Content Complexity in High School English: An Analysis of Common Core State Standards and Past Massachusetts Curriculum

There has been much debate about having standardized curricula content standards for all. Some have criticized state curriculum content standards for varying in quality by state. The purpose of this study was to compare content complexity as it appears within the high school English Language Arts Common Core State Standards (CCSS) and the former state standards of Massachusetts, the Massachusetts English Language Arts Curriculum Framework (2001), in Grades 9–12. Webb’s Depth of Knowledge (DOK) was the framework through which the analysis for this study was conducted. Webb described four levels of DOK as they apply to English language arts specific to reading and writing. DOK levels increase in cognitive complexity as tasks that students are required to complete move from Level 1 to 4. The level of cognition, according to the research within this study, required to reach higher order levels of thinking are DOK Levels 3 and 4. This includes, but is not limited to, exhibiting deep knowledge of subject matter, providing support for student thinking, writing with purpose for an intended audience, and performing complex analyses in reading or writing. State standards that do not exhibit a high level of content complexity may contribute to the stifling of high-order thinking, which is why it is essential to ensure that state standards promote critical thinking. This study was a qualitative content analysis which utilized Mayring’s step model to develop a procedure for reviewing the two sets of state standards. Additionally, the coding team utilized an independent method of coding standards (i.e. double-rater read-behind) to ensure greater internal reliability. Such a procedure was utilized in similar studie

Content Complexity in High School English: An Analysis of Common Core State Standards and Past Massachusetts Curriculum

There has been much debate about having standardized curricula content standards for all. Some have criticized state curriculum content standards for varying in quality by state. The purpose of this study was to compare content complexity as it appears within the high school English Language Arts Common Core State Standards (CCSS) and the former state standards of Massachusetts, the Massachusetts English Language Arts Curriculum Framework (2001), in Grades 9–12. Webb’s Depth of Knowledge (DOK) was the framework through which the analysis for this study was conducted. Webb described four levels of DOK as they apply to English language arts specific to reading and writing. DOK levels increase in cognitive complexity as tasks that students are required to complete move from Level 1 to 4. The level of cognition, according to the research within this study, required to reach higher order levels of thinking are DOK Levels 3 and 4. This includes, but is not limited to, exhibiting deep knowledge of subject matter, providing support for student thinking, writing with purpose for an intended audience, and performing complex analyses in reading or writing. State standards that do not exhibit a high level of content complexity may contribute to the stifling of high-order thinking, which is why it is essential to ensure that state standards promote critical thinking. This study was a qualitative content analysis which utilized Mayring’s step model to develop a procedure for reviewing the two sets of state standards. Additionally, the coding team utilized an independent method of coding standards (i.e. double-rater read-behind) to ensure greater internal reliability. Such a procedure was utilized in similar studie

Lincoln, Civil War national traveling exhibit on display in Booth Library

https://thekeep.eiu.edu/lincoln_2015_news/1004/thumbnail.jp

Targeting the "Real" Economic Costs of Teen Pregnancy: A Skill Building Approach for Early Adolescents

The University Archives has determined that this item is of continuing value to OSU's history.Jarmon, Brenda, Ph.D., School of Social Work, Florida State University, Tallahassee, FL - "Targeting the "Real" Economic Costs of Teen Pregnancy: A Skill Building Approach for Early Adolescents".The Ohio State University College of Social Wor

Can Your Dog Hear You? Perceptions About Canine Hearing Loss and Noise Exposure

This research study was designed to explore dog owners’ views on how often they expose their dogs to loud noises and whether or not the owners believe noise exposure affects their dogs’ hearing. Many humans are not aware that dogs, too, can suffer from hearing loss. To determine dog owners’ perceptions of the amount of noise exposure their dogs face and if their hearing is affected as a result, I created a survey for dog owners in Colorado. The results indicated that many dog owners do not believe they expose their dogs to loud noises. A majority of individuals were aware that noise exposure is harmful for their dog(s), but very few were interested in protecting their dogs’ hearing. It is not realistic to protect dogs from all loud noises, but informing owners and limiting consistent noise exposure is what will protects a dog’s hearing

Harry Potter to take over Booth Library

https://thekeep.eiu.edu/harrypotter20_press/1002/thumbnail.jp

DIPL 6114 Conflict Prevention

The course will cover the paradigm shift in warfare and identify the role and function of the principal actors working to prevent international conflict in theory and practice. Particular focus will be on the organizations and processes in a post September 11 world, as well as an analysis of the new arena of conflict. The course is interdisciplinary drawing on the areas of political economy, international relations, social movements, and security. 3 credit

Cracking the glass ceiling: A phenomenological study of women administrators in higher education

Women administrators in higher education, despite their significant numbers, have been of little concern to researchers. While legislative policies have helped women in higher education, despite these initiatives women in higher education still experience large disparities in salary, promotion and prestige. These indivisible barriers, that often keeps women down are referred to as the glass ceiling and was the focus of this study. The purpose of this qualitative phenomenological study was to describe the glass ceiling as perceived by women as senior level administrators in higher education in the Midwest. This study also sought to understand the characteristics of women in senior level administrative positions in higher education as well as the tools and resources necessary for women to obtain a senior level administrative position in higher education. In-depth interviews with seven women in senior level administrative positions were used to capture the essence of their lived experience in their current senior level administrative position. The findings of the study were presented in four themes: perception of the glass ceiling, characteristics and challenges, tools and resources and overcoming obstacles, and advice. The participants in this study provided valuable insights based on their many years of experience as senior level administrators in higher education that will assist women in middle management positions that are interested in a senior level administrative position in higher education. Their experience and advice is a candid reality that senior level administrative positions are a lot of work and sometimes require personal sacrifices but they are obtainable with proper guidance, support and strategic planning

DIPL 4117 International Mediation

The course will cover the paradigm shift in the conflict arena and identify the role and function of the principal actors working to prevent international armed struggle through mediation in theory and practice. Particular focus will be on the organizations, processes, and tools of methods and analysis used in conflict mediation. The course is interdisciplinary drawing on the areas of political economy, international relations, social movements, and security