Category: Education 2143

Introduction

Proofreading, editing, and revising are different tasks while writing essays and assignments. The significant differences between the three aspects are the stage of each task and specific areas of correction in a paper. Revising involves checking the overall structure of a paper, including content and formatting (Buenning, 2020). The task involves reformulating arguments and the order of paragraphs from the introduction, body paragraphs, and conclusion to ensure all parts are logical and connected to create a flowing paper. Revising enables the writer to ensure correct formatting according to writing styles such as Chicago, APA, or Harvard.

Discussion

Once the revision is done and the paper makes logical sense, the second task involves editing. Editing refers to checking sentence structure, language, word choice, and general formatting of a sentence to give a clear and concise meaning (Buenning, 2020). During editing, a writer paraphrases sentences by adding and eliminating words to avoid monotony, complex phrases, and awkward words that a reader may misunderstand. At the same time, editing focuses on ensuring a writer uses an active voice and avoids first-person pronouns, which is unacademic when writing essays.

Proofreading is the last step and involves checking the overall essay for stylistic, grammatical, and typographical errors. Proofreading focuses on catching surface issues and changing errors to create a logical, understandable, flowing paper. Factors to consider while proofreading include punctuation mistakes, tense inconsistencies, correct citations and quotations, misspelled words, and plagiarism (Buenning, 2020). The discussion shows that the three tasks are performed at different stages, starting with revision, editing, and proofreading.

Conclusion

Therefore, the processes cannot be combined when writing because it may lead to confusion. Ultimately, I cannot combine them to ensure a logical and flowing paper with minimal grammatical and formatting errors.

Reference

Buenning, A. (2020). Revising, editing, and proofreading presentation Engl 1301/2. [Video]. YouTube. Web.

Introduction

The learning environment is one of the most important factors for childrens effective learning. It influences learning outcomes and contributes to the socialization of children and the development of basic skills. In addition, the learning environment should be created taking into account the age and capabilities of the child and should be aimed at improving the physical, cognitive, and affective developmental domains. Therefore, this paper will create an example of the organization of space in preschool settings for children aged 2 to 5.

Learning Environment

The learning environment has a significant impact on the learning and development of children. Moreover, it helps teachers to properly organize the learning process to make it more effective for all developmental domains. When designing and planning environments, intentional teachers must consider the many factors that can influence a childs learning of new information (Estes & Krogh, 2012). Therefore, it should be developed according to the needs and capabilities of each age group of children.

The learning environment in Figure 1 was designed for preschool settings for children aged 2 to 5. Its distinctive features are that it allows varying learner- and teacher-centered teaching strategies. That means that children can make their own decisions about the activities they want, but the teacher can gently guide them and organize the learning process according to the plan (Estes & Krogh, 2012). For example, there is a special carpet for games and a carpet for identifying emotions in the classroom. It helps the teacher understand the childrens moods better while they learn to identify and express their feelings. Moreover, there are opportunities for creativity and motor skills development in the classroom thanks to the sand and water table and art easels. This learning environment also has a kitchen for developing the childs practical skills and areas for physical activity.

Developmental Domains

Three developmental domains in a child need to be considered when designing a learning space. For physical development, children need regular physical activity and improved motor skills. At two years old, most children already have developed gross motor skills, so the preschool learning environment should be aimed at improving these skills (Estes & Krogh, 2012). That may include washing hands, using a fork, and picking up items. The created learning environment contains a sand and water table, which contributes to fine motor skills development. In addition, a child can develop these skills by performing everyday tasks such as dressing, changing shoes, or eating. Moreover, there is space for childrens physical activity in the classroom.

The cognitive domain is responsible for the childs intellectual development and the formation of thought processes. According to Piagets theory, 2 to 5 years of age corresponds to the preoperational development period (Estes & Krogh, 2012). Children learn to communicate and formulate their thoughts into sentences at this age. Although the childs vocabulary is relatively small, it is rapidly replenished. Therefore, the task of the teacher is to facilitate this process. The learning environment has a reading zone, where children can collectively read books or organize puppet plays, and an art zone, where children can express their thoughts via art. In addition, the establishment of social ties is facilitated by the placement of tables and the presence of areas for joint games.

The third domain is the affective one, which is responsible for the childs psychological development and self-awareness. It includes improving interactions and relationships with others through emotional, social, and moral development (Estes & Krogh, 2012). From the age of 2, children learn to recognize their emotions and assess the situation in terms of morality (Estes & Krogh, 2012). That can be facilitated by the presence of a special carpet in the classroom, which makes it easier for the child to express their feelings. In addition, in the mini puppet theater, a teacher can play scenes of different content so that the child learns to distinguish between good and bad.

Developmental Theories

It is possible to use Vygotskys developmental theory in this learning environment. According to this theory, learning occurs through interactions with people and objects (Estes & Krogh, 2012). Vygotsky emphasized that education can be developmental only if it is adequate for a given child in form and content. Moreover, according to this theory, stable processes in the childs development are accompanied by crises (Estes & Krogh, 2012). For example, at age 3, the child self-identifies and begins to socialize. In the created learning environment, this is facilitated by the presence of zones for joint games and tables at which children are placed in groups of 6 people.

Furthermore, children from 2 to 5 years old can also determine their areas of interest. Consequently, the presence of many zones allows the teacher to use different types of activities in the educational process. Most educational processes at this age should playfully take place. For example, a teacher can teach practical skills to children using the kitchenette in the classroom. In addition, the play carpet in the reading zone helps children to get acquainted with new animals and plants.

Conclusion

Thus, the developed learning environment has many zones and activities for children. Items in the classroom help organize the learning process in a playful way, taking into account childrens different interests. In addition, it allows one to vary different teaching strategies for better learning outcomes. The Learning Environment focuses on the development of three key domains, making it optimal for children ages 2 to 5.

Reference

Estes, L.S., & Krogh, S. L. (2012). Pathways to teaching young children: An introduction to early childhood education. Bridgepoint Education, Inc.

