Category: Education

Overview
For this project, you will analyze and evaluate strategies and interven

Overview
For this project, you will analyze and evaluate strategies and interventions used in a trauma-informed classroom, drawing from course resources, self-selected resources and personal experiences. You will create a written case study and share it with classmates for discussion.
Instructions
For Part 2 of the assignment, you should produce a case study, structured in a clear and coherent manner, which includes the following:
Select a trauma-informed classroom: Choose a real or hypothetical trauma-informed classroom as the focus of your case study. This can be a classroom you have personally experienced, one described in a research article or a hypothetical classroom based on principles learned in the course.
Gather resources: Compile resources that will help inform your case study analysis. These should include course materials, self-selected resources (e.g., articles, books or reports) and personal experiences or observations.
Describe the classroom: Begin your case study by providing a detailed description of the chosen trauma-informed classroom. Include information about the students, teacher(s), school context and any relevant background information that will help readers understand the setting.
Identify strategies and interventions: In your case study, clearly identify the key strategies and interventions used in the trauma-informed classroom. Describe each strategy or intervention in detail, explaining its purpose, implementation and any observed or expected outcomes.
Evaluate the strategies and interventions: Analyze the effectiveness of the strategies and interventions in the trauma-informed classroom. Consider the following questions:
How well do the strategies and interventions address the needs of students with trauma?
What challenges or barriers exist in implementing these strategies and interventions?
Are there any unintended consequences or drawbacks to using these strategies and interventions?
What evidence supports the effectiveness of these strategies and interventions?
Recommendations: Based on your analysis, provide recommendations for improving the trauma-informed classroom. These recommendations should be well-justified and supported by evidence from your research and personal experiences.
Submit your case study: Submit your written case study. 
Assignment Guidelines and Rubric
Your assignment should be approximately 1200–1500 words in length.
Your assignment should be double-spaced with 1-inch margins all around and 12-point Times New Roman font.
Use at least 5 citations from either the module resources or your own reading.
This assignment is subject to review by Turnitin.

For this assignment, you will review a real-world scenario that occurs in school

For this assignment, you will review a real-world scenario that occurs in schools. Please read the following description of the authentic performance task and complete the requirements as described in the scenario.
SCENARIO
You are the president of the teacher’s union in your school district, and you are responsible for designing a policy handbook that you will use as the official guideline for regulating education law within the district. Outline this handbook and include the following key ideas to support each part of the policy handbook:
Policies associated with ADA, IDEA, and ESSA that all teachers and administrators need to follow.
Policies associated student discipline and freedom of expression that all teachers and administrators need to follow.
Policies associated with the collective bargaining process that all teachers and administrators should follow. Be sure to explain what should happen when the process breaks down.
These policies should be written and organized like a real policy handbook. You may utilize examples of school district policy handbooks so that you understand how this type of print is organized. Your handbook should be realistic, coherent, and precise, and should address all the required components in a research-based manner using text support and outside research to create a comprehensive informational handbook focused on the policies of the school district.
The policy handbook should be 2500-3000 words and should include at least five (5) citations. The sections should be clearly marked with headings so that your instructor knows which points you are addressing. Follow the guidelines for APA writing style. The title page and references page do not count towards the minimum word amount for this assignment.

