This summary analyzes an article about educational negligence. The article discusses how negligence in education can negatively impact students' school lives and future ambitions. It addresses the issue of educational negligence in three main points: 1) Educational negligence can take many forms from poor teaching standards to ignoring student needs and attendance issues. It seriously impacts students. 2) A study in South Korea found that neglecting culturally diverse students was linked to relationship issues, dropout rates increasing over time. Neglect harmed peer and teacher relationships for these students. 3) To address educational negligence, teachers must ensure all students complete assignments by attending all lessons to fully cover required material. Parents and teachers must work together to meet students' needs for

1. Educational Negligence
Taya Hervey-McNutt
Strayer University
EDU: 599 Capstone
Dr. Joe Canada
May 18, 2022
Educational Negligence
The key to success has always been associated with education in
America. Needless to
say that any elements that negatively impact education are
handled with great urgency and
seriousness. Among the many issues facing education that
negatively influences students is
educational negligence. “A legal definition of educational
malpractice is yet to be codified, but
the term can be assumed to involve professional negligence or
the failure to provide services that
can reasonably be expected (1).” Not only can a child's school
life get negatively impacted by
educational negligence, but also the learner's future ambitions
and career preference. Educational
negligence is a serious problem that can take several forms,
from a failure to provide an

2. acceptable standard of teaching to ignoring non-attendance or
not catering to special educational
needs.
The Connection Between Educational Negligence and Diversity
In a study done in South Korea, numerous culturally and
linguistically diverse teenagers
had been subjected to maltreatment resulting in many students
choosing to drop out. Child
neglect, peer relationships, student-teacher interactions, and
dropping out of school all increased
linearly over time, according to the result of the research study
(2). This evidence supports the
argument that neglecting a child has a direct and long-term
effect on peer connections and
student-teacher relationships, as well as an increased risk of
dropping out of school. It was
observed that positive peer relationships and student-teacher
relationships have a direct effect on
the chance of dropping out of school. Both peer interactions and
student-teacher ties mediated
the relationship between school neglect and dropout on a cross -
sectional basis.
As depicted in the findings of this research, among a diverse
student population, creating
positive relationships with peers and teachers every year could
reduce the negative effect that
neglect can have in leading a student to drop out of school (2).
How Ethical Standards Relate to Educational Negligence
School administrators must provide a solid foundation for
success that is built on the
abilities of teachers and other professionals who interact with

3. students ethically. When making
decisions, effective school administrators balance the demands
of children and their own
personnel. In order to accomplish this, a healthy energy balance
between current activity and the
building of unity must be maintained by responding equally to
the diverse demands of students
and teachers. According to the aforementioned argument, a
school administration, including
instructors, that fails to fulfill its obligation to ensure that
students' needs are met violates ethical
standards.
Problems Related to Educational Negligence
Carelessness in education is related to a variety of issues, one
of which is changes in
student behavior in class. For instance, a child's performance
may deteriorate, or they may earn
lower grades than previously earned. The student begins
receiving grades that are significantly
lower than the class average or demonstrates performance
abilities that are significantly lower
than those of other children their age (3). Another issue related
to educational neglect is the
inability to complete assigned work. As a result, the learner
may continue to struggle with
learning as well as low self-esteem.

4. Solution
s Through Learning
The issue of educational negligence can be addressed by
following up on those students
who have been affected by educational maltreatment. For
example, the teacher can ensure every
student in the class has completed their assignment.
Consequently, teachers need to make sure
they attend their lessons and never afford to miss them (4). By
attending every lesson, teachers
ensure they have covered the required course content, and
students are in a better place to
improve performance. Educational negligence is a serious
problem in education that has an effect
on the future of learners. Parents and teachers need to work
together to ensure students' needs get
met in order for them to succeed in their academics.
References

