Why does experimental research have to have random samples? What’s the advantage or reason? What mistake did RA Fisher make in his logic many years ago that has misled researchers ever since? What type of sampling was used in the description of Geraldine Ferraro’s observation that she would probably win? What type of sampling is used in comparing states by SAT scores and what is the basic problem with Terrel Bell’s chart? Why did “fixing” the problem statistically so that SAT’s could be compared not work? What was wrong with the method?

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Thinking Target: Analysis, Comprehensive

Remember that sampling can be described from best to worst as:

  • Random – every subject has an equal chance of being chosen.
  • Stratified- sample is proportional to the populating in characteristics.
  • Systematic-every nth subject is taken from the population.
  • Cluster-naturally occurring groups (convenience)
  • Volunteer-the subject chooses to participate or not.

Pay close attention to the parts highlighted in the article and answer the following questions.

  1. Why does experimental research have to have random samples? What’s the advantage or reason?
  2. What mistake did RA Fisher make in his logic many years ago that has misled researchers ever since?
  3. What type of sampling was used in the description of Geraldine Ferraro’s observation that she would probably win?
  4. What type of sampling is used in comparing states by SAT scores and what is the basic problem with Terrel Bell’s chart?
  5. Why did “fixing” the problem statistically so that SAT’s could be compared not work? What was wrong with the method?
  6. What is the point of the example of bullet holes and Abraham Wald as advice for better sampling?
  7. What is “nonignorable nonresponse” and why is that one of the most important concepts you can remember to tell if research is making good claims?
  8. What is the only real solution to solving research problems that would like to test hypotheses about causality?

 

 

Discuss two ways in which women historically have not had the same rights as me.

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Women’s rights

Discuss two ways in which women historically have not had the same rights as me.

Why do you think it continues to be litigious? How do the federal and state laws have to change to help reduce the lawsuits? Do you think that Facilitated IEP meetings will help reduce lawsuits?

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Week 5 – Special Ed Rights & Laws

Discussion Board – Week 5

Instructions:
This assignment will be a post for a Discussion Board for an online Special Education course. Answer the following “Discussion Questions” below. Please reference at least one in-text citation taken from the sources below. Do not use any other sources except from the ones included here. The professor takes points off if we use other sources other than those listed below.

Sources:

Special Education Rights & Laws

 Review: The Right to Special Education in New Jersey

http://www.edlawcenter.org/assets/files/pdfs/publications/Rights_SpecialEducation_Guide%20TL.pdf

 Review: Parents Rights in Special Education – New Jersey

https://www.state.nj.us/education/specialed/form/prise/prise.pdf

 Read: Landmark Cases in Special Education http://www.fortelawgroup.com/history-special-education-important-landmark-cases/

 Read: Facilitated IEP meetings

https://www.nj.gov/education/specialed/iep/facilitated/Brochure.pdf

 Read: The Litigious Mess of Special Education

https://www.theatlantic.com/national/archive/2012/05/the-litigious-mess-of-special-education/256541/

 

Discussion Questions:

Special Education is governed by both federal and state law, but it continues to be the most litigious aspect of education by far. Based on what you learned so far in the semester, and what you have read this week address the following in the DB:

  • Why do you think it continues to be litigious?
  • How do the federal and state laws have to change to help reduce the lawsuits?
  • Do you think that Facilitated IEP meetings will help reduce lawsuits?

 

Create a document of the class expectations you will use in your classroom. It should include a discussion of why you are using them, how you will teach them, and what they are.

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Class expectations

Create a document of the class expectations you will use in your classroom. It should include a discussion of why you are using them, how you will teach them, and what they are. This handout and your reading should help you complete this assignment class expectations summer 22.

”Download class expectations summer22.”

Describe the neighborhood, home price, crime, drugs, employment, stores, parks, activities and so on. How will student be graded? Did the student write a 1-2 page school assessment on 12 schools that fit the requirement in the instructions that includes descriptive information. Did the student explain which school they wished they attended as a child and why.

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Discussion 2

The class is Sociology of Education

Research-discover-analyze and evaluate:
Task: Find this following information for a predominately (51% and over) African American, Asian American, Latinx, Native American, and White school in a high-income zip code and in a low-income (or rural) zip code. It can be any type of school anywhere in the USA. This means that you are researching 12-schools total.

Develop a 1-2 page assessment of the school environment, quality of the school, quality of teachers and working conditions at the school. Basically, you are learning about 12 different schools and you are going to summarize what you learned about the schools you found that fit the aforementioned parameters. Of the 12 schools you identified, explain which school you wish you would have gone to as a child and why. Find 2 classmate’s assessments and identify which of their assessed schools would you have wanted to attend and explain why.

In your assessment, you can, but are not limited to include the following descriptive information:
-Highschool graduation rate
-Students per teacher
-Spend per student
-School test scores for math, reading and science
-Extracurricular activities offered by the school
-Prevalence of free lunch students
-Describe the neighborhood, home price, crime, drugs, employment, stores, parks, activities and so on. How will student be graded?

