Give the reader a sense of the writers overall purpose and intent. Examine how the structure and language of the text convey its meaning. State the significance or importance of each part of the text. Make a judgement of the work and it’s worth value.

/in /by

Critique 5 , Chapater 5 – EDU 113

Below is an attached link to the OER Textbook , I just need you to read chapter 5 of the OER Textbook the title of chapter 5 of the OER textbook is called ” Home – School Partnership ” and answer the questions below , the questions below need to be answered in an essay forum again only chapter 5 of the OER textbook. Below is also a link of chapter 5 of the OER TEXTBOOK.

https://guides.hostos.cuny.edu/edu113/5 ( Chapter 5 OER Textbook Link )

1. Give the reader a sense of the writers overall purpose and intent.
2. Examine how the structure and language of the text convey its meaning.
3. State the significance or importance of each part of the text.
4. Make a judgement of the work and it’s worth value.

Give the reader a sense of the writers overall purpose and intent. Examine how the structure and language of the text convey its meaning. State the significance or importance of each part of the text. Make a judgement of the work and it’s worth value.

/in /by

Critique 6

Below is the link to chapter 6 of the OER Textbook only read chapter 6 and answer the questions below in an essay forum.

https://guides.hostos.cuny.edu/edu113/6 ( Link to chapter 6 of the OER Textbook )

these are the questions below that need to be answered in essay forum about chapter 6 of the OER Textbook , ONLY READ CHAPTER 6

1. Give the reader a sense of the writers overall purpose and intent.
2. Examine how the structure and language of the text convey its meaning.
3. State the significance or importance of each part of the text.
4. Make a judgement of the work and it’s worth value.

Analyze an example of a situation in an organization where intercultural responsiveness was needed but not actualized. Provide an example of a situation where IR was needed but not actualized. Include specific details and offer a clear rationale when describing your example. Apply the emotional intelligence self-assessment and intercultural responsiveness reflection model to leadership practices within the organization, contextualizing insights within Bolman and Deal’s human resource frame.

/in /by

Intercultural Responsiveness and Emotional Intelligence

Introduction
Emotional, social, and intercultural awareness are critical traits of an effective leader.

As leaders, we like to think we make logical, strategic, evidence-based decisions using facts and data. Neuroscience research, however, indicates that emotions play a significant role in that process. Becoming aware of our emotions (and those of others) as well as learning how to manage them, as Goleman’s model suggests, is essential for effective, transformative leadership.

In addition, as we seek to become more interculturally responsive leaders, it is essential that we develop our cultural awareness and sensitivity, using the principles and practices Jones and Mixon describe.

This assessment is an invitation to explore the internal and interpersonal landscapes of leadership (our emotional intelligence and intercultural responsiveness).

Preparation
As you begin to prepare this assessment, you are encouraged to do the following:

Review Goleman’s article What It Takes to Achieve Managerial Success.
Review Using Kaltura to be prepared to record your presentation.

Instructions
Record a Kaltura video of no more than five minutes in which you:

Assess your emotional intelligence strengths and weaknesses as they pertain to issues of equity and inclusion in the context of Goleman’s four facets of emotional intelligence.
Address each of Goleman’s (2014) four facets of EI to self-assess (self-awareness, self-management, social awareness, and relationship management).
Assess your personal EI strengths and areas for improvement, especially as they pertain to issues of equity and inclusion.
Analyze an example of a situation in an organization where intercultural responsiveness was needed but not actualized.
Provide an example of a situation where IR was needed but not actualized (on a team, in a department, or within the whole organizational system).
Include specific details and offer a clear rationale when describing your example.
Apply the emotional intelligence self-assessment and intercultural responsiveness reflection model to leadership practices within the organization, contextualizing insights within Bolman and Deal’s human resource frame.
Apply your understanding of EI and IR to leadership practices within your organization, contextualizing your insights within Bolman and Deal’s human resource frame.
Explain why EI and IR are essential for leaders.

