Discuss what you learned from ordering the data by age and why this information is important.

Submit one Word document and include a screen shot of the data after completing the first two steps of Part 1 in Excel and SPSS to compare your results…
please do this
Submit one Word document and include a screen shot of the data after completing the first three steps of Part 1 in Excel and SPSS to compare your results.The purpose of this assignment is to practice organizing data through ordering and grouping variables.
Data often appear disordered and it is difficult to see any connections or relationships. Ordering the data by certain variables or grouping variables into specific categories, such as age or sex categories, can help bring clarity to the data. Knowing how to organize data is an important skill to initiate the analytical process.
For this assignment, students will use Excel and SPSS Statistics to order variables. Using the “Example Dataset,” complete the steps below using both Excel and SPSS Statistics. View the Excel and SPSS tutorials for assistance in completing this assignment. Submit one Word document and include a screen shot of the data after completing the first two steps of Part 1 in Excel and SPSS to compare your results. Use a second Word document to complete Part 2 of the assignment.
Part 1: Ordering and Grouping Data Using Excel and SPSS
For Part 1, accomplish the following:
1. Order (sort) observations according to age.
2. Group observations by sex and investigate the age and income for males and females.
3. Create a new variable titled “Exercise Group” based on the variable “Minutes Exercise.” Use the following categories to create your groups: 1 = 0-30 minutes; 2 = 31-60 minutes; 3 = 61-90 minutes; 4 = 91-120 minutes; and 5 = 120+ minutes.
Part 2: Data Interpretation
Study the results of the dataset grouping and ordering. Discuss the following in a 500-750 word summary:
1. Describe the measurement levels for each of the variables in the dataset.
2. Discuss what you learned from ordering the data by age and why this information is important.
3. Describe the process you used to group the data in Excel and SPSS.
4. Describe what you learned by grouping the variables by category of exercise.
5. Are these data from a correlational study, experimental study, or quasi-experimental (observational) study? Discuss your rationale and identify a study question appropriate for this dataset.
General Requirements
Submit the Word document to the instructor.

Description of the measurement levels for each of the variables in the dataset is extremely thorough with substantial explanation and relevant details
Discussion of what was learned from ordering the data by age and why this information is important is extremely thorough with substantial explanation and relevant details.
Description of the process used to group the data in Excel and SPSS is extremely thorough with substantial explanation and relevant details.
Description of what was learned from grouping variables by the category of exercise is extremely thorough with substantial explanation and relevant details.
Discussion of whether study is correlational, experimental, or quasi-experimental; the rationale for the study type; and identification of a study question appropriate for the dataset is extremely thorough and includes substantial explanation and justification.
Writer is clearly in command of standard, written, academic English.

Discuss what you learned from ordering the data by age and why this information is important.

Submit one Word document and include a screen shot of the data after completing the first two steps of Part 1 in Excel and SPSS to compare your results…
please do this
Submit one Word document and include a screen shot of the data after completing the first three steps of Part 1 in Excel and SPSS to compare your results.The purpose of this assignment is to practice organizing data through ordering and grouping variables.
Data often appear disordered and it is difficult to see any connections or relationships. Ordering the data by certain variables or grouping variables into specific categories, such as age or sex categories, can help bring clarity to the data. Knowing how to organize data is an important skill to initiate the analytical process.
For this assignment, students will use Excel and SPSS Statistics to order variables. Using the “Example Dataset,” complete the steps below using both Excel and SPSS Statistics. View the Excel and SPSS tutorials for assistance in completing this assignment. Submit one Word document and include a screen shot of the data after completing the first two steps of Part 1 in Excel and SPSS to compare your results. Use a second Word document to complete Part 2 of the assignment.
Part 1: Ordering and Grouping Data Using Excel and SPSS
For Part 1, accomplish the following:
1. Order (sort) observations according to age.
2. Group observations by sex and investigate the age and income for males and females.
3. Create a new variable titled “Exercise Group” based on the variable “Minutes Exercise.” Use the following categories to create your groups: 1 = 0-30 minutes; 2 = 31-60 minutes; 3 = 61-90 minutes; 4 = 91-120 minutes; and 5 = 120+ minutes.
Part 2: Data Interpretation
Study the results of the dataset grouping and ordering. Discuss the following in a 500-750 word summary:
1. Describe the measurement levels for each of the variables in the dataset.
2. Discuss what you learned from ordering the data by age and why this information is important.
3. Describe the process you used to group the data in Excel and SPSS.
4. Describe what you learned by grouping the variables by category of exercise.
5. Are these data from a correlational study, experimental study, or quasi-experimental (observational) study? Discuss your rationale and identify a study question appropriate for this dataset.
General Requirements
Submit the Word document to the instructor.

