Education homework help
Using at least two sources other than those presented in the class, identify at least three changes that are in store for the future of higher education and reflect on how these changes will impact student affairs, student services or enrollment management from both an institutional and student perspective. Your paper should not exceed two pages and does not have to be formatted in APA style.
5 educational Journal Article
formulate an inquiry question that specifically describes what would like to know about your educational topic
find articles read the abstract and skim the articles to determine if they correspond well to your topic and inquiry question
select atleast 5 journal article photocopy for the project
read articles sorry out and classify them according to their findings
Topic: Each chapter includes several “Teacher Tips” related to topics found within that chapter. Choose one or more tip(s) and write a discussion about it. Be sure to provide the number of the tip and on what page number it can be found in the book. You do not have to write about a tip from each chapter assigned to this module, but can choose from any of the tips within those chapters. Remember to end your discussion with a thought-provoking question that encourages your classmates to respond to what you’ve written.
Teacher Tip #13.2 page 518
Social Skills Identified By Teachers
Please make sure that you refer to the readings and that you add at least 2 full APA reference from those readings in your initial post to the main topic/s
This week’s topic will focus on your career goals. Please refer to the information in the Week 10 Module and tell us about two items that have made an impression on you and how these items affect you going forward. Additionally, please answer the following questions:
Where do you see yourself in 1-3 years?
How will work or graduate school fit into your life’s plan?
What will make you successful as you head out on your own?
Set SMART (specific, measurable, attainable, relevant, and time-bound) goals that motivate you and write them down to make them feel tangible.
IF IT HELPS: **INTERNSHIP-NEW YORK-PRESBYTERIAN HOSPITAL. I PRESENTLY WORK AT THE HOSPITAL AND WENT BACK TO SCHOOL TO MOVE UP THE LATTER. MY ASPIRATION IS TO ONE DAY MANAGE ONE OF THE AMBULATORY CARE NETWORK DEPARTMENTS (SPECIALTY CLINICS). OPPORTUNITIES ARE ENDLESS
In this week, you will develop a plan for a school to build an environment that supports multiculturalism.
Your plan should introduce the elements of the culture(s) you are planning to discuss, the issues and opportunities available to teachers and administrators in adopting your plan.
You will also need to include information around bilingual programs, family and community connections, language, testing, lesson structures, roles of teachers, how to overcome resistance to your plan, and policies that may be changed or developed to help your plan succeed.
The project/paper must be purposeful work for you as an educational leader. You may use anything in both texts and other materials at your disposal.
Length: 10-12 pages
References: A minimum of 5 scholarly resources. ONLY SCHOLLARY RESOURCES NOT BLOGS
Your plan should demonstrate thoughtful consideration of the ideas and concepts presented in the course by providing new thoughts and insights relating directly to this topic. Your response should reflect scholarly writing and current APA standards where appropriate.
Compose an outline of your final analysis paper and submit it for approval. Your outline must include three major headings with at least two sub-headings each. It will look something like this (with your own information): Topic: The impacts of trauma on child development
Topic heading one
Sub heading topic
Sub heading topic
Topic heading two
Sub heading topic
Sub heading topic
Topic heading three
Sub heading topic
Sub heading topic
High school GPAs (HSGPAs) are often perceived to represent inconsistent levels of readiness for college across high schools, whereas test scores (e.g., ACT scores) are seen as comparable. This study tests those assumptions, examining variation across high schools of both HSGPAs and ACT scores as measures of academic readiness for college.
Read High School GPAs and ACT Scores as Predictors of College Completion: Examining Assumptions About Consistency Across High Schools. Prepare an ESSAY based on your conclusions.
Writing an academic essay means fashioning a coherent set of ideas into an argument. Because essays are essentially linearthey offer one idea at a timethey must present their ideas in the order that makes most sense to a reader. Successfully structuring an essay means attending to a reader’s logic.
The focus of such an essay predicts its structure. It dictates the information readers need to know and the order in which they need to receive it. Thus your essay’s structure is necessarily unique to the main claim you’re making. Although there are guidelines for constructing certain classic essay types (e.g., comparative analysis), there are no set formula.
