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Reflection for professional development

Reflection for professional development Reflective practice has been recognised by health care professionals as an essential tool to link theory to practice, which can help us learn from our experiences (Jasper 2003a). During my first placement I experienced an incident that a struggled to deal with because I did not understand the condition that the patient had. By using a reflective model I am going to revisit this incident with the intention of learning from it to improve my future practice. There are many reflective models that I could have used, such as Johns Model of Structured Reflection, but the reason that I decided not to was because Johns (2004) reflects on uncovering the knowledge behind the incident and the actions of others present, which I felt was not suited to my chosen incident. The reflective model that I have chosen to use is Gibbs Reflective Cycle (1988), as I feel that this is a simple model, which is well structured and easy to use at this early stage in my course. Gibbs (1988) will help me to explor e the experience further, using a staged framework as guidance. Description what happened? I was assisting an elderly patient that had Parkinsons disease, with her drink. It was my second shift and I had not had much contact with the patients on the ward, but I felt confident enough to assist this patient as I have previous experience of care. I was holding the cup for the patient whilst she was sucking the fluid through a straw, but she was struggling as she wasnt sucking hard enough. She became distressed, and said that I was stopping the fluid from coming out of the straw and being evil towards her; even trying to kill her! I was shocked by her accusations but thought that there must be a logical explanation, so I stayed with her, reassuring and assisting the best I could, as I didnt want her to see that I was distressed. I then left the ward and immediately went to seek advice from my mentor. Feeling what were you thinking and feeling? Initially, at the time my feelings were for the patient, as I was concerned that my actions had caused her to feel threatened, but I didnt understand why. I felt embarrassed by her comments, and doubted myself, as this was a simple task so how could I get it wrong? I began to feel tearful, but then quickly reminded myself that there must be a reasonable explanation. Evaluation what was good and bad about the experience? I felt happy and confident to assist the patient. I referred to the Nursing Midwifery Council (NMC) code in my head and recalled that I should gain consent before offering to assist them NMC (2008), which she agreed. The patient appeared quite and I thought it would be nice for her to have some interaction, and to also feel at ease with a student nurse caring for them. The downside was that the patient felt that I was being nasty to them. It also made me doubt myself and the care that I was providing. I was also in a bay area, so other patients would have heard their comments. Would they then look at me differently, and not trust me to care for them too? Analysis what sense can you make of the situation? The patient had no recollection of what she had said to me and since the incident she has made these comments to other staff, which has put me at ease and made me realise that I had done nothing wrong. My mentor explained that a patient with Parkinsons can often behave like this as they develop dementia, which Noble (2007) also confirms. Since the incident I have read about Parkinsons and am now aware that the patients expressionless face Netdoctor (2008), also made her comments appear more confusing and aggressive. Conclusion what else could you have done? I could have asked my mentor before assisting the patient what the disease was like, so that I was prepared. I did ponder about calling over another member of staff, which may have helped me to understand that the patient had a condition that was making her act this way, but I didnt want to appear incapable of doing my job. Action Plan what would you do if this situation arose again? I am now more prepared for any future patients with this disease as I have researched it. I will take the time to talk to them, to make sure they are at ease with me, before providing any care. If they appear distressed I would get another member of staff to help me to reassure them. From my reflection it is clear to me that learning through reflective practice and being able to identify, and understand, my skills and abilities in both theory and practice are crucial for me to be able to act as a professional practitioner (Jasper 2003b). It is also important that I look at, and be honest about, the strengths and weaknesses that I have. So that I am able to identify these I have produced two Strengths, Weaknesses, Opportunities and Threats (SWOT) analysis, one for theory (Appendix A), and one for practice (Appendix B). I am now going to explore these further, identifying the main areas that I feel are important to me, and my future development. My SWOT analysis for theory identifies my strengths, as a whole, as being very organised with my preparation for the work I have to undertake, with strong determination and motivation to succeed. (Appendix C) is a reflection that I wrote after completing my 1st week in university and demonstrates these qualities towards the course. It was important for me to realise that enrolling on a professional university course would mean that I became an independent learner, who must have strong organisational skills in order to succeed (Burns Sinfield 2008a). I believe that from my preparation this is a very strong strength that I have developed. The weaknesses that I have identified in my SWOT analysis for theory, that I feel will affect my grades in the future if they are not improved are referencing, revision technique and exceeding the word limit on assignments. I feel that these are weaknesses because they are new to me and as a mature student I have been outside of academic study for some time. (Appendix D) for example, is my feedback from my 1st assignment and shows how I have been penalised one grade point for exceeding the word limit. I will need to look at these weaknesses more closely and plan to improve them overtime, as Burns Sinfield (2008b) have commented, it takes time and practice to be a good student; we are not just born that way. My SWOT analysis for