Home Learning Year by Year Review

Home Learning Year by Year Review

Table of Contents

Ever wondered how we can create a customized homeschooling experience that caters perfectly to our children’s learning needs? “Home Learning Year by Year, Revised and Updated: How to Design a Creative and Comprehensive Homeschool Curriculum Paperback – 21 January 2020” might have the answer for us. It’s not just another homeschooling guide but a roadmap to designing an engaging and enriching curriculum. Let’s dive in and break it down piece by piece.

See the Home Learning Year by Year, Revised and Updated: How to Design a Creative and Comprehensive Homeschool Curriculum     Paperback – 21 January 2020 in detail.

Overview of “Home Learning Year by Year”

This book by Rebecca Rupp provides a comprehensive approach to homeschooling, breaking down what children need to learn year by year from preschool through high school. It’s a guide that could turn any worried parent into a confident educator. The revision and updates ensure it remains relevant and useful even as educational standards evolve.

What’s Inside the Book?

One of the most attractive features is its detailed structure. The book outlines specific subject areas and suggests activities, books, and other resources for each grade level. It’s like having a personal tutor walking us through the educational journey of our children.

Grade Level Subjects Covered Key Features of the Curriculum
Preschool Basic literacy, math Focus on play-based learning
Elementary (K-5) Math, reading, science, social studies Activities and reading lists tailored to each grade
Middle School (6-8) Advanced math, literature, history, science Skill-building exercises and critical thinking development
High School (9-12) College prep subjects, electives Detailed guidance on preparing for college and adulthood

Preschool
We’re ushered into the world of preschool with fun and engaging activities that foster foundational skills in literacy and math. Think of these as essential building blocks that make learning enjoyable and play-driven.

Elementary School
As we move into elementary school, the book stretches its arms to cover a range of subjects including math, reading, science, and social studies. Each grade level includes tailored activities and reading lists that keep our young learners excited and curious.

Middle School
In middle school, things start to amp up a bit. The curriculum guides us through advanced math, literature, history, and science, focusing on skill-building exercises and critical thinking development. It’s the book telling us, “Alright, we’re getting serious but in a fun way.”

High School
High school is where the book really holds our hand, especially when it comes to preparing for college. It offers detailed guidance on college prep subjects and electives, ensuring our kids are ready for the big leap into adulthood.

How the Book is Structured

The organized layout makes us feel like we have everything under control. Each section is well-thought-out, starting with broad general guidance before diving into specifics for each grade level and subject.

Highlights of Each Section:

  • Introduction: General advice and philosophy of homeschooling.
  • Grade Breakdown: Specific academic focus and milestones for each grade.
  • Resource Lists: Suggested reading materials, educational websites, and activity ideas.

We appreciate that the book doesn’t just throw a bunch of ideas at us but curates resources that are practical and accessible. It feels like having our personal homeschool consultant at our fingertips.

Home Learning Year by Year, Revised and Updated: How to Design a Creative and Comprehensive Homeschool Curriculum Paperback – 21 January 2020

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Creating a Customized Experience

Homeschooling can seem daunting without a clear plan. This book makes it less so by providing a flexible yet structured approach. It allows us to tailor the curriculum based on our child’s strengths, interests, and pace.

Flexibility and Adaptability

One of the most appreciated aspects of “Home Learning Year by Year” is its flexibility. We can adapt the suggested curriculum to fit our children’s unique learning styles. For instance, if our child is a visual learner, we can choose from the suggested books and resources that best cater to this mode of learning.

Encouraging Creativity

Rebecca Rupp’s approach is not rigid. Instead, she encourages us to be creative in our teaching methods. Whether it’s a hands-on science experiment or a trip to the local museum, incorporating diverse experiences enhances our kids’ understanding and retention.

Example Creative Activity:

Activity Description
Science in the Kitchen Simple experiments like baking soda and vinegar reactions
Historical Reenactments Dressing up and acting out historical events
Literary Adventures Writing short stories based on book characters
Geometry in Art Creating art using geometrical shapes and principles

This kind of creativity breathes life into our homeschool environment and keeps our children eager and motivated to learn.

Home Learning Year by Year, Revised and Updated: How to Design a Creative and Comprehensive Homeschool Curriculum     Paperback – 21 January 2020

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Resource-Rich Guidance

Beyond just outlining the subjects and activities, the book is an excellent resource repository. It meticulously lists books, websites, and other educational materials tailored to each subject and grade level.

