Category: Education

The readings have been about planning lessons – and the kinds of mathematical work that is entailed in doing so. Planning should be understood as the collection of proactive activities a teacher engages in prior to a lesson. And by ‘mathematical work in teaching’ we are communicating about mathematical aspects of teaching – which is to say, unique ways in which the practice of teaching requires teachers to engage in mathematical practice.
Write a 2-3 page written paper, in APA format and incorporating pertinent citations(They should include some course readings but can incorporate other sources as well.) , that goes into detail about the specific mathematical work involved in planning one lesson. This should involve: i) selecting a particular mathematical topic around which to plan a lesson; ii) planning the outline of a lesson(There is no need for a ‘full’ lesson plan; for this paper, an outline of the major problems/explanations/tasks is sufficient.) ; and iii) elaborating in detail the particular ‘mathematical work’ – and all of your mathematical ideas around it – that was influential in how your lesson was planned.

DISCUSSION ASSIGNMENT INSTRUCTIONS PART ONE Use the assigned reading and at least 2 other sources to discuss the use of multimedia in instructional design in order to address diversity. Be sure to include your thoughts as to how addressing diversity relates to your biblical worldview. Please review the Discussion Assignment Instructions Download Discussion Assignment Instructionsprior to posting. You may also click the three dots in the upper corner to Show Rubric. https://link.springer.com/chapter/10.1007/978-3-030-36119-8_8 https://www.youtube.com/watch?v=FiusIiqvzbE https://www.youtube.com/watch?v=R6t60Fh23iA Post-First: This course utilizes the Post-First feature in all Discussions. This means you will only be able to read and interact with your classmates’ threads after you have submitted your thread in response to the provided prompt. Submit your thread by 11:59 p.m. (ET) on Thursday of Module 7: Week 7. You will complete four Discussions in this course. For each Discussion, you will post one thread of 400–500 words by 11:59 p.m. (ET) on Thursday of the assigned Module: Week. You must then post two replies of 150–250 words by 11:59 p.m. (ET) on Sunday of the assigned Module: Week. For each thread, you must support your assertions with at least two scholarly citations in current APA format. Each reply must incorporate at least one scholarly citation in current APA format. Any sources cited must have been published within the last five years. Acceptable sources include the textbook. While encouraged, the Bible will not count toward one of the required sources. EDUCATIONAL TECHNOLOGY AND DIVERSITY VIDEO PRESENTATION ASSIGNMENT INSTRUCTIONS PART TWO For this assignment, you will submit a video presentation exploring the benefits and barriers of using educational technology with students with diversities. The presentation should be created as if it would be used at a professional conference of your peers. The presentation will be submitted as a 6–10-minute video. The video should be recorded as narration accompanying the use of a presentation software such as PowerPoint, Prezi, Keynote, etc. You must first choose a specific diversity to address. After the introduction, your presentation should describe the chosen diversity, and then explore what benefit(s) could be experienced by students with that diversity when educational technology is used. Be sure to also discuss any known or potential barriers for students with that type of diversity. Your presentation must be supported by the literature; however, citations can be as simple as mentioning the source in the narration. At least three sources must be used. A reference list must be provided at the end of the presentation. The video recording of the presentation must be submitted by embedding it in Canvas. For assistance, see the provided How to Submit a Video Presentation tutorial. The video will be graded on content and production quality. Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

After reviewing the materials in Module 4, please answer the following questions. Be sure to reference the resources from the module in your answers when appropriate. What does specific actions does your school(or district) take to address educational gaps for low socio-economic status students? How often does your school (or district) analyze and/or address discipline, academic achievement, special education, and/or gifted enrollment in terms of gender subgroups. If so, are there notable differences in males and females in these areas? If your school does not analyze or discuss gender subgroups, could this type of discussion be beneficial? What are the barriers to addressing teacher bias against students of color? How can administrators address these barriers to better ensure equity in the school setting? How does your school(or district) meet the needs of ELL/ESOL students? What resources are available, and how are teachers trained to meet these needs? How are regular education teachers in your school trained to meet the needs of students with disabilities in the general education setting?

