EDUC 1255 Chapter 9: Geography

56 views7 pages

purplewoodchuck43

1 Oct 2017

School

Temple University

Department

Education

Course

EDUC 1255

Professor

Jayminn S.Sanford- Deshields

For unlimited access to Textbook Notes, a Class+ subscription is required.

Document Summary

Our place in the world people are concentrated in speci c areas metropolitans technology rich global economy oriented consumer oriented although in an a uent area, many of citizens live in poverty. 31% of the northeast more minorities are moving into suburban areas. 1 of 3 nation"s residents lives in the south. Characteristics creolization: mixing of american indian, european, and african cultures. 50% of us african americans live in the south. Education slow to develop; were primarily for landowners. Appalachia follows the appalachian mountains. crossing from new york down to. Characteristics primarily rural tourism leads its economic growth re ects general religion and ethnic background of the south predominately white. Education school attendance lower than other parts of the country. % of adults in this area who have nished high school and college are lower than the rest of the country. New england and the mid-atlantic states in new england area:

Related Questions

Budget Cutting Time in a Public Middle School

You are the principal for a rural middle school located in the northwest. You are directly responsible for ensuring the education of 800 students and supervising 45 teachers and 15 support staff. You thought you had an operating budget of $2,200,000, but budget cutbacks have reduced your funding by $200,000. It is mid June, and you know you will not be able to get any more money for the upcoming school year. In addition, student enrollments have been increasing steadily over the past few years and are currently at record levels. The teachers, support staff, and school board all know about the budget cutbacks, and state law forbids public schools from carrying over any debt into the next school year.

Dwayne Jones has been at the school for ten years and recently was voted to be president of the teachers' union. You have always gotten along well with Dwayne, but have had several disagreements about the administration's ability to assess a teacher's impact in the classroom. You feel that teaching is no different than any other profession, and a teacher's ability to make classes interesting and convey knowledge can be assessed through observations made by the administration staff and national testing scores. Dwayne believes it is impossible to adequately assess the impact teachers have on students, and as a result feels all salary, promotion, and termination decisions should be made on the basis of seniority, not merit. You have observed all of the teachers in your school several times over the past year, and you feel six of them are incompetent. In addition, these six teachers have more complaints from students and parents combined than the all of the remaining teachers at the school. However, these six teachers have been at the school an average of eight years and were staunch supporters of Dwayne during the election for union president. Dwayne had promised his constituents he would work hard to ensure all personnel decisions involving teachers would be solely based on seniority. The union contract allows you to terminate ineffective teachers, and you would save $180,000 through this personnel decision (each of these teachers makes about $30,000). However, the contract also specifies both you and the union president must agree before this termination decision can become official. When you tell Dwayne your ideas about eliminating the ineffective teachers, he stated he would not go along with the idea and suggested you eliminate the eight most junior teachers at the school instead. All eight of these teachers are young, have less than two years of teaching experience, and have proven to be enthusiastic and effective teachers. Because each of these less experienced teachers make approximately $20,000 per year, you could save the school $160,000 by choosing this option.

The school has three full time physical education teachers and supports 12 male and female athletic teams. You are good friends with all three physical education instructors, and two of the members of the school board have children on at least one of the athletic teams. Because all three physical education teachers have been at the school a number years, eliminating physical education from the school's curriculum would save $120,000 in teachers' salaries and $70,000 in athletic team support.

The school has 15 non-union support staff who do jobs ranging from administrative support, custodial and maintenance work, library management, and food services support. You have always felt the support people were the glue that held the school together, and many of them attended the school as teenagers and all will go the extra mile to ensure the school runs well. The support personnel tend to be fairly senior, as the most junior has six years of experience and the most senior has over 30 years of experience. Cutting out the school hot lunch program would eliminate four food services positions ($50,000) and the school's funding obligation in support of the program ($80,000). Eliminating two of the five administrative staff positions would save $35,000, one of the two library positions $17,000, and two of the four custodial positions would save $28,000.

The school has special math, science, and English programs for talented and gifted students. Elaine Simpson teaches these programs, and she has been very successful at getting her students to do well in local and state math, science, and English competitions. You will save approximately $25,000 by eliminating a teaching position and $3,000 in support funds if you cut this program from the school curriculum.

