Survey Construction Shows Serious Concern For Good Teaching

Survey Construction Shows Serious Concern For Good Teaching Practicesa

Survey construction shows serious concern for good teaching practices Areas of concern: · You put emphasis on re-teaching (most likely when assessments reveal that students have not mastered a topic). This is an important topic regarding instruction that teachers might need to address at times. But that is not the same as the assignment instructions to analyze the curriculum and recommend changes to make the curriculum better in the future. · Are you sure non-educators could understand your questions and answer appropriately? Or did you not ask all the questions to every group? If you only asked certain questions to certain groups, what was your rationale? · Chart of 1st question uses 2 terms that were not part of the question and are not explained in the write-up · Second chart has "% of parents" in a cell that should have a % figure · 10 questions in survey, but only 3 reports and charts for analysis · "The federal and state government should not hire or employ teachers on the basis of qualification." ==> You must mean "not hire only on the basis of being qualified on paper" or some such wording · Recommendations don't fully match survey questions (for instance, in regard to re-teaching). Writing: · Intro paragraph could be expressed in much simpler terms to make it more readable · Subheadings in the paper should be distinguished with formatting (bold, underline, or such) · Concluding paragraph sometimes uses phrasing that is lofty but not clear: · " occupies a position among the industrialists of its constellation " · " interdependence in the world, which is less compassionate than yesteryear, tends to deprive its sovereignty and exposure to more terror attacks " I really want to help you, so here are some further feedback comments...... · You must read the instructions carefully for each forum and assignment. For this assignment, you were instructed to do a survey about the current curriculum (not instruction), analyze the survey, then make recommendations for future improvement. · Your paper contained a survey of questions, but not all participants got all the questions.

That's not necessarily an incorrect procedure, but you should explain your motives for doing it. · Your analysis and charting did not cover all the survey questions. · Your recommendations were to convene committees to solve the problems, rather than to give the school YOUR recommendations for how to solve the problems. · Your writing was better in terms of spelling and grammar this time. But your word choices and general phrasing were very weak. · You still often choose the wrong word for a concept or opinion you are discussing. · You write paragraphs that try to paint a "big picture" or a lofty ideal, but the phrasing and choice of words end up causing confusion and lack of meaning in your writing.

You need to simplify your wording but stay professional in tone. · It's not a matter of pleasing me, as if I have quirks that you have to accommodate. It's a matter of following instructions and writing clear thoughts. · Look at what I wrote on this page, and look at my feedback on your assignments. Do you see how I mostly used simple phrases and used precise words to describe my ideas, and kept a professional tone? That's what you need to strive for. · Ask someone to read your work before you turn it in. Get honest feedback.

If the person tells you something doesn't make sense, make changes by finding a more correct term or simplifying your sentences. Stiles History 1 Primary Source Document Analysis Worksheet Primary source: Giovanni Boccaccio - The Decameron _________________________________________________1. What is the main idea Boccaccio is trying to communicate in this excerpt from The Decameron ? How does he describe the reactions of the citizens of Florence? _________________________________________________ 2. What is the author’s bias?

What might have motivated Boccaccio to describe the Black Death’s impact in Florence? _________________________________________________ 3. What was the context in which Boccaccio was writing? Where and when was this document written, and what was going on at that time (beside the plague epidemic)? _________________________________________________4. Who was the intended audience for The Decameron ? _________________________________________________ 5. Can you connect The Decameron to other things you’ve learned about, either in class or elsewhere?

How might this source add to our understanding of history? CURRICULUM SURVEY PROJECT 1 CURRICULUM SURVEY PROJECT EDUC November 2017 Math and science have become a fundamental concern in most countries in order to expedite the requirement of technological advancement and development. Henceforth, a dismal performance or non-correspondence of the current learner outcome in relation to today's world needs a prompt evaluation of the need of the subject. The purpose of this paper is to unearth the truth and to find answers to the oral interview through the use of scientific approaches. In essence, the study will describe and explain how a re-teaching approach can improve students' performance of math and science in schools in the United States.

This has been done through documentation of the survey questions, presentation and analysis of data, discussion of the findings, recommendation, and a brief conclusion. Survey Questions The following survey questions were tailored in pursuit of relevant responses to the curricula need: Comment by Grammarly: Deleted:t Comment by Grammarly: Deleted: acquire What is the nature of a good re-teaching instructional approach? What importance does re-teaching of math and science pose to a better learner performance? How does the teacher in the school contribute to poor performance in math and science? What kind of relationship exists between re-teaching of math and science and good performance in a school?

Comment by Grammarly: Deleted:does How do the instructional facilitators improve on their approach for the next lesson? Comment by Grammarly: Deleted:s approach Should re-teaching the identified subject objective be done by the same teacher? Comment by Grammarly: Deleted: of Who should be responsible for the teaching of math and science to those in senior secondary? What impact do the novice teachers have on the students' performances in math and science? Comment by Grammarly: Deleted:of How does the lessons' contact hours affect the students' performances in math and science?

