Category: Education & Teaching

1 Assignment: Proposal
Expectation: The objective of this assignment is to condu

1 Assignment: Proposal
Expectation: The objective of this assignment is to conduct a critical literature review focusing on relevant scholarly sources related to your questionnaire design. Through this review, you will explore studies in order to inform the development of a robust questionnaire for your upcoming project. You are to write a 3-page (double spaced) research proposal literature review on your chosen topic.
NOTE: You are required to write in APA format, use a minimum of 4 peer reviewed articles to support your information. Use 12-point Times New Roman font. This paper does not require a title page, but you do need to include a reference page and in-text citations (standard margin and font size). Reference pages will not count towards the page limit.
TOPIC:
Topic: Educational stress in the younger population
Population of interest: young adults/ college students
Causes of stress: Time management, heavy workload, classroom environment, lack of support, financial instability, parental pressure, lived community
Affects of the stress: not maintain their class schedule, dropping out of school, suffer in silence: effects their health
2nd Assignment
The Expectation: Answer the prompt using the textbook to support your perspective. Your response has to be one complete paragraph, five complete sentences.
Prompt: What are the four areas that prevention programs in schools need to address? Use examples from the textbook and cite the book.
Source: Miller, C. L., Perrin, R. D., Renzetti, C. M. (2020) Violence and Maltreatment in Intimate Relationships, Second Edition. Thousand Oaks, CA: Sage Publications Inc.
3rd Assignment
The Expectation: Answer the prompt using the video(s) to support your perspective.
Prompt: What advice would you give your teenage self, if you could go back in time? Would you listen?
Source: Preventing Teen Dating Violence from the Inside Out | Briana Neben | TEDxCarsonCity
@katiecouric: Teen Dating Violence
4th Assignment
Step 1: Please start off by reading reviewing your responses to Toy Project Worksheet #1 to remind yourself what you wrote (and read any feedback I left you)
Step 2: Select ONE cognitive skill you listed in question #3 or #4 of Worksheet #1. You will be focusing the rest of your project on this cognitive skill so pick carefully!
Step 3: Select one of the following age groups you will be focusing your assignment on. This age group should be appropriate for the toy the you selected:
Infancy
Ages 0-1
Toddlerhood
Ages 1-3
Preschool
Ages 3-4
Early childhood
Ages 4-6
Middle Childhood
Ages 6-11
Adolescence
Ages 12-18
Step 4: If you have never used the CSULA library to find a research article, please visit the welcome module and review the “Finding Articles Through the Library” sources. Now, start researching. Look for one empirical article that explores the development of the skill you selected with the age group you selected.
Step 5: Answer the following questions in a word document and attach your document to this assignment:
1. What cognitive skill and age group did you select?
2. Please summarize the article that you found by filling in the following information:
Title of Article:
Authors:
Year study was published:
What question(s) was the research study attempting to answer?
Who were the participants? (please state the # of participants and their ages)
What cognitive skills were measured in the research study? How were they measured?
Summarize the results of the study. What do these suggest about when and how the cognitive skill you have selected develops (please write a full paragraph):
3. How does the study you found relate to the toy you chose?

Task summary:
To create slides based on the observation summary and answering th

Task summary:
To create slides based on the observation summary and answering the guide questions provided
Full order description:
Dear Freelancer,
MAIN DETAILS:
2. Research and identify at least 2 classroom evaluation forms that are publicly available, as well as the Danielson Framework resources found on the Danielson Group Website and identify three aspects of teaching (i.e., Domains/Components) that you perceive as the most important.
Prepare and submit a —- slide Power Point presentation that summarizes the following;
1. Share the Domain and 2 ad 3 components that were your areas of focus.
2. What were some examples of the observable evidence that you collected?
3. Were any additional recommendations made from your discussion with your classroom partner or another teacher you shared with?
4. How can observational data be used to improve instruction?
5. How would you use this observational data to create an action plan for moving forward? What might the action plan look like?
6. How would you continue to evaluate the action plan in preparation for an end of the year conference?
Complete details on attached files.

