zilongwang/ReadingBank huggingface dataset:
Household Size Free Reduced Price Yearly Monthly Per Month Every Two Weeks Weekly Yearly Monthly Twice Per Month Every Two Weeks Weekly 1 15,782 1,316 658 607 304 22,459 1,872 936 864 432 2 21,398 1,784 892 823 412 30,451 2,538 1,269 1,172 586 3 27,014 2,252 1,126 1,039 520 38,443 3,204 1,602 1,479 740 4 32,630 2,720 1,360 1,255 628 46,435 3,870 1,935 1,786 893 5 38,246 3,188 1,594 1,471 736 54,427 4,536 2,268 2,094 1,047 6 43,862 3,656 1,828 1,687 844 62,419 5,202 2,601 2,401 1,201 7 49,478 4,124 2,062 1,903 952 70,411 5,868 2,934 2,709 1,355 8 55,094 4,592 2,296 2,119 1,060 78,403 6,534 3,267 3,016 1,508 For each additional household member add 5,616 468 234 216 108 7,992 666 333 308 154
Monthly inventory reports showing all transactions for processed and USDA and Documentation of credits issued to the SFA for USDA Foods received. All records relating to the Contract, including subsequent renewal Terms, if applicable, are property of the SFA and shall be maintained in (DELETE THESE INSTRUCTIONS: select one: original or electronic) form on SFA premises for the duration of the Contract. At any time during the Contract, the SFA reserves the right to require the FSMC to surrender all records relating to the Contract to the SFA within 30 days of such request. Such records shall include, but are not limited to: All data, materials, and products created by the FSMC on behalf of the SFA and in furtherance of the Services; Production records, including quantities and amounts of food used in preparation of each meal and food component of menus; Standardized recipes and yield from recipes as deemed necessary; Processed product nutritional analysis; Nutritional content of individual food items and meals; Bills charged to the SFA for meals prepared under the Contract including the credit of USDA Foods where applicable; Inventory records; Food and bid specifications; and All documents and records as noted in this Request for Proposals/Invitation for Bids and Contract. Upon expiration or termination of the Contract, the FSMC shall surrender all records as noted above, relating to the initial Contract and all subsequent renewal Terms, if applicable, to the SFA within 30 days of the Contract expiration or termination. The SFA retain all records relating to the initial Contract and all subsequent Contract renewal Terms for a period of three years either from the date the final Contract renewal Term has expired, receipt of final payment under the Contract is recorded, or after the SFA submits the final Monthly Claim for Reimbursement for the final fiscal year of the Contract, whichever occurs last. All records must be available for the period of time specified above for the purpose of making audits, examinations, excerpts, and transcriptions by representatives of the SFA, the Vermont Agency of Education, the United States Department of Agriculture, and the Auditor General, and other governmental entities with monitoring authority at any reasonable time and place. If audit findings have not been resolved, the records shall be retained beyond the specified period as long as required for the resolution of the issues raised by the audit. SECTION 17 TERMS AND TERMINATION
3. GEOGRAPHY Students propose solutions to local and world issues by using geographic tools to analyze data and examine cultural information. Observe, compare, and analyze patterns of national and global land use to understand why particular locations are used for certain human activities. Interpret a variety of effective representations of the earth such as maps, globes, and photographs. Evaluate different viewpoints regarding resource use in the U.S. & Describe the contributions of various cultural groups to Vermont and the U.S. Identify ways in which culture in Vermont has changed. Observe, compare, and analyze patterns of national and global land use over time to understand why particular locations are used for certain human activities; speculate as to which areas might be used in the future and the impact of that usage. Interpret a variety of effective representations of the such as maps, globes, and photographs. Investigate a community or environmental issue. Describe the contributions of various cultural groups to the world, both past and present. Analyze how location and spatial patterns influence the spread of culture. Observe, compare, and analyze patterns of national and global land use over time to understand why particular locations are used for certain activities; speculate as to which areas might be used in the future and the impact of that usage. Interpret and analyze a variety of effective representations of the such as maps, globes, and photographs. Gather information and analyze different viewpoints regarding resources use in the U.S. and world in order to draw conclusions and recommend actions. Analyze the contributions of various cultural groups to the world, both past and present, including immigrants and native peoples. Analyze how location, spatial patterns, and technology influence the spread of cultural traits and hypothesize about the impact of the globalization of culture.
