Can someone please give me the steps on how to do this problem? I'm so confused...\n\nA school psychologist wanted to examine the effects of an incentive system on the number of in-class disruptions by four boys in 5th grade. During one week, all boys were exposed to the normal classroom environment. During week two, the boys were given an incentive for every 10 minutes that they did not disrupt the class. The mean difference in the number of disruptions between weeks one and two was 5 (SD=2 disruptions). Conduct the appropriate hypothesis test (alpha=.05) and determine if the incentive system had any effects on the boys disruptions. Write a brief paragraph to describe results using APA style.\n\nOnly serious answers please, I really need help. Could you also leave me an email if I have other questions please? This would mean a lot to me!! Thank so much!
208721
This is a Two Tailed test ... in other words, you are trying to determine if you have statistical evidence to suggest that the average change was something other than zero disruptions different between weeks 1 and 2 ... just because you saw a change of 5, doesn't mean anything ... it could just be a random fluke !\n\nHo (Null Hypothesis):  Sample Aveage change in distruptions was zero -- no change, or X-Bar = 0\nHa (alternative):  Sample Average change was not 0, or X-Bar <> 0\n\nAt the 0.05 (5%) level of significance (in total), you would have 0.025 probability in the upper end of the distribution and another 0.025 probability in the other end ... that's a total of 0.05 or 5%\n\nUsing your Z-Score table, you find the Z-Score (the number of Standard Deviations in a Standardized Normal Distribution with mean of 0 and Standard Deviation of 1) associated with 0.025 or 2.5% ... this is:\n\n-1.959961082 Standard Deviations from the mean for the low tail and 1.959961082 standard deviations from the mean for the high tail.\n\nSo, the number of standard deviations from a presumed mean of zero (under the null hypothesis) for the sample at hand is:\n\n( 5 - 0 ) / 2  = 2.5\n\nThat is to say, that if the Null Hypothesis of NO CHANGE in behavior were true, a legitimate value of 5 drawn purely randomly could still happen, but that would be 2.5 Standard Deviations away.\n\nBut, your upper and lower limits were only +/- 1.959961082 !!!\n\nSo 95% of the time, you would expect to see something between +/- 1.959961082 standard deviations from zero (within this range) ... but this time, you saw a value associated with a whopping 2.5 standard deviations from the presumed mean of zero ... (we'll call 1.959961082 = 1.96 here)\n\n<< I ACTUALLY MADE A LITTLE GRAPHIC HERE, BUT IT WON'T DISPLAY PROPERLY >>\n\nSo you would reject Ho.\n\nConclusion:  Based upon the sample taken, beleieved to be truely random and under the assumptions of normality, we have statistical evidience which would tend to suggest that the observed sample difference of 5 is statistically significant at the 95% confidence level, thereby, leading us to conclude, based upon the evidence observed, that the incentive system may have played a roll in the positive inprovement of the respondents.\n\nDoes this help ?   My contact information is in my profile.\n\nRegards,\n\nAlan
627811
I can't remember exactly which of the theories it is (Young-Helmholtz trichromatic theory or the opponent-process theory), I believe it's the opponent-process theory that explains it though. I'd have to do some figuring to explain it further since that was in the beginning of my AP Psych course.
472458
Excuse me but why in the world are you taking the PSAT this year?\n\nDo I detect an overly pushy parent in the background?\n\nYou are way, way too young for this kind of pressure and stress.
415459
I learned this from my class validictorian on how to study when I was in high school. You see you are not alone in this world. I was once in your shoes also. Give the following a try. I did work for me. I went from a C - D border line failing student to an A - B student in 4 weeks. First take notes in class? Take your notes & your book. Review each chapter before a test especially the night before a test. Take blank sheet of paper & copy your notes or chapter high lights from one page to another as review. While you are writing this you are self consiously remembering what you wrote. I would do this 2 times the night before a test/exam. During class listen to what the teacher is saying in class and write it down. Most teachers test you on what they talk about in class. If they repeat something you will have a 90% chance that it will be on a test. If they write on a white board. Write what they put on it. It is also on test. This does tend to cut into your social life on nights before a test but in the long run. It is you that will reap the rewards from the effort. I taught these study habits to my children & I am currently teaching my grandchildren this same study habit. It is tried & proven it does work. Good Luck you can do this. Be confident & strong. Things will improve along with your grades.
524934
When do you need it by? I have some that I could email to you tommorow. They collect data by the hour and number of times the behavior occured in the hour. Let me know! You can email me if you like.
138762
I did not take this specific course in college however I have studied it extensively since I have been practicing. I honestly believe it supplies more answers than many of the theorist were able to provide.  It of course is used in conjunction with theories in practice but there is honestly an area you miss out if you don't cover it.  Try reading Molecules of Emotion, I can't think of the author, she writes in a way that is very down to earth and yet really explores the impact of emotion on neurochemistry.  From their it is easier to expand into the concepts of behavior.
