,000
Historical fatalities
Evacuation as a result of historical eruption(s)
SCORE
TOTAL SCORE ___________
For each of the above queries to which the answer is yes, score 1. For an answer of no, score 0.
If no information is found, assume the answer is no and score 0.
Mt. St. Helens
Hazards
Hazard Rating Score
High.
Motivation and Cognitive FactorsQuestion AAlfred Hit.docxhelzerpatrina
Motivation and Cognitive Factors
Question A
Alfred Hitchcock reputedly said, “When an actor comes to me and wants to discuss his character, I say, “It’s in the script.” If he says, “But what’s my motivation,” I say, “Your salary.” Discuss motivation based on extrinsic rewards in comparison to that motivated by intrinsic rewards. Are different types of motivations preferable for different tasks? Remember to explain and cite educational sources to support the ideas within the post.
Question B
Social cognitive theory suggests that our beliefs and feelings influence our behavior. What beliefs (cognitive factors) might be related to the specific behavior of going to college? Remember to explain and cite educational sources to support the ideas within the post.
OR
Select one of the personality tests from
Similar Minds
. Take the test, read your results and reproduce them in your journal. What parts of the results ring true to you? What do not? Remember to explain and cite educational sources to support the ideas within the post.
View your discussion
rubric
.
13
.
Motivation in OrganizationsMotivation i.docxhelzerpatrina
Motivation in Organizations
*
Motivation in Organizations
Chapter 7
Chapter 7 Preview:
Motivation in OrganizationsWhat do individuals need to do to meet a personal goal? What are the most important sources of work motivation (e.g., money? recognition? other?)What do you think makes for effective goal-setting? What happens when people feel that they are underpaid compared to their peers? What do people need to believe about a possible reward, in order for it to be motivating?
Components of motivation: What are the basic components of motivation? Page Ref: 214
Motivation: What motivates people to work? What are the most important sources of work motivation? Page Ref: 215
Guidelines for setting effective performance goals: What are they? Page Ref: 220-223
Equity Theory: What are some possible reactions to inequity? Page Ref: 226-227
Expectancy Theory: What are the three types of beliefs that people have, and what do they mean? Page Ref: 230
Copyright
Learning ObjectivesDefine motivation and explain its importance in the field of organizational behavior.Identify and explain the conditions through which goal setting can be used to improve job performance.
Learning ObjectivesDescribe equity theory and how it may be applied to motivating people in organizations.Describe expectancy theory and how it may be applied in organizations.
*
Today’s AgendaMotivationGoal SettingEquity TheoryExpectancy Theory
*
Today’s AgendaMotivationGoal SettingEquity TheoryExpectancy Theory
*
The set of processes thatarousedirect, and maintain
human behavior toward attaining some goal
Motivation
*
Motivation Components
*
Motivation
Key PointsMotivation and job performance are not synonymousMotivation is multifacetedPeople are motivated by more than just money
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What Motivates You to Work?
*
What Motivates People to Work?
*
Today’s AgendaMotivationGoal SettingEquity TheoryExpectancy Theory
*
Goal Setting
*
Goal Setting
Do you have goals?Have you been successful in meeting them?What do you think are important characteristics of attainable goals?How does it make you feel to achieve goals?
*
Goal Setting Guidelines
For ManagersAssign specific goalsAssign difficult, but acceptable, performance goalsstretch goalsProvide feedback on goal attainment
*
Today’s AgendaMotivationGoal SettingEquity TheoryExpectancy Theory
*
Equity TheoryPeople strive to maintain ratios of their own outcomes (rewards) to their own inputs (contributions) that are equal to the outcome / input ratios of others with whom they compare themselves
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Equity Theory
Possible Reactions to Inequity
*
Equity Theory
Managerial ImplicationsAvoid underpaymentAvoid overpaymentBe honest and open with employees
*
Equity Theory
Pay Practices in the NewsPay Practices at Reddit, Google and Gravity Payments
*
Equity Theory
Pay Practices in the NewsQuestions to co.
Motivations to Support Charity-Linked Events After Exposure to.docxhelzerpatrina
Motivations to Support Charity-Linked Events After Exposure to
Facebook Appeals: Emotional Cause Identification and Distinct
Self-Determined Regulations
Kaspar Schattke
Université du Québec à Montréal
Ronald Ferguson and Michèle Paulin
Concordia University
Nonprofit organizations are increasingly dependent on the involvement of Millennial
constituencies. Three studies investigated their motivations to support charity-linked
events: emotional identification with a cause, self-determination theory (SDT) regula-
tions, and context-related Facebook promotions. This article addresses the recent call to
expand SDT research from a simple analysis of autonomous versus controlled moti-
vation, to studying the effects of all the regulations in the SDT continuum, in particular,
the inclusion of the tripartite dimensions of intrinsic motivation and integrated moti-
vation. Results demonstrated that the greater the emotional identification with the
cause, the stronger was the tendency to support the charity-linked event. Also, the
results in these social media contexts revealed that specific intrinsic dimensions (e.g.,
experience stimulation) are motivators of online and offline support, as is the personal
value nature of integrated regulation. Whereas only autonomous motivational regula-
tions predicted support for the two events organized specifically a for charitable causes,
both autonomous and controlled regulations predicted support of a for-profit event
organized with a charitable cause as an adjunct. These findings can assist practitioners
in designing more effective social media communications in support of charity-linked
events.
Keywords: social media, self-determination theory, integrated regulation, tripartite
model of intrinsic motivation, charitable causes
Supplemental materials: http://dx.doi.org/10.1037/mot0000085.supp
Social media is a new domain offering excit-
ing opportunities to investigate research ques-
tions in social psychology (Greitemeyer, 2011;
Kende, Ujhelyi, Joinson, & Greitemeyer, 2015).
Our research examined motivation to support
charity-linked events of nonprofit organizations
that are currently faced with increased compe-
tition for resources and declining government
support (Paulin, Ferguson, Jost, & Fallu, 2014;
Reed, Aquino, & Levy, 2007; White & Peloza,
2009). Presently, they depend on an ageing set
of traditional supporters (Urbain, Gonzalez, &
Le Gall-Ely, 2013). However, their future suc-
cess lies in ensuring the sustainable involve-
ment of the Millennial generation (Fine, 2009),
distinguished from other generations by their
intense exposure at an early age to interactive
technology and social media (Bolton et al.,
2013).
Facebook, the most detailed social media, is
used primarily to maintain or solidify existing
offline relationships allowing people to develop
a public or semipublic profile and to emotion-
ally participate with those whom they can share
This article was published Online First December .