Provide an example from your organization.
Communicate in a clear and well-organized manner that is free of any distractions that would detract from the information being communicated.
Address all components of the assessment and use the assessment description to guide its structure.

Describe how you might apply the skill set learned from conducting a gap analysis to the design of an AIP. What role does the process of conducting a gap analysis play in the development of an AIP? Do you think it is possible to develop a problem of practice without first conducting a gap analysis? Explain and defend your answers by referencing scholarly sources.

/in /by

Understanding the effects of state standardized testing for k-12 in Louisiana

Introduction
This assessment provides you with an opportunity to explore an area of interest that could lead you closer to identifying what you will do for your doctoral applied improvement project (AIP). Organizations typically have multiple performance issues, any of which could serve as your area of interest or problem of practice for this course. Or you may have identified an area of interest in your previous courses that can continue to serve as your area of interest.

Preparation
To get started:

Identify an organizational issue that, if addressed, could positively impact organizational effectiveness or outcomes.
Then, review What Are Problems of Practice? [PDF] for guidance on how to identify problems of practice.
Important note: The area of interest you identify in this assessment will inform the selection of the six research studies you locate for the Assessment 5 literature review and the content of the hypothetical intervention you develop for Assessment 6.

Gap Analysis
You will complete a gap analysis as part of Assessment 1 and include it in an Appendix in your assessment submission. Refer to the Gap Analysis Resource activity for more in-depth guidance on the components of a gap analysis.

Read the Example Gap Analysis Worksheet [DOCX].
In this example, a large regional call center is losing too many new agents the first year the new agents are employed. The call center ideal is to have a 90 percent retention rate of new call center agents for the first year they are employed. Currently, only 65 percent of the new call center agents are retained. This problem-of-practice gap reflects a 25 percent shortfall of the organizational ideal.

Complete the Blooming Park: Gap Analysis activity.
In this example, at Blooming Park State University, there’s a significant gap in the success rate between students who take college algebra online versus students who take it in a traditional classroom setting. As the first step in addressing this problem, the university would like you to perform a gap analysis. A gap analysis uses qualitative and/or quantitative measurements to determine the gap between expected performance and current performance—and its effect on the organization.

When preparing to complete this assessment, consider performance gaps related to your chosen organizational issue. Then:

Complete your own gap analysis using the Gap Analysis Worksheet [DOCX]. You will need to have a complete gap analysis in order to address Part 2 of this assessment. As you complete the gap analysis worksheet, be sure to:
Justify your selection of the elements that are part of the problem, process, or program and your decision to frame the gaps the way you did. Use data to support your description of the gaps.
Take care to avoid including solutions to the problem or elements of the problem in your worksheet.
Include your gap analysis as an Appendix to Assessment 1. You will discuss your gap analysis in Part 2.

Instructions
Develop this assessment using the Annotated Template With Instructions for u01a1 [DOCX]. Then complete and submit the Assessment Template for u01a1 [DOCX] to describe this research area of interest and explain why you find it interesting.

Complete the following:

Describe an area of research interest.
Explain why you chose this area to study.
Although you will not begin planning your AIP in this course, try to identify an issue that could eventually serve as the basis for your AIP or be part of the library research you will eventually need to conduct for your project.
Describe how you might apply the skill set learned from conducting a gap analysis to the design of an AIP.
What role does the process of conducting a gap analysis play in the development of an AIP?
Do you think it is possible to develop a problem of practice without first conducting a gap analysis?
Explain and defend your answers by referencing scholarly sources.

Consider the set of system-based codesign principle. How would your plan propose to recognize and address these principles? Using multiple sources of data collected and analyzed during the co-design process and product, what data sets might you and your collaborators need in addressing a systemic issue to improve student learning/achievement? Explain.

/in /by

Critical Analysis #4

  1. Consider the set of system-based codesign principle (Ishimaru, 2020, p.146). HowA would your plan propose to recognize and address these principles?