You must post two replies of at least 150 words to the studeent’s post below. Fo

You must post two replies of at least 150 words to the studeent’s post below. For each reply, where applicable, support your assertions with in-text citations and references in current APA format.
Student Discussion Post
Mercy-Nora Ose:
Title
Play, Instruct, Lead: Investigating What Makes a Female Student-Athlete a Role Model When Coaching Girls At Youth Summer Sports Camps
Purpose Statement
This phenomenological study aims to understand the traits and qualities of being a positive role model for female collegiate student-athletes coaching at an all-girls youth sports camp. At this stage in the research, a positive role model will be defined as someone who demonstrates exemplary behavior, values, communication, and attitudes that inspire others to emulate. The theory guiding this study is the social learning theory, developed by Albert Bandura.
Problem Statement
The problem is that there are not enough positive women role models for young girls. Societal constructs have aided in genderizing the roles of men and women, often confining women to traditional roles such as caregiving, homemaking, or supporting roles in various fields (Cislaghi & Heise, 2019). Consequently, young girls may struggle to envision themselves pursuing careers or roles outside these prescribed norms, such as excelling in sports at a higher level (Staurowsky et al., 2020). Research shows that role models of the same gender have a greater impact on children (Bandura, 1963). However, most youth sports coaches are men (Baxter, 2021). In the collegiate setting, many varsity coaches organize summer sports camps for children, often led by their players. These camps present a unique opportunity for female collegiate athletes to be role models for young girls. This research will investigate the actions female student-athletes at an NCAA Division 1 university can take to enhance their potential as positive role models for girls at summer camp. Additionally, it will explore the leadership qualities that female student-athletes can develop through their role-model positions.
Research Questions
What factors contribute to girls’ perception of female coaches as role models?
What leadership skills can female student-athletes gain when acting as role models to girls?
Why are female role models important for girls?
References
Bandura, A. (1963). The role of imitation in personality development. The Journal of Nursery Education, 18(3), 207–215.
Baxter, H., Hoye, R., & Kappelides, P. (2021). Female volunteer coaches in community sport: A scoping review and research agenda. Journal of Amateur Sport, 7(1). https://doi.org/10.17161/jas.v7i1.13774 Links to an external site.
Cislaghi, B., & Heise, L. (2019). Gender norms and social norms: Differences, similarities and why they matter in prevention science. Sociology of Health & Illness, 42(2), 407–422. https://doi.org/10.1111/1467-9566.13008 Links to an external site.
Staurowsky, E. J., Watanabe, N., Cooper, J., Cooky, C., Lough, N., Paule-Koba, A., Pharr, J., Williams, S., Cummings, S., Issokson-Silver, K., & Snyder, M. (2020). Chasing equity: The triumphs, challenges, and opportunities in sports for girls and women. Women’s Sports Foundation. https://eric.ed.gov/?id=ED603936 Links to an external site.
Mesack Dieudonne:
Title:
Understanding the Role of Passion in Mitigating College Students Switching Majors: A Crucial Exploration
Purpose Statement:
This phenomenological study aimed to uncover the potential of passion as a tool to reduce college students’ tendency to switch majors. The findings of this investigation offer valuable insights for students, parents, and college administrators, suggesting that when students align their majors with their passion, the rate at which students change majors decreases significantly. Moreover, this alignment improves retention rates, graduation rates, life fulfillment, and overall well-being. By examining the role of passion in guiding college students’ choice of majors, this study provides scientific and verifiable data that supports the notion that passion fosters students’ success during and after college.
Problem Statement
The problem is that college students switching majors has increasingly become salient, with 70% of college students switching majors at least once and 45% changing their majors twice before earning a degree (Delaney & Marcotte, 2023). Ongoing guidance to High School students entering higher education mirrors the one mold-fit-all-kind of academic advising, ignoring their uniqueness, passion, and life purpose (Donaldson et al., 2020). Switching majors affects college students financially (Liu et al., 2021; Collins et al., 2020), forcing them to take additional credits, which creates more financial pressure for students and parents (Liu et al., 2021), using credit cards and piling up student debt (Andrew, 2021), with first-generation college students suffering the most (Chen et al., 2021), coming from low socioeconomic backgrounds and minorities (Liu et al., 2021).
Specifically, college students switching majors threatens students’ retention, impedes and reduces graduation rates, and causes emotional distress (Meyer et al., 2022; Liu et al., 2021), predominantly affecting minorities and first-generation college students (Collins et al., 2020). Additionally, beyond its negative impact on the school community, college students switching majors affect the broader community. For example, students who switched majors tend to experience lower job satisfaction, well-being, engagement, family enrichment, and an increased work-family conflict (Zhou, 2022; Pathak & Srivastava, 2020; O’Keefe et al., 2022).
Central research question:
What are college students’ perceptions of the impact of passion during and after college life when they use passion as a compass in choosing their majors?
Subsequent questions:
What do college students wish they knew before entering higher education regarding choosing a major?
What academic advising structures are conducive to college students’ choice of majors according to their passions?
What are the parents’ roles and responsibilities in guiding students to choose the right majors?
References
Andrews, B. D. (2021). College costs and credit cards: How student credit card use influences college degree attainment. Research in Higher Education, 62(6), 885- 913. https://doi.org/10.1007/s11162-020-09622-8
Cheng, A., Henderson, M. B., Peterson, P. E., & West, M. R. (2021). Cost-benefit information closes aspiration gaps – if parents think their child is ready for college. Education Economics, 29(3), 233-251. https://doi.org/10.1080/09645292.2021.1874879
Collins, M.E., Mitchell, N.K., & Nojiem, M.J. (2020). Removing the excuse: Using free course materials to improve student success in general studies courses. Journal of Higher Education Theory Practice, 20(5), 110-125. https://doi.org/10.33423/jhetp.v20i5.3041
Delaney, T., & Marcotte, D. E. (2023). The cost of public higher education and college enrollment. The Journal of Higher Education (Columbus), ahead-of-print(ahead-of-print),1-30. https://doi.org/10.1080/00221546.2023.2216610 Links to an external site.
Donaldson, P., McKinney, L., Lee, M. M., Horn, C. L., Burridge, A., & Pino, D. (2020). Insider information: Advisors’ perspectives on the effectiveness of enhanced advising programs EDUC 845 Page 9 of 14 for community college students. NACADA Journal, 40(2), 35-48. https://doi.org/10.12930/NACADA-18-26
Liu, V., Mishra, S., & Kopko, E. M. (2021). Major decision: The impact of major switching on academic outcomes in community colleges. Research in Higher Education, 62(4), 498-527. https://doi.org/10.1007/s11162-020-09608-6
Meyer, J., Leuze, K., & Strauss, S. (2022). Individual achievement, person-major fit, or social expectations: Why do students switch majors in german higher education? Research in Higher Education, 63(2), 222-247. https://doi.org/10.1007/s11162-021-09650-y
O’Keefe, P. A., Horberg, E. J., Chen, P., & Savani, K. (2022). Should you pursue your passion as a career? Cultural differences in the emphasis on passion in career decisions. Journal of Organizational Behavior, 43(9), 1475-1495.
Pathak, D., & Srivastava, S. (2020). Journey from passion to satisfaction: Roles of belongingness and psychological empowerment: A study on social workers. International Journal of Sociology and Social Policy, 40(3/4), 321-341. https://doi.org/10.1108/IJSSP-11-2019-0237
Zhou, J. (2021). How does dualistic passion fuel academic thriving? A joint moderated-mediating model. Frontiers in Psychology, 12, 666830-666830.
https://doi.org/10.3389/fpsyg.2021.666830

