Norms can be positive or negative to a group’s efficiency. Differentiate among which norms would be positive for a group to adopt and what some negative ones would be.
What will be an ideal response?
The reason norms are important is because they have such a strong impact on how the group functions and whether the group is successful or not. For example, a classroom setting with an established norm that students do not raise their hands or offer comments to the discussion can be very boring. A weekly staff meeting where people are allowed to constantly whisper with the person next to them will create an atmosphere that lacks cohesiveness and most likely be very unproductive. On the positive side, when a norm of helping others with their work develops in a small business setting, it can be very helpful and inspiring. Leaders need to be aware that norms always exist, and even when they are subtle or not verbally expressed, they do impact the productivity of the group.
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A researcher used a pretest-posttest, control group quasi-experimental design. The experimental group had a mean achievement test score of 40 on the pretest and 70 on the posttest. The control group had a mean achievement score of 50 on the pretest and 60 on the posttest. What statistical technique should the researcher use to analyze these data?
a. t-test c. ANCOVA (analysis of covariance) b. ANOVA (analysis of variance) d. chi-square
Which of the following is an example of funds of knowledge?
a. A father asking his daughter to be quiet so that he can listen to the news. b. A mother teaching her son a traditional gumbo recipe. c. A grandmother going to the grocery store. d. A teacher providing play-dough in the art center.
Relevance, balance, and integration are perceived as:
a. dimensions of sequence b. dimensions of scope c. dimensions of transferability d. dimensions of complexity
Answer the following statement(s) true (T) or false (F)
Nominal data allow for deep statistical comparison of differences.