5 pages double spaced New Times Roman, APA format reference page
Topic: How Elementary Classroom Websites Support Children's Literacy. Style of writing; A lit Review

This paper should focus on differentiation in the elementary classroom. The paper should have two parts. One part should discuss various ideas, approaches, practices, etc. for differentiation in the elementary classroom. Some (or all) of these suggestions should come from Carol Ann Tomlinson's book "How to Differentiate Instruction in Mixed Ability Classrooms" Including her ideas of differentiating content, process, and product. What these mean and how they may be implemented may be discussed.
The other section should be examples and details of successfully differentiated elementary classrooms. Included should be details of what made them "successful"

The number of works cited is not critical. Just be sure to include Tomlinson's book. Examples from educational journals are preferred.

Typical format with introduction, body, conclusion; Endnotes or Footnotes are required; Double-Spaced 1 inch margins; 12 font Times New Roman; mininum of 6 quotations with bibliography page and parenthetical citations; MLA Style;
I would like to also have a bibliography page with the paper.

I am looking for a research paper that explains the great uses of technology in the elementary classroom today and the advantages that come along with incorporating technology in the classroom.It would also be a great idea to include some of the technology being used today in the classroom such as smartboards, laptops, projectors, etc.

I would like the focus of the paper to be: explanations for the low math scores of American elementary students. I would like to use and quote the research of Liping Ma in her book, "Knowing and Teaching Elementary Mathematics." In it, she explains that the disparity between the mathematics scores of Chinese students and American students is due to: 1. the level of mathematical understanding of American teachers, which is then reflected in, 2. how American teachers teach mathematical concepts. I would like to support this argument with the book, "Beyond Arithmetic: Changing Mathematics in the Elementary Classroom" by Dale Seymour Publications.

Technology Research Paper-write a 3 page paper addressing the issues surrounding the use of technology in the classroom.

* Above I have written my instructions. Please write this paper surrounding issues os technology in the elementary classroom. Thanks!

This is a thesis paper for a masters degree in teaching. The topic is "Can kinesthetics improve learning in the elementary classroom?" This is just a copy of my proposal:
(Must be in APA style)
Introduction:
This thesis project will be covering kinesthetics in the elementary classroom. I intend to explore the differences in learning effectiveness between lesson plans that take into account kinesthetic learning versus those that don't. I decided to do this project so I could help benefit all of my students who have different learning abilities. It is very easy to identify students with kinesthetic intelligence. Students with kinesthetic intelligence behave differently to those that completely follow the norms set by society. These students love figuring out how things work and do not need others to tell them. They do things going by their instincts and get gut feelings for things around them. They enjoy and usually are seen to be successful in active sports, constructing, dancing, hands-on tasks, working with scientific probes and microscopes, robotics, digital still and video cameras etc. There can be different kinesthetic learners, such as those who feel more comfortable using different parts of their body. In different lesson plans used in the fall I will develop learning skills for those who are auditory or visual learners as well.
This project is very important to me so that I can increase learning and development in all students that enter my classroom. I have already done some research on a program called Brain Gym that has been introduced in many school systems.

So what I need is 10 pages of Identifying kinesthetic intelligence, 10 pages of kinesthetic behavior and 10 pages of a closing on the subject.


References I have looked at in my proposal: (No more than half my sources can be web-based)

Griss, S. (1998). Minds in Motion: A kinesthetic Approach to Teaching Elementary Curriculum.

Jensen, E. (2005). Teaching with the brain in mind. Association for Supervision and
Curriculum Development.

Lazear, D. (1991). Seven ways of knowing: Teaching for multiple intelligences: a
handbook of techniques for expanding intelligence. Skylight Publishing.

Templeton,R. (1996). Can Adding Movement to Learning Improve the Classroom Environment? College of Education and health Sciences, Retrieved March 15, 2009, from http://www.eric.ed.gov

Witcher, S. (2001). Effects of Educational Kinesiology, Previous Performance, Gender, and Socioeconomic Status on Phonological Awareness Literacy Screening Scores of Kindergarten Students. Retrieved March 10, 2009, from http://scholar.lib.vt.edu/theses/available/etd_0412001_144531/unrestricted/BrainGymPaper

With the article I will be faxing you please:

1. Write a two page length paper.
2. Include a bibliography entry.
3. A brief summary.
4. A personal reaction to the article and a a description
of the specfic applications of the article in an
elementary classroom. ( quite a few examples are given
in article which may be used)
There are faxes for this order.

This is a list of refereneces i have already
Edwards, C. H. (2000, Spring). The Moral Dimensions of Teaching: And Classroom Discipline. American Secondary Education, 28(3), 20-26.
Lipsitz, J. (2003). This We Believe: Successful Schools for Young Adolescents. Westerville, OH: National Middle School Association.
Marzano, R. J., Marzano, J. S., & Pickering, D. J. (2003). Classroom Management that Works: Research-Based Strategies for Every Teacher. Alexandria, VA: Association for Supervision and Curriculum Development.
Marzano, R. J., Pickering, D. J., & Pollock, J. E. (2001). Classroom Instruction that Works: Research-Based Strategies for Increasing Student Achievement. Alexandria,VA: Association for Supervision and Curriculum Development.
McEwan, E. K., & Damer, M. (2000). Managing Unmanageable Students: Practical Solutions for Administrators. Thousand Oaks, CA: Corwinn Press .
Sprick, R., Garrison, M., & Howard, L. M. (1998). CHAMPs: A Proactive and Positive Approach to Classroom Management. Longmont, CO: Sopris West.
Tidwell, A., Flannery, K. B., & Lewis-Palmer, T. (2003, Fall). A Description of Elementary Classroom Discipline. Preventing School Failure, 48(1), 18.
Tomlinson, C. A. (2001). How to Differentiate Instruction in Mixed Ability Classrooms (2nd ed.). Alexandria, VA: Association for Supervision and Curriculum Development.
Van Hoose, J., Strahan, D., & L'Esperance, M. (2001). Promoting Harmony: YOung Adolescent Development and School Practices. Westerville, OH: National Middle School Association.
Wong, H. K., & Wong, R. T. (!991). The First Days of School. Sunnyvale,CA: Harry K. Wong Publications.

I do not need the finished copy of the paper until some time in April. What I do need on 3/20/03 is a rough draft of the following: Title page, Abstract, Statement of the Problem, and Introduction. Since it is only a rough draft and not all of the materials are collected, the Abstract can be a little "fudged".
Other requirements:
Font: Arial, if you can
Size: 14, if you can
Double spaced
Running head and numbered including Title Page(no roman numerals)
References:12 minimum - they need to be empirical studies
I also need copies or where I can
obtain copies
References can go back 20 years
Rough Drafts: As each section is written I will need copies
e-mailed to me
DO NOT DO YOUR OWN STUDY
Research paper is on other peoples work
Abstract: needs to be justified

Sections of the Research Report:
Cover Page/Title Page
Table of Contents
Abstract
Introduction
Statement of the Problem
Hypothesis w/ Operational Definitions
Review of Literature
Methodology
Results
Discussion
References
Appendix

Cover Page/Title Page should have the following info:
Running head and numbered
Title of research paper
Presented to
Professor Stephan Faucetta
Dowling College
In Partial Fulfillment of the
Requirements for
EDU 302
Kama Ritterman
Date

Topic of paper(Educational Research):
Kinesthetic Learners Achievement Levels in Technology Rich Classrooms

I want to know if kinesthetic learners can achieve any type of success in a very visual environment(technology w/ computers and such) and maybe even how they work around all the visual info when they learn better through kinesthetics.

