ED523 Research Analysis
Purpose:
Finding research-based instructional practices that are applicable to your unique classroom situation can inform your practice. In this assignment you will use the ERIC database in the University Library to select an article to analyze. In Unit 3, you will write a lesson plan using what you have learned from this article about your chosen instructional technique.
Directions:
Choose one instructional method that is applicable to your unique classroom situation. This can be based on what you have learned in previous courses or from your own experience. Some suggestions can be found in the Bullmaster literature review in Unit 2.
Go to the University Library to search the ERIC, Academic Search Premier, or Professional Development Collection databases and select one full text article on your chosen instructional method. Examples of possible topics might be discovery learning, scaffolding, nonlinguistic representations, cooperative learning, etc. (This topic can also be used for your Literature Review due in Unit 6. If you find several articles of interest, you might want to save them for your Literature Review.)
Write a 2-3 page paper analyzing and reflecting on the article you read. Use the following headers and discussion questions to frame your research analysis assignment.
Research Problem:
· What are the research questions? What is the hypothesis being tested?
Literature Review/ Theoretical Framework: (This will be a summary of the author’s literature review included in the article. You will not need to create a new literature review.)
· What general field of knowledge does this study investigate? Examples could include: Research on Teacher Effectiveness, Research on Self-Reflective Learning, Research on Gender Differences in Mathematics Performance, etc.
· List three key points from the study’s literature review that help the reader understand what is already known about the subject, and the purpose of this study in light of other studies.
· Cite at least one study used by the author for each of the three points you list.
Research Design:
· Describe the research design (experimental, correlational, descriptive, etc.).
· Describe the method(s) of data collection.
· Describe the method(s) of data analysis.
· Experimental studies seek to prove cause-and-effect relationships. The role of the researcher is to introduce a change (known as a "treatment") into a situation and note the results. Collecting data in experimental studies is accomplished through observation, "counting," and measurement. The data is then analyzed by statistical methods. These studies are sometimes referred to as quantitative studies.
· Correlational studies can be descriptive or experimental, and they seek to prove a relationship between events without any manipulation of those events by the researcher. Data from correlational studies is analyzed by statistical methods.
· Descriptive or qualitative studies report and ana.
This is a North Central University course (EDU 7101), Week 5 Assignment: Support a Claim. It is written in APA format, has been graded by an instructor (A), and includes references. Most higher-education assignments are submitted to turnitin, so remember to paraphrase. Let us begin.
This document provides guidance for developing an action research proposal. It discusses why teachers should conduct research, how to formulate an action research topic by identifying a problem or gap, developing an intervention strategy, and formulating research questions and hypotheses. It also provides tips for composing different sections of the research proposal such as scope and delimitation, participants and sampling, data collection procedures, and data analysis. The overall purpose is to equip teachers with the knowledge and skills to develop their own research proposals in order to graduate, get promoted, earn incentives, and enhance research abilities.
This document provides an overview of action research. It defines action research as a systematic inquiry conducted by educators to gather information about how schools operate, how teachers teach, and how students learn, with the goal of immediate application and problem-solving in a local setting. The document discusses the importance of action research, including that it deals with specific problems, provides timely results, allows educators to improve practices, and promotes collaboration. It also contrasts action research with fundamental research, noting differences in their goals and methodologies. Finally, it outlines the typical steps involved in conducting action research, such as identifying problems, reviewing literature, determining methods, and analyzing results.
This document outlines a research study on alternative education programs. The study aims to determine whether alternative education systems in America work, and for whom. It will examine best practices of effective rural and urban alternative programs. The research design uses a constructivist model with three data collection methods: observations, interviews, and data analysis. The study will be conducted at two high schools over an extended period to gather qualitative and quantitative data on at-risk students referred to intervention services.
Quanitiative Research PlanTextbooksAmerican Psychological Asso.docxamrit47
Quanitiative Research Plan
Textbooks
American Psychological Association. (2010). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author.
Frankfort-Nachmias, C., & Nachmias, D. (2008).Research methods in the social sciences (7th ed.). New York: Worth. (This textbook includes a GSS data disk that will be used in course assignments.)
Green, S. B., & Salkind, N. J. (2014). Using SPSS for Windows and Macintosh: Analyzing and understanding data (7th ed.). Upper Saddle River, NJ: Pearson.
Textbooks from RSCH 8100: Research Theory, Design, and Methods:
Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches (Laureate Education, Inc., custom ed.). Thousand Oaks, CA: Sage Publications.
Reynolds, P. D. (2007). A primer in theory construction. Boston: Pearson Education.
-or-
Reynolds, P. D. (2010). A primer in theory construction (Laureate Education, Inc., custom ed.). Boston, MA: Pearson Education.
Project Instructions
Quanitiative Research Plan
My chosen topic: Participation of students in non-profit educational program
Section 1 (edit and reduce pages by making them full)
· Title
· Introduction
·
· Opening statement
· Background of study
· Problem statement
· Purpose of the study
· Research question(s) and hypotheses
· Theoretical framework
Section 2: Craft a 5 page paper in which you do the following:
· Assess the strengths and limitations of each of the research designs presented in Weeks 2 and 3.
· Recommend a quantitative design for your research plan. Include a rationale for why that design would be most appropriate.
· For the designs that you did not choose, state why each one is not appropriate for your research questions, hypotheses, and variables.
· Support your work with references to the literature.
Section 3: Craft a 5 page paper that includes the following:
· The levels of measurement that will be important for your study and why.
· How you will ensure content validity, empirical validity, and construct validity for your study. If any of these types of validity do not apply to your plan, provide a rationale.
· How you will ensure reliability for the measurement in your study.
· The strengths and limitations of the measurement instrument you have selected in terms of reliability and validity.
· Provide at least 10 references to the literature to support your choices and rationales.
Section 4: Craft a 5-page paper that includes the following:
·
· The levels of measurement that will be important for your study and why.
· How you will ensure content validity, empirical validity, and construct validity for your study. If any of these types of validity do not apply to your plan, provide a rationale.
· How you will ensure reliability for the measurement in your study.
· The strengths and limitations of the measurement instrument you have selected in terms of reliability and validity.
· Provide at least 10 references to the literature to support your choices and ...
