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Also found in Assignments Grid

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Google Slide Presentation 9.8.2018

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Person Centered Perspective... Chapters 5 & 6.pdf

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Topics: Working Titles  with Peer Feedback 

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Pages 23-47

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This was a great video. Good leadership is based on good character. A leader has a self-less attitude and ensures that her team members feel valued and appreciated as the video mentions. Whatever field we have chosen for our careers, it must be something we love but the fear to have to know it all or outperform the next person can cause the person to lose perspective and therefore minimize their "why" and decrease their performance. A leader who demonstrates a team/family approach should have a devoted group of people helping her organization thrive as they feel safe to share their ideas, take chances and do what is necessary for all without risk of failing at an idea and therefore being at risk of losing their position. The idea of feel safe is huge in the workplace.

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Data from the Census Bureau show where the poor live.

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n. the realization that each random passerby is living a life as vivid and complex as your own-populated with their own ambitions, friends, routines, worries and inherited craziness-an epic story that...

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Greetings, everyone!  Welcome to our Padlet thought capture tool.

Please take a moment to post your name, current position, and one interesting piece of information you are willing to share about yourself. For those that prefer to draw, post a picture you have created (using the built-in app tool).

See you soon,
TF

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Research is formalized curiosity. It is poking and prying with a purpose. - Zora Neale Hurston

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If you steal from one author it's plagiarism; if you steal from many it's research. - Wilson Mizner

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Two takeaways that I had after reading this article were to synthesize the information and to ensure you are getting a nice sample from the field. What separates a literature review from a research paper is the argument aspect, making the synthesis of the information paramount. Synthesizing the information does not mean just providing a summary of each in order, it means having a good grasp on what the information collected is saying and reporting that out. This can only be done if you get a good sample from the field. Which requires you to have a topic that is not too broad but also not too narrow.

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Lastly, something unique about me is something I always share and don't mind sharing at all! I was a premature baby (weighing one pound, seven ounces) and I am  visually impaired since birth and have struggled with my vision my entire life.  I won't get into all of the details now but feel free to ask me about it!  However, I do have some very exciting news. About two weeks ago  I just had eye surgery and long story short my vision is improving! I am about to see tiny print that I could NEVER see before. When I get glasses, my distance vision should improve as well. Miracles do happen and I am so blessed to keep moving forward. This was probably too much to share for an "interesting fact" but I am so excited, I want to share with others.

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My second takeaway from reading this PDF is that I didn't realize all of the different ways we can narrow down our topic! Originally, as I was trying to pick certain ideas for my thesis, I did a simple Google search to find topics that are currently being researched. However, after reading this PDF I never thought to look at certain "literature review" models to see what others have written about these topics. It makes sense to do some brainstorming and ask my instructor what her thoughts are on my topics too. It was also interesting to read all the different ways to organize my thinking. I must say, I was a little confused when the PDF stated to use a thematic approach to your research. I would like to know what exactly that means and how that can help me. Using different subsections in our literature review will also be helpful in really narrowing down the topic even further. Nevertheless, all of these tips on this PDF will be very helpful as near the end of the program!

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Hello everyone, my name is Yolanda Barnett, I am a School Support Teacher name, and education is my second career after 15 years in the manufacturing.

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Hello everyone, my name is Yolanda Barnett, I am a School Support Teacher name, and education is my second career after 15 years in the manufacturing.

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AnswerGarden is a new minimalistic brainstorm tool for online brainstorming, real time audience participation and classroom feedback.

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Hello, my name is Kisa and I just started teaching 3rd grade Reading to 3 separate switch classes in Cypress, Texas. I moved to Texas in August and am fortunate to be teaching at an amazing district in a brand new school.

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Hello, my name is Kisa and I just started teaching 3rd grade Reading to 3 separate switch classes in Cypress, Texas. I moved to Texas in August and am fortunate to be teaching at an amazing district in a brand new school.

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I currently sub periodically, mostly as an aide.  I taught yoga for 14 years and after taking some art therapy and muisc therapy courses, I am very intrigued and interested in how these therapies can help certain populations of kids as well as most kids. (brain development, social skills, self-esteem increase) I am a mother of four children between ages 9 and 13.

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3 Questions Re: Chapter 2 (In-Class Activity)

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3 Questions Re: Chapter 2 (In-Class Activity)

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What is thought-provoking/interesting?

What questions do you have?

What information do you think is useful to you (or for others)?

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Some of the most interesting lessons that I have come across starts with a focus question that begs for our students to investigate.  We want our students to 'poke and pry' and travel as far as they can on the Bloom's Taxonomy journey so they can reach what I believe is the true destination of research... create.

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Some of the most interesting lessons that I have come across starts with a focus question that begs for our students to investigate.  We want our students to 'poke and pry' and travel as far as they can on the Bloom's Taxonomy journey so they can reach what I believe is the true destination of research... create.

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Sherri   questions on practicality of research

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Sherri   questions on practicality of research

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how to actually implement a study in reality is my main question

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3 Working Titles Draft Submitting for Lit Review

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3 Working Titles Draft Submitting for Lit Review

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Canva is a free-to-use online graphic design tool. Use it to create social media posts, presentations, posters, videos, logos and more.