I would like it to focus on the elementary classroom(K-6). Unless there is more info on this topic in the upper grades. Also, depending on how much info there is, in the urban area or suburban area.

Any question or need more info please feel free to contact me.

question first and then continue to answer. Do Not Use Outside Sources.
Berliner readings refer to educational research, however, at the same time that educational researchers themselves are expanding their repertoire; such as the federal government narrowing their focus on scientific research.

Discussion Question
1.What do you think are some likely outcomes of this conflict?

Educational Research: The Hardest Science of All: by David C. Berliner

Under the stewardship of the Department of Education, recent acts of Congress confuse the methods of science with the process of science, possibly doing great harm to scholarship in education. An otherwise exemplary National Research Council report to help clarify the nature of educational science fails to emphasize the complexity of scientific work in education due to the power of contexts, the ubiquity of interactions, and the problem of decade by findings interactions. Discussion of these issues leads to the conclusion that educational science is unusually hard to do and that the government may not be serious about wanting evidence-based practices in education.

Scientific Culture and Educational Research (this issue), as well as the National Research Council (NRC) report from which it draws, are important documents in the history of educational research. I commend the authors and panelists who shaped these reports, and I support their recommendations. But it is not clear to me that science means the same thing to all of us who pay it homage, nor do I think that the distinctions between educational science and other sciences have been well made in either report. There are implications associated with both these issues.

Definitions of Science
I admire Richard Feynmans (1999) definition of science as the belief in the ignorance of authority (p. 187). Unrestricted questioning is what gives science its energy and vibrancy. Values, religion, politics, vested material interests, and the like can distort our scientific work only to the extent that they stifle challenges to authority, curtailing the questioning of whatever orthodoxy exists. Unfettered, science will free itself from false beliefs or, at the least, will moderate the climate in which those beliefs exist. As politicians recognize that facts are negotiable, perceptions are
rock solid, so there is no guarantee that science will reduce ignorance. But as long as argument is tolerated and unfettered, that possibility exists. Another admirable definition of science was provided by Percy Bridgman (1947), who said there really is no scientific method, merely individuals doing their damndest with their minds, no holds barred (pp. 144145). I admire Feynmans and Bridgmans definitions of science because neither confuses science with method or technique, as I believe happens in recent government proclamations about the nature of appropriate, and therefore fundable, educational research. World-renowned scientists do not confuse science with method. As Peter Medawar said, what passes for scientific methodology is a misrepresentation of what scientists do or ought to do. The evidence-based practices and scientific research mentioned over 100 times in the No Child Left Behind Act of 2001 are code words for randomized experiments, a method of research with which I too am much enamored. But to think that this form of research is the only scientific approach to gaining knowledgethe only one that yields trustworthy evidence reveals a myopic view of science in general and a misunderstanding of educational research in particular. Although strongly supported in Congress, this bill confuses the methods of science with the goals of science. The government seems to be inappropriately diverging from the two definitions of science provided above by confusing a particular method of science with science itself. This is a form of superstitious thinking that is the antithesis of science. Feuer, Towne, and Shavelson, representing the entire NRC committee, clearly recognize this mistake, and we should all hope that they are persuasive. To me, the language in the new bill resembles what one would expect were the government writing standards for bridge building and prescription drugs, where the nature of the underlying science is straightforward and time honored. The bill fails to recognize the unique nature of educational science.

Hard and Soft Science: A Flawed Dichotomy
The distinctions between hard and soft sciences are part of our culture. Physics, chemistry, geology, and so on are often contrasted with the social sciences in general and education in particular. Educational research is considered too soft, squishy, unreliable, and imprecise to rely on as a basis for practice in the same way that other sciences are involved in the design of bridges and electronic circuits, sending rockets to the moon, or developing new drugs.
But the important distinction is really not between the hard and the soft sciences. Rather, it is between the hard and the easy sciences. Easy-to-do science is what those in physics, chemistry, geology, and some other fields do. Hard-to-do science is what the social scientists do and, in particular, it is what we educational researchers do. In my estimation, we have the hardest-to-do science of them all! We do our science under conditions that physical
scientists find intolerable. We face particular problems and must deal with local conditions that limit generalizations and theory buildingproblems that are different from those faced by the easier-to-do sciences. Let me explain this by using a set of related examples: The power of context, the ubiquity of interactions, and the problem of decade by findings interactions. Although these issues are implicit in the Feuer, Towne, and Shavelson article, the authors do not, in my opinion, place proper emphasis on them.

The Power of Contexts
In education, broad theories and ecological generalizations often fail because they cannot incorporate the enormous number or determine the power of the contexts within which human beings find themselves. That is why the Edison Schools, Success for All, Accelerated Schools, the Coalition of Essential Schools, and other school reform movements have trouble replicating effects from site to site. The decades old Follow-Through study should
have taught us about the problems of replication in education (House, Glass, McLean, & Walker, 1978). In that study, over a dozen philosophically different instructional models of early childhood education were implemented in multiple sites over a considerable period of time. Those models were then evaluated for their effects on student achievement. It was found that the variance in student achievement was larger within programs than it was between programs. No program could produce consistency of effects across sites. Each local context was different, requiring differences in programs, personnel, teaching methods, budgets, leadership, and kinds of community support. These huge context effects cause scientists great trouble in trying to understand school life. It is the reason that qualitative inquiry
has become so important in educational research. In this hardest-to-do science, educators often need knowledge of the particularthe localwhile in the easier-to-do sciences the aim is for more general knowledge. A science that must always be sure the myriad particulars are well understood is harder to build than a science that can focus on the regularities of nature across contexts. The latter kinds of science will always have a better chance to understand,
predict, and control the phenomena they study. Doing science and implementing scientific findings are so difficult
in education because humans in schools are embedded in complex and changing networks of social interaction. The participants in those networks have variable power to affect each other from day to day, and the ordinary events of life (a sick child, a messy divorce, a passionate love affair, migraine headaches, hot flashes, a birthday party, alcohol abuse, a new principal, a new child i the classroom, rain that keeps the children from a recess outside the school building) all affect doing science in school settings by limiting the generalizability of educational research findings. Compared to designing bridges and circuits or splitting either atoms or genes, the science to help change schools and classrooms is harder to do because context cannot be controlled.

