Coursework black & white test score gap

Test Score Gap in Math Stage  1: Introduction: Issue The gap between black and white test score is a robust empirical regularity (Fryer Levitt, 2004). This gap remains almost constant even afte re, especially in math is of great importance. This will lead towards formulation of strategies and measures, which are aimed at ensuring that the gap decreases and African Americans will have improved and better scores in math. Math is an essential subject, which influences each and everything that individuals interact with in the modern life. The topic is unique to the district since there has been an education trend of poor performance in math subject. However, it is not clear whether technology based issues that include globalization and social and cultural issues impact schooling abilities or teaching methodologies adopted by teachers in various schools. Hence, focusing on key causes for a decrease in math test score will facilitate in policy formulate and advocacy for the education sector, which is aimed at ensuring the performance level of the math subject improves significantly. According to a study conducted by Coleman et al. (1966) on ethnic differences and how they influence academic performance among children in different schooling stages, it was established that blacks and whites have different academic achievements. These differences are noted in all the stages of grade level and they increase as the student age increases. Since then, much effort has been directed towards comprehension of the variables that account for the gap and why such gap has been increasing. Brooks-Gunn et al. (2000) conducted a study, which led to the attainment of several factors. These were poverty effects and socioeconomic factors, which influenced racial differences in the area of academic performance. However, despite the control of these factors as they emerged, a gap still existed in terms of academic performance of blacks and whites. The gap is also characterized of enlarging with time. According to Cameiro Heckman (2002), the gap between whites and blacks in test score s emerges prior to the entry of children in kindergarten and tends to increase as one advance in higher levels of education. Further, there has not been any successful solution offered on how to reduce this gap. The question that needs to be answered is what is the key cause of the decreased standardized test scores in math for African Americans? Stage 2: Data Collection In section two directions, I focused on the type of data that I need in this research. This resulted in the selection of the three processes to be used in data collection. These are analysis of test scores public data as it is provided in the Virginia government statistics. The key area of focus is Newport News Public School. The other method will involve structuring both open ended and close ended questions, which will be used in a questionnaire. The questionnaire will be presented to sample populations of teachers, parents and students and other stakeholders. Selection of questionnaire is based on the need for current information on views and perspectives on the imminent issue of reduced test scores in math. The final method will entail moving around the school compound to record behavioral practices of students. This will be followed by 10 interviews of 3 math teachers and the other 7 on African American students on different grades. After selection of these three methods, instrum ents were then designed to ensure that data gathering and information documentation occur effectively during the study. Ideas and designed instruments for data gathering were then presented to colleagues who provided a positive feedback on the study being able to attain its key objectives and aim. However, there were some few modifications done on questions to ensure that they were able to elicit a response from the participants. The IRB Ethics Review form was then obtained, signed and submitted to the course instructor. The first instrument is the observation note that answers the following questions: 1. What type of learning behavior is exhibited in this school? 2. How do students relate with their teachers? 3. How is learning conducted in the school? 4. Are there effective relationships between teachers and students? 5. What are the general views of African American students in math? 6. Do the whites and black students interact effectively in the school? The document instrument will be based on secondary data analysis. The document will have the obtained data and analysis of the same by making comparisons and arguments why such data is obtained in the study population. Such data will be obtained from secondary sources and used to analyze the prevailing academic trend of blacks test scores in math. According to Shalash (2012), black students in Virginia had the lowest pass rate of 45 percent compared to white students by 68 percent, Asian students with 82 percent, and Hispanic students with 52 percent. Daniel Curry-Corcoran the accountability executive director in Newport News Public Schools claims that the trend of black student math performance has been declining over time. Presently, the results are worse than the previous years. The same case is obtained in test scores that are used. Test scores data will be obtained from the Virginia Department of Education report card in Newport News City Public Schools from this link (https://p 1pe.doe.virginia.gov/reportcard/report.do?division=117). The third instrument is the questionnaire that will be used in the process of data gathering from the selected population of study. Sample questionnaire to be used is: 1. Sex: I am a: Male1 ( ) Female-2 ( ) 2. What is the highest education level you have completed? 