Culminating Task The student will create a presentation that: Presents a model that elicits an answer to the prompt; Describes the process of problem-solving; References the classroom activities and discussions that preceded the task and how they impacted the process; References other sources and how they impacted the process; Justifies the findings; and Uses technology as appropriate to enhance the communication of his/her findings. Content/Sources/Materials Equipment Needed Computers, camera, and graphing calculator Formative Tasks, Directions and Instructional Supports Welcome. Math is beautiful. It is also messy. Rarely is the solution to any complex problem one easy integer. It is rational, irrational, non-existent, or often exists as a whole range of numbers. Most citizen mathematicians are employed in a field other than pure math research. There is math application by people in all walks of life, where problem solving happens through using the tools with which each practitioner is comfortable and fluent. It can be a messy and exhausting and exciting process of discovery. Nobody knows the answer or the best method by which to find it; this is why the problem needs to be solved. We hope to represent this state of discovery and cyclical review within this performance task. There will be no answer guide, as there is no one right answer. We are looking for students to use their math skills creatively and justify their process effectively. We are looking for students to communicate
Rubric for Classroom Discussion Performance Indicators Beginning Developing Proficient Expanding G. Collaborative effectively and respectfully. I can Identify the features of effective collaboration. I can Contribute my own ideas to group interaction. I can Respond respectfully and thoughtfully to diverse perspectives to promote an exchange of ideas with reasoning and evidence. I can Facilitate small and large group interactions or help others facilitate; Or Create alternative evidence that expands upon proficient. Evidence: Instructional Activity: Praise, Question, Polish Learning Targets Graduation Proficiency: Clear & Effective Communication Demonstrate organized and purposeful communication. Use evidence and logic appropriately in communication. Integrate information gathered from active speaking and listening. Adjust communication based on the audience, context, and purpose. Demonstrate effective, expressive, and receptive communication, including oral, written, and performance. Use technology to further enhance and disseminate communication.
Author’s Name: Author’s View: D. of Article: Author’s Name: Author’s View: After reading the articles and writing your summaries, step back and consider your own viewpoint. The Vermont governmental agencies must consider many variables as they work to craft the best possible plans, policies, regulations and guidelines for the management and control of Lyme disease. But some considerations must be given more weight than others. In your opinion, what is the issue or concern that the Commissioners should focus on the most closely when crafting Vermont policy? In the space below, describe the action that you think the State of Vermont could take that would have the most power to control the spread of Lyme disease. Review the texts you have read and list below the evidence they provide which can support your argument. List at least three pieces of evidence. Guidelines for Discussion Instructional Activity Every member of the class should contribute to the discussion at least once. No member of the class should dominate the discussion. Back up your points with evidence. Either refer to a quote from one of the texts we are discussing, or cite an outside text, relevant personal observation, or other source which can support your argument.
G. Collaborate effectively and respectfully. I can Identify the features of effective collaboration. I can Contribute my own ideas to group interaction. I can Respond respectfully and thoughtfully to diverse perspectives to promote an exchange of ideas with reasoning and evidence. I can Facilitate small and large group interactions or help others facilitate; Or Create alternative evidence that expands upon proficient. Note-taking Organizer Speaker Notes
F2. Use technology to further enhance and disseminate communication. I can Use technology to convey a message to classmates. I can Use technology to communicate with a broader school audience. I can Use technology to information outside of the school community. I can Use multiple of technology to engage and inform an audience beyond the school community; Or Create alternative evidence that expands upon proficient. G. Collaborative effectively and respectfully. I can Identify the features of effective collaboration. I can Contribute my own ideas to group interaction. I can Respond respectfully and thoughtfully to diverse perspectives to promote an exchange of ideas with reasoning and evidence. I can Facilitate small and large group interactions or help others facilitate; Or Create alternative evidence that expands upon proficient.
Creative and Practical Problem Solving Scoring Criteria Performance Indicator Beginning Developing Proficient Expanding Observe and evaluate situations in order to define problems. I can Make observations about a problem situation. I can Identify variables that influence a problem situation. I can Articulate the problem and identify constraints, based on observations and collect related information from multiple sources. I can Analyze situations to define complex problems and explain their relevance within the world; Or Create alternative evidence that expands upon proficient. Frame questions, make predictions, and design data collection and analysis strategies. I can Ask questions about a situation or phenomenon. I can Take information into consideration when making predictions. I can Identify tools and design procedures needed for collecting, managing, and analyzing information. I can Justify my data collection strategy by analyzing strengths and weaknesses; Or Create alternative evidence that expands upon proficient. Identify patterns, trends, and relationships that apply to solutions. I can Determine whether my data are sufficient or if I need to gather more data. I can Identify the most important or relevant data I have gathered. I can Explain patterns and/or trends (including outliers) in the data and the relationship to the proposed solution. I can Prioritize the significance of the patterns, trends, and relationships as they impact the design of possible solutions; Or Create alternative evidence that expands upon proficient.
Analyze, evaluate, and synthesize evidence, arguments, claims, and beliefs. I can Identify evidence to support a or argument. I can Summarize the relationship between the evidence and the argument or claim. I can Analyze, synthesize, and cite evidence to develop a or argument. I can Evaluate the strengths and weaknesses of the argument; Or Create alternative evidence that expands upon proficient. Generate a variety of solutions, use evidence to build a case for best responses, critically evaluate the effectiveness of responses, and repeat the process to generate alternate solutions. I can Identify multiple solutions. I can Use evidence to identify a possible solution and its strengths and weaknesses. I can Generate and consider a range of solutions and compare the strengths and weaknesses of each, using evidence to justify the choice of solution. I can Critique the potential effectiveness of a range of solutions with careful consideration of real-life constraints; Or Create alternative evidence that expands upon proficient. Identify opportunities for innovation and collaboration. I can Identify a real-life situation where the needs were met through innovation and/or collaboration. I can Identify an opportunity for new thinking or creative problem solving. I can Identify a range of peers and field experts/ organizations to support my creative problem solving. I can Seek out a variety of experts, peers, experiences, or sources of information that could add additional viewpoints or insights; Or Create alternative evidence that expands upon proficient. trial
Demonstrate ethical behavior and the moral courage to sustain it. I can Identify my own values; Consider the impact of actions on others. I can Respect rights & values of others; Identify ways to resolve conflicts, promote equity and/or solve community problems. I can Employ empathy when considering others in a variety of contexts; Take positive action to resolve conflicts, promote equity and/or solve community problems. I can Advocate responsible decision- making; Network with others to resolve conflicts, promote equity and/or solve community problems. Or Create alternative evidence that expands upon proficient. Respect diversity and differing points of view. I can Respond respectfully toward people, including those who are not like me; Discuss the importance of creating a safe space for others through words and actions. I can Discuss differing points of view with others; Give examples of how words, actions, attitudes and behaviors impact others. I can Engage in open discussion and respond thoughtfully to differing points of view; Explain how my words, actions, attitudes and behaviors may be interpreted by others including majority and minority groups and other cultures. I can Engage in open discussions with individuals of differing points of view with the intention of promoting divergent and creative perspectives; Anticipate how my words, actions, attitudes and behaviors may be interpreted by others and modify appropriately; Or Create alternative evidence that expands upon proficient.
