Category: Education

Group variability, scoring reliability, test length and item difficulty all affect test score reliability; discuss how each of these variables impact test design and how you might mitigate those impacts.
400 words
1 scholarly reference

Reflect on the idea of education for resistance from pages 77-79 of the JBR Chapter 6 reading. What do you think of the idea of utilizing and leveraging education for resistance? What challenges to this idea do you think exist in contemporary society? Opportunities? Feel free to relate your thoughts to personal or professional experiences that you have had or to assess your thinking in relation to social movements, technological developments, and political challenges that shape modern life. References are required.
Your paper should be firmly grounded in academic literature, incorporating citations from course readings and other relevant sources in APA format.
Be sure that your paper adheres to all formatting requirements clearly described in the syllabus.

I have done this assignment before and will provide examples of what I have done. I will also provide pdfs of the three chapters. The assignment says, “For you week 7 reflection, please choose 3 different parts of the text that stood out to you. Explain the part that you chose and why it was interesting to you as you read through the chapters. Think about how could you apply what you read to your current/future math classroom and explain how it can be beneficial.

I have to submit a paper for my Childhood Education (grades 1-6) Social Issues Class with three steps, choose 10 children books (which I have already done this part and found the books on youtube so it makes it easier [If any of the books are for grades 7 and up, please pick another book but the ones I chose should all be for grades 1-6]), write a short summary and answer questions for each book, and lastly pick a book (pick whichever one you would like) and create a “lesson plan”. The “lesson plan” is just answer the questions provided, no need for an actual lesson plan. If more words/pages are needed, please let me know.

Instructions will be attached!
Part 1 is already included. You need to work on parts 2 to 5. Feel free to add or modify part 1.
Thanks

Overview In this module, you will focus on the principles and practices of culturally-responsive education, also known as multicultural education. You will learn about the major tenets of multicultural education. You will also learn about the factors and considerations in educating learners of diverse backgrounds, including culture, ethnicity, gender, sexuality, and class. Finally, you will also learn how educational technology contributes to multicultural education. Learning Outcomes Upon successful completion of this module, you will be able to: Analyze the cultural factors surrounding technology use and its impact on education. Evaluate the effectiveness of culturally-relevant content. Apply biblical principles to culturally-relevant online education. Identify the technology resources within an organization. Be sure to complete all Introduction, Learn, and Apply items in Module 3: Week 3 – Multicultural Education by 11:59 p.m. (ET) on the assigned due date. Use the Modules link on the left side of the screen at any time to view your progress in the course. Read: Gargiulo & Metcalf: Chapters 7 — 8 Read: Maloy, Verock, Edwards, & Woolf: Chapter 4 https://www.edutopia.org/article/7-things-teachers-say-create-supportive-classroom Read: Proverbs 12:1 Watch: Practical Diversity: Taking Inclusion from Theory to Practice https://youtu.be/ExcDNly1DbI?si=3Qu1lcvxBtbIpY1U INSTRUCTIONS Using the website for your district, school, or workplace as a resource, write a 2-3-page paper that provides a data-driven summary of your current learning community. Within your paper, describe: • the student demographics for your learning community • the mission statement for your organization • three to five strengths • three to five challenges • three to five opportunities surrounding your learning community • future goals and needs Include a minimum of three sources tied directly to your learning community (e.g., school/organization websites, interviews with leadership, local newspaper articles, etc.). Provide a clear picture of the students for which you will be designing your technology-driven curriculum. Include a properly-formatted title page and references page with your work. Use current APA format throughout the assignment. Reference Pijanowski, J. & Lasater, K. (2020). The case for considering intellectual virtues in educational leadership: Preparation program curriculum and pedagogy. Journal of Character Education, 16(1), p. 72-38. ISSN: 1543-1223. Note: File submissions for this assignment are restricted to .doc files. Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