For this Assignment you articulate how you will use research to .docxtemplestewart19
For this Assignment you articulate how you will use research to improve the lives of students with exceptionalities.
To prepare:
· Read, review, and reflect on your work in this course and your work in all of the courses that you have taken to date. By now, you should have a general idea of a topic in the field of special education that interests you—a topic or
gap in practice
about which you may wish to conduct a research study.
· Consider the course Learning Resources and those listed for this module. Reflect on your examination of research methodologies and how each can be applied specifically within the field of special education.
· Ask yourself: What would I like to contribute to the field as a leader in special education? Then, identify a specific problem focusing on a gap in practice in the field of special education related to improving the lives of students with exceptionalities. In selecting your problem, consider the relationship between the identified problem of practice and social change.
Develop
a 3–5 page paper utilizing the following section headings:
1.
Problem Statement
a. Provide a 1- to 2-paragraph statement that is the result of a review of current literature and practice that contains the following information:
i. A logical argument for the need to address an identified gap in special education practice. Make sure to clarify why you believe that this is problem of practice in SPED.
ii. Preliminary evidence that provides justification that this problem is meaningful. Provide a minimum of 3–5 key citations that support the relevance and currency of the problem. These references need not all be from peer reviewed journals but should be from reputable sources, such as national agency databases or scholarly books, and should ideally be from the past 5 years.
2.
Significance
a. Provide 1 or 2 paragraphs informed by the topic outlined in the problem statement that describe the following:
i. How this study will contribute to filling the gap in SPED practice identified in the problem statement: What original contribution will this study make?
ii. How this research will support professional practice or allow practical application: Answer the “So what?” question.
3.
Questions
a. List the question or a series of related questions that are informed by the purpose, which will lead to the development of what needs to be done to research the identified gap in practice. A research question informs the research design by providing a foundation for
i. generation of hypotheses in quantitative studies,
ii. questions necessary to build the design structure for qualitative studies, and a
iii. process by which different methods will work together in mixed-methods studies.
4.
Nature of the Study
a. Using one of the following terms as a subheading, provide a concise paragraph that discusses the approach that will be used to address the research question(s) and how this approach aligns with the problem statement.
i. Th.
The study examined the effects of interactive whiteboards on student achievement in math and language arts. Researchers analyzed test scores of students whose teachers did or did not use interactive whiteboards, finding small increases in scores, significant for math. Usage was higher for teachers whose students scored above average. A second study explored teachers' experiences using technology with at-risk students. Researchers identified themes that made technology effective, including choice, structure, and customized learning. While technology increased success, online learning did not work for all students.
This is a North Central University course (EDU 7101), Week 5 Assignment: Support a Claim. It is written in APA format, has been graded by an instructor (A), and includes references. Most higher-education assignments are submitted to turnitin, so remember to paraphrase. Let us begin.
This document provides guidance for developing an action research proposal. It discusses why teachers should conduct research, how to formulate an action research topic by identifying a problem or gap, developing an intervention strategy, and formulating research questions and hypotheses. It also provides tips for composing different sections of the research proposal such as scope and delimitation, participants and sampling, data collection procedures, and data analysis. The overall purpose is to equip teachers with the knowledge and skills to develop their own research proposals in order to graduate, get promoted, earn incentives, and enhance research abilities.
This document provides an overview of action research. It defines action research as a systematic inquiry conducted by educators to gather information about how schools operate, how teachers teach, and how students learn, with the goal of immediate application and problem-solving in a local setting. The document discusses the importance of action research, including that it deals with specific problems, provides timely results, allows educators to improve practices, and promotes collaboration. It also contrasts action research with fundamental research, noting differences in their goals and methodologies. Finally, it outlines the typical steps involved in conducting action research, such as identifying problems, reviewing literature, determining methods, and analyzing results.
This document outlines a research study on alternative education programs. The study aims to determine whether alternative education systems in America work, and for whom. It will examine best practices of effective rural and urban alternative programs. The research design uses a constructivist model with three data collection methods: observations, interviews, and data analysis. The study will be conducted at two high schools over an extended period to gather qualitative and quantitative data on at-risk students referred to intervention services.
Quanitiative Research PlanTextbooksAmerican Psychological Asso.docxamrit47
Quanitiative Research Plan
Textbooks
American Psychological Association. (2010). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author.
Frankfort-Nachmias, C., & Nachmias, D. (2008).Research methods in the social sciences (7th ed.). New York: Worth. (This textbook includes a GSS data disk that will be used in course assignments.)
Green, S. B., & Salkind, N. J. (2014). Using SPSS for Windows and Macintosh: Analyzing and understanding data (7th ed.). Upper Saddle River, NJ: Pearson.
Textbooks from RSCH 8100: Research Theory, Design, and Methods:
Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches (Laureate Education, Inc., custom ed.). Thousand Oaks, CA: Sage Publications.
Reynolds, P. D. (2007). A primer in theory construction. Boston: Pearson Education.
-or-
Reynolds, P. D. (2010). A primer in theory construction (Laureate Education, Inc., custom ed.). Boston, MA: Pearson Education.
Project Instructions
Quanitiative Research Plan
My chosen topic: Participation of students in non-profit educational program
Section 1 (edit and reduce pages by making them full)
· Title
· Introduction
·
· Opening statement
· Background of study
· Problem statement
· Purpose of the study
· Research question(s) and hypotheses
· Theoretical framework
Section 2: Craft a 5 page paper in which you do the following:
· Assess the strengths and limitations of each of the research designs presented in Weeks 2 and 3.
· Recommend a quantitative design for your research plan. Include a rationale for why that design would be most appropriate.
· For the designs that you did not choose, state why each one is not appropriate for your research questions, hypotheses, and variables.
· Support your work with references to the literature.
Section 3: Craft a 5 page paper that includes the following:
· The levels of measurement that will be important for your study and why.
· How you will ensure content validity, empirical validity, and construct validity for your study. If any of these types of validity do not apply to your plan, provide a rationale.
· How you will ensure reliability for the measurement in your study.
· The strengths and limitations of the measurement instrument you have selected in terms of reliability and validity.
· Provide at least 10 references to the literature to support your choices and rationales.
Section 4: Craft a 5-page paper that includes the following:
·
· The levels of measurement that will be important for your study and why.