Mrs. Walsh, a woman in her 70s, was in critical condition after.docxhelzerpatrina
“Mrs. Walsh, a woman in her 70s, was in critical condition after repeat coronary artery bypass graft (CABG) surgery. Her family lived nearby when Mrs. Walsh had her first CABG surgery. They had moved out of town but returned to our institution, where the first surgery had been performed successfully. Mrs. Walsh remained critically ill and unstable for several weeks before her death. Her family was very anxious because of Mrs. Walsh’s unstable and deteriorating condition, and a family member was always with her 24 hours a day for the first few weeks.
The nurse became involved with this family while Mrs. Walsh was still in surgery, because family members were very anxious that the procedure was taking longer than it had the first time and made repeated calls to the critical care unit to ask about the patient. The nurse met with the family and offered to go into the operating room to talk with the cardiac surgeon to better inform the family of their mother’s status.
· One of the helpful things the nurse did to assist this family was to establish a consistent group of nurses to work with Mrs. Walsh, so that family members could establish trust and feel more confident about the care their mother was receiving. This eventually enabled family members to leave the hospital for intervals to get some rest. The nurse related that this was a family whose members were affluent, educated, and well informed, and that they came in prepared with lists of questions. A consistent group of nurses who were familiar with Mrs. Walsh’s particular situation helped both family members and nurses to be more satisfied and less anxious. The family developed a close relationship with the three nurses who consistently cared for Mrs. Walsh and shared with them details about Mrs. Walsh and her life.
· The nurse related that there was a tradition in this particular critical care unit not to involve family members in care. She broke that tradition when she responded to the son’s and the daughter’s helpless feelings by teaching them some simple things that they could do for their mother. They learned to give some basic care, such as bathing her. The nurse acknowledged that involving family members in direct patient care with a critically ill patient is complex and requires knowledge and sensitivity. She believes that a developmental process is involved when nurses learn to work with families.
· She noted that after a nurse has lots of experience and feels very comfortable with highly technical skills, it becomes okay for family members to be in the room when care is provided. She pointed out that direct observation by anxious family members can be disconcerting to those who are insecure with their skills when family members ask things like, “Why are you doing this? Nurse ‘So and So’ does it differently.” She commented that nurses learn to be flexible and to reset priorities. They should be able to let some things wait that do not need to be done right away to give the famil.
MOVIE TITLE IS LIAR LIAR starring JIM CARREYProvide the name o.docxhelzerpatrina
MOVIE TITLE IS LIAR LIAR starring JIM CARREY
Provide the name of the movie, television series, or streaming series you chose, including a summary of the content, and explain why you selected it.
What are your impressions of the environments (include graphic elements)?
Pay attention to the relationships and communication occurring in the movie. How are people greeting each other? How are people interacting? Do you think you can tell the relationships of the people based on their verbal and nonverbal behaviors? Why or why not?
What are the cultural verbal cues that you notice in the movie?
What are the cultural nonverbal cues that you notice in the movie?
Describe two of the characters' use of language including word arrangement, word choice, and intended meaning.
Summarize how your content choice provided sufficient detail allowing you to describe the roles of verbal and nonverbal elements in communication and how the two forms of communication work in conjunction.
.
mple selection, and assignment to groups (as applicable). Describe.docxhelzerpatrina
mple selection, and assignment to groups (as applicable). Describe the process of obtaining informed consent, if applicable.
Data Analysis Procedures: Begin by describing your demographic data from your participants. How will you analyze this data using descriptive statistics? Restate each project question or PICOT question. For each question, describe in detail what inferential statistics you will use to analyze your data. Include steps to ensure your data meet the assumptions for each inferential statistic used. Describe the a priori alpha level you plan to use.
Ethical Considerations: Provide a description of ethical issues related to your project and how you plan to deal with them. Consider your methodology, design, and data collection. Compare to a randomized controlled trial. Address anonymity, confidentiality, privacy, lack of coercion, informed consent, and potential conflicts of interest. Discuss how you plan to adhere to the Belmont Report key principles (respect, justice, beneficence).
.
More and more businesses have integrated social media into every asp.docxhelzerpatrina
More and more businesses have integrated social media into every aspect of their communication strategies and there are many recent examples of employees being fired from their jobs for personal social media postings. Discuss the benefits and pitfalls of using social media within businesses and if you think it is ethical for business to fire employees for personal use of social media. How can you monitor and control your own social media activities to prevent such a professional conflict?
.
Module Five Directions for the ComparisonContrast EssayWrite a.docxhelzerpatrina
Module Five: Directions for the Comparison/Contrast Essay
Write a five paragraph essay, using sources and MLA style with a works cited page and include photos and illustrations, to document the similarities and differences of the two major NASA missions:
1. The past Apollo missions to the Moon
and
2. The planned future missions to Mars
NASA.gov is a primary source for both missions, use it for quotations and include it in your Works Cited page. Also, there are many other sources available through our library online databases and others via google.search.
A sample outline could be:
I. Introduction and thesis statement
II. How the two missions are alike
III. How the Apollo missions were unique for traveling to the Moon and back
IV. How the planned Mars missions are unique for traveling to the Red Planet.
V. Conclusion
.
Monica asked that we meet to see if I could help to reduce the d.docxhelzerpatrina
Monica asked that we meet to see if I could help to reduce the differences between them. When the time came, she started the conversation by saying that Richard wasn’t saving any money at all. They hadn’t started implementing. She said he spent a good deal of time buy- ing and selling stocks. He seemed to be influenced by the weekly ups and downs of the market. At least temporarily, however, he had raised the quality of the stocks he was buying.
Richard seemed a little annoyed and said that Monica never wanted to sell any securities. She almost always told him to wait. She said the shares would come back. When I asked what money meant to them, Richard said an opportunity to gamble and Monica replied a chance to lose what you’ve accumulated. As far as their long-term goals were concerned, Richard said he had no real long-term goals. The future was too fickle. He said who knew what fate had in store for them. Monica’s goal was to feel secure. I had the feeling that her remark was in response to Richard’s behavior. She wouldn’t allow herself to think of anything beyond security until Richard’s activities could be controlled.
Case Application Questions
1. What should be done about Richard’s spending?
2. What kind of investment behavior is Richard demonstrating?What can be done about it? 3. What is Monica’s investment behavior called? How can it be helped?
4. Contrast their two views of money. Do you have any recommendations?
5. How can Monica’s fears be dealt with?
.