The Ubiquity of Interactions
Context is of such importance in educational research because of the interactions that abound. The study of classroom teaching, for example, is always about understanding the 10th or 15th order interactions that occur in classrooms. Any teaching behavior interacts with a number of student characteristics, including IQ, socioeconomic status, motivation to learn, and a host of other factors. Simultaneously, student behavior is interacting with
teacher characteristics, such as the teachers training in the subject taught, conceptions of learning, beliefs about assessment, and even the teachers personal happiness with life. But it doesnt end there because other variables interact with those just mentioned the curriculum materials, the socioeconomic status of the community,
peer effects in the school, youth employment in the area, and so forth. Moreover, we are not even sure in which directions the influences work, and many surely are reciprocal. Because of the myriad interactions, doing educational science seems very difficult, while science in other fields seems easier. I am sure were I a physicist or a geologist I would protest arguments from outsiders about how easy their sciences are compared to mine. I know how messy their fields appear to insiders, and that arguments about the status of findings and theories within their disciplines can be fierce. But they have more often found regularities in nature across physical contexts while we struggle to find regularities across social contexts. We can make this issue about the complexity we face more concrete by using
the research of Helmke (cited in Snow, Corno & Jackson, 1995). Helmke studied students evaluation anxiety in elementary and middle school classrooms. In 54 elementary and 39 middle school classrooms, students scores on questionnaires about evaluation anxiety were correlated with a measure of student achievement. Was there some
regularity, some reportable scientific finding? Absolutely. On average, a negative correlation of modest size was found in both elementary and middle school grades. The generalizable finding was that the higher the scores on the evaluation anxiety questionnaire, the lower the score on the achievement test. But this simple scientific finding totally misses all of the complexity in the classrooms studied. For example, the negative correlations ran from about ?.80 to zero, but a few were even positive, as high as +.45. So in some classes students evaluation anxiety was so debilitating that their achievement was drastically lowered, while in other classes the effects were nonexistent. And
in a few classes the evaluation anxiety apparently was turned into some productive motivational force and resulted in improved student achievement. There were 93 classroom contexts, 93 different patterns of the relationship between evaluation anxiety and student achievement, and a general scientific conclusion that completely missed the particularities of each classroom situation. Moreover, the mechanisms through which evaluation anxiety resulted in reduced student achievement appeared to be quite different in the elementary classrooms as compared to the middle
school classrooms. It may be stretching a little, but imagine that Newtons third law worked well in both the northern and southern hemispheresexcept of course in Italy or New Zealandand that the explanatory basis for that law was different in the two hemispheres. Such complexity would drive a physicist crazy, but it is a part of the day-to-day world of the educational researcher. Educational researchers have to accept the embedded-ness of educational phenomena in social life, which results in the myriad interactions that complicate our science. As Cronbach
once noted, if you acknowledge these kinds of interactions, you have entered into a hall of mirrors, making social science in general, and education in particular, more difficult than some other sciences. Decade by Findings

Interactions
There is still another point about the uniqueness of educational science, the short half-life of our findings. For example, in the 1960s good social science research was done on the origins of achievement motivation among men and women. By the 1970s, as the feminist revolution worked its way through society, all data that described women were completely useless. Social and educational research, as good as it may be at the time it is done, sometimes shows these decade by findings interactions. Solid scientific findings in one decade end up of little use in another
decade because of changes in the social environment that invalidate the research or render it irrelevant. Other examples come to mind. Changes in conceptions of the competency of young children and the nature of their minds resulted in a constructivist paradigm of learning replacing a behavioral one, making irrelevant entire journals of scientific behavioral findings about educational phenomena. Genetic findings have shifted social views about race, a concept now seen as worthless in both biology and anthropology. So previously accepted social science studies about differences between the races are irrelevant because race, as a basis for classifying people in a research study, is now understood to be socially, not genetically, constructed. In all three cases, it was not bad science that caused findings to become irrelevant. Changes in the social, cultural, and intellectual environments negated the scientific work in these areas. Decade by findings interactions seem more common in the social sciences and education than they do in other scientific fields of inquiry, making educational science very hard to do.

Conclusions
The remarkable findings, concepts, principles, technology, and theories we have come up with in educational research are a triumph of doing our damndest with our minds. We have conquered enormous complexity. But if we accept that we have unique complexities to deal with, then the orthodox view of science now being put forward by the government is a limited and faulty one. Our science forces us to deal with particular problems, where local knowledge is needed. Therefore, ethnographic research is crucial, as are case studies, survey research, time series, design experiments, action research, and other means to collect reliable evidence for engaging in unfettered argument about education issues. A single method is not what the government should be promoting for educational researchers. It would do better by promoting argument, discourse, and discussion. It is no coincidence that early versions of both democracy and science were invented simultaneously in ancient Greece. Both require the same freedom to argue and question authority, particularly the government. It is also hard to take seriously the governments avowed desire
for solid scientific evidence when it ignores the solid scientific evidence about the long-term positive effects on student learning of high-quality early childhood education, small class size, and teacher in-service education. Or when it ignores findings about the poor performance of students when they are retained in grade, assigned uncertified teachers or teachers who have out-of-field teaching assignments, or suffer a narrowed curriculum
because of high-stakes testing. Instead of putting its imprimatur on the one method of scientific inquiry to improve education, the government would do far better to build our community of scholars, as recommended in the NRC report. It could do that by sponsoring panels to debate the evidence we have collected from serious scholars using
diverse methods. Helping us to do our damndest with our minds by promoting rational debate islikely to improve education more than funding randomized studies with their necessary tradeoff of clarity of findings for completeness of understanding. We should never lose sight of the fact that children and teachers in classrooms are conscious, sentient, and purposive human beings, so no scientific explanation of human behavior could ever be complete.
In fact, no un-poetic description of the human condition can ever be complete. When stated this way, we have an argument for heterogeneity in educational scholarship and for convening panels of diverse scholars to help decide what findings are and are not worthy of promoting in our schools. The present caretakers of our government would be wise to remember Justice Jacksons 1950 admonition: It is not the function of our government to keep the citizens from falling into error; it is the function of the citizen to keep the government from falling into error. Promoting debate on a variety of educational issues among researchers and practitioners with different methodological perspectives would help both our scholars and our government to make fewer errors. Limiting who is funded and who will be invited to those debates is more likely to increase our errors.

If possible I would like to request SunandMike to complete this order.

Based upon the case study and discussion
I have developed a schedule for implementing an action plan.

Provide a rationale/objective for the following catogories: Co-teaching, Communication, Diverse Lesson Plans (gifted, regular education and special education students), Time Management, and Shared Responsibilites that explains the action plan and why it should resolve the situation.

Case Study

Case 1?Audrey?s Story
From Harris, K., et.al., Collaborative Elementary Teaching

Will Co-teaching with a Special Educator Really
Meet All My Students? Needs?

Abstract
Audrey, a third-grade teacher, has been teaching for about 20 years. She has always had diverse groups of students in her classes. She has been most accommodating to those students with problems. This year, she is being asked to co-teach with a special educator. This district?s plan is to serve the special education resource students in elementary classrooms. Audrey doesn?t mind working with the students, but she is not sure of the teacher. She?s also concerned that her curriculum will be ?watered down?.