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GRACE Gorilla Forest Corridor | Explore.org

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Watch live video of gorillas at the Gorilla Rehabilitation and Conservation Education Center (GRACE) in the Democratic Republic of the Congo, Africa. Watch as the gorilla's pass through, graze on vegetation, and make their nest for their overnight slumber

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http://blog.efpsa.org/2012/07/10/the-origins-of-apa-style-and-why-there-are-so-many-rules/

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Today, much of the world of scientific writing and publishing revolves around making sure the standards of the Publication Manual of the American Psychological Association (or more commonly known as "APA style") are being met. Every undergraduate has gone through one or more courses about it, and every student pursuing a career in research sure as to know it from back to back. It can even be remarkably challenging to imagine the scientific enterprise without the existence of the Publication Manual.

APA style has come to refer to this well-developed system of writing conventions that includes guidelines on how to organize empirical reports, how to reference other published works, and how to solve a dozen other problems that arise in the preparation of a manuscript. But the reach of APA style doesn't end in the settings in which manuscripts are prepared. Indeed, APA style has become common even in disciplines outside psychology, such as nursing, education and anthropology. Contemporary English textbooks present APA style as an established standard on a par with the revered "MLA style" (Achtert & Gibaldi, 1985).

But when something is so pervasive in a certain context we have to stop and ponder: what are the consequences of having such a fixed set of standards regulating most of scientific publishing in the social sciences?

As a result of its ubiquitous presence in the landscape of research and scientific publishing, APA style manages to codify the writing practices of a large discourse community. It has been present all along, it evolved alongside psychology. The remote formation of this manual's concept (or necessity as one might argue) can be traced back to a dispute between Edward B. Tichener, head of Cornell University's psychology aboratory, and James McKeen Cattel, then editor of Science, Scientific Monthly and Psychological Review. In 1904, Tichener sent a letter to Cattell saying: "This bashing of spelling and punctuation takes out all joy of writing as aesthetics. How can you expect people to write decently when you put their treasures through a mangle and turn them out all machine-made products?" (Titchener, 1904, November 9). His complaints referred to ortographical revisions such as the placement of commas, the exchange of 'behoves' for 'behooves', 'realize' for 'realise', among others which may seem irrelevant, but sum up a long history of attempts to make the writing style used by psychologists more uniform (Morawski, 2007).

Indeed, earlier that year, Titchener had opposed Cattell's attempts to organize and centralize activity in the discipline, arguing that "Science, and I think that Universities, must be heterogeneous if they are to be at their best (Titchener, 1904, June 17). This historical argument illustrates the all-around tension in the field between the editor's desire for a neat, reliable, standard product and the idealist desire for particular expression and creativity among individuals.

The first set of standards were the result of a historically specific phenomenon that psychologists described as "information overload" (Blair, 2003) within their discipline. Due to this explosion in research being produced, the community of scholars could not reasonably be acquainted with all the knowledge and so, the creation of a set of guidelines to moderate and circumscribe the production of scholarly research seemed like the immaculate answer. Solutions for information overload in other fields of science date back to as early as the 16th century, which saw the production of new genres of literature, such as indexes, and bibliographical practices designed to retrieve already existing knowledge, while minimizing the time and effort required of the individual scholar (Blair, 2003).

For psychology, it was only in the 1920s, a time when the APA was experiencing the "growing pains" of professionalization (Evans, 1992) that a formal document pertaining to publication standards was drafted. Along with the dramatic increase in membership, and an ever-widening definition of the topics and methods that defined what meant to be a psychologist. Psychology was no longer just a scientific discipline confined to the laboratory and the solitude of the Ivory Tower, instead, became an applied, helping profession with more practical implications (Capshew, 1999). As a consequence of this, journal editors who previously only had to manage a handful of submissions from individuals they often knew first-hand to an overwhelming quantity (and questionable quality) of manuscripts on topics that the editors might not have been familiar with. This, now classical argument between Titchener and Cattell can be elaborated as a mutually exclusive problem. Only one of the two could be right. Was it Titchener suggesting that creativity and scientific innovation were best promoted by the author's control over their own words, or was it Cattell, reiterating the need for a mandatory, and apparently arbitrary, set of rules and standards which every member of the scientific community needed to follow?

The result of following such a rigid set of criteria is the standardization of form and style much as a production in an assembly line (influenced by the industrial rationale of the 1920s culture). Consequently creating a stream line of mass-produced goods like those at a supermarket shelf rather than the product of craft, which in turn replaces scientists with bureaucrats and managers an thus leading to what some critics to describe as a citation style obsessed pedagogy which actually stifles the author's expression and ability to truly engage with information (Schick, 2011). Furthermore, Bazerman (1988) argued that through the stringent structure prescribed by the Publication Manual, authors become automata - merely checking off requirements rather than devoting conscious thought to their importance. Likewise, previous critical approaches to these historical discussions have condemned these stylistic recommendations for their minimal reliance upon direct quotations, the avoidance of distinctive metaphors and colorful word choices, and the lack of personal pronouns (Madigan, Johnson & Linton, 1995).

Indeed, one of the characteristics of APA style is the absence of colorful language, metaphors or other attention-grabbing elements. Dillon (1991) described this phenomenon as a "rhetoric of objectivity". In short, it makes sure that the impression of neutrality and impersonal detachment is visible and evident throughout the literature. This practice, common in the empirical disciplines, is far from what the reality of conducting research really is. Gilbert and Mulkay (1984) reported interviews with scientists in a variety of empirical disciplines who commented on the contrast between the rational, impersonal portrayal of the published study and the more complex human story that actually took place. As Madigan, Johnson and Linton (1995) put it: what appears in print is a sanctioned, rationalized account of the research that conforms it to the standard and linear story schema.