· How you will ensure content validity, empirical validity, and construct validity for your study. If any of these types of validity do not apply to your plan, provide a rationale.
· How you will ensure reliability for the measurement in your study.
· The strengths and limitations of the measurement instrument you have selected in terms of reliability and validity.
· Provide at least 10 references to the literature to support your choices and ...
For this Assignment you articulate how you will use research to .docxtemplestewart19
For this Assignment you articulate how you will use research to improve the lives of students with exceptionalities.
To prepare:
· Read, review, and reflect on your work in this course and your work in all of the courses that you have taken to date. By now, you should have a general idea of a topic in the field of special education that interests you—a topic or
gap in practice
about which you may wish to conduct a research study.
· Consider the course Learning Resources and those listed for this module. Reflect on your examination of research methodologies and how each can be applied specifically within the field of special education.
· Ask yourself: What would I like to contribute to the field as a leader in special education? Then, identify a specific problem focusing on a gap in practice in the field of special education related to improving the lives of students with exceptionalities. In selecting your problem, consider the relationship between the identified problem of practice and social change.
Develop
a 3–5 page paper utilizing the following section headings:
1.
Problem Statement
a. Provide a 1- to 2-paragraph statement that is the result of a review of current literature and practice that contains the following information:
i. A logical argument for the need to address an identified gap in special education practice. Make sure to clarify why you believe that this is problem of practice in SPED.
ii. Preliminary evidence that provides justification that this problem is meaningful. Provide a minimum of 3–5 key citations that support the relevance and currency of the problem. These references need not all be from peer reviewed journals but should be from reputable sources, such as national agency databases or scholarly books, and should ideally be from the past 5 years.
2.
Significance
a. Provide 1 or 2 paragraphs informed by the topic outlined in the problem statement that describe the following:
i. How this study will contribute to filling the gap in SPED practice identified in the problem statement: What original contribution will this study make?
ii. How this research will support professional practice or allow practical application: Answer the “So what?” question.
3.
Questions
a. List the question or a series of related questions that are informed by the purpose, which will lead to the development of what needs to be done to research the identified gap in practice. A research question informs the research design by providing a foundation for
i. generation of hypotheses in quantitative studies,
ii. questions necessary to build the design structure for qualitative studies, and a
iii. process by which different methods will work together in mixed-methods studies.
4.
Nature of the Study
a. Using one of the following terms as a subheading, provide a concise paragraph that discusses the approach that will be used to address the research question(s) and how this approach aligns with the problem statement.
i. Th.
The study examined the effects of interactive whiteboards on student achievement in math and language arts. Researchers analyzed test scores of students whose teachers did or did not use interactive whiteboards, finding small increases in scores, significant for math. Usage was higher for teachers whose students scored above average. A second study explored teachers' experiences using technology with at-risk students. Researchers identified themes that made technology effective, including choice, structure, and customized learning. While technology increased success, online learning did not work for all students.
LILAC 2010: They can find it but they don't know what to do with itsrosenblatt
A small group of upper-division undergraduate students were able to find peer-reviewed/scholarly research on their chosen topics, but then seemed to have problems integrating the information they found into their arguments. What does this mean for library instruction? For collection development? Do research-based projects result in student learning?
Dubrovnik Libraries In The Digital Age Conference June 2006Pino Calambrogio
The document discusses how school libraries can help students learn in digital environments. It summarizes research showing that school libraries help students with getting information, developing information literacy skills, school work, reading interests, and independent learning. The research tracked changes in students' knowledge, feelings, and study approaches during inquiry projects. It found that students primarily increased their factual knowledge but did not deeply integrate or synthesize information. Some students took an additive approach by listing facts, while others took a more integrative approach by building explanations and conclusions.
An in progress co-teaching project developing information, technology, and s...Emporia State University
Emporia State University's information, technology, and scientific literacy certificate program is partially funded by a generious grant from the Institute of Museum and Library Services (IMLS).
STCC Library Information Literacy Assignment Tips 2017STCC Library
1. The document discusses the importance of information literacy and defines it. It provides the definition from the Association of College and Research Libraries which includes determining information needs, accessing information effectively and efficiently, evaluating sources critically, incorporating information, using information purposefully, and understanding legal and social issues related to information.
2. Accrediting agencies expect colleges to teach information literacy skills. The document lists the key skills expected by the Middle States Commission on Higher Education which are similar to the ACRL definition.
3. The document provides tips and examples of assignments that can help teach information literacy skills to students. It suggests consulting librarians and specifying resources expected rather than just telling students to find information online.
INTRODUCTIONModule 3 Week 6 The Purpose StatementIn thiTatianaMajor22
INTRODUCTION
Module 3 Week 6: The Purpose Statement
In this course, you have learned that a final problem statement normally takes many months to develop. Yet this week, you are asked to begin to develop the purpose statement. This is not because your problem statement is finalized but because it is time for you to evaluate and practice creating the rest of the common components of the doctoral capstone. This is part of the iterative process of preparing the capstone.
Remember, though, that the assignments in this course are unlikely to be final versions of your study. The intention is to help you to understand and prepare for what you will need to write in your capstone.
The purpose statement serves as the connection between the problem being addressed and the focus of the study. Depending on the methodology, in:
· Quantitative studies, state what needs to be studied by describing two or more factors (variables) and a conjectured relationship between (among) them related to the identified gap in practice or problem;
· Qualitative studies, describe the need for increased understanding about the issue to be studied (based on the identified gap or problem); and
· Mixed-methods studies (with both quantitative and qualitative aspects), clarify how the two approaches will be used together to inform the study.
Notes on Readings
This week’s readings continue to provide information on how to review the research literature. Apply this guidance to your ongoing efforts to read and take notes interactively in the research relevant to your problem. The media and other resources, this week, will help you to develop your understanding of the purpose statement.
The reading in the Single text, this week, can help you to fine tune your system for scholarly reading and note taking via the use of your citation management software.
This week, Thomas provides detailed instructions about how to interact with, and review, the research literature. These skills are critical in your work on your doctorate.