Suggested Reading Lists

Rebecca Rupp has done the heavy lifting by curating reading lists that are both extensive and diverse. These lists cater to different interests and reading levels, ensuring every child finds something they love.

Sample Reading List for Elementary School:

Grade Book Title Author
Kindergarten “The Very Hungry Caterpillar” Eric Carle
1st Grade “Charlotte’s Web” E.B. White
2nd Grade “Where the Wild Things Are” Maurice Sendak
3rd Grade “James and the Giant Peach” Roald Dahl
4th Grade “Little House on the Prairie” Laura Ingalls Wilder

These aren’t just random picks but thoughtfully selected books that align with the developmental and educational needs of each grade level.

Online and Offline Resources

The book goes beyond traditional paper resources, listing interactive websites and digital tools that can augment the homeschooling experience. It’s about blending the old and the new to create a rich and engaging learning environment.

Addressing Common Concerns

Let’s face it, homeschooling comes with its own set of worries and concerns. “Home Learning Year by Year” addresses these head-on, offering us reassurance and practical solutions.

Socialization

One of the biggest questions around homeschooling is socialization. The book offers practical solutions to ensure our kids don’t miss out on these crucial aspects. It suggests community groups, extracurricular activities, and other social learning opportunities.

Socialization Opportunities:

Activity Description
Homeschool Co-ops Groups where homeschool families gather for shared learning experiences
Sports Teams Local sports leagues that welcome homeschoolers
Community Service Volunteer opportunities to develop social skills while contributing to the community
Art and Music Classes Extracurricular activities that enhance social and creative skills

Assessments and Progress Tracking

The book also guides us in assessing our children’s progress without feeling overly pressured by traditional grading systems. It suggests using portfolios, standardized tests, and informal assessments to get a comprehensive picture of our child’s development.

Home Learning Year by Year, Revised and Updated: How to Design a Creative and Comprehensive Homeschool Curriculum     Paperback – 21 January 2020

Adapting for Different Learning Styles

Every child learns differently, and this book acknowledges that. Whether our child is a visual, auditory, or kinesthetic learner, it provides strategies and resources tailored to each learning style.

Visual Learners

For visual learners, the book suggests using diagrams, charts, and plenty of colorful resources. It might include sketching out math problems or creating visual timelines for history lessons.

Auditory Learners

Auditory learners benefit from listening and verbal instruction. The book recommends using audiobooks, engaging in discussion-based activities, and encouraging read-aloud sessions.

Kinesthetic Learners

Kinesthetic learners need to move and touch to understand concepts. The book suggests hands-on activities such as science experiments, building projects, and interactive games to cater to these high-energy learners.

Learning Style Adaptations:

Learning Style Suggested Activities
Visual Diagrams, videos, visual timelines
Auditory Audiobooks, discussion-based learning, read-alouds
Kinesthetic Hands-on projects, experiments, interactive games

Why We Recommend It

“Home Learning Year by Year” is more than just a curriculum guide; it’s a mentor, a resource, and a flexible framework that adapts to the unique needs of our family. Its comprehensive nature ensures that we can offer a balanced and enriching education to our children, no matter where we are in our homeschooling journey.

Practical and Accessible

It’s practical. The suggestions don’t require expensive materials or out-of-reach resources. Most activities and materials can be sourced easily or adapted based on what we already have at home.

Builds Confidence in Parents

The book builds our confidence as homeschooling parents. It reassures us that with the right resources and a bit of creativity, we can provide a top-notch education for our kids.

Keeps Kids Engaged

The primary focus is keeping kids engaged and making learning enjoyable. By emphasizing creativity and flexibility, we can ensure that our homeschooling environment is stimulating and dynamic.

Final Thoughts

In conclusion, “Home Learning Year by Year, Revised and Updated: How to Design a Creative and Comprehensive Homeschool Curriculum” is an invaluable resource for any homeschooling family. With its detailed guidance, diverse resources, and adaptable recommendations, it provides everything we need to embark on a successful homeschooling journey. Happy homeschooling!

Get your own Home Learning Year by Year, Revised and Updated: How to Design a Creative and Comprehensive Homeschool Curriculum     Paperback – 21 January 2020 today.

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University Student Essentials
University Student Essentials

About Me

With 25 years of experience in healthcare IT implementation, Emmanuel began his career at the University of Pittsburgh Medical Center, working as an assistant manager for a billing system implementation. Over the years, he has explored various aspects of the healthcare IT domain, successfully implementing several laboratory information systems and electronic medical record (EMR) systems, such as Cerner Millennium and Epic EMR.