By analyzing the historical circumstances that frame the conception and growth of APA publication standards, it becomes apparent that the pursuit for efficiency revealed to be larger than behaviorism, cognitivism or any other psychological theory in introducing and promoting such forms of unification of form and style. As a result of the exponential increase in the number of scholars doing research, the psychologists involved in the birth of these standards crafted what they viewed as a tool for managing information overload in terms of the quantity of articles being written and the variability of their subject. The editors simply could not afford to account for the idiosyncrasies of authors' writing style. Their goal was to make the ever-increasing journals more financially secure as well as to render the reader a more efficient and fluid experience. To sum up, the original standards can be seen as a tribute to the editorial board's belief in the institution of a set of mechanical and well-structured rules to facilitate communication and trust among professionals. Although, this view stood in blatant inconsistency with the desires and opinions of many psychologists of the time who felt that such rules would only stiffle the life of their rising discipline. Almost a century later, this debate seems as imperative and vital as before. But were they right?
References
Achtert, W. S., & Gibaldi, J. (1985). The MLA style manual. New York: Modern Language Association.

Bazerman, C. (1988). Shaping written knowledge: The genre and activity of the experimental article in science. Madison: University of Wisconsin Press.

Blair, A. (2003). Reading strategies for coping with information overload ca. 1550-1700. Journal of the History of Ideas, 64, 11-28. doi:10.1353/jhi.2003.0014

Capshew, J. H. (1999). Psychologists on the march: Science, practice, and professional identity in America, 1929-1969. Cambridge: Cambridge University Press.

Dillon, G. L. (1991) Contending rhetorics: Writing in academic disciplines. Bloomington: Indiana University Press.

Evans, R. B. (1992). Growing pains: The APA from 1903 to 1920. In Evans, R. B., Sexton, V. S., & Cadwallader, T. C. (Eds.), The American Psychological Association: A historical perspective. Washington, DC: APA.

Gilbert, G. N., & Mulkay, M. (1984). Opening Pandora's box: A sociological analysis of scientists' discourse. Cambridge: England: Cambridge University Press.

Madigan, R., Johnson, S., & Linton, P. (1995): "The language of psychology: APA style as epistemology". American Psychologist, 50 (6): 428-436.

Morawski, J. (2007). Scientific selves: Discerning subjects and experimenters in experimental psychology in the United States, 1900-1935. In Ash, M. G., & Sturm, T. (Eds.), Psychology's territories. Mahwah, New Jersey: Lawrence Erlbaum Associates.

Schick, K. (2011, October 30). Citation obsession? Get over it! Chronicle of Higher Education. Retrieved from http://chronicle.com/article/Citation-Obsession-Get-Over/129575/

Titchener, E. B. (1904, June 17). Letter to J. M. Cattell, JMC: "Letters", Box 42.

Titchener, E. B. (1904, November 9). Letter to J. M. Cattell, JMC: "Letters", Box 42.

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The origins of APA style (and why there are so many rules)

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Today, much of the world of scientific writing and publishing revolves around making sure the standards of the Publication Manual of the American Psychological Association (or more commonly known as "APA style") are being met. Every undergraduate has gone through one or more courses about it, and every student pursuing a career in research sure as to know it from back to back.

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I don't have any questions about APA

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Try clicking on this and there was one link in particular, titled "The Basics of APA Style" apastyle.org I think? You need Adobe Flash but it was intersting to listen to! 

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Try clicking on this and there was one link in particular, titled "The Basics of APA Style" apastyle.org I think? You need Adobe Flash but it was intersting to listen to! 

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Please click here if you are not redirected within a few seconds.

May 9, 2012 · This vidcast discusses how to format a paper using Microsoft Word according to APA style. To ...Duration: 4:48 Posted: May 9, 2012

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Please click here if you are not redirected within a few seconds. May 9, 2012 · This vidcast discusses how to format a paper using Microsoft Word according to APA style. To ...Duration: 4:48 Posted: May 9, 2012

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Here is another one! Good key points and tips! I think if you make APA easy to understand by knowing the basic rules.. the more you practice, the better you get at it! 

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Here is another one! Good key points and tips! I think if you make APA easy to understand by knowing the basic rules.. the more you practice, the better you get at it! 

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https://libguides.library.kent.edu/ld.php?content_id=41871474

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My first response I did in class did not show up.  I often have wondered in my mind when traveling (especially on a train when I can clearly see as a passenger the number of dwellings in each little town or city ) how different a persons life may be based on where they live. I wonder how different my life may or would be if it was somewhere else

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My first response I did in class did not show up.  I often have wondered in my mind when traveling (especially on a train when I can clearly see as a passenger the number of dwellings in each little town or city ) how different a persons life may be based on where they live. I wonder how different my life may or would be if it was somewhere else

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APA article on considered research

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In the same vein as Tressa, here is a style guide of “how to use” the three (!) styles of citation with a pretty nice step-by-step.

I found this interesting from my nerd brain, though, as I never knew there was a third citation style known as “Chicago” that originated in 1906.

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This LibGuide was designed to provide you with assistance in citing your sources when writing an academic paper.

There are different styles which format the information differently. In each tab, you will find descriptions of each citation style featured in this guide along with links to online resources for citing and a few examples.

What is a citation and citation style?

A citation is a way of giving credit to individuals for their creative and intellectual works that you utilized to support your research. It can also be used to locate particular sources and combat plagiarism. Typically, a citation can include the author's name, date, location of the publishing company, journal title, or DOI (Digital Object Identifier).