Key Participants
Third-Grade Teacher: Audrey (main character)
Special Education Resource Teacher: Betty

Background
This is Audrey?s story. Audrey is a third-grade teacher who has been teaching for about 20 years. She?s been in her present school for about 5 years. This kindergarten through eighth-grade school is in a low to middle socioeconomic neighborhood.
This year, the district office encouraged the special education resource teachers to conduct collaborative teaching activities as a way to provide services to students with special needs. The district offered a class in cooperative teaching. Since Audrey wasn?t sure how to co-teach with a special educator, she enrolled in the district class as did her co-teaching partner, Betty. Audrey went to all the sessions. She really enjoyed learning about different cooperative teaching models and strategies for the effective use of planning time.
Betty and Audrey decided to collaborate in Audrey?s class four days a week. Monday through Thursday, Betty came into Audrey?s class during the language arts period. There were two special education students in Audrey?s class during that period. When Betty came in, she also brought four other third-grade students with special needs. She took them out of their regular third-grade class and brought them with her to Audrey?s third-grade classroom for co-taught language arts instruction. These students with special needs had low reading and writing skills as well as behavior problems.

Audrey?s Story, Part A
I wasn?t sure how collaborative teaching could work, so I decided to enroll in a course the district was offering on this topic. The course was informative. The instructor shared many teaching and planning strategies. An advantage was that Betty also enrolled in the course. At least we were getting to know each other outside our co-taught classroom.
Betty and I easily co-teach with one another. We are responsive to each other?s cues and easily incorporate each other into whatever is happening. For example, the other day, Betty and I decided to do a literature lesson on the ?big idea? and help students to identify details that go with this ?big idea?. While I was introducing this concept to the whole group, Betty was walking around the room and monitoring students? behavior. Betty made sure students were paying attention or made sure they were on the right page in their books. Once in a while, Betty would interject something to the whole group to reinforce something I was saying. She also occasionally would announce that a particular student seemed ready to answer. Betty is particularly aware of how the students with behavior and learning problems are functioning and when they can successfully participate in large group activities.
Betty and I even made it a point to plan what we would be doing when she was in my classroom. First, we set aside lunch time on Thursday. However, that didn?t seem to give us enough time to decide what to do about the issues we identified. So we changed our planning time to Friday. I have a prep period when my students go to their specials, namely music, art, and physical education. Betty changed her schedule so that she could meet with me on Friday during my prep period.
Betty is easy to be with, and is very accommodating in her schedule, but she seems really disorganized. I am compulsive and like things my way in my room. What do you expect? I have been teaching for 20 years. Betty is younger than I and has been teaching about 6 years. She says she has co-taught with elementary teachers before. Maybe this will work.
I?m a little concerned about my high-achieving students. I brought up that concern during one of our planning meetings, but Betty seemed more interested in addressing modifications we need to make for the students with learning and behavior problems.
I really feel that we are short-changing those high-achieving students who are in my room. I feel that my goals for language arts this year need to incorporate phonics even though I am more interested in using a literature-based approach to instruction. To follow district guidelines, I don?t really use units of instruction. I plan lessons that last, at the most, only about a week. I feel constrained by the skill-based curriculum that is textbook driven, and I really feel that my high-achieving students are suffering with this approach to language arts. I have three to four students who I feel need enrichment. They read at about a fifth- to sixth-grade level, and they?re very creative. I want them to keep learning and I don?t want them to become bored. We don?t really have a program for gifted students at this school.
On top of this problem with the high-achieving students, Betty, who I thought would help with this kind of thing, is turning out to be a handful. Betty does not keep things in their place, and the room is not as clean as it was when it was mine. She collects and keeps everything. She?s a pack rat. How can I function like this?
One situation really frosted it. One day, I had to leave early for an appointment. Betty said she could handle the class. I left thinking everything would be handled. When I returned the next morning, I found all the materials used by the students still on their desks. The board was full of information from yesterday?s class with Betty. Her teaching materials were strewn all over the countertops and desk. I just can?t function this way. Something has got to be done if I am to get through this year.


Discussion Questions
1. Audrey was not new to serving students with special needs in an inclusive setting. She was new to co-teaching and sharing a room with a special educator. What else could have been done to help Audrey with this change?
2. Audrey and Betty are co-teaching students with mild disabilities and high achievers in a school for at-risk students and non-native English speakers. What should these teachers incorporate into their instruction to best meet the needs of all these students?
3. What co-teaching structures would enhance the success of all the students in this co-taught class?
4. What interpersonal strategies would you suggest Audrey consider as she attempts to resolve this situation?

