SPSS Problem Set

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Some commonly employed statistical analyses include correlation and regression. In this assignment, you will practice correlation and regression techniques from an SPSS data set.

General Requirements:

Use the following information to ensure successful completion of the assignment:

  • Review “SPSS Access Instructions” for information on how to access SPSS for this assignment.
  • Access the document, “Introduction to Statistical Analysis Using IBM SPSS Statistics, Student Guide” to complete the assignment.
  • Download the file “Bank.sav” and open it with SPSS. Use the data to complete the assignment.
  • Download the file “Census.sav” and open it with SPSS. Use the data to complete the assignment.

Directions:

Perform the following tasks to complete this assignment:

  1. Locate the data set “Bank.sav” and open it with SPSS. Follow the steps in section 10.15 Learning Activity as written. Answer questions 1-3 in the activity based on your observations of the SPSS output.Type your answers into a Word document. Copy and paste the full SPSS output including any supporting graphs and tables directly from SPSS into the Word document for submission to the instructor. The SPSS output must be submitted with the problem set answers in order to receive full credit for the assignment.
  2. Locate the data set “Census.sav” and open it with SPSS. Follow the steps in section 11.16 Learning Activity as written. Answer questions 1, 2, 3, and 5 in the activity based on your observations of the SPSS output. Type your answers into a Word document. Copy and paste the full SPSS output including any supporting graphs and tables directly from SPSS into the Word document for submission to the instructor. The SPSS output must be submitted with the problem set answers in order to receive full credit for the assignment.

Comprehensive Early Reading

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Comprehensive Early Reading Strategies and Instructional Goals

  

Creating an effective early reading plan takes practice. Young readers are learning to process language, increase vocabulary, recognize letter sounds, and blend sounds, in a very complex process. When young learners are at risk or are not progressing as expected, it is crucial to understand where the learner needs assistance and support. Only through clear evaluation and analysis can a comprehensive early reading plan become an effective intervention.

Develop a comprehensive early reading plan based on the following case scenario and the tasks that follow the scenario:

Student: Kale Age: 6.7 Grade: 1

Kale has just transferred to a new school from another state. It is the middle of the school year and Kale’s new teacher is concerned about his reading skills, particularly his decoding and sight words. His school records have not arrived from his old school, but his parents said that his previous teacher had asked to meet with them, but they were unsure if it was about reading. They thought it may have been about behavior. His primary spoken language is French. English is Kale’s second language. His parents struggle with speaking English and need an interpreter during meetings. It is unclear what prompted the move, but it appears it was sudden and not planned. Kale is an only child and there does not appear to be any family or friends in the area. Kale’s parents are currently unemployed.

Kale completed some assessments for his new teacher, who noted some skill deficits. Most of Kale’s peers recognize sight words like “and,” “has,” “is,” “a,” “the,” “was,” “to,” “have,” and “said.” Kale has difficulty when he encounters these words. Kale’s oral reading is slow and labored. He often says the wrong letter sound or guesses at words or waits until a peer says the word for him. Kale is unable to answer simple comprehension questions (e.g., main idea, main characters) after he has listened to a passage read aloud, as well. His teacher has scheduled a meeting with Kale’s parents to discuss the assessments.

The teacher developed the following instructional goals for Kale:

1. Given a letter or letter combination, Kale will say the corresponding sound, accurately, three out of four trials.

2. Given a brief reading passage on his instructional level, Kale will read the passage and be able to retell the main ideas, three out of four trials.

3. Given a CVC (consonant-vowel-consonant) word prompt, Kale will be able to say the word “slowly” (sounding it out) and then say it “fast” (reading as a whole word), accurately and automatically.

4. After listening to a story, Kale will recall three or four sequenced events.

5. Shown sight words, Kale will state the word automatically.

Part 1: Reading Strategies

Summarize the following reading strategies in 100-200 words each. Describe the benefits of the strategy and specific tips for implementation.

· Comprehension strategies

· Graphic organizers

· Independent practice

· Model-lead-test

· Peer tutoring

· Repeated reading

Part 2: Instructional Goals

In 250-500 words, complete the following:

· Sequence each of Kale’s instructional goals described in the case scenario in the order you would address them with him.

· For each instructional goal, select an early reading strategy to use from Part 1 and explain why or how it will assist Kale in achieving the instructional goal.

· Explain how you would involve Kale’s parents. Develop an activity from one of the early reading strategies that Kale’s parents can use at home.

· Consider the effects of having moved to a new place, learning English as a second language from parents not proficient in English, and any cognitive processing problems that should be formally assessed. Explain how these issues should be considered to further assist Kale.

Support your summaries with 2-3 scholarly resources.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

· How is human connection important to children?

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· How is human connection important to children?

· Pierson makes the argument that “kids don’t learn from people they don’t like.” Do you agree or disagree with her argument? Why?

· What are some of the ways that early childhood educators can build relationships with the children they care for?

· Pierson makes the case that a teacher or caregiver may not like all the children in their care, but that teacher/caregiver cannot let the children know this. Do you agree or disagree? Why?