1 year secondary1( ) 2 years secondary2( ) 3 years secondary3( ) 4 years secondary4 ( ) other-6 ( ) Please specify______________________ 3. State your favorite subject and least favorite Favorite Least favorite 4. How do you (did perform) in math? Better-01( ) Good-02( ) Average-03( ) Poor 04( ) Very poor05( ) Other-15( ) Please specify____________ 5. What is your age? __ __ years. 6. How many times have you been sick (i.e., cold, flu etc.) while at school? None0( ) Once1( ) Twice2( ) Three times3( ) Four times4( ) Five times5( ) Six or more times6( ) 7. What meal plan do you use? No meal plan-1( ) 5 meal plan2( ) 10 meal plan-3( ) 12 meal plan-4( ) 14 meal plan-5( ) 19 meal plan-6( ) 8. What was your average in high school? __ __ % 9. What is the highest level of education completed by your parents? Father  Ã‚  Ã‚  Ã‚  Ã‚   Mother Elementary-1( )1( ) Grades 7 to 9-2( )2( ) High School3( )3( ) Trade School4( )4( ) Diploma-5( )5( ) University-6( )6( ) Other7( )7( ) Please specify_________ 10. What is (or was) occupation of your father? (e.g., foreman for CNR). Job Position_________________________________________________ Brief Job Description________________________________________ ____________________________________________________________ 11. What is (or was) occupation of your mother? (e.g., Registered Nurse) Job Position_________________________________________________ Brief Job Description________________________________________ ____________________________________________________________ 12. Where do you live at Virginia On Campus1( ) Off Campus-2( ) * If living off campus go directly to Question 13 13. What is your residence? Lane-01( ) Fraser08( ) Mt. St. Bernard02( ) MacNeil09( ) T.N.T.03( ) MacDonald10( ) Chillis-04( ) MacPherson11( ) Plessis-05( ) Mockler12( ) MacIsaac06( ) Coady Inst13( ) Burke07( ) 14. Where do you do your studies while you are in school? Library-1( ) Your own room-2( ) Other3( ) Please specify_____________ Please circle a number as an indication of your rating on the following: 15. I like little disturbance while I study. Strongly Disagree 1 2 3 4 5 6 7 8 9 Strongly Agree 16. When people are in my room I study well. Strongly Disagree 1 2 3 4 5 6 7 8 9 Strongly Agree 17. My room is quiet. Strongly Disagree 1 2 3 4 5 6 7 8 9 Strongly Agree 18. What comes first is my school work Strongly Disagree 1 2 3 4 5 6 7 8 9 Strongly Agree Observation indicator and criteria to note actions and practices will involve first a focus on the learning behavior. This will be observed for all stages of schooling where in each stage at least a day will be spend interacting with the students and teachers in order to obtain more insightful information. Such observation will occur in the school compound of the selected school for this study. This will involve an investigation of how learning is conducted in each of these stages of schooling. Three days will be spent observing the relationship that exists between teachers and students. Such relationships investigation will focus on identifying any differences on how the white and black children relate with their teachers. This will be followed by four days observation and collection of data from students on their general views and perception towards math. This observation will be done among all the students irrespective of them being whites or blacks. Finally, two days will be spen t observing the interaction level between the whites and blacks while in school. This will include interactions while in a classroom setting, as well as interactions while outside. The attitude and attention that African American students offer in their classes will also be observed during this time. Key open ended questions for the interview include: 1) Which are the challenges that are faced by African American students in learning math? 2) What do you think has being the contributing factor towards the reduction of the African American test scores in math? 3) What should be the solution towards the issue of test scores gap between the whites and blacks? 4) What are the common reactions and behavioral attitudes of students towards math? 5) Which are the resources that you think can be added in the education sector in order to facilitate in improvement in test scores of African American students? Documentation of the interview information will involve listing responses of the respondents under each of the interview questions. These responses will then be analyzed through the thematic technique, which enables categorization of responses based on the commonality of the responses. Thus, similar responses will be grouped together and relationships attained from the responses analyzed and illustrated in an effective manner. These interviews will take place in the selected school. As such, the school administration will be informed of the study to take place and a consent agreement signed. This will ensure that the study is able to obtain a room where it will be based for effective data collection. References Brooks-Gunn, J., and G. J. Duncan. (2000). Family Poverty, Welfare Reform and Child Development. Child Development, 71:1, 188–196. Carneiro, P., and J. Heckman. (2002). Human Capital Policy. University of Chicago working paper. 1 (1). Coleman, J., E. Campbell, C. Hobson, J. McPartland, A. Mood, F. D. Weinfeld, and P. York. (1966). Equality of Educational Opportunity. Washington, DC: U.S. Government Printing Office. Fryer, R, Levitt, S. (2004). Understanding the black-white test score gap in the first two years of school. The review of economics and statistics, Vol, 34, No. 2. Shalash, S. (2012). Virginia adopts new method to measure students, drops AYP. Retrieved on 11 November 2013 from: http://articles.dailypress.com/2012-08-01/news/dp-nws-state-achievement-goals-20120801_1_white-students-black-students-asian-students

