Educational Policy Analysis Paper

Throughout this course, you will be exploring various educational policies that have played a role in educational reform. For your Final Paper, you will be researching a current educational policy (local, state, or national), analyzing the strengths and weaknesses of the policy, and identifying specific changes that need to take place. In this assignment, you will need to demonstrate that you can analyze a current policy and use problem-solving strategies for conflict resolution to improve the current policy.

Writing the Final Paper

Assignment Guidelines:
Your paper needs to be eight to ten pages long (not including your title or reference page) and formatted according to APA guidelines.
Your paper needs to include a minimum of six references in addition to your textbook. Make sure at least one of your references is from a scholarly journal found in the Ashford University Library.
Your paper needs to include the following sections:

Introduction

Summary of Current Educational Policy

Critique of Current Educational Policy

Policy Recommendations

Analysis of Recommendations

Political Analysis

Governmental Role

Conclusion


Here is a summary of what needs to be in each section of your paper:
Introduction

The introduction section will include the current educational policy that you have chosen to analyze. Make sure you have a clear thesis for your paper.

Summary of Current Educational Policy

Within this section you will need to provide a clear summary of the educational policy. Make sure you discuss the history of the policy, how it came into existence, the purpose of the policy, goal(s) of the policy, and the impact it has had on education.

Critique of Current Educational Policy

This section will include a critique of the strengths and weaknesses of the current policy. What areas are working? What areas are not working? What problems do you see with the policy? Make sure you support your position with current facts/research.

Policy Recommendations

Provided within this section are your own recommendations for improving the policy. Be specific when identifying which areas you will change, and be as detailed as possible when describing how these changes will take place. Anticipate the implementation requirements and financial implications of your proposed changes. Make sure you consider how this will prepare students for a global society.

Analysis of Recommendations

Your analysis of proposed changes will be included in the section entitled Recommendations. Explain how and why you believe these changes will lead to improved performance as a result of the policy. Make sure you also address globalization in education.

Political Analysis

This section will include a political analysis of the prospects for your proposals, and should include suggested strategies to garner support for them. Make sure you consider both liberal and conservative views.

Governmental Role

Within this section, you will evaluate the balance between federal, state, and local government and responsibility. Make sure you are clear on the role of each of the entities in your policy changes, and address the distribution of power. Justify your position for the role each entity is given.

Conclusion

The conclusion section will include your summary of the policy changes and address the influence of the proposed policy changes on education.
Carefully review the Grading Rubric for the criteria that will be used to evaluate your assignment.








Description:

Total Possible Score: 25.00
Introduction, Thesis Statement, and Conclusion
Total: 1.00
Distinguished - Paper is logically organized with a well-written introduction, thesis statement, and conclusion. The introduction includes the current educational policy chosen to analyze. The conclusion includes a summary of the policy changes and addresses the influence of the proposed policy changes on education.

Summarizes a Current Educational Policy
Total: 4.00

Distinguished - Clearly summarizes a current educational policy. Discusses in detail the history of the policy, how the policy came into existence, the purpose of the policy, the goal(s) of the policy, and the impact it has had on education.

Critiques a Current Educational Policy
Total: 4.00

Distinguished - Provides an in-depth critique of a current educational policy, including a review of the policy?s strengths and weaknesses, what is working and what is not working, and problems seen with the policy. Uses many supporting details.

Provides Recommendations for Improving the Educational Policy
Total: 3.50

Distinguished - Provides thorough and reasonable recommendations for improving the chosen educational policy. The recommendations include an identification of the areas that will change, with a detailed description of how the changes will take place. Thoroughly anticipates the implementation requirements and financial implications of proposed changes and considers how this will prepare students for a global society.

Analyzes Recommendations and Political Prospects
Total: 4.00

Distinguished - Provides an in-depth analysis of the proposed changes, recommendations, and political prospects for the proposals, using several supporting details. Explains how and why the changes will lead to improved performance and addresses the impact on globalization in education. Conservative and liberal views are thoroughly considered for the prospects for the proposal.

Evaluates the Balance Between Federal, State, and Local Governments and Responsibilities
Total: 4.00

Distinguished - Provides an in-depth evaluation of the balance between federal, state, and local governments and responsibilities. Clearly describes the roles of each of the entities in the policy changes and addresses the distribution of power. Justifies the position taken for the role each entity is given and uses several supporting details.

Integrative Thinking: Transfer
Total: 0.50

Distinguished - Adapts and employs, independently, skills, abilities, theories, or methodologies gained in one situation to new situations. Solves difficult problems or explores complex issues in original ways.

Creative Thinking: Solving Problems
Total: 0.50

Distinguished - Develops a logical, consistent plan to solve a problem, identifies consequences of the solution, and can clearly communicate the reason for choosing the solution.

Critical Thinking: Student?s Position
Total: 0.50

Distinguished - Specific position is inventive, considering the intricate ideas of an issue. Limits of position are recognized. Other viewpoints are synthesized within position.

Creative Thinking: Acquiring Competencies
Total: 0.50
Distinguished - Evaluates creative process and product using appropriate criteria; creates an entirely new object, solution or idea that is appropriate to the domain. Successfully adapts an appropriate exemplar to own specifications.

Written Communication: Control of Syntax and Mechanics
Total: 0.62

Distinguished - Displays meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar. Written work contains no errors, and is very easy to understand.

Written Communication: APA Formatting
Total: 0.62
Distinguished - Accurately uses APA formatting consistently throughout the paper, title page, and reference page.

Written Communication: Page Requirement
Total: 0.63

Distinguished - The paper meets the specific page requirement stipulated in the assignment description.

Written Communication: Source Requirement
Total: 0.63

Distinguished - Uses more than the required number of scholarly sources, providing compelling evidence to support ideas. All sources on the reference page are used and cited correctly within the body of the assignment.

Introduction, Thesis Statement, and Conclusion
Total: 1.00

Distinguished - Paper is logically organized with a well-written introduction, thesis statement, and conclusion. The introduction includes the current educational policy chosen to analyze. The conclusion includes a summary of the policy changes and addresses the influence of the proposed policy changes on education.

Assignment 3 Essay
Question: How might schools empower teachers to be better informed about Aboriginal and Torres Strait Islander Education?
Critically reflect and analyse the above question engaging one of the main 6 thematic areas from this Unit including: ( you can choose which one you want, just State which one you have chosen).

1. Country and story
2. Indigenous Knowledges
3. Indigenous literacies and Aboriginal English
4. Aboriginal Education Policies in NSW and Federally
5. The stories being engaged in, in the Australian ?history wars?
6. Incorporating and engaging Aboriginal perspectives in the teaching of a chosen curriculum area.

In this essay include the following:
1. critical reflection and analysis of your perceived personal and individual role as future teachers actively engaging in adding Aboriginal perspectives into the curriculum in their classrooms.
2. analysis and reflection of pedagogical components in quality Indigenous education.
3. ground your personal reflections in theory and broader academic discourse. This will build on your own understanding of the concept of Indigenous Knowing.


Assessment Criteria and Weighting
? clear identification of identified and chosen theme embedded within a clear and concise introduction (/5)
? degree of critical analysis and reflection (/15)
? well developed and coherent argument demonstrated through clear illustrations or examples (/15)
? clear identification and commentary on appropriate pedagogy (/6)
? well developed and coherent conclusion (/4)

***SUPER DUPER 68 PLEASE WRITE THIS ESSAY!!***

Write a reflection paper on case study: Answer all bullets (make it up)

? How did studying an individual child help you better understand the psychology of the struggling reader? How will this understanding influence you future practices as a teacher?
? Discuss how this helped you find new strategies to implement as a teacher and aided you in finding new resources to use as a teacher of literacy particularly for students with reading problems.
? How did studying an individual child in depth better enhance your teaching?
? How has conducting a case study helped you to avoid grouping all struggling readers in a ?one size fits all? box and how has it influenced your thinking on the need for differentiated instruction?
? How has your work prepared you to conduct this case study in an objective and informed manner?
? How could you improve your performance in fulfilling the case study assignment?

