How to best identify an evidence-based practice?
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– ## book6.docx **## book6.docx** Part A In Milestone One, you analyzed the brand implications of reopening the park, and you have delivered the analysis report in the form of a presentation. In your role as regional marketing director of one of the theme parks in the southeastern United States, you…
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**## book6.docx**
Part A
In Milestone One, you analyzed the brand implications of reopening the park, and you have delivered the analysis report in the form of a presentation. In your role as regional marketing director of one of the theme parks in the southeastern United States, you have been tasked by your CMO with designing a marketing plan to address the marketing and branding needs of reopening the park. You will create a customizable strategic marketing plan, which you will implement for your own park and share with the other regional directors of marketing. The other directors will implement the same strategy based on the needs and demographics of their respective parks.
Your strategic marketing plan will be presented in a PowerPoint presentation. In this presentation, you will elaborate on the traditional and digital marketing methods and discuss how these marketing methods are aligned with each other. You will also discuss the crisis management strategies that should be implemented prior to the reopening of parks and perform some further analysis of legal and ethical issues, which might have negative impacts on the brand.
Prompt
Based on the information provided to you, share a completed customizable marketing plan for the reopening of the individual park. Your presentation should include the following critical sections with relevant guiding information:
1. Determine two
**methods to be used for consumer research** in developing the marketing plan. Provide rationale (Slide 1).
2. Keeping the target audience in mind, determine three
**traditional marketing methods** you will use in developing the marketing plan and provide a rationale. Your response should address the following (Slides 2–4):
a. How will identified methods help in the acquisition of new customers?
b. How will identified methods help in the retention of existing customers?
c. What are the advantages and disadvantages of identified methods?
3. Keeping the target audience in mind, determine three
**digital marketing methods** you will use in developing the marketing plan and provide a rationale. Your response should address the following (Slides 5–7):
a. How will identified methods help in the acquisition of new customers?
b. How will identified methods help in the retention of existing customers?
c. What are the advantages and disadvantages of identified methods?
4. Explain how the
**traditional and digital marketing methods you have selected will work together to optimize the brand**. Your response should address the following (Slide 8):
a. Which method do you think could be most impactful in addressing your target audiences?
b. Which method do you think could be most effective in branding?
c. Can both digital and traditional marketing support the brand and growth of the business?
5. Explain the
**crisis management strategies** that should be implemented prior to reopening. Your response should address the following (Slide 9):
a. How can we focus on customer expectations to improve brand damage from the incident?
b. How can we support our employees’ needs in reopening the park?
c. What possible crises could arise relevant to the incident and reopening?
6. Determine
**one legal and one ethical issue** that could arise and negatively impact the organization’s brand image upon reopening, and provide proactive steps that could be taken now to prevent them (Slide 10).
What to Submit
Submit a narrated PowerPoint presentation with 10–12 slides.
Part B
**Hypothesis Testing**:
Data set 2 presents a sample of the number of defective flash drives produced by a small manufacturing company over the last 30 weeks. The company’s operations manager believes that the number of defects produced by the process is less than seven defective flash drives per week. Use
[this online calculator](http://www.usablestats.com/calcs/1samplet) (or any statistical package that you are comfortable with) to construct a hypothesis test to verify the operations manager’s claim. Your hypothesis test should include null and alternative hypotheses, a t test statistic value, a p-value, a decision, and a conclusion. Submit a Word file that includes the hypothesis test.
Specifically, the following
**critical elements** must be addressed:
I.
**Methodology**
II.
**Analysis**
Part C
The vice-president of administration at your company wonders whether employees are taking adequate amounts of vacation time. Employee burnout is a concern. Research suggests that an employee taking less than 1.4 weeks of vacation annually is very likely to experience burnout. You are asked to analyze the employee vacation data and conduct a hypothesis test with the following results:
_t_ = 2.93
_p_ = 0.0084
1. What factors should the vice-president consider in determining the presence of employee burnout?
2. Do employees take more than 1.4 weeks of vacation?
3. What reasons should the vice-president provide to the president to justify the recommendation on employee burnout?
4. Based on the data, is the presence of employee burnout an issue that may negatively impact the company?
**## book6.docx**
Part A
In Milestone One, you analyzed the brand implications of reopening the park, and you have delivered the analysis report in the form of a presentation. In your role as regional marketing director of one of the theme parks in the southeastern United States, you have been tasked by your CMO with designing a marketing plan to address the marketing and branding needs of reopening the park. You will create a customizable strategic marketing plan, which you will implement for your own park and share with the other regional directors of marketing. The other directors will implement the same strategy based on the needs and demographics of their respective parks.
Your strategic marketing plan will be presented in a PowerPoint presentation. In this presentation, you will elaborate on the traditional and digital marketing methods and discuss how these marketing methods are aligned with each other. You will also discuss the crisis management strategies that should be implemented prior to the reopening of parks and perform some further analysis of legal and ethical issues, which might have negative impacts on the brand.
Prompt
Based on the information provided to you, share a completed customizable marketing plan for the reopening of the individual park. Your presentation should include the following critical sections with relevant guiding information:
1. Determine two
**methods to be used for consumer research** in developing the marketing plan. Provide rationale (Slide 1).
2. Keeping the target audience in mind, determine three
**traditional marketing methods** you will use in developing the marketing plan and provide a rationale. Your response should address the following (Slides 2–4):
a. How will identified methods help in the acquisition of new customers?
b. How will identified methods help in the retention of existing customers?
c. What are the advantages and disadvantages of identified methods?