Module 6 AssignmentPlease list and describe four types of Cy.docxhelzerpatrina
Module 6 Assignment
Please list and describe four types of Cyber crime.
Rubric for Assignment submission
Criterion
Description
Points possible
Content
Student posts and describes four types of Cyber crimes
40
Word count
500 words
10
Total Points possible
50
.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Instructions for Submissions thorugh G- Classroom.pptx
Week 6 unedited example final paper v1docI really want you to do.docx
1. Week 6 unedited example final paper v1doc
I really want you to do an amazing job on your final paper.
Therefore I have posted another unedited example below.
Please, please, please use subheadings as shown in the example.
This makes it much easier for you to write your paper and
remain on track with the assignment's grading criteria.
Parent Involvement for the 21st Century
EDU 617 School, Family & Community Partnerships
Instructor: Joyce Johnson
Student's Name
Date
Introduction
Active community and parent involvement in a school is not
automatic. It involves energy and labor on the part of the
school, its staff and establishing relationship with parents and
the community. The relationship must also be sustained and
continued nurture and support must be established to improve
the relationships. This task is imperative for the growth and
development of the school. Parents and the community should
come together and by joining forces to ensure that each child
receives the necessary resources, continued support and
opportunity they need to be successful in their learning. A
strong parent and community relationship make for a great
school experience for all that is associated to the school.
In an effort to provide support and opportunities for students,
they should be provided opportunities to participate in
community service and internships; that will develop the skills.
By being provided these opportunities, students will be able to
apply these skills not only to the classroom but also their daily
lives. The students will participate and be actively involved in
the community and the parents will support and encourage these
students in doing their best. Community and parent support is a
wonderful source of inspiration for students.
Philosophy
2. The internship and community service projects goal is to
recover and advance the community through student, parent and
community contribution (Kielsmeier, 2010). The concept is to
get the parents and community involved in giving students the
support they need when actively involved in their projects
within the community and their class assignments. The purpose
is to help produce a deeper understanding of classroom learning
and a chance for improvement in the community. The
classroom abilities and skills attained by students will be
converted into improvements within their local community.
Objectives
There are certain objectives that I will like to meet in the course
of the service project. These objectives are:
1. To increase parent involvement in the community.
The majority of community projects involves the child and the
parent. This means, in order for the child to participate, the
parent must be actively involved; when this happens, the
number of parents that participate will increase. It is
imperative for school staff and teachers to acquire and maintain
a good relationship with parents and school staff. Creating
these relationships encourages parents and motivates them in
wanting to be involved in school activities. Parents should be
assigned positions and tasks to take part in school projects to
enhance the success and comfort of the relationship.
1. Students will enhance skills through community projects
participation
Involving students in school and community activities will
provide them the opportunity to enhance the skills the already
possess or obtain new skills (Marshall & Swan, 2010). When
students become involved in community projects, they can take
the skills and knowledge that they have learned and use it for
real life settings. Through this realistic project, student’s skills
will expand and be more significant.
· To create successful, effective, confident skillful 21st century
students.
Students acquire needed support when parents and community
3. are involved. The assistance given to the students by the
parents, teachers and community encourages students to one to
improve and become better. The outcome is great in allowing
them to gain the necessary skills while learning and practicing
in the field through real life events. Community projects where
the community and parents work together can provide finances
for students in helping to support projects; posing real world
opportunities and practices for a job. Students will be provided
the opportunity to obtain skills and become successful learners;
while becoming more involved in the community.
Goals
To ensure the project’s success, there must be goals set. Goals
act as instigators to the people actively involved in the project.
For this particular service project, the goals that are included
are:
1. Increase in student involvement for project participation.
This project’s ultimate goal is to increase student involvement.
Through the development of teacher and parent relationships,
school activity participation will increase and the number of
student participation. Parents that are involved in school
activities will give the necessary support and persuade students
to become actively involved in projects. At the end of the
service project, it will be visible the amount of student increase
by 80%.
1. Entice more parent participation in service projects.
When parents become actively involved in school activities,
every aspect relating to the school and community will grow.
Increased school family relationships and involvement with
parents in school activities will encourage other families in
wanting to become involved. At the end of the project, parent
involvement will increase by 60%.
· Increase in community clean up.
Incorporating a tree service project in planting trees around the
community will rise. Expanding the number of trees will be
great in preventing soil erosion and better air quality. The
community will also be enhanced by adding more trees.
4. 1. Develop and increase student’s skills through real life
experiences.
By participating in the service projects, students will be able to
increase their knowledge and skills they have learned inside the
classroom and outside of the classroom (Ferlazzo & Hammond,
2009). Students will be able to enhance those skills they have
learned and also acquire new skills. Development of students’
skills will be reviewed by monitoring how the student performs
in the specialization. The goal is at least an 80% increased
performance.
Resources
There are targeted resources that should be applied for a
successful service project completion. These resources that are
included are those materials needed, the personnel needed for
effectiveness and the funding needed for the project. If the
project does not gain enough resources in the application
process, it will be hard for the students to reach the targeted
goals. For an example, a project that require funding may
slower the application progress and create a challenge; leaving
some goals unfinished.
The qualified personnel that are need for a successful
service project are: Treasurer, project manager, environmental
scientist, community members, school staff, students and
parents. These are the people that will motivate and direct in
the service project development. They will assign duties to the
group based on their interest and experience in the designated
areas. Personnel are imperative for a successful application and
completion because of their diverse background and expertise.
There are also materials needed for the success of the
project. These materials are: transportation, shovels, rope, trees
and manure. These materials are important because they are
used when planting trees. Funds are also needed for the
purchasing of materials and to achieve the goals for the service
project. The sources of these funds will come from parents,
5. donations, contributions and fund raisers. These funds will be
collected by the secretary who assign and budget where the
money goes.
Student Role
Roles are assigned based on knowledge and experience in a
service project. Students will be assigned different roles than
parents and school staff. One role for the students will be to
encourage other students to participate in the service project.
Students will talk to other students about the importance of
being actively involved in the project and how it will help them
in the future.
Students will also assist in carrying the materials that will be
used for the project. This means that they will carry the shovels
and etc. With the help of the project manager, the students will
know what they are supposed to do when they are needed. The
energy displayed by the student in the community as they
participate will help them not only gain skills bur also become
active citizens in society (Kielsmeier, 2010). Their
participation will show them how they can become actively
involved in the community and society.