Topic: Why elementary students in California struggle with Writing Standard 1.4

Writing STANDARD:
Evaluation and Revision
1.4 Revise drafts to improve the coherence and logical progression of ideas by using an established rubric.

1. Why is this a problem? (no consistency in the way we teach writing)
2. Problem or supplemental programs
-Step Up to Writing
-Jane Schaffer Writing Program
3. California standards in general
4. California writing standards
5. California standard: 1.4 Writing Standard
6. Key Learnings
7. In conclusion,

Sources to site: books, articles, magazines(educational research), dissertation abstracts, Eric search
Guidelines:
The student will select a course topic of interest and use sources appropriate to the topic. Sources may include books, journals, newspapers, and on-line sources.
Write a summary document regarding each source used regarding the work's clarity, usefulness, and salient points. The student should include key learnings and commonalities among sources. Include appendixes, APA style

BITE 4435: Instructional Strategies for Technical Training in Business and Information Technology Education


Andragogy (M. Knowles)
Overview:
Knowles' theory of andragogy is an attempt to develop a theory specifically for adult learning. Knowles emphasizes that adults are self-directed and expect to take responsibility for decisions. Adult learning programs must accommodate this fundamental aspect.
Andragogy makes the following assumptions about the design of learning: (1) Adults need to know why they need to learn something (2) Adults need to learn experientially, (3) Adults approach learning as problem-solving, and (4) Adults learn best when the topic is of immediate value.
In practical terms, andragogy means that instruction for adults needs to focus more on the process and less on the content being taught. Strategies such as case studies, role playing, simulations, and self-evaluation are most useful. Instructors adopt a role of facilitator or resource rather than lecturer or grader.
Scope/Application:
Andragogy applies to any form of adult learning and has been used extensively in the design of organizational training programs (especially for "soft skill" domains such as management development).
Example:
Knowles (1984, Appendix D) provides an example of applying andragogy principles to the design of personal computer training:
1. There is a need to explain why specific things are being taught (e.g., certain commands, functions, operations, etc.)
2. Instruction should be task-oriented instead of memorization -- learning activities should be in the context of common tasks to be performed.
3. Instruction should take into account the wide range of different backgrounds of learners; learning materials and activities should allow for different levels/types of previous experience with computers.
4. Since adults are self-directed, instruction should allow learners to discover things for themselves, providing guidance and help when mistakes are made.
(See computers for further discussion of this topic).
Principles:
1. Adults need to be involved in the planning and evaluation of their instruction.
2. Experience (including mistakes) provides the basis for learning activities.
3. Adults are most interested in learning subjects that have immediate relevance to their job or personal life.
4. Adult learning is problem-centered rather than content-oriented.
References:
Knowles, M. (1975). Self-Directed Learning. Chicago: Follet.
Knowles, M. (1984). The Adult Learner: A Neglected Species (3rd Ed.). Houston, TX: Gulf Publishing.
Knowles, M. (1984). Andragogy in Action. San Francisco: Jossey-Bass.
LIFELONG LEARNING: A DREAM
Malcolm Knowles, Ph.D.

There is a dream I have had for a long time-a lifelong learning center in every community. I just dreamed it once again. The calendar on my bedroom wall showed that it was January 1, 2001 A.D., and the surroundings in my dream place me in Anyplace, U.S.A. (Later dreams put me down in villages and cities all over the world.)
I saw people of all ages going into and coming out of the center, which had lettering over its door: "Main Street Lifelong Learning Center." This suggested to me that there were similar centers in other parts of the town -- perhaps within walking distance of every citizen. I joined a family group consisting of a four-year-old boy, a fourteen-year-old girl, a mother and father in their mid-thirties, and a grandmother in her late sixties, and I entered with them.
We were greeted by a receptionist who referred each individual to a small office in a wing of the building labeled "Learning Skill Assessment Laboratory." I chose to accompany (invisibly) the four-year-old boy. When he entered the little office he was greeted by a charming young lady who invited him to sit by her and she explained that the purpose of their meeting was to help him get ready to take charge of his own learning with the support of the staff of the Center. She gave him a few assessment exercises designed to determine the levels of his skills in planning and carrying out learning projects and gave him a form showing his ratings on eight skill dimensions (his "Learning Skill Profile"). She congratulated him on having achieved the appropriate level of skill for four-year-olds in all dimensions, and referred him to a helper who served as educational diagnostician in another office down the hall.
While we were waiting in the lounge area for an educational diagnostician to become available I was able to check out with the other members of the family what their experience had been and learned that each of them showed some weakness in one or two learning skills and had been given corrective exercises to work on at home. They were given the following learning skills inventory:
SKILLS OF SELF-DIRECTED LEARNING
1. The ability to develop and be in touch with curiosities. Perhaps another way to describe this skill would be "the ability to engage in divergent thinking."
2. The ability to perceive one's self objectively and accept feedback about one's performance non-defensively
3. The ability to diagnose one's learning needs in the light of models of competencies required for performing life roles.
4. The ability to formulate learning objectives in terms that describe performance outcomes.
5. The ability to identify human, material, and experiential resources for accomplishing various kinds of learning objectives.
6. The ability to design a plan of strategies for making use of appropriate learning resources effectively.
7. The ability to carry out a learning plan systematically and sequentially. This skill is the beginning of the ability to engage in convergent thinking.
8. The ability to collect evidence of the accomplishment of learning objectives and have it validated through performance.
The educational diagnostician, another charming young lady, greeted our four-year-old boy warmly and started asking him questions about what he would like to be able to do when he was five years old. I could see that she was being guided in her questioning by a list of "competencies for performing life roles" lying on her desk (and reprinted here). As she talked with him it became clear that he had aspirations "to get ready for school," to "get along better with the kids," and to "have a little more fun." She then gave him a few simple exercises to perform to assess his level of knowledge and skill for performing the roles of learner, friend, and leisure-time user. She noted the results of the exercises on a form and gave it to him to take to the next helper, an educational planning consultant, in another wing of the building.
While we were waiting in the lounge area I had a chance to check out with the other family members what had happened to them. The fourteen-year-old girl had identified some competencies for the role of learner (i.e. being a self, friend, citizen, and family member) that she wanted to work on. The mother was most concerned with improving her competencies in the role of family member, worker, and leisure-time user; the father, in the roles of worker and leisure-time user; and the grandmother, in the roles of learner (she felt that she had sort of "stagnated" in this regard) and leisure-time user (she wanted to learn to play the piano).
COMPETENCIES FOR PERFORMING LIFE ROLES
ROLES COMPETENCIES
Learner Reading, writing, computing, perceiving, conceptualizing, imagining, inquiring, aspiring, diagnosing, planning, getting help, evaluating.
Being a Self (with a unique self-identity) Self-analyzing, sensing, goal-building, objectivizing, value-clarifying, expressing, accepting, being authentic.
Friend Loving, empathizing, listening, collaborating, sharing, helping, giving constructive feedback, supporting.
Citizen Caring, participating, leading, decision making, acting, being sensitive to one's conscience, discussing, having perspective (historical and cultural), being a global citizen.
Family Member Maintaining health, planning, managing, helping, sharing, buying, saving, loving, taking responsibility.
Worker Career planning, using technical skills, accepting supervision, giving supervision, getting along with people, cooperating, planning, delegating, managing.
Leisure-time user Knowing resources, appreciating the arts and humanities, performing, playing, relaxing, reflecting, planning, risking.