Answering Questions: The Parts of an Essay
A typical essay contains many different kinds of information, often located in specialized parts or sections. Even short essays perform several different operations: introducing the argument, analyzing data, raising counterarguments, concluding. Introductions and conclusions have fixed places, but other parts don’t. Counterargument, for example, may appear within a paragraph, as a free-standing section, as part of the beginning, or before the ending. Background material (historical context or biographical information, a summary of relevant theory or criticism, the definition of a key term) often appears at the beginning of the essay, between the introduction and the first analytical section, but might also appear near the beginning of the specific section to which it’s relevant.
It’s helpful to think of the different essay sections as answering a series of questions your reader might ask when encountering your thesis. (Readers should have questions. If they don’t, your thesis is most likely simply an observation of fact, not an arguable claim.)
“What?” The first question to anticipate from a reader is “what”: What evidence shows that the phenomenon described by your thesis is true? To answer the question you must examine your evidence, thus demonstrating the truth of your claim. This “what” or “demonstration” section comes early in the essay, often directly after the introduction. Since you’re essentially reporting what you’ve observed, this is the part you might have most to say about when you first start writing. But be forewarned: it shouldn’t take up much more than a third (often much less) of your finished essay. If it does, the essay will lack balance and may read as mere summary or description.
“How?” A reader will also want to know whether the claims of the thesis are true in all cases. The corresponding question is “how”: How does the thesis stand up to the challenge of a counterargument? How does the introduction of new materiala new way of looking at the evidence, another set of sourcesaffect the claims you’re making? Typically, an essay will include at least one “how” section. (Call it “complication” since you’re responding to a reader’s complicating questions.) This section usually comes after the “what,” but keep in
mind that an essay may complicate its argument several times depending on its length, and that counterargument alone may appear just about anywhere in an essay.
“Why?” Your reader will also want to know what’s at stake in your claim: Why does your interpretation of a phenomenon matter to anyone beside you? This question addresses the larger implications of your thesis. It allows your readers to understand your essay within a larger context. In answering “why”, your essay explains its own significance. Although you might gesture at this question in your introduction, the fullest answer to it properly belongs at your essay’s end. If you leave it out, your readers will experience your essay as unfinishedor, worse, as pointless or insular.
1. What are your thoughts about using power-points and listening to them?
2. Discuss briefly what you can do to make power-points more interactive?
3. How are we making learning relevant for our students/audiences?
4. How can targeted feedback be provided to our presenters/teachers/students so that technology can enhance learning?
5. What evidence do we have to demonstrate the impact of technology and innovation on either school culture or the culture of a workplace?
First, read the assigned chapters SSR and RMP chapters on validity and reliability and the website documents on validity and reliability before proceeding with the activity. Second, read the Georgia Milestones Brief and the EOCT Brief for this assignment. The Milestones Brief contains less information than the EOCT Brief about validity and reliability. The final document should be 2.5 (minimum) single-spaced pages in length.
Please use subheadings to indicate the different sections in the document. Discuss the following about the Georgia Milestones Assessment (GMA) under the first four subheadings and the GMA and EOCT Brief under the fifth subheading.
Overview of the GMA (A brief overview, including to whom, by whom, and how it is administered
GMA Instrument (a discussion of the instrument how it is scored, how the results are used)
GMA Validity (provide a detailed discussion of how validity is established – kind(s) of validity used and evidence presented
GMA Reliability (provide a detailed discussion of how reliability is established – kind(s) of reliability used and evidence presented)
GMA and EOCT Comparison (a discussion of the validity types and reliability types employed in the GMA and EOCT)
Note the validity and reliability sections are the key (i.e., should be the focus) to scoring well on this activity.
this is a 6 page research paper. It should consist of 4 sources. I have an introduction already that I would liked used. (In an effort to protect childrens safety due to the Corona Virus, The American government implemented remote learning. These regulations brought about swift changes in the learning environment that some families were able to adapt. Other families, such as low-income families, were left at a disadvantage due to insufficient access to technologys bare necessities.In order to prevent dire learning gaps in remote learning, school should provide accessible technology to low-income families by providing technical training, loaner laptops, and internet connectivity. These gestures will prevent students from being left behind, keep low-income families Informed with remote learning updates and provide an additional learning source.)