Category: Education

INSTRUCTIONS • Create a multi-dimensional action plan of intervention. o What ca

INSTRUCTIONS • Create a multi-dimensional action plan of intervention. o What can—or should—you do structurally to address this problem? o What can—or should—you do systemically to address this problem? o What can—or should—you do culturally to address this problem? o What can—or should—you do relating to the political lens (power and influence) to address this problem? • Your action plan of intervention should be balanced according to the “weight” given to the various theories regarding how each theory impacts the issue. • Guidelines for this assignment include: o Body of work is to be 3–5 pages o Double-spaced, Times New Roman, 12-point font o Title page o Headings should be used for each area of the action plan o No references are required but if any are used, a references page is to be included o Current APA format (avoid first-person language)

1) What types of parenting style or combination of styles do the parents use ( d

1) What types of parenting style or combination of styles do the parents use ( define and explain the characteristics of the Parenting style(s)) ? How did it develop ? How can you understand the reasons for their parenting style(s)? 2) In what ways will this impact the child’s growth and development, both physical as well as emotional? give examples 3) What types of Attachments do they Display ? ( Define and explain the characteristics of the Attachment style(s)) Provide examples and how this will impact them in different areas of their life ? 4) You are the teacher of these parents and child. What steps might you take to Engage each Family and help the child in your classroom.: Come up with a plan of what you would do first and why this is the priority for a first step. Then give at least 3 more

One of your families has a religious belief opposing vaccines. The child in your

One of your families has a religious belief opposing vaccines. The child in your class has not had any vaccinations. The family has met the legal requirements for an exemption and the child is not required to be vaccinated.
Instructions: Respond to the following questions.
What are your personal feelings about vaccines and if children should be required to be vaccinated?
What are your major concerns?
What kind of plan should you have in place for this student in case there is any exposure to infectious disease in the classroom that could be prevented by vaccines (i.e. chicken pox)?
What steps could you take to minimize exposure to disease for all the children in your class?

Forum #1: What is CIE? Class Discussion.
After reading the Brock & Alexiadou cha

Forum #1: What is CIE? Class Discussion.
After reading the Brock & Alexiadou chapter, viewing the Finland video, and viewing Lecture 1 slides, answer the following questions in 3-5 sentences each. Be sure to write in complete sentences and edit your responses carefully before submitting. Once you have posted your individual responses to the discussion questions, take a look at your classmates’ posts (remember: you will not be able to view your classmates’ answers until you upload your own).
  
Discussion Questions (10 points):
In their book chapter, Brock & Alexiadou offer socio-historical details and definitions of “comparative education” and “international education.” How do you understand the difference between “comparative” and “international” education? What perspective does a researcher and/or educator interested in comparative analyses need to have in order to participate in this field of study?
2. Comparative and International Education, by nature, is a highly interdisciplinary field. What disciplines, educational topics, and social issues are investigated by CIE scholars? And who are the major actors–both formal and informal–that play a role in these studies? 
3. According to the video documentary clip, in what ways does Finland’s education system differ from that of the United States? Reflecting on these observations: How does the social, cultural, and political context of a country impact its education system? Provide a specific example.
4. Based on your informed understanding of the significant relationship between schools and society: Why would implementing Finnish educational practices and policies not work in a nation like the United States? Why is the implication that one education system, and one nation, is “better than” another not a useful or productive perspective when conducting comparative studies? 
5. In your own words provide a short, detailed summary response to the question: What is Comparative and International Education? (You may also pose questions that you have about CIE in your response.) 

LINK TO THE BOOK ITS THE FIRST CHAPTER PREVIEW IT:
https://www.google.com/books/edition/Education_Around_the_World/pExOZKvU0S8C?hl=en&gbpv=1&printsec=frontcover

Select, evaluate, and critique a research article related to leadership from a p

Select, evaluate, and critique a research article related to leadership from a professional journal. The journals can be from varying disciplines.
Your critique must be more than a mere summary of the article. You must critically review the article and articulate a detailed analysis and assessment. You must also explain how you can apply the article to your personal leadership practice. The assignment requirements are the following:
• 1-page minimum paper, excluding title and reference pages
• Utilize current APA format (professional version)
• Article must be from a scholarly journal published within the last five years

Using the resources in this module, design an appropriate and safe outdoor learn

Using the resources in this module, design an appropriate and safe outdoor learning area for your program. You should include a citation for any resource you use for this assignment. Create a reference list to include with your submission.
Draw your layout on paper and label sections, scan, and upload, or you can create one digitally and upload it as an image. Be sure to label all areas. In two or three paragraphs, explain what age group and setting this is for, and how it is developmentally appropriate and safe. Elaborate on safety procedures for your outdoor setting and refer to the readings to support your safety decisions. Pay attention to language conventions, proofreading your written work for grammar and spelling errors.