I accompanied our four-year-old boy into the office of the educational consultant, who gave me the impression of being a kindly retired school teacher. After some get-acquainted talk with the boy, he looked at the forms filled out by the learning skills assessor and the educational diagnostician. After further discussion it was agreed that the learning project the boy would like to start with was "getting ready for school" and that his first objective was "Finding out what school is like." The consultant pulled a form headed "Learning Plan" from his desk and they began filling it out together. The form had five columns, the first one headed "What Are You Going to Learn?" (Learning Objectives), in which they wrote "To find out what school is like." The second column was headed "How Are You Going To Learn It?" (Resources and Strategies), and in this one they wrote "Talk to three first graders and three kindergartners"; "Visit Miss Smith's first grade class for two days," (which the consultant arranged); and "Have my sister read Johnny Starts to School to me" (a copy of which the consultant gave the boy). The third column, headed "Target Date," had the notation "Christmas." The fourth column, headed "Evidence of Accomplishment", had the notation, "Give an oral report (tell) to my sister, mother, father, and grandmother." The fifth column, headed "Verification of Evidence," had the notation, "They agree that I have the picture." The consultant thanked the boy for his cooperation and gave him a card with the date on it for a return visit after Christmas to plan his next learning project.
I met the rest of the family in the lounge area and they proudly showed me their learning plans. The sister's plan called for her to strengthen her interpersonal relations skills, and she was scheduled to enroll in a teen-age human relations training group at the Y.W.C.A. for three months. The mother's plan called for her to start learning about career planning by participating in a career-planning workshop at the community college. The father's plan had as its first objective, "To develop knowledge and skill in computer programming," and he was to be linked up with a volunteer tutor who was a member of a local computer networking group. And, sure enough, the grandmother had been enrolled in a beginners' piano class at the local conservatory.
When I awoke from this dream I realized that my personal dream-giver had graced me with a bare snapshot of a vision of a transformative model of education for the future-a conceptualization of a community as a system of learning resources; truly, a learning community in which continuing learning throughout life is a basic organizing principle for the whole enterprise. As I let my mind wander I could visualize a community in which every individual, every organization, and every institution was perceived as a resource for learning.
I could visualize this system of resources being managed by a coordinating body representative of the various categories of individuals, organizations, and institutions. But the heart of this system-the entity that made it work-was the network of community learning centers. They were the depositories of information about all of the learning resources in the community (in electronic data banks). They housed the specialists-learning skills assessors, educational diagnosticians, educational planning consultants-and support staffs that linked all citizens of the community of all ages to appropriate learning resources and gave them the skills and support necessary to use them effectively for lifelong learning.
This dream that I have had for so long is becoming a reality as new kinds of community learning centers are being developed in every part of our country and other countries as well. These are the new forms of education that are emerging from a society in the process of transformation. They are themselves "learning systems" that are capable of bringing about their own continuing transformation-truly responsive to a learning society!
________________________________________
About: Malcolm S. Knowles
Dr. Malcolm Knowles concluded his book Andragogy in Action by noting that "We are nearing the end of the era of our edifice complex and its basic belief that respectable learning takes place only in buildings and on campuses. Adults are beginning to demand that their learning take place at a time, place, and pace convenient to them. In fact, I feel confident that most educational services by the end of this century (if not decade) will be delivered electronically . . . . Our great challenge now is to find ways to maintain the human touch as we learn to use the media in new ways."
His quest for finding these new ways has led to his development of a self-directed, andragogical model of learning and of the conception of community learning centers as new kinds of educational facilities where lifelong learning can take place. Indeed intergenerational learning is a common element in many of the programs where his dreams are materializing, and which are encouraging self-directed learning at all ages.
In 1960 he developed a new graduate program in adult education at Boston University, and during the next fourteen years he applied the principles of adult learning in his laboratory. He put much of what developed in his book The Modern Practice of Adult Education: Andragogy Versus Pedagogy.
Dr. Knowles is Professor Emeritus of Adult and Community College Education at North Carolina State University. Since his retirement from North Carolina State University in 1979, he has been an active consultant to business and industry, government agencies, educational institutions, religious institutions, and volunteer groups throughout the world.

Relevant Web Sites:
For more about Knowles and his work, see:
http://www.nl.edu/academics/cas/ace/resources/malcolmknowles.cfm
http://www.infed.org/thinkers/et-knowl.htm
http://www.newhorizons.org/future/Creating_the_Future/crfut_knowles.html




There are faxes for this order.

Hi, My major is Teaching English as a Second Language.
I am doing my thesis right now. I am doing Review of the Literature.(Chapter Two).This topic is Background Knowledge which is one part of my Chapter Two.
Because my major is Teaching English as a Second Language.
The content should relate to English as a Second Language.Especially on Reading.
It will be written in 12-point, double-spaced, Courier New font. Each page will have 1-inch margins. The paper should include at least four subheadings.
The format as follow:
1. The Definition of Background Knowledge (Necessary)
2. (Maybe describe the importance of Background Knowledge)(or you have good idea to replace that)
3. (How the Background Knowledge can relate to English as a Second Language) (Neceaasry)
4. (Maybe Application of Background Knowledge)
5. Conclusion (Necessary)
After you finish number 1 to number 5, the paper is done. I don''t need to have method or discussion (whatever).
I need bibliography and works cited page.
I will fax some resources to you. But I don''t have enough citations so you need to do the research.
There are faxes for this order.

You have to conduct literature review (use of course materials encouraged); prepare a reference page. Develop 10-12 page, double-spaced, research paper that includes:
APA style;
1) A discussion of the significance of the problem, question or issue;
2) An analysis of research from the literature review, citing at least five authoritative sources;
3) Identifying a potential research population and setting; It should be relevant to the students you are teaching and the course you are taking now.
4) A discussion of the expected importance or utility of the study you are proposing.
5) Please, do not forget to apply your research to the needs of the ELLs and Special Ed students.

-One reference you must use is Teaching for Lifetime Physical Activity through Quality High School Physical Education by Peter Hastie

- Include an Abstract

I need to do a Program Evaluation on a University Theater program and the importance of having one on campus. Basically the four program goals I want to focus on is: 1) to improve the quality of shows/performances so that it would be interesting for people to attend and buy tickets; 2) to increase sponsorship to help support the theater program; 3) to reach out to students to attend the performances since they are the focus of the school; and 4) to improve marketing strategies.

I need help in creating the following (one-page each):

1) Objectives ??" the purpose of the theater program.
2) Program Process Theory ??" how the theater program is designed.
3) Program Structure ??" why is there a need for the theater program; what does it provide.
4) Impact Theory ??" what is the social impact/target of the theater program.
5) Stakeholders ??" those involved with the theater program (i.e. staff, patrons, community members).
6) Methodology ??" what evaluation would be administered (cost-benefit and cost-effectiveness).
7) Summary and Recommendations ??" what the evaluation has shown and what to do.

Please feel free to use a fictional university theater program that exist. Thank you.

Yi, J.(2005). "Effective ways to foster learning," Performance Improvement, 44:1, 34.
The article review MUST be at least five full pages in length. (Title and reference pages do not count as part of the five full pages. An abstract is not necessary)
The article review MUST also conform to the following format:
Author and title of the article written in APA style
General summary of content (what is this article about)
Discussion of author's main point (why did the author write the article--what points are being made?)
Identification of main elements of the argument (summarize the reasons the author cites to support the main argument)
Discussion of conclusion (what does the author conclude?)
Identification of at least two problems or strengths (could be items such as the writing style, the arguments, the sources of information, the analysis of data, the presentation, and so on.)
Suggested fixes for the problems or discussion of the strengths for both the items noted above (What might have made the work better or stronger? What is so special about the really good aspects of the work?)
Discuss potential effects of fixes, problems, improvements, or strengths (what results might you expect such as wider audience, better arguments, easier reading?)
Discuss the potential effects of the article's publication (who would most benefit from the article? What might it lead readers to do or thing?)
Students should make each bullet point a Heading in the article review to ensure the format requirement is met.

For the methods listed 1. Quantitative 2. Qualitative 3. Action Research, develop three hypothetical designs for my envisioned research problem which is listed below. For each hypothetical designs, provide a discussion of the appropiateness based on course texts also listed below and/or suitable supplemental foundational research sources.

