Category: Education & Teaching

Question 1 (3 points). Position yourself on the role of automatic and controlled

Question 1 (3 points). Position yourself on the role of automatic and controlled processes in social cognition. Question 2 (3 points): Ask yourself whether the possible outcomes based on self-evaluation and self-excitation motivation are in competition or compatible with each other. Question 3 (4 points). In response to the question “If we have a positive attitude towards a behavior, will we perform that behavior? Explain your answer.”, an artificial intelligence software answered
Read also the instructions below

For each Journal Critique, you will evaluate and critique one research article f

For each Journal Critique, you will evaluate and critique one research article from a professional journal. The journal can be from any discipline that details the current trends in special education leadership. You are encouraged to select articles to help you complete your Journal Analysis Paper Assignment. All articles must be current (published within the last five years). The assignment must be in current APA format and must include a title page and a reference page; it must also be 225–250 words. The title page, in-text citations, and reference page are NOT included in the word limit.
Journal Critiques consist of 3 parts (each part must be only 1 paragraph): Part 1 – Summary Paragraph, Part 2 – Analysis of Author’s Key Points, and Part 3 – Personal Response. Personal pronouns are appropriate only in the Part 3 – Personal Response section of the Journal Critique.
When composing your reviews, remember to use professional, graduate-level writing. Do not begin with “This article is about…” Instead, open the review with a strong thesis statement and summarize the author’s main points in the first paragraph. Using third person, state your personal reaction to the article in the final paragraph (“This author agrees/disagrees…” or “one can see that…”).
Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

Important Notes:
Each forum will be completed in 2 parts: Part One a thread add

Important Notes:
Each forum will be completed in 2 parts: Part One a thread addressing the instructor’s prompt (400–500 words) and
Part Two 2 replies (200–300 words each) to classmates’ threads.
One appropriate citation reference must be made in current APA format in each thread and reply. First person is allowed in your posts.
Part One: Instructors Promt:
How can local school districts work with colleges to help ensure students are prepared to be effective special education teachers within the classroom? What might you do as a future special education administrator to partner with local colleges and universities to offer programs or collaborative professional development for teacher educator students as well as your own faculty that would promote professional development learning? Share 1–2 personal experiences or research supported examples of successful collaborative partnerships between the school district and college/university setting.
Part Two: Student Replies:
Patricia Arnold:
There is no doubt that educational leadership plays an influential part on student educational outcomes. Local school districts can work with colleges to afford future teachers the opportunity exposure to highly qualified special education teacher classrooms through cooperative relationships. However, this can even extend to the high school level to create a deeper pipeline to teaching, which is where I think it should begin. According to a research article by Holcomb-McCoy (2023), American University (AU) is partnering with local high schools to foster interest in teaching in local District of Columbia Schools. High school students can take teaching introduction courses for college credit while still in high school through a dual enrollment situation. These students can then go on to AU as “teaching fellows” with a Child Development Associate (CDA) credential afforded to them through completion of the high school program. Then as a “Teaching Fellow” they can work in early childhood settings, receive scholarships as they work through their college coursework. At the end of this journey is a teaching job in DC schools. Not only does this program create hands-on learning opportunities, it equips them for the classroom and helps ease their financial burdens along the way. AU has created a pipeline for teachers from high school to the classroom.
Likewise, in my district, we have a teacher cadet program (lcps.org).. High schools offer a teacher cadet class that gives high schoolers interested in teaching an opportunity to have some time in Elementary and Middle School classrooms while earning college credit through Shenandoah University. At my school, this class is taught by a special education teacher and students have to apply and interview to be accepted into the class. At the end of the program, the future teachers are presented with a letter of intent to be hired in our country after completion of undergraduate degree and licensure program. They have an actual “signing day,” like college bound athlete style, to celebrate their accomplishment and commitment. This class is taught by a special education teacher in my school and students have to apply and interview to be accepted into the class.
I truly love the thought of colleges and universities extending opportunities to high school students to create a pipeline of future educators. The collaborative investment these programs provide for colleges, schools, teachers, students, and school districts is positive and can lead to a truly invested teacher workforce.
References
Holcomb-McCoy, C. (2023). Creating teacher education programs to solve the teacher shortage. Childhood Education, 99(2),(72-78). Doi:10.1080000094056
Loudoun County High School (28 January, 2024). Teacher Cadet Program, lcps.org.https://www.lcps.org/domain/34089
Amanda Schmdit-Sines:
Currently there is a push for school districts and colleges to work together in general education programs in order to help preservice teachers prepare and gain on job knowledge and training. These teacher programs specifically focus on elementary general education settings. According to other research, there is limited exposure to internships and experience for preservice teachers (Bouck et al., 2021). Increased experiences are needed to impact students and those in particular with disabilities. Preservice teachers need more secondary placements to work with special education and gain the experience of working with students with disabilities. Preservice teachers admit to needing more resources and exposure to working with students with disabilities. When preservice teachers have the experience and resources prior to being on their own, they have more confidence in working with students with disabilities and in their roles and responsibilities (Bouck et al., 2021). The lack of understanding of the roles and responsibilities adds to the higher turnover of special education teachers.
Local districts need to work with colleges to ensure that preservice teachers are able to intern and work with all levels in the public school and also need experience and exposure to all disabilities. The experiences should be worthwhile and in depth in order to benefit the future teachers. The local district should also work with the local colleges to ensure that the current laws, procedures, and policies are being taught and understood by preservice teachers. The understanding of roles and responsibilities is also important for preservice teachers prepare and understand the scope of expectations for special education teachers to help with turnover. It would also be beneficial for preservice teachers to have qualified teachers discuss their roles, responsibilities, day to day tasks, and current issues. When preservice teachers are more prepared, they will be more equipped to navigate the expectations and classroom. To promote professional development, tenured teachers and highly qualified teachers need to work together to ensure that they are following the newest policies and procedures. These groups also need to work in collaboration with the colleges to understand how and why concepts are being taught and help the professors adjust their way of teaching so that future teachers feel prepared with experience and knowledge when they go into their classrooms and work with students with disabilities.
Reference:
Bouck, E. C., Sands, P., Long, H., & Yadav, A. (2021). Preparing Special Education Preservice Teachers to Teach Computational Thinking and Computer Science in Mathematics. Teacher Education and Special Education, 44(3), 221-238. https://doi.org/10.1177/0888406421992376

