Category: Education

This week you will continue to build your course project/mock study by completing a worksheet on mean, median, and mode. Understanding how to calculate and interpret the mean, median, and mode of data is important because it allows for understanding key elements of central tendency, averages, etc. along with potential outliers or skewed data.
the three variables are on the worksheet

Instructions: This is your second great debate. When debating, I want your educated opinion backed up with at least 1 citation. If you are the FIRST person to post in your group, simply write your entry with citations as below. If you are not the first person to post, make sure that you read and respond by NAME to at least one other post in the group as a part of your post. Write at least 75 words not including the reference(s) at the bottom of the post. Using APA style, add the reference(s) in the text and below the post as I have done here. If you write a post that meets all instructions, you receive full points. If you do not, you receive zero points. You will lose a point for typos/grammar errors or unclear writing. You will receive one extra point if your post is outstanding. Topic: “When we imagine life without death, we imagine that we would just keep on doing what we’re doing indefinitely. However, when we look at ourselves from an evolutionary perspective it is actually death that drives life. Without the threat of death we would not be what we are. All of our experiences and activities have evolved from the need to gather energy. Life is the drive to sustain our energy and fend off death. Without the existence of death none of these activities would be necessary. All of our needs originate from the avoidance of death. Without death there would be no need to sleep, to wake up or even to breathe. Without the need for food and security there would be no reason to work, no reason to move at all, really. We would have no need to build, to create or to develop technologies. Without a need for relationships or creativity, communication would not be necessary. There would be no languages, no songs, no stories and no religions” (Sombrofsky, 2007). What does all this mean to you??? What is your opinion about life without death? As a society, do we strive for this eventuality? New treatments and drugs; stopping the aging process. Are these efforts to eliminate death? References Sombrofsky, H. (2007, November 9). Life without death [Web log post]. http://helga.ca/?p=47 THE CHART IS BASE ON THE DISBILITIES ACTS , I NEED THE CHART FILLED AND THE DISCUSSION SEPARATE

Special education professionals need to collaborate with general education teachers and other school staff to collect data on undesirable behaviors. Prior to implementing interventions, this data needs to be analyzed to determine the causes of the behavior(s) as well as the consequences for the behavior(s).
For this Assignment, you will interview and collaborate with a general education teacher regarding a behavioral concern (e.g. disruptive behaviors, attention problems, inappropriate language, off-task behaviors, defiance) for a student with an exceptionality that spends time in the general education teacher’s classroom. You will create a data collection tool and collect data on this behavior for at least 8 days during Module 3 (Weeks 3 & 4). This data will then be used to plan evidence-based interventions for the general education teacher and yourself to implement to minimize the behavior. You will continue to collect data while the interventions are in place to determine their effectiveness and make ongoing plans for the identified student.
Create a data collection tool to implement in Module 3 (Weeks 3 & 4) that will provide you with data on one of the student’s undesired behaviors. Note: You will need to collect at least 8 days of data on the undesired behavior, and this data should be collected during multiple activities and environments throughout the school day.
Write a 2- to 3-page paper that includes the following two parts:
Part 1: Interview Summary
Summarize the information that you gathered from the interview with the general education teacher.
Note: Be sure to remove all identifying information regarding both the student and the general education teacher.
Explain the teacher’s classroom expectations and how the identified behavior does not align with those expectations. Provide a rationale as to why you chose the behavior and how the behavior is impacting learning for your student and for the other students in the classroom.
Note: You will be collecting data (Module 3) on the identified behavior and implementing interventions to try to improve the behavior (Module 4).
Part 2: Collecting Valid and Reliable Data
Explain the importance of collecting data to inform intervention strategies. Use evidence-based, peer-reviewed research to support your thoughts.
Explain how the data collection tool you created will provide you with valid and reliable data on the identified behavior.
Attach a transcriipt of your interview as Appendix A and your data collection tool as Appendix B for this Assignment.

Read Chapter 1 and write about two this that resonate with you (2 takeaways) and tell why. Please cite the text using APA citation and be specific.
Read Chapter 2 and write about two this that resonate with you (2 takeaways) and tell why. Please cite the text using APA citation and be specific.
Please title each section Chapter 1 and Chapter 2 as they are sperate discussions.
Sidenote-going to school to be a teacher (may be helpful)

I need two peer reviewed journal resources in an annotated bibliography. Nothing else is needed. They will need to be about how to give minority and oppressed students a voice and feel more accepted and welcome in their school.

Write a position paper (2-3 pages) describing various aspects of Organizational Justice and the impact they have on organizational development and the perception of fairness within your school/organization. Use the Overview of Organization Justice (Beugre) as your foundational resource. In your paper, provide a specific example from your current or former school/organization illustrating an example of when:
resources were not distributed fairly
the development and implementation of a specific policy or procedure did not involve all stakeholders
people were not treated with dignity and respect

After reviewing Modules 2- 9, write a 1-page reflection for each module on what you have learned. Use APA citation. The only resource should be the one provided below. Please write a one-page summary of what you learned from each module on a separate page. No other resource should be used. The professor scans for plagiarism.
https://www.readingrockets.org/reading-101/reading-101-learning-modules/course-modules