Trochim, W., & Donnelly, J. (2008) The research methods knowledge base (3rd ed.). Mason, OH: Cengage. ISBN: 9781592602919
Creswell, J. W. (2009) Research design: Qualitative, quantitative, and mixed methods approaches (3rd ed.). Thousand Oaks, CA: Sage Publications. ISBN: 9781412965576
Cozby, P. C. (2009) Methods in behavioral research (10th ed.). Boston: McGraw Hill Higher Education. ISBN: 9780073370224

Problem Statement
Despite the amount of information that already exists on the topic of online education versus traditional educational settings, there are still several areas in the research that are highly inconclusive, and with only a general knowledge of certain factors. Specifically, the existence??"if any??"of any performance difference between students in online and traditional learning environments has yet to be conclusively determined; though several studies have found no significant difference in performance, the existence of different motivational factors and learning styles as well as the increased engagement of students in online environments seems to suggest that a performance enhancement is available in online educational settings (Daymont & Blau 2008; Liu 2007; Wighting et al 2008).
The potential for a more effective and performance-enhancing educational experience through the utilization of Internet-based technologies is also indicated by the fact that there is no measurable performance deficit to online classrooms despite the fact that many instructors are not fully utilizing online instructional methods in the most effective manner (Daymont & Blau 2008; Coulter & Ray 2009). With proper instructional techniques, the effects of online education could potentially be altered significantly in a positive direction. This research will attempt to determine the specific obstacles that still exist to online education and the current best practices for overcoming these obstacles, as demonstrated by a variety of independent and original research studies conducted on the topic.

Customer is requesting that (roliva) completes this order.

Instructions
Reflect on your responses to interview questions 6, 7, and 8. Using the theories of learning and information from Chapters 1, 2, 3, 4 and 5, explain the changes you will make to your responses to interview questions 6, 7, and 8. Each explanation must be 500 to 800 words in length and must use appropriate and relevant evidence from Chapters 1, 2, 3, 4 and 5. You may also cite information from additional articles used in class or referenced in outside reading.

Book: Psychology Applied to Teaching: 12th edition
Author: Snowman, McCown, Biehler

Paper Format
? Number all interview questions.
? The response to each interview question must be typed below the appropriate interview question.
? Your explanation to responses to interview questions 6, 7, and 8 must follow interview question and response.

SAMPLE:
6. How would you accommodate the different learning styles of the students in your secondary school mathematics or science classes?
I will accommodate the different learning styles of the students by
Reflection and Explanation:
Vygotskys theory of cognitive development learning occurs when . Accordingly, the accommodations I mentioned will need to be modified. I will use different and appropriate scaffolds

? Font Size 12
? Font Times New Roman, Arial, or Calibri
? Double Spaced
? 1 Margins (top, bottom, right, left)
? Include appropriate in-text citations using APA style
? Include reference list of sources used in APA style
? Include cover sheet (see Paper 1 guidelines)
? Header with Last Name ??" Page # at the top of each page, aligned to the right
Center and double space the following information on the cover sheet:
Clinical Interview Questions Revision
Paper 2
Your Name
EDSE 3500.002
Due Date

My original 6, 7, and 8 questions and answers:

6. How would you accommodate the different learning styles of the students in your secondary school mathematics or science class?

There are three main learning styles that I know of, visual, auditory, and kinesthetic, which is a more hands on learning style. I have a very visual learning style so connecting and helping these kids will not be much of a problem. I think that solving example problems in detail will help the visual learners in my class. To help the auditory learners in my class I will explain the things that I am writing very loud and clear that way these students can understand what I am saying. I plan to ask the students questions frequently to make sure those more hands on learners are being involved, and also have them come to the board often to solve various problems that way I keep them interested.

7. Students will come from diverse backgrounds and have diverse needs. Describe how you plan to create and inclusive and assessable learning environment for students from various backgrounds who have different interests, ability levels, genders, students from whom English is not a first language, or students who legally require accommodations and/or modifications.

The first thing I would do in creating an inclusive and assessable learning environment for all students is first figure out what students legally require accommodations. I would fix my seating charts according to those who needed to be closer to the front to see or hear me better. I obviously could not figure out which students developed at a faster rate than others the first day, but after the first couple of weeks I would know and sit the more gifted students next to those who might not be on the same ability level in hopes that the more gifted could help me in teaching the lower level students. I also think that making the class be as encouraging and uplifting as possible would really help the diverse background problem not be existent. If everybody got along and we eliminated the criticism then the classroom could definitely function a lot better as a whole. The only way I know to really eliminate the criticism would be to discipline the ones criticizing. Making students feel as comfortable as possible no matter what their ethnicity may be would be my main focus when creating an inclusive and assessable learning environment. That way they are not afraid to get an answer wrong or ask questions.

8. A student is doing poorly in your secondary school mathematics or science class: what would you do? Note the tasks, plans, background information, or knowledge you will consider in helping this student.

When I become a teacher I plan to have before and after school tutorials to help those that may be struggling. I will probably work out some type of extra credit for the ones that actually attend the tutorials. So if a student were doing poorly he/she could have the opportunity to have one on one time with me so I could try and explain it a little more clearly. My mathematics teacher in high school used this system and it seemed to work really well from my point of view. The extra credit system really encouraged kids to come before and after school to get that extra help.

Im preparing for a college instructor job interview; they will be asking me the following six questions. Please answer the following six questions individually.

1. What specifically interests you about becoming an instructor? Why do you think you will be successful? (3 - 5 sentences, please).

2. When facilitators have a passion for teaching, it shows in the classroom. How would you create a positive learning environment?

3. If we match you to a course that you have never taught before, what will you do to prepare yourself for this class?

4. Participation is very important for the student as well as the facilitator. As a facilitator, you will be required to stimulate participation in the classroom environment. What types of techniques would you use to get students to participate?

5. Aside from your education and experience, what will you do to help better educate your students? What methods would you implement to aid in their education?

6. What will you do if you are met with opposition by your students? How are going to handle difficult students?

2. Nature of Problem: Briefly report on the nature of the question or hypotheses posed by the author(s). State the problem in your own words.
3. Subjects: Give the special characteristics of the group under study by age, sex, socioeconomic status. Also, describe briefly the nature of the exceptionality of the subjects.
4. Procedures: Explain briefly how the researcher(s) conducted the study. What instruction or intervention took place? How was the experiment conducted? What special techniques or materials were used?
5. Results, Conclusions, and Implications: Data are usually presented in a graph or table format. Summarize briefly the results of this study as reported by the experimenter(s).
6. Overall assessment of the article. Your evaluation of the study must address the following questions:
a. What did you think about this study?Did you like it /dislike it, and why?
b. What did you think of the procedures used in this study? Are they clear?
c. What did you think about the selection and the involvement of the subjects in this study?
d. What would you do differently in this study? How would you conduct this study if you had the chance? Give specific suggestions.
e. How would you use the results of this study to benefit your students, or to improve your teaching? What implications do these results have for you or your students?
f. Was the study successful? Why or why not?

Customer is requesting that (Freebyte) completes this order.

Customer is requesting that (Freebyte) completes this order.

Hi, this is Yoonki, and I am from Korea.

My writing class gives that the topic is "Higher Education."
It is about 13 pages of research paper, and it should be had really good thesis statement.

You can choose any resources, but it should be include the topic which is about "higher education."

Also, you should consider that "I am international student."
Please don't use difficult words and grammar because I am not a native speaker.
If you use difficult words and grammar, my teacher know that.

My professor use "TURNITIN.COM" so, please make sure about citation.

I would like to get back this paper at 4:00 pm 11/20/2009.

Please, think about written conventions (grammar, spelling, punctuation, apitalization),word choice (efficiency, clarity, and variety of words),sentence fluency (correction of awkward phrases, run-on sentences), overall organization (paragraph and essay structure).


I wrote about "The Effects of Increasing Tuition in Higher Education" for research paper with using Trombley, W. "The Rising Price of Higher Education."

However, it was limited to write more research paper, and it just coverd graduation rate.

I want to put the more information such as relation of economic recession, enrollment rate, private funding donations, reduced public funding, and increased salaries due to rising costs of living mean that simple budgetary financing is not enough.

So, please entitle to write "The Effects of Increasing Tuition in Higher Education" using other resources.

Here is my essay about "higher education", and please use some information from my essay and combine relative information using other sources.

You can write research paper using some part of my essay.