Overview
Upon completing a doctoral degree, you should share your dissertation f

Overview
Upon completing a doctoral degree, you should share your dissertation findings by publishing them in a scholarly journal. The purpose of this assignment is for you to understand the steps in the publication process while becoming familiar with author guidelines for scholarly journals. You will gain experience identifying an appropriate journal for future publication; however, you are not required to submit to a journal in this assignment.
Instructions
1.You will demonstrate the ability to identify an appropriate journal for publishing an article based on the developing dissertation. Review published empirical research on your chosen dissertation topic and identify the research journals most often identified in your reference section. Choose one that is a good fit for future publication from your list of most frequently cited research journals.
2.Go to your selected journal’s home web page and read about the journal. Most journals will provide information (often called author guidelines) about the types of articles they publish and the style of formatting required. Look through the journal expectations and requirements.
3.Next, create a cover letter addressed to the key gatekeeper for the selected journal (often an editor). Note: You are not required to submit an article to the journal.
a.Your cover letter content must include all required sections of the journal’s instructions.
b.Your letter’s content must be addressed to an appropriate journal team member and accurately describe the nature of the research article.
c.Explain why the research article would be a good fit and should be considered.
d.Place the link to the journal’s author’s instructions or guidelines website at the top of the page of the letter, as seen in the provided Journal Cover Letter Example.
Your letter will be assessed using the Journal Cover Letter Grading Rubric.
Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.
Important Notes:
Journal Cover Letter template, and grading rubric is attached
Research Topic:
Impact of the Under-representation of African American Male Administrators in K-12 Leadership on the Retention of African American Male Educator
Research Questions
How does the proportion of African American male administrators in K-12 schools correlate with the retention rates of African American male educators?
To what extent does the under-representation of African American male administrators in K-12 leadership roles predict the likelihood of retention for African American male educators?