A citation style dictates the information necessary for a citation and how the information is ordered, as well as punctuation and other formatting.
How to do I choose a citation style?
There are many different ways of citing resources from your research. The citation style sometimes depends on the academic discipline involved. For example:

APA (American Psychological Association) is used by Education, Psychology, and Sciences

MLA (Modern Language Association) style is used by the Humanities

Chicago/Turabian style is generally used by Business, History, and the Fine Arts

*You will need to consult with your professor to determine what is required in your specific course.

Click the links below to find descriptions of each style along with a sample of major in-text and bibliographic citations, links to books in PittCat, online citation manuals, and other free online resources.

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Guides: Citation Styles: APA, MLA, Chicago, Turabian, IEEE: Overview

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Need help with formatting citations? Use this brief guide to five major styles.

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Presuming Positive Intent
Everyone has right to be heard.
Engage in Active Listening
Technology distractions (outside of the room)
Speaking truth - attack the issue not the person
Stay Relevant
Ask Questions
Keep an Open Mind
Clarity around purpose
Mind your eating and your mess

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Due to the number of student requests to attend class online, I am asking that TLA 641 students take this two question survey prior to class scheduled on September 20th, 2018. At this time, classes are being held as scheduled at Alverno College.

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https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html

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This article by Kendra Cherry (https://www.verywellmind.com/general-rules-for-apa-format-2794840) is simple as it lists 12 basic rules for following APA format.

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While watching this video, I was reflecting on the "leaders" in the real world that I could think of. I liked how Sinek stated that some of these people are not leaders they are authority. that a leader is someone who puts people before the numbers. Naturally, I started thinking of school. I questioned whether that is something principals have any control over or does it go above them? I started to reflect on myself in the classroom as a leader, asking if I put my students above the numbers. I think that this video allows for a lot of meaningful reflection. 

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While watching this video, I was reflecting on the "leaders" in the real world that I could think of. I liked how Sinek stated that some of these people are not leaders they are authority. that a leader is someone who puts people before the numbers. Naturally, I started thinking of school. I questioned whether that is something principals have any control over or does it go above them? I started to reflect on myself in the classroom as a leader, asking if I put my students above the numbers. I think that this video allows for a lot of meaningful reflection. 

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Filterable US Race/Income map

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Justice Map - Visualize race and income data for your community.

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High resolution map of race and income in the US. Also includes a set of open map layers, an API, tools to build your own maps, and more.

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Demographics

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Created by Dustin Cable, July 2013

Frequently Asked Questions
Access and Use Policy - describes how this map should be cited and used.
Congressional Dot Map with election results.
High Resolution Image of the Racial Dot Map

The map was created by Dustin Cable, a former demographic researcher at the University of Virginia's Weldon Cooper Center for Public Service. Brandon Martin-Anderson from the MIT Media Lab and Eric Fischer, creator of social media dot maps, deserve credit for the original inspiration for the project. This map builds on his work by adding the Census Bureau's racial data, and by correcting for mapping errors.

Each of the 308 million dots are smaller than a pixel on your computer screen at most zoom levels. Therefore, the "smudges" you see at the national and regional levels are actually aggregations of many individual dots. The dots themselves are only resolvable at the city and neighborhood zoom levels.

Each dot on the map is also color-coded by race and ethnicity. Whites are coded as blue; African-Americans, green; Asians, red; Hispanics, orange; and all other racial categories are coded as brown.

Since dots are smaller than one pixel at most zoom levels, colors are assigned to a pixel depending on the number of colored dots within that pixel. For example, if a pixel contains a number of White (blue dots) and Asian (red dots) residents, the pixel will be colored a particular shade of purple according to the proportion of each within that pixel.

Different shades of purple, teal, and other colors can therefore be a measure of racial integration in a particular area. However, a place that may seem racially integrated at wider zoom levels may obscure racial segregation at the city or neighborhood level.

Take the Minneapolis-St. Paul metro area as an example:

While Minneapolis and St. Paul may appear purple and racially integrated when zoomed out at the state level, a closer look reveals a greater degree of racial segregation between different neighborhoods in both cities. While some areas remain relatively integrated, there are clear delineations between Asian, black, and white neighborhoods.

Toggling between color-coded and non-color-coded map views in lightly populated areas provides more contrast to see differences in population density. Take North and South Dakota as illustrative examples:

In the black and white version, it is easier to see the smaller towns and low-density areas than in the color-coded version. Different monitor settings and configurations may make it harder or easier to see color variations in lightly populated areas, but the non-color-coded map should always show differences in population density fairly well.

The locations of the dots do not represent actual addresses. The most detailed geographic identifier in Census Bureau data is the census block. Individual dots are randomly located within a particular census block to match aggregate population totals for that block. As a result, dots in some census blocks may be located in the middle of parks, cemeteries, lakes, or other clearly non-residential areas within that census block. No greater geographic resolution for the 2010 Census data is publicly available (and for good reason).

A more accurate portrayal of the geographic distribution of residents is possible if data is available on the location of parks, buildings, and/or physical addresses. Individual dots could therefore be conditionally placed based on this data.

All of the data displayed on the map are from the U.S. Census Bureau 2010 Summary File 1 (SF1) dataset made publicly available through the National Historical Geographic Information System from the U.S. Census Bureau. Table P5, "Hispanic or Latino Origin by Race," was merged with block-level state shapefiles from the National Historical Geographic Information System. The data is based on the "census block," the smallest area of geography for which data is collected (roughly equivalent to a city block in an urban area). Five racial categories were created based on the data in table P5: non-Hispanic White, non-Hispanic Black, non-Hispanic Asian, Hispanic or Latino, and a category for all other racial categories including the multiracial identifications. The sum of all five categories equals the total population.