Assignment Background
In order to provide you with the opportunity to do a bit o

Assignment Background
In order to provide you with the opportunity to do a bit of research in the area of American
Governmental institutions and to provide the administrators with the grades that they so
crave in a somewhat more meaningful format than multiple-choice/guess and true-false
quizzes; an essay exam and three topics from which to choose from…
Assignment Description
Your task; to choose whichever one of the three topics listed below causes you the least
revulsion, and following the instructions listed below (yeah there is a lot of below, here…),
to write a more or less creditable and substantive paper using both the required readings
(listed in the syllabus) and five or more outside sources (no, not wikipedia…) within the
time frame provided.
Assignment Instructions: (Read these carefully, or suffer the severe consequences of
not doing so…)
In lieu of writing the essay exam in class, you are expected to turn in a paper, covering one
(only one) of the three topics provided you, of your choice. The papers are expected to be of
a length of 5-7 pages double spaced, and should not exceed the length of 8 pages double
spaced (anything exceeding this specified length might simply not be read.) Use the
information provided by the required textbooks, and at least three other books and/or
periodicals and/or valid web sources, as well as your own reasoned understanding,
knowledge (or even imagination) to answer the topic question chosen.
I will be expecting you to provide proper foot-/end-notes, and a bibliography. By proper, I
mean that your foot-/end-notes will be individually and sequentially numbered, and will
follow the format known as Chicago/Turabian style. This is the style to be used for both
foot-, end-notes and also for the separate bibliography. If this style is not known to you, or
clear, either click on (if I can link it up) or type into your browser the following URL, which
covers the topic quite exhaustively (or you can google it on your own as well):
h tt p s: //w w w. c h i c a go man u al o f s t y l e. o r g /tur a b i a n /tur a b i an -n o t e s- a n d –
bibliography-citation-quick-guide.htm h ttp s: //w w w. y o u t u b e. c o m/ w a tc h ?Please note that Chicago/Turabian style allows for two citation systems: notes and
bibliography and in-text author/date citations and reference list. The system I require and
the only one I will accept as correct in this essay is notes and bibliography.
The foot-/ end-notes and bibliography for your essay, do not count as part of the 5-7 pages.
Improper, or non-existent foot-/end-notes and separate bibliography will incur a hefty
penalty in your essay grade. Please remember to keep notes of sources used as you put
together your essay, as such material will be much harder to gather or recreate once the
essay is written.
Your completed essays are to be posted in the form of attachments (which allow properly
formatted foot-/end-notes and bibliographies to be uploaded quickly and easily) to the Essay
Turn-In Module of the website. Papers should be attached in .doc, .docx, .odt, or .pdf format.
Anything else, I may not be able to open on my computer. Do not, I repeat do not attach
anything in .pages or .wps format. If I am unable to open your essays (and hence, unable to
grade them), your grade will go down as 0.0 points (and no, I am neither smiling now, nor
kidding about this, as this particular issue as cost me far too much personal pain and
heartache in the past. I actually do care, and I suffer if I have to grade you down on this type
of peccadillo, but I will, because I must.)
Poor spelling (please at least use a spell-checker anyway), and poor grammar will not be held
against you (unless I simply can’t understand what you are trying to get across), but
defeatism, or a clear lack of effort will. The paper will be due on Wednesday July 10th
, and is
to be turned in at the latest, by 22:00 (10:00PM), online to the module which will be provided
for that purpose. If the paper is turned in late, or not at all, you will be downgraded
accordingly. It will be far better for you to turn your paper in on time and not need to find (or
invent) excuses for why you could not.
To help you write the essay, you are strongly enjoined to take a look at Module ZP (don’t
even ask where that came from, unless you wish to talk about sci-fi…) in the website Modules
section. It is designed to give you some extra information that the book may not provide, and
give you also some avenues to explore while writing your essays. Make use of it, or not at
your discretion. 
What are the main powers (expressed powers) granted the president directly by the
Constitution? What are inherent powers? What are some of his delegated (statutory) powers?
What are some examples of duties/powers assumed by the president in more recent times?
(Think FDR and the president as Chief legislator.) How and why has the power of the President
increased over time, while that of the party (Democratic or Republican) has lessened in the
past few decades, and has this led to greater presidential independence? (Think campaign
finance/bribery, and the change over time in its sources.) Please provide examples of this power shift.
(Note that I am not asking you here primarily about the president’s roles, but rather the powers which allow him
to carry out those roles. If you cannot understand the difference, this might not be the right question for you.)

The assignment is as follows: Find 3 sources that can be used to learn about an

The assignment is as follows: Find 3 sources that can be used to learn about an issue within Criminal Justice and Health Policy. The sources include journal/research articles, media sources (documentaries, podcasts), news articles, and investigative pieces.
For each source, you will provide:
• an annotated bibliography (APA or MLA format)
• 1-2 paragraphs reflecting on
o how it relates to the class and any material we have covered
o how it connects or highlights the identity issues within the policy area

This essay is an argument about a public issue, supported by scholarly research.

This essay is an argument about a public issue, supported by scholarly research.  Please see the details under “Annotated Bibliography.”
The first draft should be 2-3 pages, using at least two sources.  Include parenthetical documentation and a Works Cited page.
Please place a draft of your essay in this dropbox.

According to Gardner;s theory of multiple intelligences, humans have several dif

According to Gardner;s theory of multiple intelligences, humans have several different ways of processing information. The
theory is a critique of the standard intelligence theory, which emphasizes the correlation among abilities, as well as traditional
measures like IQ tests that typically only account for linguistic, logical, and spatial abilities. Gardner has identified eight intelligences:
linguistic, logical-mathematical, musical, spatial, bodily/kinesthetic, interpersonal, intrapersonal, and naturalistic.
3. Based on your understanding of traditional classroom instruction, select a grade level standard and compare/contrast
how a lesson might progress in a highly didactic classroom, and how a lesson could be “upgraded” to meet at least
two of the intelligences in a highly engaging classroom.