Introduction

A vision statement is a public document that declares an organizations goals and long-term prospects. It plays a fundamental role in creating a strategic plan in educational organizations. This paper will be based on the vision statements from the two US educational institutions, namely Cornell University and Anaheim University, to define the vision and consider their options and practical value. The examples studied show that a vision cannot have a universal form for every organization. Each institution has a unique context, path to its goals, and methods. A clear vision enhances the organizational culture and the level of support for the initiatives and aspirations of people in the community. Common aims and expectations eliminate disagreements between people and stimulate the sharing of experience and knowledge.

Vision Statements Comparison

Vision and mission statements should be properly identified in any organization. Missions reflect the activities in the present time and set the direction for effective decisions. A vision describes a mental picture of a desired future for an organization shared by teachers, students, and other community members (Mittal et al., 2021). A shared vision can bind an organizations members to each other to create connections and collaborations (Fitzsimmons et al., 2022). Such statements are usually short and to the point, about 20-50 words (Bayrak, 2020). A practical and positive vision statement contains several aspects: brevity, clarity, future orientation, stability, challenge, abstraction, and the ability to inspire (Kantabutra, 2020, p. 9). The vision must correspond and be adequate to the stated goals and mission.

Most organizations formulate their vision statements to ensure their success. For example, Cornell University offers its vision by clearly defining its aspirations to be the exemplary comprehensive research university for the 21st century (Mission & vision, 2023, para. 2). The next part is dedicated to students and teachers who succeed thanks to the university promoting innovative culture, inclusiveness, unparalleled quality, and community engagement. The offered form is short and clear, with the first sentence expressing a future orientation. Its research values and goals are stable and abstract, allowing them to remain adequate with changes. Challenge is the only aspect that is not included in Cornells vision.

Another example of how a vision statement may be introduced and developed can be observed in the Anaheim University context. The facility chooses a forward-looking idea that describes long-term goals and benefits for students, teachers, and the community. Its vision statement sounds like share it forward, and it is reminiscent of the principle or motto in its content (History & mission, 2023, para. 7). Like Cornell University, Anaheims vision is used to inspire the community and show how the best inspirations may be gathered within one and short statement. There are almost 400 words in Anaheim Universitys vision statement that mention a specific paper-free project and its history. This information is detailed, applicable to the community, and essential to society but does not meet the academic requirement of abstractness. As it does not meet the requirement of brevity and stability, it can quickly become outdated due to current changes in the universitys work.

The chosen vision statements differ significantly in form and content. Cornell is distinguished by its statements brevity, clarity, and abstraction, while Anaheim concentrates on details to describe its historical moments. Both statements are progressive and address the needs of students, teachers, and the community. The stated goals of both institutions visions are achievable and realistic. They are an extension of the mission statement that relates to their goals.

Each university has a clear statement that underlines the essence of its work. However, there is always time to take a step and improve. Anaheim Universitys statement may be more flexible and adaptable to current changes by adding more sections with the motto and description of particular projects. Cornell University can focus on the role of students as common stakeholders in innovation progress. People are eager to make solid contributions when they identify their worth through their organizations visions. New statements for both facilities sound like the inspiration to achieve self and others success by sharing knowledge and new ideas.

Conclusion

The vision statement is fundamental for developing an organizations strategic plan. Unlike the mission, the vision reveals not the existing context but the future global goals and aspirations. Statement unites students and teachers and is related to organizational culture. A clear, concise, and understandable vision helps people understand an institutions development and move in the same direction. An analysis of the vision statements of two universities in the US showed that the wording could differ significantly in form and content. Cornell keeps its message short, while Anaheim tries to communicate more about its plans and present its values. Both statements inspire the community to learn about innovation and change. Cornell and Anaheims statements have minor violations of the structure recommended by scientists but retain their practical value. They inspire confidence and seem achievable and realistic, as they are consistent with the stated missions and the unique spirit of each organization.

References

Bayrak, T. (2020). A content analysis of top-ranked universities mission statements from five global regions. International Journal of Educational Development, 72. Web.

Fitzsimmons, A. B., Qin, Y. S., & Heffron, E. R. (2022). Purpose vs mission vs vision: Persuasive appeals and components in corporate statements. Journal of Communication Management, 26(2), 207-219. Web.

History & mission. (2023). Anaheim University. Web.

Kantabutra, S. (2020). Toward an organizational theory of sustainability vision. Sustainability, 12(3), 1-26. Web.

Mission & vision. (2023). Cornell University. Web.

Mittal, V., Sridhar, S., Mittal, V., & Sridhar, S. (2021). The inspirational executive: Strategy planning through mission, vision, and values. Focus: How to Plan Strategy and Improve Execution to Achieve Growth, 47-63. Web.

Introduction

One of the functions of universities is to generate knowledge through research (Brennan, King, and Lebeau 11). While this function is typically assumed by research universities, other educational facilities must recognize the role of research in students education and teachers development. The lack of sufficient research funding at Florida National University contributes to the national innovation deficit and negatively affects the quality of education.

Argument 1

Poor research funding is the main cause of innovation deficit. Many of todays technologies are the result of student and faculty research performed at universities worldwide. Economists argue that the current GDP of the United States is largely the result of past investments in research (Abazorius par. 6). As society is faced with numerous problems, from the discrepancies in the quality of healthcare to climate change and sustainable development, university research should be used as a cost-effective tool that could bring the United States some much-needed innovations. While research does not always provide direct answers, it can provide the evidence necessary to make informed decisions. Research drives innovation and provides a store of knowledge the society can tap into to find solutions to these and many other problems. However, the highest quality research needs appropriate support to succeed. This support comes in the form of funding, which can be used to build laboratories, libraries, buy the necessary equipment, or provide incentives for students and teachers to engage in research. Without sufficient funding, no infrastructure could be leveraged to generate knowledge and innovation, and no resources which could be tapped into to advance science. As such, poor funding limits research availability and quality, and therefore, contributes to the lack of new technologies.