practice shows my strengths as wanting to help people, being determined to succeed, my willingness to learn and valuing people. These are all good qualities of a being a successful and professional nurse (NMC 2008). I have always had a caring nature and I am very determined to succeed and be successful in what I choose to do. (Appendix E) is a reflective journal that I wrote after my second week in placement and clearly highlights my strengths in practice. I feel that during my time as a student nurse I will build on these strengths even more. I have identified my weaknesses in practice, from my SWOT analysis, as communicating with difficult patients, showing emotion and aseptic technique. (Appendix F) demonstrates how I found it difficult to communicate with a patient because I did not understand her condition. It was also difficult for me not to take her behaviour to heart and show emotion at the time, it is clear that this is an area I need to build on for the future. I also need to practice my aseptic technique as I feel very unsure of the whole process, but need to be able to get it right as it will protect me and the patient from contamination (Dougherty Lister 2008). According to Bulman Schutz (2008), nursing requires effective preparation so that we can care competently, with knowledge and professional skills being developed over a professional lifetime. One way this can be achieved is through what Schon (1987) refers to as technical rationality, where professionals are problem solvers that select technical means best suited to particular purposes. Problems are solved by applying theory and technique. However, Bulman Schutz (2008) argue that this is failure to educate and for us to learn from practice and develop thinking skills. I would agree with them, as I learn best from practical experience, and build on it to improve my skills. With this is mind, I am now going to focus on my weaknesses, in both theory and practice, and state how, when and why I plan to improve on these. Theory Weaknesses Weakness Identified Referencing This is very new to me and when writing my 1st assignment I found that it took up much of my time, as I struggled with it. Revision Technique According to Cottrell (2008a), reading through notes over and over is a pitfall with revision. This is the strategy that I would normally use. Exceeding the word limit on assignments I must take more care with this as on my 1st assignment I was penalised for it. How I Plan to Improve Referencing To practice writing out references from different sources. Revision Technique I have decided to use the advice of Cottrell (2008a) and produce index cards that ask me questions relevant to my chosen subject. I will also produce a timetable in order to manage my time. Exceeding the word limit on assignments I will count the words manually and make sure that I do not use the whole +10% again so that I am in danger of being penalised. When I Plan to Improve Referencing When I receive my feedback from my 1st assignment I will use the comments on my referencing to guide me. Revision Technique I will start preparing my index cards immediately and plan my timetable to start after submission of this assignment. Exceeding the word limit on assignments This is the next assignment that I will hand in so I will make sure that I adhere to the word limit. Why I Plan to Improve Referencing Referencing plays an essential part within my writing Gimenez (2007), so correct use and structure of references will improve my grades. Revision Technique Improving my revision technique will mean that I am more relaxed before an exam, and will help me to achieve better grades (Cottrell 2008a). Exceeding the word limit on assignments Adhering to the word limit as Cottrell (2008b) suggests, will improve my grades in future assignments. Practice Weaknesses Weakness Indentified Communicating with difficult patients On my 1st placement I experienced a patient that had communication difficulties which I found difficult to deal with. Showing emotion I am a very sensitive person and feel anxious that I will get upset in front of a difficult patient, or a patients family at an inappropriate time, e.g. patient death. Aseptic technique In practice I need to get this procedure right, but I do not feel 100% confident with it at present as I have not had much practice with it. How I Plan to Improve Communicating with difficult patients I will observe as much as possible my mentor, and other nurses communication skills. Showing emotion I will use reflective models to make sense of what has happened, and also discuss it with my mentor. Aseptic technique I have asked my mentor if I can practice this procedure as much as possible. When I Plan to Improve Communicating with difficult patients Each time I am on placement I will plan to improve my skills in communication. Showing emotion I will start to use reflective models in my practice now so that I have experience of using them ready for when an emotional situation happens. Aseptic technique During the rest of my time in my 1st placement I plan to practice this so that I am comfortable with it by the end of my 1st semester. Why I Plan to Improve Communicating with difficult patients As a student nurse, and in line with the NMC (2008), I should make the effort to meet patients communication needs to provide the best care that I can. Showing emotion I want to appear professional to patients and their family, however I do agree with Scott (2008), that sometimes we should not be afraid to show emotion as a nurse, as long as we maintain our professional image at the same time. Aseptic technique The correct use of aseptic technique will protect myself and the patient from healthcare associated infections (Hart 2007). It will also prevent infections from being spread around the rest of the ward, which could harm other patients. I have clearly demonstrated that by using a reflective model as a guide I have been able to break down, make sense of, and learn from my experience during my 1st placement. So that I could identify my strengths and weaknesses in both theory and practice easily, I found that the use of a SWOT analysis provided a good framework to follow. I have then built on this by producing a development plan that focuses on my weaknesses and how, when and why I plan to improve on them. I will now begin to work on these, the main reason being of course, that I am determined to be a competent, professional nurse in the future.