The school board would like to see your plan for dealing with the budget crisis, and they want to meet with you in two weeks. What are your recommendations?

apricotimpala445

For many of us, smartphones have become indispensable, but they have also come under fire
for their impact on the way we think and behave, especially among children. Two of the largest
investors in Apple Inc. are urging the iPhone maker to take action against smartphone addiction
among children over growing concerns about the negative effects of technology. An open letter
to Apple on January 6, 2018 from New York-based JANA Partners and the California State
Teachers’ Retirement System (CalSTRS) stated that the firm must do more to help children
fight smartphone addiction. These two shareholders together control about $2 billion in Apple
stock. The investors’ letter urged Apple to offer tools to prevent smartphone addiction and to
provide more parental options for monitoring children’s smartphone usage. The iOS operating
system for Apple smartphones and tablets already has limited parental controls for restricting
Examiners: Dr. Emmanuel Awuni and Dr. Acheampong Owusu Page 2 of 4
apps, features such as location sharing, and access to certain types of content. The investors
felt Apple needs to do more—for example, enable parents to specify the age of the user of the
phone during setup, establish limits on screen time, select hours of the day the phone can be
used, and block social media services.
The average American teenager who uses a smartphone receives his or her first phone at age
10 and spends over 4.5 hours a day on it (excluding texting and talking). Seventy-eight percent
of teens check their phones at least hourly and 50 percent report feeling “addicted” to their
phones. The investors’ letter cited a number of studies on the negative effects of heavy
smartphone and social media use on the mental and physical health of children whose brains
are still developing. These range from distractions in the classroom to a higher risk of suicide
and depression. A recent survey of over 2,300 teachers by them Center on Media and Child
Health and the University of Alberta found that 67 percent of the teachers reported that the
number of students who are negatively distracted by digital technologies in the classroom is
growing. Seventy-five percent of these teachers think students’ ability to focus on educational
tasks has decreased. Research by psychology professor Jean Twenge of San Diego State
University found that U.S. teenagers who spend 3 hours a day or more on electronic devices
are 35 percent more likely, and those who spend 5 hours, or more are 71 percent more likely,
to have a risk factor for suicide than those who spend less than 1 hour. This research also
showed that eighth-graders who are heavy users of social media have a 27 percent higher risk
of depression. Those who spend more than the average time playing sports, hanging out with
friends in person, or doing homework have a significantly lower risk. Additionally, teens who
spend 5 or more hours a day on electronic devices are 51 percent more likely to get less than 7
hours of sleep per night (versus the recommended 9).
Nicholas Carr, who has studied the impact of technology on business and culture, shares these
concerns. He has been highly critical of the Internet’s effect on cognition, and these cognitive
effects extend to smartphone use. Carr worries that excessive use of mobile devices diminishes
the capacity for concentration and contemplation. Carr recognizes that smartphones provide
many useful functions in a very handy form. However, this extraordinary usefulness gives them
too much influence on our attention, thinking, and behaviour. Smartphones shape our thoughts
in deep and complicated ways, and their effects persist even when we aren’t using the devices.
Research suggests that the intellect weakens as the brain grows dependent on the technology.
Carr points to the work of Adrian Ward, a cognitive psychologist and marketing professor at
the University of Texas at Austin, who for a decade has been studying how smartphones and
the Internet affect people’s thoughts and judgment. Ward has observed that using a smartphone,
or even hearing one ring or vibrate, produces distractions that make it harder to concentrate on
a difficult problem or job. Divided attention impedes reasoning and performance.
A study published in Applied Cognitive Psychology in April 2017 examined how smartphones
affected learning in a lecture class with 160 students at the University of Arkansas at
Monticello. It found that students who didn’t bring their phones to the classroom scored a full
letter-grade higher on a test of the material presented than those who brought their phones. It
didn’t matter whether students who brought their phones used them or not. A study of 91 U.K.
secondary schools, published in 2016 in the journal Labour Economics, found that when
schools ban smartphones, students’ examination scores go up substantially, and the weakest
students benefit the most. Carr also observes that using smartphones extensively can be
detrimental to social skills and relationships. Connecting with “friends” electronically via
smartphones is not a substitute for genuine person-to-person relationships and face-to-face
conversations.

rubyarmadillo521

the full case is below. i need help answering "How would you evaluate whether the sample size for the survey was appropriate in this case?" please. Thanks

Mastering Teacher Leadership

>Abstract

This case is about a multistage, communication study of teachers by Wittenberg Universityâs Department of Education to determine the viability of starting a Master of Education program for Ohio-certified teachers working within school districts serving a five-county area. www.wittenberg.edu