Demonstrate a commitment to personal and community health and wellness. I can Explain the components that contribute to healthy environments (physical, emotional, mental and social); Set goals for personal health or wellness. I can Work with others to maintain healthy environments (physical, emotional, mental and social); Develop a plan for personal health or wellness. I can Advocate for creation or maintenance of healthy environments (physical, emotional, mental and social); Make progress on, and continuously revisit a plan for personal health or wellness. I can Mobilize others to create a healthy environment (physical, emotional, mental and social); Support others in progress toward personal health or wellness; Or Create alternative evidence that expands upon proficient. Practice responsible digital citizenship. I can Identify basic rules for online behavior. Define social issues. I can Describe the difference between responsible and irresponsible material to post online; Identify broader societal issues related to digital use. I can Make responsible judgments about what is appropriate material to post online; Explain the broader societal issues related to digital use, such as online bullying, and how people can be affected. I can Make strategic decisions about what to put online based on how my postings might be perceived by others as well as my school and career goals; Evaluate how broader societal issues related to digital use impact people and use this information to create positive changes; Or Create alternative evidence that expands upon proficient.
Effectiveness of Random Assignment Variable Control Belonging Test Statistics M SD M SD M SD F p Mean Within-Major grade point average 71.28 4.56 70.72 6.13 71.42 4.88 0.39 0.68 Preintervention Evaluation of Current Experience in Engineering 5.09 0.84 5.12 0.70 4.03 0.88 0.20 0.82 Preintervention Perceived Prospects of Succeeding in Engineering 68.70 14.06 69.91 12.12 68.96 12.43 0.19 0.83 Preintervention Proportion Friends Male Engineers 0.53 .30 0.54 .31 0.57 0.26 0.32 0.73 Preintervention Implicit Normative Evaluations of Female Engineers 0.51 0.37 0.55 0.29 0.55 0.31 0.34 0.71 Preintervention Gender Identification 4.10 1.23 4.21 1.25 3.94 1.22 0.84 0.43 Preintervention Proportion Friends Female Nonengineers 0.11 0.18 0.12 0.19 0.09 0.15 0.46 0.63
10. % Female Non-Engineers Preintervention assessment of the outcome t(136) = 4.48, p < .001 Tests effects relative to what would be expected on the basis of baseline measurements (similar to change scores). Other 2nd Semester Measures 11. Gender Identification Preintervention assessment of the outcome t(141) = 1.28, p = .20 Tests effects relative to what would be expected on the basis of baseline measurements (similar to change scores). 12. Implicit Normative Evaluations of Female Engineers Preintervention assessment of the outcome t(143)=1.75, p=0.083 Tests effects relative to what would be expected on the basis of baseline measurements (similar to change scores).
Table S7 Intervention Effects on Primary Outcomes Men in Male-Dominated Majors Variable Combined Intervention (1) vs. Control (0) Social Belonging (1) vs. Control (0) Affirmation (1) vs. Control (0) First-Year Engineering GPA B = 3.30, t(182) = 1.18, p = .24 B = 3.88, t(178) = 1.23, p = .22 t < 1 Daily Diaries: Perceived Importance of Daily Neg. Events t < 1 t < 1 t < 1 Diaries: Confidence Handling Daily School Stress t < 1 t < 1 t < 1 Daily Diaries: Day-to-Day Level and Stability of t < 1 t < 1 t < 1 Immediate Postintervention: Evaluation of Current Experience in Engineering t < 1 t < 1 t < 1 Immediate Postintervention: Perceived Prospects of Succeeding in Engineering B = 3.18, t(218) = 1.83, p = .069, d = 0.25 B = 2.38, t(214) = 1.19, p = .24 B = 4.13, t(214) = 1.98, p = .049, d = 0.33 Second Semester: Evaluation of Current Experience in Engineering t < 1 t < 1 t < 1 Second Semester: Perceived Prospects of Succeeding in Engineering t < 1 t < 1 t < 1 Note. These contrasts were not predicted to be significant. Contrasts were derived from multiple regression analyses. For intervention effects among women in male-dominated majors, see Table 2. For intervention effects among students in gender-diverse majors, see Table S8.