Tarea: Tipos de Organigramas y Funciones en Escuelas de Preescolar en Estados Un

Tarea: Tipos de Organigramas y Funciones en Escuelas de Preescolar en Estados Unidos
Descripción de la tarea: Investiga y presenta información sobre los diferentes tipos de organigramas utilizados en las escuelas de preescolar en Estados Unidos, así como las funciones de cada puesto en estos organigramas. Examina cómo se estructuran y operan las escuelas preescolares en términos de liderazgo y roles de personal, y cómo esto influye en la calidad de la educación ofrecida.
Instrucciones:
1. Investiga los tipos comunes de organigramas utilizados en las escuelas de preescolar en Estados Unidos. Los organigramas pueden variar según el tamaño de la escuela, la estructura de la organización y el enfoque pedagógico. Algunos ejemplos de organigramas incluyen el organigrama jerárquico, el organigrama funcional y el organigrama matricial.
2. Para cada tipo de organigrama, analiza las funciones y responsabilidades de los siguientes puestos clave:
– Director/Directora de la Escuela Preescolar
– Maestros y Maestras de Preescolar
– Personal de Apoyo y Asistentes
– Coordinador/Coordinadora de Currículo
– Especialistas en Educación Especial (si es aplicable)
– Personal Administrativo
3. Describe cómo se distribuyen las responsabilidades y la autoridad en cada tipo de organigrama y cómo esto puede afectar la toma de decisiones y la eficiencia en la gestión de la escuela preescolar.
4. Considera la importancia de la comunicación y la colaboración entre los diferentes roles dentro de la escuela preescolar y cómo esto puede influir en el ambiente educativo y en el bienestar de los niños en edad preescolar.
5. Presenta tu informe o presentación de manera clara y organizada, utilizando ejemplos concretos o casos hipotéticos para ilustrar cómo funcionan los diferentes organigramas en la práctica.
6. Asegúrate de citar todas las fuentes utilizadas en tu investigación.
Esta tarea te ayudará a comprender cómo se organizan y funcionan las escuelas de preescolar en Estados Unidos, así como la importancia de la estructura organizativa en la prestación de una educación de calidad para los niños en edad preescolar.

Review the Example of Week 1 Assignment Download Example of Week 1 Assignment a

Review the Example of Week 1 Assignment Download Example of Week 1 Assignment as a guide to help you identify your desired results.
Watch the Identifying Desired ResultsLinks to an external site. video that will guide you through the assignment.
Download the required EDU645 Week 6 Assessment Design Final Paper Template Download EDU645 Week 6 Assessment Design Final Paper Template.
Read Section 1.4: Educational Goals and Assessments in your text.
Read Chapter 4: Learning Objectives, Assessment, and Instruction.
Review the Week 1 Instructor Guidance that provides more explicit details on how to create measurable learning objectives.
Explore Understanding by DesignLinks to an external site. to gain a better understanding of the Backward Design model
Watch the following video Grant Wiggins – Understanding by Design (1 of 2)Links to an external site..
Review the Read the StandardsLinks to an external site.
Review the Using Bloom’s Taxonomy to Write Learning ObjectivesLinks to an external site. and Ep-Blooms-WheelLinks to an external site. to help you with writing measurable learning objectives.
Review the Example of Week 2 Assignment Download Example of Week 2 Assignmentas a guide to help you determine acceptable evidence.
Watch the Determine Acceptable EvidenceLinks to an external site. video that will guide you through the assignment.
Develop Part 2 in the EDU645 Week 6 Assessment Design Final Paper Template Download EDU645 Week 6 Assessment Design Final Paper Template.
Watch the following video: What Is a Rubric?Links to an external site.
Review the following links on different ways you can formatively assess student learning:56 Different Ways to Gather Evidence of Student AchievementLinks to an external site.
Fantastic, Fast Formative Assessment ToolsLinks to an external site.
Review the Week 3 Instructor Guidance
Review the Example of Week 3 Assignment Download Example of Week 3 Assignmentas a guide to help you develop your test questions.
Watch the Test QuestionsLinks to an external site. video that will guide you through the assignment.
Develop Part 3 – Test Questions in the EDU645 Week 6 Assessment Design Final Paper Template Download EDU645 Week 6 Assessment Design Final Paper Template.
Read Chapter 9: Statistics for Educational Assessments.
Watch the video Math Antics: Mean, Median and ModeLinks to an external site..
Research at least two scholarly sources that will support your analysis within your paper. Refer to the Scholarly, Peer-Reviewed, and other Credible SourcesLinks to an external site. table for clarification.
Read the following resources:Differentiating by Offering ChoicesLinks to an external site.
Chapter 13: Differentiating ProductsLinks to an external site. (Tomlinson, 2001)
3 Ways Student Data Can Inform Your TeachingLinks to an external site.
Develop Part 4 – Data Analysis in the EDU645 Week 6 Assessment Design Final Paper Template Download EDU645 Week 6 Assessment Design Final Paper Template.
Watch the Data AnalysisLinks to an external site. video.

