Tag: Pedagogical Methods & Classroom Assessment

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    Principle 5 in _The Starbucks Experience_ advocates leaving your mark. “You can be the change you wish to see in the world!” Discuss how a school leader can leave his mark positively within the school. Use the text to stimulate your thinking about this question.

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    Principle 5 in _The Starbucks Experience_ advocates leaving your mark. “You can be the change you wish to see in the world!” Discuss how a school leader can leave his mark positively within the school. Use the text to stimulate your thinking about this question.

  • [Solved] ESOL Assessment Protocols in the School System Video Reflection

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    **files (1)** – ## ESOLModule4-Video-ESOLAssessmentProtocolsintheSchoolSystem_EDU3279-003_FOUNDATIONSOFESOLIDeShazor.html **## ESOLModule4-Video-ESOLAssessmentProtocolsintheSchoolSystem_EDU3279-003_FOUNDATIONSOFESOLIDeShazor.html** ## You need to have JavaScript enabled in order to access this s…

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    – Principle 5: (Michelli text) – Chapter 6 (Collins text) # **QuestionUnit 6: Discussion Question** – Chapter 6 in _Good to Great_ advocates building a culture of discipline rather than using a bureaucracy and hierarchy. Discuss how having disciplined people who engage in disciplined thought can tak…

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    – Principle 5: (Michelli text)
    – Chapter 6 (Collins text)

    # **QuestionUnit 6: Discussion Question**

    – Chapter 6 in _Good to Great_ advocates building a culture of discipline rather than using a bureaucracy and hierarchy. Discuss how having disciplined people who engage in disciplined thought can take disciplined action that can yield positive results.  Include the advantage and difficulty of creating a stop-doing list of items that are not in the intersection of the three circles.  Include in your writing one item your school should put on its stop-doing list and indicate reasons for stopping the practice.

  • [Solved] s edwards

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    Please see attachments **files (3)** – ## DescriptiveStatisticAssignment.docx – sleep.sav – staffsurvey.sav **## DescriptiveStatisticAssignment.docx** ## Descriptive Statistics Assignment Instructions ## Overview You will take part in several data analysis assignments in which you will develop a rep…

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    **files (3)**

    – ## DescriptiveStatisticAssignment.docx

    – sleep.sav
    – staffsurvey.sav

    **## DescriptiveStatisticAssignment.docx**

    ## Descriptive Statistics Assignment Instructions

    ## Overview

    You will take part in several data analysis assignments in which you will develop a report using tables and figures from the IBM SPSS® output file of your results. Using the resources and readings provided, you will interpret these results, test the hypotheses, and write up these interpretations.

    ## Instructions

    For the
    **Descriptive Statistics Assignment**, you will complete the Additional Exercises on pages 66 – 67 of your Pallant, SPSS Survival Guide textbook (Chapter 6). For convenience, due to page numbers being different in some eBooks, I am listing the assignments below.

    ## Business

    Data file: staffsurvey.sav. See classroom for file. See Appendix for details of the data file.

    1. Follow the procedures covered in this chapter to generate appropriate descriptive statistics to answer the following questions.

    (a) What percentage of the staff in this organization are permanent employees? (Use the variable employstatus.)

    (b) What is the average length of service for staff in the organization? (Use the variable service.)

    (c) What percentage of respondents would recommend the organization to others as a good place to work? (Use the variable recommended.)

    2. Assess the distribution of scores on the Total Staff Satisfaction Scale (totsatis) for employees who are permanent versus casual (employstatus).

    (a) Are there any outliers on this scale that you would be concerned about?

    (b) Are scores normally distributed for each group?

    ## Health

    Data file: sleep.sav. See Appendix for details of the data file.

    1. Follow the procedures covered in this chapter to generate appropriate descriptive statistics to answer the following questions.

    (a) What percentage of respondents are female (gender)?

    (b) What is the average age of the sample?

    CJUS 745

    Page 1 of 4

    (c) What percentage of the sample indicated that they had a problem with their sleep (probsleeprec)?

    (d) What is the median number of hours sleep per weeknight (hourweeknight)?

    2. Assess the distribution of scores on the Sleepiness and Associated Sensations Scale (totSAS) for people who feel that they do/don’t have a sleep problem (probsleeprec).

    (a) Are there any outliers on this scale that you would be concerned about?

    (b) Are scores normally distributed for each group?