Also, all resource should be connected each paragraph and thesis statement.
============================================================

"The Effects of Increasing Tuition in Higher Education"

The current economic recession has had widespread and troubling effects on every walk of American life. The available resources as the public government funding level and at the individual level are lesser in recent years as corporations fold, families struggle with mortgage payments and individuals work to tighten their belts. Sadly, this is also true at the university level, demonstrating that the impact of a negative economic situation can lead directly to self-perpetuating trends. In this case, the result of diminished public funding for higher education is leading to higher tuition rates, which in turn, is producing lower enrollment and graduation rates. This is underscored in the study by DeMoranville & ODonnell (2001), who indicate that colleges and universities are faced with the necessity of raising tuition rates to meet the ever increasing costs of providing higher education. How those increases are marketed may influence the typical negative impact such increases have on enrollments. (DeMoranville & ODonnell, 29)

This shows that there is a close connection between economic conditions and access to public education, indicating that there is a real sociological problem represented to our shared education in the mist of this recession.

All indications are that with the economic crisis worsening across the last decade, we may expect to see continued drops in the number of those graduating from top-tier institutions, private schools and other universities. Of course, this also leads to a decline in the number of people who go on to graduate or professional schools following college graduation. The consequence is a trend of declining populations of professionals and qualified specialists in any number of fields. According to Trombley (2003), this is a pattern which is evident across the United States. Reporting on a recent decline in public funding for university education, Trombley indicated that the result was the worst fiscal news for public higher education institutions and their students in at least a decade, as the economic recession struck almost every state. So far this year, the picture looks even bleaker, with states continuing to cut higher education appropriations and campuses responding by raising tuition even higher, imposing new fees and reducing student financial assistance. (Trombley, 1)

All of these conditions illustrate the harm in instigating a recession which is related directly to poor budgetary distribution on the part of state governments and failed financial management by universities. The perception of higher education as being inherently competitive and exclusive does a clear damage to Americas social, economic and professional fortunes. In the decades to come, a continuation of these trends will help to reduce our stature on the world stage. The lesser degree of public assistance for higher education suggests a poor resolve on the part of the U.S. and its private universities to help keep the American student and professional on pace with the rest of the world.

While it is true that tuition rates have a tendency to rise annually with the changes in the economy, the presence of general inflation and with trends of growth. It is when the tuition rates are actually indicative of the inverse trend that we begin to see the troubling consequences in our graduation rates. Quite to the point, we are at a phase in history where economic growth is stagnant, decreasing the abilities of individuals and families to foot the existing bills for higher education. As rates raise in the midst of this situation, the cost of higher education becomes yet more prohibitive. The price hikes that Trombley reports are categorically daunting in some states. As the Trombley article tells, tuition and mandatory fee charges at four-year public institutions rose in every state, startlingly so in some cases. In Massachusetts, for instance, tuition jumped from $3,295 to $4,075, an increase of 24 percent, largest in the nation. Iowa, Missouri and Texas increased tuition and required fees by 20 percent, North Carolina by 19 percent, Ohio by 17 percent. Sixteen states increased tuition and fees by more than 10 percent. (Trombley, 1)

When prosperity has been either stagnant or on the decline, these increases are nothing short of catastrophic for many families and would-be students. The result is a circumstance which requires creative thinking and ingenuity for resolution. So denote DeMoranville & ODonnell (2001), who investigate the correlation between a sliding tuition scale and graduation rates. Their research finds that, unfortunately, altering prices to reflect credit loads is not effective enough to counter the trend. Their article tells that the results indicate that a sliding tuition rate scale does not increase four-year graduation rates. The authors suggest that emphasizing value may make tuition increases more palatable. (DeMoranville & ODonnell, 39)

This emphasis on value is merely a suggestion though, and comes with no empirical validation. Indeed, it is a highly speculative suggestion that reveals our present reality. Without the improvement of public funding for universities, the brunt of our recession is taken by the students and their families. If this seems appropriate from the perspective of the governments and universities responsible for our current situation, the coming years of economic and academic decline will expose this as a problematic view. Indeed, the only way to resolve the problems concerning enrollment and graduation is to return to a public philosophy of funding and support for higher education accessibility.

You select a topic of your interest, but I must approve it, prior to your submission. The bibliography must have at least 10 annotations, five of which are from scholarly journals, and no more than five from internet resources. The most important exercise with this is that you think critically about the content of your bibliography, and what you write. Please make sure your references are in APA style (5th edition). This assignment also requires a one-page introduction to the topic.

Topic of choice: Treatment of students age 14 and up, by teacher in the classrooom.

Usinging the files I emailed and this source;along with one other source Develop a 2 page response on this Mastery Activity : The suggested topic for this document: "Measurement's Importance For Educational Leader's. Popham states that the terms, assessment, measurement, and tests, are all essentially the same thing. This assertion is not held by all experts. Read what Dr. Kizlik writes and the links he provides online at: http://www.adprima.com/measurement.htm. Then decide with whom you agree and why. Conclude with your answer to Pophams fifth discussion question, which states: Based on your own experience, do you think educators currently prefer the term assessment rather than measurement or testing? If so, why? If not, why not? And what about the public in general? When a typical citizen reads about students once-a-year examination performances, does that citizen think about those results came from assessments, measurements, or tests?he topic:
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Second Language Acquisition Assignment Two: 3,000 word paper
1. Do metacognitive language learning strategies assist in the SLA of listening comprehension? (please, keep in mind metacognitive language learning strategies not metacognitive knowledge strategies) see the attached word document Vanergrifts classification.


The following references and points are important to this research paper:

1- Please, Id like my paper to be authentic research (Im doing my master degree), using a simple and clear academic writing to represent (a non native writer).
2- My course lecturer asks me to use the following reference

Language learner strategies: thirty years of research and practice / edited by Andrew D. Cohen and Ernesto Macaro (2007). Oxford: Oxford university Press/ Additionally, we can use other Cohenss recourses.


3- Metacognitive language strategies classifications ( Planning, Monitoring, Evaluation) as shown in Vandergrift's (1997) Descriptions of Listening Metacognitive Strategies attached with the order. Also, MAlley and Chamot (1990) have a similar classification learning strategies in SLA. Cambridge university press.
4- The rest of references are from your choice (the minimum number of references: 10).
5- Case studies should be summarized as possible as we can, considering (the purpose, participants, brief methodology, findings)
6- Please dont forget the style is APA.
7- It is a highly substantial to consider the criteria.
8- Using the above outline framework is essential in this assignment.


2. Research Question Title: Do metacognitive language learning strategies assist in the SLA of listening comprehension? (please, keep in mind metacognitive language learning strategies not metacognitive knowledge strategies) see the attached word document Vanergrifts classification.


2. Introduction (approximately 200 250 words)
? Research issue
? Argument
? Brief overview of the structure of your paper
3. Definitions (approximately 100 250 words)
? Remember if you use a quote here, then also explain its significance in your own words (Keep quotations to an effective minimum)
3. Main Body


? Point One of your argument
o General findings from research studies (to support your argument)
o Some specific detail from key research study/ies (this is to convince the reader by using particularly powerful data from relevant research)


? Point Two of your argument
o General findings from research studies
o Some specific detail from key research study/ies

? Point Three/ Four/ Five/ Six???
o How many main points do you want to make? Decide how many words/ paragraphs you can write on each main point. What is the total number of words available for this Main Body section?
5. Implications for Teaching/Learning (approximately 200 250 words)
6. Conclusion (approximately 250 words)

Assignment 2 - A 3,000 word assignment
This assignment will be assessed according to the following criteria:
(i) Selection of appropriate research question on a topic relevant to SLA research - Please note you must relate your paper clearly to some aspect of the SLA research covered in this unit and explore the implications of your topic for the processes of second language acquisition
(ii) Coverage of the issues involved (evidence of extensive reading, understanding of key issues)
(iii) Appropriate use of references to support line of argument presented
(iv) Originality/critical reflection on the topic and its relation to a chosen language teaching/learning/research context
(v) Clarity of expression and appropriate use of academic conventions (e.g. acknowledgement of all references, appropriate use of quotations, etc.)





Best Regards

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You are to write 2-page paper. Read the article below and summarize the article. Do Not Use Outside Sources!