3. Keeping the target audience in mind, determine three
**digital marketing methods** you will use in developing the marketing plan and provide a rationale. Your response should address the following (Slides 5–7):
a. How will identified methods help in the acquisition of new customers?
b. How will identified methods help in the retention of existing customers?
c. What are the advantages and disadvantages of identified methods?
4. Explain how the
**traditional and digital marketing methods you have selected will work together to optimize the brand**. Your response should address the following (Slide 8):
a. Which method do you think could be most impactful in addressing your target audiences?
b. Which method do you think could be most effective in branding?
c. Can both digital and traditional marketing support the brand and growth of the business?
5. Explain the
**crisis management strategies** that should be implemented prior to reopening. Your response should address the following (Slide 9):
a. How can we focus on customer expectations to improve brand damage from the incident?
b. How can we support our employees’ needs in reopening the park?
c. What possible crises could arise relevant to the incident and reopening?
6. Determine
**one legal and one ethical issue** that could arise and negatively impact the organization’s brand image upon reopening, and provide proactive steps that could be taken now to prevent them (Slide 10).
What to Submit
Submit a narrated PowerPoint presentation with 10–12 slides.
Part B
**Hypothesis Testing**:
Data set 2 presents a sample of the number of defective flash drives produced by a small manufacturing company over the last 30 weeks. The company’s operations manager believes that the number of defects produced by the process is less than seven defective flash drives per week. Use
[this online calculator](http://www.usablestats.com/calcs/1samplet) (or any statistical package that you are comfortable with) to construct a hypothesis test to verify the operations manager’s claim. Your hypothesis test should include null and alternative hypotheses, a t test statistic value, a p-value, a decision, and a conclusion. Submit a Word file that includes the hypothesis test.
Specifically, the following
**critical elements** must be addressed:
I.
**Methodology**
II.
**Analysis**
Part C
The vice-president of administration at your company wonders whether employees are taking adequate amounts of vacation time. Employee burnout is a concern. Research suggests that an employee taking less than 1.4 weeks of vacation annually is very likely to experience burnout. You are asked to analyze the employee vacation data and conduct a hypothesis test with the following results:
_t_ = 2.93
_p_ = 0.0084
1. What factors should the vice-president consider in determining the presence of employee burnout?
2. Do employees take more than 1.4 weeks of vacation?
3. What reasons should the vice-president provide to the president to justify the recommendation on employee burnout?
4. Based on the data, is the presence of employee burnout an issue that may negatively impact the company?
Topic: What is the Impact of using teach back to educate Latino men on the importance of lifestyle changes, exercise and medication adherence to blood pressure medication?
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see attached for instructions – ## ReporBuildingEffectiveDecision-MakingSkillsandUtilizingSWOTAnalysis..docx **## ReporBuildingEffectiveDecision-MakingSkillsandUtilizingSWOTAnalysis..docx** **Report: Building Effective Decision-Making Skills and Utilizing SWOT Analysis.** Objective: This report aims…
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– ## ReporBuildingEffectiveDecision-MakingSkillsandUtilizingSWOTAnalysis..docx
**## ReporBuildingEffectiveDecision-MakingSkillsandUtilizingSWOTAnalysis..docx**
**Report: Building Effective Decision-Making Skills and Utilizing SWOT Analysis.**
Objective:
This report aims to enhance your understanding of effective decision-making skills and the SWOT analysis framework. You will explore how these skills and tools contribute to making informed decisions in various organizational contexts.
Report Structure:
I. Introduction:
· Briefly introduce the importance of decision-making in management.
· Provide a thesis statement that outlines the significance of building effective decision-making skills and the role of SWOT analysis in this process.
II. Building Effective Decision-Making Skills:
· Define decision-making and discuss why it is a critical skill for managers.
III. Understanding SWOT Analysis:
· Define SWOT analysis and explain its components: Strengths, Weaknesses, Opportunities, and Threats.
· Discuss how SWOT analysis can be used to inform decision-making by providing a clear picture of internal and external factors affecting an organization.
IV. Applying SWOT Analysis to Decision-Making:
· Provide an example of how a manager might use SWOT analysis in a decision-making process.
· Discuss how the insights gained from a SWOT analysis can lead to better decisions and improved outcomes.
Formatting Guidelines:
·
**Length: Minimum two pages.**
· Font: Times New Roman, 12-point.
· Spacing: Double-spaced.
· Margins: 1-inch on all sides.
· Citations: APA 7 format for any references used.
·
**Evaluation Criteria:**
· Content: Depth and accuracy of the discussion on decision-making skills and SWOT analysis.
· Organization: Clarity and structure of the report, including logical flow and use of headings.
· Examples: Appropriateness and relevance of examples to illustrate key points.
· Formatting and Grammar: Adherence to guidelines, grammar, spelling, and citation accuracy.
This report format encourages you to engage critically with the concepts of decision-making and SWOT analysis, while also practicing the ability to apply these concepts in practical situations.
**## ReporBuildingEffectiveDecision-MakingSkillsandUtilizingSWOTAnalysis..docx**
**Report: Building Effective Decision-Making Skills and Utilizing SWOT Analysis.**
Objective:
This report aims to enhance your understanding of effective decision-making skills and the SWOT analysis framework. You will explore how these skills and tools contribute to making informed decisions in various organizational contexts.
Report Structure:
I. Introduction:
· Briefly introduce the importance of decision-making in management.
· Provide a thesis statement that outlines the significance of building effective decision-making skills and the role of SWOT analysis in this process.
II. Building Effective Decision-Making Skills:
· Define decision-making and discuss why it is a critical skill for managers.
