A survey of higher education institutions who have implemented quality programs- what techniques are successful
A survey of higher education institutions who have implemented quality programs- what techniques are successful
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A survey of higher education institutions who have implemented quality programs- what techniques are successful. There needs to be at least three schools compared
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- Survey Protocol"Questions" Order Description Survey Protocol Instructions Your Survey Protocol is essentially your survey laid out with all of your chosen questions, questions types, answers, answer types, and other various design and constructions elements you choose to include, in a Word document as opposed to a live survey. As you reflect upon the information in Chapter 8, please be careful to construct your survey carefully with clear and appropriate open or close-ended questions. Consider content, wording, question order and compile a list of relevant survey questions. In your Survey Protocol, you should ask as many questions as you feel are necessary in order to obtain all the information you believe is relevant without redundancy. Your survey does not have a question limit (max or min), but please develop your survey with precision and the commendable effort you have all demonstrated thus far this semester. Also consider the limitations of many free online survey tools, such as Survey Monkey, which do have question limitations (https://www.surveymonkey.com/pricing/) though many question types will allow for work-arounds and you can opt to purchase a plan that will allow for more questions. Feel free to use the Sample Survey Questions provided as inspiration when designing your Survey Protocol. Keep in mind factors of your survey design and construction that might create bias, which will need to be avoided.
- Review 4 articles on children and musicking in early childhood and critically analyse them Assignment – 2000 words due 25 March The places and roles of the arts in young children’s lives can be conceptualised in many ways in the twenty-first century. It is essential for early childhood teachers to understand this variety and position children’s arts learning opportunities appropriately. As you work through this unit, you should be constantly looking for additional readings related to topics in the learning materials, from appropriate, peer-reviewed journals or scholarly books to extend your thinking. Keeping a summary of the bibliographic details and content of each would be a good idea. For this task, you are required to use four journal articles or book chapters that pertain specifically to children and musicking in early childhood and critically analyse them. For each article or chapter, you should: 1. Summarise the content of the article/chapter. 2. Explain how this particular approach to young children and their musical cultures/learning fits with contemporary views of children and childhoods. 3. Outline your reaction as an educator to this article/chapter and link this to changes you might make in your practice. 4. Name one issue that was raised in the article/chapter that has given you pause for consideration. Explain the issues and where and how you are going to find further information to resolve this. This Assessment Task relates to the following Learning Outcomes: • Demonstrate a critical appreciation of the expert body of knowledge focusing on the arts in early childhood. • Demonstrate a sound understanding of the ways in which young children use art forms to explore, create and communicate about their worlds. Please follow these guidelines when you submit each assignment: • Allow a left and right-hand margin of at least 2cm in all assignments. • Please type all assignments using 12-point font and 1.5 spacing. Need to link back to the framework below: Early Years Learning Framework http://docs.education.gov.au/system/files/doc/other/belonging_being_and_becoming_the_early_years_learning_framework_for_australia.pdf (you will be familiar with this document but please browse through and start to think about working with children 2 -¬- 5 years Excerpt from lecture: Music and the EYLF So far, we've been talking about music learning and teaching in general and how we should be thinking of musick instead of music. But what about the local regulatory context? As you know, there are a number of regulatory considerations regarding early childhood teaching in Australia and in NSW, an important consideration is how we utilise the EYLF. This document will not be something new for you, as you will have become somewhat familiar with it in previous units of study. So now it's time to drill down a little deeper than before, and contemplate where music sits in relation to the EYLF, specifically, what outcomes are related to music and how. Readings relevant to music: Barrett, M. (2012). Belonging, being and becoming musical: An introduction to children’s musical worlds. In S. Wright (Ed.), Children. meaning-making and the arts (2nd ed., pp. 57-84). Frenchs Forest: Pearson. Welch, G. (2006). The musical development and education of young children. In B. Spodek & O. N. Saracho (Eds.), Handbook of research on the education of young children (2nd ed., pp. 251-267). Mahwah, NJ: Lawrence Erlbaum Associates. Schiller, W., & Meiners, J. (2012). Dance: Moving beyond steps to ideas. In S. Wright (Ed.), Children, meaning-making and the arts (2nd ed., pp. 85-114). Frenchs Forest: Pearson. Crowther, I. 2011, Creating effective learning environments, 3rd ed., Toronto : Nelson Education, 2011, Chapter 9: Dramatic Play. Relevant journal articles Kim, H. K., & Kemple, K. M. (2011). Is music an active developmental tool or simply a supplement? Early childhood preservice teachers' beliefs about music. Journal of Early Childhood Teacher Education, 32(2), 135-147. McArdle, F. A., & Piscitelli, B. (2002). Early childhood art education: A palimpsest. Australian Art Education, 25(1), 11-15. Thompson, C. M. (2003). Kinderculture in the art classroom: Early childhood art and the mediation of culture. Studies in Art Education, 44(2), 135-146. Vuckovic, A. (2006). Understanding Diversity through Music and Song. Victorian Journal of Music Education, 2004-2006, 45-52. These are some of the readings as a guide to select the 4 articles or chapters. You may select one article from above list. PLACE THIS ORDER OR A SIMILAR ORDER WITH US TODAY AND GET AN AMAZING DISCOUNT :)
- Jacob A. Riis 'How the other half lives' Order Description An essay for my Social welfare class on the ideas of Riis as it is said in his book 'How The Other Half Lives' 2 main questions: 1. Riis argues to form a character because to 'reform' a character may be a hopeless task, what does this quote mean? 1a According to Riis, what institutions form character? What institutions "reform" character? 1b How does he propose that government afford to construct institutions that form character? 1c could Riis' quote apply in 2015 to explain the rising cost of the NYC Criminal Justice System? Why or why not? (to this I advise you stick to facts of NYC's prison trends and poverty trends since the days of Riis.) 2 What does Riis mean by the term 'homogenizing the poor?' what is his argument for government's role to treat citizens 'unequally'? Does his theory support or refute Aristotle's principles for the pursuit of happiness? (The pursuit of happiness as seen from the eyes of the State. The State's responsibility being to create an equal platform for everybody to pursue what makes them happy.)
- American Higher Education System/o Genetically Modified Foods/o Common Core in Education/o Legal Issues in College Sports/o The Achievement Gap.
- How To Apply project management tools and techniques to ensure the successful design and implementation of information systems.
