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  https://youtu.be/upbtF41bxhI?si=4NX6fxmOLZHmtKkI https://youtu.be/EJ8nhlzYx ...

  https://youtu.be/upbtF41bxhI?si=4NX6fxmOLZHmtKkI https://youtu.be/EJ8nhlzYx9o?si=3D3gh6rOD5t_DYey https://youtu.be/VFFo_02xitE?si=4sodbJ6Ca9jo5ixT 1. Watch the following videos on literary analysis, close reading, and "six tips for literary analysis" from Ms. Peer Editor. 2. Take notes as you watch the videos. Answer the questions, then submit your notes for this assignment. What        is literary analysis? How do you know? What        is close reading? Which of these strategies do you already use        consistently in your academic work? Which might you decide to use for        the upcoming semester? What        are Ms. Peer Editor's six tips for unique literary analysis? List one or        two you've already used in a previous piece of writing or in a        discussion with a friend over music or movies or books? (If you've never        hear of any of these tips before, pick one and explain how you could use        it in your life by discussion like it the Marvel Thunderbolts movie is        better or worse than Avengers: Endgame for example. 

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  Discussion Thread: Sampling Case Study Online Sampling via Mechanical Turk ...

  Discussion Thread: Sampling Case Study Online Sampling via Mechanical Turk Over the past 50 years, recruiting research participants has become  more expensive. Changes in technology have contributed to this problem.  According to the Centers for Disease Control and Prevention, in 2022,  only 27 percent of adults lived in a household with a landline  telephone, compared to more than 90 percent in 2004 (Blumberg and Luke,  2023). However, commodifying personal data has contributed even more  significantly to the problem. Data brokers constantly collect  information about individuals to sell to companies. How often have you  experienced robocalls, a spam text or email, or even being stopped on  the street by someone to answer a few questions? While some of these  inquiries are for legitimate research purposes, others are designed to  sell goods and services, and some are outright scams. Over time people  have become harder to reach and more suspicious of invitations to  participate in research projects. One innovative solution to recruiting large and diverse  nonprobability samples is Amazon’s Mechanical Turk (MTurk). Launched in  2005, MTurk is a crowdsourcing marketplace where researchers can hire  individuals (Turkers) to complete human intelligence tasks (HITs), such  as surveys. Using MTurk has become so popular that the Journal of  Management commissioned a review of the platform (Aguines, Villamor, and  Ramani, 2021). The main benefits of MTurk are the low cost and ease of  obtaining large and diverse samples of participants as well as the  ability to use a variety of research designs, including experimental and  longitudinal designs. The problems with using MTurk are associated with internal and  external validity threats. For example, in their study, Herman Aguinis,  Isabel Villamor, and Ravi Ramani (2021) identified inattention, high  attrition rates, inconsistent English language fluency, and non-naivete  (i.e., exposure to the topic more than once) as challenges. These are  potential threats to internal validity. Remember from Chapter 4 that  interval validity threats challenge the causal statement about the  observed covariations between variables. The authors also identified  workers misrepresenting their self-reported sociodemographic  characteristics and self-selection bias as challenges. These problems  are potential threats to external validity. That is, are the  cause-and-effect findings of the study generalizable to other groups?  Another potential challenge is the use of bots or computer programs that  auto-complete HITs and server farms to bypass location restrictions  (Chmielewski and Kucher, 2020). MTurk has great potential but also some challenges. The platform  allows researchers to reach individuals with specific characteristics,  such as age, race/ethnicity, and educational attainment. Moreover, it  enables researchers to recruit participants who have had contact with  the criminal justice system, work in specific occupations, and live in  particular countries. Research suggests that MTurk samples can be more  representative of the general population than samples of college  students (Goodman, Cryder, and Cheema, 2013). However, research also  indicates that certain population groups are overrepresented, including  females, Whites, college-educated individuals, liberals, and young  people (Levay et al., 2016). Accordingly, scholars note that certain  precautions should be taken when using systems like MTurk. For example,  Aguinis and colleagues (2021) recommend that researchers use multiple  validity checks, such as CAPTCHAs, honeypots (computer code invisible to  people), and attention checks. Furthermore, researchers should  cross-check workers’ profiles and monitor their average response times. Consider how the spread of Internet access has reduced potential  problems with biases associated with online samples. Also, think about  how such tools make it possible to produce large samples cheaply.  Criminal justice researchers are only beginning to study how these  crowdsourced opt-in samples should be used. You can review research by  Thompson and Pickett (2020) for more information. We return to MTurk in  Chapter 9, showing how MTurk samples can be coupled with online survey  platforms. In the meantime, you can read more about MTurk through the  link below. Critical Thinking What justice-focused topics can be studied using crowdsourced opt-in  platforms like Amazon’s MTurk? What topics might not be appropriate to  explore using these platforms for recruiting participants? Based on the challenges described above, can you provide an example  of how these challenges might affect your ability to produce a sample  representative of the population if you wanted to study topics such as  environmental justice, or immigration, or support for police reform?