Student-generated readings on 1) behavior assessment and management 2) Positive Behavior Interventions and Supports (PBIS) 3) Social competence 4) bullying 5) research on observational practices for classroom teachers Submit articles (links or .pdfs) to class listserv by Midnight, Thursday before the class. 8/28/2017 Promoting Social Acceptance and Managing Student Behavior Development of Children and Adolescents Explain Research Paper Examining Research on Students with Special Needs Active Learning & Assessment Strategy: ABC Analysis Assignment Reflection/Analysis Journal Reading for next session: Chapter 9 portion characteristics of E/BD Student-generated readings on 1) definitions of E/BD 2) Characteristics of E/BD 3) Contrasting “social maladjustment” and “emotional disturbance” 4) research on teaching and learning strategies of students with E/BD Submit articles (links or .pdfs) to class listserv by Midnight, Thursday before the class. 9/4/2017 Holiday—No Class 9/11/2017 Teaching Students with Emotional and Behavioral Disorders (Reciprocal Teaching E/BD v. “Emotional Disturbance” First group Reciprocal Teaching Submit for First Journal Reading on 9-14-17, 12 Midnight, CDST Readings for Next Session: Portion in Ch. 2 on Learning Disabilities Reciprocal Group provides readings on academic and learning assessment of students with learning disabilities Submit articles for supplemental readings (links or .pdfs) to class listserv by Midnight, Thursday before the class. 9/18/2017 Specific Learning Disabilities (Student Reciprocal Teaching Group) Readings for Next Session 2nd Chapter Reciprocal Teaching Group:
Student-generated readings on classroom and curriculum-based assessment of mathematics 11/13/2017 Supporting Students with Disabilities Succeed in Mathematics 11/20/2017 Final exam is distributed: Due Midnight, 12-3-2017 11/21/2017 to 12/4/2017 Students work on completing assignments and field experiences: Instructor available for Support Portfolio with all work is due Midnight
1. Oral communication- Correct English usage 4-6 errors in speech, lots of “ums” 2-3 errors in speech, several ums through out Less than 1 speaking errors, only an “um” or two 2.Delivery Speaker does not look at the audience Presenter looks makes good eye contact with audience Presenter engages the audience 3.Participation & Engagement Class members failed to respond and participate and were not engaged. Participation by class members was good. Engagement was good. Participation was exceptional and lively. There was a high level of student engagement 4. Communication Aids & Materials Materials and aids were minimal or lacking in clarity/usefulness. Materials and aids were good/clear. Materials and aids were extremely useful and informative. 5. Organization and Time Organization was poor; there was frequent down time. Did not maintain timeframe. Organization was adequate. Time was under 8 or over 12 min. Organization was excellent, presentation was around 10 min. 6. Preparation, Research, & Planning Lack of preparation, research, and/or planning was evident. Preparation, research, and planning were good. Preparation, research, and planning were excellent. 7. Creativity & Methods The methods used seemed ineffective and lacked creativity. The methods used were acceptable with some level of creativity. The methods used encouraged understanding and interaction and incorporated creative approaches. 8. Presentation/ Overview Weak overview for class Preparation was good. Good overview for class Impressive overview; excellent command of the topic. Points Earned 8 10 12 14 16 18 20 22 24 Letter Conversion C- C C+ B- B B+ A- A A+
10/17/2013 Chapter 6. Teaching Students with Learning Disabilities and Attention Deficit Hyperactivity Disorder Active Learning Strategy: Identifying and developing a student learning strategy Reciprocal Teaching ABC Analysis Assignment Due 10-21-12 midnight CDST 10/24/2013 Chapter 7. Teaching Students with Communication Disorders Reciprocal Teaching Group Submit for Second Journal Reading: 10-28, 12 Midnight CDST 10/31/2013 Chapter 2. Response to Intervention: Developing Success for All Learners Reciprocal Teaching Group 11/7/2013 3. Communicating and Collaborating with Other Professionals and Families Active Learning Strategy: Standards Alignment (part of Resource Portfolio) Reciprocal Teaching Group Lesson Plan Research to Practice Assignment Due 12 Midnight CST 11/14/2013 9. Teaching Students with Autism Spectrum Disorders/Pervasive Developmental Disorders Reciprocal Teaching Group 11/21/2013 Teaching Students with Intellectual and Developmental Disabilities Teaching Students with Lower-Incidence Disabilities Reciprocal Teaching Group 11/28/2013 Thanksgiving Holiday—No Class 12/5/2013 4. Teaching Culturally and Linguistically Diverse Students 12/12/2013 Students work on completing assignments: Instructor available for Support
TOPIC:_____________________________ _____ 5 SETENCES (5) _____ 2 FACTS – LABELED (3) _____ 2 OPINIONS- LABELED (3) GRAMMAR, SPELLING AND PUNCTUATION (4) NAME:_____________________________________ TOPIC:_____________________________ 5 SETENCES (5) _____ 2 FACTS – LABELED (3) _____ 2 OPINIONS- LABELED (3) GRAMMAR, SPELLING, AND PUNCTUATION (4)
Policies Attendance: You may only make up work if you have an excused absence. It is up to your to take care of missed work while absent. If you want to ask me about late work, do so before or after school/class. You have one day plus the number of days absent to turn in absent work. Turn all absent work into the absent folder. Tardies: Throughout the year, you will get two warnings; after that, there are consequences. 1st: Warning 2nd: Warning 3rd: Detention 4th: Referral- Sent to office Late Work Late work is not accepted without a penalty. 1 day: 10% off final grade of work 2 days: 20% off final grade of work 3 days: 30% off final grade of work 4 or more days: No longer accepted Bathroom/ Locker Passes There is a pass book located next to my desk. You must sign it each time you want to leave the classroom during class. You get TWO passes per semester, so use them wisely. After two, you can choose to use one of your tardies or take a detention.