The Diagnosis Of AlzheimerS Is A Very Important Step Within

The diagnosis of Alzheimer s is a very important step within the disease. Diagnosing Alzheimer’s could potentially alleviate the symptoms and slow down the disease if treated properly. Tests used in diagnosing the disease are: The MMSE test, Neuropsychiatric Inventory (NPI), CT and MRI scans.The Mini Mental State Exam is commonly used to diagnose different types of dementia. The Mini Mental State Exam is commonly used for complaints of memory problems with older individuals â€Å"The MMSE tests a number of different mental abilities, including a person s memory, attention and language† (Richardson). This test is only the start to diagnosing Alzheimer’s disease; the MMSE test could also be used by general physician to evaluate the severity of†¦show more content†¦Many people diagnosed with Alzheimer s experience â€Å"aberrant motor behavior.† Aberrant motor behavior is unusual/irregular behavior from a person, also considered not normal. The perso n may have unusual sexual behaviors, with aberrant motor behavior. Doctors need a sure way to diagnose the disease in order for treatment or studies are done on these people. The diagnosis is an autopsy of brain tissue examined under a microscope. In addition, medical history, a physical exam, and mental status tests are used for diagnosis. Often, tests are done to rule out other potential causes of the dementia. This allows the identification of other causes of thinking and behavioral changes to be made before concluding that the patient has Alzheimer’s disease or any other form of dementia. The tests that are requested to be done include a CT and MRI scan to rule out strokes or brain tumors which could account for changes in memory and behavior. Sundowning in Alzheimer’s is a common symptom with the disease. Sundowning has been used to describe the reversal of day and night which occurs when a person has Alzheimer’s Disease (Sorrentino). When a person is impacted with sundowning they are often called â€Å"sundowners.† Sundowners will often stay up all night and doze off during the day. When a person has sundowning syndrome his or her attitude and behaviors change drastically when the sun goes down, often confusing the person. The person may seem alert and competent, butShow MoreRelatedAlzheimer s Disease Is The Most Common Form Of Dementia1684 Words   |  7 Pages Alzheimer’s disease is the most common form of dementia, which slowly and steadily impairs the mental function and psychological competence. Even though there is no cure for Alzheimer’s, current treatment patterns and research aim to delay the progression towards dementia and the associated symptoms. The strongest risk factor for this disease is increased age, typically seen in individuals over the age of 65, but it must be noted that Alzheimer’s is not a normal part of the aging process. 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Ivey Business School Case Study Analysis â€Myassignmenthelp.Com

Question: Discuss About The Ivey Business School Case Study Analysis? Answer: Introduction Virtual teams are majorly made up of individuals who are situated in diverse physical locations. Such teams are specifically becoming more common in most professional and educational settings. The appeal and inherent purpose of establishing virtual teams is quite explicit. According to Shin et al. (2012), virtual teams enables students and professionals to manage their activities and private lives more amenably, and to effectively and efficiently network with partners in various parts of the world. As such, this case study analysis of Ivey Business School aim at assessing key issues and the management of team-based activities in virtual teams particularly in an educational setting. Developing relationships Establishing relationships that are based on shared trust, objectives and common concerns among the satellite sub teams can be challenging, and is identified as one of the major issues. Virtual team members lacks special insight into the personal lives and concerns of each other. For example, creating and sustaining good and effective interpersonal relations within the team is a big challenge. The research by Paletz, Schunn, Kim (2013) attributes these personal differences to the differences in traditions, customs, belied and seclusion. As such, such variances are more likely to result into ideological, interpersonal and administrative confrontations that may be hard to tackle. From the Ivey case, it is evident that the identified differences in the personal and professional backgrounds of virtual team members plays a very pivotal role in influencing optimal performances (Ivey Business School, 2017). Thus, any differences in race, ethnicity and religion must be harmonized to ensure inclusivity and ultimately ensure the companys progression. Keeping a motivated team Sustaining the morale of the virtual team members is not an easy task. From the Ivey case, some virtual team members may face numerous interruptions among other exceptional challenges that may influence their motivation level. For instance, a virtual team member working from home may