 

  1. Using multiple sources of data collected and analyzed during the co-design process and product, what data sets might you and your collaborators need in addressing a systemic issue to improve student learning/achievement (Ishimaru, 2020, p.146)? Explain.

 

  1. What relationships would you need to foster and/or rebuild? How would you neutralize your positionality if you found it to impede trust in your co-design process (Ishimaru, 2020, p.146-153)?

 

  1. Discuss the “messiness of codesign” and how it shows up for you in a collaborative community partnership? How does “leaning into tension”look and sound to you (Ishimaru, 2020, p.152-155)?

 

  1. Who is making the important decisions impacting the school community you are working in?

 

  1. How can you, as a school/district leader, begin fostering solidarities (Ishimaru, 2020, p.158-164)?

After reviewing the reading and the attached videos, reflect on the key components of interacting with students with Emotional Disabilities?

/in /by

Discussion

“Teaching in a Special Education Classroom” Pierangelo, Giuliani answer the following questions.

https://www.proficientwriters.com/download/137bf47b-9867-444a-9a0e-0c8588327c4d

After reviewing the reading and the attached videos, reflect on the key components of interacting with students with Emotional Disabilities?

Write a post discussing your thoughts about the stigma surrounding eating disorders. Discuss the role that you feel that family and cultural practices can play in the development of eating disorders.

/in /by

Eating Disorders

Write a post discussing your thoughts about the stigma surrounding eating disorders.
Discuss the role that you feel that family and cultural practices can play in the development of eating disorders.
Find a video that discusses diet culture, eating disorders and ethnic minorities, or that speaks on an aspect of eating disorders that you found informational and interesting and share it here.

For reading, in all countries which sex scored highest, boys or girls? For math, in all countries which sex tended to score highest, boys or girls? Which country and which sex scores the highest in science?

/in /by

Discussion 5

Using the charts found by visiting the OECD PISA scores link:
https://data.oecd.org/pisa/reading-performance-pisa.htm#indicator-chart

Answer the following questions about the PISA scores:
For reading, in all countries which sex scored highest, boys or girls?
For math, in all countries which sex tended to score highest, boys or girls?
Which country and which sex scores the highest in science?
Choose a country, what can you explain about PISA scores, choose any chart (MATH, SCIENCE or READING). Link your explanation to a Youtube video or journal article about education in the sleected country.

Consider the set of system-based codesign principle. How would your plan propose to recognize and address these principles? Using multiple sources of data collected and analyzed during the co-design process and product, what data sets might you and your collaborators need in addressing a systemic issue to improve student learning/achievement? Explain.

/in /by

Critical Analysis #4

  1. Consider the set of system-based codesign principle (Ishimaru, 2020, p.146). How would your plan propose to recognize and address these principles?

 

  1. Using multiple sources of data collected and analyzed during the co-design process and product, what data sets might you and your collaborators need in addressing a systemic issue to improve student learning/achievement (Ishimaru, 2020, p.146)? Explain.

 

  1. What relationships would you need to foster and/or rebuild? How would you neutralize your positionality if you found it to impede trust in your co-design process (Ishimaru, 2020, p.146-153)?

 

  1. Discuss the “messiness of codesign” and how it shows up for you in a collaborative community partnership? How does “leaning into tension”look and sound to you (Ishimaru, 2020, p.152-155)?

 

  1. Who is making the important decisions impacting the school community you are working in?

 

  1. How can you, as a school/district leader, begin fostering solidarities (Ishimaru, 2020, p.158-164)?

Give the reader a sense of the writers overall purpose & intent. Examine how the structure and language of the text convey is meaning. Sate the importance of each part of the text. Make a judgement of the worth or value.

/in /by

Critique Chapter 1 – EDU 113

https://guides.hostos.cuny.edu/edu113/1

Critique chapter 1 only of the OER textbook

Questions to answer when Critiquing CHAPTER 1

1. Give the reader a sense of the writers overall purpose & intent.
2. Examine how the structure and language of the text convey is meaning.
3. Sate the importance of each part of the text.
4. Make a judgement of the worth or value.