Effects of Ability Grouping in Middle School

Effects of Ability Grouping in Middle School Ability grouping is viewed by workers as a controversial educational practice (Ansalone, 2006; Rubin, 2006) because it has been the subject of more research studies (well over 500) than almost any other educational practice (George Alexander, 2003, p. 414). The proponents who include teachers and parents maintain that ability grouping specifically targets instruction thereby needs of a particular group of students is met while opponents maintain that the expected advantages often are not materialized. According to Snider and Schumitsch (2006) ability grouping promotes stigma and destroys academic motivation, especially among the slow learning students; self-esteem is regarded to be the condition that aids student achievement. Generally speaking, child-centered teaching methods embrace the child as a whole and give emphasis in meeting the socio-emotional and cognitive needs of the child. William and Bartholomew (2004) statistically analyzed data from the General Certificate of Secondary Education and Key Stage 3 tests. The data analysis provided the basis for measuring achievement which is independent of the individuals ability. William and Bartholomew noted that grouping by ability level had little impact on overall Mathematics achievement. Moreover, the group placement produced increments in academic achievement for high-achieving students at the loss of these gains among the low-ability students. Also noted is that performance in mathematics did not vary across school type and ability group placement. Burris, Heubert, and Levin (2006) reported contradictory results and revealed that high attaining students are not affected when integrated with students whose ability is below theirs. A longitudinal approach was conducted which examined scores in Mathematics achievement tests in six succeeding years. Data obtained from the Iowa Test of Basic Skills (ITBS) were likewise collected. The problem tackled the belief that ability grouping is the cause of persistently low academic achievement in schools. The research probed on the impact on Mathematics achievement when high attaining students are grouped with students in the lower ability levels. The study revealed that highly achieving students were unaffected by the ability grouping. Venkatakrishnan and William (2003) reported that tracking students in mathematics affected them differently. ANCOVA model showed that high-achieving students were not advantaged significantly when placed in the tracks however, student progress in the heterogeneous group detected significant progress-prior achievement correlation. This indicates that when placed in mixed-ability group, low-achieving students attained the most advantage while setbacks on high-achieving students are minimal. Robinson (2008) noted that ability grouping in kindergarten reading classes significantly correlated with greater benefits for the Hispanic students when compared to students of other ethnic backgrounds. However, benefit was reduced during summer and the first grade, unless during the first grade, ability grouping is continued. There is robustness in the study results suggesting that variations in instructional strategies at the start of the school could prove effective and a more economical means of bridging the achievement gap faced by an ever growing student population. Liu (2009) found that students in low-ability groups perceived lower academic self-concept than the average and high-achieving groups. A noteworthy outcome in the study is that the low-ability student participants largely improved in academic confidence and overall self-concept in English while the high-performing group remained stable in these respects. Tach and Farkas (2005) utilized national ECLS-K data in estimating the predictors and impact of reading ability grouping in the kindergarten and first grade levels. The research noted that prior performance in the test is the most significant predictor of the placement followed by the teachers subjective evaluation of the students classroom learning behavior. Both of these variables could be attributed to the differences in the effect according to social class, gender, or race when ability grouping is first implemented. The study revealed that in kindergarten and first grade classes where ability grouping is introduced, a higher placement positively affected learning behavior and reading performance of students. Placement in an ability group as well as evaluation of teacher regarding student behavior both significantly influenced students increase in reading performance, even net of prior scores to reading achievement tests. The grouping takes group- and individual-level performance variations that appear during preschool which widen even more than during the first two formative schooling years. Totten and Bosco (2008) measured the effect of ability grouping in a university geology class. Students from the nine sections in elementary geology laboratory class were administered a Mathematics Proficiency Basic Skills Test (MPBST) before the start of the semester. The results of the MPBST divided the student respondents to homogeneous, heterogeneous, and self- selected groups. GTAs were assigned blindly to the sections so they have no knowledge as to how the classes were grouped. Grades became the gauge for student achievement by computing the scores obtained from individual work, ten quizzes, and two examinations and 11 group laboratory reports. Within and between group comparisons were applied on the scores using descriptive and inferential statistics. The findings of the study suggest that students from the homogeneous group demonstrated the highest academic performance in introductory geology. Powell (2008) assessed if grouping students in accordance to reading ability would impact the self-concept of third to fifth graders who have below average, satisfactory, and above average reading skill. Independent t -tests showed significant differences in self-concept levels. Among the third graders, only the average learners significantly improved in the self-concept scores since they obtained higher scores during post-test. In the 4th grade students, statistical differences exist in the self-concept of below average learners. Fifth grade students did not show any change in self-concept despite the grouping. Ireson and Hallam (2005) established pupils liking to attend school and correlated this construct, experiences of pupils during lessons, self-concept and school setting. Stratified sampling was done and selected 45 mixed secondary comprehensive schools. The schools represented various types of ability grouping methods in years 7-9. When the other variables were controlled statistically, extent of ability group in the school did not exert any significant effect. Karademir and Ucak (2009) investigated the effect of ability grouping on the academic achievement of 7th grade students in If there were no pressure? in Science and Technology Education during the second semester of AY 2006-2007 in an elementary school. Using co-variance analysis, there were significant differences detected in academic achievement (p0.05), the reverse was noted among the males. Lleras and Rangel (2009) examined the effect of ability grouping on Hispanic and African American students at a primary school. Data analyzed were taken from the Early Childhood Longitudinal Study and results supported the differential effect of ability placement. Students with low reading ability learned substantially less compared to those grouped higher. The latter group slightly learned more over the first years of schooling against those from classrooms where grouping is not practiced. In sum, the study questioned the notion that ability grouping beneficially affect the first few years of learning in school. The paper published by Toomela, Kikas, and Mottus (2006) dealt with concerns