Teacher Morale

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EdD Doctoral Committee Assignment Form

Directions: Please complete the information below to have faculty members assigned to your supervisory committee. The purpose of this form is to match your study topic and approach with EdD faculty members who have similar areas of knowledge and expertise. You may request a specific faculty member to be your committee chair and/or second committee member. Your request will be considered by your program director or designee on the basis of the faculty member’s availability.

Please click in the gray boxes to add your information.
Committee Chair requested by applicant (optional):
Second Committee Member requested by applicant (optional):

Date of enrollment in EdD program: 09/2014

Please note the following capstone options based on your date of enrollment into the EdD program.
• August 31, 2015 (or later) enrollment – Choice of a doctoral project study or dissertation.
• January 1, 2009 through August 20, 2015 enrollment – Doctoral project study only.
• Enrollment from 2004 through December 2008 (except HEAL specialization) – Choice of doctoral project study or doctoral research study.
• Note: Early Childhood (ECE, ECLA, EDSE) and Special Education (SPED) students may conduct either a doctoral project study or dissertation regardless of enrollment year.
• The doctoral research study has been replaced by the dissertation option for students enrolling after August 31, 2015.

Please check the appropriate doctoral study option below:
Will conduct EdD project study 1
Will conduct EdD dissertation 0

Expected date of enrollment in EDUC 8081 or EDDD 8900 Dec, 2016

Specialization: Check ONE box by double-clicking on the box and selecting “checked.”

Administrator Leadership (AL) 1
Adult Education (AE) 0
College Teaching and Learning (CTL) 0
Community College Leadership (CCL) 0
Curriculum, Instruction, and Assessment (CIA) 0
Curriculum, Instruction, Assessment & Evaluation (CIAE) 0
Early Childhood Education (ECE) 0
Early Childhood Leadership and Advocacy (ECLA) 0
Early Childhood Special Education (ECSE) 0
Education Technology (EDT) 0
Educational Administration and Leadership (EAL) 0
Higher Education Leadership (HEL) 0
Higher Education Leadership, Management and Policy (HELM) 0
Higher Education and Adult Learning (HEAL) 0
Teacher Leadership (TL) 0
Special Education (SPED) 0
Reading Language Literacy (RLL) 0
Reading, Literacy, Assessment, and Evaluation (RLAE) 0

Working Title: Teacher Perceptions of the Influence of Job Satistfaction on Teacher Morale.

Problem Statement
Provide a one- to two-paragraph statement that is the result of a review of research findings and current practice and that contains (a) a logical argument for the need to address a gap in practice that has relevance to the discipline and (b) preliminary evidence that provides justification that this problem is meaningful to the area of professional practice. Provide three to five key citations that highlight the relevance and currency of the problem. Ensure the topic fits your specialization.

The problem being studied at the local research site is low teacher morale. Morale in the school culture can affect student performance, outcomes, but more importantly the process of teaching and learning as teacher morale is defined by Matoti (2011) as a feeling, an emotional attitude, a mental attitude, a state of mind. Hytten (2011) defines morale as a mental or emotional reaction to a task, self and work environment.

Teacher morale primarily extends beyond the classroom that involve extra curriculars, such as volunteering to coach school sports, serve as club or organization advisor to students, and spearheading school wide events or committees, all are essentials related to how teachers perceive job satisfaction which has a major influence on decisions (Cuddapah, Beaty-O"Ferrall, Masci, & Hetrick (2011). Furthermore, Matoti (2010) affirms that teacher morale has a significant impact on teaching and learning, therefore high morale is critical in the day-to-day pedagogical delivery for students. The problem for this study is to understand why teacher morale is low at American United School.
Purpose Statement
Present a concise, one-paragraph statement on the overall purpose or intention of the study, which serves as the connection between the problem being addressed and the focus of the study.

• In quantitative studies, state what needs be studied by describing two or more factors (variables) and a conjectured relationship among them related to the identified gap in practice or problem.
• In qualitative studies, describe the need for increased understanding about the issue to be studied, based on the identified gap or problem.
• In mixed-methods studies, with both quantitative and qualitative aspects, clarify how the two approaches will be used together to inform the study.