· Has this TED talk changed the way you will view your future students?

Description: http://i.ytimg.com/vi/SFnMTHhKdkw/1.jpgWatch Video

Every kid needs a champion | Rita Pierson 

Duration: 7:49
User: n/a – Added: 5/3/13

  • Watch the attached video, Rita Pierson Every kid needs a champion. In the discussion post respond to the following questions,

     

     

    · How is human connection important to children?

    · Pierson makes the argument that “kids don’t learn from people they don’t like.” Do you agree or disagree with her argument? Why?

    · What are some of the ways that early childhood educators can build relationships with the children they care for?

    · Pierson makes the case that a teacher or caregiver may not like all the children in their care, but that teacher/caregiver cannot let the children know this. Do you agree or disagree? Why?

    · Has this TED talk changed the way you will view your future students?

    http://i.ytimg.com/vi/SFnMTHhKdkw/1.jpgWatch Video

    Every kid needs a champion | Rita Pierson

    Duration: 7:49 User: n/a – Added: 5/3/13

What do you consider to be the implications for the nature of valid knowledge in the future school curriculum?

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EDU734: Teaching and Learning Environment

 

 

Week 5: Curriculum Development

 

 

Topic goals

 To gain an understanding of the concept of curriculum development and its importance

  To gain an understanding of how curriculum

is implemented in different cultural contexts

Task – Forum

 Do you think that the current school curriculum needs

to be adapted more to the modern culture? If so, in

what ways do you think it can be done? 

 What do you consider to be the implications for the nature of valid knowledge in the future school curriculum?

 

 

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5.1 Introduction

Curriculum lies at the heart of educational policies and practices.

They are are highly political documents which convey ideological positions about

the type of education that should be given in different cultural contexts and the

citizenship values that can be shared by the citizen of a state (Apple, 2004).

Each society has its own values and beliefs which they want to be translated into educational objectives via the curriculum.

 

“Curriculum is a comprehensive plan for an educational programme/institute/

course to offer new or improved manpower to accomplish the rising needs of a

dynamic society” (Pillai, 2015).

5.1.1 Orientations to curriculum

 Child-centred 

 Society-centred 

 Knowledge-centred 

 Eclectic

 

5.1.2 Determinants of the curriculum

 Basic needs 

 Social aspects 

 Cultural factors 

 Individual talents 

 Ideals: intellectual, moral, aesthetic, religious 

 Tradition

(Pillai, 2015)

 

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5.2 Definition of Curriculum Development

Curriculum development is defined as the process which is planned, purposeful,

progressive, and systematic in order to create positive improvements in the

educational system.

 The curriculum is affected by any changes or developments that affect society (Alvior, 2014).

  It needs to correspond to those changes but at the same time to respect all

people despite of gender, ethnicity, disability, religion etc. (Symeonidou and

Mavrou, 2014).

 

2. How can

1. What learning 3. How can 4. How can the

educational experiences learning effectiveness of

purposes that are likely to experiences be learning

should the be useful in organised for experiences be

school seek to attaining these effective evaluated?

attain? objectives be instruction? selected?

 

 

Diagram 5.1: Four questions for the organization and development of the curriculum (Tyler, 1949, cited in Howard, 2007)

 

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EDU734: Teaching and

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5.2.1 Four principles for the development of any curriculum:

 Defining goals 

 Establishing corresponding learning experiences 

 Organising learning experiences to have cumulative effect 

 Evaluating outcomes

(Howard, 2007)

 

5.3 Levels of the curriculum

 

a) Formal, overt or written curriculum

 

b) Applied

c) Pragmatic or experiential

 

 

. Diagram 5.2: The three levels of the curriculum

 

a) Formal, overt or written curriculum

 It is the written documents that form part of the formal instruction of the school experience in a country

  It includes:

 

o The purpose of education

 

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EDU734: Teaching and

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o Teacher’s role and responsibilities o The main pedagogical principles

 

o The Philosophy of the National Curriculum o Instructional approaches

 

o Classroom organization

 It refers to curriculum documents, texts and other supportive teaching materials that are overly chosen to support the intentional instructional agenda of the school as this is guided by the state in most of the cases.

For example: the national curriculum of primary education of each country

«the instruction which is planned and guided by the school, and it is carried out in it, in groups or in an individual level, whether inside or outside the school” (John Kerr)

 

b) Applied Curriculum

 The curriculum as this is implemented and applied by the school teacher in the learning environment of the classroom

 

c) Pragmatic or experiential

 The way the curriculum objectives and its content is experienced by the students in the context of the school and the classroom

 

 

Why is there a gap among the three levels?

The gap among the three levels can be based on:

 Transformation of the goals and objectives  The teaching materials (books, documents, texts) and the teaching methods

  The transformation of activities

  The perceived role of the teacher

 

 

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5.4 The hidden or covert curriculum

 

 The term “hidden curriculum” or “covert” was first established by Philip Jackson in 1968.