Comment by Grammarly: Deleted:of What is the best way to integrate technology into the instruction of math and science? Comment by Grammarly: Deleted: Deleted: Comment by Grammarly: Deleted: of Survey Data The data to be used in the examination of the necessity of re-teaching math and science in schools had been obtained through naturalistic observation, interviewing, and administering a questionnaire to a sample of 5 administrators, 5 teachers, 20 students, 3 peers, and 20 parents. Comment by Grammarly: Deleted: of Comment by Grammarly: Deleted: of Comment by Grammarly: Deleted: What should be the nature of the re-teaching content or lesson objective? Should re-teaching be done by the same teacher? Five teachers were interviewed to conduct the second teaching objectives. Comment by Grammarly: Deleted: on the same or different teacher Who should be responsible for teaching the senior secondary students math and science? The responses were obtained from the questionnaires that were given to 20 parents. Responsibility for teaching senior secondary math & science Comment by Grammarly: Deleted: f Teacher % of parents Experienced 60.7 Novice 39.1 Not sure 0.2 Parents 100 Should technology be integrated into the instructional process of math and science?

Twenty students answered this closed-ended survey question, and the feedback was recorded as follows: Comment by Grammarly: Deleted: 20 Comment by Grammarly: Deleted:question this Comment by Grammarly: Deleted:s Comment by Grammarly: Deleted:ere Region Students that Accepted Urban 10 sub-urban 4 Rural 2 Confused 4 Discussion of the findings In this section, the visual data from the survey questions are interpreted to inform the curriculum developer on the gaps that exist between the actual performance and the expected performance in math and science. Comment by Grammarly: Deleted:s The nature of the re-teaching content The largest number of the respondents backed the idea of condensing the subject matter to be tackled in the second teaching of similar content, followed by those who were for an elaborative nature, whereas few were for the combination of the two elements of content.

This could be interpreted as preferring narrow concepts instead of broad concepts. Comment by Grammarly: Deleted:n Comment by Grammarly: Deleted:a Comment by Grammarly: Deleted: a Comment by Grammarly: Deleted: of Comment by Grammarly: Deleted:h Comment by Grammarly: Deleted:n Comment by Grammarly: Deleted: by the students Re-teaching done by the same or a different teacher The respondents agreed that the second teaching of similar content previously taught should be done by the same teacher, while some were for a different teacher. An insignificant number was between the same or a different teacher. The proponents of the very teacher to offer the second delivery argued for the second chance while enabling the teacher to correct the mistakes committed during the first teaching.

Comment by Grammarly: Deleted: a Comment by Grammarly: Deleted:co Comment by Grammarly: Deleted:s Comment by Grammarly: Deleted:der Comment by Grammarly: Deleted:ble Comment by Grammarly: Deleted:in Comment by Grammarly: Deleted:that Comment by Grammarly: Deleted:e Teaching senior secondary students math and science Comment by Grammarly: Deleted:of The highest percentage of the contacted parents were for the teaching of senior secondary students by experienced and long-serving teachers in the system, followed by those who supported novice teachers, and the smallest percentage was from those who supported either teacher to handle the seniors. Comment by Grammarly: Deleted:the Comment by Grammarly: Deleted:the Comment by Grammarly: Deleted:s Integration of technology in instructional process of math and science A bigger number of the urban students were for its incorporation, followed by those from who were confused, while the smallest number of rural students seemed to buy in.

Comment by Grammarly: Deleted:s Comment by Grammarly: Deleted:– Recommendation The following are some of the advised issues essential for curriculum developers to take into account to address the acute needs in math and science: Comment by Grammarly: Deleted:of Those tasked with facilitating learning should be passionate about it; a good teacher should have intrinsic motivation. The federal and state government should not hire or employ teachers on the basis of qualification. A teacher might possess the qualification for the job description, but he or she may lack the innate qualification to offer the best experience and fail to deliver quality content. Ideally, there could be novice teachers who are capable of doing better than their experienced counterparts (Sà¤fstrà¶m, 2014). Comment by Grammarly: Deleted:e Comment by Grammarly: Deleted:teem Comment by Grammarly: Deleted:- Comment by Grammarly: Deleted:y Comment by Grammarly: Deleted:f Comment by Grammarly: Deleted:s Comment by Grammarly: Deleted:y Comment by Grammarly: Deleted:- Comment by Grammarly: Deleted:d Comment by Grammarly: Deleted:but c Comment by Grammarly: Deleted:no It is evident that change is imminent, no matter the time or location of individuals in the world. Education must change by embracing technology to sync with current societal needs. Kaleli (2015) asserts that the millennial would perform better in education and, particularly, math if technology is combined with the traditional teaching methods. Comment by Grammarly: Deleted:colloqu Comment by Grammarly: Deleted:al Comment by Grammarly: Deleted:and Comment by Grammarly: Deleted:ance Comment by Grammarly: Deleted:n case There is a need to condense the workload to be covered by learners and for teachers to woo learners to like math and science (Stacey, 2015). The contextual need in these two subjects tends to scare away most students who presume them to be too technical and too demanding. Comment by Grammarly: Deleted:d Comment by Grammarly: Deleted:so as Comment by Grammarly: Deleted: much Conclusion The world's needs are changing, and education, being the epicenter of all the sectors in an economy, has to produce the best brains to propel these needs.