In 2005, Emmanuel shifted his focus to public health, working on bio-surveillance implementation for the Centers for Disease Control and Prevention (CDC). He contributed to the BioSense Data Provisioning Project and performed extensive analysis of HL7 messages in hospitals and healthcare facilities. Additionally, Emmanuel requirements analysis for the CDC BioSense Analysis, Visualization and Reporting (AVR) project and played a key role in publishing the Situational Awareness updates to the BioSense System Requirements Specification (SRS).

Over the past 11 years, Emmanuel has worked in the Middle East, implementing the Epic EMR system at Cleveland Clinic Abu Dhabi. As a multidisciplinary team member, he has taken on various roles, including SCRUM Master, Project Manager, Integration Engineer, and Platform Engineer. Concurrently working as an adjunct university faculty member, teaching graduate-level courses in Systems Life Cycle and undergraduate courses in Health Information Systems

From a technological standpoint, Emmanuel has designed, installed, and implemented complete hospital integration systems using Rhapsody Integration Engine, MS SQL Server, and Public Health Information Networks Messaging System (PHINMS). He has also developed over 10,000 interfaces some of which coded in Java and JavaScript.

In 2019, Emmanuel expanded his skill set and entered the field of digital marketing, quickly becoming a proficient Digital Marketing Strategist. He has since helped numerous clients develop robust digital marketing strategies for their businesses. His expertise encompasses Social Media Marketing, On-page and Off-page SEO, Google Ads, and Google Analytics. Additionally, he and a team have managed clients’ website development projects, ensuring that each site is optimized for SEO, further enhancing their online presence and performance.

Alongside their digital marketing expertise, Emmanuel has delved into the world of Affiliate Marketing, where Emmanuel and his team successfully managed and executed campaigns for a variety of clients. By identifying the right products and services to promote, Emmanuel and his team helped clients generate passive income streams and increase their overall revenue.

Their approach to Affiliate Marketing involves creating valuable content that educates and engages the target audience, while strategically incorporating affiliate links. Emmanuel and his team have experience working with multiple affiliate networks and platforms, ensuring optimal tracking and reporting of performance metrics. By staying up to date with the latest trends and best practices, Emmanuel and his team have been able to optimize affiliate campaigns for maximum results, fostering long-term partnerships and sustainable growth for their clients.

As an accomplished professional, Emmanuel holds dual Bachelor of Arts degrees in Linguistics and English, a Master of Science in Health Information Systems from the University of Pittsburgh, and a Ph.D. in Information Systems from Nova Southeastern University.

My Teaching History

Professor Bazile is a dedicated technology instructor and Adjunct Faculty professor, who began his teaching career in April 2000 at the Business Career Institute in Las Vegas, Nevada.

In 2001, he expanded his expertise by training nurses in the use of Electronic Medical Records (EMR) systems. His experience in both technology and healthcare led to his appointment as an Adjunct Faculty professor at the University of Phoenix in May 2008, where he has taught several graduate-level information technology and healthcare information systems courses.

Dr. Bazile has also developed an HL7 course, which he has taught at various healthcare facilities, drawing from his own book, “HL7: Introductory and Advanced Concepts,” currently available on Amazon. With a passion for teaching and a commitment to ensuring students get the most out of each course he teaches, Dr. Bazile is a valuable asset to both his students and the institutions he serves.

My Teaching Philosophy

My teaching philosophy as an Information Systems professor in healthcare is built on the concept that education should equip students to be confident and capable problem solvers who are prepared to traverse the complicated and ever-changing landscape of Healthcare IT.

In order to accomplish this, I prioritize the creation of a dynamic and engaging learning environment that encourages students to engage with course material and with one another. This involves employing a range of teaching approaches, such as lectures, seminars, and hands-on activities, to ensure that students learn in the manner that best matches their learning style.

I believe the reason we have Information Systems as a discipline is to allow students to apply technology to solve real world problems. If that is the case, both undergraduate and graduate students have to be challenged to incorporate their core academic courses with their matriculated subjects. As such, it is important that students enter their Junior and Senior years with a strong command of the core courses such as Programming, databases, networks, hardware and software, as they serve as the foundation upon which real-world solutions will be built.

I also believe in the importance of incorporating real-world examples and case studies into my courses, as this helps to connect abstract concepts to practical applications. Additionally, I encourage students to apply what they are learning to their own personal and professional goals, as this helps to make the material more meaningful and relevant to their lives.