Week 5 Oct. 4 *Student Presentations of Formative Assessment Week 6 Oct. 11 In-class Case Study: The Finland Phenomenon View the following Youtube and prepare for a case study: The Finland Phenomenon 1 4 2011 Full documentary Week 7 Oct. 18 SSummative Assessment: traditional vs authentic Read portions from Text on ‘summative assessment’ Week 8 Oct. 25 Summative Assessment: What is the students’ role in assessment planning? Search web for ideas on topic: ‘Collaborative assessment: student and teachers design together’ Week 9 Nov. 1 External Assessment Practices: the dilemma Week 10 Nov. 8 ________ Week 11 Nov. 15 _______ Week 12 Nov. 22 Week 13 Nov. 29 External Assessment -Standardized testing ___________________ Research & Planning Day ___________________ Study TBA Bringing it all together Read portions of text that refer to external testing, in particular ‘standardized testing’ ________________________________________ *Final Assignment Due ________________________________________ Reading: TBA ________________________________________ Course Policies
messier students a drawer that makes it easier to find items and harder to lose them. Every Friday afternoon, we clean out our desks and throw away any loose paper. They each receive a disinfecting wipe to clean off the tops, bottoms, and legs of both their desks and their chairs. There are at least two computers designated for student use. Taking AR tests takes precedence but they are allowed to play education games on the computers if their work is completed to my satisfaction. Being that the computers are “community property” each child is expected to leave the area in pristine condition when they are finished. Classroom A child’s classroom should feel like a home away from home. They should feel ownership and be proud of their classroom. Using as much of their own artwork as possible is a perfect and cheap way of achieving this. Because my room is bird themed many of the decorations go along with that theme. I also try to incorporate our learning objectives into the décor as well as provide students with
Upon completion of this course, the special education teacher candidate will demonstrate an “Emerging” level of competency in the following UETS and CEC standards: Course Objectives UETS CEC NCTM Assignments Describe the meaning and function of the Utah Core Curriculum Standards for Mathematics 6-12 UETS 4 CEC 3 NCTE/IRA 1 Instructional Planning and Decision Making Process Describe the role of and role and connection between the Mathematics process Standards and how to for the components in order to help secondary students become successful in using and applying mathematics. UETS 4, 7 CEC 3, 5 NCTE/IRA 2 IRIS Modules/Activities Evidence Strategies Describe the role and connection between the mathematics content standards and how to teach the components in order to help secondary students become successful in using and applying mathematics. UETS 4, 7 CEC 3, 5 NCTE/IRA 2 IRIS Modules/Activities Evidence Based Strategies Identify student deficits and skills in secondary Math UETS 5 CEC 4 NCTE/IRA 3 Instructional Planning and Decision Making Process Design instructional programming for primary students identified as struggling in Mathematics UETS 1, 2, 6 CEC 5 NCTE/IRA 2 Instructional Planning and Decision Making Process Evidence Strategies Determine intervention effectiveness the data-based instructional decision model UETS 5 CEC 4 NCTE/IRA 3 Instructional Planning and Decision Making Process Required Materials: Bass, A. (2013). Math Study Skills (2nd Edition). Upper Saddle River, NJ. Pearson Publications Assignments Article Graphic Organizers Teacher candidates will read the assigned articles. After reading each article, they will input all information in a graphic organizer of your choice found at . Completed graphic organizers must be brought to class on the assigned days. Candidates will use these organizers to actively participate in a small group discussion. The articles will be available on the class website. They are responsible for downloading them on their own.