Professional Development Plan=
Format and Rubric Instructions
Clarification

Professional Development Plan=
Format and Rubric Instructions
Clarification

Objective:
This paper explores professional development as a needed tool to prepare teachers for continuous learning. As a leader, strategic planning for professional development requires a leader to think about the varying experiences of the teachers on campus. Within the paper, identify a six-month plan, explain the purpose of the PD, and detail the levels of the training.

Listed below are two examples:
Novice teacher (new) – 6-month plan to review things such as the school’s vision/mission, procedures for a mentor, review of curriculum per month, and etc.
Experienced teacher – 6 month plan to review student data, setting goals, classroom management, etc.

Format of the paper:
Title page
Adhere to grammar protocol
List the 6-month plan breakdown per month (3 sections) Guiding questions What is the training?
Who is the training for?
Explain how the 6- month plan will provide a step-by-step goal

Reference page if needed for citations.
Grading: 50 points
(5 relate to formatting/grammar, while 45 points will be given for the content)
Additional Information:
Optional plans to discuss with a leader as some districts have plans available to review
Title 1 Master plan
Districts PD plan
Improvement plans for teachers
Page length: Minimum of two pages (Explain your plan in detail)
Word limit: No limit – explain your plan in detail

Task: Area Planning in Preschool in the United States
Task description: Develop

Task: Area Planning in Preschool in the United States
Task description: Develop five educational activity plans for preschool children in different thematic areas. Each plan must include learning objectives, necessary materials, description of the activity and evaluation. These plans will be based on the United States preschool curriculum and will be suitable for children from 0 to 5 years old.
Instructions:
1. Select five different subject areas for planning, such as language and communication, mathematics, science, art and music, and social-emotional development.
2. For each thematic area, develop a plan that includes the following elements:
– Specific learning objectives for that area.
– Materials necessary to carry out the activity.
– Detailed description of the activity, including steps and specific activities for children.
– Evaluation of the activity, which may include how to measure children’s progress in relation to the learning objectives.
3. Make sure plans are appropriate for preschoolers, with activities that encourage play, exploration, and the development of critical skills.
4. Consider the diversity of children’s abilities and needs in your planning, and provide accommodations or modifications if necessary.
5. Present your plans in a clear and organized way, using a coherent format for each one.
6. You can include illustrations or visual examples to help understand the activities.
7. Imagine that these plans will be used by preschool teachers in a real educational setting.
8. Be sure to cite any resources or references you use to develop your plans.
This assignment will allow you to design meaningful and effective educational activities for preschool children in different subject areas, following the guidelines and standards of the preschool curriculum in the United States.

Group counseling has been shown to be effective therapy for children, adolescent

Group counseling has been shown to be effective therapy for children, adolescents and adults. Further, group counseling is as effective as individual counseling with certain groups (Erford, 2016 as cited in Erford, 2018). According to Erford (2018), for adults with mood disorders, such as depression and bipolar disorder, group treatment is effective in that it allows an avenue for them to receive “interpersonal support, learn effective coping skills and understand the nature and course of the conditions” (p. 537). This may or may not be possible in an individual counseling session where the counselor is the only support giver. Ideally, members of a group will receive support, feedback and connection from each other instead of only from the counselor (Tartakovsky, 2018).
With this in mind, you are to find one research article (must be a report of a research study) that examined some aspect of a group counseling intervention. You will read the article and then write an essay wherein you detail the following:
1. Describe the group participants (Age group, gender, presenting issues).
2. Where did the group sessions take place? Setting?
3. How many group leaders were there?
4. How often did the group meet?
5. Where any issues discussed?
6. Do you think group counseling was the ideal or would individual counseling been better?
The purpose of this assignment is to enable you to further focus your mind on the content of the first module and that we will cover during the remainder of the semester. You will be immersed in the broad tenets of counseling and the specifics of group counseling.