Learning Objectives
Students will:
· Apply technological tools to find, analyze, and evaluate existing research
· Analyze purpose statements
· Apply knowledge of APA references
· Apply knowledge of doctoral study
Assignment: The Purpose and Problem Statements
Stephen King, who has written more than 50 novels—and other books that have sold hundreds of millions of copies—also wrote about how he writes. In his book, On Writing: A Memoir of the Craft, King explains that his iterative approach to writing involves writing, putting it aside, writing something else, and then returning to the first draft.
While it is unlikely you will adopt Stephen King’s ritual for draft versions, recognize that “writing drafts” are an essential part of the process. This week’s writing assignment allows you to present an improved and refined problem statement and an aligned purpose statement.
To Prepare
For this revision of your purpose and problem statements, apply what you have learn ...
This document discusses the usefulness of official crime statistics to sociologists. Official crime statistics are collected by the police and provide secondary data for sociologists to analyze. However, they are limited in that not all crimes are reported to the police. Victimization surveys and self-report studies aim to uncover the true amount of crime, but they also have limitations such as recall bias. While official statistics provide easily accessible standardized data, sociologists must approach them critically due to their inherent limitations in only representing reported crimes.
Promising Practices: A Literature Review of Technology Use by Underserved Stu...Molly B. Zielezinski PhD
How can technologies and digital learning experiences be used to support underserved, under-resourced, and underprepared students? This report summarizes research findings about the conditions and practices that support positive outcomes of technology use for these student populations.
Incorporate Information Literacy into Next Generation Science Standards assignments, lesson plans, and units. Presented at Lakeland Community College on October 1, 2014 by Thomas Hyland and Emily Szymanski
EDUC 7001-8 Assignment 6: Prepare an Alpha-Numeric Outlineeckchela
This is a North Central University course (EDUC 7001-8), Advance Scholarly Writing: Assignment 6: Prepare an Alpha-Numeric Outline. It is written in APA format, has been graded by an instructor (A), and includes references. Most higher-education assignments are submitted to turnitin, so remember to paraphrase. Let us begin.
Campus presentation on potential research and my personal teaching learning b...leadchangeagent
This document discusses the use of personal learning environments (PLEs) for publication purposes. It describes how a group of educators created their own PLEs using various digital tools and literacies. Their online discussions revealed the skills needed to curate information sources and form a learning network. The publication shares their individual perspectives on personal and professional learning.
DQ 1 for two peopleGuided Response Locate and respond to two cl.docxjacksnathalie
DQ 1 for two people
Guided Response: Locate and respond to two classmates’ posts which contain differing perspectives on the value of action research or that which is different than your own. What new or different perspectives regarding action research do you now have as a result? Provide specific feedback regarding their ideas to improve their practice and how their concepts will impact students. *It is expected for you to follow up by the last day of the week to provide a secondary response to any comments or questions your instructor may have provided. This is part of the grading criteria as a demonstration of critical thinking.
# 1 response I need answer
Brianna McPhatter
6/11/2015 10:57:23 AM
Discussion One
Part One: According Eileen Ferrance (2000) in Themes in education: Action research, action research “involves people working to improve their skills, techniques, and strategies. Action research is not about learning why we do certain things, but rather how we can do things better. It is about how we can change our instruction to impact students” (p. 9). Considering this perspective as well as the information in Chapter 1 of Action Research: A Guide for the Teacher Researcher, factors that bring value to action research, differentiating it from traditional educational research are having decision-making authority, more commitment to continuous professional development and school improvement, information gathered will help teachers with reflection and creating better action plans (Mills, 2014).
Part Two: Ferrance (2000) adds, “One of the drawbacks of individual research is that it may not be shared with others unless the teacher chooses to present findings at a faculty meeting, make a formal presentation at a conference, or submit written material to a listserv, journal, or newsletter” (p. 9). Considering that my final project will be an action research proposal presentation, this will lead me to improve my practice and make changes to instruction to positively impact students by using research to better inform myself about what needs to be done to improve the development of students.
Part Three: The article addresses additional comparisons between action and traditional research. The article stated that, “is a powerful tool for (…) education and promotion practitioners who want to focus on improving the quality of their programs and services” (Acosta & Golts, 2014).
References
Acosta, S., & Goltz, H. H. (2014). Transforming practices: A primer on action research.
Health Promotion Practice, 15(4), 465-470. doi:10.1177/1524839914527591
Ferrance, E. (2000). Themes in education: Action research. Providence, RI: LAB at
Brown University. Retrieved from http://www.brown.edu/academics/education-alliance/sites/brown.edu.academics.education-alliance/files/publications/act_research.pdf
Mills, G. E. (2014). Action research: A guide for the teacher researcher (5th ed.).
Boston, MA: Pearson Education, Inc.
# 2
Julie Danks
6/10/ ...
DetailsBefore beginning the synthesis process, it is important .docxsimonithomas47935
Details:
Before beginning the synthesis process, it is important to become acquainted with the analysis and comparison of empirical articles. In the previous assignment, you engaged with the Comparison Matrix, a tool for analysis and comparison of empirical articles. In this assignment, you will take the next step toward synthesis and write about your observations of the articles you compared using the Comparison Matrix.
General Requirements:
Use the following information to ensure successful completion of the assignment:
· Refer to the Comparison Matrix you completed
· Review: Weidman, J. C., & Stein, E. L. (2003). Socialization of doctoral students to academic norms. Research in Higher Education, 44(6), 641-656.
· Review: Baker, V., & Lattuca, L. R. (2010). Developmental networks and learning: toward an interdisciplinary perspective on identity development during doctoral study. Studies in Higher Education, 35(7), 807-827.
· Review: Visser, L., Visser, Y. L., & Schlosser, C. (2003). Critical thinking distance education and traditional education. Quarterly Review of Distance Education, 4(4), 401-407.
· Doctoral learners are required to use APA style for their writing assignments.
Directions:
Locate the Comparison Matrix you completed in the Module 2 assignment. Using the outline you developed, the information from the Comparison Matrix. Write a paper (1,000 words) that compares all three of the articles. Do that by including the following:
1. A statement of common elements and themes addressed in each of the three articles.
2. A statement of the conclusions that can be drawn when the articles are taken together as a single entity. What is the overall message of the group of articles?
WRITING ASSIGNMENT
The paper should include the following:
WORD COUNT: 1500 words max.
Introduction. The introduction should engage the reader with a strong opening statement. It should also provide context for the paper, introduce the researchers and their studies (including the purpose of the studies), and include a thesis statement that serves as a roadmap for the reader.