The purpose of the paper is to take a problem in urban education (any level) tha

The purpose of the paper is to take a problem in urban education (any level) that has an issue related to diversity at its core. You job is to describe, in a compelling, research-based way, what we know about the problem (the literature review), and what we still don’t know, making the case for additional research or a rethinking (for example for a policy). You could be writing about the interventions being used for a particular issue, or the policies being used – anything with practical applications.  
Here is the general overview of what the paper should present in terms of focus as a means of supporting your topic.
School / District Research Project on York County School District in Virginia with a focus on Lafayette High School in Williamsburg, VA
As educators who will be teaching in urban and/or suburban schools in the Washington, DC metro area, it is important to know and understand both the students and community your school serves. To this end, students will choose a school they would either like to teach in, one where they are already doing preservice work, or a school that you would like to know more about the demographic makeup and the community surrounding it.  The goal of this exercise is to create a working data map of each group’s school using demographic data on the school, information on the district the school resides (boundaries, when it was created, any recent controversies on redrawing district lines, etc.), and the community in which it is located. Groups should also consider whether or not the school you are researching fits the characterization of “urban” and explain your reasoning for why or why not. Groups need to use school district data available from district websites as well as 2010 or 2020 U.S. census data to create the school/district data study. Also make sure to include these parameters for your research:
• History of the school, i.e., when was it built and what district does it belong(ed) to
• Demographic data of the school (what is the racial and ethnic make-up of the school)
• Graduation Rate, AYP status, number of students, faculty to student ratio, how many languages are spoken at the school
• Is your school a Title 1 or Title VII school; how many students qualify for free/reduced lunch?
• What are the drop out/retention rates of your school/district?
• Other important information you think is helpful for being a prepared and culturally responsive educator
School and district research will be done in groups of no more than two. Each member of the group is required to contribute equally to the research project and each group member will be asked to return to me an evaluation on each member’s contribution to the project. Some time will be given in class to work on the project throughout the semester. Each group will have approximately 15-30 minutes to present on their findings to the rest of the class. Each group will turn in their presentation to me on the day you present. I would only like one copy of the research presentation per group which can be a print-out of your power point, Prezi, or any other format you choose to present your research.  
The key components for the final paper are broken up below into individual, successive assignments. The goal is to introduce you to the style and format of papers that will be expected throughout the program. These pieces consist of:  
Statement of the problem: You will select one specific topic for the paper. The first assignment due is the opening of your paper: make the case that there is a problem (what evidence would you use?), and that it is sufficiently compelling (significant – how would you demonstrate that?) that we need to be thinking about it. The statement should be about 2-3 double spaced pages, with a clear statement of the problem usually appearing no later than the bottom of the second page.  Statement is due during Week 6 via the Moodle Drop Box. Please be sure you have had at least one class member review your paper for clarity prior to submitting it to me. (Value of 10 points)
Review of the literature: Once you have  established a clear statement of the problem, you need to review what we already know about the issue from the research literature. Scour the library, sort the studies into general themes, and review what you have  found with an eye towards, do we already know the answer to the question? (If so, why raise the issue?) If we do not , why not (for example, studies may have used samples that are not representative of the student population you work with). In the final paper, your review will be about 10 pages long, but for the intermediate assignment, you need to turn in an outline stating how you will  open the discussion, the major themes/headings and related studies (to the extent you can locate them by the deadline), and how you think you will  close the section, by Week 9 to the Moodle drop box. Note: I will make every effort to return feedback on your statement of the problem, electronically, so that you can incorporate that feedback into your thinking about the outline. (Value of 100 points) 
The final paper, which will include your revised statement of the problem, flesh out your literature review incorporating my feedback, and add in a recommendations section addressing “what should we do next, based on your assessment of the literature,”

Please review the guidance below to help you plan and undertake this assignment:

Please review the guidance below to help you plan and undertake this assignment: A critical analysis of the relationship between the culture and ethos of your setting/locality and international research on inclusive educational provision for learners with SEND. Use the Guide to Harvard Referencing to format your referencing correctly. You can also watch the video Writing Academic Assignments by Ruth Green.
In the library folder linked below you can also see examples of Assignment 1 completed by other delegates. Use these to inform your work.
Some important points:
The assignment is meant to demonstrate your analysis of wider reading. Ensure that you have references cited within your work. You can cite books you have read or journal articles. You have unlimited access to thousands of articles by simply clicking the blue ‘EBSCO’ button on the right hand side of this screen. Further guidance on using EBSCO is available in the Online Module Guide (at the start of this course).
At Masters level, you are required to demonstrate critical analysis of what you have read, not just a descriptive summary of what you have read. Some delegates have found the following website provides helpful scaffolding for their writing
Academic phrasebook

