Address some major issues that study abroad students face and how those issues can be addressed before, during and after students study abroad with the support of different services provided by both the home and host universities.

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Preparing Study Abroad Students for Success: Pre, During and Post Education Abroad

The topic is pretty broad but most likely would address some major issues that study abroad students face and how those issues can be addressed before, during and after students study abroad with the support of different services provided by both the home and host universities. At least 4 of the 8 references need to come from a peer-reviewed journal

Define the key vocabulary. (LT1) Name the three areas collaborative activities should be focused on. Identify the seven principles of effective partnerships.

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Learning Targets (LT1)

In this DB, you will post your four learning targets for which you will create your S-R Test for High Leverage PracticesDownload High Leverage Practices (McLeskey et al., 2017) and your testing blueprint. Make sure your targets are specific and measurable and you use the verbs I have provided.
Here is an example of a great posting:

Using the High Leverage Practices section on collaboration, candidates will be able to:

Learning Targets:

Define the key vocabulary. (LT1)
Name the three areas collaborative activities should be focused on.
Identify the seven principles of effective partnerships.
Given a special needs situation, determine which HLP would be most appropriate.
Testing Blueprint (templateDownload template) is an example to be followed by creating the same blueprint to follow the learning targets.

Write an essay on how inadequate technology affect teachers from implementing the curriculum to preschool and toddler aged children.

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Research Design

Write an essay on how inadequate technology affect teachers from implementing the curriculum to preschool and toddler aged children.

Critically discuss basic terminology used in assessment. Critically discuss specialized terminology used in the assessment of individuals with exceptional learning needs.

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CC image from Flickr by Wockerjabby

Introduction: Educators understand the importance of selecting the most reliable, valid, and non-discriminatory methods of assessment to accurately represent the abilities of individuals with exceptional learning needs.

  • Purpose: This assignment will provide practice evaluating assessment instruments.
  • Measurable goal: A minimum of 80% competency(8/10) meets criteria for Acceptable completion. Performance of 100% competency (10/10)meets criteria for Target goal.
  • Objectives: After completing the assessment critique, you shallbe able to perform these tasks and meet the specific CEC competencies:

o Critically discuss basic terminology used in assessment. (ICC8K1)

o Critically discuss specialized terminology used in the assessment of individuals with exceptional learning needs. (IGC8K1)

o Demonstrate the ability to select, adapt, and/or use instructional strategies and materials according to characteristics of the individual with exceptional learning needs. (ICC4S3)

o Critically discuss the use and limitations of assessment instruments. (ICC8K4)

o Discuss procedures for early identification of young children who may be at risk for exceptional learning needs. (IGC8K4)

o Identify reliable methods of response of individuals who lack communication and performance abilities. (IGC8S4)

o Identify ways to create learning environments that allow individuals to retain and appreciate their own and each other’s respective language and cultural heritage. (ICC5K8)

o Identify ways specific cultures are negatively stereotyped.

o Critically discuss strategies used by diverse populations to cope with a legacy of former and continuing racism. (ICC5K10)

o Critically discuss barriers to accessibility and acceptance of individuals with exceptional learning needs. (ICC5K2)

  • Role, Audience, and Setting: Your role is to provide special education or related services as a member of a school improvement team tasked with determining assessment instruments that are appropriate for your diverse student population (preK – 12). Select one testing instrument, preferably the one you will be using for your Assessment Project, from the list below to critique and discuss. Your role asa writer is to critically discuss the purposes, uses, benefits, and limitations of the selected instrument. In your critique,address each of the specific components described in the scoring rubric. Literature search resources suggested include accessing ODU Libraries electronic journals, such as Assessment for Effective Intervention, or databases such as Tests in Print or Mental Measurements Yearbook.

o Key Math Diagnostic Assessment

o Peabody Individual Achievement Test

o Woodcock Reading Mastery Test

o Woodcock-Johnson Tests of Achievement

o Peabody Picture Vocabulary Test

  • Directions:Complete a critique of one assessment instrument. Include APA formatted references for information sourcesused in the critique.
  • Your critique will address five areas or components (see rubric attached): a) provide a correctly formatted APA reference forthe test instrument, b) provide a complete and accurate discussion of the intended assessment audience, including age, grade, race, ethnic and/or cultural background, socioeconomic background, geographic location, and learning disabilities, c) explain the purpose(s) of the test, listing and accurately explaining what each subtest measures, and d) discuss the administration and scoring procedures, including a description of the testing format, basal and ceiling rules along with types of scores the test results provide, and the scoring method (e.g., manual or computer scoring), and e) critically discuss the overall strengths, limitations, validity and reliability of the assessment tool

 

Explain how you are actively working toward meeting our participation policy, specifically addressing (1) your participation in class; (2) your participation beyond class, including online discussions and other homework tasks; and (3) your attendance/tardiness record.

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Midterm Participation Reflection Letter

How’s it going so far, and what would you like to focus on for continued success in the second half of the term? Explain how you are actively working toward meeting our participation policy, specifically addressing (1) your participation in class; (2) your participation beyond class, including online discussions and other homework tasks; and (3) your attendance/tardiness record. Your letter will be one single-spaced page (uploaded on Canvas). Your participation score will be based on your letter and my own observations

Develop your opinion on this point and prepare a post to share with your peers.