Criterion 4 Monitoring and Assessing Student Progress and Learning Outcomes Not developing adequately Developing adequately Well developed Comments by supervising teacher/s: Performance Indicators The pre-service teacher: Demonstrates a sound understanding of the role of assessment in teaching. Uses a range of strategies, including appropriate questioning techniques to monitor the progress of the group and of individual students. Provides timely feedback on progress to individuals and to the Incorporates the information gained on student progress in planning for later remedial or extension activities. Overall assessment of Criterion 4 Criterion 5 Reflecting, Evaluating and Planning for Outcome Improvement Not developing adequately Developing adequately Well developed Comments by supervising teacher/s: Performance Indicators The pre-service teacher: Evaluates teaching and learning programs to improve quality of teaching and learning. Critically reflects on his/her own practice to improve the quality of teaching and learning. Overall assessment of Criterion 5 General comments from supervising teacher/s:
Interim Report on Pre-service Teacher Progress Professional Experience 2 EDUC4715/6615 This report is to be completed by the supervising teacher (see Practicum Handbook for completion It is intended to indicate the pre-service teacher’s performance and highlight any shortfalls in professional application, which require improvement in the remaining weeks of the practicum. If a pre-service has more than one tick in ‘not developing adequately’ and/or a school has concerns, an at-risk form must be completed instead. Pre-service teacher: Supervising teacher/s: School Attended: Subject Areas or Year Levels: Practicum Dates: Criterion 1 Using and Developing Professional and Disciplinary Knowledge Not developing adequately Developing adequately Well developed Comments by supervising teacher/s: Performance Indicators The pre-service teacher: Knows the content and its relationship to educational goals. Uses educational processes appropriate to the curriculum and the field of inquiry. Is active in developing and applying professional and disciplinary knowledge. Values diversity and believes that all students can and have the right to learn. Overall assessment of Criterion 1
Criterion 4 Monitoring and Assessing Student Progress and Learning Outcomes Not developing adequately Developing adequately Well developed Comments by supervising teacher/s: Performance Indicators The pre-service teacher: Demonstrates a sound understanding of the role of assessment in teaching. Uses a range of strategies, including appropriate questioning techniques to monitor the progress of the group and of individual students. Provides timely feedback on progress to individuals and to the group. Incorporates the information gained on student progress in planning for later remedial or extension activities. Overall assessment of Criterion 4 Criterion 5 Reflecting, Evaluating and Planning for Outcome Improvement Not developing adequately Developing adequately Well developed Comments by supervising teacher/s: Performance Indicators The pre-service teacher: Evaluates teaching and learning programs to improve quality of teaching and learning. Critically reflects on his/her own practice to improve the quality of teaching and learning. Overall assessment of Criterion 5
NASA. (2013). 5Es overview: The 5E instructional model. Retrieved from http://www.nasa.gov/audience/foreducators/nasaeclips/5eteachingmodels/ NBNA. (2015). Bloom's taxonomy of learning domains. Retrieved from http://www.nbna.org/files/Blooms%20Taxonomy%20of%20Learning.pdf Noddings, N. (2005). What does it mean to educate the whole child? Educational Leadership, Retrieved from Wikipedia. (2015). Lessons. Retrieved from Wikipedia: https://en.wikipedia.org/wiki/Lesson
Understandbrain-based learning processes and factors that impact student learning Develop skill in metacognition, problem-solving and critical thinking Develop skill in designing instruction and assessment aligned with the fundamental principles of brain-based learning Course Outline and Grading Structure: Module Topic Reading Assignment Points Possible Due Date 1 Intro to Human Learning Chapter 1 and 2 20 Nov 16 2 Behaviorism Chapter 3, 4 20 Nov 27 3 Social Cognitive Theory Cognitive Views of Learning Chapter 5,6 20 Dec 4 4 Cognitive Views of Learning (continued) Chapter 7,8,9 20 Dec 11 5 Midterm * 50 Dec 14-18 6 Developmental and Contextual Perspectives Chapter 10,11 20 Jan 8 7 Complex Learning and Cognition Chapter 12,13 20 Jan 15 8 Motivation Chapter 14,15 20 Jan 22 9 Critical Thinking Internet Resources 20 Jan 29 10 Brain-Based Educational Plan 20 Feb 5 11 Final * 100 Feb 8-12 Computation of final grade: Weekly assignments and quizzes-200 Midterm and final exams-150
You are developing an instrument that measures vocational preferences and you need to administer the test several times during the year while students are attending a vocational program. You need to assess the test-retest reliability of the test and the data from two administrations (Ch6 data set 1) -- one fall and one spring. Would you call this a reliable test? Why or why not? C6-Q4-P118 How can a test be reliable and not valid, and not valid unless it is reliable? C6-Q5-P118 When testing any experimental hypothesis, why is it important that the test you use to measure the outcome be both reliable and valid? Chapter 7 - Questions 1-7 (Note: Teacher will provide the articles for #1) C7-Q1-P113 Select five empirical research articles and detail the following information: a-What is the null hypothesis? b-What is the research hypothesis? c-Create a null and research hypothesis for own area. d-identify articles with no clear stated or implied hypothesis. Can a research hypothesis be crafted?
