Based on your results, choose to either reject the null hypothesis or fail to reject the null hypothesis. Analyze the statistical meanings of the SPSS output for your paired samples t test.

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Madison Middle School

Overview
This assessment introduces you to paired samples and independent samples t tests.

Scenario
At Madison Middle School, the sixth grade language arts teachers are unhappy with the curriculum. However, there’s a disconnect, as standardized test scores show improvement from previous years. You, a district reading specialist, have been called in to investigate the situation. Sixth grade reading scores have improved moderately from 2014 to 2018. These increases amount to 0.23 standard deviation (SD) during the five-year period for which reading scores were recorded. In general, a 0.50 SD increase represents an increase from the 50th to the 69th percentile for data that are normally distributed. This compares to a percentile increase from the 50th to the 60th when the corresponding increase in standard deviation is approximately 0.25.

In EDD8030, you made a decision to conduct in depth interviews with the language arts teachers. The purpose of this was to help the school decide if they would keep, replace, or modify the existing program. In your analysis, you identified codes, coding categories, and emergent themes. These were some of the conclusions you made as a result of the thematic analysis included these observations:

Teachers feel frustrated because they feel like this program was handed to them without their feedback or buy-in. The more experienced teachers seem like they might feel like this is condescending, and their expertise is being dismissed.
Training teachers on how to implement the new curriculum seems to be a major issue. It appears that the faculty members who were tasked with conducting the training were not given enough time to do this effectively. Teachers feel like they aren’t able to get questions answered on whether they’re implementing the program correctly.
So now, in addition to the qualitative data you obtained and the corresponding analysis you conducted, you revisit this issue and seek to obtain and analyze quantitative data in an effort to gain a more complete picture of the issues facing Madison Middle School.

Instructions
Use the Applying Inferential Statistics [DOC] template to arrange your assessment in a single document with two headings:

Part 1: Paired Samples t Test.
Part 2: Independent Samples t Test.
Part 1: Paired Samples t Test

Complete the following under the heading “Part 1: Paired Samples t Test.”

Using the data set provided, Madison Middle School Test Scores [XLSX], conduct statistical analysis to test the following null hypothesis.
There is no statistically significant difference between students’ reading scores before and after the intervention is provided to students.
Based on your results, choose to either reject the null hypothesis or fail to reject the null hypothesis.
Analyze the statistical meanings of the SPSS output for your paired samples t test.
Formulate a research question for which the paired samples t test could provide an appropriate answer, including the following:
Identifies the independent variable and the dependent variable, and infers and identifies the population from which the sample was drawn.
Includes the null hypothesis, reports the SPSS calculated p value (the Sig. value) and decides to either reject or fail to reject the null hypothesis.
Explains why the decision to reject or fail to reject the null hypothesis was made.

Data Set Legend

The following legends are used in the sandbox data set:

Gender: 0 = Male; 1 = Female.
Race: 1 = Asian/Pacific Islander; 2 = African American; 3 = Hispanic/Latino; 4 = White/Caucasian.
Socioeconomic status (SES): 1 = 75,000–100,000; 2 = 50,000–69,999; 3 = 20,000–49,999.
School type: School 1 and School 2.
Academic program: 1 = program 1; 2 = program 2; 3 = program 3.

Part 2: Independent Samples t Test
As you continue your analysis of the sixth grade language arts issues, you are contacted by the district math specialist who wants your help in determining whether there are significant differences in the sixth grade math placement scores based on gender. Because of your expertise in research design, you help the math specialist design a study in which 50 students (25 males and 25 females) are selected who completed the sixth grade math placement exam.

Instructions

Using the data set provided, Madison Middle School Test Scores [XLSX], conduct statistical analysis to test the following null hypothesis:
There is no statistically significant difference in the math scores when the scores are grouped and compared by gender.
Based on your results, choose to either reject the null hypothesis or fail to reject the null hypothesis.
Analyze the statistical meanings of the SPSS output for your independent samples t test.
Formulate a research question for which the independent samples t test could provide an appropriate answer, including the following:
Identifies the independent variable and the dependent variable, and infers and identifies the population from which the sample was drawn.
Includes the null hypothesis, reports the SPSS calculated p value (the Sig. value), and decides to either reject or fail to reject the null hypothesis.
Explains why the decision to reject or fail to reject the null hypothesis was made.