on the quality of schooling and impact of ability grouping on the academic achievement of 147 students from two mainstream town schools, one rural school, Step-by-Step school and an elite private school. Two assessment periods were performed: at start of age 7 and grade 3. First, an assessment on the respondents cognitive abilities was conducted followed by proficiency in mathematics and Estonian language was evaluated. Results indicated that attendance in the elite private school correlated to abilities and increase in academic performance. However, a Multiple Regression Analysis using both school and average cognitive ability of the school the child attended negatively affected those in the elite private school. Valdez (2010) conducted an action research focusing on a ninth-grade Algebra I class at Kensington International Business High School, Philadelphia, Pennsylvania. The study commenced last February 2010 and completed in March 2010. Students were assigned to two groups, namely: failing and passing students. The former repeated the first half of the Algebra course while the latter continued. The principal respondents of the study were passing ninth grade students. Data were collected from interviews, teacher observations, assessment results, journals, and student questionnaires. In summary, the results implied that reorganization of the Algebra I course into two, Algebra IA and Algebra IB benefitted the achievers and the teacher. Researchers like Ellison and Hallinan (2004) noted that students in Catholic high schools outperform public secondary schools in standardized achievement tests. Though many follow up research has been conducted focusing on this finding, the effects of ability grouping on academic achievement is given little attention. Because it is an almost universal method practiced in middle and secondary schools all over the US, ability grouping channels opportunities for learning to students. The authors also traced the historical background of ability grouping and reviewed findings pertaining to effects on ability grouping, the process of assignment, and mobility across groups of students in every school sector. Analyses implied that implementation of ability grouping in Catholic schools contributes to higher achievement. Saleh, Lazonder, and Jong de (2005) examined the effects of various grouping arrangements on academic achievement, social interaction as well as motivation. Students varying in ability were randomly assigned to two ability groups homogeneous or heterogeneous ability groups. The students took the same botany course. The main findings indicate that below average students increased in achievement and learning motivation when integrated to the heterogeneous group. Average students better performed in same ability group while above average students show comparable learning outcomes in both groupings. In terms of social interaction, heterogeneous group placement produced more individual elaborations, while more collaborative elaborations in the other group. The results of the study of Cheung and Rudowicz (2003) revealed that ability grouping did not have any significant negative effect. Grouping was done according to prior academic performance. Those in the more homogeneous group significantly reported higher self-esteem and academic achievement in the subsequent school years. The effects of ability grouping in mathematically gifted students on academic self-concept and boredom were established by Preckel, Gotz, and Frenzel (2010). Students were shown to report very pronounced low math academic self-concept at the early period of the academic year. Interventions should therefore be implemented to counterbalance this negative effect. There is no evidence that gifted students are bored in the regular classes. The students gave different reasons for the experience of boredom in class and that there are changes in boredom attributions over time. This supports the notion that gifted classes should be provided appropriate levels of challenging tasks. Dukmak (2009) investigated the interaction between teachers and students in various learning environments in selected middle primary schools in the United Arab Emirates (UAE). These environments were as follows: same- and mixed-ability and same- and mixed -ability learning groups in one classroom. The sample were 16 low-and high-achieving males and females. The results demonstrated that students with high academic performance in all learning settings had more interaction with low-achieving students. Females from high-achieving groups interacted more frequently with males sharing same academic ability as they are. More interaction was observed among boys in same-ability classrooms compared to that in mixed-ability classrooms; among females, the trend was the opposite. Same-ability students interacted more when compared with the mixed-ability students. The results likewise revealed that more teacher interaction with males and achievers. Low-achieving males received more teacher interac tion than females of their academic level. Teachers interacted more with males who are high academic achievers in same-ability than in mixed-ability classrooms. In mixed-ability classrooms, teachers had more interaction with low-achievers of both gender than those of their academic status in same ability classrooms. Lipps, Lowe, Halliday, Morris-Patterson, Clarke, and Wilson (2010) showed evidence that academic tracking is associated with depressive symptoms. They sampled students from Jamaica, St. Kitts and Nevis, and St. Vincent. More than half of students reported experiencing depression while 19.2% and 10.7% felt moderate and severe depressive symptoms, respectively. Jamaican students significantly reported higher depression compared with those in St. Vincent and St. Kitts and Nevis. Students in the higher tracked tended to obtain significantly lower scores in BDI-II than lower academic track students. Mulkey, Casambis, Steelman, and Crain (2005) employed a mixed methods design using the conceptual framework and analysis of surveys. Data collected by the National Education Longitudinal Study of 1988 were subjected to further analysis. The survey data were taken at two years of interval. The findings revealed that academic self-esteem was significantly lower in the high- than the low-level ability group. Chiu, Beru, Watley, Wubu, Simon, Kessinger, Rivera, Anahi, Schmidlein, and Wiqfield (2008) concluded that academic self-concept in Mathematics was significantly affected by ability grouping but not the overall self-esteem of students. The researchers found evidence that students are comparing with each other within rather than outside their ability group. It was likewise shown that students more likely compare themselves with students who performed better than themselves instead with those who had poorer performance. Teachers and students attitudes towards ability grouping The attitude of the teachers toward the ability of their students influences tracking decisions according to Watanabe (2007). The same author suggested that teachers philosophies and expectations, specifically their belief that providing students with various skills opportunities to have access to higher level college courses and enrolment in the required prerequisites influences practices of college placement. A qualitative research was employed by Chisaka and Vakalisa (2003). In-depth one-on-one interviews were done with educators, school administrators, and students. Informal conversations with these respondents complemented the formal interviews since relevant themes also emerged. Documentary analysis, observations, as well as limited participation were the means of gathering data. The principals findings of the study were as follows: little or no preparation among teachers in low-ability classes; slow learners felt that the school administration and high-achieving students discriminate them; students in high-ability classes