Comparison of Research Questions. Open the section with a sentence that engages the reader and gives a peak into your analysis. Please discuss the main ideas behind the research questions, as well as the researcher’s approach to exploring these questions. Did they use mixed methods, quantitative, or qualitative methods? Mention the number of hypotheses (quantitative) or research questions (qualitative), but do not list the research questions. Remember to compare the approaches and discuss similarities and differences.
Comparison of Literature Reviews. This section should analyze the research the authors use to support their studies. Do not take this section lightly. You want to point out the theory and/or main research the author’s used to set up their study, and if possible mention why. Did all the studies take the same approach, such as using similar authors for support? Do they al.
This is a North Central University essay about analyzing peer-reviewed research. Components include the research problem, purpose, question, sample, method and design, variables, instruments, findings and results, limitations, and the conclusion. It is written in APA format, includes references, and has been graded by an instructor (A).
The document provides guidance on how to write an action research proposal, including tips for developing a title, context and rationale, research questions, proposed intervention, research methodology, and work plan. It outlines the necessary components of each section and considerations for writing them effectively. Sample text is also included to demonstrate how each section could be structured.
The document summarizes two studies on the use of technology in education. The first study examined the impact of interactive whiteboards on student achievement in math and language arts, finding small increases in math scores. Teachers whose students scored above average used the whiteboards more frequently. The second study explored teachers' experiences using technology with at-risk students. It found that technology increased success rates but some students found online learning overwhelming, and identified strategies like choice, structure and customization that helped at-risk learners.
The document summarizes two research studies on the use of technology in education. The first study examined the impact of interactive whiteboards on student achievement in math and language arts, finding a small positive effect, especially in upper elementary grades. Teachers whose students scored above average were found to use the whiteboards more frequently. The second study explored teachers' experiences using technology with at-risk students, finding that teachers encountered difficulties but technology also provided opportunities for success when certain strategies were employed. Qualitative data analysis was used to identify themes in teachers' responses.
Faheem, shima mohamed successful use of science process skills nftej v25...William Kritsonis
Dr. William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. Kritsonis has served as an elementary school teacher, elementary and middle school principal, superintendent of schools, director of student teaching and field experiences, professor, author, consultant, and journal editor. Dr. Kritsonis has considerable experience in chairing PhD dissertations and master thesis and has supervised practicums for teacher candidates, curriculum supervisors, central office personnel, principals, and superintendents. He also has experience in teaching in doctoral and masters programs in elementary and secondary education as well as educational leadership and supervision. He has earned the rank as professor at three universities in two states, including successful post-tenure reviews.
EDUC 742EDUC 742Reading Summary and Reflective Comments .docxtidwellveronique
EDUC 742
EDUC 742
Reading Summary and Reflective Comments Form & Instructions
For each assigned reading, summarize the main principles and reflect on these principles in order to make the content meaningful to you. This will ensure that you understand the reading and understand its relationship to daily life experiences within your educational setting or work environment. The reflective statements may draw on previous experiences or future plans to use the information from the reading. You are also encouraged to critique ideas in light of a biblical worldview. Summaries will be 100-125 words and will be in paragraph form, and the reflections will be 150-200 words. (Submit the Reading Summary by 11:59 p.m. (ET) on Sunday in Modules/Weeks 1, 3, 4, 5, and on Friday in Module/Week 8, adding the new entries each time.)
STUDENT NAME:
Bridget Pruitt
Reading
Assignment
Main Principles
Reflective Comments
Reading Summary 1
Razik and Swanson
Data within the United States is processed based on four assessments. The assessments are reading, math, science, and other subjects. They are based on 4th, 8th, and 12th graders. They are also broken up into different ethnic groups. There are a lot of data that is alarming within the U.S. Data is based on household characteristics, family and peer influences, and student achievement. Also in this chapter it reaches on the education reform movement. Global forces and the specific causes that are concerning within the U.S. education system. What are the causes of failure within the U.S. school system and what changes can be implemented to improve the rapid downfall of our education system.
When all of the assessments were implemented on the different groups that provided data that broke up the groups that is when I feel our education system had been broken. Ways of instruction as well as curriculum has not changed much, however, all of the testing data is what has changed and the ways that the data is being implemented. Schools have become all about the numbers instead of the importance of what is being taught to our children. If the U.S. school systems were not all about the numbers and teaching our children how to read and write I feel that our schools would be more successful in all the data assessments that are being implemented. The problem is that special attention is given to achievement gaps among ethnic and economic groups instead of teaching everyone the same way that was taught years and years ago. With all the changes within the school systems and how they are wanting teachers to teach their children has caused a lot of confusion as well as stress upon the teachers as well as the children.
Van
Brummelen
First of all, I love this book. It goes into practices and prospective within the interaction between theory and practice. It explains why in public schools that God cannot be taught and how the Christian schools central theme is focused in the teachings of Jesus Christ. In this chapter it.
EDUC 380 Blog Post Samples Module 1 The Brain Below .docxtidwellveronique
EDUC 380 Blog Post Samples
Module 1: The Brain
Below are some student examples that are excellent blog posts for the first two prompts in Module 1
(The Brain). The goal for the discussion posts is to engage in the module materials directly and explore
some of the questions and issues in each module more deeply. The posts are very important for your
learning. Below you will find comments to help you understand how these students met the rubric
requirements. The rubric for blog posts is posted in the end of this document and is in the course
syllabus.
Blog Post # 1:
● Describe a time when you engaged in something adults might consider risky and/or thoughtless:
● How old were you?
● Why did you do it?
● What were you thinking at the time?
Think back to the article on risk-taking you read and to the video you watched on the teen brain. What
connections can you make between the lecture, the article, and/or the video?
Growing up, my family would take annual trips to the river in Laughlin, Nevada. We
would go with our family friends who had kids with a wide range of ages. I was 13 years
old at the time within the middle age range. A big activity at the river is jumping off of
rocks. My parents did not want my sisters and me to engage in this activity. During one
of the annual trips, I joined the older teenagers on a boat ride to the “jumping rock.”