The purpose of this study is intended to explore and discover the diverse factors of leadership practices that precisely impact teacher morale and job satisfaction levels of teachers. In addition, by ascertaining the various factors that affect teacher morale from a variety of core content and elective teachers, to include support personnel at the high school levels, this research will be used by school administrators and director to make necessary changes to positively affect teacher morale. Being able to understand differences as well as similarities that exist between teachers will afford our educational leadership team and community to be able to provide professional development opportunities, support, and improve learning environments within AUS that directly affect job satisfaction levels and teacher morale. Surveys will be completed by teachers in grades sixth through tenth and will be provided to teachers electronically, Winter of 2016.

Possible Research Question(s)

List possible research questions that show potential to address your stated problem, which will lead to the development of what needs to be done in this study and how it will be accomplished. Recall that
• The research question should not be too broad or too narrow.
• The research question must be researchable.
• The research question should be neutral and not leading.
• The research question must be directly investigable using the research tools at hand.
• The research question avoids yes/no questions no matter what the approach.
• Research questions often begin with “How” or “What.”

1. What factors are held common between high school teachers regarding morale and satisfaction?

2. What leadership qualities or styles do teachers believe affect their individualistic levels of morale and job satisfaction in an optimistic manner?
Approach for the Study
Select a possible research approach that is appropriate for the draft research question, purpose, and
problem statement. Check ONE box in the second column and one under MM, if needed.

Qualitative Methods 0
Quantitative Methods 1
Mixed Methods
Primary method is
Qualitative 0
Quantitative 1
0
References
Include APA-formatted references for key research reviewed for the problem statement.

Boyd, D., Grossman, P., Ing, M., Lankford, H., Loeb, S., & Wyckoff, J. (2011). The influence of
school administrators on teacher retention decisions. American Educational Research Journal, 48(2), 303-333.
Cuddapah, J. L., Beaty-O"Ferrall, M. E., Masci, F. J., & Hetrick, M. (2011). Exploring Why Career Changers Leave Teaching. New Educator, 7(2), 114-130.
Grissom, J. A., Nicholson-Crotty, S., & Harrington, J. R. (2014). Estimating the effects of No Child
Left Behind on teachers’ work environments and job attitudes. Educational Evaluation and
Policy Analysis, 36(4), 417-436.
Hytten, K. (2011). Building and Sustaining Hope. A Response to "Meaningful Hope for Teachers in a
Time of High Anxiety and Low Morale". Democracy & Education, 19(1),
Matoti, S. N. (2010). The Unheard Voices of Educators: Perceptions of Educators about the State of
Education in South Africa. South African Journal Of Higher Education, 24(4), 568-584.

Directions
Save your completed form with the following title format: Lastname_Firstname_specialization.doc (Example: Jones_Marie_TL.doc)

If this form is part of a course requirement, please submit your completed form to the course Dropbox by the date indicated in the course. Failure to do so will result in your not receiving a committee chair assignment and not being enrolled in EDUC8081/EDDD 8900, which is critical to your progress in the program.

Change is Inevitable

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Introduction
Company Overview
Diagnosis
Kotter"s 8-Step Approach
Conclusion

Writing the Final Paper
The Final Paper:

Must be eight- to- ten double-spaced pages in length (excluding the title and reference pages) and formatted according to APA style as outlined in the approved APA style guide.
Must include a title page that includes:
Title of paper
Student’s name
Course name and number
Instructor’s name
Date submitted
Must include an introductory paragraph with a succinct thesis statement.
Must address the topic of the paper with critical thought.
Must conclude with a restatement of the thesis and a conclusion paragraph.
Must use at least five scholarly sources.
Must use APA style as outlined in the approved APA style guide to document all sources.
Must include, on the final page, a Reference Page that is completed according to APA style as outlined in the approved APA style guide.

Direct Manipulation of Dual Systems in Decision-making Problems with Time Pressure

Abstract

In an anonymous 4-person economic game, participants contributed more money to a common project when asked to decide quickly than when asked to delay their decision (Rand, Greene & Nowak, 2012). When induced to make a more intuitive decision, people were more likely to cooperate, a finding contrary to the traditional economic and evolutionary idea that people behave in their own interest by default. A recent meta-analysis (Rand, 2016) supports this “social heuristic” hypothesis, although the results of studies using time pressure have been mixed, with some replication attempts observing similar effects (Protzko et al 2016, Rand et al 2014) and others observing null effects (Tinghög et al 2013, Verkoeijen et al 2014). This Registered Replication Report (RRR) assessed the size and variability of the effect of time pressure on cooperative decisions by combining 21 separate, pre-registered replications of the critical conditions from Study 7 of the original finding (Rand et al., 2012).