occasionally feel isolated and occasionally lose direction (Ivey Business School, 2017). Similarly, if members share ideas and are repressively criticised, they may lose focus and feel demotivated. Therefore, every individual need to have that team feeling to amply execute their obligations. The communication processes From the case, sharing information and ideas, and making common decisions inherently challenging. There is higher probability of mix-ups among the virtual team members (Ivey Business School, 2017). This can be accredited to the dissimilarities in time zones, technological hiccups among other related challenges. For instance, if there are three sub teams in Canada, London and New York, initiating viable communications given the apparent differences in time zones can be impossible. Moreover, some team members may not be familiar with how some technologies such as WebEx that are used in the communication works. How team-based activities could be managed in virtual teams in an educational setting Creating and getting virtual teams right especially in an educational setting can be extremely challenging (Shin et al., 2012). Thus, to effectively manage team-based activities and maximize productivity in virtual teams, the subsequent high-yield practices are appropriate. Getting the virtual team right According to Daim et al. (2012), the composition of virtual teams will greatly determine the success of associated activities. A successful virtual team should comprise of individuals with higher level of emotional intelligence and requisite resilience. Also, when forming a virtual team, the manager must ascertain that such individuals can develop the inherent ability to execute the groups functions independently without any due influence of culture or any other issue. Therefore, it is important to conduct interactive interviews and persona tests to screen all the desirable qualities of the virtual team members. Correspondingly, as stipulated by Mathieu et al. (2014), the virtual team should be smaller to optimize the performances and increase efficiency. As such, the seven-member virtual learning team should be maintained to enable effective coordination of schoolwork. Besides, the role of every member of the virtual team should be clearly specified to enable effective execution of responsibilities. Getting the leadership right According to Mathieu et al. (2014), virtual teams should have a leadership that fosters respect and understanding. Team members should have a high propensity to trust as this will enable effective development of relationships. Fostered trust will also enable team members to share their varied experiences and work preferences. Such candidness is an important foundation for a successful virtual team given that it improves team communication and enhances collaboration. The right leadership should also be able to clarify goals and guidelines to establish a common vision (Shin et al., 2012). For instance, the leadership can clarify how and when team members should respond to requests and questions from colleagues. Getting the technology right A virtual team will require the right technology to successfully conduct team-based activities. For example, a top-notch virtual team should complement its talented personnel with the best communication systems such as conference calling equipment to facilitate interactions. Such technologies should also be able to support real-time communication between distant participants. According to Daim et al. (2012), virtual team rooms (right technological platforms) forms the centre of all team-based activities. Therefore, for greater efficiency, the team managers must get the technology right. Thus, computer-mediated communication technologies will eradicated any cross-cultural issue and promote virtual socialization behaviours. Team building Engaging in team building activities will help the virtual team to develop trust, cohesiveness and become aware of each others social and intellectual differences (Shin et al., 2012). Team building will also enable members to introduce each other, set expectations on various team-based activities and assess team dynamics. During team building, new team members can be paired with mentors who can respond to their concerns and help them grow (Mathieu et al., 2014). Also, team members should occasionally develop face-to-face interactions to break the boredom of using the integrated collaboration technologies. Two important factors for team-based activities in educational programs The first important factor is taking an individual and team preparedness-assurance test that aim at assessing the level of readiness. Such activities are very instrumental in facilitating active learning and developing problem-solving abilities (Shin et al., 2012). Another important issue is team building that stresses on a collective execution of various activities to attain a particular objective. Asynchronous storage tools Tools and services summarised in case Exhibit 3 differ from those in Exhibit 4 because they are specifically designed to work over long distances given that the replication processes can bear degradations in connectivity (Mathieu et al., 2014). Asynchronous storage tools are used for a team writing exercise to integrate a variety of media such as Google wave to enhance desirable classroom behaviours. Such tools also facilitates and supports cloud technologies making it possible to access important data and information anyplace and anytime. How learning team members coordinate their varied activities The learning team members can