Category: Education

Essay title: 
What strategies might a class teacher employ to ensure societal
inequalities are challenged?
Write a short pagraph about metacogntion and self-efficacy relating this to social inequalities. There is a file with some information and readings about it underneath.
Edit parts of essay uploaded below according to the suggestions given. The relevant parts are typed at the end of file and there are pictures comments of improvement.

Provide an informed statement of the learning and teaching that will be evident in a school ten or more years from now. A range of appropriate literature will be used to provide an informed and critical view. Include a reflection on the implications of this for your own leadership. 

Please use the instructions and reading material given in the file. It should give you the prompt and materials you need to complete the essay. 

How have you exhibited a commitment to diversity, equity, inclusion, or social justice through work, service, or other extra-curricular activities, and how will your education help you continue this commitment during college and beyond?

Directions:
After reviewing the readings and resources for this week, write a reflective essay responding to the week 3 prompts listed below.
Your writing should be a reflection of your personal views and research; it should illustrate your thoughtfulness and demonstrate your critical thinking about the respective topics.
Please write at least one paragraph per prompt.
Prompts:
Knowing and understanding your students is essential to great teaching. When we know our students, their personal backgrounds, and their educational experience, our teaching becomes dynamic and specifically catered to the students in our classrooms.  To that end, please provide an insightful reflection on the following prompts:
List and describe the essential factors that shape a student’s identity
As we consider the spectrum of factors that affect student identity, list and describe practical strategies that teachers can employ in order to provide an inclusive environment for all students?
Writing expectations:
paragraph form (at least 5 sentences per paragraph)
professional language
APA formatting for citations and references
proper spelling and grammar
at least 2 research-based resources for each prompt/section each week

Each student will identify a particular school policy that is of interest to them that will serve as their “unit of analysis” for the remainder of the semester. The policy identification brief and problem statement should include the following:
The title or topic of the policy
Where and how it originated
A description of the condition, include evidence
A discussion of the consequences of not solving the condition
A review of the underlying factors causing the problem

Please use attached sources, and feel free to integrate any other sources. If you need copies/access to sources, please reach out and I can send.
Be organized by categories or themes using subheadings, as needed.
Include an introduction to the literature.
Thoroughly compare literature (not an annotated bibliography.) and NOT an article review. Use the articles or references to tell your story and support your ideas.
Summarize and Paraphrase.
Contain 8 to 12 peer-reviewed, scholarly references published within the past 5 years.
Follow the formatting guidelines in The Publication Manual of the American Psychological Association (7th edition).
Contain scholarly references.
Be submitted through the Turnitin originality-checking tool.
Answers:
Conducting a thorough review of existing accommodation procedures to identify areas for improvement.
My Action Research revolves around finding gaps in current accommodations processes and finding ways to enhance the accommodation/disability process.

rewrite this data analysis, Out of the 15 students interviewed, 10 expressed a moderate to high level of comfort with using tools and equipment for weighing and measuring ingredients. They reported familiarity with common tools such as measuring cups and digital scales. However, 5 students indicated that they felt somewhat uncomfortable or uncertain, primarily due to a lack of practice or prior experience.
When describing how they use a measuring cup or scale in class, most students could articulate the basic steps involved. For example, 12 students mentioned that they fill the measuring cup to the required level and check the scale reading carefully to ensure it matches the recipe’s requirement. Some students, however, admitted to occasionally being unsure about the exact markings on the measuring cups or the proper way to calibrate the scale.
Ensuring accuracy was a common concern. Eight students described strategies they use, such as leveling off dry ingredients with a straight edge, checking liquid measurements at eye level, and using the tare function on digital scales to account for the weight of containers. Seven students acknowledged that despite their best efforts, they sometimes second-guess their measurements and worry about precision.
The challenges faced by students varied. Common themes included difficulty in converting between units (e.g., grams to ounces), confusion over different measurement techniques for liquids versus solids, and the physical coordination required to use certain tools. Six students specifically mentioned struggling with the accuracy of their measurements, while four students pointed out the challenge of interpreting recipe instructions correctly.
Students employed various strategies to overcome these challenges. Five students highlighted the importance of practice and repetition in gaining confidence and accuracy. Some students mentioned asking for help from teachers or classmates as a key strategy. Others relied on visual aids or demonstration videos provided by the teacher to reinforce their understanding.
When asked what they enjoy most about learning to weigh and measure ingredients, nine students mentioned the hands-on aspect of the activities. They appreciated the opportunity to engage in practical tasks and see the immediate results of their work. Four students enjoyed the collaborative nature of the exercises, finding that working in groups made the learning process more fun and less intimidating. Another two students appreciated the real-world applications of the skills they were learning, particularly in cooking and baking.
In summary, the qualitative analysis of the interviews reveals a mixed level of comfort among grade seven students in using weighing and measuring tools, with a majority feeling reasonably comfortable but a significant minority expressing uncertainty. Students generally understand the basic use of measuring tools but face challenges in ensuring accuracy and converting units. Overcoming these challenges often involves practice, seeking help, and using visual aids. Enjoyment in learning is primarily derived from the hands-on, practical nature of the activities and the collaborative environment. These insights suggest that continued practice, peer support, and visual demonstrations could further enhance students’ confidence and competence in weighing and measuring ingredients.

I uploaded the dissertation proposal, I need someone’s help for the rest chapters of the dissertation.

Hello,
I need to do the SPSS calculations about my study and write the methodology about SPSS service.