Teaching Students with Special Needs: A Guide for Future Educators is the book n

Teaching Students with Special Needs: A Guide for Future Educators is the book needed to complete this assignment. The book I purchased through Vitialsource. I will provide the access information:
Access Info:
VitalSource:
Product ISBN: 9781792448539: Students Special Needs

Access Code: VF6SJRHW2GZHHQ8PSAT3
Login Info:
kdpierce1@liberty.edu
Nolaboi36!
When you log in, click on Kevin’s bookshelf at the top to go to the book.
Assignment Instructions:
For this assignment, you will read and analyze Chapter 1 of the O’Brien and Beattie textbook (access information provided above) and research the concepts covered in the chapter utilizing scholarly journals of your choice. After reading the assigned chapter and scholarly journal articles related to the questions on the template, you will complete the provided template.
Parameters to follow for this assignment.
* Use the SPED Concepts Template to complete the assignment.
* No abstract is needed for this assignment.
* Each section contains a question with multiple sub-sections that are either yellow, green, and/or gray.
* Each sub-section should contain at least one citation (unless otherwise noted).
* Each sub-section (yellow, green, and gray) should have its word count totaled.
* Each sub-section (yellow, green, and gray) should contain between 200-300 words.
* Include a references page written in current APA format.
a.The yellow section should include the book citation.
b.The green section should include a journal article citation.
c.Each gray section will include a citation as needed.
Important Notes:
Everything needed for the assignment has been posted. I have also included the template and 2 sample assignments for reference.

