Clarify your own assumptions or deliberate with peers or
colleagues the following points.
a. The nature of school reality
b. The purpose of conducting research
c. The researcher role
d. The research processes
If working with a group, you may want to compare and
contrast your different perspectives.
Author: admin
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[ANSWERED] Clarify your own assumptions or deliberate with peers or colleagues the following points. a. The…
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[ANSWERED] Write down your research question in a center of a page, circle it, and jot down around it ideas…
Write down your research question in a center of a page,
circle it, and jot down around it ideas triggered by the question. Write down
the types of information, choices, tasks, and actions you will need to take in
order to answer the question. Once you complete this visual map, review it with
a practical eye and consider what is doable within the context of your own
professional and personal circumstances. (This brainstorm activity may be done
alone, with a peer, or with your research group.) -
[ANSWERED] The correlation of a teacher-made math assessment test with the standardized math test administered.
The correlation of a teacher-made math assessment test with
the standardized math test administered by the state in the spring is r = .82.
What are your conclusions about the relationship between the teacher-made test
and the state test? -
[ANSWERED] List the main findings or conclusions of your study. How are your findings related to theories or…
List the main findings or conclusions of your study. How are
your findings related to theories or studies you reported in the literature
review? Do your findings confirm or disagree with them or do they add another
perspective? Do your study’s findings reaffirm or differ from your educational
experience (as a student, student teacher, parent, teacher, or other roles as a
school practitioner)? -
[ANSWERED] 1. Develop an outline for your action research report. Write a few sentences to describe what you…
1. Develop an outline for your action research report. Write
a few sentences to describe what you will include in each section
2. As you conclude the research journey, reflect on how you
can implement the findings in your practice. Consider some of the steps
required to put your findings into action. -
[ANSWERED] Deliberate on the possible significance of your research study. How does it contribute to your own..
Deliberate on the possible significance of your research
study. How does it contribute to your own practice and professional growth?
What are some ways that you think your study may contribute to your students’
learning or to your colleagues’ practice? -
[ANSWERED] 1. If you had a chance to continue studying the same topic or designing a new research project, what
1. If you had a chance to continue studying the same topic
or designing a new research project, what changes might you make that will
enable you to conduct more effective action research in the future?
2. As the cycle of action research ends with the
implementation of the study’s findings, a new cycle of inquiry may begin, with
more questions to pursue. -
[ANSWERED] Watch Beyonce’s “Hold Up” video clipBeyoncé – Hold Up (Video) (…
Watch Beyonce’s “Hold Up” video clip
Beyoncé – Hold Up (Video)(Links to an external site.)
Now watch Titus’s pastiche of the Beyonce clip
Titus Andromedon – Hold Up (Lemonade Parody from Unbreakable Kimmy Schmidt)(Links to an external site.)
Discuss the way in which both clips can be understood as postmodern AND how they are postmodern in different ways.
What do you think about Judith Butler’s theory of Gender Performativity? Just to reiterate, in the lecture Jo introduced you to Butler’s theory that gender is not innate, we constantly create gender through our behaviours. In other words, gender is ‘a doing’ not ‘a being’. Gender seems authentic because we are constantly performing it but it is actually a construct (you can answer this using the Beyonce clip and/or the Titus clip as an example or find your own example).
Attachments:
5597431_1_tute-questions.docx -
[ANSWERED] If I was teaching intermediate English Proficiency Children the guidelines I would consider when…
If I was teaching intermediate English Proficiency Children the guidelines I would consider when planning a lesson is the following: I would make sure that I identify the language objectives for each of the children. This could be formulated by using a checklist of things that they say regularly that you can adjust lessons to help them elaborate on things that they say simply like the boots is outside. You May want to have them build on that sentance and describe the boots or say why the boots is outside. Like the Wet boots is outside drying. As time goes by they may add more as they get better at speaking and explaining. Along with identifying the languages objectives we also need to Identify and model problematic structures. We may need to talk to the students and see how we can help them by giving them opportunities to speak and express their feelings or thoughts. Doing so will help is see how their thought process and explanations we can help them with problem shooting and developing plans to advance their language functions, structures and vocabulary modeled by having an instructional sequence. When that is complete we would need to make sure that the students progress is documented and assessed by having antecdotal notes and checklists that shows evidence of their learning. These steps are so crucial because It helps them achieve their goals and objectives that are set with the ELL program. Comment as you see fit to this post. Min 50 words or more
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[ANSWERED] Joining the classroom of 25 sixth graders who are proficient in the English language, is…
Joining the classroom of 25 sixth graders who are proficient in the English language, is definitely going to be challenging and confusing for Josefina. Josefina did not start the school year with the other sixth graders which leaves her to learn and adjust to ways of the classroom after her classmates. To make this transition welcoming and beneficial for her education the teacher will have to make some serious adjustments within the classroom environment and throughout her lessons. The teacher must be the bridge to the unknown school for Josefina. To make changes to the core content so the learning objectives are more accessible for the student the teacher should provide extended wait time, modeling, visuals such as labels and pictures, sentence starters or frames, frequent breaks, and simplified verbal and written directions. In helping Josefina feel comfortable in the already established classroom culture, the teacher should first prepare the students who are already in the classroom for her arrival. This will give them a little background knowledge on their new peer and feel comfortable with a new student as well. According to Penn State College of Education (n.d.), “In addition to helping a new student feel comfortable through pattern and predictability, it is important to help other students to welcome the ELL into the classroom. Reminding them that as a class the main goal is to make her feel the warm welcome they are giving. The teacher can also give her help with establishing a daily routine such as taping a visual schedule of her day on her desk. Appointing a daily buddy to help Josefina get accustomed to the classroom and transitions. Before appointing someone the teacher can make sure to ask discretely if they are comfortable with being a buddy for the day. While helping Josefina become more adjusted to her new classroom the teacher must still continue to make all her students feel equal and welcomed.
Comment to post as you see fit. Min 50 words or more.
Reference
Penn State College of Education. (n.d.). How can I support ELLs in my classroom? Retrieved from https://ed.psu.edu/pds/elementary/intern-resources/esl-handbook/supporting-ells