Identify the topic, including the rationale for this study. Discuss the background and significance of this topic for education.IK

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The Impact of Cyber Safety

You will design a comprehensive action research plan to research the identified topic or focus area from Assessment 1

This assessment is creating a Research Action Plan based on Assessment 1: Please use these subheadings for structure and REFER TO THE RUBRIC ATTACHED! You must read my assessment 1 and gnerally it is lacking specificity.. please address the notes… It’s not about Rewriting this.. its about based a NEW research action plan based on this.

Introduction– Identify the topic, including the rationale for this study. Discuss the background (based on research literature identified in Assessment 1) and significance (importance) of this topic for education.

Research question/s- Clearly and specifically identify the questions that your proposed research will answer.

Methodology– a detailed description of the methods you will use to answer the research question/s including the type of research, your data collection techniques, your data analysis procedures; REFER TO the paragraph Intervention and measurement of Outcomes (and make adjustments to this and add on so its more detailed).

Research ethics- a clear statement regarding the ethical considerations, including any ethical dilemmas that must be considered – including appropriate considerations and permissions to protect human participants in the research.

Action- a discussion of how the proposed research could inform educational practice and/or policy.

Would it be better for all children around the world to start their formal education aged 7 years old? & Is the 11 Plus a true reflection of who should go to grammar school?

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PGCE -2nd assignment

Would it be better for all children around the world to start their formal education aged 7 years old? & Is the 11 Plus a true reflection of who should go to grammar school?

How does this unit design and implementation address curriculum (content descriptors) in HPE? How does this unit structure address a pedagogical issue in HPE (select one)? How is physical education more than just physical activity or sports?

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TEACHING HEALTH AND PHYSICAL EDUCATION- Physical Education Unit Assessment

THE TASK

Thinking of the ‘team, game, season and practice’ unit structure, respond to the following questions incorporating reference to both your experiences from the PE workshop sessions (class discussions) Refer to the classroom observations in this document, The HPE Games and Dance booklet and your academic reading:

1. How does this unit design and implementation address curriculum (content descriptors) in HPE?

2. How does this unit structure address a pedagogical issue in HPE (select one)?

3. How is physical education more than just physical activity or sports?

Marking schema

1. How does this unit design and implementation address the curriculum in HPE? Identifies and evaluates specific connections between this unit design and the curriculum content descriptors in HPE (30% weighting)

2. How does this unit design address a pedagogical issue in HPE (select one)? Identifies one specific pedagogical issue in HPE and explains how this unit design may be used to address this issue (40% weighting)

3. How is physical education more than just physical activity or sports? Identifies and explains differences between physical education, physical activity and sports (not sport education) (15% weighting)

4. Incorporate reference to both experience and theory. Synthesizes experiences in workshop sessions with students and at least six academic references in a clear and coherent writing style referenced using APA (15% weighting)

Criteria

Curriculum in PE

How does this unit design address curriculum in HPE? Identifies and evaluates specific connections between this unit design and curriculum in HPE (30% weighting)

Pedagogical issues in PE

How does this unit design address pedagogical issues in HPE? Identifies one specific pedagogical issue in HPE and explains how this unit design may be used to address this issue (40% weighting)

Differences between PA,PE and Sport

How is physical education more than just physical activity or sports? Identifies and explains differences between physical education, physical activity and sports (not sport education) (15% weighting)

Connecting experience and theory

Incorporate reference to both experience and theory. Synthesizes experiences in workshop sessions with students and at least six academic references in a clear and coherent writing style referenced using APA (15% weighting)

What are some effective methods for funding capital outlay projects? What are the necessary steps to coordinate a school and district budget? What is the relationship between human resources and the budget? How is the emerging role of teachers affecting human resources?

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School finance

Project: School District Financial Plan and Budget

Imagine that you are a middle school teacher, a member of the District Budget Steering Committee, and that you serve on a subcommittee charged with preparing a written and oral budget report to the board of education.

A school budget is a financial plan that involves at least four stages: planning, receiving funds, spending funds, and evaluating results. The five elements below are the driving force behind the development and approval of a school district financial plan and budget.

For this project, you will create and submit the following:

  • School district financial plan and budget
  • Visual presentation containing school district financial plan and budget highlights
  • A paper of short summaries of other school district financial plan and budget information

Complete Parts 1–3 below.