maintained that teachers who bunked their classes view them as intelligent to independently learn and that slow learners had no desire to learn and are disruptive; poor social interaction among learners from both groups creating a social stratification which is unhealthy. It was also concluded that the negative effects of ability grouping outweighed the expected ben efits. Therefore the practice warrants further re-examination. Hallam, Rogers, and Ireson (2006) explored arts and sports teachers attitudes towards ability grouping. The respondents were 45 secondary school teachers who have adopted different ability grouping levels. The questionnaire used elicited responses regarding teachers beliefs regarding ability grouping and its effects. Overall, physical education teachers demonstrated the most positive attitudes; drama teachers, least positive and arts and music teachers, moderately positive. Thus, the best determinant of attitudes was the subject taught. The findings of the study supported that notion that arts and sports teachers positively perceive mixed-ability teaching. The study of Hallam and Ireson in 2006 revealed that of those pupils who expressed a preference 62% of pupils indicated a preference for setting, 24% for mixed-ability classes, and 2% each for streaming, banding or an unspecified other. Seven percent said that they didnt know (Hallam Ireson, 2006, p. 587). Later in 2007, Hallam and Ireson conducted a follow up study determining the students level of satisfaction with their present ability group placement. About 38% wanted to change to another group and62% of the lowest achieving students were more desirous to switch their group placement. The research of Hallam and Ireson (2008) compared teachers attitudes in teaching different subjects in high, low, and mixed-ability classes in 45 secondary schools. There were more than 1500 teachers covering a wide range of subject specialists and they completed a questionnaire asking them their thoughts and beliefs regarding ability grouping and its impact. More supportive perceptions were noted in mathematics and foreign language teachers in comparison with English and Humanities teachers. Business, design, ICT, PE, arts, and science teachers expressed intermediate perceptions. The perceptions of the teachers were determined partly by the conceptions on the nature of the subject being taught and the type of ability grouping that is adopted in the school. MacQueen (2010) examined attitudes of teacher-respondents toward ability grouping based on the interviews conducted in three schools. The research discussed how the beliefs of teachers on this strategy affect practice in literacy classroom situations. The study concluded that the practices of teachers negatively impact regrouping strategy which compromised student learning. Chen (2006) investigated practitioners rationale and the experiences of students in flexible ability grouping. The researcher conducted interviews of four teachers utilizing this practice and surveys of 70 5th grade students at an elementary school located in southern California. Results suggested that despite the usefulness of ability grouping in planning and instruction, perceptions of low-achieving students were slightly more negative compared to that in high-achieving students. Ansalone and Biafort (2004) showed in their study that 70% of teachers reported adjusting classroom presentation according to the ability group while an even percentage reporting that more time is needed to cover the lesson in the low-ability tracks. Seventy-one percent employed special teaching techniques in aiding the delivery of instruction by track. According to 62% of teachers, more course material is provided in upper-track groups. While there are differences in the curricula according to the ability group, such as repetition of lesson and slower discussion pace, most educational sociologists fear that the presentation of the specific curriculum and the whole educational experience of low-achieving students will be different substantially and simplified conceptually. While the answers to the interviews are pointed towards curricular modification, many comments conveyed a desire and feeling among teachers to willingly work in presenting the whole curriculum to the entire student s and assisting them regardless of ability group. Little support is given to the notion that low-achieving students cannot be taught. While more than 70% of teachers in the survey reported adjustments to the curriculum in accordance to track, the general response indicates that the teacher would still want to present the same curriculum to students despite being in the lower- or upper-track levels. The purpose of Fans study (2007) is to investigate the attitudes of students and teachers on ability grouping in Freshman English instruction.Ãƒâ€šÃ‚ It tested whether students from the different ability groups varied in their perceptions towards the practice. In addition, it likewise explored the variations in the perceptions of students and teachers. Participants were 676 second year university students and 17 teachers. Questionnaires were self-administered to determine the perceptive of students and teachers towards ability grouping for the school year. Data were analyzed using descriptive and inferential statistics; t-test and and one-way ANOVA tested the hypotheses. Similarities in student perceptions (level A and B) were summarized in the following: First, students manifested positive or neutral attitudes toward ability grouping in English instruction.Ãƒâ€šÃ‚ Second, students regarded that improvement in English proficiency is related to their personal learning attitude. Howe ver, some differences were detected between levels A and B students in psychological effects and instruction and material.Ãƒâ€šÃ‚ First, level B students considered that when they are learning together with similar level colleagues, learning anxiety and pressure are reduced compared with level A students.Ãƒâ€šÃ‚ Second, level B students also viewed that teachers could modify their pace of teaching and evaluate them by their level in comparison to level A participants. In addition, there were significant differences in the perceptions between the students and teachers.Ãƒâ€šÃ‚ First, students believed that learning with classmates in different classes increased motivation when compared to the teachers. Second, teachers maintained that because of the grouping, teachers can assess students in terms of their ability level in comparison with the students. Moreover, teachers also viewed that improvement among students in English is associated to their learning attitude against the stude nts views. Despite ongoing researches that establish the effectiveness of ability grouping, schools are increasingly maintaining and applying stratification practices such as streaming, banding and setting in order to raise levels of attainment. While past English studies investigated various elements of school-level grouping methods, there still is a research gap since there is no attempt on the part of the researchers to elucidate ways that head teachers frame the problems, pursue and consider equity and influence decisions and practices at the school-level pertaining to grouping methods. The paper of Trigg-Smith (2011) reviewed how policy climate contributes to the decisions of the school with regard to ability grouping, how the head teachers work, how existing theories of intelligence and ability reinforce the grouping methods, plausible frameworks for the exploration of equity in the grouping, importance of the impact head teachers have on the grouping, and recommendations as to the counte rmeasures leaders can adopt to curb inequity and further structural change. Grouping criteria In schools, the process of assigning students to a particular group is referred to by Kelly (2007) as student/parent informed choice system; choice which means that the students