Poster and PowerPoint due Session 13 12/11 Wrap Up and Thinking About the Future of Higher Education Follow Up Discussion From Poster Session What have we Learned and New Considerations Wrap Up Keeling, R. & Hersh, R. “Talk of Change is Not Change: Rethinking American Higher Education,” in We’re Losing Our Minds: Rethtinking American Higher Education, pp. 149-177. Monday 12/15 No Class Due: Final Paper
The Marvelous Complexity of Wordless Picture Books Required: Tan, S. (2007). The arrival. New York: Phillip Levine Books Session 14 4/24/17 Outside the Pages Literature Responses Outside the Pages Literature Response Artifact emailed to by 5 p.m. on 4/20/16 In Class: Outside the Pages Literature Responses Session 15 Exams) Outside the Pages Literature Responses In Outside the Pages Literature Responses Celebration of Children’s Literature
(TRISH WEEG) Group Supervision CF 1-15 & CACREP Standards III.F1-5 9/21 Counseling progress reports (Dr. Jill Ilagan) Supervision CF 1-15 & CACREP Standards III.F1-5 9/28 NO CLASS Group Supervision CF 1-15 & CACREP Standards III.F1-5 10/5 Jamie Frank-O’Connell 1st Tape “deadline” Group Supervision CF 1-15 & CACREP Standards III.F1-5 10/12 Counseling progress reports Supervision CF 1-15 & CACREP Standards III.F1-5 10/19 Group Supervision CF 1-15 & CACREP Standards III.F1-5 10/26 Counseling progress reports Supervision CF 1-15 & CACREP Standards III.F1-5 11/2 Counseling progress reports Group Supervision CF 1-15 & CACREP Standards III.F1-5 11/9 Group Supervision CF 1-15 & CACREP Standards III.F1-5 11/16 2nd Tape “deadline” Topic: Termination skills Counseling progress reports Supervision CF 1-15 & CACREP Standards III.F1-5 11/23 CGC Spring Break! Do not report to class. Group Supervision CF 1-15 & CACREP Standards III.F1-5 11/30 Topic: Termination skills
the realist realm of thought. This placed him in opposition to the liberal education era as seen and promoted in others. This should bring about thoughts of vocational, professional, technical education (essentialist with understandings of principles as promoted in perennilialist education). Pay particular attention to the discussion of the very technical nature of curriculum as espoused by Spencer (on page 318 through 319). Mill, J. S. (1984). Inaugural address delivered to the University of St. Andrews 1867. In Robson, J. M. (Ed.) The collected works of John Stuart Mill, volume XXI: Essays on equality, law, and education. Toronto: University of Toronto Press. Retrieved from Using the textbook and assigned articles, describe how the historical backgrounds of the times and the personal experiences of Thomas Aquinas, John Stuart Mill, and Herbert Spencer influence their particular formations of educational theory sets? How are these three thinkers’ thoughts on education alike and how are they different? Aquinas Mill Spencer Studies in rhetoric allowed him to review the writings of Augustine and Plato. His research into Manichaeanism and Neoplatonism helped him to understand the struggle between good and evil and man’s place in the Universe. These experiences led him to believe in the strength of education in the humanities as foundational to the Christian learner (Gutek, 2011, p. 86). The strength of liberalism in the British 19th Century left if open to new Mill’s constructs of humanizing the industrial complex were fresh and well received (Gutek, 2011, p. 286). Mills constructs of justice and generosity were well heeded in the new field of utilitarianism. He presented an educational theory that encouraged everyone to learn. Contrary to Aquinas, Spencer’s educational focus was on math and science. His rigid individualism came from his father’s willingness to include young Spencer in family and community engagements and, contrary to the norm, allow his son to speak his ideas and defend his own opinions (Gutek, 2011, p. 314). His educational theory disregarded the awards system and encouraged students to learn for the sake of knowledge.
Frequencies Notes Output Created 21-JAN-2014 13:23:37 Comments Input Data Active Dataset DataSet1 Filter <none> Weight <none> Split File <none> N of Rows in Working Data File 40 Missing Value Handling Definition of Missing User-defined missing values are treated as missing. Cases Used Statistics are based on all cases with valid data. Syntax FREQUENCIES VARIABLES=Perceived_CAP_Learning_Scale /NTILES=4 /NTILES=10 /PERCENTILES=95.0 /STATISTICS=STDDEV VARIANCE RANGE MEAN MEDIAN MODE Resources Processor Time 00:00:00.02 Elapsed Time 00:00:00.08
[DataSet1] C:\Users\Ken\Documents\liberty\educ712\SPSS_Assignment_Data_Set.sav Paired Samples Statistics Mean N Std. Deviation Std. Error Mean Pair 1 Community_Connectedness_Scale 27.03 40 9.818 1.552 GPA 3.0500 40 .68687 .10860 Paired Samples Correlations N Correlation Sig. Pair 1 Community_Connectedness_Scale & GPA 40 .908 .000 Paired Samples Test Paired Differences Mean Std. Deviation Std. Mean 95% Confidence Interval of the Difference Lower Pair 1 Community_Connectedness_Scale - GPA 23.97500 9.19849 1.45441 21.03318
[DataSet1] C:\Users\Ken\Documents\liberty\educ712\SPSS_Assignment_Data_Set.sav Descriptive Statistics Mean Std. Deviation N Community_Connectedness_Scale 27.03 9.818 40 GPA 3.0500 .68687 40 Correlations GPA Community_Connectedness_Scale Pearson Correlation 1 .908** Sig. (2-tailed) .000 N 40 40 GPA Pearson Correlation .908** 1 Sig. (2-tailed) .000 N 40 40 **. Correlation is significant at the 0.01 level (2-tailed). GRAPH WITH Community_Connectedness_Scale