After reading over Shaping ethics: Youth workers matter (including “The Pocket K

After reading over Shaping ethics: Youth workers matter (including “The Pocket Knife Story”) discuss the following:
What other basic need could the street worker focus on to diffuse the need for the knife?
How does belief in the asset model help the street worker create positive options for the young man?
How might the street worker and the youth work together to cocreate a solution that makes the knife nonessential?
What is the ethical responsibility to to young man? To the community?
Resource: Walker, J., Gran, C. & Curiel, A. (2005). Shaping ethics: Youth workers matter. In New directions for youth development (pp. 19-30). Wiley periodicals, Inc. )

Step 1: Watch a Special needs Parent interview: watch from the beginning till 48

Step 1: Watch a Special needs Parent interview: watch from the beginning till 48:20 minute mark. Step 2: Write at least 3 complete Pages of an overview of the parent interview that you watched . Step 3: Reactions to the Parent Video Step 4: Family Engagement and Differentiated Instruction Plan- At least 2 complete pages- Write this essay style with no bullet points or similar things

**Title: An Analytical Review of Organizational Dynamics in “Overcomer”**
**Intr

**Title: An Analytical Review of Organizational Dynamics in “Overcomer”**
**Introduction**
“Overcomer,” directed by Alex Kendrick in 2019, delves into themes of identity, purpose, and the power of faith through the lens of a high school cross-country coach and his charge, a young woman grappling with her own personal challenges. The film not only tells an inspiring story but also serves as an intriguing case study for organizational analysis, particularly in its depiction of a local school and community sports organization. This essay provides an analytical exploration of the organization depicted in “Overcomer,” particularly focusing on the unit of analysis within the film. Furthermore, it identifies and discusses the integration of five organizational theories, constructs, or models that illuminate the dynamics within the organization.
**Definition of Organization and Unit of Analysis**
In “Overcomer,” the primary organization can be defined as the local high school, which encompasses the coaching staff, students, and the broader community. This organization operates within the educational sector and serves as a microcosm of societal interactions, values, and aspirations. The unit of analysis here is the team dynamics within the cross-country team, led by coach John Harrison (played by Alex Kendrick), and the interactions between the coaching staff, athletes, and their families.
The film emphasizes the challenges that arise when the school’s basketball program—a more traditionally celebrated sport—faces a decline in participation, leading to the emergence of the cross-country team. The narrative structure allows viewers to observe how the organization responds to both internal and external pressures as it works toward improving the lives of its athletes, particularly focusing on the protagonist, Hannah Scott (played by Aryn Wright-Thompson), a runner striving for identity and purpose.
**1. Organizational Behavior Theory**
One of the most evident organizational theories displayed in “Overcomer” is Organizational Behavior (OB) Theory. This theory emphasizes understanding individual and group behavior within professional settings. The interactions among Coach John Harrison, his players, and the wider community showcase how behavior is influenced by organizational culture.
For instance, Harrison must adapt his coaching style upon realizing that the athletes on his team come from diverse backgrounds and experiences. The OB theory suggests that positive behavior not only affects individual performance but also impacts team cohesion and morale. As depicted in the film, Coach Harrison’s journey of self-discovery and embracing a servant leadership approach fosters a supportive environment for the team, enhancing motivation and team spirit.
Harrison’s interactions with his players, particularly Hannah, illustrate how supportive leadership can significantly influence organizational effectiveness (Robinson, 2006). By focusing on character development and personal growth rather than solely athletic achievement, the organization nurtures a more profound sense of belonging and purpose (Leadership Today, 2021).
**2. Transformational Leadership Theory**
Transformational Leadership Theory posits that leaders can inspire and motivate followers to exceed their own self-interests for the sake of the organization and its goals. Coach Harrison epitomizes a transformational leader; he transcends traditional coaching roles by investing emotionally and spiritually in his athletes’ lives.
In “Overcomer,” Harrison’s leadership goes beyond training for races. He empowers Hannah to confront her insecurities and challenges, subsequently transforming her outlook on life. He serves as a mentor, imparting lessons that transcend athletics, including the importance of self-worth grounded in faith rather than performance (Kendrick Brothers, 2019).
This conceptualization of leadership aligns with Bass’s transformational leadership model, which emphasizes idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration (Bass & Avolio, 1994). Harrison’s commitment to guiding his athletes through personal struggles epitomizes these constructs, demonstrating how leaders can catalyze profound change within their organizations.