Argument 2

Faculty and student research play an essential role in facilitating a differentiated and effective academic environment. While research brings numerous potential benefits to society, the direct benefit of research is that it is a great educational tool. Research is about identifying trends, analyzing their impact, exploring future possibilities, and applying creative and critical thinking in the process of creating a new understanding. As such, student research allows students not only to develop a better understanding of the subject but also to become actively engaged with science by performing analysis informed by data and experiment. One of the well-known problems in the field of education is the fading interest of the students and research is a viable solution for that. Research in various fields may allow some students to recognize their passion and contribute to the growing body of knowledge in the future. Also, faculty research can be used to review and inform the improvement of educational practices. Education is an ever-evolving field, and the implementation of new, effective educational strategies is impossible without research as it provides evidence for what practices work better. Evidence-based practice is the foundation of quality education, and to develop new teaching methods, teachers should be provided with sufficient resources to conduct quality research. Educators can use research to improve the academic environment by using the best research evidence in their practice and providing new opportunities for students academic growth.

Conclusion

Research is the foundation of innovation which leads to economic growth and improved social welfare. In todays world, universities have the responsibility for broadening the pool of knowledge and performing research to facilitate national development. Florida National University has to address the issue of research funding immediately or be held accountable for the resources it consumes.

Works Cited

Abazorius, Abby. New MIT report details benefits of investment in basic research. 2015. Web.

Brennan, John, Roger King, and Yann Lebeau. The Role of Universities in the Transformation of Societies. 2004. Web.

This activity uses drama and storytelling to help children develop their language skills and improve their reading comprehension and expressiveness. Children can practice their vocal language skills and develop self-confidence through theater, while they can learn to listen and grasp through narrative. This activity also develops literacy skills because the story includes physical movements. As part of the exercise, the children will be encouraged to sing the well-known nursery rhyme Whos Afraid of the Big Bad Wolf from the childrens book The Three Little Pigs (Halliwell-Phillipps). The book employs music and song to enhance the development of spoken language abilities.

This activity is founded on the idea that music and song can help young children with their pronunciation and intonation, introduce them to a new language, provide chances for social interaction, and foster emotional expression. The repetition and rhythm of the rhyme in The Three Little Pigs stimulates childrens attention and memory (Halliwell-Phillipps). It also provides a pleasant and participatory way for kids to learn about the main characters and narrative themes. By singing the nursery rhyme and discussing the storys themes and messages, children can strengthen their language skills while developing their imagination, creativity, and social-emotional skills.

Learning Objectives

The first learning goal focuses on story comprehension; as children physically act out the storys events, they can better understand and remember it. Thus, internalizing the information and visualizing the narrative aids in developing their comprehension abilities. Children can have a greater knowledge of the concepts and messages of the story and the relationships between characters and events by playing out the events. The second learning goal is to help kids improve their oral language abilities. Children practice expressing themselves dramatically through spoken language by playing the game of charades. As a result, children can practice using their language abilities in a fun and engaging way, which can help them gain confidence and comfort speaking in front of people. In addition, children can practice using their vocabulary and sentence structure in fun and engaging ways while participating in this exercise. They can also improve their nonverbal communication skills using body language and gestures. Children can explore various emotions and modes of communication by employing dramatic expression, making them better communicators in several contexts.

Materials

This activity requires a storybook with a straightforward plot and recognizable characters, such as The Three Little Pigs by James Orchard Halliwell. Flashcards or visuals of the storys characters and actions will also be required to assist the children in perceiving and acting out the events. Flashcards or pictures, along with a storybook with a distinct plot and familiar characters, help to make learning more exciting and approachable for children. It provides them with a common starting point and stimulates creativity and imagination as they act out the events in the story.

Learning Activities

Reading the storybook to the kids is the first step in this activity. The instructor should sometimes pause throughout the reading to assess for comprehension and pose comprehension-related questions. Hence, ensuring the kids are engaged with the story and can follow the events as they happen. After seeing the characters and events on flashcards or illustrations, the children will then practice miming and acting out the storys actions. This step is an interactive technique for the kids to connect with the story and helps to solidify their comprehension of what happened (Raising Children Network). When the students have grown comfortable miming and acting out the storys plot, the instructor can inform them that they will be playing a game of charades. In this game, they will act out a character or plot point for the other students to try and guess. This step allows the kids to learn more about the narratives characters and plot entertainingly and interestingly.

The kids can then be split into two teams and alternately play out various characters and plot points so that the other team can make guesses. Each time a character or action is acted out, the teacher can ask the students to identify it and then recount the relevant section of the story. This step helps the children understand the story better and ensures they pay attention to the events as they are being acted out. After the game, the teacher can ask the kids to summarize and retell the tale (Raising Children Network). Hence, giving the kids a chance to consider the tale as a whole and express what they have learned from it in their terms. The kids can hone their spoken language abilities and further solidify their understanding of the storys events by recounting the tale in their own words.

Accommodations

Any effective learning plan must include accommodations as a necessary component. Thus, to guarantee that these kids are included in the activity and are not left behind, it is essential to give translations of the games story and vocabulary. To ensure everyone understands, teacher can incorporate bilingual publications or tell the tale in many languages. Furthermore, encouraging bilingual players to use their native tongue and equipping them with the relevant terminology might improve their interaction and communication. It is critical to adjust the game as needed to fit the abilities of disabled youngsters. For children with physical disabilities, the movements could be simplified. As an alternative, assistive technology may allow them to talk or participate in the game however they like (Roy et al. 206). Hence, it ensures that every child can participate and benefit from the educational process regardless of ability.

Evaluation and Comments

Observing the children as they play the game is an essential stage in the evaluation process. It allows the teacher to see if the kids understand the story and can successfully act out the characters and events. The instructor can observe the kids, make comments, identify areas of strength and weakness, and adapt the exercise to ensure that every child is fully engaged and benefiting from the learning experience. Following the game, it is critical to ask the children to summarize and retell the story in their own words. It allows the teacher to check the pupils comprehension and ensure they have assimilated the storys key concepts and themes (Roy et al. 169). Therefore, the teacher can determine areas where the students might need further help or guidance to comprehend the story entirely.