Constructivists: Don't Blame the Tools
In a recent meeting I witnessed a professor lambaste the representatives of a distance education delivery system, who, he said, promoted the use of communications technology that results inevitably in an industrial form of teaching that emphasizes packaged information and authoritarian teacher ownership of knowledge. This is incompatible with post-modern learning theory. It makes it impossible for people like him who--in the classroom--practice a more progressive, constructivist teaching approach. As the instructional designers protested their disinterest as to what teaching philosophy any instructor wished to follow, I recalled a previous discussion that in one respect reflected a view that was consistent with the professors. In this discussion, the professor blamed the communications tools for what I perceive was his inability to work out how to use them to provide the kind of learning experience he wanted. In that earlier occasion it was the designers who went overboard in the other direction. They had spent a lot of time, money, and creativity in exchanging one Internet delivery platform for a different one, and to hear them speak it would seem that most of the challenges and problems of teaching at a distance would now recede into memory, so wonderful were the accoutrements of the new system, once this new system was broken in. Needless to say, breaking in actually meant dealing with a lot of breakdowns--and so much confusion for students and faculty as we "unlearned" one system and learned the new--that we would have greedily snatched back our old tools if we had had the chance... but also, needless to say, just as we had no choice about adopting the new system, there was no question of reverting to the old.
The two anecdotes lead to the same question, however. Why is it that both protagonists and antagonists put so much store in the tools? Of course they are important and necessary, but surely they cant determine the quality of performance, in either direction. As I think about this, I have to admit that more than once I have bought a set of new golf clubs in hopes that just one more change of equipment would reduce my handicap, and looking at it that way, I can understand the view of the technically minded enthusiast. And being a fairly incompetent golfer I can see how easy it is to blame the tools when things dont go too well. Even so, being rational--while knowing there is likely to be some real effect when moving from a very primitive tool to a really sophisticated one--we know that when we upgrade only marginally, the effects of changing the tool are likely to be far less than either taking the time to practice--if you are a golfer--or taking more time to design your course and perhaps some advice and training if you are a beginner in the distance learning environment. It is a pity that administrators usually find it enough of a challenge to spend time and money on upgrading the tools rather than to tackle the more difficult human resource management problems that would have a far bigger impact on program quality. In my recent experience, a fraction of the money spent on changing the tool could have bought my colleagues and me enough professional video production capacity--to take just one possibility that would significantly upgrade our courses, even though delivered on the older platform.
But what can we suggest to the professor who wants to facilitate constructivist learning at a distance? Here are a few tips based on my own experience: Bearing in mind that every teaching-learning transaction has to have both structure and dialog, I think it is true that beginning distance teachers, designers, and administrators may indeed over-emphasize the former at the expense of the latter. This is nothing to do with technology, but is an understandable response to the challenge of sending messages out into an environment that is far less controllable than the classroom. Having a tight structure of objectives, content, learner activities, and evaluation, all give the educator a sense of security and control that a more open, dialogic program does not. (And this is not necessarily a bad thing. If there is to be error in the direction of too much structure or too much dialog, the beginner would be advised to err in the direction of too much structure. If you set out with the ultimate intention of facilitating the higher degree of dialog that is needed for learners to construct knowledge, having too much structure that can be relaxed later is preferable to the cost of having too little, the cost being confused, possibly angry and disappointed students who can not be recovered.) The basic principle in setting up a constructivist learning environment is to establish the minimum structure that allows the maximum degree of dialog between the students. What this right balance of structure and dialog is, depends on the educational sophistication of the students and the subject to be learned. In the case of my own students, I can provide a relatively low level of structure containing a relatively low content component. At the design phase, the course is organized in terms of student time, objectives, and required products, and contains pointers to a selection of resources for use in their individual and group knowledge-making. Instead of investing my creativity in telling them a lot in advance about each unit of study, I try to be especially creative in formulating questions for discussion and for individual and group research. It is the pursuit of answers to the questions that I create that provides the minimum structure for their personal and collective creation of knowledge.
To achieve constructivist learning, we want to create learning communities. The learning community is one in which students build knowledge together; they also support each other emotionally and in practical ways. With about 20 adult learners in my course, the breadth and depth of knowledge that is available, if I am able to release and channel it, is enormous. Having taught the same course year after year, it is intriguing to see the rich variety of data produced by each cohort to the same question. For example, an industrial approach might require the instructor to summarize the history of distance education across the country and test the students to see if they know it. Instead of telling them, though, one can require--as a weeks assignment--research to summarize the history of the students state, or professional training field, or their educational agency and by having each individual share this mini-research with their peers, we build up a unique view of the history represented by that particular cohort of students. Every time the question is answered it represents the processing of information into the knowledge of that particular group.
Developing a learning community is not an end in itself. Sometimes I think some adult educators sound rather romantic in their ideas of the beauty of learning as a community activity. Mine is a pragmatic and utilitarian view. The better the sense of community, the better the quality is likely to be of the knowledge that is generated, and the higher the quality of the learning experience for each member of the community. There are a few techniques that help in developing the learning community. First I, the instructor, have to make it clear to the students what I mean by learning community and what I expect of each of them in that regard, and why I consider this important. At the beginning of the course I introduce the idea of their community of learning and set some ground rules for membership. For example, I design my course so that it requires a weekly or bi-weekly submission to a bulletin board from every participant. I also require every participant to contribute a substantial expansion or development of the posting of at least two fellow learners. My instruction is that each addition has to be a significant addition to he communitys pool of knowledge." Conversational comments, though not unimportant, are not considered sufficient to meet this requirement. In higher education we have the benefit of using external motivators; i.e., various forms of formative evaluation, as well as a final grade. There is some research as well as anecdotal evidence to show that students are less likely to make knowledge in the way we are discussing if it is entirely a voluntary activity. Since I consider participation in making knowledge to be essential, I make this a criterion for graduating from the class and give a weekly score as part of the formative assessment of each students performance, to be included in calculating a final grade.
Even more than in other learning situations, if one is to encourage the kind of risk-taking that is needed for constructing knowledge, it is important to alleviate as much as possible anxiety about the process. The anxiety that accompanies this kind of activity in face-to-face settings tends to be exacerbated by distance. I therefore recommend paying particular attention to the tone of written communications, both those from the instructor to students but also among students. From the instructors side, it is not only important to avoid expressions that may appear threatening or discouraging, or disrespectful, which would of course increase natural anxiety, but I think it is also necessary to go further, and explicitly assure individual learners and the group, from time to time, regarding their successful progress, and to provide some words of comfort and reassurance when a student hits a rough patch. It seems rather obvious that one would want to do this, but many instructors are so focused on the presentation of content that they lose sight of the humans who are the real subjects of their work. Dont worry too much about new tools, I would tell the beginning distance educator; success is more likely to come from developing the attributes of empathy.
As well as attending to learner-instructor interaction, the instructor has to monitor both the content and the tone of dialog among and between learners. Having taught on-line since the early 1990s--(on Bitnet with a 2400 band modem!)--I can testify that the vast majority of students are generous and considerate in their interaction with their fellows. I have heard of quarrels and insults taking place in on-line classes, but have never experienced this myself. I recognize that I am privileged in the students I have to work with, but nevertheless I believe that to a large extent when there are discourteous or acrimonious exchanges between students it is a clear condemnation of the instructors failure on the one hand of establishing the right climate, and on the other of failure to intervene appropriately at early signs of trouble. Even worse, there are instructors who enjoy classroom confrontations and think it is appropriate to emulate that kind of exchange at a distance. Even if it is permissible in the classroom, (and I think that is questionable), it is very dangerous behavior with distant learners--some of whom feel sufficiently protected by distance to engage with less restraint than they would show in the physical presence of an instructor. Insisting that the community discussions are respectful, considerate, and courteous is not only more pleasant, but also more productive.
A valuable key to helping students construct knowledge is that instructors restrain themselves from jumping too often into the on-line exchanges between students. Students will quickly discover if they can expect the instructor to drive the discussion, and this inhibits their taking ownership of both process and content. From time to time, as instructor, I may correct a substantive error, if no student does so, or give a word of encouragement or praise, but the test for me is similar to that of the students, which is whether an intervention is likely to add significantly to their generation of knowledge. Generally I find that the lighter the instructors touch, the more energy the students will invest. I prefer to invest my creativity after they have made their best effort to make knowledge, in reflecting to them the significance of what they have created, and sometimes what I think they failed to create. My standard practice is to collate, synthesize, and summarize the themes that emerge in each week of online discussion. Thus the typical structure of a weeks study consists of a modest preliminary introduction to the topic of the week, usually accompanied by a required reading, and a question that demands research and reflection by every individual--which becomes the basis of a dialog by all members of the community. At the end of the week I provide a summary essay, telling the students what it is that they have created together, in response to my opening question. Students do achieve my learning objectives, but every group arrives there in a different way, through sharing a set of experiences and examples that are derived from (and on my part induced from) each participants prior experience melded in a unique mixture that is the knowledge created by that particular community.
These are only a few points about implementing a constructivist approach at a distance. From both the instructors and the students perspective, the extent to which they have had a satisfactory constructivist learning experience has had little to do with the communication tools, but has been directly relative to the structure of the courses and the dialog the instructor has been able to set up and then facilitate.