III. Understanding SWOT Analysis:
· Define SWOT analysis and explain its components: Strengths, Weaknesses, Opportunities, and Threats.
· Discuss how SWOT analysis can be used to inform decision-making by providing a clear picture of internal and external factors affecting an organization.
IV. Applying SWOT Analysis to Decision-Making:
· Provide an example of how a manager might use SWOT analysis in a decision-making process.
· Discuss how the insights gained from a SWOT analysis can lead to better decisions and improved outcomes.
Formatting Guidelines:
·
**Length: Minimum two pages.**
· Font: Times New Roman, 12-point.
· Spacing: Double-spaced.
· Margins: 1-inch on all sides.
· Citations: APA 7 format for any references used.
·
**Evaluation Criteria:**
· Content: Depth and accuracy of the discussion on decision-making skills and SWOT analysis.
· Organization: Clarity and structure of the report, including logical flow and use of headings.
· Examples: Appropriateness and relevance of examples to illustrate key points.
· Formatting and Grammar: Adherence to guidelines, grammar, spelling, and citation accuracy.
This report format encourages you to engage critically with the concepts of decision-making and SWOT analysis, while also practicing the ability to apply these concepts in practical situations.
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Assignment Details attached. – ## Assignment3.docx **## Assignment3.docx** **Assignment** 1. Review the Background Information: Following the passage of the Tax Cuts and Jobs Act of 2017 by the U.S. Congress, several large U.S. corporations announced employee bonuses and other incentives as a gestu…
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– ## Assignment3.docx
**## Assignment3.docx**
**Assignment**
1. Review the Background Information:
Following the passage of the Tax Cuts and Jobs Act of 2017 by the U.S. Congress, several large U.S. corporations announced employee bonuses and other incentives as a gesture of goodwill, intending to share the financial benefits from corporate tax cuts with their employees.
In early 2018, United Airlines introduced a lottery system for employee rewards, replacing their traditional annual bonus program. Previously, the average annual bonus was valued at $2,500 per employee. However, this new system quickly
[backfired](http://money.cnn.com/2018/03/05/news/companies/united-airlines-lottery/index.html), leading to significant backlash and public embarrassment for United’s top executives.
2. Review the Problem Statement:
If you were to conduct your dissertation on this topic, your problem statement would likely focus on United employees' perceptions of replacing annual bonuses (a guaranteed outcome) with lottery-based bonuses (a risk-based outcome). You would also examine the apparent disconnect between employee perceptions and the expectations of United’s top management.
3. Review the Purpose Statement:
Now, assume you have developed the following purpose statement for your dissertation:
"This research aims to investigate the reasons behind the failure of United Airlines' employee lottery system as a compensation strategy. By examining the disconnect between the goals of top management and the expectations of employees, this study seeks to contribute to a deeper understanding of the factors that influence employees’ perceptions of risk in lotteries, as well as how these perceptions vary based on socio-economic and demographic factors."
4. Writing Research Questions and Hypotheses:
· Develop at least two research questions for this study.
· These questions should align with the purpose statement and explore whether the failure of United’s bonus system was due to differences in employee attitudes toward risk.
· For example, you may consider the findings from the article “From Risk-Seeking to Risk-Averse: The Development of Economic Risk Preference from Childhood to Adulthood” by
[Paulsen et al. (2012)](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3436335/), which explores how factors like age influence risk preferences.
· Supporting resource: How to write a research question video?
[**https://www.youtube.com/watch?v=4-EkPrRxD6k**](https://www.youtube.com/watch?v=4-EkPrRxD6k)
· After formulating your research questions, create at least three research hypotheses associated with these questions.
· At least one of the hypotheses must be directional.
· Assume that you will use a variable called “risk tolerance” to measure attitudes toward risk, where higher values indicate a greater appetite for risk.
· Supporting Resource: How to write a hypothesis:
[https://atlasti.com/research-hub/research-hypothesis](https://atlasti.com/research-hub/research-hypothesis)
·
[Supporting Resource: A Practical Guide to Writing Quantitative and Qualitative Research Questions](https://pmc.ncbi.nlm.nih.gov/articles/PMC9039193/):
[https://pmc.ncbi.nlm.nih.gov/articles/PMC9039193/](https://pmc.ncbi.nlm.nih.gov/articles/PMC9039193/)
5. In a 600–900 words paper, complete the following:
1. Introductory Criteria
1. Provide this study with a title.
2. Restate the background information (provided above).
2. Problem and Purpose Summary
1. Restate the problem statement (provided above).
2. Restate the purpose statement (provided above).
3. Formulate at least two research questions for this study (see guidelines above).
4. Create at least three hypotheses, be sure this is directional (see guidelines above).
**## Assignment3.docx**
**Assignment**
1. Review the Background Information:
Following the passage of the Tax Cuts and Jobs Act of 2017 by the U.S. Congress, several large U.S. corporations announced employee bonuses and other incentives as a gesture of goodwill, intending to share the financial benefits from corporate tax cuts with their employees.
In early 2018, United Airlines introduced a lottery system for employee rewards, replacing their traditional annual bonus program. Previously, the average annual bonus was valued at $2,500 per employee. However, this new system quickly
[backfired](http://money.cnn.com/2018/03/05/news/companies/united-airlines-lottery/index.html), leading to significant backlash and public embarrassment for United’s top executives.
2. Review the Problem Statement:
If you were to conduct your dissertation on this topic, your problem statement would likely focus on United employees' perceptions of replacing annual bonuses (a guaranteed outcome) with lottery-based bonuses (a risk-based outcome). You would also examine the apparent disconnect between employee perceptions and the expectations of United’s top management.