Learning Standards

Several Illinois Early Learning Standards are in alignment with this activity. This activity first tackles Standard 4A: Demonstrate understanding of prints organization and basic features. The kids are learning to interact with written text and comprehend how stories are structured by reading the storybook and pausing to ask comprehension questions. This exercise addresses Standard 6C: demonstrate increasing ability to engage in and complete various tasks, activities, projects, and experiences (Illinois Department of Natural Resources). The children are developing their ability to follow through by participating in the story in multiple ways, including acting it out, playing a game, and recounting it in their own words. Furthermore, by participating in this activity, the children enhance their ability to pay attention, focus, and engage in and learn from various situations.

Works Cited

Halliwell-Phillipps, James Orchard. The Three Little Pigs. Compass Publishing, 2012.

Illinois Department of Natural Resources. Early Learning and Development Standards. State of Illinois Main Site, 2023, Web.

Raising Children Network. Creative Activities for School-Age Learning and Development. Raising Children Network, Web.

Roy, David, et al. Teaching the Arts: Early Childhood and Primary Education. Cambridge University Press, 2019.

In this article, Participation of Students with Moderate to Severe Disabilities in the General Curriculum: The Effects of the Self-Determined Learning Model of Instruction, the main aim of the study was to find out how Self-Determined Learning Model of Instruction (SDLMI) affects the performance of the children with varying degrees of disabilities. That is, moderate to severe intellectual disabilities. The studys main objective was to find out whether there is variation among the group on this process of learning through this model.

This study is based on the Individuals with Disabilities Act (IDEA) which insists on the need for the students to participate in the curriculum as much as possible. This is what the study wanted to verify.

The authors use current information from past literature in an attempt to address their problem. For instance, the authors recognized previous studies that have been done on this field that indicated that if Individualized Education Programs were integrated into schools, this can increase the expectations of the teachers from their students (Agran et al, 2006, p.1). The study has used the past literature in identifying the gaps in this field which requires filling. They have identified that the past study rarely paid the necessary attention to how the instructional process affects the outcome.

The study has identified several measures that have been applied as an effort to ensure that students with disabilities benefit from the general curriculum (Agran et al, 2006, p.2). It has also recognized the importance of the research to the community. For instance, it has recognized the effect of SDLMI on community-living functional skills (Agran et al, 2006, p.1). The study has raised concerns about the effect of applying the SDLMI method in the general curriculum with students with varying degrees of disability.

To verify the hypothesis, this study experimented on students with different range of intellectual disabilities. However, this sample suffers some limitations. First, the sample is not representative. It includes two males and one female. There is a need to have a more representative sample to avoid bias in the final results.

In this research, an experiment was carried out to show whether SDLMI affects the performance of the students with moderate to severe intellectual disabilities. The first student was Mary, who from middle school and was an eighth-grader. She received level two supports. She was therefore entitled to an associate in general education classes. The amount of support that was given depended on the level in which a student was. That is, level 3 got more support than level 1. Mary was subjected to social studies, science, and physical education classes. Mary reacted by refusing from participating in in-class activities.

The second student involved in the experiment was Dan. He was in the eighth grade. Dan was exposed in a speech, band, geography and physical education class. He was categorized in a class of students with a moderate level of disability. He suffered from attention deficit attention disorder. Dan received level two support services. Dans general education teachers were in close contact with his resource teacher who reviewed his assignments to ensure his understanding. On the other hand, Lee was in the seventh grade. He had a problem with interacting with others. He also had to be supervised very closely to ensure that he keeps in line with what was required. Lee rarely interacted with fellow students.

Mary was exposed to a physical science classroom. There were lab stations in the room which were situated in three walls of the four. Teachers supplied the students with these places. The lab groups were composed of two four or five students. It was observed that Mary received very little assistance from peers (Agran et al, 2006, p. 4).

For Dan, his class was set withy typical rows. He sat at the back of the room and received assistance from the associate.

Lee, on the other hand, was exposed in a lab which had several stations. Lee was situated kin a small area in the room that had a sofa and textbooks. He was put in certain groups of five, four or three students depending on the activity in hand. It was observed that Lee was assisted by other students.

The experiment indicated that students with moderate to severe intellectual disabilities tended to withdraw from the rest as they considered themselves different from other general education students (Agran et al, 2006, p.3).

An intervention I, SDLMI was used in the investigation. This was applied so that the students can major participants in their lives. This involved training the students on how to develop their problem-solving mechanisms independently. It was aimed at helping them in forming goals and how to evaluate their performance in their effort to meet these goals.

There was also intervention II. In this intervention, there was a need to make observations on the long term effects of training. This included perpetual observations that took place either one or two times a week. All the students were able to complete the third phase. In this intervention, students were accessed on their track in achieving their desired goals.

The graphs and tables in this study have summarized the findings and observations of the study. They indicate that student-directed learning can significantly affect access of students with moderate to severe disabilities to the general curriculum. This is verified by the tables on the findings. The study has significantly contributed to this area by identifying the fact that children with moderate to severe disabilities acquire varying academic skills directed by the standards. The study has therefore proposed the adoption of the self-regulated learning procedures in children with disabilities.

One of the most interesting things about this article is that it has clearly described the process followed in the research. This is of great importance to the readers since it is possible to conduct a similar experiment to verify the results using the same procedure. This is one of the requirements in research. The research has also given a relevant summary of the findings and conclusion. This has provided the reader with the necessary ideas which the study has generated.

In conclusion, this article has clearly described the research conducted in verifying its hypothesis. However, there is a need to improve the sample selection process to avoid bias.

Reference

Agran, M. et al. (2006). Participation of Students with Moderate to Severe Disabilities in the General Curriculum: The Effects of the Self-Determined Learning Model of Instruction.