can enroll in any class which they are eligible for. On the contrary, the description of the policy is misleading; based in a number of school curriculum guides, the school decides the students eligibility because of the prerequisite grade requirement which is most commonly obtaining score better than the cutoff in a standardized test, teacher recommendations, prior course taking, and other vague requirements. The author emphasizes that employing both objective and subjective assignment criteria creates placement practices ranging from highly to less restrictive. While standardized tests, quota systems, and rigid scheduling form part of highly restrictive placement criteria, test placement is avoided in less restrictive criteria allowing overrides following assignment of course. The criteria promotes catching up during summer and put forward a less elite-centric philosophy. Watanabe (2007) concluded that out of 6 teachers, 5 recognized that the choice of the student on the course to take is a significant element on how tracking is defined. However, no one of the teachers in the study conceptualized the definition of tracking and its manner of implementation. In addition, it was observed that the perceived level of student preparation critically determined granting access to high level subject by the teacher. Scores in standardized tests, prior coursework, and grades were the most often utilized indicators measuring the skills and level of preparation of the students. RESULTS, CONCLUSIONS, AND RECOMMENDATIONS In this chapter, findings are summarized and conclusions are drawn based on the results. A discussion of the issues related to this study and possible implications for educators and administrators follows. Finally, recommendations for future research and practice of this study are shared. Summary of the Study The issue of ability grouping in schools has been the subject of debate for many years and will be for years to come (Hopkins, 2003). Many have feared that ability grouping will hinder the advancement of students with low ability since there will be an emphasis on basic knowledge instead of advanced learning. On the other hand, proponents insist that that grouping by ability has the potential of improving student achievement by increasing level of motivation. The only certain conclusion is that further research on ability grouping will benefit both educators and school administrators. Hence, this examination of perceptions on ability grouping was conducted. This proposed study looked to explore the pros and cons of ability grouping as it pertains to student academic achievement. This study also examined the perceptions on ability grouping from various stakeholders to include administrators, teachers, and parents in the educational system at the middle school level. The purpose of this research was to gain further insight on ability grouping as an educational policy but based on the perspective of administrators, teachers, and parents in three middle schools within a rural school district. This study intended to allow for inference on the effective strategies and techniques of implementing ability grouping in the operation of the school. Information collected in this quantitative research was gathered from surveys given to the administrators, teachers, and parents. Findings from this research will be forwarded to the district superintendent in hopes of providing guidance for improving classroom instruction and raising student achievement. Ultimately, this research serves to shed light on an instructional approach that should increase student achievement. The following four research questions acted as lenses to guide the research: Will administrators have an overall positive perception of ability grouping at the middle school level? Will teachers have an overall positive perception of ability grouping at the middle school level? Will parents have an overall positive perception of ability grouping at the middle school level? Summary of Findings and Conclusion The current research addressed the question of educational tracking and its continued use in contemporary American education, especially considering that the bulk of literature has pointed to its negative outcomes on students. After identifying the key stakeholders in this debate, namely teachers, school principals, students and parents, an attempt was made to assess the perceptions of each in order to arrive at an understanding of the mechanisms that keep this educational practice in place. R1: Will administrators have an overall positive perception of ability grouping at the middle school level? A full account of the results for Question 1 is presented in Chapter 4. It was hypothesized that administrators will view ability grouping at the middle school level positively. Descriptive analysis of the survey responses for administrators indicated that their perceptions were moderately in favor of ability grouping. However, this means that administrators did not necessarily have an overall positive perception of educational tracking in the middle school. Most administrators reported having background knowledge of ability grouping. Responses consisted of agree (66.7%) and strongly agree (33.3%) including a mean rating of 4.33 and a median rating of 4.00. Administrators perceived that ability grouping will result to improvement in students scores in standardized tests. Responses were evenly spread through undecided (33.3%), agree (33.3%), and strongly agree (33.3%). Mean and median rating was 4.00. Administrators slightly agreed that ability grouping expands the teachers capacity in meeting students needs. Responses include disagree (33.3%), agree (33.3%) and strongly agree (33.5%). Mean and median rating was 3.67. Administrators slightly agreed that ability grouping increases student motivation. Responses include disagree (33.3%), agree (33.3%) and strongly agree (33.3%). Mean rating was 3.67 while median rating was 4.00. Most administrators perceived that ability grouping increases teacher effectiveness in planning instruction. Two administrators (66.7%) strongly agreed while one was undecided (33.3%). Administrators agreed very slightly that when students are grouped according to ability, they become more confident in terms of student achievement. One administrator disagreed (33.3%) while two of the administrators agreed (66.7%). Mean rating was 3.33 while the media rating was 4.00. Most administrators perceived ability grouping to be an unfair practice to students. Their responses included undecided (33.3%) and agree (66.7%). Mean rating was lower at 3.67 compared to the median rating at 4.00. Administrators were ambivalent on whether ability grouping creates a positive learning environment. Most could not decide (66.7%) or agreed (33.3%) to the statement. Mean rating was 3.33 while median rating was 3.00. Administrators strongly agreed that teacher input is essential in the appropriate ability group placement of students. Their responses were agree (66.7%) and strongly agree (33.3%). The mean (4.33) and median (4.00) rating showed relatively strong agreement. Administrators strongly agreed that placing talented students along lower-achieving groups would lower self-esteem. The mean and median rating for this statement was 4.00. Administrators perceptions were divided on whether ability grouping only benefits high school students. Their responses to the statement were strongly disagree (33.3%), disagree (33.3%), and agree (33.3%). The overall mean and median rating indicated a moderate level of disagreement. Administrators had mixed perceptions on whether ability grouping would improve overall education of students. Their responses to the statement were disagree (33.3%), undecided (33.3%), and agree (33.3%). The mean and median rating indicated undecided at 3.00. Administrators did not agree that ability grouping had no positive benefits for students. Their responses to the statement were

