CASE STUDY COMPONENTS: Introduction: Identify case study topic and list assertions (3-6) that can be verified with evidence (field notes, interviews, etc.) 1. Assertions and Evidence: Discuss each assertion separately (minimum one paragraph for each assertion) and include supportive evidence. Underline assertion statements as presented. 2. Implications/Effects: Conclude with an interpretive discussion of implications/effects. Inferences and conclusions based on evidence
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CHAPTER 1 THE PROBLEM Introduction The classroom is the place bounded by the wall and roof which teachers houses their students for the purpose of giving instruction to their students. In other words, it is a place where teachers and students engage in discussion. To some teachers, classroom teaching is a complex process in a complex environment whereas to others, classroom teaching is like rearing their own children in their own home. The classroom is an immediate environment where management
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INTRODUCTION TO AFRICAN-‐AMERICAN STUDIES AAS 2010 CRN: 85710, 88310 Please note: The course syllabus provides a general plan for the course; deviations may be necessary to meet the needs of the class. Jonathan Gayles, Ph.D. Associate Professor, African-‐American Studies Telephone 404-‐413-‐5638 (E-‐mail
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EOC Charter School Case management Log Student Name: ________Camacho, Keila___________ Areas to Review: Achievement __ Attendance __ Behavior __ Completing Assignment/Homework: All __ Most __ Some __ None __ Attendance: Days ___ Hrs__ Min ___ Behavior Codes: 01 | Continually Uses Positive behavior | 11 | Foul Language | 21 | Leaving Class w/o Permission | 31 | Sexual Harassment | 41 | Use of Firearms | 02 | Tardy - mild | 12 | Lying | 22 | Vandalism – not tagging | 32 |
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Article Critique EDT 660 Fall, 2005 Your Name: Monroe, C.R., & Obidah, J.E. (2004). The influence of cultural synchronization on a teacher’s perceptions of disruption. A case study of an African American middle- school classroom. Journal of Teacher Education, 55, 256-268. I. Statement of the Problem a. Ressearch Topic The topic is how to discipline students. The authors state, “student responses to teachers’ disciplinary techniques can be unpredictable and require quick reactions
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Fabulous First Grade Case Study: Thinking Outside The Box to Manage Disruptions Mary Gajnos First Grade Teacher Keller Elementary Green Bay, Wisconsin December 10, 2013 This is a case study of one of my first graders who began the year with what one would call quite a reputation for disrupting the class. In this study I will try to show how I had to reflect, change, and implement other strategies/methods in order for him to coexist in our classroom. As I write this about student M, I have
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grade level due to the lack of parental support and daily struggle. These kinds of personal problems tend to affect the students behaviors at school and ability to focus on their studies. Due to the disruptive patterns of behaviors, the school has tried to implement the Positive Behavior Support (PBS) model as a school-based intervention to target disruptive behaviors.
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Departmental Course Syllabus MAT 102 Intermediate Algebra 3 credit hours 3 contact hours (3 lecture hours) Catalog Description This course includes the study of linear systems and applications; quadratic expressions, equations, functions and graphs; and rational and radical expressions and functions. Prerequisite MAT 101 or MAT 152 (C or higher) or appropriate placement score What will I learn? At the end of this course, you should be able to: 1. Simplify an algebraic
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Case-Based Treatment Plan Child and Adolescent Counseling Abstract Catie is a 7 year old girl experiencing troubles getting along with her peers and siblings. After completing the history intake the therapist does some working hypothesis of what may be the causes of Catie’s misbehavior and therefore he creates a treatment plan based on the Child-Parent Interaction Therapy, according to which both parents and the child improve their communicational skills through play therapy.
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This course is an in-depth study into the areas of buying, assortment planning, and allocation. Course Objectives: 1. Become familiar with the overall planning process, i.e. pre-planning, in-season, and post-planning activities. 2. Be able to create a “Bottom-Up” assortment plan to meet the financial plans provided from a “Top-Down” approach. 3. Learn how to work through complicated buying and planning issues by completing both quantitative and qualitative case studies. 4. Understand the steps
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