I strive to foster a positive and supportive learning environment where all students feel comfortable asking questions and participating in class discussions. I believe that this is key to fostering a sense of community and ensuring that all students have the opportunity to succeed.

I have also taught online courses. I have found in an asynchronous learning environment it can be difficult to apply the Peer Teaching or Experiential Learning Pedagogical Approaches. However, I have found the Discovery Learning approach to works quite well. Along with a boost to students’ self-confidence, Discovery Learning in an online environment allows students to synthesize information, expand on existing concepts on their own, while experiencing a positive outcome through trial and error.

Ultimately, my mission as an educator, and a Healthcare IT Information Systems professor is to provide students with the knowledge, skills, and confidence they need to thrive and succeed in their careers and to be technological leaders. By creating a positive and supportive learning environment, incorporating real-world examples and case studies, and encouraging students to apply what they are learning to their own objectives; my hope is to inspire and empower all students to achieve their full potential.

Population Size:

A total of 310 responses were originally received. Any response containing missing data due to unclicked radio buttons or unchecked checkboxes were first reviewed, and, if justified, were omitted from analysis. For surveys with missing data, a total of 18 responses were removed. In order to address any issues with response-set, the data was downloaded into Microsoft Access and queries ran to identify responses that contained the same values for each question. A total of 16 responses were found to be qualified for removal. Another 18 were identified as outliers and removed leaving a total of 258 responses for the study analysis.

In order to assess multivariate outliers, the Mahalanobis distances were calculated and plotted against their corresponding Chi-Square distribution percentiles (Schmidt & Hunter, 2003). The resulting scatterplot is similar to a univariate normal Q-Q plot, where deviations from a straight line show evidence of non-normality. The data showed indications of moderate deviations from multivariate normality, as indicated by the concavity of the data points. There were no additional multivariate outliers or missing values in the data after the removal of 52 responses.

Descriptive Statistics

Frequencies and percentages were conducted for the demographics indicators, while means and standard deviations were calculated for the continuous indicators. For gender, there were 151 females (59%) and 107 males (41%) in the sample. For ethnicity, most participants were Caucasian (119, 46%), followed by African American (56, 22%). The two most populous education levels were Bachelor’s (90, 35%) and Master’s (62, 22%). The biggest proportion of the sample by age group was the 35-44 age group (101, 39%) followed by the 45-54 age group (59, 23%).

Analysis:

Confirmatory Factor Analysis and Composite Reliability

A CFA was conducted along with a reliability analysis to assess construct validity. Examination of modification indices and factor loadings indicated that CSE1, CSE5, CSE7, PC5, ATE1, ATE6, ATE8, PP5, and PP6 were all causing significant problems with the model parameters. The results of the last iteration of the CFA performed in R showed significantly improved fit, although still poor overall (χ2(545) = 2125.61, p < .001, CFI = 0.82, TLI = 0.81, RMSEA = 0.11). The high degrees of freedom indicate that a very large number of parameters are being estimated in this model.

Composite Reliability

For the full model, each construct had excellent reliability. The ATE latent construct had a composite reliability value of 0.89. The ORC construct had a composite reliability value of 0.94. The CSE latent construct had a composite reliability value of 0.85 and PC had a composite reliability value of 0.95. For PP and RES, the composite reliability scores were 0.80 and 0.96 respectively. These values indicate that the loadings for each construct were all directionally similar, and that the items in each construct show a high degree of consistency.

Cronbach’s Alpha

Cronbach’s alpha values were calculated for the items in each construct. The alphas for PC (α = 0.90), AXY (α = 0.94), and RES (α = 0.94) indicated excellent reliability. The alphas for CSE (α = 0.80), ATE (α = 0.88), and PP (α = 0.83) all showed good reliability. These values confirm the results of the composite reliability tests, and reiterate the high degree of reliability within each latent construct.

Partial Least Squares – Structural Equation Modeling

A partial least squares- structural equation modeling (PLS-SEM) was conducted to determine how well the data fit the proposed model, and discern whether significant relationships existed between the independent and dependent constructs. The full model showed AVE values of 0.53 for ATE, 0.69 for AXY, 0.44 for CSE, .72 for PC, .35 for PP, and 0.81 for RES. The high values for AXY, PC, and RES indicate that the amount of variance accounted for in the manifest variables is sufficiently high. The values for ATE, CSE, and PP indicate that some of the variance in the manifest variables is left unexplained.