5. 1. Harris, J., John, III, & Carter, David G. (1980). ERIC.
Educational Malpractice: The
Concept, the Public, the Schools and the Courts. 21, ED194963
2. Choe, D. (2021). Longitudinal relationships amongst child
neglect, social relationships,
and school dropout risk for culturally and linguistically diverse
adolescents. Child Abuse
& Neglect, 112, 104891.
https://doi.org/10.1016/j.chiabu.2020.104891
3. James, B. (2020). Restorative Justice Liability: School
Discipline Reform and Right to
Safe Schools. University of Memphis Law Review,
Forthcoming, Pepperdine University
Legal Studies Research Paper, (2020/19).
4. Tanure Alves, M. L., Haegele, J. A., & Duarte, E. (2018).
“We can’t do anything”: The
experiences of students with visual impairments in physical
education classes in Brazil.
British Journal of Visual Impairme nt, 36(2), 152-162.
https://doi.org/10.1177%2F0264619617752761

6. https://doi.org/10.1016/j.chiabu.2020.104891
K–12 Curriculum Evaluation Checklist and Learning Theory
Analysis
Complete the Week 7 Assignment on this template.
Part 1. Introduction
Provide the title of the curriculum unit, its source, and a short
explanation of why you chose it
for evaluation.
Part 2: Curriculum Evaluation Checklist
In each of the Evaluation Criteria rows, check Met or Not Met.
Then use the right-hand
column to provide your analysis, recommend areas for
improvement, and/or comment
about the quality of the curriculum unit. Complete this column
in each row.
Evaluation Criteria Met Not Met
Analysis, Areas for
improvement,
Comments
• States the

7. grade level
that this unit
was designed
for. Provides
the state/
district
standards or
benchmarks.
• Includes
learning goals
that are
consistent
with state and
district
standards.
• Describes
learning
activities that
promote
learner
engagement
with teacher,
materials, and

8. other learners.
• Explains the
value or
relevance of
the lesson. In
other words,
explains what
content or
knowledge
can be
achieved
using this
knowledge.
• Discusses the
learning
environment
in which the
lesson will be
delivered.
• Provides a list
of materials
needed to

9. deliver the
lesson.
• Designs a
lesson that
can meet the
diverse needs
of learners.
• Develops a
lesson that
reflects a
culturally
responsive
content (the
lesson is
relevant to
students’
culture, life
experience,
background,
etc.).
• Demonstrates
ethical

10. standards in
the content
and delivery
of the lesson.
• Provides
multiple
assessments
to evaluate
students’
learning.
Evaluation Criteria Met Not Met
Analysis, Areas for
improvement,
Comments
• States the
grade level
that this unit
was designed
for. Provides
the state/

11. district
standards or
benchmarks.
• Includes
learning goals
that are
consistent
with state and
district
standards.
• Describes
learning
activities that
promote
learner
engagement
with teacher,
materials, and
other learners.
• Explains the
value or
relevance of

12. the lesson. In
other words,
explains what
content or
knowledge
can be
achieved
using this
knowledge.
• Discusses the
learning
environment
in which the
lesson will be
delivered.
• Provides a list
of materials
needed to
deliver the
lesson.
• Designs a
lesson that

13. can meet the
diverse needs
of learners.
• Develops a
lesson that
reflects a
culturally
responsive
content (the
lesson is
relevant to
students’
culture, life
experience,
background,
etc.).
• Demonstrates
ethical
standards in
the content
and delivery
of the lesson.

14. • Provides
multiple
assessments
to evaluate
students’
learning.
Evaluation Criteria Met Not Met
Analysis, Areas for
improvement,
Comments
• States the
grade level
that this unit
was designed
for. Provides
the state/
district
standards or
benchmarks.
• Includes

15. learning goals
that are
consistent
with state and
district
standards.
• Describes
learning
activities that
promote
learner
engagement
with teacher,
materials, and
other learners.
• Explains the
value or
relevance of
the lesson. In
other words,
explains what
content or
knowledge

16. can be
achieved
using this
knowledge.
• Discusses the
learning
environment
in which the
lesson will be
delivered.
• Provides a list
of materials
needed to
deliver the
lesson.
• Designs a
lesson that
can meet the
diverse needs
of learners.
• Develops a

17. lesson that
reflects a
culturally
responsive
content (the
lesson is
relevant to
students’
culture, life
experience,
background,
etc.).
• Demonstrates
ethical
standards in
the content
and delivery
of the lesson.
• Provides
multiple
assessments
to evaluate
students’

