Final Reflection Sample Clauses

Final Reflection. Not later than the sixty (60) days before the last school day of the school year in which the evaluation takes place, the unit member shall complete and submit the Tier I Final Reflection document to the evaluator.
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Final Reflection. ‌ By the end of my thesis journey I can say with confidence that I learnt a lot. Looking back to last summer when I was at the very beginning of my thesis project, I can see how much self-development has been achieved. First and foremost, reviewing and analyzing the relevant literature on the field helped me to build sound knowledge on the topic. Even though I cannot state that I became a specialist on the topic, but the difference is massive. I remember moments when reading the articles, which sometimes were related to the wider topic but not the specific area of my research, I could not stop reading and even forgot to make notes because the process of learning new facts was incredibly interesting and informative. Regarding the process of building the research design, identifying the most effective research instruments and conducting the survey, all of this helped me not only in terms of enriching knowledge on the topic, but indirectly influenced in a positive way to developing leadership skills, as it involved such activities as proper organization, conversations with the research gate keeper and school psychologists. Cooperation with the school psychologists was also a crucial part of the process, which resulted even in initial bones of future studies with the plan to further adapt the research instrument and employ it among students of younger age within the school work. Overall, it is necessary to emphasize that the whole process of thesis project helped me to understand the importance of empirical, evidence-based research. References Xxxxxx, X., Xxxxxxx, X., Xxxxxx, X., & Xxxx-Xxxxxxx, J. (2008). A review of the extent, nature, characteristics and effects of bullying behaviour in schools. Journal of Instructional Psychology, 35(2), 151. Xxxxxx, X. X. (2016). Types of Bullying in the Senior High Schools in Ghana. Journal of Education and Practice, 7(36), 131–138. Xxxxxx, X. (Ed.). (2012). Research methods and methodologies in education. Sage publications. Xxxx, X., & Güneri, O. Y. (2013). Bullying and victimization: Predictive role of individual, parental, and academic factors. School Psychology International, 34(6), 658-673. Xxxxxxx, X. X., Xxxx, X. X., Xxxxx, X., & Xxxxxxx, X. X. (2015). Individual and contextual factors associated with verbal bullying among Brazilian adolescents. BMC pediatrics, 15(1), 49. Baizdrakhmanova, A.K. (2015) Sovremenniye podhody k probleme izucheniya bullinga v kazakhstanskoy shkole. [Modern approaches to the problem of s...
Sample 1
Final Reflection. Writing the thesis study on the relationship between emotional intelligence and academic achievement had been valuable and challenging experience for me. I had started exploring the notion of emotional intelligence before the enrollment to this university. However, that investigation of the topic was rather amateur. Similarly, I was passionate about the link between emotional intelligence and intelligence quotient what had become popular domain recently. Conducting the thesis study on emotional intelligence with connection to academic achievement I could reveal the significance of that relationship in the education context. Although the emotional intelligence concept has become popular, still many people do not recognize it correctly. Frequently, even specialists from unrelated spheres do not consider emotional intelligence as a broad term. Hence, employers demand from their future experts to obtain specific soft skills such as interpersonal, leadership, communication, intrapersonal which were not taught in the universities as separate or additional courses. Have conducted statistical analyses on the relationship between emotional intelligence and academic achievement I could indicate that these two variables are interconnected and interrelated with each other. Higher education institutions may use that fact to improve students’ academic achievement and learning strategies. Students of higher education institutions are future specialists in different spheres, who have to be familiar with soft skills and in particular emotional competencies. Therefore, I believe that this study will contribute to the contemporary higher education and indicate the need for further development of emotional intelligence in the academic sphere. References Xxxxxxxxx-Xxxxxxxxxx, X., & Xxxxxxx, M. S. (2016). Xxxx Xxxxx'x educational theory and educational implications of Xxxxxx Xxxxxxx'x multiple intelligences theory. International Journal of Cognitive Research in Science, Engineering and Education/IJCRSEE, 4(2), 57-66. Xxxxx, M., Xxxx, X. X., Xxxx, X. X., Xxxxxx, M., & Xxxx, M. N. (2011). Relationship between Emotional Intelligence and Academic Achievement among Higher Secondary School Students. Pakistan Journal of Psychology, 42(2), 41–54. Retrieved from xxxxx://xxxxxxx.xx.xxx.xx:2358/login.aspx?direct=true&db=aph&AN=85899234&s ite=eds-live Xxxxxxxxx, X. X., Xxx, X. X., & Xxxxxxxx, X. X. (2014). Using Mixed Methods to Study Emotional Intelligence and Teaching Competencies in Hig...
Sample 1

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