Sunday, August 4, 2019

Critique La Ventura :: Art

Critique La Ventura La Ventura is widely regarded as one of the greatest films to date. Michelangelo Antonioni didnÃ¢â‚¬â„¢t win the Palme DÃ¢â‚¬â„¢or, but it did get a Special Jury Prize during the Cannes film festival of 1960. No surprise he didnÃ¢â‚¬â„¢t win the Palme DÃ¢â‚¬â„¢or, but why give him an award in the first place? The reason for winning the title seemed unclear at first because the film had serious issues with breaking the rules of standardized filmmaking. For example having his actors enter the scene from opposite directions from where the came the shot before. However LÃ¢â‚¬â„¢Avventura is a whole other world of its own. The title translates to English as Ã¢â‚¬Å"The AdventureÃ¢â‚¬ and indeed thatÃ¢â‚¬â„¢s what it is. The movie is relaxing to watch thanks to the scenery, but itÃ¢â‚¬â„¢s slow and a bit boring. The film is over two hours long (2:20 or so) and it takes a while to get anywhere. This is disturbing because the plot didnÃ¢â‚¬â„¢t seem to have as much importance as the camera angles, framing shots or dialogue. These aesthetics had more importance than in most other movies. It also had an unusual way of telling the story - done mainly by showing images to transfer the main message. Technically, itÃ¢â‚¬â„¢s a photographic journey! Well, kind of. Mainly because the whole island shoot is done through wide angle lens that squeezes the nice black-and-white landscaping in the background. Also effective is how people seem to disappear in it. Another beautiful shot was on the roof of the church where the two main characters are ringing the church bells like kids playing, and then other church bells respond. That was a very nice sequence and a very nice symbol. The initial problem that the characters have to deal with however was Anna and her disappearing. In a typical film, finding Anna would have been what the story would follow. But as L'Avventura goes on, the script allows us or makes us forget about Anna. This process is done slowly, and we never stop thinking about Anna. We are struck back to Anna especially in the end when Claudia mentions her. The movie picked up pace after Anna disappeared especially with the kiss of Sandro and Claudia. There are two main characters: a man and a woman. Sandro wants sex from his girlfriends and refuses to commit himself to one, while Claudia needs love and more love.

Saturday, August 3, 2019

Harmartias in Julius Caesar :: Julius Caesar Essays

Harmartias in Julius Caesar Throughout the play of "Julius Caesar" Brutus makes many mistakes or harmartias, which eventually lead to his tragic downfall. Although Brutus makes many harmartias I feel that these three are the most important. The largest harmartia that Brutus makes is listening to Cassius, in the beginning. Another harmartia Brutus makes is deciding not to kill Antony. Brutus also makes the mistake of meeting Antony's army in Philippi instead of waiting at the camp. These three harmartias of Brutus will be greater explained in the next three paragraphs. Brutus made a large harmartia listening to Cassius' speak about assassinating Caesar. Brutus is very naive and because Cassius is clever he can make Brutus agree with him. Cassius himself even says, "If I were Brutus now, and he were Cassius, He should not humour me." (Shakespeare Act 1, Scene 2, Lines 314-315). If Brutus did not listen to Cassius, he wouldn't have joined the conspiracy, and Brutus' tragedy would have never happened. This is why Brutus should have never listened to Cassius' conspiracy plan. A large harmartia that Brutus made was not killing Antony. Brutus says, " For Antony is but a limb of Caesar." (Shakespeare Act 2, Scene 1, Line 165). . Brutus feels that Antony would not be able to do anything without Caesar, and would probably commit suicide. Cassius thinks that Antony should be killed, but does not argue with Brutus. Antony ends up being even stronger without Caesar and is a tyrant ruler in a triumvirate. Antony and his army are the reason why Brutus kills himself. If Brutus did kill Antony he would probably of lived and been a ruler Rome. Another harmartia that Brutus made was meeting the armies of Antony and Octavius in Philippi instead of having them come closer to the camp. Once again Cassius thinks differently than Brutus. Cassius says, "'Tis better that the enemy seek us; So shall he waste his means, weary his soldiers, Doing himself offence; whilst we, lying still, Are full of rest, defence, and nimbleness." (Shakespeare Act 4, Scene 3, Line 198-201). Brutus thinks that they should meet at Philippi because the enemy armies will grow on the way to the camp.