Response
1. Many of Audrey?s complaints and problems were due to her being unfamiliar with co-teaching, with sharing her classroom with another educator. For someone who has worked alone for twenty years, sharing her classroom involved as many changes as entering into any new relationship. Therefore, both Betty and Audrey need to communicate, collaborate, and cooperate. They need to discuss their needs and their concerns with each other to avoid growing difficulties and resentments because ultimately the two teachers have the potential to work well together and complement each other in the classroom. Both teachers are adept at working with students with special needs: Audrey is simply more concerned about gifted students than Betty is and vice-versa.
Audrey?s main concerns were Betty?s teaching habits, rather than her teaching approach. Audrey was not disappointed with Betty?s ability as a teacher. In fact, she was delighted by her performance and her ability to assist students with special needs. What Audrey was concerned about was keeping the classroom well-organized and neat. The second of Audrey?s concerns was regarding the accelerated students, Audrey felt were being shortchanged by paying too much attention to the special needs students.
Although Audrey benefited greatly from the co-teaching training course, she was not prepared for the sharing of her classroom. One of the first things she could have done would have been to meet privately with Betty to discuss matters related to classroom management and organization. Just as if she had a roommate, Audrey also needed to make some compromises of her own, such as accepting a few messy desks in exchange for a harmonious co-teaching relationship. Having to wipe the blackboard clean every morning is not a major issue, one that Audrey can easily learn to put up with in exchange for a good co-teacher.
Finally, understanding Audrey and Betty?s attitude toward the accelerated students. If the two teachers met after-hours, perhaps with other teachers as advisors or mediators, they might have been able to reach an agreement on how to meet the needs of accelerated students as well as special needs students. Audrey and Betty should talk openly about their concerns so that they can reach compromise about how to run their classroom. Intervention on the part of other educational professionals such as principals might have helped.
2. Co-teaching a classroom as diverse as theirs involves careful lesson planning. As Audrey noted, Betty worked especially well with the special needs students and accommodated to their needs well. However, Audrey was concerned that the accelerated students were suffering because of the extra attention paid to the students whose first language was not English, or those with behavioral problems. In an environment in which all students need to do well on their own, but not at the expense of any other, cooperation and collaboration are essential.
Therefore, Audrey could have devised curriculum that appealed to accelerated students, such as opportunities for extra-curricular activities. For example, since she was literature-oriented, Audrey could have suggested ideas for essays that enabled the accelerated students to excel, but not at the expense of others in the class.
3. To enhance the success of all students in the co-taught class, Audrey and Betty should adopt creative co-teaching structures. The two teachers need to work separately as well as together, combining their talents in the way that met the needs of all students. For instance, if Betty worked best with students with special needs or those with behavioral problems then she could address those students? needs by providing special in-class instruction while Audrey continued with her lecture/lesson.
Another productive option would be for Betty and Audrey to offer extra credit to the accelerated students, in exchange for tutoring the special needs students and students whose first language was not English. The experience would help the accelerated students and the students with special needs develop friendships and interact, when they might not otherwise. Thus, the situation would create a positive social situation in a classroom that could too easily become segregated.
Also, Betty and Audrey could structure the classroom differently each week or each day, alternating a circular classroom with a typical lecture format and with the occasional group project. This way, students get the opportunity to work in different settings, with all of their classmates, in ways that suit all the students. Different learning styles would be accounted for in a setting as open and flexible as this.
Audrey mentioned that she would teach while Betty roamed around the classroom making sure students were paying attention or were on the right page. Audrey and Betty should alternate their roles as primary teacher and teacher?s aide so that neither becomes dominant in the classroom. The idea is to co-teach, not to set up a situation where one teacher has more authority than the other. Power struggles should be avoided as much as possible. Because Audrey has more than a decade more experience than Betty, the latter would easily defer to Audrey in times of disagreement.
Finally, the co-teachers should meet after hours as much as possible to discuss their progress as co-teachers, the progress of each of their students, and plans for future lessons. By meeting once or twice a week, the teachers would be able to better overcome their interpersonal conflicts and therefore help their students better. They could also attend lectures, conferences, and workshops regularly to enhance their abilities as co-teachers.
4. Audrey has several options when it comes to resolving the co-teaching problems she has encountered. Effective interpersonal strategies are essential: Audrey needs to realize that along with her seniority she should also listen to the needs and concerns of Betty, who as a younger teacher might be more up-to-date on the latest trends and methods. Therefore, the two must meet after-hours to discuss their concerns and strategies. Both should be prepared to yield and compromise. When they work together, the lesson plan will combine the best of both worlds: the seasoned teacher who has seen it all and the freshness of the newer teacher.
There are many books and articles that Audrey can use as guides for effective interpersonal communication. Also, she can keep abreast of co-teaching strategies by consulting with other teachers, by attending seminars, and by reading material in educational journals. Sometimes, however, the simplest solution is communication: discussing her needs and concerns with Betty in a non-threatening environment and remaining aware of her feelings and thoughts as to how to best run the classroom.

Notes FYI
Time Management

Audrey and Betty need to create time for planning. It would be useful for them to set aside time everyday for a minimum of forty-five minutes. Scheduled time that is consistent is very important when collaborating. Planning is crucial for Audrey and Betty. During their planning time, they should be planning a theme unit, setting goals and creating a list that includes topics such as: my list, your list, and our list. This will encourage them to stay organized and aware of their responsibilities. To help aid in successful time management, Audrey and Betty should use the B.A.S.E. model. The process includes coming up with the main ideas that teachers want to teach, narrowing it down to the most challenging idea for students, brainstorming strategies and supports to meets the needs of all students, and evaluating the team?s ideas and teaching methods.

Co-Teaching Options
To accommodate Betty?s needs some co- teaching options should be addressed. Betty may not feel welcome in Audrey?s class because she feels like an assistant. Lack of feeling comfortable in a classroom could have lead to some of the problems Audrey faces. In order to help Betty feel welcome, as a team they need to explore options of co-teaching. As of now, Betty is just a tutor that helps students while Audrey teaches. Betty is a teacher like Audrey; she needs to be acknowledged as one as well. Some co- teaching options are: One teaching/ one assisting, station teaching , parallel teaching , alternative teaching, and team- teaching. She is currently using the option one teaching/ one assisting. Audrey and Betty should come up with a option that fits both of their needs. Alternative teaching seems to be the best fit for them. Betty seems to be very focused on ?her? students. This would be a way for Betty to have a small section of students that need extra help. She will then still feel like a teacher if she used this model. Another alternative they could use is to implement many different co-teaching options throughout the week. For instance: Monday would be parallel teaching, Tuesday will use team teaching, Wednesday they will use alternative teaching for students who have not grasped the ideas that were taught, and Thursday they could use one teacher/ one assistant.

This assignment is to provide ways in which I can implement writing in a primary classroom (writing across the curriculum). These need to be realistic ways to integrate writing into all content areas with consideration of the time constraints in today's classroom due to much emphasis being placed on reading and math. Basically, please address how to realistically integrate and implement writing across the curriculum in an elementary classroom.

PROFESSORS NOTES:
Research design section: A description of the proposed research design to include the research questions, rationale, instrumentation, and methods for both data collection and analysis

That is the description, but let me provide some more specifics.

Typically this section is three to five pages. You should include the information requested above.

Research questions: List the question(s) - one or two major research questions.

Rationale: why did you decide that the research design (quantitative, qualitative, or mixed methods - or even a specific subsection of one of these three such as a narrative study) for this study?

Instrumentation: what instruments would you use if you were to actually conduct this research? An established survey? An established IQ test? An interview protocol? These are some examples of instruments.

The specific methods: this is clearly tied to the instruments. Examples include interviewing, administering tests, and surveying a particular group.

STUDENTS NOTES:
This is a three page paper. I am placing sections 1 and 2 of the assignment below. Be sure all citation is in proper APA format. You should gear the paper toward the grounded theory as it has already been accepted by the professor. If you have any questions please email me. I usually check my email several times a day. Also please use

Creswell, J. W. (2005). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Upper Saddle River, NJ: Prentice Hall.

as methodology research citation.

SUBMITTED ASSIGNMENTS 1 & 2
Introduction
Education is changing due in large part to computer technology. From computers in grade school rooms to higher education?s internet based courses, educational opportunities for Americans are expanding. The explosion of computer technology and the ?age of the internet? have impacted our lives socially, economically and politically. (Levin 2002) This paper will investigate the opportunities and consequences that computers technology has brought on the field of education for educators.
There a many different areas that studying the effects of computer technology on education can explore. The primary focus of this paper will center on computers technology and its affects on educators. However, general comments will be made relating to the broader subject area as appropriate to the subject. .

Education is experiencing new era of expansion with new opportunities due in part to the introduction of computer technology, like internet based courses. This makes it very important educators to study and understand the underlying benefits and consequences of technologies use in instruction.

For working adults, the flexible environment of internet based courses, or online courses, is meeting the scheduling needs of a hectic life. Moreover, learning opportunities via computer technology has increased comfort level with technology in general. More education or just education in general, is believed to allow individual to increase their skills, therefore their position in their workplace and society. Capitalists and experts in human resources often endorse more formal education and training programs as an economic stimulator benefiting both personal and national interests. However, social commentators like Livingstone (1987) disagree noting that the ranks of the under- and unemployed have always been filled with educated, skilled workers.