    These are properly formatted tables (examples only):

    ## Table 1.

    _Question 30 Frequency Analysis: Employees have a feeling of personal empowerment with respect to work processes_

    | | | | | | |
    | — | — | — | — | — | — |
    | | | Frequency | Percent | Valid Percent | Cumulative Percent |
    | Valid | Strongly Disagree | 54327 | 9.1 | 9.4 | 9.4 |
    | | Disagree | 100392 | 16.8 | 17.5 | 26.9 |
    | | Neither Agree nor<br>Disagree | 135506 | 22.7 | 23.6 | 50.5 |
    | | Agree | 216007 | 36.1 | 37.6 | 88.0 |
    | | Strongly Agree | 68709 | 11.5 | 12.0 | 100.0 |
    | | Total | 574941 | 96.1 | 100.0 | |
    | Missing | 99 | 23062 | 3.9 | | |
    | Total | | 598003 | 100.0 | | |

    ## Table 2.

    _Question 30 Descriptive Statistics: Employees have a feeling of personal empowerment with respect to work processes_

    | | | |
    | — | — | — |
    | Statistic | | Value |
    | N | Valid | 574941 |
    | | Missing | 23062 |
    | Mean | | 3.25 |
    | Median | | 3.00 |
    | Std. Deviation | 1.159 |
    | Skewness | | -.402 |
    | Std. Error of Skewness | .003 |
    | Kurtosis | | -.732 |
    | Std. Error of Kurtosis | .006 |

    ## Figure 1.

    _Bar Chart for Question 30: Employees have a feeling of personal empowerment with respect to work processes_

    ![](https://www.sweetstudy.com/questions/s-edwards-20975735)

    ## General Instructions

    As doctoral students, your assignments are expected to follow the principles of high-quality scientific standards and promote knowledge and understanding in the field of criminal justice. You should apply a rigorous and critical assessment of a body of theory and empirical research, articulating what is known about the phenomenon and ways to advance research about the topic under review. Research syntheses should identify significant variables, a systematic and reproducible search strategy, and a clear framework for studies included in the larger analysis. Manuscripts may be written in first person (“I”).

    All manuscripts should be clearly and concisely written, with technical material set off. Please do not use jargon, slang, idioms, colloquialisms, or bureaucratese. Use acronyms sparingly and spell them out the first time you use them. Please do not construct acronyms from phrases you repeat frequently in the text.

    ## Structure of Assignment Paper

    For purposes of this assignment, there is no layout structure required as far as the setup of this paper, with one exception. I would appreciate it if you used separate headers for questions. Sub- headers are also allowed but not required. Questions should strive to be no less than 100 words each with no maximum limit. There is no overall page limit.

    I expect all papers to be in the latest APA edition, properly cited, and tables attached in the correct format.

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

    ## image1.png

    **sleep.sav**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/sleep-sav-10559759)

    **staffsurvey.sav**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/staffsurvey-sav)

    **staffsurvey.sav**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/staffsurvey-sav)

    **## DescriptiveStatisticAssignment.docx**

    ## Descriptive Statistics Assignment Instructions

    ## Overview

    You will take part in several data analysis assignments in which you will develop a report using tables and figures from the IBM SPSS® output file of your results. Using the resources and readings provided, you will interpret these results, test the hypotheses, and write up these interpretations.

    ## Instructions

    For the
    **Descriptive Statistics Assignment**, you will complete the Additional Exercises on pages 66 – 67 of your Pallant, SPSS Survival Guide textbook (Chapter 6). For convenience, due to page numbers being different in some eBooks, I am listing the assignments below.

    ## Business

    Data file: staffsurvey.sav. See classroom for file. See Appendix for details of the data file.

    1. Follow the procedures covered in this chapter to generate appropriate descriptive statistics to answer the following questions.

    (a) What percentage of the staff in this organization are permanent employees? (Use the variable employstatus.)

    (b) What is the average length of service for staff in the organization? (Use the variable service.)

    (c) What percentage of respondents would recommend the organization to others as a good place to work? (Use the variable recommended.)

    2. Assess the distribution of scores on the Total Staff Satisfaction Scale (totsatis) for employees who are permanent versus casual (employstatus).

    (a) Are there any outliers on this scale that you would be concerned about?

    (b) Are scores normally distributed for each group?

    ## Health

    Data file: sleep.sav. See Appendix for details of the data file.

    1. Follow the procedures covered in this chapter to generate appropriate descriptive statistics to answer the following questions.

    (a) What percentage of respondents are female (gender)?

    (b) What is the average age of the sample?

    CJUS 745

    Page 1 of 4

    (c) What percentage of the sample indicated that they had a problem with their sleep (probsleeprec)?

    (d) What is the median number of hours sleep per weeknight (hourweeknight)?

    2. Assess the distribution of scores on the Sleepiness and Associated Sensations Scale (totSAS) for people who feel that they do/don’t have a sleep problem (probsleeprec).