Data Set Legend

Following legends are used in the sandbox data set:

Gender: 0 = Male; 1 = Female.
Race: 1 = Asian/Pacific Islander; 2 = African American; 3 = Hispanic/Latino; 4 = White/Caucasian.
Socioeconomic status (SES): 1 = 75,000–100,000; 2 = 50,000–69,999; 3 = 20,000–49,999.
School type: School 1 and School 2.
Academic program: 1 = program 1; 2 = program 2; 3 = program 3.

Classify each of the five variables in the EDD-FPX8050 Assessment 1 Data Set [XLSX] based on variable types. Select variables so that the level of measurement of your five variables include nominal, ordinal, and interval levels of measurement. Conduct a descriptive data analysis for each of the five study variables using IBM SPSS.

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Strategic goal

Scenario

At Blooming Park State University, the president and Board of Trustees have developed a strategic goal designed to help them gain a complete understanding of the various constituencies that comprise the university culture: the students, faculty, alumni, community members, staff, et cetera. This is a comprehensive undertaking that requires surveying the various stakeholders in an effort to understand them with respect to myriad variables. Because you have extensive experience with investigating problems of practice and using appropriate research designs, the president and Board of Trustees tapped you to conduct this research. The first thing you did was work with the various stakeholders and your team to develop a comprehensive survey and administer it to 792 members of the school community. You included a variety of questions in the survey and compiled the results in an Excel spreadsheet named Blooming Park University Survey.

The president and Board of Trustees then asked you to conduct preliminary descriptive data analysis. Specifically, they asked you to choose any five variables (representing each of the five levels of measurement) and conduct descriptive statistics in an effort to provide them with important descriptive information about the school community and culture.

Complete the following:

Classify each of the five variables in the EDD-FPX8050 Assessment 1 Data Set [XLSX] based on variable types. Select variables so that the level of measurement of your five variables include nominal, ordinal, and interval levels of measurement.
Conduct a descriptive data analysis for each of the five study variables using IBM SPSS. The following data should be produced by the resulting descriptive analysis and reported in your narrative summary of the analysis:

  • Measures of central tendency:
  • Mean.
  • Mode.
  • Median.
  • Measures of dispersion:
  • Standard error.
  • Standard deviation.
  • Variance.
  • Range.
  • Sum.

Report the results of your descriptive data analysis (including how you classified the five variables you selected for your analysis) and provide a narrative account of the step-by-step process you followed to conduct the analysis.

Note 1: Data Set 1 is a large data set with over 100 variables. Use the data set tab view to scroll from column A to column CH. Use the codebook tab view to scroll down and see the value labels.

Note 2: You could import the entire data set into SPSS or you could copy out just those five variable columns and put them in an SPSS file. Submit your paper to the assessment area.

Complete five journal article reviews. For each Journal Article Review Assignment, you will select a journal article relating to the topic for the module

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School Based Assessment Assignment

Journal Article Review Assignment Instructions

Overview

For this course, you will complete five journal article reviews. For each Journal Article Review Assignment, you will select a journal article relating to the topic for the module as shown below. Each journal article selected must be current within the last five years, from a peer-reviewed journal, and related to students with autism.

The topics for the Journal Article Review Assignments are as follows:

Module 1: Week 1 Journal Article Review: Causes of Autism
Module 2: Week 2 Journal Article Review: Collaborating with Parents of Students with Autism
Module 4: Week 4 Journal Article Review: Sensory Aspects of Autism
Module 5: Week 5 Journal Article Review: Comorbid Diagnoses (DSM)
Module 7: Week 7 Journal Article Review: School-Based Assessment

 

Instructions

For each Journal Article Review Assignment, include at least one paragraph for each of the following:

  • Introduction that summarizes the article.
  • Analysis of the author’s or authors’ key points. Include statements that offer comparison and/or contrast of the article’s content to the information in the course’s textbook readings.
  • Personal reflection linking your own experiences to the content of the article. Include a concluding statement on the overall effectiveness of the article.