For educators, the implications of computer technology and online courses are different. Author Herb Thompson (1999) notes that accomplishing learning via internet based courses is a matter of good pedagogy, not the technology. Thompson asserts: "When learners use computer tools in ways which pay attention to the attributes of concepts and their interrelationships, then they are employing contextual thinking and learning." (pg. 32) Thompson contends it more important for the instructor to impart knowledge and critical thinking than how to use the computer itself.
Instructors are also confronted with multicultural classrooms filled different skill levels. For instructors and academic institutions using computer based technology these issues are presenting an increasing challenge to keep not only the curriculum relevant to but to facilitate learning as well. . Knowledge in this area will allow educators and policymakers can improve effectiveness, curriculum and online course offerings.

It has been noted that online courses actually requires a larger effort in time and resources for faculty than traditional the classroom, or face to face. (Cissell, Cissell, & Murphy 1999) The Division of Labor Studies online program housed at Indiana University can be an example of amount of resources and requirements on instructors. According to W. Mello (personal communication, Apr. 13, 2006), online course hours per week average 8 to 15 hours a week per course and increase often with the course level. This contrast with the 2 to 4 hours based in traditional face to face. Mello also notes that training on software and hardware is required periodically.

Introductory Conclusion:
One could conclude that while there have been studies on the issues of the impact of computer technology and the internet on education, there is a deficiency in the evidence that warrant further research.

Literature Review
A new era of educational instruction has resulted from the revolution in information and communication technology brought on by globalization. It is crucial that leaders update their skills and begin to incorporate technology into their leadership methods as this technology becomes more and more commonplace. In the business world, the ability to utilize technology to increase productivity is seen as being a professional and a leader. It is believed that technology drives down administrative tasks while providing a valuable growth tools for both employees and leaders. This literature review examines the current state of research and reviews the reality of technology for instructors. .
For instructors the growing need to educate themselves has led to some educational institutions to develop and implement technological training programs. In response to the Goals 2000: Educate America Act of 1994, the InTech Professional Development Program was the established by the state of Georgia Skills taught include the use of email, word processing programs, and Internet searches as well as software installation and evaluation (Brooks et.al., 2001). Program participants are also required to read articles about technology and to plan and implement technology-training lessons for their colleagues.
In Georgia, teachers who had completed the InTech program were certified to redeliver, or train their colleagues at their school sites. Studies conducted assessed how teachers felt about the different programs, the methods employed by the teachers to implement InTech training in classrooms, and the factors that enhance or create barriers to technology use (Brooks et.al. 2001).
A study was conducted on a variety of teachers from three elementary schools who had completed the InTech program (Brooks et.al. 2001). They posed questions such as whether the administrator supported the integration of technology in the classroom; whether additional training would increase the teacher?s comfort level as they incorporated technology into lessons for the students; and whether the technology trainer influenced the teachers' use of technology.
The study indicated that there were two significant factors that had an impact on integration of technology in the classroom. The first factor was that teachers' computer proficiency increased after taking the InTech training program; the second factor was that technology trainers had a significant impact on teachers' learning. Teachers trained at the university-based programs had more positive experiences than those trained at the local level. Their findings allowed the researchers to recommend that the schools be supplied with more software and equipment to improve technology instruction.
The study results also indicated that the reported barriers to technology integration within classrooms included planning time, classroom management using the computer, and time restrictions because of scheduling conflicts. This agrees with a finding from the National Center for Education Statistics that, next to a lack of computers, lack of release time for teachers to learn technologies and lack of class time for students to use computers are barriers to teachers' technology use (Ezarik, 2001).
A review of the literature reveals that most instructors face these challenges in the implementation. The ability of administrators to provide training for educators that is intellectually stimulating and pleasurable is also a challenge. Brody?s (1995) research recognized several components including the reputation of the trainer, the rewards available to the participants, both tangible and intangible, and the support of the administration, all qualities that should be considered when developing skills training for educators. Secondary issues in the traditional face to face training such as location, space, and travel, can also be overcome by using web based courses in educator?s technological skill development. In addition to increasing comfort levels with technology, Bintrim (2002) notes internet based training also allows educators to establish their pace by logging on when it is convenient for them.
Indeed using technology to train educators can have an impact on the educator?s views on technology?s use in education. A study was conducted about teacher?s preferences to technology training. The study by Cole and Styron (2005) asked whether teachers were more likely to prefer online methods in lieu of traditional face-to-face methods of obtaining training on various topics pertaining to technology.
Cole and Styron (2005) also researched educator?s readiness to incorporate technology into their classrooms after participating in online technology training. The results revealed that a majority understood technology benefits to the educational process after they had participated in the online training. The results also indicated ?that the preferred method of delivering this training is through online professional development with 89.1% of the teachers willing to participate in another online module through TeacherLine and 85.5% willing to participate in any form of online professional development.? (Cole and Styron 2005, 6)
Ineffective habits of technological staff development have also been studied. According to Poole and Moran (1998) cited lack of administrative support, inadequate expensive one-shot workshops with no follow-up or support and a general unaware of technology use and availability.
Finally, the majority of the literature on the topic indicates that the adoption of the Internet as a learning tool will require a shift in the educational paradigm that will empower the Internet as a relevant learning and teaching tool.

Reference:
Bintrim, L. (2002). Redesigning professional development. Educational Leadership, 59 (6) 96-98.

Books, J., Cayer, C., Dixon, J., Wood, J. (2001). Action Research Question: What Factors Affect Teachers' Integration of Technology in Elementary Classrooms?Retrieved April 28, 2006 from http://www.goenc.com.

Brody, P. J. (1995). Technology Planning and Management Handbook: A Guide for School District Educational Technology Leaders. Englewood Cliffs, NJ: Educational Technology Publications.

Cissell, W. B., Cissell, M. E., & Murphy, L. (1999). Evaluating the texas woman's university distance education program: A case study. Journal of Educational Technology & Society, 2(3), 84-90. Retrieved April 11, 2006 from http://www.ifets.info/journals/2_3/cissell.pdf

Cole, M. & Styron, R. (2005). Traditional or Online Methods Development: What DoTeachers Prefer? Retrieved April 28, 2006 from
http://www.center./uoregon.edu/ISTE/uploads/NECC2005/KEY_6213764/

Ezarik, M. (2001). Charting the Technology Explosion. Curriculum Administrator, 37, 36-40.

Gahala, M. (2001). Critical Issue: Promoting technology Use in Schools. Retrieved
April 28, 2006 from http://www.ncrel.org/sdrs/areas/issues/methods/technology/te200:htm

Levin, Y. (2002, fall). Politics after the internet. Public Interest, 149, pp.80-95. Retrieved on April 11, 2006 from EBSCO HOST Research Database

Livingstone, D.W. (1987). Upgrading and Opportunities. Critical Pedagogy and Cultural Power South Hadley, Mass.: Bergin & Garvey Publishers.