Did the student write a 1-2 page school assessment on 12 schools that fit the requirement in the instructions (minimum 500 words) that includes descriptive information. (Y/N).

Did the student explain which school they wished they attended as a child and why, 20 words. (Y/N).

se a concept from your curriculum that can be assessed through a web-based design. For example, asking students to describe the steps of the water cycle.   Create a technology based assessment you would show your students as an example of the product they will create.

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Web-Based Assessment Assignment Instructions

 Overview

Formative and summative assessments provide teachers the necessary feedback they need to determine the level of proficiency and understanding each student has acquired during or following a lesson.  Technology can be an effective way to measure student understanding while providing options for students to demonstrate their comprehension.  Therefore, the objective of this assignment is to build a current (developed within the last five years) web-based assessment to use as a demonstration for your students to model as they create their own.  It would be beneficial if you looked into  options that you are less familiar with.  Look for ways to grow your own expertise and stretch your understanding.

Instructions

To complete this assignment, you will:

  • Choose a concept from your curriculum that can be assessed through a web-based design. For example, asking students to describe the steps of the water cycle.
  • Then, create a technology based assessment you would show your students as an example of the product they will create. For example, you might allow students to create a stop-motion animation, an Infographic, or comic book of the water cycle.  So, you create a stop-motion animation, Infographic, or comic book sample of what you would expect them to develop.
  • After you have made your sample, create a recording (2-5 minutes) of you explaining your demonstration to your students and showing them how to build their own project.  If you are not in a classroom, you may use a screenrecording or record yourself as if you have students.
  • Submit your video lesson. Ensure you clarify acceptable options for students with special needs.  Include a copy of the rubric you would use to grade the project-based assessment

Part 1—Video Lesson

Your lesson will need to use technology to demonstrate an example of a web-based assessment that you have developed.  You will video record your demonstration to your students; this may be a screenrecording or a video of yourself demonstrating what the students would do.  Students will imitate your example as they create their own web-based assessment.  This can be live or it can be a screen-recording.  The video must be at least 2 minutes and no longer than 5 minutes. It must include visuals and audio. Finally, it must be uploaded to a sharing location (like YouTube, SchoolTube, TeacherTube, Vimeo, DropBox, Google  or Box.Net) as well as your blog.

Part 2—Written Rubric

Finally, once you have demonstrated your example, write a sample rubric to demonstrate how you will assess the students’ work.  Submit the rubric with your video.

Submission Procedures

Post the video to your blog and then submit the video and the rubric in Canvas.

How will you incorporate the tenets of adult learning theory into the professional development you will design in your role as a system leader? How will you determine the types of support needed by the adult learners in your system?

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Assessing Ways of Knowing

In a post of 300-500 words, answer the following:

1. Prior to the discussion, complete the Assessing Ways of Knowing Chart.

2. How will you incorporate the tenets of adult learning theory into the professional development you will design in your role as a system leader?

3. How will you determine the types of support needed by the adult learners in your system?

 

Using your schools lesson plan format, create a lesson plan for an area you are teaching or would like to teach that involves Physical Education.

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Lesson Plan that incorporates Physical Education

Using your schools lesson plan format, create a lesson plan for an area you are teaching or would like to teach that involves Physical Education. Remember, be creative and have fun!

Note: This is the name of the class: Integrating Physical Ed. in Early Childhood and Elementary Education

How has distance learning further subjected students with disabilities to inequitable educational opportunities? Discuss current climate and the history of the disability OR the history of special education and its many challenges.

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Students with exceptional needs


Position Paper Assignment Guidelines
The primary purpose of the position paper is to generate support for an issue germane to the education of students with exceptional learning needs (ELNs). The position paper is based on researched/collected data (e.g., quantitative, qualitative, and/or evaluative [statistical, dates, significant events, interviews, etc.]) and informed by course lectures, readings, and activities.
The position paper should be submitted at the end of the semester. Candidates must (a) select issues directly associated with students with ELNs that have clear divisions of opinion and (b) take a position within selected issues that is of personal and/or professional interest. Candidates must clearly define and limit the parameters of their positions within their position papers. In other words, candidates must write in a manner that fully captures the main concepts/ideas of their issues, resulting in position papers that would be considered concise and cogent. Candidates’ position papers should include the following criteria1 (see rubric for additional information on each criterion):

o Statement of personal/professional position (CEC Standard 1: 1CC1S1)
o “How has distance learning further subjected students with disabilities to inequitable educational opportunities”…
o You can discuss a particular disability if that helps…
o Introductory discussion on the history and current context of the issue (CEC Standard 1: ICC1K8 and ICC1K9)
o Discuss current climate and the history of the disability OR the history of special education and its many challenges…
o Background information for the selected issue (CEC Standard 1: ICC1K4, ICC1K6, and IGC1K1)
o Interview of two special educators and/or experts (CEC Standard 7: ICC7S3)
o You can use ONE person from the class to interview, a colleague, yourself, and I am always available
o Discussions on characteristics of students with ELNs and their academic needs (CEC Standard 1: IGC1K4 and CEC Standard 2: IGC2K4)
o Working with students with ELNs and their families (CEC Standard 1: IGC1K5 and IGC1K8, and ICC5K4)
o When writing this section consider possibilities and anticipate scenarios…