Introduction

Autism is a condition that affects a number of individuals around the globe. In the past scholars downplayed the condition with the thought that was a mental issue. However, the discovery that the condition is treatable and that people suffering from the condition can live normal lives changed the perspective held by the scholars. Although the amount of information concerning autism is high, past researchers have covered areas that concern its management and integration people suffering from the disorder into the society. Apparently, a large amount of data availed by past literature demonstrates the various ways that people can help autistic victims to live normal lives and express themselves. Populations around the globe have always struggled with challenges that take place soon after one of their relations is diagnosed with autism. Conversely, with the advent of a high amount of data that provide remedies for the solution, the magnitude of these challenges has reduced.

In as much as the amounts of information on the management of autism are relatively high, very little information exists on the importance of social stories and their effectiveness in training autistic students. Reynhout and Carter (2006), as well as Kuoch and Mirenda (2003), assert that social stories are crucial in the life of autistic learners. Besides being pivotal among normal children, the role played by social stories is one that scholars in the field of education cannot underscore. Social stories have a range of benefits that can help in effectively addressing the challenges faced by young learners suffering from autism. Furthermore, when used by trainers in an informed manner, social stories can help autistic children develop values that revolve around relating well with others, expressing their emotions assertively, and sharing their experiences openly without fear (Quirmbach, Lincoln, Feinberg-Gizzo, Ingersoll, & Andrews, 2009). By developing these values, autistic children not only excel in their education but also lead successful lives after their training.

The literature review looks into the importance of social stories and the role that they play in the education of children who have autism. To explain the relevance of the stories in combating learning problems experienced by autistic children comprehensively, the review examines the scale of preparedness among teachers to use social stories. Moreover, the review assesses the effectiveness of the stories and the benefits that came along with their use. Some of the benefits that the research addresses include professional development and character modeling. Leaf et al. (2016), Sansosti (2008), and Hutchins and Prelock (2013) explain that by elaborating the benefits accrued from a well-designed use of social stories in helping autism, the researchers provide an important reference, which amplifies the quest to manage issues relating to education and autism. Therefore, the literature review examines the effectiveness of social stories in learning and the perception of teachers on the use of social stories in training students with autism.

Body

Perceptions of Teachers to Use Social Stories to Train Autistic Children

Changing perceptions and increased understanding of autism. Over the recent past, there has been a shift in the perceptions held by society concerning autism. Unlike in the earlier periods when people regarded the disorder as a mental problem, the present society knows that autism is a manageable challenge. The changing perceptions have also initiated a wide spectrum of research from scholars who have delved into the field and came up with a vast amount of information concerning the disorder. Some of the researchers who have done a study on the issue include Tincani and Shannon (2007) who covered issues relating to the management of autism among preschool going children. With the information, the attitude that teachers have towards victims suffering from the disorder has changed. Presently, activists are championing that governments should consider the disorder as a form of uniqueness and not a disease. According to Reynhout and Carter (2007), the fact that the disorder is manageable using social stories has opened a new chapter concerning the issue of training students with autism. In effect, the relevance of social stories in the management of autism is among the factors that determined the positive perception that contemporary teachers have towards training autistic students.

Another factor that informed the perception held by modern teachers towards students who have autism is the increased understanding of the disorder. Prior to the research on the challenge, little information hampered the training that teachers accorded to the victims. Since the disorder impairs people from sharing their emotions, trainers developed a negative attitude towards them (Adams, Gouvousis, VanLue, & Waldron, 2016). The attitude occasioned because autistic individuals isolate themselves and are slow learners, a phenomenon considered by past trainers as a sign of poor performance. However, with the advent of high information available on platforms such as print and online media, teachers have acquired a wide understanding of the disorder, its characteristics, and management. Reynhout and Carter (2009) and Sansosti and Powell-Smith (2006) explain that the perception of teachers towards young autistic individuals changed primarily because of the increased awareness concerning the disease. Currently, teachers understand the important role played by social stories in the lives of students suffering from autism. Increased understanding of autism, its nature, and its characteristics has also helped teachers instill values that make autistic victims augment their performance and interact well with their peers in and outside institutions of learning.

Education of caregivers. Education of caregivers on the uniqueness demonstrated by people suffering autism places them in a good position of dictating the perception held by trainers in schools. When teachers notice that caregivers love their autistic children, the likelihood that they eventually develop a positive attitude towards the children is high. However, when parents look at the children as lesser individuals and portray them negatively before the society, teachers develop a negative perception towards them (Bledsoe, Smith, & Simpson, 2003; Ozdemir, Universitesi, Fakultesi, & Bolumu, 2008). Therefore, the recent education of caregivers on the uniqueness of the disorder played a crucial role in changing the perceptions of teachers and informed their use of stories in training them. According to Lorimer, Simpson, Myles, and Ganz (2002), prior to the use of social stories in schools, parents who have autistic children should receive optimum education concerning their children so that they commence the procedure at home. By executing the procedure at home, parents prepare the children for school and make them ready to interact with their peers in school. Fundamentally, the development of a positive perception and the use of social stories is a process that begins at home before children join learning institutions.

Teachers Readiness to Use Social Stories to Train Autistic Children

To examine the readiness of teachers to use social stories in educating students who have autism effectively, the review looked into the factors that demonstrate their readiness. Using pictures, symbols, simple language, and the correct choice of words when narrating the stories to the children are some of the factors that demonstrated readiness from the teachers (British Broadcasting Corporation, 2007). Essentially, teachers employed these factors in order to ensure that children with autism acquired the skills and values that facilitate successful lives. According to Dev (2014), children suffering from autism are slow learners and need stories that are easy to read and understand. As a result, by using the outlined factors under the review, the teachers clarified their preparedness in using social stories to combat the challenges of autism among students.

Use of social stories that have pictures and symbols and simple language. Notably, autism is a condition that affects the level of learning and cognitive processes of individuals. People suffering from autism usually have problems relating to issues of life and emotions that are evident among others in the society (Dodd, Hupp, Jewell, & Krohn, 2008; Spencer, Simpson, & Lynch, 2008). Their slow process of learning implies that they cannot acquire skills and values by observing events around them but need explicit explanations. Using stories that have pictures and symbols is instrumental in elevating the scale of value and skill acquisition among autistic students. Alotaibi, Dimitriadi, and Kempe (2016) explicate that pictures and symbols are easy to memorize and by using them, teachers and caregivers get the attention of these sets of children and successfully instill values and knowledge to the young individuals. Besides reading social stories to the victims suffering from autism, teachers and caregivers can also give them the storybooks so that they read them at their convenience.

