Category: Education

Independent and dependent t tests are similar, but comparing two different group

Independent and dependent t tests are similar, but comparing two different groups and two groups with repeated measures (i.e., pre- or post-testing) serve very different purposes.
For this discussion, develop an original response proposing two hypothetical scenarios, as follows:
Name a dependent variable you could compare, for both an independent and dependent t test. (Do not use the variables in the Sample Dataset you are using for assignments.)
The independent t test should compare the dependent variable between two groups (i.e., divided by race, gender, socioeconomic class, or some other factor).
The dependent t test should be conducted on the same group (same sample, same data) where the dependent variable is measured twice (pre- and posttest).

Visually examining distributions and reading the output of descriiptive statist

Visually examining distributions and reading the output of descriiptive statistics is an important skill for determining which statistical procedures are appropriate. For this discussion, you will need to complete the assignment before posting your original response.
After generating descriiptive statistics and a histogram from your data, share a screenshot of the sheet in your post and develop an original response guided by these questions:
How does the histogram look? Does it look skewed one way or another? Can you visualize its kurtosis – is it flat or peaked?
How does the visual of the histogram chart compare to the values that were calculated in the descriiptive statistics?
Does the histogram, at least visually, look like a normal distribution (bell curve)?
Note that each student’s histogram and descriiptive statistics should be unique because the data were randomly generated.
In this open-ended discussion, designed to generate a free flow of ideas, no APA citations are required. Comment on the original responses of at least two classmates.

Generate a solution to an instructional problem represented in your chosen case

Generate a solution to an instructional problem represented in your chosen case study, found in the Web Links section, by doing the following:
Note: The tasks in LXD Foundations I and LXD Foundations II are designed to be completed in order, using the same case study throughout, to simulate the design thinking process from start to finish.
A. Include the following sections of your passing submission from LXD Foundations I to provide context for your identified instructional problem and learner population:
• the target audience analysis from Task 2, parts A1–A3 (LXD Foundations I)
• the problem statement from Task 2, part A4 (LXD Foundations I)
• the learning goal and learning objectives from Task 2, parts B and C (LXD Foundations I)
Note: The sections from the previously completed task should be copied and pasted within one document along with the submission for the rest of this task. The previously evaluated sections will not be reevaluated for quality, but they are necessary to include to provide context as you work through each phase of the design process.
B. Using design thinking methods, ideate potential original e-learning solutions to address the instructional problem from LXD Foundations I by doing the following:
1. Explain your experience engaging in the ideation process, including how your experience exemplifies divergent thinking.
2. Provide an artifact related to your ideation experience (e.g., diagram, outline, graphic organizer, or any other medium that displays your work).
3. Identify three distinct ideas generated from your ideation process and explain how each idea addresses the instructional problem.
C. Explain how you could develop one of your ideas in part B into an original one-hour e-learning module by doing the following:
Note: You will prototype this idea as a one-hour e-learning module in Tasks 2 and 3.
1. Provide one observable learning objective aligned to the learning goal in part A that your one-hour e-learning module will address.
Note: Your learning objective may be one of the learning objectives you submitted in LXD Foundations I Task 2, or you may revise or refine a learning objective so it is better suited for a one-hour e-learning module and will better meet the requirements of this task. The learning objective should still align to the learning goal.
2. Describe how you could develop one idea—either from part B3 or a new idea—into an original one-hour e-learning module to solve the instructional problem.
3. Explain how learners will learn the concepts and skills to achieve the learning objective in part C1.
Note: The explanation should focus on the learners’ experience of learning important concepts and skills. It may include tools, resources, and instructional components, but the focus should be on how learners interact and engage with these components to learn.
4. Explain how a specific learning theory could support the learning process within the e-learning module.
5. Explain how learning could be measured (i.e., assessed) within the e-learning module.
6. Explain how the e-learning module will meet the needs of the target learners.
D. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.
E. Demonstrate professional communication in the content and presentation of your submission.