Being critical

Delegates who have completed the course previously, have given us feedback that it would be helpful to remind all delegates starting a Masters assignment, that key information about the key academic skills of writing with critical analysis is also available in the Online Module Guide at the beginning of this course, in the Learning experience ‘Get into the Master Mindset’.
Your draft assignments are uploaded to the ‘drafts’ area of the library when you click the upload button at the end of each strand. These will be viewed by your tutor and formative feedback will be provided for you. Other delegates cannot see these ‘draft assignments’. However, when you upload your final copy of your assignments for examination (in the final portfolio strand at the end of this course), these copies can be viewed by other delegates. You have the benefit of viewing assignments submitted for examination by past delegates in the library, when they are deemed to meet the criteria for a ‘pass’ grade. 

Part 1: Identifying Student Challenges
With the help of your mentor, identify th

Part 1: Identifying Student Challenges
With the help of your mentor, identify three students with similar literacy challenges who would benefit from differentiation, intervention, and remediation strategies in ELA. Observe the students during at least one ELA lesson and complete Part 1 on the “ECE-622 Research-Based Intervention and Remediation Strategies” template.
Part 2: Selecting Research-Based Intervention, Remediation, and Differentiation Strategies
Discuss with your mentor what you observed and noted about the identified students during your classroom observation. Collaborate with your mentor to develop research-based intervention strategies to strengthen the literacy skills of the students in the small group. Identify one specific intervention strategy and one specific remediation strategy you can implement in the Clinical Field Experience C. Work with your mentor to complete Part 2 and Part 3 on the “ECE-622 Research-Based Intervention Strategies” template.
Use any remaining field experience hours to provide support or assistance to the class as directed by your mentor.

Assessment Description
Adolescent development is broad and wide-ranging, includi

Assessment Description
Adolescent development is broad and wide-ranging, including physical, socioemotional, and cognitive growth. It is important to have an understanding of cognitive and social development in order to meet the diverse needs of adolescent students. 
For this benchmark assignment, consider information learned regarding physical development and integrate it with your understanding of the social/emotional and cognitive changes occurring during adolescence.
Write a 750-1,000 word essay addressing the following concerns:
In what ways do cognitive and social development affect learning? How do individuality, identity development, and personal behavior affect learning differences and development?
How can diverse strengths, interests, and needs of adolescents be accounted for when designing developmentally appropriate instruction that advances learning?
What is the significance of providing an environment that brings multiple perspectives into the discussion of content? What considerations should be made for the cultural norms and the personal, family, and community experiences of students?
Why are school, community, and family supports critical to student learning and the overall well-being of adolescents? How can ongoing support from these stakeholders be assured?
How can technology reinforce learning experiences? How can a teacher ensure appropriate use of digital tools in the classroom? In what ways might digital tools support student success and creativity in a collaborative, student-focused classroom environment?
Support your essay with a minimum of three scholarly resources.
Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.
Benchmark Information:
This benchmark assignment assesses the following programmatic competencies [and professional standards]:
MEd in Secondary Education-Humanities ITL/NITL; MEd in Secondary Education-STEM ITL/NITL
1.1: Create developmentally appropriate instruction that takes into account individual students’ strengths, interests, and needs and that enables each student to advance and accelerate his or her learning. [InTASC 1(a), 1(b), 1(d), 1(e), 1(h), 1(i), 1(j); ISTE-T 2b; MC3]
4.3: Working collaboratively with school colleagues, teacher candidates build ongoing connections with community resources to enhance student learning and well-being. [InTASC 9(d), 10(e), 10(l), 10(r); MC1, MC4]
MEd in Secondary Education-Humanities (Nevada); MEd in Secondary Education-STEM (Nevada)
1.1: Create developmentally appropriate instruction that takes into account individual students’ strengths, interests, and needs and that enables each student to advance and accelerate his or her learning. [InTASC 1(a), 1(b), 1(d), 1(e), 1(h), 1(i), 1(j); ISTE-T 2b; MC3]
4.3: Working collaboratively with school colleagues, teacher candidates build ongoing connections with community resources to enhance student learning and well-being. [InTASC 9(d), 10(e), 10(l), 10(r); MC1,