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  While school leaders are granted broad powers in the United States to fulfil ...

  While school leaders are granted broad powers in the United States to fulfill their job duties and create a structured educational system, these powers are not absolute. Courts have historically given such authority under reasonable necessity to maintain order, advance the educational process, and operate the daily nuances of a school. However, courts have also been clear that school and district leaders are required to provide sufficient justification to balance and protect the constitutional rights of students.  Educators at the secondary and post-secondary levels must ensure compliance with the Family Educational Rights and Privacy Act (FERPA).   What rights does FERPA provide for students? What rights does it provide families? What are some common situations in which educators might be at risk for unintentionally violating FERPA? 

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 Understanding how certain policies can encroach upon students’ rights is key ...

 Understanding how certain policies can encroach upon students’ rights is key to operating as an effective leader.    Read “Zero Tolerance vs Restorative Justice in the United States” from the University Library.   Do you believe zero tolerance policies have the potential to deny students due process? Why or why not? What other policies or practices might better honor the rights of students?  High School students

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  Create a reflective and applied statement describing how the material from W ...

  Create a reflective and applied statement describing how the material from Weeks 1–4 has affected your thought processes, development, and professional disposition. This statement should reflect your personal learning process (challenges, moments of discovery, life experiences, and interactions). You may also include questions for your faculty member about material that may still be unclear. Ideally, you will use these reflections throughout the course and the program to document your development as a scholar, practitioner, and leader, and to reflect critically on the changes that occur during this process. Note: This is not intended to be a regurgitation of what we have covered in the first four weeks of this class; I was here, and I covered the same content!  Instead, it is a reflection of your personal learning and how it has impacted your thoughts. Were there any Aha! moments? Did something surprise you? Upset you? Clarified something for you? Make it interesting, and about YOU!

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https://youtu.be/PWnoWpbyXSw?si=BrYjRCQsr80My43t https://youtu.be/V0GS9rVRXFQ?s ...

https://youtu.be/PWnoWpbyXSw?si=BrYjRCQsr80My43t https://youtu.be/V0GS9rVRXFQ?si=vscutntdQqnn6JTM https://youtu.be/VPE5omOu6RI?si=2PTI9DiSgsvnRN08     Lesson 2: Drafting Literary Arguments Lesson Objectives Develop a focused literary thesis statement.   Generate textual evidence to support a claim.   Practice outlining and organizing a literary summary.   Watch the three videos on How to Write a Literary Analysis summary by Ms. Peer Editor.  Introduction paragraph with abstract idea, background, and thesis.   Body paragraph breakdown with topic sentence, textual evidence, personal analysis, and conclusion/transition sentences.   Conclusion paragraphs with the reverse funnel of introduction paragraph (thesis, background, abstract idea).   While watching the videos, choose one of the literary works you  analyzed in this module and complete a Funnel Outline for your literary  analysis summary. Use the example below to create your own funnel outline  either by hand or digitally. 