    (a) Are there any outliers on this scale that you would be concerned about?

    (b) Are scores normally distributed for each group?

    These are properly formatted tables (examples only):

    ## Table 1.

    _Question 30 Frequency Analysis: Employees have a feeling of personal empowerment with respect to work processes_

    | | | | | | |
    | — | — | — | — | — | — |
    | | | Frequency | Percent | Valid Percent | Cumulative Percent |
    | Valid | Strongly Disagree | 54327 | 9.1 | 9.4 | 9.4 |
    | | Disagree | 100392 | 16.8 | 17.5 | 26.9 |
    | | Neither Agree nor<br>Disagree | 135506 | 22.7 | 23.6 | 50.5 |
    | | Agree | 216007 | 36.1 | 37.6 | 88.0 |
    | | Strongly Agree | 68709 | 11.5 | 12.0 | 100.0 |
    | | Total | 574941 | 96.1 | 100.0 | |
    | Missing | 99 | 23062 | 3.9 | | |
    | Total | | 598003 | 100.0 | | |

    ## Table 2.

    _Question 30 Descriptive Statistics: Employees have a feeling of personal empowerment with respect to work processes_

    | | | |
    | — | — | — |
    | Statistic | | Value |
    | N | Valid | 574941 |
    | | Missing | 23062 |
    | Mean | | 3.25 |
    | Median | | 3.00 |
    | Std. Deviation | 1.159 |
    | Skewness | | -.402 |
    | Std. Error of Skewness | .003 |
    | Kurtosis | | -.732 |
    | Std. Error of Kurtosis | .006 |

    ## Figure 1.

    _Bar Chart for Question 30: Employees have a feeling of personal empowerment with respect to work processes_

    ![](https://www.sweetstudy.com/questions/s-edwards-20975735)

    ## General Instructions

    As doctoral students, your assignments are expected to follow the principles of high-quality scientific standards and promote knowledge and understanding in the field of criminal justice. You should apply a rigorous and critical assessment of a body of theory and empirical research, articulating what is known about the phenomenon and ways to advance research about the topic under review. Research syntheses should identify significant variables, a systematic and reproducible search strategy, and a clear framework for studies included in the larger analysis. Manuscripts may be written in first person (“I”).

    All manuscripts should be clearly and concisely written, with technical material set off. Please do not use jargon, slang, idioms, colloquialisms, or bureaucratese. Use acronyms sparingly and spell them out the first time you use them. Please do not construct acronyms from phrases you repeat frequently in the text.

    ## Structure of Assignment Paper

    For purposes of this assignment, there is no layout structure required as far as the setup of this paper, with one exception. I would appreciate it if you used separate headers for questions. Sub- headers are also allowed but not required. Questions should strive to be no less than 100 words each with no maximum limit. There is no overall page limit.

    I expect all papers to be in the latest APA edition, properly cited, and tables attached in the correct format.

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

    ## image1.png

    **sleep.sav**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/sleep-sav-10559759)

    **staffsurvey.sav**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/staffsurvey-sav)

    **## DescriptiveStatisticAssignment.docx**

    ## Descriptive Statistics Assignment Instructions

    ## Overview

    You will take part in several data analysis assignments in which you will develop a report using tables and figures from the IBM SPSS® output file of your results. Using the resources and readings provided, you will interpret these results, test the hypotheses, and write up these interpretations.

    ## Instructions

    For the
    **Descriptive Statistics Assignment**, you will complete the Additional Exercises on pages 66 – 67 of your Pallant, SPSS Survival Guide textbook (Chapter 6). For convenience, due to page numbers being different in some eBooks, I am listing the assignments below.

    ## Business

    Data file: staffsurvey.sav. See classroom for file. See Appendix for details of the data file.

    1. Follow the procedures covered in this chapter to generate appropriate descriptive statistics to answer the following questions.

    (a) What percentage of the staff in this organization are permanent employees? (Use the variable employstatus.)

    (b) What is the average length of service for staff in the organization? (Use the variable service.)

    (c) What percentage of respondents would recommend the organization to others as a good place to work? (Use the variable recommended.)

    2. Assess the distribution of scores on the Total Staff Satisfaction Scale (totsatis) for employees who are permanent versus casual (employstatus).

    (a) Are there any outliers on this scale that you would be concerned about?

    (b) Are scores normally distributed for each group?

    ## Health

    Data file: sleep.sav. See Appendix for details of the data file.

    1. Follow the procedures covered in this chapter to generate appropriate descriptive statistics to answer the following questions.

    (a) What percentage of respondents are female (gender)?