18. learning.
Part 3: Learning Theory
Complete the following in 200–300 words:
• Discuss a learning theory that aligns with learning activities in
this unit of curriculum.
• Provide examples from the curriculum. Explain how they align
to the learning theory.
• Reflect on the applicability of learning theory in curriculum
design.
Adult Education Evaluation Checklist and Learning Theory
Analysis
Complete the Week 7 Assignment on this template.
Part 1. Introduction
Provide the title of the curriculum unit, its source, and a short
explanation of why you chose it
for evaluation.
Part 2: Curriculum Evaluation Checklist
In each of the Evaluation Criteria rows, check Met or Not Met.
Then use the right-hand

19. column to provide your analysis, recommend areas for
improvement, and/or comment
about the quality of the curriculum unit. Complete this column
in each row.
Evaluation Criteria Met Not Met
Analysis, Areas for
improvement,
Comments
• Identifies the
audience that
this unit was
designed for.
Provides
summary
demographic
information.
• Includes
learning
objectives that
are SMART.
• Describes

20. learning
activities that
promote
learner
engagement
with teacher/
instructor/
trainer,
materials, and
other
participants.
• Explains the
value or
relevance of
the lesson. In
other words,
explains what
content or
knowledge
can be
achieved
using this
knowledge.

21. • Discusses the
learning
environment
in which the
lesson will be
delivered.
• Provides a list
of materials
needed to
deliver the
lesson or
training.
• Reflects the
diverse needs
of learners in
the design of
learning
activities.
• Develops a
lesson that
reflects a
culturally

22. responsive
content (the
curriculum or
training is
relevant to
participants’
education,
culture, life
experience,
background,
etc.).
• Demonstrates
ethical
standards in
the content
and delivery
of the
curriculum or
training.
• Provides
multiple
assessments
to evaluate

23. participants’
learning.
Evaluation Criteria Met Not Met
Analysis, Areas for
improvement,
Comments
• Identifies the
audience that
this unit was
designed for.
Provides
summary
demographic
information.
• Includes
learning
objectives that
are SMART.
• Describes

24. learning
activities that
promote
learner
engagement
with teacher/
instructor/
trainer,
materials, and
other
participants.
• Explains the
value or
relevance of
the lesson. In
other words,
explains what
content or
knowledge
can be
achieved
using this
knowledge.

25. • Discusses the
learning
environment
in which the
lesson will be
delivered.
• Provides a list
of materials
needed to
deliver the
lesson or
training.
• Reflects the
diverse needs
of learners in
the design of
learning
activities.
• Develops a
lesson that
reflects a
culturally

26. responsive
content (the
curriculum or
training is
relevant to
participants’
education,
culture, life
experience,
background,
etc.).
• Demonstrates
ethical
standards in
the content
and delivery
of the
curriculum or
training.
• Provides
multiple
assessments
to evaluate

27. participants’
learning.
Evaluation Criteria Met Not Met
Analysis, Areas for
improvement,
Comments
• Identifies the
audience that
this unit was
designed for.
Provides
summary
demographic
information.
• Includes
learning
objectives that
are SMART.
• Describes

28. learning
activities that
promote
learner
engagement
with teacher/
instructor/
trainer,
materials, and
other
participants.
• Explains the
value or
relevance of
the lesson. In
other words,
explains what
content or
knowledge
can be
achieved
using this
knowledge.

29. • Discusses the
learning
environment
in which the
lesson will be
delivered.
• Provides a list
of materials
needed to
deliver the
lesson or
training.
• Reflects the
diverse needs
of learners in
the design of
learning
activities.
• Develops a
lesson that
reflects a
culturally

30. responsive
content (the
curriculum or
training is
relevant to
participants’
education,
culture, life
experience,
background,
etc.).
• Demonstrates
ethical
standards in
the content
and delivery
of the
curriculum or
training.
• Provides
multiple
assessments
to evaluate

31. participants’
learning.
Part 3: Learning Theory
Complete the following in 200–300 words:
• Discuss a learning theory that aligns with the learning
activities in this unit of curriculum.
• Provide examples from the curriculum. Explain how they align
to the learning theory.
• Reflect on the applicability of the learning theory to the
curriculum.
PLEASE USE ALL RESOURCES PROVIDED TO FULFILL
THE
REQUIREMENTS FOR THIS ASSIGNMENT, PLEASE &
THANK
YOU!!!!
Week 3- Part 1 of this assignment is attached, please use the
argument already used in this
assignment to complete the other two. Thank you!