Reflective Journals:
Update: 10/29/2020
Weekly Reflection Journals:
After revi

Reflective Journals:
Update: 10/29/2020
Weekly Reflection Journals:
After reviewing the content of the course and taking multiple criteria into consideration, I have changed the minimum required length for the Weekly Reflection Journals to a minimum of one full page. Your full name and Reflection Number should be single spaced at the top of the page. As long as the remainder of your reflection each week at minimum fills the rest of the page, that will be considered full credit.
Candidates will be expected to have a reflection journal in which they will be writing their reflections throughout the 8 week session. At the end of each class you will need to reflect on the learning from class as well as your readings. Think about what you are learning, what impact/change it has on your practice and what you are thinking about as a learner.
As part of your learning experience in this course you are being asked to keep a reflective journal in which you will reflect upon each topic/module of this course for the next eight weeks. This journal also constitutes a percentage of your grade for the course. Reflective journals consist of students writing about and reflecting on their own thoughts regarding the topic/content that was discussed in each module. This reflection on thoughts, ideas, feeling and one’s own learning encourages the development of metacognitive skills by helping individuals self-evaluate and sort what they know from what they don’t know. The process of examining one’s own thoughts and feelings is particularly helpful for individuals who are learning new concepts or beginning to grapple with complex issues that go beyond right and wrong answers. As part of the last class, you will share out your learning with your peers in small group settings within the classroom.
The following set of guidelines is provided to help you with this experience:
Select an experience or incident that relates to the assigned course topics. You may choose an experience that you would like to understand better (e.g., there was something about it that you so not totally understand, that intrigues you, that made you realize that you lack certain skills, or that was problematic or significant for you). You can choose the experience/incident from any aspect or setting of your life as long as it is related to the content/topic of the module for the week and it is acceptable.
Entries in a reflective journal can include:
Points that you found especially interesting in your reading and classroom discussion, and would like to follow up in more detail.
Questions that came up in your mind, because of points made in material you read or in the class on this topic.
Possible questions to ask yourself that might help in writing a reflective journal:
What was the most interesting thing I read for this topic/content – why was that?
What were three main things I learned from this topic/module?
What did I previously think was true, but now know to be wrong?
What did we not cover that I expected we should?
What was new or surprising to me?
What have I changed my mind about, as a result of this topic/content?
One thing I learned about this topic/content that I may be able to use in future is…
I am still unsure about…
Issues that interested me a lot, and that I would like to study in more detail…
Ideas for action, based on this topic/content…
What I most liked about this topic/content was…
What I most disliked about this topic/content was…
Miscellaneous interesting facts I learned about this topic/content…

A reflective journal is not:
Simply a summary of the course material. Focus more on your reactions to what you’ve read, and what you’ve been reading.
A learning log. On a learning log you might write down the times and days when you read something. A log is a record of events, but a journal is a record of your reflections and thoughts.:

So, I landed a job today and I need help ! they want me to come up with weekly l

So, I landed a job today and I need help ! they want me to come up with weekly lesson plans (curriculum wise)
circle time, story, Art, social studies, math and science, langage and arts. for ages 6 weeks to 12 years old
what i would like is for you to create a plan which includes links to site to print out documents and etc under each lesson plan

Prompt:
This assignment should be based on themes from readings assigned to mod

Prompt:
This assignment should be based on themes from readings assigned to modules 6 and 7. The search function on the New York Times online is helpful for this assignment.
Part A
The topics and reading for this course have been chosen because they recur over the course of American Educational History. For this assignment:
Review the readings for the current week and previous week.
Identify main themes of the reading
Find TWO current ( in the last three months) newspaper or magazine article that deals with at least one of the themes you identify.
In three pagesSummarize the article
Explain how the article deals with the theme you have identified.
Discuss how/or how not the theme/issue in the article is applicable to education at local, state, and national levels.

In 250 words or more, pick an intervention (I picked Crisis Intervention) and ex

In 250 words or more, pick an intervention (I picked Crisis Intervention) and explain how you would use it with a student in a school setting.
This is a Social Workers in the Schools course and I have uploaded the reading material from the textbook. Must be cited APA.

(MUST INCLUDE A REFERENCE PAGE) APA (1-3 pages)
Describe the history of the sa

(MUST INCLUDE A REFERENCE PAGE) APA (1-3 pages)
Describe the history of the same sex marriage movement. Examine stereotypical or false beliefs, values, and opinions that resulted in misinformation leading to the oppression of this category.
MUST include a reference page.
*Academic integrity requires students to refrain from engaging in
or tolerating acts including, but not limited to, submitting false academic records, cheating, plagiarizing,
altering, forging, or misusing a college academic record; acquiring or using test materials without faculty
permission: acting alone or in cooperation with another to falsify records or to obtain dishonest grades, honors, or awards. *
Citing a Book
Structure:
Author’s last name, Author’s first initial. Author’s middle initial. (Year of publication). Title of work. Publisher.
Example:
James, Henry. (2009). The ambassadors. Serenity Publishers.
Citing a Website
Structure:
Author’s last name, Author’s first initial. Author’s middle initial. (Year, Month Date published). Article title or page title. Site Name. URL
Example:
Limer, E. (2013, October 1). Heck yes! The first free wireless plan is finally here. Gizmodo. https://gizmodo.com/heck-yes-the-first-free-wireless-plan-is-finally-here

Reflect on your work with professional learning sessions. Your reflection should

Reflect on your work with professional learning sessions. Your reflection should include the following:
Describe how the job-embedded professional learning sessions (as determined by the professional plan) improved teacher effectiveness and student learning. Provide specific examples of the effectiveness of the job-embedded professional learning sessions.
Describe how you will use data from the feedback solicited from participants to evaluate the effectiveness of the PL sessions. What will you do differently to make future job-embedded PL more effective?