Significantly, the US must ensure that it occupies a position among the industrialists of its constellation. Falling midway between the assessments should not be condoned for status quo maintenance. If we cannot match them, then the country will be compelled to export expatriates in the science and technology fields to solve our technological conundrum. Comment by Grammarly: Deleted:e Comment by Grammarly: Deleted:of Comment by Grammarly: Deleted:y Comment by Grammarly: Deleted:t Comment by Grammarly: Deleted:n i Comment by Grammarly: Deleted:Since i Furthermore, interdependence in the world, which is less compassionate than yesteryear, tends to deprive its sovereignty and exposure to more terror attacks. The country spends a lot on experts who only offer temporary solutions as opposed to educating and empowering their own who are responsible for a nearly permanent solution. Comment by Grammarly: Deleted:the Comment by Grammarly: Deleted: wo Comment by Grammarly: Deleted:ld Comment by Grammarly: Deleted:of Comment by Grammarly: Deleted:i Comment by Grammarly: Deleted:e References Kaleli-Yilmaz, G. (2015). The Views of Mathematics Teachers on the Factors Affecting the Integration of Technology in Mathematics Courses. Australian Journal of Teacher Education, 40(8), n8. Sà¤fstrà¶m, C. A. (2014). The passion of teaching at the border of order. Asia-Pacific Journal of Teacher Education, 42(4), . Stacey, K. (2015). The international assessment of mathematical literacy: PISA 2012 framework and items.

In Selected regular lectures from the 12th International Congress on Mathematical Education (pp. ). Springer International Publishing

Paper For Above instruction

The construction of effective surveys is a crucial element in educational research, especially when analyzing curricula and making informed recommendations for future improvements. As evidenced in multiple critiques of existing survey implementations, issues such as unclear language, inappropriate target group questioning, limited data analysis, and mismatched recommendations hamper the utility of survey findings. Therefore, the importance of well-designed survey questions, inclusive and logical sampling, comprehensive data analysis, and alignment of recommendations with survey insights cannot be overstated in advancing educational standards.

The critique of the survey on teaching practices emphasizes several key points. First, clarity and simplicity in question wording are essential to ensure that non-educator respondents understand and answer accurately. Complex or ambiguous terms such as “re-teaching” need to be explicitly defined or explained within the survey to prevent misinterpretation. Second, questions should be uniformly administered to all respondents or justified when tailored to specific groups, with clear reasoning provided for subgroup questions. This guarantees comparability and reduces bias in responses.

Moreover, the analysis presented in the survey should be comprehensive, covering all relevant questions to provide a holistic picture of the current curriculum and instructional practices. Limiting analysis to select questions or incomplete graphical representations distorts the understanding of the survey data and may lead to misleading conclusions. It is critical that data visualization and interpretation are aligned with all survey items, capturing diverse opinions and experiences.

Furthermore, the recommendations generated from survey data should directly reflect the insights derived from the questions asked. For example, if survey results indicate a need for technological integration, the proposed solutions should center on effective ways to implement technology rather than presenting vague or overly broad plans such as convening committees without specific strategic actions.

Beyond methodological concerns, the critique underscores the necessity of clarity and professionalism in written communication. Simplifying complex sentences, choosing precise words, and avoiding lofty or vague phrasing enhance understanding and credibility. For instance, the condescending or overly poetic language in some conclusions detracts from the academic rigor of the report. Instead, clear, concise, and direct language should be employed to articulate findings and suggestions effectively.

In conclusion, rigorous survey construction and analysis are the backbone of reliable educational research and curriculum development. Ensuring clarity in questions, comprehensive data collection and analysis, and targeted recommendations aligned with survey insights foster meaningful improvements in educational systems. Such practices not only enhance the reliability of findings but also facilitate informed decision-making for curriculum reforms that can significantly impact student outcomes.

References

• Kaleli-Yilmaz, G. (2015). The Views of Mathematics Teachers on the Factors Affecting the Integration of Technology in Mathematics Courses. Australian Journal of Teacher Education, 40(8), n8.
• Sà¤fstrà¶m, C. A. (2014). The passion of teaching at the border of order. Asia-Pacific Journal of Teacher Education, 42(4),
• Stacey, K. (2015). The international assessment of mathematical literacy: PISA 2012 framework and items. In Selected regular lectures from the 12th International Congress on Mathematical Education (pp.). Springer International Publishing.
• Brooks, V., & Normore, A. (2015). Leadership for social justice and equity in education. Emerald Group Publishing.
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