Part 1 (TEMPLATE INCLUDED): For grades EC-6. – Using the state standard to write

Part 1 (TEMPLATE INCLUDED): For grades EC-6. – Using the state standard to write learning objectives -Describing a performance measure that is aligned to the state standard and is included in the learning objective -Writing an objective statement and related performance measures in student-friendly terms -Describing the purpose of learning the new content; why it helps the student in the content area and in their life -Writing a statement that the teacher uses to connect the lesson to necessary prior knowledge and/or background knowledge, and supports the student making connections within and across content areas. This project is aligned to the Texas Educator Standards. You MUST use this template for this lesson. Part 2 (TEMPLATE INCLUDED): Lesson Plan 2 may also be literacy or you may choose any other standard in any other content area you wish (EC-6). Vocabulary instruction must also be embedded in the plan, regardless of the content area and standard you choose. You MUST use this template for this lesson. WILL BE USED IN PART 3 Part 3 (TEMPLATE INCLUDED): Your coursework preceding this project will have prepared you for the evaluation criteria of this project. Using the knowledge gained in the preceding coursework, revise and submit your plans for initial evaluation in this project. You MUST use this template for this lesson. As before, this project is much more detailed than lesson plans typically used in the classroom. The performance-based assessments are designed to evaluate candidate skills in a comprehensive way; thus, provide much more detail than in traditional plans so that the instructor is able to evaluate skills in these areas. • Questioning strategies and feedback • Accommodations and modifications • The extent to which the lesson is differentiated • Assessment for learning • The overall plan While each lesson is designed to deliver the state-required content for the grade level, some students require additional learning supports to successfully access this content. Students who are learning the English language, or who have learning disabilities, are especially in need of these supports. There are multiple supports for learning that are available for all students; however, more intensive supports are often required for some learners with greater needs. These more intensive supports fall into two categories; accommodations and modifications. PART THREE TEMPLATE MUST RELATE TO PART 2.

Please follow directions given on instruction form, use qualtative template also

Please follow directions given on instruction form, use qualtative template also provided…I have added my methodology with my research questions and information on it…use apa 7th edition please reach out any questions

In this assignment, you will write a paper no longer than 1500 words on your res

In this assignment, you will write a paper no longer than 1500 words on your research paradigm/interpretive framework and theoretical perspective(s). You will provide a description of your chosen paradigm that will guide your dissertation research and a rationale for choosing the paradigm. You will also describe the ontological, epistemological, and axiological dimensions of the paradigm, providing 1-2 examples on how your dissertation research reflects each dimension. (if you are reimagining your topic with a qualitative design you will complete this exercise with that lens in mind, rather than the paradigm that would go with your quantitative study). Be sure to include your word count at the end (references are not included in your word count). You do not need to submit a cover page or abstract for this assignment. You may find our January Griffin day readings and class session materials helpful in supporting the completion of this assignment. I’ve also included a brief description of my dissertation topic and a summary of my research topic for your reference in completing this assignment. Finally, I’ve also attached examples provided by the instructor for the course for your review.

Choose one case study (pertaining to higher education, K–12, or workforce develo

Choose one case study (pertaining to higher education, K–12, or workforce development) from the Web Links section that best relates to your instructional setting or future goals and do the following:
Note: You will also be using information from the case study that you choose in this task to complete Task 2. 
Part I: Empathy Maps and Personas
A. Complete the attached “Empathy Map #1” and “Persona #1” templates by doing the following:
1. Choose one group of learners (e.g., learner group A) from one of the case studies. Provide a name for a learner type that reflects the shared characteristics of how that group of learners learn. Label the case study and group of learners in the top right of the empathy map template and provide the learner type in the center of the template.
Note: When identifying a learner type, do not include information about demographics or exceptionalities and accommodations that a learner may have.
2. List two characteristics of the learner type identified in part A1 in each category of the empathy map template that align with the learner type’s experiences, thoughts, actions, or attitudes toward learning.
Note: The characteristics you provide for each category may come directly from the case study, or the characteristics can also come from insights you are able to draw from your own experiences with learners of this learner type.
3. Create an original persona that represents a single fictional learner who aligns with the learner type from empathy map #1 by providing the following information in the “Persona #1” template:
• a fictional first name for the persona
• two or more relevant details for each of the five categories that relate to the learner type in “Empathy Map #1.”
Note: The details you provide in the persona template can come from insights you are able to draw from your own experiences with learners of this type or be informed by the information in the empathy map, but they should not be directly copied from the empathy map.
B. Complete the attached “Empathy Map #2” and “Persona #2” templates by doing the following:
1. Choose one group of learners (e.g., learner group B) from one of the case studies. Provide a name for a learner type that reflects the shared characteristics of how that group of learners learn. Label the case study and group of learners in the top right of the empathy map template and provide the learner type in the center of the template.
Note: The learner group and learner type that you identify for part B1 must be different than the learner type used in part A1.
Note: When identifying a learner type, do not include information about demographics or exceptionalities and accommodations that a learner may have.
2. List two characteristics of the learner type identified in Part B1 in each category of the empathy map template that align with the learner type’s experiences, thoughts, actions, or attitudes toward learning.
Note: The characteristics you provide for each category may come directly from the case study, or the characteristics can also come from insights you are able to draw from your own experiences with learners of this learner type.
3. Create an original persona that represents a single fictional learner who aligns to the learner type from empathy map #2 by providing the following information in the persona #2 template:
• a fictional first name for the persona
• two or more relevant details for each of the five categories that relate to the learner type in Empathy Map #2
Note: The details you provide in the persona template can come from insights you are able to draw from your own experiences with learners of this type or be informed by the information in the empathy map, but they should not be directly copied from the empathy map.
Part II: Reflection and Discussion
Note: Part II should be submitted as a separate document from Part I.
C. Explain why you identified the learner type in part A1, using two relevant details from the case study as support.
D. Explain why you identified the learner type in part B1, using two relevant details from the case study as support.
E. Discuss your prior knowledge or experiences with learners similar to one of the learner types you identified in one of your empathy maps.
1. Discuss any assumptions, biases, or stereotypes that you may have about the learner type discussed in part E.
a. Explain how you could address the assumptions, biases, or stereotypes you discussed in part E1 to ensure that the learning experiences you design will be inclusive and equitable for all learners. Note: Do not include any names of people or institutions or other identifying information in the discussions.
F. Acknowledge sources, using APA-formatted in-text citations and references, for content that is quoted, paraphrased, or summarized.
G. Demonstrate professional communication in the content and presentation of your submission.