21st Century Skills and Standards
In this assignment, you need to think about 21

21st Century Skills and Standards
In this assignment, you need to think about 21st century support systems, the Common Core State Standards (CCSS), and International Society for Technology in Education StudentLinks to an external site. (ISTE-S) standards and their relationship with quality instructional planning, delivery, and learner achievement. Using the Framework for 21st Century learningLinks to an external site. as a resource, you will redesign or modify a prior activity, such as a lesson plan or curriculum project, that you created in a prior course. If you do not have previous work to use for this assignment, please contact your instructor for guidelines on how to proceed. As needed, refer to your program learning outcomes (PLOs) list Download program learning outcomes (PLOs) list(MACI, MAECEL, MAED, MASE, MATLT).
NOTE* Before you select the PLO’s you will highlight in this assignment, be sure to read the final assignment for this course to ensure that you will cover each of your programs PLOs adequately.
Create your assignment to meet the content and written communication expectations below.
Content Expectations
The Redesign expectations explain what you are required to do with the prior coursework you choose to redesign. The Summary expectations are for the separate written portion of this assignment.
Redesign – ISTE-S Standard (1 Point): Redesign a lesson plan or curriculum project that reflects a minimum of one ISTE-S standard labeled with number, title, and objective(s). For example:
Creativity and Innovation
Apply existing knowledge to generate new ideas, products and processes.
Redesign – Grade Level / CCSS Alignment (1 Point): Redesign a lesson plan or curriculum project that clearly labels a grade level and content specific CCSSLinks to an external site. (Math or English Language Arts) which is aligned with a minimum of one Core Subject and 21st Century ThemesLinks to an external site. and a minimum of one Learning and Innovation SkillLinks to an external site., one Information, Media, & Technology SkillLinks to an external site., and evidence of at least one Life and Career SkillLinks to an external site..
Summary – Introduction/Conclusion (1 Point): In one paragraph, provide an introductory summary that concisely presents the scope and organization of the summary writing and a one-paragraph conclusion that summarizes the key points of your summary.
Summary – Modification (2 Point): In one paragraph, summarize the changes you made to address ISTE- S, CCSS, and 21st Century Skills and how your activity addresses each. Explicitly state how your redesign assignment provides evidence of at least two PLO’s from your master’s program Download PLO’s from your master’s program.
Summary – Evaluation (2 Point): In one paragraph, evaluate the appropriate 21st century support system components that align with your redesigned activity and, using examples, evaluate how each influences learner-centered instruction and the creation of a technology-enriched learning environment promoting learner achievement and innovations. 21st century support systems include: 21st century standards, assessment for 21st century skills, 21st century curriculum and instruction, and 21st century learning environments.
Summary – Reflection (2 Point): In one paragraph, summarize your experience with the redesign in terms of challenges you encountered and how you overcame those challenges.
Written Communication Expectations
Page Requirement (.25 points): Two to four pages, not including title and references pages.
APA Formatting (.25 points): Use APA formatting consistently throughout the assignment.
Syntax and Mechanics (.25 points): Display meticulous comprehension and organization of syntax and mechanics such as spelling and grammar.
Source Requirement (.25 points): Reference three scholarly sources in addition to the course textbook.
All sources on the references page need to be used and cited correctly within the body of the assignment.
For information related to APA style, including samples and tutorials, please visit the Writing CenterLinks to an external site..
Next Steps: Review and Submit the Assignment
Review your assignment with the Grading Rubric to be sure you have achieved the distinguished levels of performance for each criterion. Next, submit the assignment for evaluation no later than Day 7.