    (b) What is the average age of the sample?

    CJUS 745

    Page 1 of 4

    (c) What percentage of the sample indicated that they had a problem with their sleep (probsleeprec)?

    (d) What is the median number of hours sleep per weeknight (hourweeknight)?

    2. Assess the distribution of scores on the Sleepiness and Associated Sensations Scale (totSAS) for people who feel that they do/don’t have a sleep problem (probsleeprec).

    (a) Are there any outliers on this scale that you would be concerned about?

    (b) Are scores normally distributed for each group?

    These are properly formatted tables (examples only):

    ## Table 1.

    _Question 30 Frequency Analysis: Employees have a feeling of personal empowerment with respect to work processes_

    | | | | | | |
    | — | — | — | — | — | — |
    | | | Frequency | Percent | Valid Percent | Cumulative Percent |
    | Valid | Strongly Disagree | 54327 | 9.1 | 9.4 | 9.4 |
    | | Disagree | 100392 | 16.8 | 17.5 | 26.9 |
    | | Neither Agree nor<br>Disagree | 135506 | 22.7 | 23.6 | 50.5 |
    | | Agree | 216007 | 36.1 | 37.6 | 88.0 |
    | | Strongly Agree | 68709 | 11.5 | 12.0 | 100.0 |
    | | Total | 574941 | 96.1 | 100.0 | |
    | Missing | 99 | 23062 | 3.9 | | |
    | Total | | 598003 | 100.0 | | |

    ## Table 2.

    _Question 30 Descriptive Statistics: Employees have a feeling of personal empowerment with respect to work processes_

    | | | |
    | — | — | — |
    | Statistic | | Value |
    | N | Valid | 574941 |
    | | Missing | 23062 |
    | Mean | | 3.25 |
    | Median | | 3.00 |
    | Std. Deviation | 1.159 |
    | Skewness | | -.402 |
    | Std. Error of Skewness | .003 |
    | Kurtosis | | -.732 |
    | Std. Error of Kurtosis | .006 |

    ## Figure 1.

    _Bar Chart for Question 30: Employees have a feeling of personal empowerment with respect to work processes_

    ![](https://www.sweetstudy.com/questions/s-edwards-20975735)

    ## General Instructions

    As doctoral students, your assignments are expected to follow the principles of high-quality scientific standards and promote knowledge and understanding in the field of criminal justice. You should apply a rigorous and critical assessment of a body of theory and empirical research, articulating what is known about the phenomenon and ways to advance research about the topic under review. Research syntheses should identify significant variables, a systematic and reproducible search strategy, and a clear framework for studies included in the larger analysis. Manuscripts may be written in first person (“I”).

    All manuscripts should be clearly and concisely written, with technical material set off. Please do not use jargon, slang, idioms, colloquialisms, or bureaucratese. Use acronyms sparingly and spell them out the first time you use them. Please do not construct acronyms from phrases you repeat frequently in the text.

    ## Structure of Assignment Paper

    For purposes of this assignment, there is no layout structure required as far as the setup of this paper, with one exception. I would appreciate it if you used separate headers for questions. Sub- headers are also allowed but not required. Questions should strive to be no less than 100 words each with no maximum limit. There is no overall page limit.

    I expect all papers to be in the latest APA edition, properly cited, and tables attached in the correct format.

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

    ## image1.png

    **sleep.sav**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/sleep-sav-10559759)

    **staffsurvey.sav**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/staffsurvey-sav)

  • [Solved] Which countries offer free education for Indian students?

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  • [Solved] What are the best universities in Germany?

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  • [Solved] question

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    **files (1)** – ## responcemodule2.docx **## responcemodule2.docx** **Iroda** **Module 2 Discussion: History of Early Childhood Special Education** Federal laws have played a significant role in empowering families to participate in decision-making for children with disabilities. The Individuals wit…

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    **files (1)**

    – ## responcemodule2.docx

    **## responcemodule2.docx**

    **Iroda**

    **Module 2 Discussion: History of Early Childhood Special Education**

    Federal laws have played a significant role in empowering families to participate in decision-making for children with disabilities. The Individuals with Disabilities Education Act (IDEA) ensures that parents are active members of the educational planning process and have the right to participate in developing their child's IFSP or IEP (Cook et al., 2020). Families are encouraged to share their knowledge of their child's strengths, needs, and cultural values. The New York State guide also emphasizes that services are developed based on input from parents because they know their child better than anyone else. However, cultural backgrounds may influence how families view disability, intervention services, and educational decisions. Some families may strongly advocate for services, while others may rely on cultural beliefs, family traditions, or language preferences when making decisions. Therefore, professionals must respect and support diverse cultural perspectives when collaborating with families.