 

Part 1: Budget Report: Paper, Charts, and Graphs

Obtain data from your district’s current budget and from other public documents available on your district and state department of education websites. Note: You may use another district’s budget if you cannot find your own online.

Review the history, mission statement, test data, demographic information, per pupil expenditure, and current budget for the district.

Prepare the budget report and include any related graphs and charts.

  • Write 175 words on district goals, as related to the mission statement
  • Write 175 words on district objectives, as related to the mission statement
  • Write 350 words on the description of district needs in the following areas:
    • Limited-to-capital projects
    • Enrollment
    • Curriculum and technology enhancements

Write 350 words on the budget. Include the following:

  • Rationale for specific changes in budget lines
  • Special circumstances, such as increase or decrease in enrollment; increase or decrease in local, state, and/or federal funding; capital projects; bond issues; and new local or state legislation affecting the budget
  • An explanation of the evaluation process

Format your paper according to APA guidelines.

 

Part 2: Visual Presentation

Create a 10- to 12-slide Microsoft® PowerPoint® or Prezi presentation that aligns to your written report and includes the related graphs and charts. Highlight the important aspects of the school district financial plan and budget. Include speaker notes. Note: You may use another visual presentation format with instructor approval.

 

Part 3: Summary of Budget Information

Write a 350- to 700-word paper answering the questions below. Use the questions as headings. Insert diagrams, tables, bullets, images, paragraphs, and so forth, to explain your answers as clearly and concisely as possible.

  1. What are some effective methods for funding capital outlay projects?
  2. What are the necessary steps to coordinate a school and district budget?
  3. What is the relationship between human resources and the budget?
  4. How is the emerging role of teachers affecting human resources?

Format your paper according to APA guidelines.

What is the accuracy rate for Lexi’s reading of Bella’s Baby Bird? What is the self-correction rate for Lexi’s reading of Bella’s Baby Bird? Examine the error that Lexi made on p. 8 of Bella’s Baby Bird when she read “hand” for “hands.” Which sources of information did you mark on the miscue analysis as being similar to her miscue? In other words, which sources of information was she using when she made this miscue?

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Quiz: Application Assestment

Step 1: Familiarize Yourself with the Books Lexi was Asked to Read
Book #1: Bella’s Baby Bird Download Book #1: Bella’s Baby Bird Preview the document(F & P Guided Reading Level M, narrative text)
Book #2: Rabbit Rescue Download Book #2: Rabbit RescuePreview the document (F & P Guided Reading Level M, informational text)

Step 2: Listen to the Oral Reading
Listen to the audio of Lexi reading the books aloud, while following along with the coded running records and the copies of the books. The goal is not for you to code the reading yourself, but simply to listen to the oral reading to understand the codes that are used in the forms linked below and get an overall sense of Lexi’s reading. You can also hear her retell each text at the end of the oral reading.

(NOTE: When you are coding a running record, you only need to code between 150-200 words to have enough to analyze. The running records below do not code the entire books, but the audio does share the entire oral reading. Even when you are not coding the reading, you can still gain insights just by listening.)

Step 3: Listen for Fluency
Listen to the first minute of each audio files above. For Bella’s Baby Bird, calculate a words correct per minute rate (WCPM). Then use the Multi demensional Fluency Scale to evaluate Lexi’s fluent reading behaviors. Make some notes about why you are rating each category as you are. Consider marking down time stamps that align with your observations so that you can identify the evidence in the oral reading that supports your conclusions. (Need a refresher on these assessment tools? See Video Set: Fluency.)

Step 4: Quantitative Analysis
Score each running record using the procedures outlined on p. 65 of Assessment for Reading Instruction and Part 3 from the Running Record Video Tutorials page. You should calculate and record the accuracy rate and the self-correction rate. (You do not need to record the error rate as we can get the same type of information from the accuracy rate.)

(NOTE: Remember that not all behaviors that are coded on the running record are counted as errors. See Table 3.3 on p. 65 in chapter 3 of Assessment for Reading Instruction to review which things are counted as errors and which are not so that you have an accurate error count for these calculations.)

Step 5: Qualitative Analysis
Complete a miscue analysis for each book read using the procedures outlined in on pp. 56, 66-67 in Assessment for Reading Instruction and Part 4 from the Running Record Video Tutorials page. Although a miscue analysis can be done in the columns on the right side of the running record form, I have linked a miscue analysis chart below (similar to the chart on p. 78 in Assessment for Reading Instruction) that includes instructions and examples to guide your miscue analysis. You do not have to turn in the chart or the running record forms, but if miscue analysis is new for you, then I would recommend using the chart to look at the errors, rather than using the columns on the running record form.

