This individual provides order, commitment, and knowledge to students. The Technologically – Competent Practitioner displays integration, usage, and application when educating students. Each part of the Conceptual Framework is very important. One of the most important aspects of the Conceptual Framework would be the Culturally Responsive Practitioner. Instructional planning is very important.
Application: 1. Find the area under the standard normal curve between z = 0 and z = 1.65. Answer: The value 1.65 may be written as 1.6 to .05, and by locating 1.6 under the column labeled z in the standard normal distribution table (Appendix 2) and then moving to the right of 1.6 until you come under the .05 column, you find the area .450 . This area is expressed as 2. Find the area under the standard normal curve between z = -1.65 and z = 0.
State-Trait Depression Inventory (STDI) was used to measure depression (Spielberger, 2003). A 20-item questionnaire was administered that corresponds to the depression subscale of State-Trait Personality Inventory (STPI). It employed a four-point Likert scale with 1 meaning “almost always” and 4 meaning “almost never”. The Cronbach’s alpha coefficient for the scale in the present study is 0.93. A subscale of Ryff’s Scale of Psychological Well-Being entitled Positive Relations with Others was employed (Ryff, 1989), using a six-point Likert scale (0 = totally disagree, 5 = totally agree).
I would also like to provide continuous progress monitoring. Assessments like the Response to Intervention model (RTI) will better inform me of the student’s strengths and weaknesses. Then with this knowledge I can better adapt my instruction to continually meet the student’s needs (Hallahan et al.,
Experimental Viscosities in cP of 65 wt% Sucrose and 30 wt% Sucrose Solutions at Tested Temperatures in ˚C Compared to Literature Values of Viscosity in cP with Percent Error Concentration of Sucrose (% weight) Temperature of Solution (˚C) Average Viscosity of Sucrose Solutions Calculated (cP) Literature Value of Viscosity of Sucrose Solutions (cP) % error 65 20.7 138.67 147.2 5.79 65 40 42.88 44.36 3.34 65 60 18.31 17.9 2.29 30 20.7 2.9376 3.187 7.83 30 40 1.999 1.833 9.06 30 60 1.239 1.2 3.25 The graph of the viscosities at the tested temperatures for the 30 wt% sucrose solution can be seen in Figure 1. The graph of the viscosities at the tested temperatures for the 65 wt% sucrose solution can be seen in Figure 2. In both graphs error bars are included, but due to scale an the small amount of error, they cannot be seen. The viscosities collected by the class at each temperature versus concentration are graphed in Figure 3. The complete set of data from the class can be found in Appendix B.
The IPT treatment was based off of the standard manual written and developed by Lipsitz and Markowithz (1996). This study measured success in gains, which was defined as a computer-generated score dividing pre-treatment to post-treatment by standard error; a gain was required to be above 25% of the before-gain-calculation-score. The researchers in this study found that 22.4%
Analysis was carried in three replicates with the spiking standard ascorbic acid (99.9% purity) concentration of 0.02 mg/ml at the levels of 50%, 100%, and 150%. The % recovery was calculated. Range: The data generated in precision and linearity was considered for establishment of Range. The sample weight of 1250 mg to 3750 mg was taken for analysis and it was found to be within the linearity and precise. Robustness: Reliability of the method was done about deliberate variations in method parameters like a.
Curriculum models provide a structure for teachers to “systematically and transparently map out the rationale for the use of particular teaching, learning and assessment approaches” in the classroom, and are regarded as an effective and essential framework for successful teachers (O’Neill 2015, p27). Feeding into a particular curricular stance, it is essential to recognise the multiplicity of sources which will govern this individual framework. Oronstein and Hunkins observe that, when designing a curricular stance, educators must first consider the “philosophical and learning theories” which will inform their “design decisions” (2009, p182). This approach is essential to ensure that the curricular approaches one selects are “consonant with
Pati (1976) was used and the test consisted of 16 Items. The subjects were required to respond to each item in terms of ‘seldom’ , ‘sometimes’ or ‘frequently’. The reliability coefficient of the test was found 0.82 with Spearman Brown formula. The validity coefficient was found 0.71. Verbal intelligence test (VIT) developed and standardized by R.K. Ojha and K. Ray Choudhury (1994).