Depending on how much risk they wanted to take, there are different levels for people
to jump off of. All of the older teens were jumping off of the highest level. I decided to
join the older teens and jump from the tallest rock. At the time, I wanted to do it
because all of the older teenagers were doing it. I wanted to be like them. This was not
an impulsive decision. I had thought about doing this activity the whole trip and decided
to go on the boat ride, knowing they were going to jump off the tallest rock. The article,
“Beautiful Brains,” explains, “Seeking sensation isn’t necessarily impulsive. You might
plan a sensation-seeking experience- a skydive or a fast car…” (Dobbs, 2011, p. 49).
By jumping off the rock with them, I thought this would change their view of me as an
older and more mature teenager. When they changed their opinion about me, it would
allow me to hang out with them all the time. I was taking more risks because I would get
a higher reward. This relates to the article, “Beautiful Brains,” which states, “Teens take
more risks not because they don’t understand the dangers but because they weigh risk
versus reward differently. In situations where risk can get them something they want,
they value the reward more heavily than adults do” (Dobbs, 2011, p. 54). By jumping off
the tallest rock, it gave me the reward of spending more time with the older teenagers.
If I had jumped off the shorter rock, I could have not been accepted into the group
because they did not view me as mature as themselves. Therefore, I would have been
penalized for not.
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EDUC 742
EDUC 742
Reading Summary and Reflective Comments Form & Instructions
For each assigned reading, summarize the main principles and reflect on these principles in order to make the content meaningful to you. This will ensure that you understand the reading and understand its relationship to daily life experiences within your educational setting or work environment. The reflective statements may draw on previous experiences or future plans to use the information from the reading. You are also encouraged to critique ideas in light of a biblical worldview. Summaries will be 100-125 words and will be in paragraph form, and the reflections will be 150-200 words. (Submit the Reading Summary by 11:59 p.m. (ET) on Sunday in Modules/Weeks 1, 3, 4, 5, and on Friday in Module/Week 8, adding the new entries each time.)
STUDENT NAME:
Bridget Pruitt
Reading
Assignment
Main Principles
Reflective Comments
Reading Summary 1
Razik and Swanson
Data within the United States is processed based on four assessments. The assessments are reading, math, science, and other subjects. They are based on 4th, 8th, and 12th graders. They are also broken up into different ethnic groups. There are a lot of data that is alarming within the U.S. Data is based on household characteristics, family and peer influences, and student achievement. Also in this chapter it reaches on the education reform movement. Global forces and the specific causes that are concerning within the U.S. education system. What are the causes of failure within the U.S. school system and what changes can be implemented to improve the rapid downfall of our education system.
When all of the assessments were implemented on the different groups that provided data that broke up the groups that is when I feel our education system had been broken. Ways of instruction as well as curriculum has not changed much, however, all of the testing data is what has changed and the ways that the data is being implemented. Schools have become all about the numbers instead of the importance of what is being taught to our children. If the U.S. school systems were not all about the numbers and teaching our children how to read and write I feel that our schools would be more successful in all the data assessments that are being implemented. The problem is that special attention is given to achievement gaps among ethnic and economic groups instead of teaching everyone the same way that was taught years and years ago. With all the changes within the school systems and how they are wanting teachers to teach their children has caused a lot of confusion as well as stress upon the teachers as well as the children.
Van
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EDUC 380 Blog Post Samples Module 1 The Brain Below .docxtidwellveronique
EDUC 380 Blog Post Samples
Module 1: The Brain
Below are some student examples that are excellent blog posts for the first two prompts in Module 1
(The Brain). The goal for the discussion posts is to engage in the module materials directly and explore
some of the questions and issues in each module more deeply. The posts are very important for your
learning. Below you will find comments to help you understand how these students met the rubric
requirements. The rubric for blog posts is posted in the end of this document and is in the course
syllabus.
Blog Post # 1:
● Describe a time when you engaged in something adults might consider risky and/or thoughtless:
● How old were you?
● Why did you do it?
● What were you thinking at the time?
Think back to the article on risk-taking you read and to the video you watched on the teen brain. What
connections can you make between the lecture, the article, and/or the video?
Growing up, my family would take annual trips to the river in Laughlin, Nevada. We
would go with our family friends who had kids with a wide range of ages. I was 13 years
old at the time within the middle age range. A big activity at the river is jumping off of
rocks. My parents did not want my sisters and me to engage in this activity. During one
of the annual trips, I joined the older teenagers on a boat ride to the “jumping rock.”
Depending on how much risk they wanted to take, there are different levels for people
to jump off of. All of the older teens were jumping off of the highest level. I decided to
join the older teens and jump from the tallest rock. At the time, I wanted to do it
because all of the older teenagers were doing it. I wanted to be like them. This was not
an impulsive decision. I had thought about doing this activity the whole trip and decided
to go on the boat ride, knowing they were going to jump off the tallest rock. The article,
“Beautiful Brains,” explains, “Seeking sensation isn’t necessarily impulsive. You might
plan a sensation-seeking experience- a skydive or a fast car…” (Dobbs, 2011, p. 49).
By jumping off the rock with them, I thought this would change their view of me as an
older and more mature teenager. When they changed their opinion about me, it would
allow me to hang out with them all the time. I was taking more risks because I would get
a higher reward. This relates to the article, “Beautiful Brains,” which states, “Teens take
more risks not because they don’t understand the dangers but because they weigh risk
versus reward differently. In situations where risk can get them something they want,
they value the reward more heavily than adults do” (Dobbs, 2011, p. 54). By jumping off
the tallest rock, it gave me the reward of spending more time with the older teenagers.
If I had jumped off the shorter rock, I could have not been accepted into the group
because they did not view me as mature as themselves. Therefore, I would have been
penalized for not.
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EDUC 741
Course Project: Part 1 Grading Rubric
Criteria
Levels of Achievement
Content 70%
Advanced
Proficient
Developing
Not Present
Analysis
13 to 14 points
The analysis thoroughly interprets and examines at least three referred journal articles for perspective, validity, and significance of the findings.
12 points
The analysis partially interprets and examines at least three referred journal articles for perspective, validity, and significance of the findings.
1 to 11 points
The analysis attempts of some aspects of analysis and interpretation of journal articles in a limited way. The review is more descriptive than analytical.
