Category: Education

Buatkan essay yang menjelaskan mengenai bentuk-bentuk konflik sosial
https://ntt.kemenag.go.id/opini/724/mengenal-macammacam-bentuk-konflik-sosial-dalam-masyarakat-modal-deteksi-dini-konflik-umat-beragama–part-1

Increasing the Morale of Teachers
Create a plan that a principal can use to improve the morale of the teachers. The plan should include five strategies you would incorporate at your current school. Justify the purpose of each strategy listed. You can select the format; however, charts are recommended. Incorporate technology as part of two strategies (minimum). Please go beyond jean days, extra planning periods, and teacher of the month announcements. Teacher retention is an issue across the U.S. Research and talk to teachers and school leaders about strategies for real change. Think about becoming a leader at a school with low teacher morale; how will you keep your teacher?

As you learned this week, most educational areas of topical interest can be the subject of either theoretical (basic/fundamental) or applied research, but the research must align with your degree program.
For this assignment, you will consider your area of interest from both theoretical and applied research approaches. In light of what you learned about the differential focus and scope of EdD and PhD dissertation research and the role of problem and purpose statements in research, write problem statement and purpose statement sentences from both research foci.
Then, make sure to use all of the information you have learned from the course, textbook, and the resources provided for this assignment to develop the statement of the problem into two complete paragraphs of no more than 250-300 words and cite the relevant literature that supports this ongoing problem of inquiry.
Organize your work as follows:
Section 1: Find one dissertation in the library ProQuest database, find the problem statement, then assess the problem statement in one paragraph. Make sure your assessment includes the specific problem sentence and whether this sentence fits the requirements for a strong problem statement as indicated in the lesson materials and resources for the week; be sure to specifically discuss why or why not.
Section 2: A one-paragraph summary of your topical area of interest
Section 3: A side-by-side (example below) presentation of problem and purpose statement sentences for your potential study, from both a theoretical (basic/fundamental-PhD) and applied (EdD and EdS) focus. Theoretical Focus
Applied Focus
First sentence of Problem Statement
First Sentence of Purpose Statement
Section 4: Your full problem statement (2-3 paragraphs) and at least the first sentence of your purpose statement.
Note: This assignment is an exercise in writing a problem statement and purpose statement. Once you get into the dissertation sequence or capstone process, be sure to follow the templates and specific directions provided for that phase of your studies.
Issues to keep in mind as you write the problem statement: Begin the first paragraph with “The problem addressed by this study is….”
Ensure that the problem statement reflects an actual and identifiable problem (i.e., not a purpose, observation, topic, solution, or assertion).
The problem should clearly identify the problem to be addressed by the study (i.e., What problem is your study going to gain insight into?).
Succinctly discuss the problem by providing evidence from current researchers (within the past 5 years) who have found through empirical inquiry its continued existence as a problem and cite those scholarly studies (these citations must be empirical evidence citing findings of the study, not author opinion of a problem) that has found evidence of the problem.
A lack of research alone is not inherently problematic. An inability to find research on your topic might indicate a need to change your focus.
. Both resources are linked in your Books and Resources for this Week
Make sure you identify: Who is impacted by the problem (e.g., individuals, organizations, industries, or society) as described by researchers in the scholarly literature? What is not known that should be known about it as described by researchers in the scholarly literature? What could the potential negative consequences be if the problem is not addressed in this study as described by past researchers in the scholarly literature? Be specific.
Length: 2-3 pages, excluding the title and reference pages.
References: This is a knowledge demonstration check and does not have a specific required number of references; please include references if they are in support of your problem statement

Read Chapter 1 of Polka and Litchka as an introduction to the study of “Superintendents and the Professional Victim Syndrome” and post your reactions. Pick 1 scenario & tell what would you have done differently to prevent the outcome?

Using the downloaded and provided M5 Curriculum Map Assignment (and template) and Bloom’s Taxonomy, The section below is already completed and uploaded as a resource. I only want the paper portion (1-2 pages) written below.
Make sure your course competencies are aligned with your program outcomes. Identify which of the program outcomes is addressed by each course competency. (Hint: You might only use 3-4 of your program outcomes you created in Module 5. While an academic program may have more than six outcomes, not every course will address every program outcome. It’s also possible you may use the same program outcome in multiple weeks.)
Ensure your competencies are measurable and include both the condition and criteria as well as the taxonomic verbs. One key component to remember: taxonomy level somewhat corresponds to level of education. At the undergraduate junior and senior levels, as well as graduate level, courses should have more course competencies at the mid-to-higher levels of Bloom’s Taxonomy.
After writing your course competencies, in a paper format discuss why you selected these particular competencies, how they align with the program outcomes, and justify why the competencies you selected are appropriate for the course level (i.e., undergraduate freshmen, sophomore, junior or senior levels, or graduate education).
The above section is already completed and uploaded as a resource. I only want the paper portion written below.
The paper portion of this assignment should be 1-2 pages, not including the references page, and follow appropriate 7th edition APA guidelines.