    One of the pioneering influences in Early Childhood Special Education was
    **Maria Montessori**. Montessori believed that children learn best through hands-on experiences, independence, and carefully prepared environments. Her theory emphasized observing children and adapting instruction to meet individual developmental needs. According to Cook et al. (2020), Montessori's approach influenced modern early childhood education by encouraging child-centered learning and individualized instruction. Many practices used today in inclusive classrooms, such as hands-on materials, self-directed learning, and respect for individual differences, can be traced to Montessori's work.

    Special education services differ for infants and toddlers (birth to age three) and preschoolers (ages three to five). Infants and toddlers receive services through the Early Intervention Program (EIP) under Part C of IDEA, while preschoolers receive services through preschool special education under Part B of IDEA. For children from birth to three, services focus on supporting both the child and the family. These services are guided by an
    **Individualized Family Service Plan (IFSP)**, which is developed collaboratively with parents and professionals to address the unique needs of the child and family. After age three, eligible children transition to preschool special education services through the Committee on Preschool Special Education (CPSE), and services are provided through an
    **Individualized Education Program (IEP)**. The IFSP plays an essential role because it coordinates services, establishes goals, and ensures that families remain active participants in supporting their child's development.

    As a parent of a child with autism, I have seen firsthand how important family involvement is in special education. Working with therapists, teachers, and service providers has shown me that parents play a critical role in advocating for their children and helping professionals understand their child's unique strengths and needs. This experience has increased my appreciation for the protections provided by IDEA and the importance of collaborative partnerships between families and educators.

    **Insightful questions:**

    1. How can educators build stronger partnerships with families from diverse cultural backgrounds?

    2. What are some challenges families face during the transition from an IFSP to an IEP?

    3. Which early childhood theorist do you believe has had the greatest impact on inclusive education today, and why?

    4. How can schools ensure that parents feel empowered during CPSE and IEP meetings?

    **## responcemodule2.docx**

    **Iroda**

    **Module 2 Discussion: History of Early Childhood Special Education**

    Federal laws have played a significant role in empowering families to participate in decision-making for children with disabilities. The Individuals with Disabilities Education Act (IDEA) ensures that parents are active members of the educational planning process and have the right to participate in developing their child's IFSP or IEP (Cook et al., 2020). Families are encouraged to share their knowledge of their child's strengths, needs, and cultural values. The New York State guide also emphasizes that services are developed based on input from parents because they know their child better than anyone else. However, cultural backgrounds may influence how families view disability, intervention services, and educational decisions. Some families may strongly advocate for services, while others may rely on cultural beliefs, family traditions, or language preferences when making decisions. Therefore, professionals must respect and support diverse cultural perspectives when collaborating with families.

    One of the pioneering influences in Early Childhood Special Education was
    **Maria Montessori**. Montessori believed that children learn best through hands-on experiences, independence, and carefully prepared environments. Her theory emphasized observing children and adapting instruction to meet individual developmental needs. According to Cook et al. (2020), Montessori's approach influenced modern early childhood education by encouraging child-centered learning and individualized instruction. Many practices used today in inclusive classrooms, such as hands-on materials, self-directed learning, and respect for individual differences, can be traced to Montessori's work.

    Special education services differ for infants and toddlers (birth to age three) and preschoolers (ages three to five). Infants and toddlers receive services through the Early Intervention Program (EIP) under Part C of IDEA, while preschoolers receive services through preschool special education under Part B of IDEA. For children from birth to three, services focus on supporting both the child and the family. These services are guided by an
    **Individualized Family Service Plan (IFSP)**, which is developed collaboratively with parents and professionals to address the unique needs of the child and family. After age three, eligible children transition to preschool special education services through the Committee on Preschool Special Education (CPSE), and services are provided through an
    **Individualized Education Program (IEP)**. The IFSP plays an essential role because it coordinates services, establishes goals, and ensures that families remain active participants in supporting their child's development.

    As a parent of a child with autism, I have seen firsthand how important family involvement is in special education. Working with therapists, teachers, and service providers has shown me that parents play a critical role in advocating for their children and helping professionals understand their child's unique strengths and needs. This experience has increased my appreciation for the protections provided by IDEA and the importance of collaborative partnerships between families and educators.

    **Insightful questions:**

    1. How can educators build stronger partnerships with families from diverse cultural backgrounds?

    2. What are some challenges families face during the transition from an IFSP to an IEP?

    3. Which early childhood theorist do you believe has had the greatest impact on inclusive education today, and why?

    4. How can schools ensure that parents feel empowered during CPSE and IEP meetings?