0 points
Not present
Use of Evidence and Relevant Outside Information
13 points
The analysis is thoroughly supported with relevant facts, arguments, examples, and details. Information outside the subject articles is often incorporated into the analysis.
11 to 12 points
The analysis is generally supported with relevant facts, arguments, and details. Information outside the subject articles is occasionally incorporated into the analysis.
1 to 10 points
The analysis is thoroughly supported with some facts, arguments, examples, and details. Information outside the subject articles is incorporated in a limited way into the analysis.
0 points
Not present
Organization and Development
13 points
The analysis is quite well-reasoned, indicating substantial breath and depth of thinking. The summary of each article is thorough and meaningful.
11 to 12 points
The analysis is generally well-reasoned, indicating some breath and depth of thinking. The summary of each article is generally sound.
1 to 10 points
The analysis has limited reasoning, indicating a surface understanding of the articles. The summary of each article is limited.
0 points
Not present
Body – Biblical Worldview
13 points
A biblical worldview perspective is clearly articulated and is supported by appropriate Scripture references, course requirements, and application.
11 to 12 points
A biblical worldview perspective is articulated but is not supported by Scripture or is not appropriate, and somewhat applies to course requirements and application.
1 to 10 points
A biblical worldview perspective is poorly articulated and is not supported by Scripture or is not appropriate, and does not apply to course requirements and application.
0 points
Not present
Structure 30%
Advanced
Proficient
Developing
Not Present
Grammar and Spelling
6 points
Correct spelling and grammar are used throughout the essay. There are 0–2 errors in grammar or spelling that distract the reader from the content.
5 points
There are 3–5 errors in grammar or spelling that distract the reader from the content.
1 to 4 points
There are 6–10 errors in grammar or spelling that distract the reader from the content.
0 points
There are more than 10 errors in the grammar or spelling that distract the reader from the content.
Sentence Structure and Mechanics
6 points
Sentences are well-phrased and varied in lengt.
EDUC 740
Prayer Reflection Report Grading Rubric
Criteria
Levels of Achievement
Content 70%
Advanced
Proficient
Developing
Not present
Structure & Organization
33 to 35 points
The paper has a clearly constructed introduction that builds the foundation for further reflection. The structure is clear, logical, and easy to follow. Each paragraph is focused and uses excellent transitions from previous paragraphs. The paper has a clear conclusion. Overall writing style is appropriate for a graduate-level course.
30 to 32 points
The paper has a constructed introduction that builds the foundation for further reflection. The structure is clear, logical, and easy to follow. Each paragraph is focused and uses transitions from previous paragraphs. The paper has a conclusion. Overall writing style is appropriate for a graduate-level course.
1 to 29 points
The paper has a constructed introduction that is beginning to build the foundation for further reflection. The structure is vague and difficult to follow. Not all paragraphs are focused and don’t always use transitions from previous paragraphs. The paper has a conclusion. Overall writing style is not appropriate for a graduate-level course.
0 points
Not present
Analysis
19 to 20 points
The content reflects higher-level thinking through critical self-evaluation and application of principles learned. Includes a discussion of your reflections based on your personal prayer journal, including any changes and/or positive things that you have seen occur in the lives of the leaders you have chosen. Includes specific examples of ways that you have seen changes in the lives of the leaders you have chosen. Includes specific examples of the impact of the assignment on your own life.
17 to 18 points
The content reflects thinking through self-evaluation and application of principles learned. Includes a discussion of your reflections based on your personal prayer journal, including any changes and/or positive things that you have seen occur in the lives of the leaders you have chosen. Includes examples of ways that you have seen changes in the lives of the leaders you have chosen. Includes examples of the impact of the assignment on your own life.
1 to 16 points
The content does not reflect higher-level thinking through critical self-evaluation and application of principles learned. Includes a vague discussion of your reflections based on your personal prayer journal, including any changes and/or positive things that you have seen occur in the lives of the leaders you have chosen. Includes minimal examples of ways that you have seen changes in the lives of the leaders you have chosen. Includes ambiguous examples of the impact of the assignment on your own life.
0 points
Not present
Support
14 to 15 points
Biblical references and principles are integrated into the paper appropriately, demonstrating an excellent understanding of biblical leadership principles.
13 points
Biblical references and principles are integrated.
EDUC 6733 Action Research for EducatorsReading LiteracyDraft.docxtidwellveronique
EDUC 6733 Action Research for Educators
Reading Literacy
Draft
Part A
The context of the classroom setting
In the first section of this action research project I will address the context of classroom setting. Although, it is as important as the teaching itself and understand it is essential in creating learning environments in which every student can thrive. According to Pallardy, context is a classroom’s characteristics such as the composition of the student body, classroom structures and resources. Furthermore, by establishing that context is dependent on student learning we are able to come up with an action research question that will be discussed in this essay. The action research will be on the reading workshop; Is motivation among students a big challenge when it comes to reading literacy?
In addition, a reading workshop is one way to structure a class. Developing strong reading skills in students is one of the key goals in an educational program. Reading workshops encourages the students to become better readers. To accommodate the children’s variability, I assess the children through instructing them to write journals on what they have read and giving them vocabulary tests on that week’s reading. This helps when it comes to identifying student with a reading problem and can be able to tailor lessons to individuals.
One of the concerns that I have experienced in this classroom setting of reading workshops is children’s motivation to read books that they have selected. Their ability to choose the right book and their commitment to stay with the book until they finished is also a concern when it comes to their motivation when reading books. These findings were drawn from the data of the journals and vocabulary test that I had assigned to them. The journals that they wrote the boys in the class performed poorly more than the girls. There is also the fact that the boys in the class didn’t find satisfaction in reading unlike the girls. The boys also were not reading books of their own accord unlike the girls in the class who spent hours with ‘series’ books and other chapter books.
The classroom has 24 students; 52% are boys and 48% are girls. The last two tests on vocabulary showed that girls performed more than the boys. Also, the literature review was discouraging: the boys were lagging the girls. This concerns may be a product of the independent reading workshop and of the freedom of children to choose their own books during that session.
Through observation and interaction with the boys that excelled in the literature reviews I noted that families had a strong impact and the boys that saw their fathers at home read were more likely to choose to read. Therefore, having spoken with the school administration I invited some of the male role models for the boys. I invited teachers, some of their fathers, other school male employees to visit the class and talk about their reading habits. Some of them were frank about their discovery about.