Python was used to read the 50 state and District of Columbia shapefiles (with the merged SF1 data). The GDAL and Shapely libraries were used to read the data and create the point objects. The code retrieves the population data for each census block, creates the appropriate number of geographic points randomly distributed within each census block, and outputs the point information to a database file. The resulting file has x-y coordinates for each point, a quadkey reference to the Google Maps tile system, and a categorical variable for race. The final database file has 308,745,538 observations and is about 21 GB in size. The processing time was about five hours for the entire nation.

The database file was then sorted by quadkey and converted to a .csv format. SAS was able to do this within an hour without crashing.

Processing 2.0.1 for 64-bit Windows was used to create the map tiles. The Java code reads each point from the .csv file and plots a dot on a 512×512 .png map tile using the quadkey reference and x-y coordinates. The racial categorical variable is used to color-code each plotted dot. This process used the default JAVA2D renderer, but other platforms may work better using P2D. Map tiles were created for Google Maps' zoom levels 4 through 13 to make the final map. A non-color-coded map was also produced to help add more contrast for lightly populated areas. In total, the color-coded and non-color-coded maps contain 1.2 million .png files totaling about 7 GB. Producing all of the map tiles in Processing took about 16 hours for the two maps.

The Google Maps API is used to display the map tiles. Map tiles with zero population are never created using the above method. Therefore, an index was used to tell the map application whether a tile exists in order to prevent 404 errors.

The entire code is up on GitHub and was adapted from code developed by Brandon Martin-Anderson and Peter Richardson in order to account for the racial coding and errors in reading the shapefiles.

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Created by Dustin Cable, July 2013 Frequently Asked Questions Access and Use Policy - describes how this map should be cited and used. Congressional Dot Map with election results. High Resolution Image of the Racial Dot Map The map was created by Dustin Cable, a former demographic researcher at the University of Virginia's Weldon Cooper Center for Public Service.

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Gloria Ladson-Billings - Successful Teachers of African American Children

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by Chelsea Lee

If you write about students in elementary, middle, or high school, then you've had to consider how to write grade numbers: eighth grade? 8th grade? Grade 8? Which is right? Should there be a hyphen?

In APA Style, the rules for presenting numbers apply to the presentation of grade numbers. This post will explain the most common formats.
Grade + a Numeral
When the word grade is followed by a numeral, always capitalize grade and use a numeral for the grade number.
Ordinal Number + Grade
When writing a grade in its ordinal form, use words for Grades 1-9 and numerals for Grades 10, 11, and 12.

However, if an ordinal number 10 or above starts a sentence, then use words.

Also, if you are writing four or more grades in the same sentence, then use numerals for all of them.
Hyphens With Grade Numbers
Use a hyphen with a grade number when the ordinal form is used as a compound adjective before a noun. Otherwise, do not use a hyphen with a grade number.

If several ordinal grades are presented in a series of compound adjectives, then use hyphens with each.
Grade Names Without Numbers
Lowercase nonnumerical words referring to grades or groups of grades (except for the K in pre-K and K-12). Also note that compounds written with the word school do not use a hyphen (e.g., high school students), because these terms are written as open compounds per Merriam-Webster's Dictionary.
On the Value of Rephrasing
Sometimes these rules intersect in ways that may make a sentence look awkward; in the sentence below, it is correct to use a word for ninth and numerals for 10th and 11th, and although there is nothing wrong with this from an APA Style perspective, it may set off internal alarm bells for you.

Often the awkwardness can be resolved by rephrasing the sentence. Although this is not required, it may make you feel happier about your writing, and we are all for you feeling happy about your writing.

For more on numeral usage, see Sections 4.31-4.38 (pp. 111-114) of the sixth edition of the Publication Manual. If you have additional questions about how to write about grades in APA Style, leave a question in the comments section.

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APA Style Blog: How to Write Grade Numbers in APA Style

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by Chelsea Lee If you write about students in elementary, middle, or high school, then you've had to consider how to write grade numbers: eighth grade? 8th grade? Grade 8? Which is right? Should there be a hyphen? In APA...

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CEL 4 Dimensions of Instructional Leadership

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CEL 4 Dimensions of Instructional Leadership

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4 Dimensions of Instructional Leadership  CEL

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Chapters 1-5

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Can assignments be posted before they are are due (posted by a specific date) to ensure work time and clarification. 

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Can assignments be posted before they are are due (posted by a specific date) to ensure work time and clarification. 

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The 34 Strengths

Achiever
People especially talented in the Achiever theme have a great deal of stamina and work hard. They take great satisfaction from being busy and productive.

Activator
People especially talented in the Activator theme can make things happen by turning thoughts into action. They are often impatient.

Adaptability
People especially talented in the Adaptability theme prefer to "go with the flow." They tend to be "now" people who take things as they come and discover the future one day at a time.

Analytical
People especially talented in the Analytical theme search for reasons and causes. They have the ability to think about all the factors that might affect a situation.

Arranger
People especially talented in the Arranger theme can organize, but they also have a flexibility that complements this ability. They like to figure out how all of the pieces and resources can be arranged for maximum productivity.

Belief
People especially talented in the Belief theme have certain core values that are unchanging. Out of these values emerges a defined purpose for their life.

Command
People especially talented in the Command theme have presence. They can take control of a situation and make decisions.