Parent Role
The parent’s role will be different that the staff and students
while participating in the service project. Parents will donate
materials needed or provide financial donations. Through these
donations, implementation will take place for the project. The
resources generated from the parents will guarantee that the
project goals will be met.
The parents will also be part of the planning development.
Before the start of any project, one must be reminded of the
importance of holding an informational meeting with all parties
involved; so everyone can come together as a group not only for
informational purposes but to also plan and share ideas. This is
the time when parents are able to voice their ideas. The more
people that are involved, the greater the creative ideas are;
which will help the project run easier.
6. Parents will also be the voice in encouraging other community
people in participating and supporting the project. They can
help increase the community involvement. The more people
that are involved in the community, the more they become
informed; which will help them understand the importance of
supporting their community school. Community participation
will also help in bringing students together to learn obtain many
life skills that will be of help to them during school and outside
of school.
Lastly, parents will assist the students on the day of the
project. These roles will be assigned accordingly by the project
manager. These roles may also include helping with utilizing
tools, planting and etc.
Community Members / Organizations Role
Community members’ participation is imperative in every
organization. Community organizations gives support to
projects; such as this. Without the support of the community, it
can be very hard to accomplish targeted goal. In this service
project, community support is significant since community
members have their designated roles to play.
One of the roles for the community and organizations is
financial support. When the need is known, many organizations
support on another. One of the roles of the organizations and
community members within this project is to be that financial
support. Community members and organizations will give their
donations as a support system for the project. The funds that
are received will be used for the sole purpose of the project in
ensuring the materials and all items needed are purchased; to
ensure that the project runs smoothly and as expected.
The community members and organizations should ensure that
the community understands the importance of working as a team
towards one shared goal. They will do this by educating people
in the community on the importance of team work and helping
one another when there is a need. Educating people will not
only bring them together as a group but also encourage others to
support the cause. Many others will be encourage and
7. understand the benefits of supporting each other for the benefit
of the community. If there were no support for the project, the
community members and organizations can fail to understand
the projected goals (Bryan & Griffin, 2010).
The last way that community members and organizations will
have a role is by offering recommendations on what can be
completed for the improvement of the project. Through their
guidance, management and assessments, community members
and organizations will help in directing in areas that need
improvement by sharing what they know and see. Through this
community participation, the project will proceed in reaching
the targeted goal.
Actions Gaining Support
For the project to be successful, it is of most importance to gain
the support from the organization and people alike. The support
that is need can be financial, resource support or physical. In
terms of physical support, there are some in the group that may
volunteer to carry out the work; then there may be some who
would prefer to support financially by donating money and then
there are those that support by way of resources (purchasing
needed items) for the project. All of these types of support are
of great need and serves its own role and purpose. There is not
one greater than the other. You cannot skip and peace and still
expect the project to be a success.
One way to get support for the project is by organizing
community meetings to educate the local community on the
significance of the project. In these meetings the people will
gain knowledge on the importance of the project and how it will
benefit the community. Leaders will be advised to be at the
forefront to unify people in the community to participate, come
together and support the project. Through the assistance and
aid from community leaders and members, the project will be
advertised. Local leaders will notify the government agencies
all government agencies of the project to gain their support
also.
Another way of gaining support is through student education.
8. Each child should be educated on the task at hand, once the
child is educated and understands the importance of the project,
they will then be encouraged to share this knowledge with their
parents. The parents will be motivated by the students to join
in on the project and give their help where needed. Projects in
the community are destined to improve the community and
people will take an active role through their contributions and
support. People know and appreciate the fact that their
participating in the project will strengthen and improve their
community and perhaps produce more resources for the
community.
The last way to gain support for the project is through writing
grants and proposals to the government about the project. The
requests will address the resources needed, the benefits that the
project will bring to the community and the budget. By
proposing these proposals, the government officials will have
the opportunity to assess the proposal and decide on if this is
something they will support. Government officials have the
authority to send specialists for help or support financially to
increase community involvement. Governments are normally
concerned with the success of the community and would support
of the benefits that the project will offer and bring the
community as a whole.
Events Gaining Support
Events are an actual way of obtaining support, community
attendance and participation. These events has a chance of
motivating people to join and support the project or
discouraging one not to participate. People work better when
they feel appreciated and are acknowledged for their work. The
project will provide times that will offer recognition of those
members who participated and exceeded the expectations in the
work that they fulfilled.
Events that will aid in gaining parent participation and
community attendance is through community forums. These
forums when the organizations, parents and community
members will have the chance to offer their opinions and
9. suggestions about the project. These ideas will be used when
making decisions. These decisions are important because they
determine the direction the project will go in and ensures that
the goal is reached. Many people attend community forums;
whether it is to hear the thoughts and opinions of others or
simply be in the know of upcoming projects. In such forums,
active families are able to voice their views about the project;
expanding community attendance and participation.
Another hosted event can be an awards ceremony after the
completion of a project. This ceremony will bring recognition
to all who contributed or participated in the project. The
community, parents and students will be motivated to
participate and offer their support to receive this recognition
award. This will increase community attendance and
participation. This will also encourage those parents who may
have not participated in this project to partake in the next.
Evaluation
To know if the project is moving in the direction planned, it is
vital to have a way of monitoring and assessing the project for
targeted success. Without evaluation benchmarks for
determining success, it may be hard in knowing if the project is
actually progressing.
A way in evaluating the success of the project’s success is the
collection of data. Data displays information from prior
projects. If the data shows participants increase, then it is a
sign that the project is making progress and reaching targeted
goals. On the other hand, if the data displays the amount of
participants has decreased and made no growth, it is a clear
signal that the project is not meeting the target goals.
Another way of measuring progression of the project is
monitoring and making notes of how fast or slow the goals are
being met. When more goals are being met at a short period of
time, it is a clear sign that the project is moving at not only a
good pace but also on task in the direction it should go.
However, if the goal reached are less than the target amount or
no goal has been met after a long time period, it is a sign that
10. the project is not doing well and it is a possibility that it will
not succeed without making proper changes.
Lastly, another way for project evaluation is an overview of
community approval. After the service project, all participants
will receive a survey to complete. The survey will show if the
community has made enhancements to the communities natural
beauty from the service project.
Conclusion
Parent and community involvement in a school setting does not
just happen. It takes effort from each part of the school staff to
create positive relationships with parents and the community;
and work to every effort in continued nurture of the relationship
to maintain it. Good community and parent relationships
establishes a good school experience for all that are associated
with the school. By being provided these opportunities,
students will be able to not only apply this to classroom
learning but also their daily life experiences. Students will
continue to succeed within the community as long as the parents
and community come together and be actively involved.