Now you will research a variety of financial institutions (banks, etc) and their services. You will then identify one service that you believe best supports your personal financial goals and write a short argumentative essay supporting your choice.
Please keep in mind that this is for research purposes only. Do not give your personal information to any financial website that you visit.
You will need to:
Research a variety of financial institutions. You should visit several websites.
Look at the services they offer including things like checking accounts, savings accounts, online banking, apps, and other services that interest you.
Compare and contrast those services so that you can choose one service that you think best supports a financial goal that you personally have.
Write an essay that describes the service and uses evidence to support your opinion that it could help you to reach a personal financial goal.
Here are some websites that can help you with your research. You may also need or want to find your own sources:
Major Types of Financial Institutions
Financial Products & Services- The Basics
U.S. Banks and Branches Database (This will provide you with a list of banks in the United States and their web addresses and other information.)
Your argumentative essay should:
Include an introduction with a thesis statement (this will be where you make it clear which banking service you think is best for you)
One body paragraph that describes the banking service that you have chosen.
At least one body paragraph that supports your thesis. This is where you will include evidence from your research that supports the reasons why you think you have chosen the best banking service for yourself.
A conclusion
Citations in MLA format

You must synthesize the learning outcomes of this assignment, noting what you have learned about the experiences of the group you have studied, what you have learned about yourself in relation to the group you studied, and how this new understanding will shape your work in higher education.
 Clearly relate what you have learned to the theory and research read this semester and other appropriate literature. Samples will be posted on Blackboard and paper format discussed in class. APA style required (7th edition).
Renn, K.A., & Reason, R.D. (2021). College students in the United States: Characteristics, experiences, and outcomes (2nd ed.). Routledge. https://doi.org/10.4324/9781003443445

More detailed instructions in the file.
There are two parts to this Exercise. The first is evidence of planning. There is no word count for Part A.
The second part is a rationale that explains the choices you have made in the planning you have set out in Part A. There is a word limit of 3000 words for Part B.
Part A: Create a sequence of learning experiences to teach one writing genre with a focus on strategies to meet the diverse needs of children. These need to address both compositional and transcriptional elements of writing.
Identify a central focus for the four sequential lessons on writing. Lessons can be based on a picture book as a mentor text. Choose an age group/ year level (F-3). Using the lesson plan proforma (professional experience handbook) select one or two curriculum content descriptors that include reference to compositional and transcriptional elements of writing. Links to the EYLF should be evident.
Your lessons should also include the following:
explicit teaching of metalanguage of the genre type (e.g., illustration, etc.)
teaching the vocabulary needed to create an engaging piece of writing (e.g., descriptive language needed for fiction etc).
opportunities for feedback
appropriate assessment
Part B: In your rationale explain and justify:
how your learning sequence addresses the teaching of both compositional and transcriptional skills of writing.
how the learning sequence enables effective learning about the particular characteristics of the genre type you have chosen, particularly through the use of the mentor text, and how young children are supported to develop their writing skills to achieve that genre of writing
how as a teacher you can determine learning goals for children. Examine and explain how your sequence of lessons draws on children’s funds of knowledge and develops learner agency.
how the lesson sequence provides explicit opportunities for collaboration and teaching of self-regulation. Explain the importance of these, particularly in relation to motivation and engagement.
where and how feedback is provided and your choice of assessment strategies. Explain why you have chosen this and how it supports writing skills, knowledge, the child’s writer identity, agency and choice, motivation and engagement.
How you will communicate progress/achievement to the parents/carers & colleagues.
Ensure you justify your choices in your lesson plans by referring to the research evidence.

As might be expected, needs assessment takes place prior to undertaking the project. As you are thinking about your potential project, you need to create a needs assessment that addresses the following:
Identifies and determines the scope of the social, economic, and environmental conditions or issues that need improving.
Gathers information/data about the gap between the current and desired level of audience knowledge, attitudes, skills, aspirations (KASA), and behaviors.
Helps confirm or negate assumptions of audience characteristics and appropriate content; defines goals and objectives; ensures goals and objectives are aligned with the agency’s strategic plan and other planning documents; and identifies stakeholders and potential collaborators.
As you consider your problem you want to address think about these questions that might be addressed by a needs assessment and answer each of them in this discussion forum:
What are the nature and scope of the problem? Where is the problem located, whom does it affect, and how does it affect them?
What is it about the problem or its effects that justifies new, expanded, or modified projects or programs?
What feasible actions are likely to significantly ameliorate the problem?
Who is the appropriate target audience(s)?
Who are the stakeholders and sponsors?
Problem: secondary school administrators knowing how to respond appropriately to minority student populations

The first step in in your project design is to identify the problem you want to solve and develop your problem statement. Please refer to this website(at the bottom) for examples of a problem statement. Then think about a problem that you will potentially address through an innovative project. Using the format in the example, develop your own problem statement including:
1. Problem – A problem statement is a short, clear explanation of an issue or challenge that sums up what you want to change. It helps you, team members, and other stakeholders to focus on the problem, why it’s important, and who it impacts.
2. Background – Collect information from the research and previous experience with the problem
3. Relevance – Talk to multiple stakeholders who are impacted by the problem (We will dive into this more in depth in module 2 when we think about needs assessment, but for this assignment try to think about how the problem is relevant to the population you seek to serve)
4. Objectives – Use the SMART goals framework (included as a link in the example) to develop a few measurable objectives.
I would like my statement to focus on :
Secondary Public Schools Administrative Organization
How they approach the minority in critical situations
https://www.betterup.com/blog/problem-statement