The primary planned analysis included participants who did not comply with the time constraints (65.9% in time pressure and 7.5% in forced delay in the RRR), and revealed a difference in contributions of -0.10 percentage points, compared to an 8.6 percentage point difference calculated from the original data. Analyzing the data as the original paper did, excluding data from participants who did not comply with time constraints, we observed a 10.49 percentage point difference in contributions compared to a 15.31 percentage point difference in the original study. Additional analyses examined the effect when excluding participants who had prior experience with studies of this sort (-2.12 percentage points), failed to comprehend the task (-0.57 percentage points) or were excluded for any of these three reasons (12.36 percentage points). In the discussion, we address the similarities and discrepancies between the RRR results and those of the original study.

Program and Curriculum Planning

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The word “program” in early childhood education refers to “the planning of the curriculum, which also includes the instructional practices, the daily schedule, the routines for caring for children, and the recreational activities, such as outdoor play” (Gadikowski, 2013, section 4.1). Early childhood administrators are the instructional leaders of their schools and oversee the planning of curriculum. For this assignment, you will choose a particular age group (infants, toddlers, or preschoolers) and outline a program that is developmentally appropriate.

Please review the following website for an example of an early childhood program: Primrose School at East Lake

In your paper:
Explain how the role of the administrator is different from that of the teacher in program and curriculum planning.

Describe the learning and developmental needs of your chosen age group.

Analyze how your program will address the cognitive, social, emotional, and physical development of children in this age group (give specific curricular ideas for each area of development) as well as classroom management and the daily schedule.

Explain how your program aligns with the philosophy, vision, and mission statements you created in Week One.

Discuss how your program aligns with NAEYC’s indicators of effective curriculum, as outlined in Chapter 4 and found in the article, “Where We Stand on Curriculum, Assessment, and Program Evaluation.”
The paper should be five to six pages in length, in addition to the title page and the reference page. Use at least one scholarly source in addition to your text and the NAEYC article. Your paper should also be formatted according to APA style. Here is the website for Primrose school at east lake: https://www.primroseschools.com/schools/east-lake/

Rising Litigation in Dentistry. Is it set to continue

1)Title Page
2)Abstract
•brief /concise - (NO FANCY WORDS PLEASE)•mentions objectives, main topics, conclusions.•May be in numbered paragraphs
3) Introduction
•Brief description of project why it interests? •Clearly say the purpose of the review•Define clarify any terms e.g litigation, TORT•Describe the method for selection of reviewed materials, setting of the topics including development of its research techniques•Explain approach to main sections then state:
4) Aims and Objectives
5) Methodology: •Please search the latest writings on subject, read and appraise the uploaded files• Journals: review articles, research papers, reports•EBSCO, MEDLINE, PUBMED. 25 papers collected, 10 critically appraised and made reference to.
•Please include in appendices screen shots of the internet research to evidence terms and methods used e.g. Boolean and MESH terms
Please include and adapted Critical Appraisal skills Process-a table, listing the type of paper, ticking whether it met aims and objectives and value of the paper e.g Critical Appraisal (CASP: pass or fail)
6) 4 themed topic sections with sub headings (include clear relevant graphs and diagrams)according to logically ordered themes, explain order of themes in the writing, Clear transitions between sections
This section makes up overall review of the literature but focuses on 10 references from the 25 in detail noting similarities and differences between them appropriately.
•Be critical of each piece of literature do not just summarize evidence and provide analysis
•Identify gaps, problems or issues in the literature, provide evidence to support or negate
•Consider whether the evidence is convincing accurate, sufficient?
•Ensure the authors voice is clearly separate to the voice of authors written about!!
7) Discussion
8) Conclusion
Draw on all the topics themes into a clear synthesis of current topic, do not add own views but evidenced views, reflect on limitations of this topic and suggest more evidence/ research is still needed
9) Appendixe
Evidences the methodology
List of papers found
List of 25 papers selected
List of 10 critically appraise
CASP table

10) References
use harvard referencing in alphabetical order

The extent to which the creation, sharing and utilization of knowledge is central to this resource based view of competitive advantage.

Question          

According to Dasgupta and Gupta “The increasing turbulence in the external business environment has focused attention on the resources and organizational capabilities as the principal source of competitive advantage.” (2009, p.204) Discuss with reference to appropriate literature sources, the extent to which the creation, sharing and utilization of knowledge is central to this resource based view of competitive advantage.