  It refers to those aspects of the learning process which are not formal and

often not conscious. 

 The “hidden” or “covert” curriculum is implied by the very structure and nature of schools which involves the organisation and operation of the schools, the rules, the daily and established routines as well as behaviours and attitudes of teachers, pupils, their parents and administrators (Longstreet and Shane, 1993) and the beliefs and norms of each cultural context.

  The way the ‘hidden curriculum’ is designed cannot be easily changed. The

dynamic of hidden curriculum is evident and it makes its influence even stronger on the daily aspects of the school life and later on the everyday life.

  The hidden curriculum has the power to influence or reverse the ‘overt’ or

‘formal’ curriculum.

 

Examples of how the “hidden” curriculum can be immersed into school routine and rules:

 

 The ideas need to be accepted as they are rather than to be challenged and criticized

  Knowledge is not to be discovered but rather to be ‘absorbed’ and assimilated.

  The purpose of education is directed towards developing important mental skills

and ability such as memorizing 

 Authority in any form is power and it needs to be respected rather than to be challenged based on personal assessment and/or judgment

  Competition is an important aspect of the today competitive industrialized market

rather than the collaboration and cooperation. 

 Individual personal progress is considered as far more important rather than helping other people.

  A capable person is the one who has developed their literacy (reading and writing)

and mathematic skills rather than their critical thinking skills. 

 Men are important figures in mathematics and science more important than women.

 

 

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5.5 Curriculum books and documents

 

Examples of ‘hidden’ curriculum in curriculum books

 Gender: In some disciplines gender takes a stereotypical to particular cultural contexts roles

 o E.g. Stereotypes around gender (men as knowledgeable figures of the

discipline compared to woman who may take a traditional role of house care

person and care of the children)  o Male dominance over quantitative and qualitative subjects

  Disability and diversity: In some curriculum books there is complete absence of

notions of disability, human and democratic notions of inclusion of all learners

into all subject areas 

o E.g. Lack of images/ pictures that represent diversity and disability into school books. 

o Representation of the people with disability as the oppressed ones, the 

‘others’. 

 Societal values and beliefs:

o Lack of images in books around societal values and beliefs of each context o Images that do not correspond to the up to date social reality of each

 

country.

 

5.6 Task – Forum

 Based on your own context, do you think that the current school curriculum

needs to be adapted more to the modern culture? If so, in what ways can you

think it can be done?  

 What do you consider to be the implications for the nature of valid

knowledge in the future school curriculum? (1 post and 1 reply to another

post of a student)

 

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Further reading:

Alvior, M. G. (2014) The meaning and importance of Curriculum Development. In SimplyEducate.Me Retrieved on October 18, 2016

 

from http://simplyeducate.me/2014/12/13/the-meaning-and-importance-of- curriculum-development/

 

Giroux, H. A., & Penna, A. N. (1979). Social education in the classroom: The

dynamics of the hidden curriculum. Theory & Research in Social Education,7(1),

21-42.

Harden, R. M., Sowden, S., & Dunn, W. R. (1984). Educational strategies in curriculum development: the SPICES model. Medical education, 18(4), 284-297

 

Howard, J. (2007). Curriculum development. Center for the Advancement of

Teaching and Learning, Elon University

Moore, R., & Young, M. (2001). Knowledge and the curriculum in the sociology of

education: towards a reconceptualisation. British Journal of Sociology of

Education, 22(4), 445-461.

References:

Alvior, Mary G. (2014) The meaning and importance of Curriculum Development.

In SimplyEducate.Me Retrieved on October 18, 2016

from http://simplyeducate.me/2014/12/13/the-meaning-and-importance-of- curriculum-development/

 

Apple, M. W. (2004). Ideology and Curriculum. 3rd ed. New York: Routledge.

Howard, J. (2007). Curriculum development. Center for the Advancement of Teaching and Learning, Elon University

 

Longstreet, W. S., & Shane, H. G. (1993). Curriculum for a new millennium.

Pearson College Division.

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http://simplyeducate.me/2014/12/13/the-meaning-and-importance-of-curriculum-development/
http://simplyeducate.me/2014/12/13/the-meaning-and-importance-of-curriculum-development/
http://simplyeducate.me/2014/12/13/the-meaning-and-importance-of-curriculum-development/
http://simplyeducate.me/2014/12/13/the-meaning-and-importance-of-curriculum-development/
http://simplyeducate.me/2014/12/13/the-meaning-and-importance-of-curriculum-development/
http://simplyeducate.me/2014/12/13/the-meaning-and-importance-of-curriculum-development/

 

 

EDU734: Teaching and

Learning Environment

Symeonidou, S., & Mavrou, K. (2014). Deconstructing the Greek-Cypriot new

national curriculum: to what extent are disabled children considered in the

‘humane and democratic school’of Cyprus?. Disability & Society, 29(2), 303-316.

Tyler, R. W. (2004). Basic principles of curriculum and instruction. The curriculum studies reader, 51-59.

 

 

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