I have worked on this lesson plan separately and all you have to do is go through each of those lesson plans I have done separately and put them into this full one. The one you have to fill out is copy of template 5E Nass lesson plan template. To fill it out you will see the information on all of the other files I’ve attached. The section on the template engage and explore you will go to the engage and explore file attached to fill in the copy template. The explain file will give you the explain section in the template and so on. MAKE SURE YOU ARE GOING TO THOSE FILES TO GET THE INFORMATION NEEDED AND DONT USE AI
There is also two 

Develop an annotated list (this means you list the website AND give a brief description of the website in your own words) of 10 websites that provide Best Practice suggestions for learning activities to support teachers and parents to improve vocabulary development.  Be sure to include children who are English Language Learners. 
Please provide the links and cite all information shared in this list

This Reflection Wheel is based on the Anishinaabeg Medicine Wheel as used in Michi Saagig Nishnaabeg territory. This tool was developed in collaboration with Alderville First Nation’s Elder Melody Crowe.
Antoine, A., Mason, R., Mason, R., Palahicky, S., & France, C. R. de. (2018, September 5). Indigenization, decolonization, and reconciliation. Pulling Together A Guide for Curriculum Developers. GCFLearnFree. (2019, April 30). What is critical thinking?. YouTube. https://www.youtube.com/watch?v=-eEBuqwY-nE
Smith, D., & Crowe, M. (2021, June 29). Chapter 2: Considerations for integrating indigenous content into classroom and 4 directions model. YouTube. Toulouse, P. R. (2016). Chapter 1: Indigenous Pedagogy and Classroom Considerations. In Achieving Indigenous Student Success. essay, Portage & Main Press.
Whitley, J. (2014). Supporting educational success for Aboriginal students: Identifying key influences. McGill Journal of Education, 49(1), 155–181.
The East is the direction from which we begin our learning. This is where we recognize the role of our spirit in our learning
he South is where we engage our emotional intelligence with our learning. This is where we recognize the role of our heart in our processin
The West is the place that we now purposefully use our critical thinking
he North is where we now physically respond after processing through the first three directions. 

Read the two articles and listen to the podcast and select two or three ideas that stand out to you from the materials. 
Podcast:
https://www.howtobeagirlpodcast.com/episodes/39jq058009ro8zncwh3m4qxx42h23e
https://www.howtobeagirlpodcast.com/episodes/episode-x-school-part-ii

This order is connected to order #410123378 you worked on.
YOUR ADDING TWO PAGES TO THE PREEXISTING PAPER
Please follow the instructions below, but disregard 8-10 page requirement
Please look up a assesment to use
I like it so far: Follow this as guide please
Part 2: Instruction (8-10 pages total; 2-3 pages per short essay for each lesson) + Semantic Map (1 page)
As you continue, consider including concrete examples (if applicable) in each of the four short essays for the following:
Semantic Map(put on a page by itself) – choose a theme connecting the four lessons you were formally observed in – ELA, Math, Social Studies, and Science (i.e., student-centered classroom, inclusive classroom (inclusion), differentiation, vocabulary, etc.)
State the type of lesson and where it fits in the unit (i.e., beginning, middle, end),
Explain and provide the rationale for the design of the lesson (content – what you taught)
Explain the delivery of the lesson (pedagogy – how you taught) – what were the students exposed to, and what were you doing/saying
Explain differentiated support offered, scaffolds provided, the targeted academic language used, and opportunities for practice with feedback (actionable corrective/affirmative).
Align and refer to the professional standard(s) in the rubric (for your program area) with detailed examples that you have experienced and or know are in place and are effective (i.e., CAEP 2 – content “what”; CAEP 4 – pedagogy “how”)
Include what was done to transfer/application of knowledge and skills to complete the task given
Name the assessment(s) used to measure student learning of objective/target.
Addressed student standards for the grade level (NGLS).
Identify and label (see Appendix A) one artifact for each lesson (i.e., exit ticket, slide to show content, list of vocabulary words, a snapshot of the lesson plan, student work)
Connect content and/or pedagogy to two authors (may include theorists) and their work (text, article, journal, etc.) you learned about in your coursework supporting the use of the artifact you selected for each lesson.
End each lesson in Part 2 with a brief reflection on the lesson – class management, engagement, pedagogical practices, appropriateness of the content and assessment, and use of resources/materials.