Blank Miscue Analysis Chart (with directions/examples)

Step 5: Use the Data to Answer Questions
Use the resources in this module along with your quantitative and qualitative analysis of the data to answer the following questions.

*Some are multiple choice*

Quiz:

Question 1

What is the accuracy rate for Lexi’s reading of Bella’s Baby Bird?

Question 2

What is the self-correction rate for Lexi’s reading of Bella’s Baby Bird?

Question 3

Examine the error that Lexi made on p. 8 of Bella’s Baby Bird when she read “hand” for “hands.” Which sources of information did you mark on the miscue analysis as being similar to her miscue? In other words, which sources of information was she using when she made this miscue? Check all that apply.
Group of answer choices

  • Graphophonics – beginning
  • Graphophonics – middle
  • Graphophonics – end
  • Syntactic
  • Semantic

Question 4

Explain how you analyzed the error in the previous question. In other words, why did you mark the answers you did?

Question 5

Examine the error that Lexi made on p. 9 of Bella’s Baby Bird when she read “catch” for “watch.” Which sources of information did you mark on the miscue analysis as being similar to her miscue? In other words, which sources of information was she using when she made this miscue?
Check all that apply.
Group of answer choices

  • Graphophonics – beginning
  • Graphophonics – middle
  • Graphophonics – end
  • Syntactic
  • Semantic

Question 6

Explain how you analyzed the error in the previous question. In other words, why did you mark the answers you did?

Question 7

What is the accuracy rate for Lexi’s reading of Rabbit Rescue?

Question 8

What is the self-correction rate for Lexi’s reading of Rabbit Rescue?

Question 9

Examine the error that Lexi made on p. 2 of Rabbit Rescue when she read “fluffy” for “furry.” Which sources of information did you mark on the miscue analysis as being similar to her miscue? In other words, which sources of information was she using when she made this miscue? Check all that apply.
Group of answer choices

  • Graphophonics – beginning
  • Graphophonics – middle
  • Graphophonics – end
  • Syntactics
  • Semantics

Question 10

Explain how you analyzed the error in the previous question. In other words, why did you mark the answers you did?

Question 11

Examine the error and self-correction that Lexi made on p. 4 of Rabbit Rescue when she read “black” for “back” and then self-corrected. Which sources of information do you think she used to make the self-correction? Check all that apply.
Group of answer choices

  • Graphophonics
  • Syntactics
  • Semantics

Question 12

Explain how you analyzed the self-correction in the previous question. In other words, why did you mark the answers you did?

Question 13

Look across the miscue analyses that you did for both running records. Would you conclude that Lexi is reading for understanding? Use evidence from the running records to support your conclusions.

Question 14

Look across the miscue analyses that you did for both running records. What patterns can you find in her use of graphophonics? Use evidence from the running records to support your conclusions.

 

Question 15

Calculate Lexi’s words correct per minute while reading Bella’s Baby Bird. Then use the National Oral Reading Fluency Norms by Hasbrouck & Tindal (2006) to determine her percentile rank if she is in the winter of her third grade year.

1) Report her words correct per minute.

2) Explain whether she is above or below the 50th percentile compared to other third graders.

Question 16

Consider each of the dimensions on the Multidimensional Fluency Scale. Provide a rating (1-4) for each of the four dimensions (Expression & Volume, Phrasing, Smoothness, Pace)? Use evidence from the first minute of each audio file to support your ratings.

Question 17

In chapter 3 of Assessment for Reading Instruction and in the video tutorials, there are explanations of how running records can provide an estimate of students’ independent, instructional, and frustrational reading levels to inform text selection. Both of the books that Lexi read – one narrative and one informational – are at Fountas & Pinnell guided reading level M. Consider her accuracy rate and comprehension of these texts. What decision(s) would you make regarding text selection for Lexi for use in an instructional context (e.g. guided reading or one-on-one intervention)? Justify your decision(s).

Question 18

Based on all the conclusions you have made from the running records and/or the audio files, what are two specific next steps for instruction for Lexi? Justify your answers.

In the book “Little Women” by Louisa May Alcott, what tensions or dialectical opposition’s relevant to education are present, used, and or/explored by the author?