Communication
People especially talented in the Communication theme generally find it easy to put their thoughts into words. They are good conversationalists and presenters.

Competition
People especially talented in the Competition theme measure their progress against the performance of others. They strive to win first place and revel in contests.

Connectedness
People especially talented in the Connectedness theme have faith in the links between all things. They believe there are few coincidences and that almost every event has a reason.

Consistency
People especially talented in the Consistency theme are keenly aware of the need to treat people the same. They try to treat everyone in the world with consistency by setting up clear rules and adhering to them.

Context
People especially talented in the Context theme enjoy thinking about the past. They understand the present by researching its history.

Deliberative
People especially talented in the Deliberative theme are best described by the serious care they take in making decisions or choices. They anticipate the obstacles.

Developer
People especially talented in the Developer theme recognize and cultivate the potential in others. They spot the signs of each small improvement and derive satisfaction from these improvements.

Discipline
People especially talented in the Discipline theme enjoy routine and structure. Their world is best described by the order they create.

Empathy
People especially talented in the Empathy theme can sense the feelings of other people by imagining themselves in others' lives or others' situations.

Focus
People especially talented in the Focus theme can take a direction, follow through, and make the corrections necessary to stay on track. They prioritize, then act.

Futuristic
People especially talented in the Futuristic theme are inspired by the future and what could be. They inspire others with their visions of the future.

Harmony
People especially talented in the Harmony theme look for consensus. They don't enjoy conflict; rather, they seek areas of agreement.

Ideation
People especially talented in the Ideation theme are fascinated by ideas. They are able to find connections between seemingly disparate phenomena.

Includer
People especially talented in the Includer theme are accepting of others. They show awareness of those who feel left out, and make an effort to include them.

Individualization
People especially talented in the Individualization theme are intrigued with the unique qualities of each person. They have a gift for figuring out how people who are different can work together productively.

Input
People especially talented in the Input theme have a craving to know more. Often they like to collect and archive all kinds of information.

Intellection
People especially talented in the Intellection theme are characterized by their intellectual activity. They are introspective and appreciate intellectual discussions.

Learner
People especially talented in the Learner theme have a great desire to learn and want to continuously improve. In particular, the process of learning, rather than the outcome, excites them.

Maximizer
People especially talented in the Maximizer theme focus on strengths as a way to stimulate personal and group excellence. They seek to transform something especially talented into something superb.

Positivity
People especially talented in the Positivity theme have an enthusiasm that is contagious. They are upbeat and can get others excited about what they are going to do.

Relator
People who are especially talented in the Relator theme enjoy close relationships with others. They find deep satisfaction in working hard with friends to achieve a goal.

Responsibility
People especially talented in the Responsibility theme take psychological ownership of what they say they will do. They are committed to stable values such as honesty and loyalty.

Restorative
People especially talented in the Restorative theme are adept at dealing with problems. They are good at figuring out what is wrong and resolving it.

Self-assurance
People especially talented in the Self-Assurance theme feel confident in their ability to manage their own lives. They possess an inner compass that gives them confidence that their decisions are right.

Significance
People especially talented in the Significance theme want to be very important in the eyes of others. They are independent and want to be recognized.

Strategic
People especially talented in the Strategic theme create alternative ways to proceed. Faced with any given scenario, they can quickly spot the relevant patterns and issues.

People especially talented in the Woo theme love the challenge of meeting new people and winning them over. They derive satisfaction from breaking the ice and making a connection with another person

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The 34 Strengths - Clifton Strengths - Onondaga Community College

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Achiever People especially talented in the Achiever theme have a great deal of stamina and work hard. They take great satisfaction from being busy and productive. Activator People especially talented in the Activator theme can make things happen by turning thoughts into action. They are often impatient.

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The Poverty Trap: Slack not Grit Creates Student Achievement 

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The Poverty Trap: Slack not Grit Creates Student Achievement 

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Learning Policy Update

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Interactive map highlighting a number of key factors that reflect and influence teacher supply and attrition. http://bit.ly/2ctRs2u

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While watching the Sinek video I believe he defined the root of so many of our social issues and problems.  True leadership in the capacity that Sinek defined looks and feels like what I would define as servant leadership, serving others and building them up so that they may obtain their full potential and knowing that (not simply believing) any effort given will benefit the whole.  This feels and looks like love.  I won’t stretch this idea into politics or the economy but historically they have been and they fail miserably because of our flawed nature as women and men.  I loved this model of leadership, of serving others and knowing that they will do the same for you but is this actually the world we live in?  I wish that it were.  Can we become leaders like the ones Sinek illustrated and observed…yes…but I wonder if outside of the military and perhaps the church, if a community exists where this type of servant leadership is utilized and honored.