Course Schedule EDUC 721 Textbooks: Byrnes, Taking Sides (2013). Joyner et al., Writing the Winning Thesis or Dissertation (2012). Reading & Study Assignments Points 1 Byrnes: Issue 2 1 presentation Course Requirements Checklist Introductions Advising Guide Quiz DB Forum 1 DB Forum 1 Journal Article Critique 1 10 0 0 20 20 50 2 Byrnes: Issue 5 Bible Readings 1 presentation DB Forum 2 DB Forum 2 Journal Article Critique 2 Literature Review: Thesis 20 20 50 60 3 Byrnes: Issue 11 1 presentation Group DB Forum 3 DB Forum 3 Journal Article Critique 3 20 20 50 4 Byrnes: Issue 13 Joyner et al.: ch. 4 1 presentation Group DB Forum 4 DB Forum 4 Journal Article Critique 4 20 20 50 5 Byrnes: Issue 12 Joyner et al.: chs. 5, 7 1 presentation Literature Review: Research Proposal 200 6 Byrnes: Issue 8 1 presentation DB Forum 5 DB Forum 5 Journal Article Critique 5 20 20 50 7 Byrnes: Issue 19 1 presentation Group DB Forum 6 DB Forum 6 Journal Article Critique 6 20 20 50 8 Byrnes: Issue 18 1 presentation Literature Review: Final Submission 200 1010 DB = Discussion Board
Research Questions Articulates research questions as naturally emerged from the chosen and literature, focused and precise in language. Somewhat articulates research questions as naturally emerged from the chosen topic and literature, focused and precise in language. Does not clearly articulate research questions as naturally emerged from the chosen topic and literature, focused and precise in language. Fails to articulate research questions as naturally emerged from the chosen topic and literature, focused and precise in language. Research Approach Identifies and briefly develops a philosophical research approach for appropriately accomplishing the research questions, identifying broad area of research and the types of methods to be employed. Somewhat identifies and briefly develops a philosophical research approach for appropriately accomplishing the research questions, identifying area of research and the types of methods to be employed. Identifies and briefly develops some but not all of a philosophical research approach for appropriately accomplishing the research questions, identifying broad area of research and the types of methods to be employed. to identify and briefly develops a philosophical research approach for appropriately accomplishing the research questions, identifying broad area of research and the types of methods to be employed. Project Logistics Identifies population, setting and general logistical and management procedures for conducting the research project. Somewhat identifies population, setting and general logistical and management procedures for conducting the research project. Does not identify all of the following: population, setting and general logistical and management procedures for conducting the research project. Fails to provide information on population, setting and general logistical and management procedures for conducting the research project.
Data Collection & Analysis Procedures Provides clear steps in how the research process will be conducted in the areas of data collection and analysis, thinking through procedures and types and necessary privacy and security protections. Provides somewhat clear steps in how the research process will be conducted in the areas of data collection and analysis, thinking through procedures and types and necessary privacy and security protections. Provides some or unclear steps in how the research process will be conducted in the areas of data collection and analysis, thinking through procedures and types and necessary privacy and security protections. Does not provide clear steps in how the research process will be conducted in the areas of data collection and analysis, thinking through procedures and types and necessary privacy and security protections. Professional Writing (14-20) No grammatical, mechanical or general writing composition issues. (7-13) Few grammatical, mechanical or general writing composition issues. (1-6) Moderate grammatical, mechanical or general writing composition issues. (0) Significant grammatical, mechanical or general writing composition issues.
Course Schedule EDUC 735 Textbooks: Aldridge & Goldman, Current Issues and Trends in Education (2007). Greene, Reclaiming the Future of Christian Education (2003). Reading & Study Assignments Points 1 Aldridge & Goldman: chs. 1–2 Greene: ch. 4 2 presentations Course Requirements Checklist Discussion Board Forum 1 Resource List 10 25 50 2 Aldridge & Goldman: ch. 3 1 presentation Research Paper Outline 50 3 Aldridge & Goldman: chs. 4–5 Greene: chs. 17–18 1 presentation Discussion Board Forum 2 Article Critique 1 25 100 4 Aldridge & Goldman: chs. 6–8 1 presentation Field Expert Interview 100 5 Aldridge & Goldman: ch. 9 Greene: chs. 19–20 1 presentation Discussion Forum 3 Article Critique 2 25 100 6 Aldridge & Goldman: ch. 10 Greene: chs. 21–22 1 presentation Research Paper 200 7 Aldridge & Goldman: ch. 11 Greene: chs. 23–24 1 presentation Article Critique 3 100 8 Aldridge & Goldman: ch. 12 2 presentations Discussion Board Forum 4 Presentation Project 25 200 Total 1010 NOTE: Each course week begins on Monday morning at 12:00 a.m. (ET) and ends on Sunday night at 11:59 p.m. (ET). The final week ends at 11:59 p.m. (ET) on Friday.
Course Schedule EDUC 735 Textbooks: Aldridge & Goldman, Current Issues and Trends in Education (2007). Greene, Reclaiming the Future of Christian Education (2003). Reading & Study Assignments Points 1 Aldridge & Goldman: chs. 1–2 Greene: ch. 4 2 presentations Course Requirements Checklist Discussion Board Forum 1 Resource List 10 25 50 2 Aldridge & Goldman: ch. 3 1 presentation Research Paper Outline 50 3 Aldridge & Goldman: chs. 4–5 Greene: chs. 17–18 1 presentation Discussion Board Forum 2 Article Critique 1 25 100 4 Aldridge & Goldman: chs. 6–8 1 presentation Field Expert Interview 100 5 Aldridge & Goldman: ch. 9 Greene: chs. 19–20 1 presentation Discussion Board Forum 3 Article Critique 2 25 100 6 Aldridge & Goldman: ch. 10 Greene: chs. 21–22 1 presentation Research Paper 200 7 Aldridge & Goldman: ch. 11 Greene: chs. 23–24 1 presentation Article Critique 3 100 8 Aldridge & Goldman: ch. 12 2 presentations Discussion Board Forum 4 Presentation Project 25 200 Total 1010 NOTE: Each course week begins on Monday morning at 12:00 a.m. (ET) and ends on Sunday night at 11:59 p.m. (ET). The final week ends at 11:59 p.m. (ET) on Friday.