Description of the measurement levels for each of the variables in the dataset is extremely thorough with substantial explanation and relevant details
Discussion of what was learned from ordering the data by age and why this information is important is extremely thorough with substantial explanation and relevant details.
Description of the process used to group the data in Excel and SPSS is extremely thorough with substantial explanation and relevant details.
Description of what was learned from grouping variables by the category of exercise is extremely thorough with substantial explanation and relevant details.
Discussion of whether study is correlational, experimental, or quasi-experimental; the rationale for the study type; and identification of a study question appropriate for the dataset is extremely thorough and includes substantial explanation and justification.
Writer is clearly in command of standard, written, academic English.

Assess the overall scoring for the step, using McEwan’s Instructional Leadership Checklist (Resource A).

2. Use the template below to develop your ratings and evidence statements for all 30 criteria from McEwan’s instructional Leadership Checklist in Resource A (detailed) and Resource B (short version) of her textbook.
3. Because there are 3 people in your group, divide up the 30 criteria, so that each of you addresses 10 of them for your own principal (or past principal). Then collectively your group will examine all 30 together. In other words, you will assess your principals – collectively – on Criteria 1.1 through 1.4, 2.1 through 2.3, 3.1 through 3.3, 4.1 through 4.3, 5.1, 5.2 through 5.7, 6.1 through 6.3, and 7.1 through 7.7.
4. A sample response is noted in the template below for STEP ONE: Indicator 1.1 and 1.2 (p. 177 textbook), so that you understand the assignment expectations for both content and format. Notice that I entered a rating of 5-Always for Indicator 1.1, but only a 3-Sometimes for Indicator 1.2. See how the Evidence statement/s clearly support the ratings. Think like an accreditation reviewer who looks for confirming (or disconfirming) evidence to support claims of performance.
5. Recall that you are assessing the effectiveness of your current school leader or one from your past experiences. Do NOT include personal information (e.g., names of school leaders, schools, locations) in these assignments.

Part 2

1. Using the suggestions provided in the text and from other resources, complete a plan of improvement, specifically highlighting areas receiving a rating of three or lower. Include in the write-up:
a. One paragraph overview of school and principal (including description of the size of school and its demographics). This should be fictitious information generated by the group.
b. Step number and name, indicator numbers, and names (Copy & paste) (1.1-5.2)
c. Assessment: Assess the overall scoring for the step, using McEwan’s Instructional Leadership Checklist (Resource A). Provide an assessment description specific to your situation, in your own words; include concrete examples to illustrate assessment (Copy the information from the steps and indicators listed previously in your paper).
d. Plan for Improvement and development: List specific suggested activities for improvement and development for each step. (1.1-5.2)

Assess the overall scoring for the step, using McEwan’s Instructional Leadership Checklist (Resource A).