INSTRUCTIONS Step One: Identify an instance where you encountered or were part o

INSTRUCTIONS Step One: Identify an instance where you encountered or were part of a problem situation in the administration of your educational agency or organization. (Houston ISD) • Make it a manageable problem, not one that would require extensive analysis. • Reflect upon the problem situation long enough to refresh yourself on the specifics. Step Two: Having refreshed yourself on the specifics, provide some background information. Use the following questions/instructions to guide you in this step: • What is the community and agency setting? (Houston ISD) • Include fictitious names and agency titles to maintain privacy. • Describe the problem situation that arose. • Specifically identify the problem early in the proposal. Step Three: Use the following guidelines in completing this assignment: • Your problem summary is to be 2–3 pages in length. • Headings should be used for the different areas of the rubric. • Ensure each area of the rubric is specifically addressed. • References are not required but must follow current APA formatting guidelines if used. • The assignment is to include a title page, be double-spaced, written in 12-point Times New Roman font, and follow current APA formatting guidelines. First-person language should not be used.

Preparation: Watch the TedTalk “Building Relationships Between Parents and Teach

Preparation: Watch the TedTalk “Building Relationships Between Parents and Teachers.”
Initial Post: Parents MUST be an integral part of the assessment process when making decisions about a child’s disability and educational program. Parents often feel disconnected in this process. Your initial post will have two parts. Each part should be a minimum of 150 words for a total of 300 words.
Part 1: Explain a time when you or parent that you know professionally or personally did not feel involved in this process OR explain a time when you feel that a teacher, school psychologist, counselor or school administrator did not fully embrace the parent in the process of evaluating their child Explain your answer and give examples.
Part 2: Answer one of the following four questions, citing evidence from the film and/or from your readings in this module.
“Good teachers do not have to be parents, but parents & teachers do have a lot in common.” Based on the context that this statement was made, explain why this quote is especially important when making sure that students with disabilities are included in the learning environment.
“Even if the low income schools had the best and most expensive interventions, it’s the human resources that make the difference.” Based on the speakers descriiption of the gifted program, explain why “human resources” are crucial especially when interacting with students with disabilities in underserved communities.
When teachers reach out to parents and when parents reach out to teachers, they cross bridges together. Give an example that you have from personal or professional experience that explains why this teacher/parent partnership is so crucial.
Children, especially those with disabilities are sometimes afraid of taking risks and getting out of their comfort zones. Based on the speakers examples she uses with her students, explain a strategy or opportunity you would create for a student with a disability to take a risk and try something new.
video: https://www.youtube.com/watch?v=kin2OdchKMQ

In your first discussion post name the protocol and VERY BRIEFLY describe it in

In your first discussion post name the protocol and VERY BRIEFLY describe it in just a few sentences. Include a link to the actual protocol. Do not take more than 2-3 sentences to describe the protocol! Discuss why you found the protocol interesting, under what circumstances you would use it, benefits of this particular protocol, and concerns you have about the protocol. In addition, you can pose questions that you have for your classmates about it, connections to other strategies you have used, experience you have with the protocol, and anything else you find relevant.