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Sherri Liebscher - I believe the extreme life and death military examples do exemplify leadership and pertain to the "safer" world of business and schools as well. My boys are in boy scouts and I really this activity for them as it places the boys in choosing leaders from their peers and guides them how to lead at an early age to take care of their patrol. The leaders of the middle school organization are strong and give a good example or organization and cohesiveness as a whole troop. Being an undergraduate business major, I have seen how many corporations may have been practicing the wrong models. I believe in general that if children and adults as well are given positive feedback and self esteem, their level of energy and commitment increases exponentially

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Sherri Liebscher - I believe the extreme life and death military examples do exemplify leadership and pertain to the "safer" world of business and schools as well. My boys are in boy scouts and I really this activity for them as it places the boys in choosing leaders from their peers and guides them how to lead at an early age to take care of their patrol. The leaders of the middle school organization are strong and give a good example or organization and cohesiveness as a whole troop. Being an undergraduate business major, I have seen how many corporations may have been practicing the wrong models. I believe in general that if children and adults as well are given positive feedback and self esteem, their level of energy and commitment increases exponentially

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Robin DiAngelo: All systems of oppression are highly adaptive, and they can adapt to challenges and incorporate them. They can allow for exceptions. And I think the most effective adaptation of the system of racism to the challenges of the civil rights movement was to reduce a racist to a very simple formula. A racist is an individual - always an individual, not a system - who consciously does not like people based on race - must be conscious - and who intentionally seeks to be mean to them. Individual, conscious, intent. And if that is MY definition of a racist, then your suggestion that anything I've said or done is racist or has a racist impact, I'm going to hear that as: you just said I was a bad person. You just put me over there in that category. And most of my bias anyway is unconscious. So I'm not intending, I'm not aware. So now I'm going to need to defend my moral character, and I will, and we've all seen it. It seems to be virtually impossible based on that definition for the average white person to look deeply at their socialization, to look at the inevitability of internalizing racist biases, developing racist patterns, and having investments in the system of racism - which is pretty comfortable for us and serves us really well. I think that definition of a racist, that either/or, what I call the good/bad binary is the root of virtually all white defensiveness on this topic because it makes it virtually impossible to talk to the average white person about the inevitable absorption of a racist world-view that we get by being literally swimming in racist water.

White fragility is meant to capture the defensiveness that so many white people display when our world views, our identities or our racial positions are challenged. And it's a very familiar dynamic. I think there's a reason that term resonated for so many people. I mean even if you yourself are to explain white fragility it's fairly recognizable that in general white people are really defensive when the topic is racism and when they are challenged racially or cross racially.

So the fragility part is meant to capture how easy it is to trigger that defensiveness. For many white people the mere suggestion that being white has meaning will set us off. Another thing that will set us off is generalizing about white people. Right now I'm generalizing about white people, and that questions a very precious ideology, which is: most white people are raised to see ourselves as individuals. We don't like being generalized about. And yet social life is patterned and observable and predictable in describable ways. And while we are, of course, all unique individuals, we are also members of social groups. And that membership is profound. That membership matters.

We can literally predict whether my mother and I were going to survive my birth and how long I'm going to live based on my race. We need to be willing to grapple with the collective experiences we have as a result of being members of a particular group that has profound meaning for our lives. We live in a society that is deeply separate and unequal by race. I think we all know that. How we would explain why that is might vary, but that it's separate and unequal is very, very clear.

While we who are white tend to be fragile in that it doesn't take much to upset us around race, the impact of our response is not fragile at all. It's a kind of weaponized defensiveness, weaponized hurt feelings. And it functions really, really effectively to repel the challenge. As a white person I move through the world racially comfortable virtually 24/7. It is exceptional for me to be outside of my racial comfort zone, and most of my life I've been warned not to go outside my racial comfort zone.

And so on the rare occasion when I am uncomfortable racially it's a kind of throwing off of my racial equilibrium, and I need to get back into that. And so I will do whatever it takes to repel the challenge and get back into it. And in that way I think white fragility functions as a kind of white racial bullying, to be frank. We make it so miserable for people of color to talk to us about our inevitable and often unaware racist patterns that we cannot help develop from being socialized into a culture in which racism is the bedrock and the foundation. We make it so miserable for them to talk to us about it that most of the time they don't, right? We just have to understand that most people of color that are working or living in primarily white environments take home way more daily slights and hurts and insults than they bother talking to us about.

Because their experience is: they're going to risk more punishment. They're going to lose the relationship. They're going to have their experience minimized, explained away. They're going to cause the person to feel attacked or hurt. And in that way white fragility functions as a kind of everyday white racial control. None of that has to be intentional or conscious, but that is how it functions. And there's a question that's never failed me in my efforts to unpack, "How do we pull this off?" How do so many of us who are white individually feel so free of racism and yet we live in a society that is so profoundly separate and unequal by race? And the question that's never failed me is not, "Is this true or is this false, is this right or is this wrong," but: "How does it function? How do these narratives that I tell, how do they function?"

When I tell you "Well, I'm just an individual. Why can't we all just be individuals?"

When I tell you, "I was taught to treat everyone the same."

When I tell you, "but it's focusing on race that divides us."

When I tell you, "but I have lots of friends of color!"

Those narratives have not changed our outcome, and they function to take race off the table and to exempt the person from any further engagement. And in doing that they function to protect the current racial hierarchy and the white position within it. It doesn't have to be what I'm intending to do, but it is the impact of those narratives.

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Why "I'm not racist" is only half the story

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Robin DiAngelo: All systems of oppression are highly adaptive, and they can adapt to challenges and incorporate them. They can allow for exceptions. And I think the most effective adaptation of the system of racism to the challenges of the civil rights movement was to reduce a racist to a very simple formula.

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Sir Ken Robinson: Changing education paradigms

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In this talk from RSA Animate, Sir Ken Robinson lays out the link between 3 troubling trends: rising drop-out rates, schools' dwindling stake in the arts, and ADHD. An important, timely talk for parents and teachers.