Write a reflection ( no more than two pages) about the following questions:
1. How much did you know about
design thinking before you started?
2. How does design thinking fit with
my philosophy or my beliefs about
learning? How does this approach
support student learning? What
theories might this connect to?
3. What worked in your project and
what challenges did you encounter?
4. What did you learn through engaging
in design thinking during the group
project?
5. What did you learn about yourself
as a learner?
6. What has this experience revealed
to you about your own relationship
to technology?
7. What aspects stretched your thinking?
8. Did you learn any new skills?
9. What did you learn were your biggest
areas for improvement?
10. How you worked as a team eg.
(a) The communication processes.
(b) Your contribution and effectiveness
as a team member.
(c) How will you use what you
learned in the future?
(d) What are the implications in using
this design thinking approach in
your own teaching?
(e) How do you think students would
like the design thinking process?
( f) What role would you play as a
teacher?
(g) What would you need to put in
place or find out more about?
(h) What literature supports your
claims in response to the questions
above?
Please weave the literature to support your thinking through. Use the Digital technologies Victorian Curriculum.
NOTE:
I will send you the Rubric
I will send you my answers for the questions.
Use bold headings for the questions and answer the question under the bold heading.

Instructions
Remember, a research question is a clear inquiry asking just one question and eliciting more than a simple yes or no response. Begin your research question with ‘what’ or ‘to what extent does’ rather than does, do, or can. Generally quantitative research questions also do NOT start with ‘how’ or ‘why’ because there is not a statistical analysis that can answer all of the reasons why or how something occurs (this is more of a qualitative inquiry). The only exception is ‘how much’ which denotes a numerical answer. Once your research questions have been developed, you will need to create corresponding null and alternative (also known as a research hypothesis) hypotheses for each research question. Remember, the null hypothesis indicates a non-significant relationship or difference will exist while an alternative hypothesis indicates a significant relationship or difference will exist.
Research questions and hypotheses are divided into three categories (descriiptive, correlational, differences) that answer three types of claims (frequency, association, or causal).
Descriiptive research questions do not use inferential statistics. These include frequencies, means, percentages, variance, etc. The frequency claims made that are based off of this data can only be used to summarize or describe the data (i.e., the current sample) and cannot generalize to a larger population of individuals.
Correlational research questions are used when the researcher wants to examine the association (i.e., relationship) between variables. The approach is commonly used to see how two or more variables covary (vary together). In other words, do higher values on one variable correlate to higher values on the other? For example, to what extent does studying correlate with grades? If a regression analysis is added, these questions can also be used to determine whether one or more variables can be used to predict another variable. Only association claims can be made from research questions that have correlational research questions. Correlation does not equal causation. We can determine if one variable relates to another variable, but not how they relate and certainly not that one variable causes the other. (Note. We can never use causal verbs when describing correlational research.)
Causal claims can only be claimed after conducting experiments or quasi-experiments. There are many inferential statistics that can be conducted for experiments or quasi-experiments depending on the research question and how the experiment is designed. Difference research questions are used when comparing scores (on the dependent variable) between two or more groups. These questions attempt to demonstrate that groups are not the same on the dependent variable. Differences within groups can be determined through pre- and post-tests analyzed with a paired-samples t-test to analyze whether a significant difference exists before and after a treatment or intervention.
Please review the schematic diagram below:
Figure 11
Schematic Diagram
For example:
Research Question 1 (Correlational):
Q: What is the relationship between family socioeconomic level and student state-mandated test performance?
Ho: A non-significant relationship will exist between family socioeconomic level and student state-mandated test performance.
Ha: A significant relationship will exist between family socioeconomic level and student state-mandated test performance.
Research Question 2 (Correlational with a regression analysis):
Q: To what extent does family socioeconomic level and gender predict student state-mandated test performance?
Ho: Family socioeconomic level and gender does not predict student state-mandated test performance.
Ha: Family socioeconomic level and gender do predict student state-mandated test performance.
Research Question 3 (Causal):
Q: What is the effect of an intensive language immersion program on spoken English acquisition skills among high school ESL students?
Ho: An intensive language immersion program does not have a significant effect on spoken English acquisition skills among high school ESL students.
Ha: An intensive language immersion program does have a significant effect on spoken English acquisition skills among high school ESL students.
Research Question 4 (Difference):
Q: Is there a significant difference between students in an intensive language immersion program and students not in an intensive language immersion program on spoken English acquisition skills among high school ESL students?
Ho: There is not a significant difference in spoken English acquisition skills among high school ESL students in an intensive language immersion program and those not in an intensive language immersion program.
Ha: There is a significant difference in spoken English acquisition skills among high school ESL students in an intensive language immersion program and those not in an intensive language immersion program.
Research Question 5 and 6 (Descriiptive):