3. Review the Purpose Statement:
Now, assume you have developed the following purpose statement for your dissertation:
"This research aims to investigate the reasons behind the failure of United Airlines' employee lottery system as a compensation strategy. By examining the disconnect between the goals of top management and the expectations of employees, this study seeks to contribute to a deeper understanding of the factors that influence employees’ perceptions of risk in lotteries, as well as how these perceptions vary based on socio-economic and demographic factors."
4. Writing Research Questions and Hypotheses:
· Develop at least two research questions for this study.
· These questions should align with the purpose statement and explore whether the failure of United’s bonus system was due to differences in employee attitudes toward risk.
· For example, you may consider the findings from the article “From Risk-Seeking to Risk-Averse: The Development of Economic Risk Preference from Childhood to Adulthood” by
[Paulsen et al. (2012)](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3436335/), which explores how factors like age influence risk preferences.
· Supporting resource: How to write a research question video?
[**https://www.youtube.com/watch?v=4-EkPrRxD6k**](https://www.youtube.com/watch?v=4-EkPrRxD6k)
· After formulating your research questions, create at least three research hypotheses associated with these questions.
· At least one of the hypotheses must be directional.
· Assume that you will use a variable called “risk tolerance” to measure attitudes toward risk, where higher values indicate a greater appetite for risk.
· Supporting Resource: How to write a hypothesis:
[https://atlasti.com/research-hub/research-hypothesis](https://atlasti.com/research-hub/research-hypothesis)
·
[Supporting Resource: A Practical Guide to Writing Quantitative and Qualitative Research Questions](https://pmc.ncbi.nlm.nih.gov/articles/PMC9039193/):
[https://pmc.ncbi.nlm.nih.gov/articles/PMC9039193/](https://pmc.ncbi.nlm.nih.gov/articles/PMC9039193/)
5. In a 600–900 words paper, complete the following:
1. Introductory Criteria
1. Provide this study with a title.
2. Restate the background information (provided above).
2. Problem and Purpose Summary
1. Restate the problem statement (provided above).
2. Restate the purpose statement (provided above).
3. Formulate at least two research questions for this study (see guidelines above).
4. Create at least three hypotheses, be sure this is directional (see guidelines above).
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Follow these guidelines when completing each component of the assignment. Contact your course faculty if you have questions. **General Instructions** 1. Review the Week 3 Risk Management Case Study scenario in the Course Announcements. (case study at the end of this post) Using the provided case stu…
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Order on TutorsGallery →Follow these guidelines when completing each component of the assignment. Contact your course faculty if you have questions.
**General Instructions**
1. Review the Week 3 Risk Management Case Study scenario in the Course Announcements. (case study at the end of this post) Using the provided case study is required. If the required case study is not used, a 10% deduction will be applied. See the rubric.
2. Use the [Week 3 Risk Management Case Study Template](https://chamberlain.instructure.com/courses/176384/files/35825930?wrap=1 "NR584NP__Phase_6_Week_3_Assignment_Risk_Management_Case_Study_Template.docx") [Download Week 3 Risk Management Case Study Template](https://chamberlain.instructure.com/courses/176384/files/35825930/download?download_frd=1) [Open this document with ReadSpeaker docReader](https://docreader.readspeaker.com/docreader/?cid=6598&lang=en_us&url=https%3A%2F%2Finst-fs-iad-prod.inscloudgate.net%2Ffiles%2Fd755da79-7368-4cdb-8215-8b4ec4e25ecc%2FNR584NP__Phase_6_Week_3_Assignment_Risk_Management_Case_Study_Template.docx%3Ftoken%3DeyJ0eXAiOiJKV1QiLCJhbGciOiJIUzUxMiJ9.eyJpYXQiOjE3NTI2ODAyMzcsInVzZXJfaWQiOm51bGwsInJlc291cmNlIjoiL2ZpbGVzL2Q3NTVkYTc5LTczNjgtNGNkYi04MjE1LThiNGVjNGUyNWVjYy9OUjU4NE5QX19QaGFzZV82X1dlZWtfM19Bc3NpZ25tZW50X1Jpc2tfTWFuYWdlbWVudF9DYXNlX1N0dWR5X1RlbXBsYXRlLmRvY3giLCJqdGkiOiIwODdmNWJjYy0wMjI0LTQwN2YtYmZlNy02Mjk4MThjN2UwMjciLCJob3N0IjpudWxsLCJleHAiOjE3NTI3NjY2Mzd9.ipE4u1thIpDup1haN5mHM44HrUsLaUVvSV96trNYENg5K7rZ5uHN5b8OTdwfCL8qqamofd8I3REBx5ox5FlPbw "Open this document with ReadSpeaker docReader"). Use of this template is required. If the template is not used, a 10% deduction will be applied. See the rubric. Save the template and include your name in the file name.
3. Complete the Risk Management Case Study Template using the provided scenario.
4. Follow APA grammar, spelling, word usage, and punctuation rules consistent with formal, scholarly writing.
5. Provide an in-text citation from three scholarly sources to support your writing.
6. Abide by Chamberlain University's academic integrity policy.
**Include the following sections (detailed criteria listed below and in the grading rubric)**.
1. Identification
1. Identify the risk.
2. Select the most appropriate classification of the risk.
3. Describe the risk domain.
2. Factors
1. Describe four factors that contribute to the risk.
3. Proactive Measures
1. Discuss three proactive measures to reduce or prevent the risk.
2. Provide an in-text citation from one scholarly source to support your writing.
4. Mitigation Strategies
1. Describe three strategies the advanced practice nurse may use to mitigate the identified risk.
2. Provide an in-text citation from one scholarly source to support your writing.
5. Regulatory Foundations
1. Identify at least one regulatory agency that provides guidance to manage the risk.
2. Discuss applicable regulations.
3. Include an in-text citation from one scholarly source or regulatory agency to support your writing.
6. Reflection
1. Describe how the advanced practice nurse can monitor the application and efficacy of the mitigation strategy.
2. Discuss how you will apply the mitigation strategies in your practice.
3. Reflect on what you have learned from this assignment.
#### Submitting Work to Turnitin
This assignment will be uploaded automatically to Turnitin upon submission to verify this is your original work.