Poole, J. J., & Moran, C. (1998). Schools have their computers, now what? T.H.E Journal [Online]. Available: http://www.thejournal.com/magazine/vault/A2008.cfm

Thompson, H. (1999). The Impact of Technology and Distance Education: A Classical Learning Theory Viewpoint. Journal of Educational Technology & Society 2(3), 25-40. Retrieved April 11, 2006 from http://www.ifets.info/journals/2_3/herb_thompson.pdf

This paper should debate both sides of using technology in early elementary classrooms and the affects teh technology has on the students' learning. The paper will compare and contrast the use of the information communication technologies to traditional methods like puzzles, toys, and building blocks.

Direction:

Imagine that you are an elementary classroom teacher.
You have been asked by your principal to write a newsletter for your parents describing your school's physical education program and curriculum, (do not confuse this with the after school program). The newsletter should include a narrative directed to the parents where you introduce yourself as the teacher and then describe your program. Include facts on fitness and other physical education issues that you feel are relevant for parents to be informed about The newsletter should contain program objectives (parent friendly standards) along with examples of learning experiences that children will have in your class. Your newsletter should reflect the tone and philosophies of your program. Include information that you have learned to this point in class (Text book: Robert P. Pangrazi. Dynamic Physical Education for Elementary School Children14th Ed.).

My Literature Review of my capstone project (Chapter 3) must be between 2400 - 3500 words. Having the minimum is okay with me.
My thematic concern is "To better understand the benefits of incorporating brain friendly activities in the elementary classroom so educators can better develop the minds of their students."

This Literature review should be about recent brain research findings and where it has come from (how it has exploded!) over the past 10 -15 years. Information about the 'critical periods' in a childs brain development. Stanley Greenspan and Eric Jensen have done a lot of research on this topic and making reference and using them will be important in this chapter. There is powerful new evidence from neuroscience that the early years of development set the base for competence and coping skills that will affect learning, behavior and health throughout life. Brain research findings should be used to enhance or better yet enrich how to better develop the minds so learning can be maximized in the classroom.

This chapter is the 'narrative' to my capstone project. This is where I convince my reader that this is a relevant concern. It is crucial that I support all statements in this Literature Review. I statements cannot appear.

This is to be a review of the literature on my topic of brain research and I must convince my readers that there is a need for my project. A review of recent brain research and related information should be good. Thank you.

The subject for this research paper is ocean reptiles and mammals-coastal representatives. My instructor has given the following information for this topic: sea turtles, bottlenosed dolphins, and speckled dolphins and any other reptiles or mammals we might find interesting. The paper should have a minimum of 5 references that are web based. He means not just listing a web address but downloading material from the sites. This class was a graduate level class for teachers so any downloaded material could also be used as PowerPoint presentations in our elementary classroom.
This is the only information I was given for the paper but I can contact the instructor if you need more.

Classroom management theories form a foundation from which teachers can create an emotionally safe classroom where all students can learn. This foundation includes knowing how to promote self-awareness, self-management, self-efficacy, and self-esteem; manage routine misbehaviors; and encourage student interaction, motivation, and engagement.

PAGE 1:

A. Create a personal philosophy of classroom management related to elementary education by doing the following:

1. Explain how key elements of classroom management theories support your personal philosophy to promote the following in students:

Rubric: The candidate provides a logical explanation, with sufficient support, of how key elements of classroom management theories inform the candidates personal philosophy to promote student self-management.

a. Self-management (include 1 source)

Rubric: The candidate provides a logical explanation, with sufficient support, of how key elements of classroom management theories inform the candidates personal philosophy to promote student self-efficacy.

b. Self-efficacy (include 1 source)

PAGE 2:

2. Explain how key elements of classroom management theories support your personal philosophy to encourage the following:

Rubric: The candidate provides a logical explanation, with sufficient support, of how key elements of classroom management theories inform the candidates personal philosophy to encourage student motivation.

a. Student motivation (include 1 source)

Rubric: The candidate provides a logical explanation, with sufficient support, of how key elements of classroom management theories inform the candidates personal philosophy to encourage student engagement.

b. Student engagement (include 1 source)

Rubric: The candidate provides a logical explanation, with sufficient support, of how to integrate strategies for managing routine misbehaviors into the candidates classroom management.

3. Explain how you could integrate strategies for managing routine misbehaviors into your classroom management.


*When you use sources, include all in-text citations and references in APA format.

Individual: Legal and Ethical Implications for Classroom Management

a) Using the GCU eLibrary, research a minimum of four articles that address the legal and ethical implications for classroom management related to the rights and responsibilities of students, parents, and teachers. Search the Internet for two other scholarly articles. In a 1250-1500-word essay, clearly identify and summarize each article. Reflect on what you read in each. How will it make a difference in the way you manage your classroom?

b) Use standard essay format in APA style, including an introduction, conclusion, and title page. An abstract is not required. Cite in-text and in the References section.

I need a research paper on the current research on the history and pros and cons of calculator usage in elementary school (grades 1-6). I need you to focus on general usage (adding, subtracting, multiplication, division, especially fractions) and not on advanced graphing calculators for geometry or calculus. I would also like information in the paper to focus on rules about calculator usage on state achievement tests, with emphasis on the TCAP tests in Tennessee. ALL SOURCES MUST BE FROM 2000-2009.

I must have a works cited page. APA format.

PS340 UNIT 9 ASSIGNMENT

Assignment


Unit 9 Assignment: School Wide Behavioral Support Plan

The Final Assignment is a 4- to 6-page paper that analyzes the following case study:

Case Study

Mr. Knightly has been a Special Education teacher at Jackson Elementary School for seven years. Every five years, he must renew his teaching license and, to do that, he must complete 6-semester hours, or 90-clock hours, of Continuing Education during the five-year period. Recently, he took a course called, ?Diversity in the Special Ed Classroom.? Having taught at Jackson Elementary School for so long, he felt he had a pretty good understanding of the disproportionate representation of minorities in the elementary school special education classroom. But, his professor discussed a recent Penn State study that indicated that minorities were actually underestimated in terms of being identified as needing special education services in elementary and middle school. The conflicting reports made his head spin. He decided to talk with his co-worker, Ms. Dailey.

Mr. Knightly and Ms. Dailey sat down for coffee in the teacher?s lounge to discuss this discrepancy in reports.

Ms. Dailey: ?I think we need to focus on what we can do for all students instead of hoping we get it right in identifying those in need of special supports through special education. I mean, we have federal laws that provide criteria for special education services, but we are still failing to meet the needs of many students.?

Mr. Knightly: ?Yeah, I know that there are students who arrive in my class that could probably have stayed in the general education classroom if help had been given in time.?

Ms. Dailey: ?Have you heard about Response-to-Intervention??

Mr. Knightly: ?Actually, I just read an article about a school in Florida that has had real success with the program.?

Ms. Dailey: ?You know, many of our students? interfering behaviors impact their success with academics. We may want to consider a combination program that deals with academics, interfering behaviors, and social skills.?