32. Week 5 Assignment -
Solving a Problem Through Education
Overview
This assignment builds upon the outline you submitted in Week
3. Be sure to respond to
instructor feedback in this paper. Keep in mind that this
assignment should lay the groundwork
for the Week 10 capstone assignment, in which you will design
a curriculum to promote student
learning related to the selected issue. The curriculum will be
appropriate to your chosen
track—either K–12 or adult education.
Explain a current issue in education, including how the issue is
related to diversity and ethics.
Based on your research, describe facets, topics, or problems
related to the issue that can be
addressed through education.
Instructions

33. Write a 4–5 page paper in which you follow these instructions:
● Explain the significance of the issue and its relevance to K–
12 or adult education. Describe the
background, scope, and the stakeholders involved in this issue.
● Analyze how the issue is related to diversity. The diversity
issue may be related to educational
programs, the learning institution, educators, learners, the
organization, and/or the community.
● Analyze how ethical standards apply to this issue. Cite the
source of the code of ethics. Specify
the standards that apply and explain their connection.
● Propose ideas for how the issue can be addressed in a unit of
K–12 or adult curriculum. The
following questions will help you generate ideas.
● Based on research, describe problems related to the issue.
● What topics can be addressed that will improve the problem
or situation related to this
educational issue?
● What do people need to learn about the issue?

34. ● Use 4–5 sources that are no older than five years to support
your writing. Choose sources that
are credible, relevant, and appropriate. Cite each source listed
on your source page at least one
time within your assignment. For help with research, writing,
and citation, access the library or
review library guides.
Week 7 Assignment - Curriculum Evaluation and Theory
Identification
Overview
In this week’s assignment, you will evaluate a unit of K–12 or
adult curriculum based on a
specific set of characteristics that mirror the requirements for
your final project. Identify a
different unit or module from the one you used for the Week 6
discussion. You will also explore
which learning theory or theories align to the learning activities
in this unit. This activity will

35. prepare you for the Week 10 capstone in which you will design
a unit of curriculum or a module
and explain the underlying learning theory.
Note: As you prepare for the Week 10 Capstone Assignment,
keep in mind that you cannot use
a previous unit of curriculum that has been submitted for a
previous class.
Preparation
● Begin by searching for and selecting the curriculum or
module you will evaluate. Select a different
one from the one used in the Week 6 discussion.
● Download the appropriate evaluation checklist. Each checklist
provides you with a space to
discuss how learning theory applies to the activities in the
curriculum.
● Week 7 K–12 Curriculum Evaluation Checklist and Theory
Analysis [DOCX]. (ATTACHED
ADDITIONALLY)
● Week 7 Adult Education Evaluation Checklist and Theory

36. Analysis [DOCX] .(ATTACHED
ADDITIONALLY)
●
Instructions
Part 1. Curriculum Evaluation
● Evaluate the unit of curriculum based on the categories in the
checklist.
https://library.strayer.edu/
https://library.strayer.edu/guides
https://blackboard.strayer.edu/bbcswebdav/institution/EDU/ED
U599/220100/Course_Files/cf_Week_7_K-
12_%20Curriculum_Evaluation_Checklist_and_Theory_Analysi
s.docx
https://blackboard.strayer.edu/bbcswebdav/institution/EDU/ED
U599/220100/Course_Files/cf_Week_7_Adult_Education_Evalu
ation_Checklist_%20and_Theory_Analysis.docx
● In each of the Evaluation Criteria rows, use the right-hand
column to provide your analysis,

37. recommend areas for improvement, and/or comments about the
quality of the curriculum unit.
Part 2. Theory Identification
● Discuss a learning theory that aligns with learning activities
in this unit of K–12 or adult
curriculum.
● Provide examples from the curriculum and explain how they
align to the learning theory.
● Reflect on the applicability of the learning theory to the
curriculum.
This course requires the use of Strayer Writing Standards.