coordinate their activities via supervisors who should be tasked with the implementation of the group objectives. The supervisors will explore the progress of diverse projects that are ongoing and recommended relevant actions (Mathieu et al., 2014). The coordination can be conducted using special asynchronous storage and communication tools. For example, the supervisors can use video conferencing facilities to assign group members various tasks. Conclusion Indeed, there are numerous issues that affects the management of virtual teams as identified from the Ivey case. Such issues include developing strong and viable relationships among the team members, motivating them and ensuring a smooth process. Therefore, there is an integral need of ensuring team work and effective management of such teams to attain the stipulated objectives. In additions, the identified socio-cultural, communication and operational gaps identified must be sealed completely. References Daim, T. U., Ha, A., Reutiman, S., Hughes, B., Pathak, U., Bynum, W., and Bhatla, A. (2012) Exploring the communication breakdown in global virtual teams, International Journal of Project Management, 30(2), 199-212. Ivey Business School (2016) Working Virtually. Retrieved from: https://www.google.com/url?sa=trct=jq=esrc=ssource=webcd=3cad=rjauact=8ved=0ahUKEwjmyuKViarWAhVDVhQKHZmCCCUQFgg0MAIurl=https%3A%2F%2Fwww.ivey.uwo.ca%2Fcmsmedia%2F3776045%2Fivey-intouch-spring-2017.pdfusg=AFQjCNGrs5CdaoD_cOJPV3KGLdqmx3YhqA Mathieu, J. E., Tannenbaum, S. I., Donsbach, J. S., and Alliger, G. M. (2014) A review and integration of team composition models moving toward a dynamic and temporal framework, Journal of Management, 40(1), 130-160. Paletz, S. B., Schunn, C. D., and Kim, K. H. (2013) The interplay of conflict and analogy in multidisciplinary teams, Cognition, 126(1), 1-19. Shin, S. J., Kim, T. Y., Lee, J. Y., and Bian, L. (2012) Cognitive team diversity and individual team member creativity: A cross-level interaction, Academy of Management Journal, 55(1), 197-212.

Unit Essential Questions free essay sample

Compare and contrast the three regions of colonial development. The three regions of colonial development were very alike, however, very different at the same time. The New England colonies led very strict, Puritan lifestyles. New Hampshire, Massachusetts, and Rhode Island of the New England colonies were all founded due to religious conflict or the stretch for religious freedom. The Middle colonies were a mixture of religions such as Quakers, Catholics, and Jews. The Southern colonies had the most religious tolerance; this colonial region had about 10 differing religions all throughout the area. The New England colonies were not very successful with farming due to the dysfunctional terrain. Because of this they heavily relied on fishing, shipbuilding and textiles. The Middle colonies were dependent on agriculture and trade. The Southern colonies had slave trade, rice, and tobacco. The three colonial establishments were also very alike. Although they each lived colonial life in different ways, they were all democratic. We will write a custom essay sample on Unit Essential Questions or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page At one point, all of the colonies were unhappy with the Stamp Act, Townshend Acts, Quartering Acts, and so on. They all wanted to boycott the British when they met for the First Continental Congress. And they, obviously, all agreed to declare for independence from Britain (except for New York who passed on their vote). 2. What were the economic, social, and political reasons for the American Revolution? Politically, Parliament was extremely unfair to the colonies. They passed several tax acts: Townshend Acts, Stamp Act, and the Sugar Act. The Townshend Acts placed duties on imported goods, which made trade difficult for the colonies. The Stamp Act placed a tax on all printed materials, and the Sugar Act placed a tax on molasses. Socially, the people of the 13 areas were all generally upset with this money they were paying to support Britain’s war taxes. The men of the First Continental Congress were trying and trying to reason with Britain’s ruler, King George III. Their attempts were unsuccessful and the already upset colonists later broke out in war. 3. Why did our founding fathers set up the Constitution the way they did? The founding fathers set up the Constitution in a certain way to benefit everybody. They incorporated a system of Checks and Balances. This was made so the Legislative, Executive, and Judicial branches could all check on each other and keep each other on the right track. The whole constitution was created on the guidelines of balancing power. To make voting in government equal, they also created the â€Å"houses† of Congress. The Senate had 2 votes for the state, no matter what the size. The House of Representatives, however, allowed a certain amount of votes depending on the population of the state. This made every vote true, and accurate to the state’s needs. . What were the two biggest challenges facing the new United States of America? The two biggest challenges facing the new United States were obvious. They first had to establish their power, by enforcing their laws. George Washington did this by sending 12,000 men to Western Pennsylvania to dissolve the Whiskey Rebellion. This event established that America was dedicated to enforcing its laws. T he second thing the new States had to do was establish a form of revenue. They accomplished this by putting a tariff on imported goods, and a tax on whiskey.