**3. Systems Theory**
Systems Theory explores how entities operate within interrelated systems, emphasizing that organizations are complex and dynamic webs of interactions. “Overcomer” illustrates this theory through its portrayal of the high school functioning as an integrated system consisting of various stakeholders, including students, coaches, families, and the community.
The film highlights how changes within the school — from the dwindling basketball team to the formation of a new cross-country team — significantly impact the broader educational environment. As the cross-country team grows, the community rallies around it, showcasing the interconnectedness between the organization and its environment (von Bertalanffy, 1968). Each team member’s success or failure resonates throughout the organization, influencing spirit, attendance, and support.
Moreover, the film illustrates feedback loops typical in systems theory; Harrison and his team constantly adapt and respond to internal feedback from performances and external factors such as community perception and support (Richmond, 1996). This interconnected approach encourages a more holistic understanding of organizational changes, making clear that minor adjustments can lead to significant transformations within the system.
**4. Social Identity Theory**
The Social Identity Theory explains how individuals define themselves in relation to groups, impacting their behavior within organizations. In “Overcomer,” the formation of the cross-country team serves as a catalyst for building a shared identity among its members.
Hannah Scott, initially struggling with her performance and sense of belonging, ultimately finds her identity not through individual achievement but as a valued member of the cross-country team. This shared experience fosters camaraderie and mutual support, demonstrating how group dynamics can facilitate personal development and resilience (Tajfel & Turner, 1979).
As the team endures challenges together, their collective identity strengthens. This offer of unity contrasts previous isolating experiences in the film, reinforcing the role of social identity in creating a positive organizational culture. By emphasizing team spirit and shared goals, the film underscores how a supportive group can empower individuals to overcome personal adversity and find their place within the broader community.
**5. Organizational Culture Theory**
Finally, Organizational Culture Theory focuses on the values, beliefs, and behaviors that shape organizational interactions. In “Overcomer,” the culture of the high school, particularly the cross-country team, reflects values of faith, resilience, and community support.
The cultural transformation within the organization becomes evident as Coach Harrison instills a values-based approach to coaching. The film underscores the importance of cultivating a culture that prioritizes character development alongside athletic prowess (Schein, 2010). Harrison emphasizes identity rooted in faith rather than achievements, shaping a culture that values personal growth and collective support, fostering stronger relationships between players and their coach.
As the team rallies together, the shared culture also intertwines with the community’s values, reinforcing the narrative that support, faith, and perseverance are vital in overcoming life’s challenges.
**Conclusion**
“Overcomer” serves as a powerful narrative that portrays the complexities of organizational dynamics through the lens of a high school cross-country team. The film illustrates various organizational theories, constructs, and models, including Organizational Behavior Theory, Transformational Leadership, Systems Theory, Social Identity Theory, and Organizational Culture Theory. These systems intertwine to create a narrative that promotes resilience, faith, and the importance of community within organizations.
The representation of the organization in “Overcomer,” alongside its emotional and motivational elements, encapsulates essential principles of effective leadership and positive organizational development. By understanding these theoretical frameworks, one can appreciate the depth of character and collective growth portrayed in the film, affirming the importance of identity and purpose in personal and organizational success.
**References**
1. Bass, B. M., & Avolio, B. J. (1994). “Improving Organizational Effectiveness Through Transformational Leadership.” Retrieved from https://journals.sagepub.com/doi/abs/10.1177/0018726794266002
2. Kendrick Brothers. (2019). “Overcomer.” Retrieved from https://www.kendrickbros.com/overcomer
3. Leadership Today. (2021). “The Importance of Positive Leadership.” Retrieved from https://www.leadershiptoday.com/the-importance-of-positive-leadership/
4. Richmond, B. (1996). “Quantitative Models for the Development of Systems Thinking Skills.” Retrieved from http://www.1000stories.org/learn/richmond-research
5. Schein, E. H. (2010). “Organizational Culture and Leadership.” Retrieved from https://www.amazon.com/Organizational-Culture-Leadership-3rd/dp/0470190604
6. Tajfel, H., & Turner, J. C. (1979). “An Integrative Theory of Intergroup Conflict.” Retrieved from https://psycnet.apa.org/record/1982-07697-001
7. von Bertalanffy, L. (1968). “General System Theory: Foundations, Development, Applications.” Retrieved from https://www.amazon.com/General-System-Theory-Foundations-Applications/dp/0201032009
By integrating these theoretical frameworks, the film not only narrates a compelling story but also imparts valuable lessons about the nature of organizations and the human spirit.

This assignment must be entered in the TPA portfolio in Chalk & Wire/Anthology.