The stories read to the students need to be easy to understand. Notably, autism minimizes the capacity and memory of an individual. As such, the victims cannot grasp a large amount of information or complex phrases. Direct, precise, and succinct statements should be utilized in the social stories used to educate children who have autism. The social stories should also be specific and only address a single issue at a time. By addressing a single and specific issue at one given time, the children easily relate to the issue, and confusion becomes minimal. In the words of Hagiwara and Myles (1999), Reynhout and Carter (2011), as well as Ali and Frederickson (2006), social stories read to students who have autism need to address events that affect their daily experiences as well as uncertainties presented by life. The factor is one of those that explain the high intensity of preparedness among teachers training autistic students.

The correct choice of words and use of relative characters. Another factor used by teachers to confirm their preparedness is the correct choice of words in the social stories. To ensure that the stories reach the target students in the required content, teachers usually reword, rephrase, and repeat them until they are certain that the students have grasped the information. Due to their slow learning process and unwillingness to changes, repetition helps students who have autism to learn and understand the contents of a particular story (Haggerty, Black, & Smith, 2005; Kuttler, Myles, & Carlson, 1998). Moreover, by rewording and rephrasing the social stories, trainers rearticulate complex terms and narrate the story in a manner that the students can understand. In the perspective of Rust and Smith (2006) as well as Chan (2009), the right choice of words is one of the cornerstones that facilitate the efficient passage of information from teachers to autistic students. Critically, the use of complex phrases and long sentences confuses students who have autism.

Consequently, the use of relative characters is another factor that is useful in ascertaining teacher readiness to use social stories in enhancing the performance of children suffering from autism. When reading stories to these sets of students, trainers need to employ relative characters. For instance, when reading a story about a particular event, use family members and names that are known to the students. By using stories that the students can associate with, teachers create a connection between the student and the story being read to them (Olçay-Gül, & Tekin-Iftar, 2016; Gunn & Delafield-Butt, 2016; Engstrand & RollPettersson, 2014). Remarkably, the effectiveness of the social, story only transpires when the students connect themselves with its contents and associate with its characters. After connecting the story with their lives, the children will then undertake the actions executed by the characters used in the story, a factor that helps to inculcate values and good behavior among autistic students.

Benefits of Using Social Stories to Train Autistic Children

Professional development and character modeling. After assessing the perceptions that teachers have towards children with autism and examining their preparedness, the literature review sought to understand the various benefits associated with the use of social stories. Professional development, which is one of the benefits linked to the use of social stories to manage autism, takes effect when parents and trainers work together. Since social stories cover issues that affect the daily experiences of life, reading them to children suffering from the disorder helps to inculcate values in their lives. White, Keonig, and Scahill (2007) state that the slow nature of learning caused by autism makes teachers repeat the stories until they are sure that the children have understood and memorized the concepts espoused in these stories. Wise choice of stories that have relative events is one way of ensuring that children get values and skills that help foster their professional development.

On the other hand, character modeling is a benefit that takes place when parents and teachers relate the activities in the story with those expected from the child. Overtime autistic children listen to the stories and gradually come to terms with what their parents, teachers, and society expect from them. Issues relating to the expression of emotions and feelings become evident when stories read to them have explicit discussions on emotional expressions. Tears from the face of a character in the storybook or a smile from a happy character help autistic children understand the behavior of others around them. These expressions also help them learn how they should put across their feelings when they encounter various situations. Matson and Matson (2007) explain that when trainers use stories that have heroes who demonstrate values and read them to the children; the children develop a connection with the stories. After developing a connection these children begin doing the acts done by the heroes as they undertake their chores and interact with their friends, a factor that is core in character modeling.

Discussion

Summary of the Major Findings and Limitations of the Included Studies

Some of the major findings of the review include the perceptions of teachers towards autism and the use of social stories as well as their preparedness to use the stories in training autistic students. The review found out that the perceptions held by trainers have changed over time from negative to positive. Additionally, the review also discovered that teacher preparedness entails the utilization of activities such as pictures and symbols and simple language on the children. The study also found out the benefits that transpire after an organized use of social stories. The review discussed professional development and character modeling which are outcomes of optimum use of social stories in training autistic students.

Some of the limitations experienced while drafting the review include information from the sources used and their validity. As explained earlier, a large amount of information obtained from the sources covers various ways used in managing autism among students. However, very little information exists on how social stories can help to combat autism in school. Moreover, several sources used have not covered the perceptions held by teachers towards autism comprehensively, a phenomenon that limits the validity of the findings in the review. Consequently, some of the sources used by the review are outdated and not practical in the face of modernity. The findings from sources such as Hagiwara and Myles (1999) may not be useful in contemporary societies.

Conclusion

Autism is a condition that affects individuals all over the world. The effects of autism are detrimental to the cognitive development of an individual. People who have the condition are slow learners and fail to understand the various events that take place around them. The review discussed the effectiveness of social stories and the perceptions of teachers concerning the use of these stories. To enjoy the benefits accrued from the social stories that include professional development and character modeling, parents and trainers need to work together, understand the children, and use the stories in an organized manner. Notably, the major finding of the research revolved around the fact that autism is a manageable condition and that autistic individuals can live normal lives in the advent of organized treatment and education.

References

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Olçay-Gül, S., & Tekin-Iftar, E. (2016). Family generated and delivered social story intervention: Acquisition, maintenance, and generalization of social skills in youths with ASD. Education and Training in Autism and Developmental Disabilities, 51(1), 67.