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I really appreciated the message of this video.  Just like Patricia, my mind went to how schools tend to operate and the school environments which I worked.  I was reflective in how some schools have been difficult and the leadership within them.  But it also makes me think of my personal classroom.  I have an advisory group that I am struggling with in terms of meeting expectations and what happens when I work with them at the end of the day.  Perhaps my struggle is a byproduct of wanting authority and them to operate under my expectations as an authority and not as a leader; without my clear purpose for wanting the classroom to operate in the way I would like they don’t feel safe enough.  It was just a nice thing to consider - especially thinking of our class norms in assuming the best in others.

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I enjoyed the video and how leadership is presented in a different way. Sinek's thoughts resonated with me as I have worked under leaders who have made me feel safe and valued; and others who have made me feel threatened.  I liked when he talked about leaders verses authorities. I want to work on developing some of these skills.

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Whoa!  Mind blown, not because of how well Ken Robinson present how education is changing but how simply he identifies the issues within our current education institutions.  Yesterday I put forth a new research topic with a working title of The Humanity and Purpose of Public Education.  As a mother and special education teacher I am a bridge maker and have traditionally been a peace maker.  Because we are all aware of the school to prison pipeline and the economic profit of institutionalized labor I believe that we should all be asking ourselves why we believe the education that were peddling is the one to get behind and support.  Much like asking a Missionary why they believe what they believe and if there could be other ways to salvation.  As my children move through public education I’ve watched them lose their love for learning, for exploring their world, and asking why/how.  Why are my babies stressed?  What do they need to be successful and happy in life?  Why did we choose to send them off as babies to strangers who don’t love or care for them? This video validated some of my thinking, and what I’ve been feeling since I started teaching three years ago.  Our big box model of education is out dated and isn’t “good enough” for anyone’s babies…we need to identify the problems and find the solutions.

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I loved this so much!  What a great video and valuable perspective.  Defining a racist as an individual with conscious intent is so important.  My family and I were born and raised in Kansas and I believe that my family is filled with good, wonderful people…however they are racist and completely unconscious of their bias and uncomfortable with any conversation that would explore the system of racism which allows them to live life the way that they are able.  When I bring up race and racism in our institutions, and society at large family functions become uncomfortable and the room shatters with “white fragility” the excuses which “serve to take race off of the table” and “function to protect the racial hierarchy” to which white privilege would suffer without.  This fight is where my heart is.

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After re-watching this video, what I meant by my earlier comment of not understanding is that the terminology was unfamiliar to me and because it did not give specific examples, I wasn't exactly sure what was meant. I think more of a clip of this video would give more understanding. 

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After re-watching this video, what I meant by my earlier comment of not understanding is that the terminology was unfamiliar to me and because it did not give specific examples, I wasn't exactly sure what was meant. I think more of a clip of this video would give more understanding. 

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http://www.citationmachine.net/apa/cite-a-book

https://academicguides.waldenu.edu/writingcenter/apa

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One of my favorite resources for APA (and any formatting really) is http://www.citationmachine.net/apa  

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One of my favorite resources for APA (and any formatting really) is http://www.citationmachine.net/apa  

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1) This article defined a literature review as a collection of research in a specific field with the purpose of summarizing and synthesizing the arguments and ideas of others while the purpose of a research paper is to support an argument.
2) A literature review can be written both as a paper or as a section of a paper. In our case, we are writing a literary review as a paper.

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I wasn’t very impressed with this video; however, I get the concept.  When people feel safe inside their organization, they are free to take chances and improve their work environment.  It is like a teacher asking a student to read out load in front of a class.   If the teacher has established safe and protected environment, where mistakes are accepted and corrected, not ridiculed or teased then the students feel free to attempt the read aloud and will participate openly versus an unsafe environment where the student is ridiculed and teased for making mistakes.  Students in this environment will not participate and refuse to read out loud.  

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I wasn’t very impressed with this video; however, I get the concept.  When people feel safe inside their organization, they are free to take chances and improve their work environment.  It is like a teacher asking a student to read out load in front of a class.   If the teacher has established safe and protected environment, where mistakes are accepted and corrected, not ridiculed or teased then the students feel free to attempt the read aloud and will participate openly versus an unsafe environment where the student is ridiculed and teased for making mistakes.  Students in this environment will not participate and refuse to read out loud.  

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In this brief but concise video Gloria Ladson-Billings is saying educators should treat their students with respect and remember that all students are valuable people who bring a unique perspective to the classroom. Finally, teach your students to think critically about current events.  Even though Mrs. Ladson-Billings is speaking about the African American student population, I believe it is relevant to all.

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In this brief but concise video Gloria Ladson-Billings is saying educators should treat their students with respect and remember that all students are valuable people who bring a unique perspective to the classroom. Finally, teach your students to think critically about current events.  Even though Mrs. Ladson-Billings is speaking about the African American student population, I believe it is relevant to all.

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1 Min. Relection

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Flipgrid is where social and emotional learning happens! The leading video discussion platform for millions of PreK to PhD educators, students, and families.

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Choose seven and thoughtfully respond on the content and delivery.

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Flipgrid is where social and emotional learning happens! The leading video discussion platform for millions of PreK to PhD educators, students, and families.

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10:30-11-

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“In America it is theft, but in France...homage.”  I’m definitely paraphrasing but this quote, attributed to French director Jean-Luc Godard, is his wry take on the idea of cinematic influences.  I thought of it after reading the quote by Mizner because I feel it is expressing a similar sentiment.  The ideas that come before us are there to inspire and challenge us.  This is what Godard was trying to express with his comment.  While I may not use the word “inspire” for Mizner, I do interpret it to mean that the literature that is out there is for us to learn and grow from, making the world a better place along the way (if possible).