229977
Try doing your own research for your college class...lol!\n\nAnastasi is interested in subcategorizing different kinds of validity to ensure increased effectiveness of testing (e.g. content validity may not ensure a useful score because of cultural validity considerations).\nGronlund focuses primarily on usefulness of results as the primary determination of vailidy.\n\nHere's something to get you started (I know about that evil writer's block problem...)...Just don't forget that APA format for your citation of these websites in the bibliography!\n\nhttp://www.burns.com/wcbcontval.htm\nhttp://www.gower.k12.il.us/Staff/ASSESS/4_ch2.htm\nhttp://teaching.berkeley.edu/bgd/quizzes.html\nhttp://cwx.prenhall.com/bookbind/pubbooks/linn/chapter4/objectives/deluxe-content.html
186307
Interesting question (I think it is a question.) Seems to me there is enough blame to go around...let's not stop with teachers. How about the students themselves? How about the parents? We have seen a huge dumbing down of students in the past 30 years...lowest common denominator effect, or "let no child be left behind." When students are pushed further into classes they cannot understand, when the quality of education is such that many students are left in the dark, when parents remain detached from their children and expect teachers to do it all, we have what we now have...a nation of illiterate kids graduating from high school Not all students are illiterate, but you don't have to look further than the questions/answers here to see that many kids cannot spell, cannot write a sentence, and cannot communicate clearly with written words. We have spawned a system where it is NOT cool to be educated, and certainly NOT cool to achieve anything in public schools. NERD is all but a curse word, isn't it? Yet it is the Nerds who inherit the jobs, the salaries, the world. Kids may think it is "cool" to be ignorant, but there comes a day when they must look around and wonder how they were left out ... of everything. IF I were to come home with a bad grade, IF I were to not do my homework, IF I were to mouth off to a teacher, I wouldn't sit for a week. So, to avoid the punishment, I did the work. Isn't it strange today that when a child misbehaves, the parents are up in the face of the teacher with accusations, threats, etc. Is it any wonder that teachers give up trying to educate a bunch of students who have no interest beyond text messaging? Teachers head into the career thinking they will make a difference. It doesn't take long for them to find out they are underpaid baby sitters of out-of-control thugs and brats. Unfortunatly, time has a way of evening things out. Sad to say, but I am glad I do not have to face the daily challenges of gangs, bullies, and "cool" people that students are surrounded by today.
202014
Since all teachers have different ways of torturing their students, I suggest you take your query and the answers you receive directly to the source.  Make your teacher EXPLAIN exactly what it is that they are expecting you to do.  To me "cleanup" would mean to rewrite it to benefit your original statement, but even that seems too bizarre for a solution to your problem.  Maybe it is the use of real & ficticious characters your teacher was making reference to.  Good luck, I'm probably NO help. Thanks for the brain teaser!
468608
Twenty pages of worksheets?  Are you joking?  That is just going to bore the students into bad behaviour.  Why not assign a different review activity?  Maybe assign each group a major vocab AND grammar concept from the semester, and have them design a game to test their classmates' knowledge of that area.  Or again, give groups a grammar and vocab concept and have them work together to write a script for a short play (or scene) that reviews that concept.  Let them work together to memorize the play and they can perform it when you return to show the work they did.  \n\nAs for English, if you normally spend the entire block in silent reading then I guess you could continue to do that.  But again, why not give the students something that actually ENGAGES them in the learning process?  Have them find a news story that reflects one of the central issues in the play.  When they come to class they can work in groups to discuss how their chosen story relates to the play.  Then ask them to swap news stories with a partner and write a letter to the editor relating that story to the play to current events to their opinions.\n\nThe worst thing you can do when you've got a sub is to give the kids mindless work, which seems to be exactly what you've got planned.  You're just asking for them to act out.
287359
My goodness!  The SRA reading kits!  I loved them as a student - but that wasn't yesterday.  I have retired from a teaching career.  I remember how disappointed I would be if our teacher skipped SRA time!!  And at the end of the year I had progressed to the second last color - I think it was blue - I had really hoped to get to the top!! \n\nI did use a more updated version many years ago with third and fourth graders and some of them thought they were ok, while others detested them.  However,  I think they will be a good resource for students who are independent learners, and who like that sort of thing.  Many kids get a kick out of using the kinds of things their parents might have used.  Many kids enjoy the fact that they are self-directed, and that they can progress at their own rate.  For kids who don't like to do a lot of reading at one sitting, the stories are fairly short.  The speed with which kids can progress can be very enhancing to their self esteem and self confidence.  Students score their own work, which many like to do. \n\nThey can be a very good support to you in designing individualized materials as you need them, and possibly in setting up centers in your class if you use centers.  As others have indicated, they are sequential, so you can easily use them for ideas for activities and topics. Use them to design cloze precedures for example.  Write your own more indepth exercises if you need them.  Use the stories as a jumping off place for students to do more in depth research of a topic.\n\nYou can sign up for a free on-line monthly newsletter about the SRA labs at the link I've included.  New, much more colorful editions of the labs are available.\n\nBest of luck with it.  Pretty much anything kids will read is a good resource.