References
Bryan, J.A. & Griffin, D. (2010). A Multidimensional Study of
School Family Community Partnership Involvement: School,
School Counselor and Training Factors. Professional School
Counseling. Retrieved from EBSCOhost.com
Epstein, J.L. (2011). School, family and community partnership:
Preparing Educators and Improving Schools. Boulder, CO:
Westview Press.
Ferlazzo, L., & Hammond, L.A. (2009). Building Parent
Engagement in Schools. Columbus, Ohio: Linworth
Books/Libraries Unlimited.
Kielsmeier, J.C. (2010). Build a Bridge Between Service and
Learning. Retrieved from EBSCOhost.com
Search entries or author Filter replies by unread
11. Reply Reply to PLEASE READ--- FINAL PAPER
Week 6 Unedited example of the final assignment
Below is an unedited example of the final assignment. Please
pay particular attention to the subheadings. They follow the
criteria in the scoring rubric. I hope you will find this example
useful as you prepare your own final paper.
TITLE PAGE
Introduction
Research studies usually drive the perceptions about a topic like
parental participation in school because numbers are solid data
points that offer an inside look at subject dynamics. Even so,
newer studies may discover underlying elements that seem
minuscule, yet they have a pivotal influence on research
outcomes. It is a common practice to view parental participation
through the lens of time spent at the school, at events and
membership in the Parent-Teacher Association. However,
studies show that parental expectations, disciplinary practices,
and attitudes conveyed to offspring about education in the home
counts as parent involvement (Jeynes, 2011). When educators
build relationships with parents it offers insight into how
parents rule their households and what they expect from their
children. When parents and teachers agree about expectations
and goals students are presented with a solid plan that
encourages academic and behavioral success. Educating
students is a lofty task that requires participation and
cooperation by all immediate stakeholders and that includes
parents, teachers, schools, counselors, and community centered
outreach programs.
Philosophy: Purpose
The purpose of the parent involvement plan is to create
opportunities for families and students to foster collaborations
with community groups through volunteerism. Secondary
12. objectives include building stronger family relationships and
peer interactions through a commitment to a common goal.
Creativity and communication are important when dealing with
young students. Service learning projects and volunteerism are
great ways to re-enforce the four C's associated with the 21st-
century skills mandate. The four C's are collaboration,
communication, creativity and critical thinking (P21, n.d).
Parental involvement plans are necessary because parents and
schools need to work together to ensure that all students receive
a high-quality education. Teachers do not blindly enter the
classroom and hope that things go well. They plan and
strategize to engage students in a manner that will encourage
them to reach their academic goals. In the process of dealing
with parents, organization and planning are needed just like in
the classroom. The involvement plan will create activities that
help teachers and parents get to know each other better. The
students will practice working with their peers and
communicating with members of their community.
Some of the best strategies for getting parents involved in
school include having a welcoming school environment and an
open door policy (Hjalmarson, 2011). Educators are encouraged
to adapt to the needs of the parents in the same manner that they
cater to the needs of their students (Hjalmarson, 2011).
Consistency, communication, and mutual respect are qualities
that enhance situations that require relationship building.
Another way to build connections with families is to practice
cultural relevance and engage family funds of knowledge. Each
student in a class is a representative of knowledge that passes
from one generation to next generation (Lopez, n.d). Oral
histories, traditions, and cultural elements are naturally present
in every home environment. Educators have the option to tap
into these funds of knowledge and incorporate them into the
classroom. Doing so creates opportunities for parents to get
involved and it shows students that their history and their
presence in society add value to the world.
Plan Aims
13. Plan Aims
What you intend to do?
Boost student Self-Esteem
Helping others is a way to boost self-esteem because doing so
adds a sense of purpose to one’s life and promotes the idea that
each individual has something positive to offer to the
community in which they live regardless of their economic
status.
Promote Academic Development
CCSS.ELA-LITERACY.W.8.2 (Links to an external site.)Links
to an external site.
Final Paper: “Write informative/explanatory texts to examine a
topic and convey ideas, concepts, and information through the
selection, organization, and analysis of relevant content (CCSI,
2017).”
CCSS.ELA-LITERACY.W.8.3 (Links to an external site.)Links
to an external site.
Journaling: “Write narratives to develop real or imagined
experiences or events using effective technique, relevant
descriptive details, and well-structured event sequences (CCSI,
2017).”
When a community project connects to classroom content, it
becomes a service learning project. As the person spearheading
the plan, the intent is to get students to reflect on their
experience and perform well on written assignments that
correlate with common core standards. True reflection builds
character and hones critical thinking skills. Students will also
use computer skills to create a flyer, project calendar and a
website.
Promote Physical Development
Community projects require footwork. Parents and students will
distribute flyers and communicate the purpose of their cause to
local businesses in the community. Walking is a healthy
practice, and it will benefit all who are involved.
14. Promote Social Development
Hunger and poverty are issues that plague people from all walks
of life. Peer to peer collaborations is a good way to practice
relationship building skills, tolerance, and respect for other
cultures (Cleary & Simons, 2006). It is important to teach
students how to view others through the lens of our
commonalities rather than our obvious differences.
Increase Parental Participation
The students will come up with a call to action that they think
will persuade their parents to help with the project. As a class,
we will develop a short video listing some facts about hunger in
the area. The students will be challenged to be as creative as
possible and to use elements that they think will get their
parents attention. We will then send the video to the guardian's
phone as a message.
Goals of the Plan
There are three goals in the involvement plan.
1. Get parents involved- the project manager will share research
information with parents that shows them how their children
benefit when they participate and build relationships with
schools, educators and the community.
2. Teach students about volunteerism- The goal is to teach the
students that they are a part of something that reaches beyond
their block and inspire them to take action. If education can
stretch student vision beyond their immediate surroundings, it
increases the chances of pushing their vision and ideas about
where they fit into the scheme of things beyond their state to
the nation and ultimately to the world.
3. Increase community awareness about hunger- The purpose is
to present information that debunks myths about hunger and
lack in this country. Awareness is the key component to
changing public opinion.
4. Build a relationship with a local food bank- Local initiatives
such as homeless shelters, soup kitchens and food banks need
volunteers. Realistically, regardless of how technologically
15. advanced a nation may become there will always be people who
need help and the way to ensure future participation is to instill
volunteerism into students through education and community
partnerships.