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  Instructions: After choosing which piece of literature you will write about ...

  Instructions: After choosing which piece of literature you will write about (Everyday Use, Harlem, Let America Be America Again),  you will find 3 sources to support your answer to your central  question. For example, if your question is "How does Hughes use of  multiple speakers in Let America Be America Again strengthen the poem's  message?," you will need to find at least 3 sources that support the  idea that writing with multiple voices and characters in the poem shows  the diversity and unity of all Americans.  Database Research:   Search for 3 sources in a scholarly database (ECSU library databases like JSTOR, Project MUSE, or Google Scholar) relevant to your chosen text.   Answer the following questions about each source:   What is the author’s main argument?   How does it relate to your thesis?   How will you use it?   Pull at least one quote from each critical source.  Use signal phrases to put the quote in context.    Compile a Mini Annotated Bibliography in MLA Format:   Create a Works Cited entry for each source using MLA format. Under each entry write a short summary of how each source supports your summary

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  Major Assignment: summary 3 – Literary Analysis Assignment Prompt Write a ...

  Major Assignment: summary 3 – Literary Analysis Assignment Prompt Write a 500-700 word literary analysis summary in which you give an interpretation of the short story Everyday Use by Alice Walker or choose one of the poems by Langston Hughes, either "Harlem" or "Let America Be America Again." Use a critical lens. Develop a clear thesis and support it with close reading of the text and at least three relevant secondary sources. Use AI, but prompt it well. Make this something your peers would actually want to read; don't make it boring.  Requirements Include a clear, arguable thesis about what you think of the text.   Use specific evidence from the literary text, i.e. quotes from the story or poems.   Incorporate at least three secondary source (literary criticism or historical/cultural context).   Use MLA format (12-pt font, double spaced, Works Cited).   Proofread for clarity, grammar, and citation accuracy.  

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Reading Assignments Chapter 5 (Bambrick-Santoyo text) Chapter 3 – the five exa ...

Reading Assignments Chapter 5 (Bambrick-Santoyo text) Chapter 3 – the five examples (Schmoker text) Read the sections on “Student and Family Background,” “Other Stakeholders,” and “School Conditions” (pages 46-58) in Review of Research: How Leadership Influences Student Learning by Leithwood, Louis, Anderson, and Wahlstrom. 1 Corinthians 3:11; Proverbs 1:1-7 -Unit 5: Discussion Question Discussion Question (10 points) After reading the assigned sections in Review of Research: How Leadership Influences Student Learning, select ONE condition from EACH of the following categories: school structure, school culture, instructional policies/practices, and human resources.  Discuss how each school condition has a strong impact on student learning.  Select one idea from the examples read about in Chapter 3 of the Mike Schmoker book, Leading with Focus, that you deem would make the most impact on your current school setting. Discuss why this idea would be utilized to enhance student learning and HOW an administrator would go about adjusting school practice to improve student performance.

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Chapter 5 of Leverage Leadership 2.0 contains suggestions for improving student ...

Chapter 5 of Leverage Leadership 2.0 contains suggestions for improving student culture in the school.  Review the following documents:  2A Leading Effective Student Culture One Pager,  3B Student Culture Vision In-Class Routine, 6A Leading Student Culture – Morning Routines, Positive Framing – Precise Praise, 7A The Classroom You Want, and 6A Student Culture Rubric.  Rate your school using 6A Student Culture Rubric.  Discuss the rating given to your school AND how paying attention to school culture helps students build the habits of mind that allow learning to take place.  How would using a rubric like the one reviewed help your school pinpoint the habits that are valued and worthy of cultivation?  Use evidence from the text to support your answer.  Tie in evidence from the Schmoker book, Leading with Focus, to further support your answer

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