Mr. Knightly: ?It sounds like you?re thinking of RTI and a School-Wide Positive Behavior Support (SWPBS) program. If we could bring in a social skills program too . . . .?

Ms. Dailey: ?I?d have to do some research, but I believe many SWPBS programs bring in specialized social skill programs under the ?Behavior Education Program? in Tier 2.?

Mr. Knightly: ?Would you want to work with me to put together a proposal for the school district on bringing in RTI, SWPBS, and social skills training??

Ms. Dailey: ?Let?s get started!?

Prepare a 4-6 page proposal (not including title and reference pages) that Mr. Knightly and Ms. Dailey can present at the next School Board meeting that covers the following topics:

Part I

Introduce the Response to Intervention (RTI) program and the School-wide Positive Behavior Support (SWPBS) program to the School Board members by defining these programs.

Explain the evolution of RTI and its purpose
Explain how RTI meets IDEA 2004 criteria for ?Early Intervening Services.?
Explain the purpose of SWPBS
Relate the ways in which the combination of RTI and SWPBS can support student success in academics and promote socially acceptable behaviors conducive to learning.
Explain how the addition of a social skills program to Tier 2: Targeted Intervention (SWPBS) can provide an extra layer of training for socially significant behaviors in the Behavior Education Program .
After providing the School Board with basic information regarding RTI and SWPBS, and discussing the advantages of adding the social skills program to Tier 2 of the SWPBS plan, you will present a demonstration model of an RTI and SWPBS, with a social skills program, to the Board.

Part II
Develop a School-Wide Positive Behavior Support plan for Jackson Elementary School. Include the following:

A) Tier 1: Universal Interventions

Devise and operationally define three (3) culturally responsive school rules.
Develop positive reinforcement strategies aligned with the three (3) rules.
Develop consequences for students who do not comply with the three (3) school rules.
Explain how you will teach students the three (3) rules, and how students will earn positive reinforcement (and what those reinforcements will be) and what the consequences will be for not complying with the rules.
Prepare data collection devices to record data from universal screening and continuous progress monitoring to make decisions regarding students? progress.
B) Tier 2: Targeted Interventions

Summarize the selection process for placing at-risk students in Tier 2.
Explain how RTI can be integrated into Tier 2.
Develop the Behavior Education Program :
Construct a reinforcement system for appropriate behaviors
Explain the essential elements of the Behavior Education Program
Select one social skills program from the following list to incorporate into the Behavior Education Program and explain the components of the program and how it will be implemented.
Skillstreaming
ACCEPTS
ACCESS
Stop and Think
Replacement Behavior Training
Social Stories
Videotherapy
C) Tier 3: Individualized Interventions

Summarize the criteria for placement of students in Tier 3.
Develop the system of supports that Jackson Elementary School will provide at this level.
Explain the assessment approaches that will be used. How will the assessment results guide the selection of needed supports?
Explain how wraparound services can support not only the student but also the family.
Papers should incorporate information from your readings with ideas of how those concepts can be applied to Jackson Elementary School. Your Assignment should be double-spaced; in 12-point, Times New Roman font; and in APA format. Please use your textbook as your main source for this paper, but you may include other sources as needed to support your plan.

Go to www.ERIC.ed.gov and find one research study on the topic of racism in schools. Complete a research analysis following the standard order of the parts of a research paper as outlined below. Special attention should be paid to the two most subjective items in your analysis: Limitations and Implications for Practice sections.

Follow this format when you write your Research Analysis:
Research Problem:

What are the research questions? What is the hypothesis being tested?

Literature Review/ Theoretical Framework:
What general field of knowledge does this study investigate? Examples could include: Research on Teacher Effectiveness, Research on Self-Reflective Learning, Research on Gender Differences in Mathematics Performance, etc.

List three key points from the studys literature review that help the reader understand what is already known about the subject, and the purpose of this study in light of other studies.

Cite at least one study used by the author for each of the three points you list.

Research Design:

Describe the research design (experimental, correlational, descriptive, etc).
Describe the method(s) of data collection
Describe the method(s) of data analysis

Findings:

Briefly describe the outcomes of the research. (Summarize the study's results in general terms; you do not have to supply large amounts of statistical data from the study.)
Limitations:

What are the limitations of this research?
Can the outcome(s) be generalized or transferred to groups outside of this study?

Implications for Practice:
Discuss ways in which a teacher can incorporate findings from this study into professional practice. Give thought to classroom management strategies if applicable to the article selected.

For this paper, you will use the scenario, to demonstrate your knowledge of intrinsic and extrinsic motivation and the appropriate use of technology and instructional interventions, as well as how to apply this knowledge to Elementary school age students. You may adapt or highlight aspects of the scenario to relate it more to Elementary Ed.

Scenario

Elementary School:
You are a teacher in a classroom of 20 students who vary greatly in academic and social skill levels. Some of them are very good in all subjects, some are good in mathematics but do not read well, others are good readers but not very proficient in mathematics, and a few are struggle with every subject. Joey continually talks out of turn, loudly, and off topic. Sarah cannot seem to sit in her seat and wanders around the room, distracting other students. Often when Sarah starts wandering you notice several other students do the same thing. George can get out of control (although not frequently), striking out at other students or you and throwing his books and papers on the floor. Because Bridgett needs continual confirmation that she is doing her work correctly, she demands your constant attention. Usually, Walden barely talks in class but when you discussed the solar system he became enthusiastic and more talkative. When Nancy is interested in the topic, she can concentrate much better than when she thinks the lesson is boring and useless. Nancy, George, Sarah, and several other classmates are members of an extracurricular photography and movie-making club while Walden and several other classmates attend a NASA-supported science camp.

Task:
A. Explain how you could apply different principles of intrinsic and extrinsic motivation to help two students from your chosen scenario.

B. Discuss how to incorporate technology for students in your chosen scenario to enhance the following:
1. Teaching
2. Learning
3. Engagement
4. Motivation

C. Recommend an instructional intervention for one of the struggling students in your chosen scenario.

1. Justify your recommended instructional intervention based on classroom motivational theories.

Note: You must cite 2 sources in your justification.

D. Recommend an instructional intervention for a second struggling student in your chosen scenario.

1. Justify your recommended instructional intervention based on classroom motivational theories.

Note: You must cite 2 sources in your justification.

Note: When using sources to support ideas and elements in a paper or project, the submission MUST include APA formatted in-text citations with a corresponding reference list for any direct quotes or paraphrasing. It is not necessary to list sources that were consulted if they have not been quoted or paraphrased in the text of the paper or project.

I need a review of current classroom management literature. Please include the following sections in the paper: Introduction, Student behavior in schools, Approaches to discipline, Discipline that supports student achievement, Discipline that establishes and fosters positive teacher-student relationships, The power of perception (i.e., student and teacher perceptions), and Conclusion.

Please do not use any personal pronouns. Please use related books and educational/professional journals as references as often as possible.

Prepare an annotated bibliography on classroom discipline containing 10 or more peer reviewed articles and prepare an analysis of each. The bibliography will be prepared consistent with APA 6th edition.