Resources: School, Funding, & Materials
The materials needed for the project include printing paper, ink,
and a t-shirt and project planner for each student. The t-shirts
will make our students visible in the community and serve as an
advertisement for the cause. We will need poster boards,
pushpins for hanging flyers, and a spot in the morning
announcements, envelopes and postage stamps. Many of the
items may be purchased at the local dollar store, building a
website is free, and a few parents and myself may donate
postage stamps for our community mailing list. The goal as it
relates to finances is not to spend a lot of money to complete
this project.
Students Role
The students will be responsible for the flyer, the theme, and
the website design. As the facilitator, the plan is to mediate the
decision-making process of the students and provide materials.
The intended purpose is for the students to be able to look back
at the experience and realize that they were instrumental in
reaching the goal. Students will also distribute the flyers and
participate in donation pickup and delivery. The students will
be challenged to take on the role of a reporter to complete their
final paper for the unit. The students will need to use their
critical thinking and communication skills to reach an
agreement on how to move forward with each step of the plan.
It is possible that they may not always agree on how to proceed
and that will create opportunities for them to practice problem-
solving skills. The students will need to be outspoken and give
their input to find solutions and enhance their experience. The
students will be responsible for keeping in touch with each
other outside of school and delegating tasks within their group.
The activities will develop leadership skills and community
mindedness. Students must be informed and ready to answer
16. questions from potential donors and explain why they are
seeking donations.
Parents Role
For this project, parents are expected to participate by driving
or being present when the students are distributing their flyers
and talking to local businesses. Parents may also donate
printing paper and ink for printing the flyers. We want the
parents to ask their employers to be sponsors or donate non-
perishable food items to the student food drive. We want
parents to know that volunteering time for the project is just as
important as giving money or goods. We need parents to assist
with storage and delivery of the goods. Parents will also be
expected to provide motivation and encouragement for their
children to embrace the project if they feel uncomfortable
stepping out of their comfort zone. We will also need parents to
take leadership roles in negotiating the price for our ad in the
local paper and t-shirt prices. The project manager is well aware
that parents may not participate and she is ready to step up and
make sure that the students have a valuable experience. She is
prepared to enlist volunteers from the community and the PTA
to help her students reach their goal.
Community & Organization Roles
The local food bank chosen for this endeavor must be willing to
form partnerships with our students and trust them to represent
their mission and brand in the community. The relationship
building process will include sharing information. The students
will need access to information such as how many families does
the food bank serve in a week, what is the most trying time of
year for local families, and what products are needed the most.
It is our goal not to create any financial burden for the food
bank. However, the operators may already have connections that
will assist the students in some way, or they may have
containers or receptacles with their logo on them to place at
local businesses. The role of residents (community) is to give,
even if it is just one item and support our students and future
leaders of the town.
17. Gaining Support for the Plan
The facilitator of the project will be responsible for the
newspaper ad, acquiring a free or reasonably priced spot on the
local radio, and enlisting other teachers to ask students to bring
an item. The project manager will also be responsible for
mailing flyers to local churches soliciting their participation in
the food drive.
Soliciting Support for Events & Parent Participation
1. Local Newspaper- the project manager will meet with a local
reporter to see if he/she would like to do a story about the
project.
2. Social Media- If parental consent is given; students will live
stream pivotal moments and requests throughout the process.
3. Class Website- parents will also be able to learn details about
the project on the site.
4. Challenge to other schools- students will invite their friends
from other schools to donate.
5. Challenge to local businesses- local businesses will receive a
flyer and a challenge to donate directly to the food bank.
6. Call to Action for Parents- students will create a short video
that will be sent out to all parents via phone messages and
emails.
Plan Evaluation & Criterion for Success
Successful completion of the project is a reflection of the level
of parent participation; the amount of food collected, and
student reflections on their volunteerism experience. The most
important measurements of success are parent involvement and
student experience because any amount of food raised will help
needy families in the community. Parental support is critical
because the project is trying to build bridges between family-
school and community. The greatest challenge is trying to get
people to look beyond their circumstances to help someone who
may be going through something more difficult. If the students
walk away with a sense of community, concern for others,
gratefulness for what they have and a willingness to volunteer
again then the project is a success. There are no guarantees that
18. the goals for this project will happen, even so, the students
deserve to have the experience because the problem that we are
trying to address is a real-life issue. A survey will be provided
for the students, parents, and other volunteers to gauge
individual experiences and to determine what went well and
improvements that need to be made.
Theory: Identity Role Model & Epstein’s Six
The role identity theory teaches that experiences such as
volunteering become identity markers that are filed away for
later use in life to inspire a repeat of the previous experience
(Henri & Stefanik, 2014). Example 1: the knowledge gained
during Certified Nursing Assistant training emerges in the
presence of those needing care. Techniques such as pillow
placement to ease pain and pressure points, positioning to lift or
assist with mobility, changing elaborate bandages, recognition
of infection and perception of fever and dehydration through
mere observance occur without much effort. Even though the
pursuit of higher education ventured down the path of
Psychology and Education, the actions mentioned above
distinctly define a personal characteristic acknowledged as the
caregiver. Example 2: Giving, sharing, and collaborating are
also experiences that create identity markers that encourage
future participation in the practices. In a previous experience,
lack encouraged sharing. Four friends (including me) found
themselves hungry, and none of them had any money or the
ingredients to make a complete meal. One friend had eggs,
another had bread, and the third had luncheon meat and ketchup.
The fourth friend had nothing to offer, and that did not matter.
The friends combined what they had, and everyone departed
nourished. The activities discussed above precisely explain a
personal characteristic confirmed as the collaborator and the
contributor. These examples may seem simple; even so, they are
real-life encounters that add validity to the premise that
supports the identity theory role model. If schools are seeking
to inspire future events of volunteerism and community
mindedness, they must first provide student experiences that
19. open the door to the concept and service learning projects are
the way to accomplish that goal.
Epstein's theory contains six components that are needed to
influence student success. The six components are "parenting,
communicating, volunteering, learning at home, decision-
making, and collaborating with the community (Griffin & Steen,
2010, p. 1)." Parenting refers to how parents relate to their
children. Psychology constructs place parents in one of four
categories; authoritative, agreeable, inattentive, and tyrannical
(Mgbmere & Telles, n.d). Psychology suggests that parenting
styles directly affect children's ability to adapt to new situations
and how they interact with others. Communication skills can
make or break any relationship. The home environment is the
first place of learning for all students. Since children learn from
their environment through natural observances, the ability to
communicate is shaped by those experiences. Volunteer
activities make room for social, emotional, and academic
growth. Learning at home encourages students to be responsible
for their role in the education process, prepares them for future
learning, and solidifies what they are learning in school.