164589
I totally agree! We have massive problems in our school district. My children are fortunate enough to have a parent who is involved with their school. PK-5 these children are taught ridiculous ways of working their Math. Most of the questions are in the same format, so they memorize the formula. But if you ask them, "What is 100 divided by 5?" they cannot give you an answer. Our schools focus on TAKS tests, and this is what is coached all year. My 10 year old says "This is a waste of my time" they are not provided with any art classes, or recess (they do have PE), they are getting burned out by 4th grade. sorry for rambling.
35099
FIrst of all, what do you mean by authestic??  Do you mean AUTISTIC? If so then you should know how the word is spelled since you are their teacher. \n\nSecond of all, if you left the classroom and had a breakdown, were the kids left in the classroom alone? Since they have special needs and could have gotten into/done anything while you were out, that could be terms for firing.\n\n\nMaybe you can request some time off so you can get your bearings back??\n\n*******************it's MONDAY, I am curious to know what happened!
656656
Read this\nhttp://www.psychologytoday.com/articles/PTO-20030616-000002.html
316197
I had this same problem (but in college so I'm really feelin' for you!).  I think the study group is an excellent idea.  I would also express your concerns to your student advisor.  This guy should not be teaching and is obviously ill-suited to teach this subject.  Just because someone knows a subject doesn't mean they can teach it.  I would seriously get everyone in the class together and try to ask your teacher if everyone is supposed to be feeling so frustrated and afraid that they are going to fail.  If he gives everyone in the class a low grade it will reflect badly on him so if he is still being unreasonable suggest that he grade on the bell curve and hope you are on the good side of the curve.  This is a tough problem but definitely let someone in the school administration know that this is going on.  Good luck.
620997
I totally agree that the testing and assessment is focusing not just on memorization, but memorization of certian information.  It is so focused that those kids who have a natural interest or aptitude for certain subjects can't get beyond the basics in class.\n\nWe need to bring back discussions, research papers, etc.  I was writing research papers as early as 3rd grade.\n\nUNFORTUNATELY another big affect on the kids today in learning, is lack of parental involvement.  With both parents working (sometimes multiple jobs) or single parents struggling just to put food on the table, there is often not enough time in the day (or energy in their body) for some parents to be more involved in their child's education process.\n\nNot only does the school system need to reasses their programs (No Child Left Behind is good in theory, but needs some reform)... but parents need to be more involved and in some areas that means we need an economic/income boost.
512151
As a teacher, I suspect how well you do on this assignment depends a great deal on the personality of the teacher and the groupthink of your class. One approach follows: \n\nBefore anything, narrow and define the scope of your topic and explicitly tell the class that you've done that when you do your presentation (example: politically motivated censorship laws in the United States). \n\n1. Study and list the techniques of propaganda (you could look at wiki for this). \n\n2. Pick an extremely controversial secondary topic and make a position on it (example: it is morally defensible to torture people). \n\n3. Construct an argument for your position on the controversial topic using all the propaganda techniques you've learned. Write it out. Practice speaking it and revise it until it is less than 10 minutes.\n\n4. Do research on the topic for factual information (use well regarded peer reviewed academic journal articles (from Jstor, etc.), not newspapers and not general web pages or web reference tools) that supports a different (preferably not opposite) perspective on the controversial topic (example: mental illnesses in which people perceive other's socially accepted behavior to be torture towards them). Construct another argument for this new position (for example, the negative role of confrontational shock treatment in therapy for this mental illness), based only on the factual, well researched information and use NONE of the propaganda techniques that you now know. Use numbers, ratios, trends, specific cases, study results and implications for further research or action, names, places. Be specific and detailed. Write it out. Practice speaking it and revise it until it is less than 10 minutes.\n\n5. For your presentation:\na. Tell the class and teacher that you will give them 2 short speeches with some explanatory remarks and then ask them two questions.\na. Do your first propaganda position speech.\nb. Tell the class that you have a rebuttal that would not be heard in the presence of censorship laws, but that due to the teacher's lack of censorship, they will now hear it.\nc. Do your second, non-propagada, factual position speech.\nd. Read the list of propaganda techniques and explain how you used each one in your first speech and note their absence in the second.\ne. First question to class: In the presence of censorship, so that  you wouldn't have heard the second speech, how thorough and useful for decision making was your understanding of the topic? Did your understanding of the topic change after the second speech , which you wouldn't have heard under censorship?     \nf. Second question to class: What flaws do you see, based on your new knowledge of propaganda techniques, in my argument against censorship that was implied in my first question? How is censorship institutionally embodied in the cultural distribution of knowledge (how do most people find out about things? Do some people have more access than other people (both in writing material and in reading it) to those ways of finding things out (That's a form of implicit censorship, the suppression of alternatives)? \n\nThis process may not help you in your school project, but it will make you a more interesting person as an adult and have more influence in society than you do now.\n\nThere, how was that for pompous advice?