Each Journal Article Review Assignment must be at least one, double-spaced page. Current APA formatting guidelines must be followed throughout the paper, including margins, font style and size, and in-text citations.

Include a title page and a references list that begins on a separate page. The title page and references page must be in current APA format.

Include either your first or last name in the file name when you save the document (e.g., Smith Journal Article Review Causes of Autism).

 

Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

In a 1-2-page paper, list and explain which components, are easiest for you to implement? Which steps tend to be the most difficult? Which steps might you tend to skip?

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Planning for Instruction

Note some of the components in effective planning and delivering instruction.

  • In a 1-2-page paper, list and explain which components, are easiest for you to implement? Detail why and how that these components affect your teaching.
  • Which steps tend to be the most difficult? Detail why and how that may affect your teaching?
  • Which steps might you tend to skip? Detail why and how that may affect your teaching.
  • With this exercise in self-reflection, what would you like to do differently in your teaching? What would be first steps? Second steps?

Support your statements with evidence from the Required Studies and your research. Cite and reference your sources in APA style.

Reference

ASCD. (2011). Qualities of effective teachers, plannichong nad delivering instruction [Video].

 

Describe their professional background and current position. Explain their expertise in the field and why you feel they were a credible resource to recruit for the interview. How do they have expertise in the area of analysis and problem-solving?

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Organizational issues

For this assignment, you will conduct an interview with an administrator or manager in your organization or one that is local to you.

Choose an administrator or manager that would have ample experience in analyzing and addressing organizational issues. It is preferred that the interview be conducted in person or virtually, but by phone is permitted if necessary.

After the interview, compose and submit the following as a single document:

The interview questions that you composed and the responses you received. Type your questions in bold font and type the responses in regular font. Record the interviewee’s responses in word-for-word format – not a paraphrased representation.

A summary that includes:

Information about the interviewee. Describe their professional background and current position. Explain their expertise in the field and why you feel they were a credible resource to recruit for the interview. How do they have expertise in the area of analysis and problem-solving?

A conclusion that includes a summation of the interview and what you gained by participating in this activity.

The summary portion of this assignment is to be 500-600 words, have a title page and references page (if applicable). The title and references pages are not included in the minimum word requirement.

 

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 resourcessuggested 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

 

In this assessment task you will use Understanding by Design to design a learning sequence for one VCE area of study in your chosen HASS subject, justifying your decisions in relation to the appropriate VCE key knowledge, key skills and outcome statements.

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HUMANITIES SECONDARY CURRICULUM 2 (HUMANITIES & ECONOMICS)

In this assessment task you will use Understanding by Design (UbD, aka ‘Backward Design’) to design a learning sequence for one VCE area of study in your chosen HASS subject, justifying your decisions in relation to the appropriate VCE key knowledge, key skills and outcome statements.

 

How does academic dishonesty undermine the purpose of graduate school?

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Academic dishonesty

How does academic dishonesty undermine the purpose of graduate school?

at least 150 words; apa format; at least one in-text citation with reference page

 

Write a Montessori Sensorial introduction for children in early childhood. It should include various sensorial areas and rationale behind its teaching related to the 11 senses. Include Montessori quotes with foot notes to support rationale

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Introduction to Montessori Sensorial Area

Write a Montessori Sensorial introduction for children in early childhood (3 years – 6 years). It should include various sensorial areas and rationale behind its teaching related to the 11 senses. Include Montessori quotes with foot notes to support rationale

Reference material – General Internet for available content on topic. Some examples for potential content extraction below

http://www.infomontessori.com/sensorial/introduction.htm

Top 5 Benefits of Sensorial Learning and Why Your Child Should Start as Early as Possible

What Is the Purpose of the Sensorial Area?

https://quizlet.com/318584668/sensorial-activities-11-senses-in-montessori-environment-flash-cards/

Respond individual to the 1ST respond and 2ND respond each one individual an a positive way with positive comments to the peers.