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Prensky (2008) writes:

Many teachers resist being taught to use technology. This also makes sense – teachers should resist, because it is not they who should be using the technology to teach students, but rather their students who should be using it, as tools to teach themselves. The teacher’s role should not be a technological one, but an intellectual one – to provide the students with context, quality assurance, and individualized help. (Of course, those teachers who love technology are free to learn and use it.) (p.2).

Develop your opinion on this point and prepare a post to share with your peers.

This article describes the role teachers play in terms of technology integration in classrooms. How are teachers being trained to accomplish this and do online programs help support their training?

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Curriculum Design – AY2023-T1

Reading Assignment
1. Andrews, D. (2013, March 6). iPads in the classroom: embedding technology in the primary curriculum. The Guardian. https://www.theguardian.com/teacher-network/teacher-blog/2013/mar/06/ipad-ipod-technology-primary-curriculum
This entry comes from David Andrews and is a narrative account of how he used hand-held devices in his classroom and what he witnessed during and after the lessons were complete.

2. Delaney, M. (2011, November 1). Training teachers to integrate technology. EdTech. https://edtechmagazine.com/k12/article/2011/11/training-teachers-integrate-technology
This article talks about the myths and strategies involved in integrating technology into the classroom.

3. Ellis, B. (2017, January 30). Which comes first: the curriculum or the technology?
Technotes. https://blog.tcea.org/comes-first-curriculum-technology/
In this article, the author sees the benefits of technology in the classroom but makes the point that it should enhance the curriculum and not be forced upon students. It is an introspective piece discussing the role and importance of including technology in the learning experience.

4. Henson, A. (2012, May 1). Why technology is essential in curriculum and content alignment.
Internetatschools. https://web.archive.org/web/20200812014123/http://www.internetatschools.com/Articles/Editorial/Features/
Technology-Is-Essential-in-Curriculum-and-Content-Alignment-5bAvailable-Full-Text2c-Free5d-82253.aspx
This article discusses technology serving as adhesive to tie together curriculum and content alignment as well as serving as an educational tool for both teachers and students.

5. Kaplan, D.E. (2017). Creative technology in the curriculum in online teacher training. Creative Education 8 (8). http://www.scirp.org/journal/PaperInformation.aspx?PaperID=77518
This article describes the role teachers play in terms of technology integration in classrooms. How are teachers being trained to accomplish this and do online programs help support their training?

6. Montessori, M. (2013). A critical consideration of the new pedagogy in its relation to modern science. In: D. J.
Flinders & S. J. Thornton (eds.), Curriculum Studies Reader (4th ed.), pp. 19–31.
RoutledgeFalmer. https://acurriculumjourney.files.wordpress.com/2014/04/montessori-1912-a-critical-consideration- of-the-new-pedagogy-in-its-relation-to-modern-science.pdf
Maria Montessori believed in activating the learning experience and I believe her work to be a fitting inclusion in this unit because she challenged the typical teacher-directed classroom and gave students experiential activities and facilitated learning. Her work here describes a shift in consciousness in terms of educators (both researchers and teachers) and their involvement in curriculum design.

7. Prensky, M. (2008). The role of technology in teaching and the classroom. Educational
Technology. http://marcprensky.com/writing/Prensky-The_Role_of_Technology-ET-11-12-08.pdf
Prensky’s work here feels like an extension of Montessori’s notion of learner-centered classrooms. Prensky feels that technology’s role is to support students learning on their own.

8. Smith, R., Killen, C., & Knight, S., (2013, September 9). Using technology to improve curriculum design.
JISC. https://www.jisc.ac.uk/guides/using-technology-to-improve-curriculum-design

The authors offer up ideas regarding technology as a means of improving the research and design of curriculum programs. The explore 8 stages of technology in curriculum design from the engagement of stakeholders to reflect on the process to improve the design.

9. Starr, L. (2016, May 10). Integrating technology in the classroom: It takes more than just having computers.
Education World. http://www.educationworld.com/a_tech/tech/tech146.shtml
This is an excellent resource for teachers new to the idea of integrating technology in the classroom. There are excellent samples here plus websites as well to incorporate into your methods of instruction.

10. Zuga, K.F., (2008). Social reconstruction curriculum and technology education. Journal of Technology

Education, 3 (2). pp.48-58. https://scholar.lib.vt.edu/ejournals/JTE/v3n2/pdf/zuga.pdf
This article discusses the Social Reconstruction ideology in terms of schools and society as connected rather than disconnected as per traditional schooling. The learning experience was about skills and facts and little to no attention was given to actual real-world contexts. The author here considers how technology education may bridge the gap between classroom and community.

Recognize role of creative Writing Pedagogy on improving EFL Saudi Students’ Language Acquisition and Cognitive Growth. Explore The UK experience in teaching creative writing in second language learners.

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Research objectives:

  1. ) Recognize role of creative Writing Pedagogy on improving EFL Saudi Students’ Language Acquisition and Cognitive Growth.
  2. ) Explore The UK experience in teaching creative writing in second language learners.
  3. ) Seek the opinions of experts to provide profound insights on how UK education creative writing language learners.