Note. Your thesis statement must be pre–approved by the course instructor before writing the position paper.

o Candidate’s course of actions and possible solutions pertaining to the ethical responsibilities of special educators (i.e., self–evaluation; CEC Standard 9: ICC9K3, IGC9K1, and ICC9S7)
The double–spaced, five to seven–page position paper must adhere to the guidelines of the sixth edition of the American Psychological Association’s2 publication manual and include a reference list with at least ten references. The basic content format of the position paper should include the following:

Introduction
First paragraph. Begin your first paragraph with data that catches the reader’s attention. Include a couple of sentences that lead into a clearly identified issue before you state your position. Close your first paragraph with your thesis statement. Remaining paragraphs. The remaining paragraphs of the introduction provide the reader of your
position paper additional insight into the issue and the main concepts/ideas you plan to expand
on in the body of the paper. Include at least four references in the introduction.

Body of Paper
Background information. Provide the reader background information that would support a discussion on the issue (i.e., information you could refer to as you develop each side of the selected issue). Each paragraph of background information should present one detailed main concept/idea. Include at least two references in the background information. Present/explain your position. Restate the personal/professional position you stated in the first paragraph of the introduction and present information that would help the reader understand your position. Presented information should be in logical order and should only include information that is supported by evidence. Evidence for your position can be in the form of direct quotes from special educators/experts, statistical data, and significant dates/events. Each paragraph of your position section should present one detailed main concept/idea. Provide a summary paragraph that rephrases what was expressed in previous paragraphs before moving on to the counter–argument. Include at least 2 references that specifically support your position. Present the counter–argument. Pick an argument points that someone against your position would most likely express. Present the counter–argument in logical order, present it clearly, and provide the evidence and reasoning behind the counter–argument. Evidence for the counter– argument can be in the form of direct quotes from special educators/experts, statistical data, and significant dates/events. Close the counter–argument section by presenting a resolution by explaining why the counter–argument does not/may not have merit and reaffirm your position on the issue; this is an opportunity for you to describe why your position is better. Each paragraph of the counter–argument section should present one detailed main concept/idea. Provide a 2 American Psychological Association (2010). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author. summary paragraph after closing the counter–argument section that rephrases what was expressed in previous paragraphs before moving on to the conclusion. Include at least two references that specifically support the counter–argument.

Conclusion
First paragraph. Restate the thesis statement, your position, and summarize the main points of the position paper.
Second paragraph. Provide suggested course of actions and possible solutions.

What did you learn about the reading and writing process? What understanding was gained in the similarities and differences between L1 (Home Language) and L2 (Second Language) literacy development? What are standards and how do they inform literacy instruction? What are competencies and how do they inform literacy instruction? How do teachers use competencies and standards to guide instruction?

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Part I.

Work with your Learning Community Group and Create a PPT showing knowledge of the Sensational Six. Each group member will submit the PPT the group worked on together.. Therefore, each group member will be associated with the same power point presentation for the group they are in. Each group will create their own power point presentation.

Create a slide for each reading component.
Each slide should include:
A descriptive explanation of the component
List and explain 2 strategy examples for each component (Use CORE book to identify appropriate strategies for each area)
The last slide must include a detailed explanation as to how oral language, phonological awareness, phonics, fluency, vocabulary, and comprehension are interrelated.
Submit 8 Slides (develop together as a group)

Cover Slide: Name of the PPT Presentation, Your name, and date
Oral Language: “Thick” description/explanation. Two strategy examples from the CORE book)
Phonological Awareness: “Thick” description/explanation. Two strategy examples from the CORE book)
Phonics: “Thick” description/explanation. Two strategy examples from the CORE book)
Fluency: “Thick” description/explanation. Two strategy examples from the CORE book)
Vocabulary: “Thick” description/explanation. Two strategy examples from the CORE book)
Comprehension: “Thick” description/explanation. Two strategy examples from the CORE book)
Conclusion (Explanation of the importance of the interrelationship between oral language, phonological awareness, phonics, fluency, vocabulary, and comprehension. May be presented as a paragraph or a meme.

Part 2:

Each member must prepare a one-page, single-space Reflection on learning.

REFLECTION
1. What did you learn about the reading and writing process?
2. What understanding was gained in the similarities and differences between L1 (Home Language) and L2 (Second Language) literacy development?
3. What are standards and how do they inform literacy instruction? What are competencies and how do they inform literacy instruction? How do teachers use competencies and standards to guide instruction?
4. What were the greatest aspects of this course that supported your learning?
5. How can you apply what you have learned about reading thus far?