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DISCUSSION

Respond individual to the 1ST respond and 2ND respond each one individual an a positive way with  positive comments to the peers. AS A PERSONAL OPINION USE POSITIVE COMMENTS.

1ST RESPOND Translanguaging in Today’s Classrooms

Strike #1

Right off the bat, I can’t help but notice the year that this was written in. The information and data that was cited within the article is even older. From 1998- 2008, there was a 51% increase in the immigrant population. Imagine what the population is now? I have been in education for 29 years. I have not seen much change in the manner in which immigrant students are provided services/education. I am lucky, I guess, in that I teach in an area where I can fluently speak the majority language. I have been around long enough to see the same programs called different names. The programs are now being offered via digital formats. Students sit in front of a computer to learn a new language.

Strike #2

High stakes testing in English is a sore topic among educators. In Texas, nothing has changed since this article was written. Students can test in their native language up until 5th grade. In middle school, they will start testing in English regardless of how long they have been in the US or whatever country they come from.The use of headphones is allowed. Headphones allow for a text to be read out loud, Last year, a new student from Matamoros enrolled at my school and was placed in my classroom, two weeks before the STAAR test. She had to take the test. She was allowed headphones for the English STAAR test to be read allowed. She was also allowed a digital Spanish/English dictionary. I have always been against high stakes testing to determine a child’s ability or career pathway.

Strike #3

Re: Beatriz – She attended school in Pennsylvania. Education was provided in English. She worked in collaborative groups with Spanish speaking classmates. How many of her teachers spoke Spanish? Was it a sink or swim situation for Beatriz? In other words, was it complete immersion into an English only environment.. I worked in North Carolina. I was the ONLY teacher on campus that spoke Spanish. The students I was asked to talk to too had to learn to speak English – they had no other option. I now teach in Brownsville, right on the border, a Spanish speaking student does not have to learn English to succeed in my community.

2ND RESPOND STRIKE ONE:

My Dad always says the best way to learn another language is to be immersed in it: watch movies in that language, read books in that language, listen to music in that language, even move to that foreign country and spend a month in that language, etc. I completely agree with him. I feel that a person’s constant immersion in language is paramount and think starting as early as possible with a child is key. I am pleased to see a successful Scenario 1 with “A Mexican-heritage first-grader in Pennsylvania mov[ing] fluidly back and forth between English and Spanish over the course of her day.” (Hornberger & Link 240) At such an early age, shifting from one language to the next almost becomes second-nature which will only lead to a successful life of biliteracy. If only all U.S. students could experience this!

STRIKE TWO:

“Obama’s positive outlook on bilingualism recognizes not just the fact that children of US immigrants rapidly learn English, but also the notion that multilingualism provides economic advantages.” (Hornberger & Link 240) This is almost a follow-up to my Strike One: Are there really any DIS-advantages to being multilingual? I cannot think of anything, but perhaps my fellow students can? It really seems like a win-win in every scenario: business or personal. Is there honestly anyone out there that is not impressed when they meet someone who is fluent in multiple languages? I remember one of my teachers in New York City easily shifting from one conversation in one language to the next without missing a beat; he was his own interpreter: one of the coolest things I’ve ever seen!

STRIKE THREE:

I love this idea that, in terms of multilingual classrooms, “educators need not master each and every language spoken by their students to use translanguaging as a pedagogical practice” (Hornberger & Link 242). I’m sure there are a number of teachers reading this who can breathe a sigh of relief. (I know I did!) I think the emphasis in the classroom shouldn’t be on a teacher who is 100% fluent in multiple languages, but a teacher that is fluent enough (and courageous enough) to face a classroom of multiple languages. In a perfect world, every classroom has a passionate teacher that has a workable grasp on multiple language – but, how realistic is this scenario? I’ve always said this: success in the classroom comes down to the teacher. A teacher who hasn’t mastered multiple languages but encourages multilingualism at school is SO much more effective than a teacher who is multilinguchoal but doesn’t foster excitement.