-the sources have to be not earlier than 2017
-the blue highlighted sentences are (direct quotes)
– Do the same highlight the quotes if you added.

Is there a significant difference between Oak City Elementary School chess club members and the average intelligence of students (100 IQ) in the United States?

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EDUC812-Write-Up: One-Sample t-Test Assignment

Write-Up: One-Sample t-test Template

Username: Name

Instructions: For this graded assignment, you will complete the write-up below after completing the corresponding tutorial to this assignment. You will delete figures and tables where appropriate and then insert correct figures and tables. Also delete and then insert correct answers where there is RED text.

To begin, cut and paste the data set below into SPSS (or you can type in the data manually).  Do not copy the header row when you paste into SPSS. Before carrying out the analysis in SPSS, you need to set up your data file correctly using the “Variable View” tab.

Scenario: The purpose of this study was to see if there was a difference between the intelligence of Oak City Elementary School chess club members and the average intelligence of students (100 IQ) in the United States.

Code Name IQ
1 Jay 110
2 Kylie 102
3 Maddie 110
4 Katie 101
5 Lil 110
6 Jake 102
7 Mary 112
8 Joy 105
9 Addison 104
10 Ayden 114
11 Amelia 107
12 Amanda 114
13 Ethan 109
14 Dylan 113
15 Max 110

FINDINGS

Overview

The purpose of this study was to see if there was a significance difference between the intelligence of Oak City Elementary School chess club members and the average intelligence of students (100 IQ) in the United States. The independent variable was chess club members, and the dependent variable was intelligence as measured by Wechsler IQ Test.  A One-Sample t-test was used to test the hypothesis.  The Findings section includes the research question, null hypothesis, data screening, descriptive statistics, and results.

Research Question

            RQ: Is there a significant difference between Oak City Elementary School chess club members and the average intelligence of students (100 IQ) in the United States?

Null Hypothesis

H0: There is no significant difference between Oak City Elementary School chess club members and the average intelligence of students (100 IQ) in the United States.

Data Screening

            Data screening was conducted on the dependent variable IQ of Oak City Elementary School chess club members.  The researcher sorted the data on each variable and scanned for inconsistencies.  No data errors or inconsistencies were identified.  A box and whiskers plot was used to detect outliers on the dependent variable.  No outliers were identified.  See Figure 1 for box and whisker plots.

Figure 1

Box and Whisker Plot

Descriptive Statistics

Descriptive statistics were obtained on the dependent variable. The sample consisted of 00 participants.  Descriptive statistics can be found in Table 1.

Table 1

Descriptive Statistics

 

 Assumption Testing

Assumption of Normality

The One-Sample t-test requires that the assumption of normality be met. Normality was examined using Shapiro-Wilks Test. The assumption of normality was met/not met. See Table 2 for Tests of Normality.

Table 2

Tests of Normality

Results

A One Samples t-test was conducted to see if there was a difference between Oak City Elementary School chess club members and the average intelligence of students (100 IQ) in the United States.  The researcher rejected/failed to reject the null hypothesis at the 95% confidence level where t(00) = 00.00, p = .000. Eta square equaled (h2 = .000).  The effect size was extremely large/ very large/ large/ medium/ small.  Eta square was calculated using the formula h2 = t2/(t2 + df).  There was/was not a statistical difference between Oak City Elementary School chess club members (M = 00.00, SD = 00.00) and the average intelligence of students (100 IQ) in the United States. See Table 3 for One Sample t-test results.

Table 3

One Sample t-test

Why are China and India so populous? How did they account for half of global GDP for centuries? Why did they fall from wealth and power? What does their reemergence mean for the future? What connects past and present is the enduring relevance of geography.

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Review Reaction Paper # 2

Title: Old geographies, new orders – China, India, and the Future of Asia

This talk was given at a local TEDx event, produced independently of the TED Conferences. Why are China and India so populous? How did they account for half of global GDP for centuries? Why did they fall from wealth and power? What does their reemergence mean for the future? What connects past and present is the enduring relevance of geography. Defense Analyst, long term strategy Rush uses the distant past to think about the future. He’s so convinced that China and India will play pivotal roles in tomorrow’s world that he learned Mandarin and Hindi. He has traveled the eastern Himalayas, the China-Burma border, and the mountain passes between China and Pakistan. As you watch, this video take notes –

 HINTS/QUESTIONS on taking notes –

  • Is Geography once again relevant?
  • What is the role of technology in reducing the gap between places?

 Next Step:

Watch this film carefully.

Link: https://www.youtube.com/watch?v=aYaj8aqkdbA

Your Essay:

  • Essay must begin on a new MS Word document
  • Essay should be written in 500 words.
  • Font size 12, times new roman, double spaced
  • Before uploading your essay on blackboard, do not forget to subject your writing through ‘safe assign’.
  • Also, do not forget to edit your writing. You are responsible for spelling and grammar check.
  • READ the accompanying document – HOW TO WRITE REVIEW REACTION PAPER
  • Do not forget to read the rubric on the next page!