2. Use the template below to develop your ratings and evidence statements for all 30 criteria from McEwan’s instructional Leadership Checklist in Resource A (detailed) and Resource B (short version) of her textbook.
3. Because there are 3 people in your group, divide up the 30 criteria, so that each of you addresses 10 of them for your own principal (or past principal). Then collectively your group will examine all 30 together. In other words, you will assess your principals – collectively – on Criteria 1.1 through 1.4, 2.1 through 2.3, 3.1 through 3.3, 4.1 through 4.3, 5.1, 5.2 through 5.7, 6.1 through 6.3, and 7.1 through 7.7.
4. A sample response is noted in the template below for STEP ONE: Indicator 1.1 and 1.2 (p. 177 textbook), so that you understand the assignment expectations for both content and format. Notice that I entered a rating of 5-Always for Indicator 1.1, but only a 3-Sometimes for Indicator 1.2. See how the Evidence statement/s clearly support the ratings. Think like an accreditation reviewer who looks for confirming (or disconfirming) evidence to support claims of performance.
5. Recall that you are assessing the effectiveness of your current school leader or one from your past experiences. Do NOT include personal information (e.g., names of school leaders, schools, locations) in these assignments.

Part 2

1. Using the suggestions provided in the text and from other resources, complete a plan of improvement, specifically highlighting areas receiving a rating of three or lower. Include in the write-up:
a. One paragraph overview of school and principal (including description of the size of school and its demographics). This should be fictitious information generated by the group.
b. Step number and name, indicator numbers, and names (Copy & paste) (1.1-5.2)
c. Assessment: Assess the overall scoring for the step, using McEwan’s Instructional Leadership Checklist (Resource A). Provide an assessment description specific to your situation, in your own words; include concrete examples to illustrate assessment (Copy the information from the steps and indicators listed previously in your paper).
d. Plan for Improvement and development: List specific suggested activities for improvement and development for each step. (1.1-5.2)

What does a campus at which a principal has done these things successfully look like?

o A synthesis section addresses the following items from the point of view of a future principal. This will be the most substantive part of the paper by far.
 How will you collaboratively develop, articulate, implement, and steward a shared vision of learning for a school/institution? What does it look like to do these things?
 How will you evaluate the potential moral and legal consequences of decision making in the school/institution? What does a campus at which a principal has done these things successfully look like?
 How will you anticipate and assess emerging trends and initiatives in order to adapt school/ institution-based leadership strategies. What does the instructional program at a campus which a principal has done these things successfully look like?
 How will you use strategies to ensure the development of collegial relationships effective collaboration of campus staff? What do faculty meetings at a campus which a principal has done these things successfully look like?
 How will you develop and use effective conflict-management and consensus building skills? What do grade-level teams/departments at a campus which a principal has done these things successfully look like?
 How will you frame, analyze, and creatively resolve campus problems using effective problem-solving techniques to make timely, high-quality decisions? What do relationships with parents, community members, and students look like a campus at which a principal has done these things successfully?
 How will you communicate productively with all audiences through strong communication skills and communicate a message in different ways to meet the needs of various audiences? What does a campus at which a principal has done these things successfully look like?

What does a campus at which a principal has done these things successfully look like?

o A synthesis section addresses the following items from the point of view of a future principal. This will be the most substantive part of the paper by far.
 How will you collaboratively develop, articulate, implement, and steward a shared vision of learning for a school/institution? What does it look like to do these things?
 How will you evaluate the potential moral and legal consequences of decision making in the school/institution? What does a campus at which a principal has done these things successfully look like?
 How will you anticipate and assess emerging trends and initiatives in order to adapt school/ institution-based leadership strategies. What does the instructional program at a campus which a principal has done these things successfully look like?
 How will you use strategies to ensure the development of collegial relationships effective collaboration of campus staff? What do faculty meetings at a campus which a principal has done these things successfully look like?
 How will you develop and use effective conflict-management and consensus building skills? What do grade-level teams/departments at a campus which a principal has done these things successfully look like?
 How will you frame, analyze, and creatively resolve campus problems using effective problem-solving techniques to make timely, high-quality decisions? What do relationships with parents, community members, and students look like a campus at which a principal has done these things successfully?
 How will you communicate productively with all audiences through strong communication skills and communicate a message in different ways to meet the needs of various audiences? What does a campus at which a principal has done these things successfully look like?