Assessment Descriiption
The integrated study of content areas allows for the engagement of students through the purposeful application of content knowledge. Social studies is a content area that can be effectively integrated with multiple aspects of the arts, including visual arts, drama, and performance. Teachers can design meaningful learning experiences that are cross-curricular and guide students in the development of interdisciplinary skills, within content area contexts, establishing a connection that encourages exploration, discovery, and expression.
For this assignment, develop a learning experience that integrates the arts with social studies content and uses various forms of communication with interdisciplinary connections of real-world knowledge and skills. Research and examine a variety of teaching and instructional strategies for activities that engage students in complex thinking and meaningful tasks and lessons that integrate social studies and the arts.
Select a grade level, K-8, at least one social studies and one arts standard from the state in which you are planning to obtain teacher certification that can be met in your learning activity.
You will be using the same standards and learning objectives for Topics 1 through 3, as well as potentially using them for the benchmark assignment. Review these assignments prior to writing your learning activity, so you are familiar with upcoming expectations.
The learning activity should include:
At least one grade level. social studies standard and one arts standard.
Learning objectives that reflect the social studies and arts standards and are measurable.
100-150 word descriiption of the learning activity, including a justification for how it integrates social studies and the arts.
At least two instructional strategies to be used during the activity to foster the development of creativity and critical thinking and enhance students’ problem-solving skills, while advancing student performance.
At least one opportunity during the learning activity for students to collaborate and communicate with peers as they apply learning to real-world knowledge and/or skills.
Support the learning activity with 2-3 scholarly resources.
Rubric Criteria
Standards and Grade-Level
3.5 points
Learning Objectives
10.5 points
Learning Activity and Justification
14 points
Instructional Strategies
14 points
Collaborative and Communication Opportunity
14 points
Research
7 points
Mechanics of Writing
7 points
Total
70 points
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In this week’s Discussion, introduce the issue you selected for the Historical Review Project assignment. Share your topic and explain why you selected this topic. Discuss what interesting you most about this topic and why this topic is important to study (you may take this directly from your outline assignment for this week). Write two discussion questions for your classmates to respond to in this week’s Discussion.
Comments from Customer
I will respond to classmates. I just need the discussion part done. I can’t see the other classmates discussion post until after I post mine. Then I respond.

APA Style with appropriate levels. This are the exact References to be used, please added at the end of the work as APA states: 1. ALangrafe, T. D. F., Barakat, S. R., Stocker, F., & Boaventura, J. M. G. (2020). A stakeholder theory approach to creating value in higher education institutions. The Bottom Line, 33(4), 297-313.. https://www.emerald.com/insight/content/doi/10.1108/BL-03-2020-0021/full/html 2. Leal Filho, W., Eustachio, J. H. P. P., Caldana, A. C. F., Will, M., Lange Salvia, A., Rampasso, I. S., … & Kovaleva, M. (2020). Sustainability leadership in higher education institutions: An overview of challenges. Sustainability, 12(9), 3761. 3. McCauley, C. D., & Palus, C. J. (2021). Developing the theory and practice of leadership development: A relational view. The Leadership Quarterly, 32(5), 101456. 4. Andrin, G., Kilag, O. K., Groenewald, E., Unabia, R., Cordova Jr, N., & Nacario, K. M. (2023). Beyond Management: Cultivating Leadership in Educational Institutions. Excellencia: International Multidisciplinary Journal of Education (2994-9521), 1(6), 365-375. 5. Elo, J., & Uljens, M. (2023). Theorizing pedagogical dimensions of higher education leadership—a non-affirmative approach. Higher Education, 85(6), 1281-1298. 6. Kilag, O. K. T., Uy, F. T., Abendan, C. F. K., & Malbas, M. H. (2023). Teaching leadership: an examination of best practices for leadership educators. Science and Education, 4(7), 430-445. 7. Larsson, P., & Löwstedt, J. (2023). Distributed school leadership: Making sense of the educational infrastructure. Educational Management Administration & Leadership, 51(1), 138-156. 8. McCauley, C. D., & Palus, C. J. (2021). Developing the theory and practice of leadership development: A relational view. The Leadership Quarterly, 32(5), 101456. 9. Nadeem, M. (2024). Distributed leadership in educational contexts: A catalyst for school improvement. Social Sciences & Humanities Open, 9, 100835. 10. Hautala, T., Helander, J., & Korhonen, V. (2024). Administrative structures of higher education institutions-connection with the experience of professional agency of teaching staff. International Journal of Leadership in Education, 27(4), 909-933. 11. Abdulaziz Alfayez, A., Noman, M., Saeed Alqahtani, A., Ibrahim Altuwaijri, A., & Kaur, A. (2024). Principal’s learning-centred leadership practices and teacher’s wellbeing: a self-determination theory perspective. Educational Studies, 50(4), 448-466. 12. Rodrigues, H. P. C., & Ávila de Lima, J. (2024). Instructional leadership and student achievement: school leaders’ perspectives. International Journal of Leadership in Education, 27(2), 360-384. 13. Mincu, M., Colman, A., Day, C., & Gu, Q. (2024). Lessons from two decades of research about successful school leadership in England: A humanistic approach. Education Sciences, 14(2), 187. 14. Murphy, G., & Brennan, T. (2024). Enacting distributed leadership in the republic of Ireland: Assessing primary school principals’ developmental needs using constructive developmental theory. Educational Management Administration & Leadership, 52(3), 666-685. 15. Rapp, A. C., & Corral-Granados, A. (2024). Understanding inclusive education–a theoretical contribution from system theory and the constructionist perspective. International Journal of Inclusive Education, 28(4), 423-439.