Please include scholarly citations within the last 5 years
Please include AI report and Similarity report
CASE STUDY:
**At a primary care clinic, a healthcare risk management case arises related to outpatient safety due to the miscommunication and inadequate follow-up regarding abnormal test results of a patient. A patient undergoes routine laboratory tests, including blood work and imaging studies, but due to an oversight in the clinic's system, the abnormal results are not promptly communicated to the patient or the responsible provider in a timely fashion. This communication issue results in a diagnosis and treatment delay resulting in an avoidable emergency department visit and subsequent hospitalization.**
\
NR584NP__Phase_6_Week_3_Assignment_Risk_Management_Case_Study_Template.docx](https://www.sweetstudy.com/files/nr584np-phase-6-week-3-assignment-risk-management-case-study-template-docx-10352253 "NR584NP__Phase_6_Week_3_Assignment_Risk_Management_Case_Study_Template.docx")
– ## Assignment1.1.docx – ## Assignment1.2.docx **## Assignment1.1.docx** Due 7/19/2025 10 Pages and 10 references from open sources. Assignment 1 – Evaluation Plan The first assignment is to conduct an evaluation of an academic program of your choice. This report may be on a program identified by t…
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– ## Assignment1.2.docx
**## Assignment1.1.docx**
Due 7/19/2025
10 Pages and 10 references from open sources.
Assignment 1 – Evaluation Plan
The first assignment is to conduct an evaluation of an academic program of your choice. This report may be on a program identified by the CIMA student (Study Island-
[https://www.edmentum.com/products/study-island](https://www.edmentum.com/products/study-island/)/)
The plan should include:
1. Program description
2. Program documentation and review
3. Review of literature related to the program
4. Methods used to evaluate the program, including the development of an evaluation rubric document
Assignment 1 should be approximately ten pages in length.
This assignment requires 10 citations at a minimum for the grade of A.
**## Assignment1.2.docx**
**Rewrite this so that it is 10 pages**
**1. Program Description**
Study Island is a K–12 online formative assessment and practice platform aligned to state standards (e.g., CCSS, NGSS). It offers customizable quizzes, benchmark assessments (3–12), real-time feedback, remediation tools, and gamified elements like “blue ribbons” and interactive group sessions.
Core features: question bank (10K+ items, tech-enhanced), adaptive remediation, dashboards, teacher toolkit (lesson plans, multimedia resources), support for special needs (text-to-speech, adjustable formats).
Originally launched in 2000, Study Island evolved from Ohio proficiency prep to a national solution used in ~24,000 schools and 11M users.
**2. Program Documentation & Review**
Key documentation includes:
·
**Product Overview and Technical Manual** detailing platform features and usage.
·
**Efficacy Reports** (Allentown, Reading School Districts) documenting statistically significant gains, especially in 6th-grade math and PA PSSA improvements.
·
**ESSA Tier 3 Study** (2016–17) showing moderate evidence of effectiveness, peer-reviewed by Marzano Researc.
Documentation is rigorous, user-oriented, and grounded in controlled studies, though heavy vendor influence suggests a need for independent validation.
**3. Literature Review**
**A. Formative Assessment & Retrieval Practice**
Study Island's model aligns with formative assessment best practices—immediate feedback, mastery-based progression—shown effective in meta-analyses (Bangert-Drowns et al., Black & Wiliam).
**B. Technology-Enhanced Learning**
Ed-tech platforms with regular usage (30 min/week) yield meaningful gains (Cheung & Slavin).
**C. Platform-Specific Evidence**
· 6th-grade math gains (Allentown).
· Reading & math growth across elementary schools (McLeod 2017).
· High school literacy proficiency improvement (Kiriakidis & Gernert 2014).
**D. Limitations**
Studies often quasi-experimental, with vendor-led bias. Independent replication is limited. Some literature on tech in education notes potential selection bias in non-RCTs .
**4. Evaluation Methods**
**4.1 Framework & Design**
·
**Mixed-methods**: Combines quantitative (achievement data) and qualitative (teacher/student interviews, usability surveys).
·
**Quasi-experimental using Propensity Score Matching**, mirroring McLeod et al. (2017).
·
**Logic model**: Inputs (tech, PD), activities (practice, remediation), outputs (usage logs, mastery rates), outcomes (state test scores, engagement).
**4.2 Data Sources**
·
_Usage logs_: frequency, topics, time spent
·
_Assessment scores_: pre/post platform use (Exact Path, state tests)
·
_Surveys/interviews_: perceptions of usability, differentiation
·
_Classroom observation_: integration into instruction
**4.3 Evaluation Rubric**
Rubric domains (1–5 scale):
1.
**Standards alignment** – content matches state standards
2.
**Feedback quality** – accuracy and remediation logic
3.
**User engagement** – motivational elements, accessibility
4.
**Data usability** – clarity/actionability of reports
5.
**Integration** – teacher ease, curriculum fit
6.
**Equity/access** – device compatibility, special needs support
Rubric developed from documentation, literature, and stakeholder input. Piloted by digital-native teachers, revised for clarity.