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A strategy introduction program is a commonly used education technique that helps students at schools and universities to learn the material they need. Different types of strategies are direct instruction, interactive instruction, and independent study (Brown & Pressley, 2023). All three characteristics benefit students and tutors in diverse ways, like increasing critical thinking and maintaining the same emotional stability level. On different levels of education, students often work with shallow and deeper processing to develop short-term and long-term memory for different purposes.

One key characteristic that makes the strategy introduction program effective is direct instruction. According to Brown & Pressley (2023), this concept is mostly based on the ability of a teacher to provide students with repetitive practices and demonstrate theories in practice. This technique can help build new skills and ensure that specific steps are not missed. Additionally, direct instruction is considered a traditional teaching method (Stockard et al., 2018). Explicit demonstration of the material in front of the class is used in many countries around the world to make education more effective.

Moreover, interactive instruction is one of the main types of strategy introduction programs as it allows students to communicate with the teacher and their peers. Discussion, debates, and question-and-answer classes support this technique and make communication more relaxed. When teachers allow students to have free conversations during classes, the studying process becomes more interactive and effective. During the COVID-19 times, school and university students could not communicate in class and were forced to have discussions online. However, the performance of the interactive instruction method has decreased because people had less eye contact (Sepulveda-Escobar & Morrison, 2020). Communication can allow to understand the thoughts and opinions of other people and learn more about the surrounding world through chatting.

Independent studying also plays an important role in education, and people should be able to motivate themselves to achieve more goals. Students should be prepared to work without supervision when problems such as coronavirus appear. Additionally, some professors and schoolteachers may use this practice to teach students to cope with problems with minimal interaction with other people (Moore, 2020). This characteristic of the strategy introduction program is closely related to the direct instruction methods as students receive specific information during the class and have to do their individual homework based on the retrieved information. Independent study can also develop cognitive endurance and keep a high level of motivation in the future.

People have two types of processing which are shallow and deeper. Shallow processing is a type of a short memory, and deeper processing allows people to store facts for longer (Xu et al., 2021). Even though people want to remember more, shallow processing allows more important information to be stored in deeper processing. Human memory has a complicated structure, and to have more available space for a new data, some previous information should be deleted. Therefore, in some cases, shallow processing stays more important in the process of deciding which information should be kept or deleted. For example, remembering a one-time password is a good example of short-term memory, as people do not have to remember these digits for a long time.

In conclusion, the strategy introduction program has many different techniques that allow students from schools and universities to study better and remember more information. Direct instructions, interactive instruction, and independent study are the key aspects that allow people to try different ways of studying and decide which works better. In all characteristics, people use shallow and deeper processing methods to ensure that more data is stored.

References

Brown, R., & Pressley, M. (2023). Self-regulated reading and getting meaning from text. Routledge.

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Stockard, J., Wood, T. W., & Coughlin, C. (2018). The effectiveness of direct instruction curricula: A meta-analysis of a half century of research. Review of Educational Research, 88(4), 479-507. Web.

Xu, Y., Zhou, Y., & Sekula, P. (2021). Machine learning in construction: From shallow to deep learning. Development in the Built Environment, 6. Web.

Introduction

College is a costly endeavor that is considered almost mandatory in the modern society. However, is it necessary for every person to attend college? Isabel Sawhill and Stephanie Owen argue that college is not the best option for everyone. They provide both qualitative and quantitative arguments to support their idea. It is not an argument against higher education, but rather a critique of the idea that college education guarantees higher wages and job satisfaction. This paper will provide supporting arguments for this idea, and a rebuttal to possible counter-argument against it.

College is not a Guarantee of Success

The authors provide an interesting argument about the possible return on education. With the cost of education being so high, it needs to be considered when talking about the financial benefit of education. The authors note that the more expensive the college, the less financial return would be. However, they are quick to point out that research shows that lifetime earnings of college graduates are much higher than those of high school graduates. Their argument is that these numbers are average and cannot be taken at face value (Sawhill and Owen). This is an important fact because people who do not succeed still have to pay the same student loans, which are some of the largest among the United States citizens (Walsemann et al. 85).

Another important factor to consider is whether the monetary benefits of college are necessary to enjoy a fulfilling life. Multiple studies show that higher income does not guarantee a higher degree of happiness (Whillans et al. 221; Kushlev et al. 483). Entrepreneurial young people, self-taught artists, artisans, people who chose to join the military, and people in a multitude of other scenarios are just as likely to lead a satisfying life. Unfortunately, these things are not as quantifiable as the return rate, but they are nonetheless important. Despite the atmosphere of uncertainty in the country, America still values people who choose to take their path. Therefore it is important not to discount people who choose to self-educate, and not spend time and money on college.

One of the main arguments against this idea is that it is worth taking the chance because a degree will always be useful while searching for a job. It brings a certain status to the resume that is seen as attractive to the employers. This is a fair point. Studies show that employers are more likely to hire a person with a college degree, rather than one without it (Martin et al. 221). However, this does not guarantee that employment, nor does it guarantee job satisfaction or a long lasting career. In America this issue is exacerbated by the size of the student loans that force the graduate to immediately seek employment, creating a highly competitive job market (Nunley et al. 45). With the immediate need for employment, there is little chance of independence until at least a few years after college. This situation cannot be acceptable for everyone. People in creative professions such as writers, directors, actors are likely to spend a lot of time on mundane jobs, without a chance for self-realization. With the low cost of technology, it is not uncommon to see people without a college degree achieve success in these fields.

Conclusion

A college education is important and valuable. However, it does not guarantee the results that some studies suggest. It is important to consider that people can achieve their goals without going to college. Not as a rule, but as a viable option.

Works Cited

Kushlev, Kostadin et al. Higher Income is Associated with Less Daily Sadness but not More Daily Happiness. Social Psychological and Personality Science, vol. 6, no. 5, 2015, pp. 483-489, Web.

Martin, Kimberly et al. Community College Student Success. Community College Review, vol. 42, no. 3, 2014, pp. 221-241.

Nunley, John M. et al. College Major, Internship Experience, and Employment Opportunities: Estimates from a Résumé Audit. Labour Economics, vol. 38, no. 1, 2016, pp. 37-46.