Write a plan for an elementary school incorporating all the traits from the "7 Common Traits Observed in Successful Schools."

The 7 traits are:
1. Strong Leadership
2. Positive belief and teacher dedication
3. Data utilization and analysis
4. Effective scheduling
5. Professional development
6. Scientifically based intervention programs
7. Parent involvement

At the end of the plan include an overall reflection with at least three major points pertaining to the actions to be taken in the classroom to ensure that the students are receiving the instruction they need.

Just a few sentences on each of the 7 traits will be fine.

Please number the sentences as you write about each one.

This essay has four different sections. Please seperate by part. Each part is to be 2 pages long.

Part I
Review a History of Mathematics lesson that was prepared for students in grades 7-8.

Discuss the extent to which this lesson satisfies each of suggestions of Gagn 's nice events of instruction.

History of Mathematics Lesson
http://www.eduref.org/cgi-bin/printlessons.cgi/Virtual/Lessons/Mathematics/History/MAH0001.html

Gange's Nice Events of Instruction
http://www.my-ecoach.com/idtimeline/theory/gagne.html

Part II
Review section 3, Developing the Instructional Plan, of the Bridges to Practice Guide book. (http://www.nifl.gov/nifl/ld/reports/bridges_pt3.pdf)

Based on this overview of an instructional plan, select a unit or lesson plan that is of interest to you. This can be taken from the internet, as well as any teaching materials that you have access to.

Review the ADDIE model of instructional design.

Analyze the selected instructional plan elements with respect to the components of the ADDIE model.

Prepare a 2 page paper discussing the extent and manner in which this instructional plan reflects the ADDIE model of ID.

Part III
Read the Milken Exchange article and note the barriers identified.
(http://www.mff.org/edtech/article.taf?_function=detail&Content_uid1=276)

Briefly discuss each barrier.

Select one of the barriers and discuss a possible strategy for removing the barrier. Include at least one reference (not the Milken article) that supports your strategy.

Part IV
Review the district's instructional plan and study the action strategies for determining if the objectives of the plan are met in the various academic subjects and special projects.
http://www.neisd.net/camp/campusplan/campusplan.html

Describe the primary action strategy (most common method of assessment) that the district uses to determine that the plan's objectives are met in the academic subjects and special projects.

Do you think this action strategy will provide the feedback necessary for the Board of Trustees to evaluate, and make needed changes to, its District Instructional Plan? Why or why not?

From a case study that I will fax to you, please answer the following: choose an appropriate activity for te client and discuss in depth why the activity would be beneficial for the client to engage in to remediate three targeted identified deficit areas in order to facilitate performance in the role of student. wat area(S) of occupation tat this client participates in are affected by the deficit areas you have targeted (i.e ADL, IADL, work, education, social, play, leisure)? develop three annual goals and three short term objectives for each of your annual goals to address the main deficit areas you have targeted. choose a purposeful activity. complete an activity analysis of the activity, demonstating how one activity can be used to work on many different performance skills, performance patterns, contexts, and client factors. be sure to identify frame of reference that you are using to guide treatment and that your activity is consistent with your Frame of refrence. ApA format. Section 1: progress note and gooals - what are the client factors? list client's strengths and weaknesses. discuss clients performance patterns. in what context does the client participate in the role? include the goals and objectives in this section. include info. you think will be important to another professional who will read it. Section 2: activity summary: describe the activity, what are the activity demands? how does parttaking in the activity help the client? is it meaningful and enjoyable to client?how does participation in the activity remediate any performance skills. which performance skills or client factors are improved?
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1. The article is to written in APA style 5th edition.
2. The article is to be on SCHOOL LEVEL CHANGE that has occured because of teacher or administrative leardership.
3. CHANGE is referring to: change in curriculum or change in school climate or change in the community because of school intervention.
4. The paper must be summary and critiques of the article.
5. The critiques should indicate the articles strengths and weaknesses of the articel.
6. The article must be between the year 2002 and 2007.

paragraph 1 is a summary of following article
paragraph 2 is a reflection of the article
paragraph 3 is a suggestion/s for classroom implemation

Why Is It Important to Examine the Transition from Middle School to High School?
The transition from middle school to high school is accompanied by both anticipation and anxiety (Mizelle & Irvin, 2000; Morgan & Hertzog, 2001; Zeedyk, Gallacher, Henderson, Hope, Husband, & Lindsay, 2003). Transition is receiving increased attention due to the fact that ninth grade course failures and high school dropout rates exceed all other grade levels (Hertzog & Morgan, 1998; National Center for Education Statistics (NCES), 2003; Roderick & Camburn, 1999). While a long history of research on the transition to college (Tinto, 1987) and transitions for students with disabilities (Letrello & Miles, 2003; Rogan, Hunt, & Wagner, 2002) exist, there is little empirical research examining the transition from middle school to high school for the general education population (Akos & Galassi, 2004; Mizelle, 1999).

Schiller (1999) defined academic transition as "a process during which institutional and social factors influence which students' educational careers are positively or negatively affected by this movement between organizations" (pp. 216217). This definition points to the shared responsibility of middle school and high school personnel for guiding young adolescents through this major educational transition.

Research on Impact of Transition on Student Outcomes
Currently, there is a lack of research on the impact of transition on students/families, and/or the potential of programs to assist students in the seamless transition from middle school to high school. Policy researchers have examined databases such as the National Educational Longitudinal Study (NELS) 1988/2000 (NCES, 2002). Results of this inquiry show that students from different middle schools attending the same high school (Schiller, 1999) and participating in full or partial transition programs (Catterall, 1998; Smith, 1997) transition with ease from middle school to high school. While the use of NELS provides valuable information about the impact of transition on student academic and social outcomes, the database is almost 20 years old. The primary data research approaches used to study transition issues include survey research (Akos & Galassi, 2004), longitudinal studies (Isakson & Jarvis, 1999), qualitative studies (Kinney, 1993; Morgan & Hertzog, 2001) and mixed-method designs (Smith, 2006).