Decision-making entails developing skills that foster the ability
to weigh actions, choices, and their consequences.
Collaborating with the community is important because it
creates expanding support systems that expose students and
families to a diverse group of people with different levels of
knowledge, expertise, and wisdom.
Conclusion
The purpose of this discourse was to discuss a plan to get
parents involved in a service learning project with their
children. Educators are charged with the task to reach out to
parents in a way that appeal to them and to continue the process
even if parents do not respond. In this plan, the students and the
project facilitator develop creative ways to get the parents
attention via text messages, emails, flyers, and word of mouth.
A marketing strategy to advertise the project is in place, and
donation solicitation methods are present. Schools and
20. educators need the support of parents, and the research supports
the idea that children have a better educational encounter when
their parents are available shareholders. Some parents will meet
the challenge to participate with enthusiasm and others will
remain uninterested, and in that case, the focus shifts to the
well-being of the student (Hjalmarson, 2011). As this dialogue
comes to a close please remember: Educating students is a high
task that requires participation and cooperation by all
immediate stakeholders; that includes parents, teachers, schools,
counselors, and community centered outreach programs,
however, the omission of involvement on the part of parents
does not negate the fact that all children deserve a proper
education.
References
Cleary, B. & Simons, L. (2006).THE INFLUENCE OF
SERVICE LEARNING ON STUDENTS' PERSONAL AND
SOCIAL DEVELOPMENT. Retrieved
from http://stgwww.stjohns.edu/sites/default/files/documents/ad
minoffices/asl-influence-on-development.pdf (Links to an
external site.)Links to an external site.
Common Core Standard Initiative (2017). English Language
Arts Standards >> Writing >> Grade 8. Retrieved from
http://www.corestandards.org/ELA-Literacy/W/8/
Griffin, D., & Steen, S. (2010). School-Family-Community
Partnerships: Applying Epstein's Theory of the Six Types of
Involvement to School Counselor Practice. Professional School
Counseling, 13(4), 218-226.
Henri C. & Stefanik, G. (2014).VOLUNTEERING:
THEORETICAL APPROACHES AND PERSONAL
CHARACTERISTICS. Retrieved from
http://www.afahc.ro/ro/afases/2014/socio/Andronic,%20Razvan-
Lucian_%20Volunteering.pdf
Hjalmarson, F. (2011). Differentiated parent support: Engaging
parents in unique ways to increase their involvement in School.
San Diego, CA: TurnAround Schools Publishing.
Jeynes, W. (2011). The School Community Journal (Links to an
21. external site.)Links to an external site., 21(1), 9-18. Retrieved
from http://www.adi.org/journal/resources/2011ss_SCJ.pdf
Lopez, J. (n.d). Funds of Knowledge.
http://www.learnnc.org/lp/pages/939
Mgbmere, B. & Telles, R. (n.d). Types of Parenting Styles and
How to Identify Yours. Retrieved from
https://my.vanderbilt.edu/developmentalpsychologyblog/2013/1
2/types-of-parenting-styles-and-how-to-identify-yours/
Partnership for 21st Century Learning (n.d). The 4C Research
Series. Retrieved from http://www.p21.org/our-work/4cs-
research-series
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Reply Reply to Final Paper Example
Week 6 Final Project Parent Involvement for the 21st Century
Effective parent and community involvement in a school setting
does not just happen—it requires effort on the part of the school
staff to first establish good relationships with parents and the
community and then requires additional effort to maintain and
improve these relationships. This is a necessary task for schools
to attend to. Good parent and community relations make for a
better school experience for everyone connected to the school.
For your final assignment in this course, you will create a
parent and community involvement plan. Your plan should be
ten to twelve pages in length, not including the title page and
reference page. Be sure to include a minimum of five scholarly
sources (not including your textbook), cited and referenced in
APA style, that support your ideas.
Your plan should address the following items:
1. Describe a philosophy of the plan. Why you are creating this
involvement plan?
2. Describe aims of the plan. What you intend to do?
22. 3. Describe goals of the plan. What you intend to accomplish?
4. Describe school resources to implement the plan. Include
personnel, materials, and funding.
5. Explain the student role in the plan. What will they be doing?
6. Explain the parent role in the plan. What they will be doing?
7. Explain the role of other community members/organizations
in the plan. What will they be doing?
8. Explain actions to gain support for the plan. How will you
create and engage support?
9. Explain events to gain support for the plan; include events to
gain parent participation and community attendance.
10. Explain how you will evaluate the plan and criteria for
success.
Carefully review the Grading Rubric (Links to an external site.)
for the criteria that will be used to evaluate your assignment.
INSTRUCTOR GUIDANCE
WEEK FIVE
*Special thanks to Dr. Patrice Jones for sharing her original
guidance in this document.
In Week Five, you read about the link between Maslow’s
Hierarchy of Needs and parental involvement. When students do
not have their basic needs met or do not feel safe in school, they
are not fully prepared for academic instruction. “It is
imperative that we proactively create a climate that will support
all students learning” (Hjalmarson, 2011, p.135). Partnerships
are all about connection. In this final week of the class, we will
end our discussion about the need to develop partnerships
among schools, families, and communities to support student
success.
Parents are the glue that helps to bring students and schools
together. For schools, it is important to gain parent support and
involvement in assisting students in their educational growth.
23. Schools must develop strategies to offer parents in establishing
better support for students in their educational journey;
however, in order for schools to help parents, there must be a
plan in place. We learned at the start of this course that there
are a variety of ways in which parents can be supportive of
students in school. Far gone are the days when the only way
that parents could show support was to help with homework.
Although helping with homework is still vital, it is only a small
example of the many strategies that parents can use to support
the education of their children.
Think about the classroom today, beyond fundraisers and PTA
meetings. What are some of ways in which your child's school
has asked for your support or you have asked parents for
support? How does this extend to using technology as a means
of academic support? Consider the technology you use to
communicate with your child’s teachers or with the parents of
your students. Research shows a strong correlation between the
achievement gap and home Internet accessibility (Empowering
Parents, 2010). “If, as President Obama emphasizes, parents
have a responsibility to be actively involved in their children’s
education, they will need the technology tools and skills to do
so effectively” (The Children’s Partnership, 2010, p. 7).
Having regular communication with schools through email,
blogs, and social media helps parents receive updates to their
child’s performance and plan for what additional supports they
might need for areas of need.