Structural Model

Once the measurement model had been tested for model specification, the structural model was tested to determine if ATE, AXY, CSE, PC, and PP had a significant effect on RES. A path weighted model was calculated using 10,000 bootstrap samples in R. The results showed a pseudo R-squared value of 0.78. This indicates that approximately 78% of the variance in RES is explainable by the collective effects of CSE, PC, ATE, PP, and AXY.

Further examination of the effects indicated that AXY had a highly significant effect on RES (= 0.87, < .001). This indicates that a standard deviation increase in AXY increases the expected value of RES by 0.87 standard deviations. CSE did not have a significant effect on RES (= 0.02, = .423). Additionally, CSE (= 0.02, = .423), PC (= 0.05, = .334), ATE (= 0.00, = .983), and PP (= 0.03, = .407) did not have significant effects on RES. Table 11 outlines the results of the path estimates.

Correlation Analyses

Both Pearson and Spearman correlations were calculated on the composite scores. The results of the Pearson correlations indicated that CSE was significantly correlated AXY (= 0.22, < .001) and RES (= 0.21, < .001). The results also indicated that PC was significantly correlated with ATE (= -0.79, < .001), AXY (= 0.18, < .001), and RES (= 0.20, < .001). ATE was significantly correlated with AXY (= -0.19, < .001) and RES (= -0.19, < .001). AXY was significantly correlated with RES (= 0.85, < .001).

ANCOVA Analyses

An analysis of covariance (ANCOVA) was conducted to determine if a significant relationship existed between the AXY, PP, CSE, PC, ATE scores and RES controlling for Gender, Age, Ethnicity, Education, and Specialty. The overall model was found to be significant (F(63,194) = 53.39, < .001), with an R2 value of .95, indicating that 95% of the variance in RES was explained by the collective effect of the independent variables and covariates.

Since the overall model was found to be significant, the model’s covariates were assessed. The AXY (F(10,194) = 262.20, < .001), ATE (F(7,194) = 2.20, = .036), Years computers (F(1,194) = 5.71, = .018), and PC (F(12,194) = 2.00, = .026) scores were found to be significant, indicating that a significant amount of variance in RES is explained by AXY, ATE, and PC.

A path diagram depicting the results of the structural model.

Results

This research investigated Computer Self-Efficacy (CSE), Perceived Complexity (PC), Attitudes toward EMR Systems (ATE), Peer Pressure (PP), and Anxiety (AXY) to determine whether these constructs as individuals, or as a group, or coupled together with some other factors could significantly explain resistance to EMR systems. Quantitative examination of self-reported survey results was performed to understand the strength and significance of the relationships, while these relationships were investigated to test the strength of model fit.

the regression paths of the structural model were examined to test the hypotheses. Significance was determined using an alpha level of .05. The model had an overall R2 value of 0.78. This indicates that approximately 78% of the variability in RES can be accounted for by CSE, PC, ATE, PP, and AXY. Since the overall model was significant, the individual coefficients can be interpreted. Some of the hypotheses were supported by the results of this study, and some were rejected. The construction of a data model of the relationships in this study could not meet thresholds that would be evidence of a good fit of the relationships identified in the study.

The fifth hypotheses tested the influence of AXY on resistance to EMR systems. AXY was expressed to be significantly related to resistance (r=.87, p<.001). This finding supports the hypothesis that anxiety with the EMR system will lead to medical care professionals rejecting use of the system. Unlike the findings of the first four hypotheses, the findings of the current study support previous research. Angst and Agarwal (2009) indicated that AXY is a factor which is significantly related to the problem of EMR system resistance. Based on the empirical findings of previous research, the present research and conceptual propositions and conclusions in previously written scholarly articles, there is a great deal of support for the finding that AXY is significantly influenced by EMR resistance.

The findings of this research do not support all findings by previous researchers, and there are multiple relationships which had been established as being significant that were identified as being insignificant in the current research. Generally, because of the inconsistency of previous findings and the current study there may be elements related to the sample examined or other contextual factors which may contribute to the inconsistency that exists. Ultimately, it is suggested that there be further research done on the problem of resistance to EMR system use.

Ultimately the findings support a new take on the problem of EMR system resistance that may contribute to the ways in which scholars investigate the problem of EMR resistance in general. This may also help with the way practitioners approach EMR systems, and articulate value of the systems to medical professionals investing record-keeping systems in the workplace.