Reference: Dasgupta, M. And Gupta, R.K. (2009) Innovation in Organizations: A Review of the Role of Organizational Learning and Knowledge Management. Global Business Review, vol 10, no. 2, pp. 203-224.

Marking criteria:

Element Weight %

Presentation – introduction, structure, referencing 20

Critical evaluation of literature 60

Conclusion 20

The maximum word count for part two of this assessment is 3,000 words, +/- 10%. This word count includes any appendices (which you should not need to any extent) but excludes the words in the reference list. This word count must be adhered to. · This is an essay not a report, so you should avoid the use of bullet points and lists. This is an essay question which is effectively asking you to complete a critical evaluation of the literature on the topics and use this literature to form arguments to address the discussion.

The assessment must be submitted electronically via ‘Turnitin’

These questions are deliberately broad. Students are therefore allowed to focus their answers on the field in which their course is based. This may aid the search for literature and examples through offering appropriate boundaries to your work.(I am in the field of business

APPLICATION OF COMMUNITY HEALTH & POPULATION-FOCUSED NURSING

Competency 7019.1.1: Epidemiology - The graduate applies principles of epidemiology to the assessment of the healthcare needs of communities.
Competency 7019.1.5: Environmental Health - The graduate assesses the impact of the environment on the health of the community.
Competency 7019.1.8: Cultural Competency - The graduate analyzes social and cultural factors that affect the care of diverse populations.
Introduction:
More emphasis is being placed on healthier communities as changes are occurring in the fields of healthcare financing, policy, and focus. One of the primary roles of a community health nurse is to assess the community or population in order to determine its health status in relation to its assets and needs.
Requirements:
A. Identify an appropriate community for which there is published data available (county, state, or national data) that will support the diagnosis.
B. Assess the health needs and risks of the identified community by utilizing the following tools:
Note: The collection of this data should include a variety of data sources, such as focus groups with older adults and/or youth, epidemiological data from the health department or department of vital statistics, investigations of community resources from stakeholders or faith-based organizations, and/or surveys. You do not have to answer every question listed in the assessment tools. Each of these tools can be found either in the web links section or as an attachment to this task.
• Population Economic Status Assessment

• Neighborhood/Community Safety Inventory

• Cultural Assessment Tool

• Disaster Assessment and Planning Guide

• Windshield Survey

• Population Health Scavenger Hunt
Note: The name of each of the six tools should be identified in the needs assessment summary, along with a brief summary of how each of the six tools was used in the needs assessment.
1. Interpret the collected data using concepts of epidemiology and health determinants (e.g., birth rate, death rate, rates of disease, morbidity).

C. Formulate an appropriate community diagnosis for the selected community by doing the following (suggested length of 4–6 pages):

1. Identify the top three problems for the selected community based on the Healthy People 2020 goals.

a. Discuss the problems in relation to the Healthy People 2020 goals.

2. Select one of the problems identified in part C1 that you would like to investigate further, and do the following:

a. Discuss community resources (e.g., Public Health Department, American Red Cross, American Heart) that are available to address this problem.

3. Formulate a primary prevention topic based on the problem you identified in part C2.

Note: See the attached “Approved Topic List” for guidance in formulating your topic.
D. Include all in-text citations and references in APA format.

Note: For definitions of terms commonly used in the rubric, see the Rubric Terms web link included in the Evaluation Procedures section.
Note: When using sources to support ideas and elements in an assessment, the submission MUST include APA formatted in-text citations with a corresponding reference list for any direct quotes or paraphrasing. It is not necessary to list sources that were consulted if they have not been quoted or paraphrased in the text of the assessment.
Note: No more than a combined total of 30% of a submission can be directly quoted or closely paraphrased from outside sources, even if cited correctly. For tips on using APA style, please refer to the APA Handout web link included in the APA Guidelines section.
File Attachments:
1. Population Health Scavenger Huntlink opens in new window

2. Windshield Surveylink opens in new window

Web Links:
1. Approved Topic Listlink opens in new window

2. Cultural Assessment Toollink opens in new window

3. Disaster Assessment and Planning Guidelink opens in new window

4. Healthy People 2020link opens in new window

5. Neighborhood/Community Safety Inventorylink opens in new window

6. Population Economic Status Assessmentlink opens in new window