>Background

Ohio legislators recently implemented new standards for those wishing to teach within Ohioâs public and private schools. Teachers certified to teach in Ohio in 2002 or later will need to complete a masterâs degree before obtaining their second licensure renewal. New teachers, therefore, will have a five- to seven-year window to complete the masterâs degree after their initial licensure to teach. Historically, teachers have looked to graduate level courses to fulfill their professional development requirements. According to the newly passed Ohio Department of Education Teacher Certification Standards, for the first time all professional development activities must be tied to professional development plans customized by local school district goals. All such plans will be approved and monitored by Local Professional Development Committees. These LPDCs will look favorably on courses that fit local goals, which are increasingly motivated by student performance variances on standardized tests. Wittenberg University is primarily a resident campus of 2,000 students affiliated with the Lutheran Church in America. Located in central Ohio, Wittenberg is a comprehensive liberal arts institution with professional programs in education, business management, pre-med, and pre-law. It has been training teachers for more than 150 years and has earned a reputation for producing exceptional teachers for Kâ12 programs. This high quality, as perceived by local teachers who supervise Wittenberg undergraduate field teaching experiences, is expected to be Wittenbergâs greatest asset in pursuing the development of a masterâs program. Wittenberg, historically, has not offered a graduate degree in education, but it has offered graduate degrees in its nationally recognized music program and, until the mid-1980s, in its theology program. Wittenberg sees the change in Ohio Teacher Certification Standards as an opportunity for its Center for Professional Development (WittCPD), a program of professional development courses designed to fulfill the continuing education requirements of teachers in the area. Central Ohio is rich with high quality universities. Within a 30-minute drive of Wittenbergâs campus, undergraduate teacher education programs can be found at Wright State University (WSU), the University of Dayton (UD), Urbana College, Cedarville College, Wilberforce University, and Central State University. WSU and UD currently offer Master of Arts degrees in teaching. WSU offers continuing education programs that fulfill professional development programs. Increased turnover is also expected to be a motivating factor contributing to increased enrollment in university development programs. Ohioâs schoolteacher turnover is expected to increase due to the aging of the teacher population, incentive buyout programs designed to encourage aging teachers to retire, and the need to hire experienced teachers in the hard-to-fill math and science areas. With an average 15 years teaching experience, Clark County schools have more than 900 certified staff and hire 50â60 new teachers each year. Springfield City schools have more than 800 certified staff and hired 119 teachers in 1997, 99 in 1998, and 118 in 1999.

>Research

The faculty of the education department, in concert with university administrators, conducted a brainstorming session in early fall 1998 to identify university resources that might contribute to a masterâs program in education. This was followed by a retreat with an Ohio Department of Education consultant, who reiterated the advantages of a liberal arts-based program in the ongoing preparation of Kâ12 teachers. To further explore the opportunity for offering a Master of Arts degree in Classroom Leadership, WittCPD conducted three focus groups: two with Springfield City district teachers and one with local school superintendents. Both groups were positive about the likelihood of a program customized to the needs of the various local school districts. Additionally, they provided direction for the desired content and orientation of an effective program. Such a program would need to: â¢ Deal with the diverse cognitive and social needs of students. â¢ Emphasize technological literacy for both teachers and students. â¢ Emphasize both program and classroom assessment by providing a sound research foundation for both curriculum and instruction. â¢ Address classroom management issues of student social skills, moral education, and discipline. â¢ Provide a framework for teachers to learn to collaborate with other teachers and with community professionals. In the spring of 1999, Education faculty associated with the WittCPD drafted a market survey and mailed it to 2,000 practicing teachers in a four-county area. Each of the 1,600 teachers in Clark County, Wittenbergâs home county, received a questionnaire, with the remaining 400 surveys delivered to a systematic sample teaching in the outlying counties of Green, Montgomery, and Champaign. By September 1, 1999, 763 teachers had returned their surveys (31.8 percent response), of which 53.8 percent of respondents had completed or were enrolled in degree programs beyond the bachelorâs level.

>Initial Results

Out of 763 teachers, 21.2 percent said they definitely would enroll, with an additional 57.7 percent who might enroll, citing professional requirements, professional advancement, or keeping their certification as the three primary reasons for enrolling. Those who expressed a lack of interest in a Master of Arts program at Wittenberg claimed as three obstacles the anticipated high cost, their holding a current masterâs degree, or family responsibilities. In order for the Wittenberg Board of Directors to approve offering of the new degree program, the program needs to continue the liberal arts tradition and strengthen the undergraduate teacher education program, as high quality undergraduate education is seen as part of Wittenbergâs primary mission. Additionally, new academic initiatives such as the one proposed are increasingly asked by the board to reach break-even within their first operating year.

EDUC 1255 Chapter 9: Geography

Document Summary

Get access

Related Documents

EDUC 1255 Chapter Notes - Chapter 1: Critical Pedagogy, White Privilege

EDUC 210 Lecture Notes - Lecture 11: Emo, Procedural Knowledge, Railways Act 1921

PSYC 311 Chapter Notes - Chapter 5: Takers, Well-Founded Relation, Deep Learning

Related Questions