Friday, August 2, 2019

Aipotu II Lab Report Essay

Newman Fermentation is the chemical process converting sugar to gases and occurs in yeast and bacteria. In the experiment we conducted, we used sucrose and yeast and measured the fermentation carbon dioxide formation. The factors affecting fermentation that we tested in this experiment were temperature and the effect of a disinfectant. We measured the fermentation carbon dioxide formation by using a ruler and measuring the amount of bubbles in the tube that were formed. To conduct this experiment, we used 5 grams of sugar and 2 grams of yeast, but only used half of each for both experiments, so 2. grams of sugar and 1 gram of yeast for testing the effect of temperature and 2. 5 grams of sugar and 1 gram of yeast for testing the effect of a disinfectant. We then mixed each beaker with 50 mL of water and stirred to fully dissolve the sugar and yeast. Then we used a 10 cc syringe and filled it up and put it in the fermentation tube and then added an additional 5 ccÃ¢â‚¬â„¢s of the sugar/yeast solution to the tube. We then sealed the tube with a piece of parafllm and placed it into a water temperature of 10 degrees Celsius and recorded the time that we put them in. We then repeated that procedure but each ime putting the tubes into 20, 30, 40, 50 and 60 degrees Celsius water. After 5- minute intervals, up to 20 minutes, we measured the amount of carbon dioxide formed in the fermentation tubes by using a ruler and measuring the amount of millimeters of carbon dioxide was produced. To test the variable of how a disinfectant affected the amount of fermentation, we repeated that procedure except instead of putting each fermentation tube into a certain temperature of water, we used the same temperature of water but each tube had a different amount of bleach in it. We put O drops of bleach in the first one and increased by 2 drops of bleach very tube, ending up with 10 drops in the sixth fermentation tube. We monitored the amount of fermentation, again with a ruler, every 5 minutes but only up to 15 minutes. What we found in this experiment was that fermentation occurred the most at about 50 degrees Celsius. There was 72 mm of carbon dioxide that we had measured at 50 degrees Celsius. We found that as the temperature got warmer, there was more fermentation until we hit 60 degrees Celsius and that dropped to 60 mm of fermentation. When we shared our results with other groups, they also said that fermentation occurred the most at 50 and 60 degrees Celsius for them. When we experimented with the effect of the disinfectant, we mostly found that bleach kills the fermentation ability. We did conduct two trials of the experiment and found a dramatic difference, but my group and I think that we found what was the factor that affected that. In the first trial, we found the most fermentation with no bleach in the fermentation tube and the least fermentation with 8 drops in the tube, which we thought would happen in the tube with 10 drops. There was 74 mm of carbon dioxide in the tube with no bleach in it and the 1 mm of carbon dioxide in the tube with 10 mm ot carbon dioxide. During our second trial, our results were so much ditterent than the first. Again we found the most fermentation with no bleach and the least amount of fermentation in each tube with 2, 4, 6, and 8 drops of bleach and then 2 mm of fermentation in the tube with 10 drops. The reason that we believe the results were so much different was the height of the water level. We all noticed after we conducted the experiment and realized the measurements were a lot different that the water was much lower than the first experiment that we conducted and that lead us to think thatÃ¢â‚¬â„¢s why the results were so different.

Thursday, August 1, 2019

Types of Military Leaders

Types of Military Leaders The Military is one of the largest corporations in the United States of America looking for successful leaderÃ¢â‚¬â„¢s every day. They offer many developmental classes, schools and academies that give you the tools to become a successful leader. Like most jobs there is a pyramid effect of leadership roles. This pyramid role is called a chain of command in the military. Each leadership role is just as important as the one appointed above them and is only as strong as its weakest link.There are several types of leaders that dictate our military; authoritative, hands-on and hands-off. Each type of leader possesses different qualities which make the outcome of their work diverse. Authoritative leaders are born to be a leader. These are leaders who have a natural instinct on how to take control of a group and get the job done. They are the type of person you either love or hate. Authoritative leaders are very meticulous and strict on how they want to accomplish a task. ItÃ¢â‚¬â„¢s either their way or the highway. This can be very draining on the soldiers that work for them.Authoritative leaders can take two separate approaches in leading their soldiers. They either let the power get to their heads and bark orders killing the moral of the soldiers they work with. The other approach of authoritative leadership is someone who delegates work by asking for help on what needs to be accomplished, making it a much more comfortable environment to work in. These separate approaches can dictate the outcome of the work being performed by their soldiers which can either make or break their leadership role.Hands-on leaders are one of the most effective leaders in the military. These are leaders who donÃ¢â‚¬â„¢t mind getting their hands dirty and take initiative in getting the job done. They are leaders who want to lead by example and are not afraid to take the blame if something goes wrong. Hands-on leaders are very well communicatorÃ¢â‚¬â„¢s, open to su ggestions and look for soldiers input. This allows them to expand not only their own knowledge but also the soldiers around them. They are willing to work with their soldiers on the small things in order to accomplish something larger.This gives them a better understanding of their job and the soldiers they work with. Once a hands-on leader sets the goals and shows the soldiers what they expect, it allows them to take a step back and let their soldiers execute the tasks at hand. Hands-off or laissez-faire leaders are considered the lazy oneÃ¢â‚¬â„¢s of the group. They typically are the fun leaders to hang out with as a friend but lack leadership as a boss. Hands-off leaders take no guidance of the group and are very passive on work. They tend to pass off jobs and allow the soldiers to dictate how the work is going to be done.This can either set the soldiers up for success or can completely kill the mission. Hand-off leaders are considered the chameleon of the group. They take some o f the credit on a successful task or hide and push the blame onto someone else when the task fails. Hands-off leaders typically try to please everyone to avoid any conflict. This can ultimately hurt a unit by not being able to trust or rely on their leaders. There are many routes a leader can take in leading their soldiers. It is up to the soldier to decide what leader he or she wants to become.Every day the military is looking for someone to step up and take on one of the roles of becoming a leader. The best way to decide on what leader you want to become is to look around and take notes on the qualities your leaderÃ¢â‚¬â„¢s posses and make a decision on how you want your peers to perceive you. Each leadership role can create a different outcome that can either take you straight to the top for success or damage your chances of becoming a great leader. It is up to you to make the decision on what path you want to take and the leader you would like to become.