This assignment must be entered in the TPA portfolio in Chalk & Wire/Anthology. ( You need to create this portfolio. See the home page & directions in the module folder–see “resources.”)
Hint: Read the task, rubric & review samples before starting look on bottom of page
Task 1: Learners and Environment
Effective teachers have a strong understanding of their students in order to make sound and research-based instructional decisions that promote student development and learning. To truly understand their students, they must have a deep awareness of students’ life experiences as shaped by their families, communities, and school and appropriately reflect upon this knowledge to guide their practice.
Teacher Candidates will prepare a 3–5-page written report in which they describe responses to Parts 1, 2 and 3 below. Teacher Candidates should take caution in using professional language that presents the characteristics factually and without judgment. The information gathered for this project should remain confidential. Teacher Candidates should use initials or professional pseudonyms for the school, teachers, and students.
Part 1 – Knowledge of Learning Environment: Teachers work with all students to create a dynamic learning environment that supports achievement and growth. Your response will indicate what is known about the classroom, school, and community and how it may impact student learning.
Respond to the following regarding the community:
Describe the diversity of the communities from which the students are drawn. Information on a variety of forms of diversity such as race, ethnicity, socio-economic status, languages spoken, religious affiliations, political affiliations, and geography.
Describe the community resources that are available within the neighborhoods from which the students are drawn (libraries, religious organizations, after school programs, athletic programs, arts and cultural centers, social services, extra-curricular activities, etc.).
Respond to the following regarding the school:
Describe the school setting (rural, urban, suburban, private, public, etc.) and your role in the classroom.
Describe the organization of the school. Identify features such as the number of classrooms, teachers, students; and the special services available including library, computer lab, offices, gym, lunchroom, student support services, extra-curricular activities, etc.

Respond to the following regarding the classroom:
Describe how specific classroom routines and procedures meet the specific learning needs of individual students.
Describe how classroom rules and consequences meet individual student needs or ways in which they have been modified to meet individual student needs.
List the classroom rules and consequences for noncompliance.
Describe the individual and group extrinsic and intrinsic incentives in the classroom.
Identify the strategies used to develop and promote positive relationships with students, among classmates, and with families.
Describe the organization of the classroom. This may include information such as the furniture in the classroom, seating arrangements, technology, displays, bulletin boards, windows, orientation of teacher space, etc.
Part 2 – Knowledge of Students: Teacher candidates will demonstrate the ability to assess student’s individual needs within the classroom and identify appropriately aligned research-based practices to incorporate into planning that promotes student development, learning, and achievement. Your response will describe the students in this class and what is known about the prior learning.
Respond to the following regarding the students:
What is the grade level and how many students are in the class?
What are similarities and differences among student diversities, including racial, ethnic, religious, linguistic, gender, family structure, and socio-economic?
What are the learning characteristics of the students (academic ability, developmental, exceptionality, learning styles, motivational factors, behaviors, etc.)?
What do you know about the students’ prior learning and how will that affect your instructional approach?

Part 3 – Reflection
Thinking about this classroom environment and its impact on student engagement, learning, and motivation, identify specific examples of what you feel works well and why?
Describe changes you would make if this were your own classroom based on your observation and experience with this classroom placement.
Describe how the information gathered about the students and the learning environment influence your planning for instruction.

Hint: Read the task, rubric & review samples before starting.

Learners and Environment Rubric
Criterion
Unsatisfactory
Satisfactory
Exceptional
Knowledge of Students
The candidate acquires knowledge of each student and demonstrates knowledge of student development and learning to promote achievement for all students.
The report provides little or no information about the classroom culture and student characteristics and diversities.
The report provides information about the classroom culture inclusive of a description of some student characteristics and/or diversities (i.e., race, gender, ethnicity, ability, language, religion, socioeconomic status, etc.)

The report provides information about the classroom culture inclusive of a description of several student characteristics and/or diversities (i.e., race, gender, ethnicity, ability, language, religion, socioeconomic status, etc.)

Knowledge of Learning Environment
The candidate recognizes factors within the community, district, school, and classroom that impacts student learning, growth, and achievement
The candidate fails to identify factors that impact student learning, growth, and achievement.

The candidate identifies some factors found within the community, district, school, and/or classroom that impact student learning, growth, and achievement.

The candidate identifies several factors found within the community, district, school, and/or classroom that impact student learning, growth, and achievement.

Reflection
The candidate reflects on information gathered and considers how these factors may impact their teaching.
The candidate fails to identify or identifies limited connections between information gathered and how this will influence their instructional practice.
The candidate identifies connections between information gathered and how this will influence their instructional practice.
The candidate identifies research-based connections between information gathered and how this will influence their instructional practice.
Writing Conventions
The candidate’s professional writing illustrates clarity and precision of ideas; accurate and appropriate grammar, spelling, punctuation; and APA referencing.
The candidate expresses facts, ideas, and opinions in a vague and/or disjointed manner. The submission contains several major grammar, spelling, and/or punctuation errors.
The candidate expresses facts, ideas, and opinions quite clearly. The submission contains several minor grammar, spelling, and/or punctuation errors.
The candidate expresses facts, ideas, and opinions clearly, concisely, and convincingly. The submission contains little or no grammar, spelling, and/or punctuation errors.
Formatting of the paper follows APA guidelines appropriately.