**4.4 Analysis Plan**
·
**Quantitative**: ANCOVA comparing treatment/control on post-scores, controlling pre-scores and demographics
·
**Correlation** between usage intensity and score gain
·
**Qualitative**: Thematic coding of interviews/surveys to assess barriers, usability themes
**4.5 Ethical Considerations**
· Obtain parental consent & IRB approval
· Anonymize all student data
· Ensure equitable access and participation
**References**
1. Bracht, N. T. (2011). Relationship Between Study Island and Student Outcomes.
2. Edmentum. (2017). ESSA Evidence-Based Intervention: Study Island in Elementary Schools.
3. Edmentum Research. (2018). Study Island Research Report.
4. Cheung, A., & Slavin, R. E. (2012). Effectiveness of Educational Technology.
5. Kiriakidis, P. P., & Gernert, R. (2014). Effect on High School Literacy.
6. McLeod, J. (2017). QuasiExperimental Study of Study Island.
7. Meador, D. (2019). In-Depth Review of Study Island.
8. Black, P., & Wiliam, D. (1998). Assessment and classroom learning.
9. Bangert-Drowns, R. L., Kulik, C.-L. C., Kulik, J. A., & Morgan, M. T. (1991). The instructional effect of feedback in test-like events.
10. Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2010). Evaluation of evidence-based practices in online learning.
11. Slavin, R. E., Lake, C., Chambers, B., Cheung, A., & Davis, S. (2009). Effective reading programs for the elementary grades.
**## Assignment1.2.docx**
**Rewrite this so that it is 10 pages**
**1. Program Description**
Study Island is a K–12 online formative assessment and practice platform aligned to state standards (e.g., CCSS, NGSS). It offers customizable quizzes, benchmark assessments (3–12), real-time feedback, remediation tools, and gamified elements like “blue ribbons” and interactive group sessions.
Core features: question bank (10K+ items, tech-enhanced), adaptive remediation, dashboards, teacher toolkit (lesson plans, multimedia resources), support for special needs (text-to-speech, adjustable formats).
Originally launched in 2000, Study Island evolved from Ohio proficiency prep to a national solution used in ~24,000 schools and 11M users.
**2. Program Documentation & Review**
Key documentation includes:
·
**Product Overview and Technical Manual** detailing platform features and usage.
·
**Efficacy Reports** (Allentown, Reading School Districts) documenting statistically significant gains, especially in 6th-grade math and PA PSSA improvements.
·
**ESSA Tier 3 Study** (2016–17) showing moderate evidence of effectiveness, peer-reviewed by Marzano Researc.
Documentation is rigorous, user-oriented, and grounded in controlled studies, though heavy vendor influence suggests a need for independent validation.
**3. Literature Review**
**A. Formative Assessment & Retrieval Practice**
Study Island's model aligns with formative assessment best practices—immediate feedback, mastery-based progression—shown effective in meta-analyses (Bangert-Drowns et al., Black & Wiliam).
**B. Technology-Enhanced Learning**
Ed-tech platforms with regular usage (30 min/week) yield meaningful gains (Cheung & Slavin).
**C. Platform-Specific Evidence**
· 6th-grade math gains (Allentown).
· Reading & math growth across elementary schools (McLeod 2017).
· High school literacy proficiency improvement (Kiriakidis & Gernert 2014).
**D. Limitations**
Studies often quasi-experimental, with vendor-led bias. Independent replication is limited. Some literature on tech in education notes potential selection bias in non-RCTs .
**4. Evaluation Methods**
**4.1 Framework & Design**
·
**Mixed-methods**: Combines quantitative (achievement data) and qualitative (teacher/student interviews, usability surveys).
·
**Quasi-experimental using Propensity Score Matching**, mirroring McLeod et al. (2017).
·
**Logic model**: Inputs (tech, PD), activities (practice, remediation), outputs (usage logs, mastery rates), outcomes (state test scores, engagement).
**4.2 Data Sources**
·
_Usage logs_: frequency, topics, time spent
·
_Assessment scores_: pre/post platform use (Exact Path, state tests)
·
_Surveys/interviews_: perceptions of usability, differentiation
·
_Classroom observation_: integration into instruction
**4.3 Evaluation Rubric**
Rubric domains (1–5 scale):
1.
**Standards alignment** – content matches state standards
2.
**Feedback quality** – accuracy and remediation logic
3.
**User engagement** – motivational elements, accessibility
4.
**Data usability** – clarity/actionability of reports
5.
**Integration** – teacher ease, curriculum fit
6.
**Equity/access** – device compatibility, special needs support
Rubric developed from documentation, literature, and stakeholder input. Piloted by digital-native teachers, revised for clarity.
**4.4 Analysis Plan**
·
**Quantitative**: ANCOVA comparing treatment/control on post-scores, controlling pre-scores and demographics
·
**Correlation** between usage intensity and score gain
·
**Qualitative**: Thematic coding of interviews/surveys to assess barriers, usability themes
**4.5 Ethical Considerations**
· Obtain parental consent & IRB approval
· Anonymize all student data
· Ensure equitable access and participation
**References**
1. Bracht, N. T. (2011). Relationship Between Study Island and Student Outcomes.
2. Edmentum. (2017). ESSA Evidence-Based Intervention: Study Island in Elementary Schools.
3. Edmentum Research. (2018). Study Island Research Report.
4. Cheung, A., & Slavin, R. E. (2012). Effectiveness of Educational Technology.
5. Kiriakidis, P. P., & Gernert, R. (2014). Effect on High School Literacy.
6. McLeod, J. (2017). QuasiExperimental Study of Study Island.
7. Meador, D. (2019). In-Depth Review of Study Island.
8. Black, P., & Wiliam, D. (1998). Assessment and classroom learning.
9. Bangert-Drowns, R. L., Kulik, C.-L. C., Kulik, J. A., & Morgan, M. T. (1991). The instructional effect of feedback in test-like events.
10. Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2010). Evaluation of evidence-based practices in online learning.
11. Slavin, R. E., Lake, C., Chambers, B., Cheung, A., & Davis, S. (2009). Effective reading programs for the elementary grades.
**## Assignment1.1.docx**
Due 7/19/2025
10 Pages and 10 references from open sources.
Assignment 1 – Evaluation Plan
The first assignment is to conduct an evaluation of an academic program of your choice. This report may be on a program identified by the CIMA student (Study Island-
[https://www.edmentum.com/products/study-island](https://www.edmentum.com/products/study-island/)/)
The plan should include:
1. Program description
2. Program documentation and review
3. Review of literature related to the program
4. Methods used to evaluate the program, including the development of an evaluation rubric document
Assignment 1 should be approximately ten pages in length.
This assignment requires 10 citations at a minimum for the grade of A.
**## Assignment1.2.docx**
**Rewrite this so that it is 10 pages**
**1. Program Description**
Study Island is a K–12 online formative assessment and practice platform aligned to state standards (e.g., CCSS, NGSS). It offers customizable quizzes, benchmark assessments (3–12), real-time feedback, remediation tools, and gamified elements like “blue ribbons” and interactive group sessions.
Core features: question bank (10K+ items, tech-enhanced), adaptive remediation, dashboards, teacher toolkit (lesson plans, multimedia resources), support for special needs (text-to-speech, adjustable formats).
Originally launched in 2000, Study Island evolved from Ohio proficiency prep to a national solution used in ~24,000 schools and 11M users.
**2. Program Documentation & Review**
Key documentation includes:
·
**Product Overview and Technical Manual** detailing platform features and usage.
·
**Efficacy Reports** (Allentown, Reading School Districts) documenting statistically significant gains, especially in 6th-grade math and PA PSSA improvements.
·
**ESSA Tier 3 Study** (2016–17) showing moderate evidence of effectiveness, peer-reviewed by Marzano Researc.
Documentation is rigorous, user-oriented, and grounded in controlled studies, though heavy vendor influence suggests a need for independent validation.
**3. Literature Review**
**A. Formative Assessment & Retrieval Practice**
Study Island's model aligns with formative assessment best practices—immediate feedback, mastery-based progression—shown effective in meta-analyses (Bangert-Drowns et al., Black & Wiliam).
**B. Technology-Enhanced Learning**
Ed-tech platforms with regular usage (30 min/week) yield meaningful gains (Cheung & Slavin).
**C. Platform-Specific Evidence**
· 6th-grade math gains (Allentown).
· Reading & math growth across elementary schools (McLeod 2017).
· High school literacy proficiency improvement (Kiriakidis & Gernert 2014).
**D. Limitations**
Studies often quasi-experimental, with vendor-led bias. Independent replication is limited. Some literature on tech in education notes potential selection bias in non-RCTs .
**4. Evaluation Methods**
**4.1 Framework & Design**
·
**Mixed-methods**: Combines quantitative (achievement data) and qualitative (teacher/student interviews, usability surveys).
·
**Quasi-experimental using Propensity Score Matching**, mirroring McLeod et al. (2017).
·
**Logic model**: Inputs (tech, PD), activities (practice, remediation), outputs (usage logs, mastery rates), outcomes (state test scores, engagement).
**4.2 Data Sources**
·
_Usage logs_: frequency, topics, time spent
·
_Assessment scores_: pre/post platform use (Exact Path, state tests)
·
_Surveys/interviews_: perceptions of usability, differentiation
·
_Classroom observation_: integration into instruction
**4.3 Evaluation Rubric**
Rubric domains (1–5 scale):
1.
**Standards alignment** – content matches state standards
2.
**Feedback quality** – accuracy and remediation logic
3.
**User engagement** – motivational elements, accessibility
4.
**Data usability** – clarity/actionability of reports
5.
**Integration** – teacher ease, curriculum fit
6.
**Equity/access** – device compatibility, special needs support
Rubric developed from documentation, literature, and stakeholder input. Piloted by digital-native teachers, revised for clarity.
**4.4 Analysis Plan**
·
**Quantitative**: ANCOVA comparing treatment/control on post-scores, controlling pre-scores and demographics
·
**Correlation** between usage intensity and score gain
·
**Qualitative**: Thematic coding of interviews/surveys to assess barriers, usability themes
**4.5 Ethical Considerations**
· Obtain parental consent & IRB approval
· Anonymize all student data
· Ensure equitable access and participation
**References**
1. Bracht, N. T. (2011). Relationship Between Study Island and Student Outcomes.
2. Edmentum. (2017). ESSA Evidence-Based Intervention: Study Island in Elementary Schools.
3. Edmentum Research. (2018). Study Island Research Report.
4. Cheung, A., & Slavin, R. E. (2012). Effectiveness of Educational Technology.
5. Kiriakidis, P. P., & Gernert, R. (2014). Effect on High School Literacy.
6. McLeod, J. (2017). QuasiExperimental Study of Study Island.
7. Meador, D. (2019). In-Depth Review of Study Island.
8. Black, P., & Wiliam, D. (1998). Assessment and classroom learning.
9. Bangert-Drowns, R. L., Kulik, C.-L. C., Kulik, J. A., & Morgan, M. T. (1991). The instructional effect of feedback in test-like events.
10. Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2010). Evaluation of evidence-based practices in online learning.
11. Slavin, R. E., Lake, C., Chambers, B., Cheung, A., & Davis, S. (2009). Effective reading programs for the elementary grades.
**## Assignment1.1.docx**
Due 7/19/2025
10 Pages and 10 references from open sources.
Assignment 1 – Evaluation Plan
The first assignment is to conduct an evaluation of an academic program of your choice. This report may be on a program identified by the CIMA student (Study Island-
[https://www.edmentum.com/products/study-island](https://www.edmentum.com/products/study-island/)/)
The plan should include:
1. Program description
2. Program documentation and review
3. Review of literature related to the program
4. Methods used to evaluate the program, including the development of an evaluation rubric document
Assignment 1 should be approximately ten pages in length.
This assignment requires 10 citations at a minimum for the grade of A.
**## Assignment1.2.docx**
**Rewrite this so that it is 10 pages**
**1. Program Description**
Study Island is a K–12 online formative assessment and practice platform aligned to state standards (e.g., CCSS, NGSS). It offers customizable quizzes, benchmark assessments (3–12), real-time feedback, remediation tools, and gamified elements like “blue ribbons” and interactive group sessions.
Core features: question bank (10K+ items, tech-enhanced), adaptive remediation, dashboards, teacher toolkit (lesson plans, multimedia resources), support for special needs (text-to-speech, adjustable formats).
Originally launched in 2000, Study Island evolved from Ohio proficiency prep to a national solution used in ~24,000 schools and 11M users.
**2. Program Documentation & Review**
Key documentation includes:
·
**Product Overview and Technical Manual** detailing platform features and usage.
·
**Efficacy Reports** (Allentown, Reading School Districts) documenting statistically significant gains, especially in 6th-grade math and PA PSSA improvements.
·
**ESSA Tier 3 Study** (2016–17) showing moderate evidence of effectiveness, peer-reviewed by Marzano Researc.
Documentation is rigorous, user-oriented, and grounded in controlled studies, though heavy vendor influence suggests a need for independent validation.
**3. Literature Review**
**A. Formative Assessment & Retrieval Practice**
Study Island's model aligns with formative assessment best practices—immediate feedback, mastery-based progression—shown effective in meta-analyses (Bangert-Drowns et al., Black & Wiliam).
**B. Technology-Enhanced Learning**
Ed-tech platforms with regular usage (30 min/week) yield meaningful gains (Cheung & Slavin).
**C. Platform-Specific Evidence**
· 6th-grade math gains (Allentown).
· Reading & math growth across elementary schools (McLeod 2017).
· High school literacy proficiency improvement (Kiriakidis & Gernert 2014).
**D. Limitations**
Studies often quasi-experimental, with vendor-led bias. Independent replication is limited. Some literature on tech in education notes potential selection bias in non-RCTs .
**4. Evaluation Methods**
**4.1 Framework & Design**
·
**Mixed-methods**: Combines quantitative (achievement data) and qualitative (teacher/student interviews, usability surveys).
·
**Quasi-experimental using Propensity Score Matching**, mirroring McLeod et al. (2017).
·
**Logic model**: Inputs (tech, PD), activities (practice, remediation), outputs (usage logs, mastery rates), outcomes (state test scores, engagement).
**4.2 Data Sources**
·
_Usage logs_: frequency, topics, time spent
·
_Assessment scores_: pre/post platform use (Exact Path, state tests)
·
_Surveys/interviews_: perceptions of usability, differentiation
·
_Classroom observation_: integration into instruction
**4.3 Evaluation Rubric**
Rubric domains (1–5 scale):
1.
**Standards alignment** – content matches state standards
2.
**Feedback quality** – accuracy and remediation logic
3.
**User engagement** – motivational elements, accessibility
4.
**Data usability** – clarity/actionability of reports
5.
**Integration** – teacher ease, curriculum fit
6.
**Equity/access** – device compatibility, special needs support
Rubric developed from documentation, literature, and stakeholder input. Piloted by digital-native teachers, revised for clarity.
**4.4 Analysis Plan**
·
**Quantitative**: ANCOVA comparing treatment/control on post-scores, controlling pre-scores and demographics
·
**Correlation** between usage intensity and score gain
·
**Qualitative**: Thematic coding of interviews/surveys to assess barriers, usability themes
**4.5 Ethical Considerations**
· Obtain parental consent & IRB approval
· Anonymize all student data
· Ensure equitable access and participation
**References**
1. Bracht, N. T. (2011). Relationship Between Study Island and Student Outcomes.
2. Edmentum. (2017). ESSA Evidence-Based Intervention: Study Island in Elementary Schools.
3. Edmentum Research. (2018). Study Island Research Report.
4. Cheung, A., & Slavin, R. E. (2012). Effectiveness of Educational Technology.
5. Kiriakidis, P. P., & Gernert, R. (2014). Effect on High School Literacy.
6. McLeod, J. (2017). QuasiExperimental Study of Study Island.
7. Meador, D. (2019). In-Depth Review of Study Island.
8. Black, P., & Wiliam, D. (1998). Assessment and classroom learning.
9. Bangert-Drowns, R. L., Kulik, C.-L. C., Kulik, J. A., & Morgan, M. T. (1991). The instructional effect of feedback in test-like events.
10. Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2010). Evaluation of evidence-based practices in online learning.
11. Slavin, R. E., Lake, C., Chambers, B., Cheung, A., & Davis, S. (2009). Effective reading programs for the elementary grades.
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