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“Little Women” by Louisa May Alcott

In the book “Little Women” by Louisa May Alcott, what tensions or dialectical opposition’s relevant to education are present, used, and or/explored by the author?

List your three strongest ethical principles. Explain why each of these principles is important to you. List three ethical principles that you would like to improve or work on. Explain how you plan to improve or develop these principles. Explain three ways your ethical principles will impact your academics and future career.

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Personal Code of Ethics

Resource
https://www.glassdoor.com/blog/guide/personal-ethics/

Using the link above, write a very individualized document that reflects the values you prioritize, the internal and external risks you face, and your plan for putting your Personal Code of Ethics into behavior. Include evidence of a good faith effort to clearly communicate your personal system for evaluating right and wrong.

Under Strengths: Internal Factor
•List your three strongest ethical principles.
•Explain why each of these principles is important to you.

Under Weakness: Internal Factor
•List three ethical principles that you would like to improve or work on.
•Explain how you plan to improve or develop these principles.

Under Opportunities: External Factor
•Explain three ways your ethical principles will impact your academics and future career.

Under Threats: External Factor
•Explain three ways your ethical principles may be challenged and how you plan to overcome the challenge.

Upon completion of the questionnaire, reflect on all that you have learned throughout your teacher preparation program. In what areas do you feel most prepared? In what areas do you feel least prepared? What are some key takeaways you would like to share with your classmates?

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Topic15 DQ1 Student Response SPD 590 ST

Reply to student response with 150 words.  These are separate assignments should have their own files.

Question :

  • Upon completion of the questionnaire, reflect on all that you have learned throughout your teacher preparation program.  In what areas do you feel most prepared?  In what areas do you feel least prepared?
  • What are some key takeaways you would like to share with your classmates?

In what areas do you feel most prepared? In what areas do you feel least prepared? What are some key takeaways you would like to share with your classmates?

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Topic 15 DQ1 -590- ST

Answer the question from Topic 15 DQ1 with 200 words. You complete the questionnaire  for this assignment refer back  to the questionnaire if needed,

Question : Use the following bullet points when responding to this discussion question:

  • Upon completion of the questionnaire, reflect on all that you have learned throughout your teacher preparation program.
  •  In what areas do you feel most prepared?
  •  In what areas do you feel least prepared?
  • What are some key takeaways you would like to share with your classmates?

Discuss, step-by-step, the preparation that must take place to ensure smooth transitions from circle time to tabletop time, or from outside time to tabletop time. What role will each adult have? Discuss developmental goals mentioned in the text, such as understanding cause and effect, task sequencing, or representational skills. Generate suggestions for activities that would address these goals.

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Week six assignment

TEXTBOOK- Strategies for including children with special needs ISBN- 978-1-305-96069-5

Chapters 10, 11, 12

Answer six of the following questions in a 4-8 paragraph essay:

  1. Discuss, step-by-step, the preparation that must take place to ensure smooth transitions from circle time to tabletop time, or from outside time to tabletop time. What role will each adult have?
  1. List the rules necessary for children to work side by side while at the table. Generate ideas for visually presenting these rules to children.
  2. Discuss developmental goals mentioned in the text, such as understanding cause and effect, task sequencing, or representational skills. Generate suggestions for activities that would address these goals.
  3. Discuss various ways to realistically provide physical boundaries to help children work cooperatively beside one another.
  4. Thoroughly discuss and review the adaptations from CARA’s Kit, provided at the end of the chapter.
  5. Thoroughly discuss the benefits of outdoor play. The learning opportunities are often underestimated.
  6. Reflecting back on your reading and doing some online research, design an outdoor playground space and decide on the materials and equipment that would be appropriate for the children’s developmental levels.
  7. Make a list of activities and materials that promote peer interaction, as well as a list of activities and materials that inhibit peer interaction.
  8. Discuss the skills that can be taught at mealtimes, including self-help skills, social and communication skills, and decision-making skills. Be sure to include examples of each.
  9. Besides establishing a routine, discuss other strategies that will help teach the skills relevant to mealtimes. Consider issues such as how to assign some responsibilities to children, how visuals can be used to remind children of how much food to take, and seating active children next to more passive children.
  10. Review and discuss the strategies for building communication and social skills at mealtime that are outlined in the chapter.
  11. Discuss the symptoms related to food allergies, the common allergens, and the emergency procedures to be used should any symptoms be noted.