Current research on transition from middle school to high school has shown

Students experience a decrease in achievement from middle school to high school (Alspaugh, 1998a, 1998b; Isakson & Jarvis, 1999). This achievement loss may represent the first time high-achieving students experience grades lower than As.
In an ex post facto study of 48 school districts, Alspaugh (1998a) found that students attending school districts with transitions at grade six and grade nine experienced greater achievement loss than students in districts organized K8. Seidman, Allen, Aber, Mitchell, and Feinman (1994) called the effect of multiple transitions on academic and social outcomes "double-jeopardy."
In addition to academic struggles, behavior problems in the form of suspensions and expulsions appear to increase significantly early in the ninth grade year (Graber & Brooks-Gunn, 1996).
Middle grades students identified academic ability as especially important to making it in secondary school (Zeedyk et al., 2003). After entering high school, students in the study added time management, ability to stay on task, social skills, and behavior as essential elements in success. Social matters such as bullying, getting lost, and establishing peer relationships at secondary school overshadow concerns about academics.
Kinney (1993) found that expanded social experiences in high school represent a new opportunity for students who experienced exclusion in middle school. He described social networks in middle schools as being limited to a dichotomy of popular students versus the rest of the student body. Students in high school were able to establish new social networks or cliques that did not exist in their respective middle schools.
Akos and Galassi (2004) found that students look forward to making new friends, having more freedom, and attending school events as they transition to high school. Students' greatest concerns revolved around the amount of homework, class difficulty, and organizational issues (e.g., getting lost). Conversely, parents were concerned that their children would feel negative peer pressure in both academic and social realms. The study also indicated teachers' concerns that students would feel pressure to do well in class, experience challenging courses, and have difficulty making new friends. Teacher perceptions were found to be different from students' perceptions in regard to worries about homework, and if transition programs are oriented purely around the teacher assessments of student worries, efforts may be misdirected (Brown & Armstrong, 1982).
Parents can play an important role in helping their children during the transition from middle school to high school. Falbo, Lein, and Amador (2001) found that students whose parents monitored their activities and intervened positively (e.g., schoolwork, peer networks, and direct participation at the school) were more likely to have a smooth transition from middle school to high school. Furthermore, it was noted by Feuerstein (2000) that increased school contact with parents typically resulted in reciprocal parent contact, improving overall communication between the schools and families.
What Do Effective Transition Programs Look Like?

Successful transition programs must involve collaboration between eighth and ninth grade buildings/personnel (Mizelle, 1999). Feeder middle schools and receiving high schools should communicate to identify what Gibson (1969) called the distinctive features of academic, social, and organizational logistics and philosophies in middle school and high school. Transition programs that consistently ask students to reflect on and to experience the complexities and nuances of the distinctive features of high school will have greater impact than isolated information sessions (Mizelle & Irvin, 2000).
Programs designed to reduce high school dropout rates must address the challenges associated with the transition to high school and provide targeted early intervention in order to promote academic recovery in failing students (Roderick & Camburn, 1999). Colleges have long used this approach to assist students entering college with academic deficiencies (Abelman, & Molina, 2001; Garing, 1992).
Successful transition programs address the information gap by providing students and families with a wealth of information about the academic, social, and organizational similarities and differences between middle school and high school (Mizelle, 1999). Zeedyk and associates (2003) suggested the following: expanding the number and duration of visits between schools; allowing students to spend a day with secondary school students; inviting secondary school students and teachers to speak at the feeder schools; providing mentoring to middle school students by secondary school students, etc.
High school dropout rates are significantly lower in school districts that have explicit middle school to high school transition programs (Morgan & Hertzog, 2001; Smith, 1997). Effective programs address curriculum (e.g., academic rigor of courses); facilities (e.g., location of classrooms, restrooms); and safety and discipline (e.g., rules and discipline code); and provide accurate information (e.g., organization and logistics) (Mac Iver, 1990).
Reframing the Transition Construct
While there is increased attention on transition programming, it tends to occur in isolated informational settings around curriculum selection or physical tours. Furthermore, there is little evaluation data showing that transition programming reduces students' perceptions of disconnet in social, academic, and organizational expectations. In 2002, National Middle School Association, along with the National Association of Elementary School Principals, put out a comprehensive joint position statement on supporting the elementary to middle school transition (NMSA, 2002). Many of the recommendations from the joint position are transferable to the middle school to high school transition. For example, the position paper points to the importance of involving families, recognizing the anxieties that accompany transition, and seeing transition as an ongoing process. In addition to building on those sound recommendations, practitioners and researchers need to further reframe the construct of transition to align with the This We Believe characteristic "a shared vision that guides decisions." First, it is important to stress the concept of the period of transition as starting in the middle of eighth grade and spanning the entire ninth grade year. Second, high schools and their feeder middle schools need to identify and share their unique academic, social, and organizational attributes (e.g., course grading, rigor of courses, disciplinary procedures, length of periods, extra-curricular activities available, role of guidance counselors). Next, each organization needs to reflect on the consistency of messages presented to students and families explaining the similarities and differences in academic, social, and organizational expectations (Akos & Galassi, 2004). Finally, we need rigorous primary data research focused on the transition from middle school to high school. Findings from these important studies are needed to inform local and national decision makers about issues ranging from curriculum conversations to dropout prevention, school configuration, and cross-building planning.

This kind of my topic the wording may change but says what I am trying to do. I am researching the impact that head start programs have on shool readiness(cognitive development, math skills, languade development, pre reading skills. Research says that head start inadequately prepares kids who enter kindergarten, that they often are still behind the national norms. What does the national norms say? Some research it does prepare them , the programs just need tobe improve. This is what I have so far in terms of information see below.......

The Impact of Head Start on School Readiness Cognitive, Language and Literacy Skills in Preschoolers Entering Kindergarten


CHAPTER ONE

INTRODUCTION



The period from birth through age 5 is a critical time for children to develop the physical,emotional, social, and cognitive skills they will need to be successful in school and the rest of their lives. Children from poor families, on average, enter school behind children from more privileged families. Targeting preschoolers in low-income families, the Head Start program was created in 1965 to promote school readiness to enable each child to develop to his or her fullest potential()
Almost since its inception, Head Start has enjoyed a reputation as successful, meaning that most people, including policymakers, believes it supports child developement and helps prepare children for school(Ramsey, 1994). But Head Start is now coming under increasing scrutiny because some critics believe it does an inadequate job of preparing children for school.
Head Start is one of many federal and state programs that together provide approximately $23 billion in funding for child-care and preschool education . Because these programs have developed independently, they are not easily coordinated to best serve the children and families who need them. In programs other than Head Start, states have the responsibility and the authority through planning, training, and the regulatory process to have a substantial impact on the type and quality of services provided, and are held accountable for the delivery of high quality programs. However, Head Start funding goes directly from the federal level to local organizations, and thus states do not have the authority to integrate or align Head Start programs with other early childhood programs provided by the states.
As our knowledge about the importance of high quality early education has advanced dramatically since 1965, so have data on the outcomes for children and families served by Head Start. The knowledge and skill levels of low-income children are far below national averages upon entering the program. When the school readiness of the nations poor children is assessed, it becomes clear that Head Start is not eliminating the gap in educational skills and knowledge needed for school().
This research will help determine if Head Start is fully achieving its stated purpose of promoting school readiness by enhancing the social and cognitive development of low-income children?



Statement of Purpose (1/2 page)

The purpose of this study is to examine the impact the Head Start program has on preschoolers entering Kindergarten. Does the program work ? Participation in quality early learning experiences has been identified as one such factor that promotes resilient outcomes for vulnerable children. Particularly for children from low-income families, participation in center-based preschool programs is associated with short- and long-term increases in achievement and school success.

Research Question(s)

The questions for this study are as follows:

1. Does the Head Start program cognitively (langauge development, reading/ writng and math skills) prepare preschoolers for kindergarten?


2. How well does Head Start cognitively prepare preschoolers for kindergarten? Is it Low Average, Average , or High Average.




Significance of the Study (1/2 page)

This study is significant because it will examine data of a local Head Start program compared to that of state and national norms. The results of the this study will allow the Head Start programs to greater coordinate their curriculm framework to that of the public school system. It will also produce greater collaboration with the state and local govenment to ensure is that all children entering Kindergarten are ready to learn. Futhermore, its ability to prepare preschoolers for school will aid in the argument of its effectiveness and need for more funding. Finally, States are aware that they will be held responsible for student performance in elementary school through the No Child Left Behind Act, and want to make sure that all children in the State enter kindergarten ready to learn. However, a fragmented system makes it difficult, if not impossible, for a State to provide the needed comprehensive services to all children from low-income homes who will begin kindergarten in the public schools.
Limitation of the Study (3 paragraphs)

As an administrator in a school district, I have been asked to evaluate the introduction of computer usage in the class. I have chosen the sixth grade physical education class. The appropriate software, hardware and teacher training has been provided and that students have sufficient access to computers. I need to determine the effectiveness of the program. I have to design an evaluative process to determine the effectiveness of the use of technology in this particaular class.