Q: What is the average test score on the English acquisition test among high school ESL students?
Q: What is the frequency of high school ESL students that are enrolled in an intensive language immersion program?
After you develop the research question and hypotheses, you will need to state the type of statistical analysis to be conducted to answer the research question. Keep in mind, a statistical relationship analysis involving two variables often involves a Pearson r correlation analysis or a simple linear regression (if using ‘predict’ in the RQ), while a statistical analysis involving three or more independent variables often involves multiple correlations—or what is known as multiple regression. A statistical analysis testing for effect or differences typically includes one of the types of t-tests; on the other hand, a statistical analysis of effect or differences involving three or more variables often involves some form of an ANOVA.
Carefully review the scenario and research questions provided below for you to develop the statistical analyses plans.
Scenario I:
You are the new director of institutional research at a small state university and you have been assigned the task of analyzing information for the dean of the School of Education regarding the performance of their undergraduate students on the often-controversial Graduate Record Exam (GRE). Many educators believe the GRE is a poor evaluator of undergraduate performance as well as a poor predictor of graduate school performance. The dean is considering eliminating the GRE from graduate school admissions requirements.
The dean has already collected data on four variables: 1) gender, 2) grade point average (GPA), 3) GRE score, and 4) graduate degree completion frequency. Your job is to develop a proposed analysis to assist the dean in making an informed decision regarding the future use of the GRE.
You should also discuss the assumptions of each test. No data are required to be presented. You should provide information that shows your understanding of the different types of analyses, as well as possible outcomes of the analyses. In addition, you must include in your discussion the possible conclusions based on the possible results: rejecting the null and not rejecting the null, and potential claims you can make based off of these conclusions.
Using this information, develop the following foundational components for a proposed analysis. In your proposal, you will compose three research questions and an analysis of your results and recommendations. For each research question, you need to address:
Corresponding null and alternative hypotheses.
Type of statistical analysis to be employed to determine the significance.
Assumptions of each test.
Explanations of potential outcomes identifying both non-significant and significant relationships as related to both null and alternative hypotheses.
Recommendations and potential claims based on non-significant or significant findings.
The three research questions should involve:
A relationship research question involving GPA and GRE scores.
A relationship research question involving gender, GPA, degree completion frequency, and GRE scores.
A descriiptive research question involving gender, GPA, degree completion frequency, or GRE scores (no null or alternative hypothesis is necessary for this RQ).
Finally, complete your analysis plan with a written discussion of your potential results and recommendations for the dean based on your findings. Remember, there are additional resources available in the Supplemental Resources under Course Resources from the course home page.
Scenario II:
You are the principal of a middle school and want to know if a new social emotional learning (SEL) curriculum your teachers are wanting to implement is worth the extra cost and resources.
The principal decides to conduct a pilot test for one year. Half of the classes will receive the new emotional learning curriculum and the other half will not receive the SEL curriculum. Data will be collected on four variables: 1) grades in the class, 2) one behavioral measure, 3) stress questionnaire, and 4) SEL skills. Your job is to develop a proposed analysis to assist in making an informed decision regarding the future implementation of the SEL curriculum.
You should also discuss the assumptions of each test. No data are required to be presented. You should provide information that shows your understanding of the different types of analyses, as well as possible outcomes of the analyses. In addition, you must include in your discussion the possible conclusions based on the possible results: rejecting the null and not rejecting the null, and potential claims you can make based off of these conclusions.
Using this information, develop the following foundational components for a proposed analysis. In your proposal, you will compose three research questions and an analysis of your results and recommendations. For each research question, you need to address:
Corresponding null and alternative hypotheses.
Type of statistical analysis to be employed to determine the significance.
Assumptions of each test.
Explanations of potential outcomes identifying both non-significant and significant relationships as related to both null and alternative hypotheses.
Recommendations and potential claims based on non-significant or significant findings.
The three types of research questions are:
A between groups differences research question involving students that receive SEL and do not receive SEL on at least one of the outcome variables (DV).
A within groups differences research question involving at least one outcome variable.
A descriiptive research question involving at least one of the variables (no null or alternative hypothesis is necessary for this RQ).
Finally, complete your analysis plan with a written discussion of your potential results and recommendations for the dean based on your findings. Remember, there are additional resources available in the Supplemental Resources under Course Resources from the course home page.
Length: 5-7 pages, not including references and title page. All questions in the assignment need to be answered. In addition to the answers to the assignment questions, also submit the output (.spv) file. (Note. SPSS automatically generates the .spv file as you work in SPSS. When you close your SPSS main window, SPSS will ask you if you want to save the output file. Click ‘yes’, then save to your computer and upload with your assignment.)