Sawhill, Isabel, and Stephanie Owen. Should Everyone go to College? Brookings, Web.

Walsemann, Katrina M. et al. Sick of our Loans: Student Borrowing and the Mental Health of Young Adults in The United States. Social Science & Medicine, vol. 124, no. 5, 2015, pp. 85-93.

Whillans, Ashley V. et al. Valuing Time over Money is Associated with Greater Happiness. Social Psychological and Personality Science, vol. 7, no. 3, 2016, pp. 213-222, Web.

Annotated Bibliography Assignment

Collinge, Alan. The Federal Student Loan Program is Finished. Medium, Web.

In this article, Collinge heavily criticizes the federal student loan program, claiming it must be abolished. In particular, he argues that the federal student loan program is an extremely inefficient way of funding higher education in the United States. Most students default on loan payments, being unable to repay their debt. In 2004, the default rate would reach 40% with an average loan size of $13,000. Nowadays, students borrow approximately $39,000 on average, while wages have not tripled since 2004. As a result, in 2020, 58,9% of the borrowers were not paying at all. In 18 U.S. states, student loan debt exceeded the state budget (Collinge). Therefore, scraping the failed lending program would be the most reasonable course of action for President Biden.

Croes, Emmelyn, and Jos Bartels. Young Adults Motivations for Following Social Influencers and Their Relationship to Identification and Buying Behavior. Computers in Human Behavior, vol. 124, 2021, 106910.

Croes and Bartels surveyed 415 Dutch teenagers and young adults between 16 and 25 to determine what makes them follow social media influencers. In total, six main motivations have been revealed: information sharing, cool trend following, relaxation, companionship, boredom, and information seeking (Croes and Bartels). In that regard, social media influencers play an important role in teenagers and young adults buying decisions. The respondents viewed influencers as peers and companions, which explained their willingness to purchase endorsed products (Croes and Bartels). However, boredom and entertainment were the primary reasons to follow the influencers, so addressing these needs of teenagers and young adults may reduce the influencers impact.

The Editors. Has Higher Education in the United States Lost Its Way? The MIT Press Reader, Web.

In their interview with the MIT Press Reader editors, Wendy Fischman and Howard Gardner, the authors of The Real World of College book, argued that the U.S. colleges lost sight of their mission. In particular, colleges turned education into a commodity and measure of success, which had a negative impact on the students. Firstly, students now prioritize getting good grades or building a resume for a job over knowledge, sometimes resorting to outright cheating. Secondly, students develop egocentrism in addition to feeling abandoned and crushed by the pressure of expectations (The Editors). Ultimately, Fischman and Gardner urged U.S. colleges to remember their core educational mission instead of giving in to conflicting messages on traditional and social media and hurting students.

Kundu, Anindya. Understanding College Burnout From a Social Perspective: Reigniting the Agency of Low-Income Racial Minority Strivers Towards Achievement. The Urban Review, vol. 51, no. 5, 2019 6, pp. 677-698.

In her interview-based qualitative study, Kundu claims that low-income, first-generation, and racial minority students are susceptible to mental health deterioration and subsequent academic issues. These students adopt a striver mindset to overcome the challenges of an unsupportive college campus environment. In doing so, they feel the need to persist alone, fight against the odds, and demonstrate their grit (Kundu). As a result, these students risk developing college burnout, a condition highly detrimental to their life satisfaction and academic performance. Ultimately, Kundu recommends colleges mobilize institutional resources to support student endurance. In addition, the study acknowledges the positive effect of mentorship on students mental resilience (Kundu). Thus, mentor support is instrumental in preventing unhealthy striver tendencies in at-risk student groups.

Pascoe, Michaela C., et al. The Impact of Stress on Students in Secondary School and Higher Education. International Journal of Adolescence and Youth, vol. 25, no. 1, 2020, pp. 104-112.

In a large-scale cross-cultural narrative review, Pascoe et al. outlined the adverse effects of academic-related stress in students. Firstly, high levels of stress lead to depression and anxiety systems, which in turn results in academic performance deterioration. Secondly, students pressured by the need for academic achievement report higher rates of drug and alcohol use. Finally, academic-related stress is associated with preventable physical health issues and sleep disorders (Pascoe et al.). Overall, the overzealous pursuit of academic achievement can produce the opposite outcome. Students may adopt harmful coping strategies to deal with academic stress. In turn, these strategies may further undermine their academic performance, forcing the students into a vicious circle situation.

Rich, Jameson. Where are the Losers? Were Missing Slackers. Dirt, Web.

In his article on the slacker subculture, Rich notes the extinction of so-called losers from public space and culture. He considers it an extinction of another species once vital to the harmony of our world (Rich). Previously, slackers had a strong presence in pop culture and everyday life. They used to be viewed neutrally or positively as an embodiment of flawed yet laid-back and decent human beings who live however they want. Nowadays, slackers are portrayed as villains who hold back and drag others down. Instead, strivers have risen to the top  hyper-competent individuals who shed and hide their imperfections on their road to success (Rich). In that regard, selling out to achieve public endorsement has become the life goal pursued by many.

Spinks, Rosie. The Age of the Influencer has Peaked. Its Time for the Slacker to Rise Again. Quartz, Web.

In contrast with the previous article, Spinks notes a comeback of the slacker culture and attitude to life. She links the striver mindset with a dominant neoliberal paradigm that propelled self-obsession with success and optimization in millennials. According to Spinks, the Instagram aesthetic was the pinnacle of a striver attitude to life. The Instagram influencers perfected the craft of selling out, effectively becoming famous for being famous (Spinks). However, social media, the pillar of the striver lifestyle, has lost a significant share of credibility. Spinks exemplifies that shift with the Theranos scandal, when Elizabeth Holmes, a successful founder of an ambitious startup, was exposed as a scammer. Holmes perfectly-crafted personal brand collapsed spectacularly, revealing all unpleasant sides of striving. In that regard, the slacker mindset is coming back, at least aesthetically, since life in the U.S. is too expensive to be a true slacker at the economic level.