We have learned throughout the previous weeks of this course
that classrooms throughout the U.S. have become increasingly
diverse. Hjalmarson writes that, “when people are born into
families with limited parenting skills, without some intervention
or training, they will very likely be the same kind of parent that
they were raised by” (2011, p. 157). Leaders in schools today
must recognize the need to become culturally literate so that
students can be successful. There have been a variety of
24. strategies discussed that can be used to implement a strong
program to support students and their families through
collaboration. Members of the school must take on the needed
leadership roles to address what's most important to students
and their families; however, according to the NEA, "cultural
competence is a key factor in enabling educators to be effective
with students from cultures other than their own" (no date, para.
2). What makes the need for cultural competence so important?
How can you contribute to building a positive relationship with
your school’s community? What can you do to provide support
to parents to encourage stronger school involvement?
Week 6 Discussion Guidance
Successful models of family partnerships makes families feel
welcome, include family input in multicultural curriculum, and
offer workshops for parents to learn and grow with their
children. One organization, Parents Reaching Out, uses the
Epstein model for parental involvement by developing family
leadership, connecting families throughout the community, and
provide families with learning opportunities (Parents Reaching
Out, 2008). They relate a supportive academic environment to
weaving a blanket. “Consider the similarities between weaving
blankets that stand the test of time and creating supportive
environments that help our children to thrive. The systems,
services and families in our children’s lives are strands of
thread” (Parents Reaching Out, 2008, p. 2). For the first
discussion, Community Involvement, reflect back to the
writings of Epstein. Respond to all of the questions being
posed here. Our communities are an important aspect of the
growth of the students within them. What does it look like to
have a community that is involved in the support and education
of students through shared decision-making and service learning
opportunities?
For the second discussion post, Los Pen, look back at the
25. research and data surrounding the success of the Los Pen
school. What conclusions can we draw from what we have
learned? Consider their motto: We are committed to creating a
school that knows no limits to the academic success of each
student. What does this mean in relation to the school’s
transformation? Using the empirical evidence as a starting
point, focus on the quantitative data and qualitative narratives,
what conclusions can you draw about the efficacy of the many
aspects of differentiated parent support? Please review the
discussion board rubric prior to your initial post to ensure you
are fully meeting each of the set criteria to earn full credit.
Your initial post should include relevant professional, personal,
or other real-world experiences in a manner that is rich in
thought and provides valuable insight into the topic.
Additionally, all elements of the discussion board prompt
should be thoroughly addressed with strong and precise
connections to previous and/or current course content, or to
real-life situations. When substantively replying to your peers’
post, be sure to provide a thorough and constructive analysis
relating the response to relevant course concepts that
incorporates pertinent follow-up thoughts or questions about the
topic, and demonstrates respect for the diverse opinions of
fellow learners.
Week 6 Assignment Guidance
All of the previous assignments have brought us to the
preparation for the final project for this course. Last week, you
developed an outline of a plan for a service learning project that
involved the school, the family, and the community. For
schools to be successful in supporting students academically
and emotionally, a strategic plan must be developed. Like you
addressed in the discussion post, the way schools care about
children is reflected in the way school’s care about the
children’s families. For this final project, Parental Involvement
for the 21st Century, revisit the National Network of
Partnerships Schools (Links to an external site.) from Week
26. Two. This organization provides sample plans and templates to
get you started. Be sure that your plan is supported by research
and resources for a successful outcome. Thoroughly read the
instructions for the final project to gain a better idea of what is
expected. Please use the assignment rubric to assist with the
development of your paper. Finally, make sure to use the
grading rubric as a self-checklist before submitting the final
copy of your assignment to confirm you have met or exceeded
each required expectation. The highest level of achievement on
the rubric is “distinguished,” which is only earned through
exceeding posted expectations at the proficiency level. Please
remember you are in a masters-level program. Therefore, your
writing, research, and content are held to graduate-level
expectations.
References and Resources
Hjalmarson, F. (2011). Differentiated parent support: Engaging
parents in unique ways to increase their involvement in School.
San Diego, CA: TurnAround Schools Publishing.
Jeltovski. (2011). mf692 (Links to an external site.)
[photograph]. Retrieved from
http://www.morguefile.com/archive/display/786542
Learning Leaders. (2011, March 11). Family engagement =
student success (Links to an external site.). Retrieved from
https://www.youtube.com/watch?feature=player_embeddedv=gw
EPv2ob_QI
National Network of Partnership Schools. (2010). One-year
action plan for partnership (Links to an external site.).
Retrieved
from http://sowashco.granicus.com/MetaViewer.php?view_id=2
&clip_id=333&meta_id=10524
NEA. (n.d.). Why cultural competence? (Links to an external
site.) Retrieved from: http://www.nea.org/home/39783.htm
Parents Reaching Out. (2008). Family involvement building
community partnerships (Links to an external site.). Retrieved
27. from http://www.directionservice.org/cadre/parent/artifacts/PR
O-NM-
3%20Family%20Involvment%20Building%20Partnerships2008.
pdf
The Children's Partnership. (2010, October 7). Empowering
parents through technology (Links to an external site.).
Retrieved from http://www.childrenspartnership.org/research-
list/empowering-parents-through-technology/
Required Resources
1. Read from your text, Differentiated Parent Support: Engaging
Parents in Unique Ways to Increase Their Involvement in
School:
· Chapter Eleven – Home to School Connection
· Chapter Twelve – Full Circle
2. Abravanel, S.A. (2003). Building community through service-
learning: The role of the community partner. Links to an
external site.University of Nebraska Digital Commons..
Retrieved from
https://digitalcommons.unomaha.edu/cgi/viewcontent.cgi?article
=1014&context=slcepartnerships/
1. With the community partner in mind, from the school
perspective, what can be done to encourage and support the
emergence of the agency or organization as a partner? From the
agency or organization perspective, what are the significant
considerations involved in establishing successful service-
learning partnerships?
Recommended Resources
1. Marshall, L. & Swan, P. (2010). Parents as Participating
Partners. Australian Primary Mathematics Classroom, 15(3), 25-
32. Retrieved from EBSCOhost.
1. This article highlights some key pedagogical strategies that
assisted classroom teachers to improve indigenous students’
understanding of mathematics, particularly in the area of
numbers.
28. · School/ Family/ Community Partnerships: Caring for the
Children We Share. (2010). Phi Delta Kappan, 92(3), 81-96.
Retrieved from EBSCOhost.
1. Epstein discusses the need to develop partnerships between
schools, families, and communities to support student success.