Using this list, as well as Figure 3, The MUSIC® Model of Motivation design cycle, and the other concepts in this chapter, compose a paper discussing how an educational technology tool of your choice could be utilized in your classroom to motivate and engage students in learning. You may focus on a particular tool, if you like, as well as a particular subject matter. For example, you could write on the topic, “How can Quizlet be utilized in math class to motivate and engage students in learning?” Substitute your chosen tool and your chosen subject and use this as the title of your paper. The body of your paper must be 4-6 pages (not including the title, abstract, and reference pages) and be supported by at least three scholarly sources in addition to the textbook. Sources must have a publish date within the last 5 years. The paper must be submitted as a Word document in the current APA format. Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

Hattie considers capturing a stray cat, cooking it, and eating it for dinner. (Hattie is not starving; she’s just curious about whether cat tastes more like chicken or pork and wants to fix an exotic dish she can’t get in a local restaurant.) She talks with Lance about it, and he enjoys seeing that cat in the neighborhood yards and encourages Hattie not to kill it and eat it. Manny comes along. They know that he has studied philosophy, and in particular the ethical theory of Immanuel Kant, and so they ask him what Kant would say about the moral permissibility of Hattie’s plan. You play the part of Manny. Write an essay giving a Kantian analysis of the question of the moral permissibility of Hattie’s plan. That is to say, explain what a Kantian, such as Manny, would say about whether Hattie may eat the cat, and if so, under what circumstances — and what reasoning the Kantian would offer. First do this carefully for one formulation of the categorical imperative. Then do it for a different formulation of the categorical imperative. Note: For this assignment you need not use any materials apart from those in the class texts — indeed you are encouraged not to. However, no matter what sources of information you use — even the textbook — be sure to make adequate attribution (e.g. in footnotes). You are expected to do your own work. Use of unacknowledged sources (e.g., books, classmates, friends, tutors, mentors, web pages, other papers, AI bots) for this assignment constitutes cheating. (Any place an idea comes from is a source.) Save your paper as a document (.doc or .docx or .rtf or .pdf; not .pages) and upload it at the “Browse” prompt. The paper is due on Sunday, September 29, 2024.

Assignment Content This assignment involves watching a video of the 32nd Wisconsin Family Impact Seminar (which can be found here; https://www.youtube.com/watch?v=Br5t8PIFPzw). This video is intended to provide real-life examples of issues involving child brain development that supplement what is discussed in the required text. After watching this video, students will go to provide a brief report about the Seminar and submit the assignment to Blackboard. The assignment due on blackboard report due by Friday Mar 1st, at 11:59pm. Discussion of background information Discussion of what was learned Discussion of personal reactions Family impact seminar benchmarks 0 = No discussion of background information was provided on Blackboard. 0 = No discussion of what was learned/interesting provided on Blackboard. 0 = No discussion of personal reactions provided on Blackboard. 0 = Word count under 400. 2 = Word count over 400. 0 = Not submitted as PDF. 2 = Submitted as PDF. 5 = Vague discussion of background information was provided on Blackboard. 5 = Vague discussion of what was learned/interesting provided on Blackboard. 5 = Vague discussion of personal reactions provided on Blackboard. 0 = No APA book reference. 2 = APA book reference used (in-text citation & reference list). 0 = Grammar, formatting typographical, errors. 2 = No grammar, formatting, typographical errors. 10 = Well summarized discussion of background information was provided on Blackboard. 10 = Well summarized discussion of what was learned/interesting was provided on Blackboard. 10 = Discussion showing specific reflections and personal insight was provided on Blackboard. 0 = One example not provided from the book with page/paragraph number. 2 = One example provided from the book with page/paragraph number. 10 points possible 10 points possible 10 points possible 10 points possible

Refer to Appendix F on Course Syllabus for detailed instructions to complete this assignment. Please note that this RPM is dedicated to TPE #1 only. RPM 1 its a sample of how to do it. The first 3 dots are the TPE goals