EDUC 637
Technology Portfolio InstructionsGeneral Overview
For this assignment, you will identify forms of and applications for technology for use in a middle school social studies classroom. You will be required to describe the general applications of these technologies, specific applied activities in the general social studies arena, and provide an evaluation.Learning Objective
You will develop a portfolio of technologies that could be used in a middle school social studies classroom, identifying general uses, aligned appropriate national social studies standards, potential activities, and good and bad points to that technology’s use.Assignment Process
1. Select 10 technologies (defined below) that can be used in an educational setting/environment for each of the categories listed below. Notice that I did not say educational or instructional technologies. This is to not restrict you to that search parameter, but rather to allow you to explore critically any technology that might have a pedagogical use. Select technologies representing:
a. Hardware devices
b. Business/productivity software (i.e., Microsoft Office)
c. Web-based technologies (delivered via the Internet)
d. Multimedia software (audio, video, graphical)
e. Games/entertainment
2. Then review each technology answering the following questions in 1–2 paragraphs for each question (best recorded in a word-processing program like Microsoft Word as a multi-page document). Questions to answer include:
a. What are the general functions and purposes of this technology?
b. What types of social studies objectives/goals could be met by this technology and how? Please relate to an NCSS main theme (or more than 1 if appropriate).
c. What, in your opinion, are the good and bad points of using this technology in a pedagogical setting? Consider this a risk analysis.
3. Turn in the completed assignment by 11:59 p.m. (ET) on Sunday of Module/Week 2.
EDUC 637
Literature Review InstructionsGeneral Overview
Please read the instructions and rubric for the Literature Review assignment BEFORE you sign-up for a topic. You will want to select a topic wisely so you will be able to identify 5 trends in your research.
For this assignment, you will select a topic in the general area of social studies instruction in middle grade education and examine accompanying literature related to that topic to identify the latest trends and issues. Ultimately, you will compile these results into a PowerPoint presentation of around 10 slides to identify these trends.Learning Objective
You will develop a presentation identifying general trends in middle-grade social studies education associated with a set of articles in the content area.Assignment Process
1. Begin classifying and compiling articles and sub-topics into groups of information for presentation (note 5 trends).
2. You should have scanned at least 30 articles in the process, which then need to be provided as part of this assignment in an attached bi.
EDUC 364 The Role of Cultural Diversity in Schooling A dialecti.docxtidwellveronique
EDUC 364: The Role of Cultural Diversity in Schooling
A dialectical journal is one in which you engage in conversation with the text. This involves pulling quotes from the text, and providing your reaction, thoughts, analysis and/or questions about what you’ve read. When reading a chapter from Spring(chapter2 and 3), choose 3-5 short passages/selections from each assigned chapter on which to reflect. See the example below. You can format your DJ in a chart format (see next page for template), or you can format it simply as a question/answer format like below. The goal is to use the DJ to think through your reactions and prepare for discussion. Submit your DJ to Cougar Courses prior to class, and if you don’t have your computer with you in class, print it out so you have it with you for a class discussion
Example
Quote: “Faced with the world’s migration of people’s, some countries, such as Singapore, have maintained cultural pluralism by providing public schools that use the child’s home language and reflect the cultural values of the child’s home. Through the use of educational methods that promote cultural pluralism, Singapore has been able to maintain Chinese, Malay, and Indian cultures and languages. Therefore, there have been different educational approaches to the intersection of cultures resulting from globalization...Minority cultures in the United State have primarily experienced cultural genocide, deculturalization, and denial of education. Immigrant groups have mostly experienced assimilation and hybridity.” (Chapter 1).
Response: This is always what I come back to when thinking about American education. We could have chosen a different path, a different approach educating the various groups of children that have come through the school system. But instead of seeing schooling primarily as a democratizing tool, the founders and those in government who came after them saw schooling as a tool for deculturalization, for imposing hegemony. What is most frustrating is how to tease out how our current system still contains the legacy of those oppressive institutional choices. Seeing those remnants for what they are--clearly--is the only way to change the system to truly benefit all kids.
.
EDUC 144 Writing Tips The writing assignments in this cla.docxtidwellveronique
EDUC 144 Writing Tips
The writing assignments in this class require students to engage in critical thinking and analysis,
producing papers that go beyond simple summaries of course readings by utilizing concepts, ideas, and
findings in course readings to critically analyze contemporary schooling and academic achievement in
the United States. Below is a list of suggestions to help you write strong papers that are critical and
analytical.
The introductory paragraph should briefly mention the topic and purpose/focus of your paper and state
your thesis in clear, specific terms (i.e. “In this paper, I will argue…” or “I will contend...,” or “I will
demonstrate…”).
Each paragraph in the body of the paper should be tightly organized around one main idea. Each
paragraph should build on previous ones and provide concrete examples/findings from the week’s
readings that serve as data that support your analysis, or examples from your own experiences and
observations of schooling that serve as evidence in support of your analysis. If you are drawing on a
specific theoretical concept(s) or idea(s) in your analysis, remember to clearly define and explain the
concept(s) or idea(s) before using that concept(s) or idea(s) to investigate and analyze particular aspects
of contemporary schooling.
The concluding paragraph needs to restate the thesis and main points addressed in the paper.
Sometimes writers do not know what their argument is until they have reached the end of the paper—or
the thesis has changed by the end. If either of these happens to you, be sure to put your thesis in the first
paragraph as well and/or make sure that you are making the same argument throughout the paper.
Things to keep in mind, at the level of the paragraph:
Make sure your comments are relevant to the topic at hand: one way to do this is to make an outline of
each paragraph’s main idea; each one should clearly relate to the topic and focus/purpose or thesis of
your paper. It is writer’s responsibility to select relevant concepts or ideas, examples of research
findings from the week’s readings, and/or personal experiences and observations that relate directly to
the topic and purpose/focus of the paper. It is not appropriate to expect the reader to do this instead.
Remember, examples/research findings and personal experiences and observations are not “obviously”
evidence in support of your analysis until you explicitly explain how these examples/findings/
experiences/observations support the claims in your analysis.
Make sure each paragraph’s main idea is clearly connected to your thesis.
*Smoothly transition between paragraphs: connect first line of new paragraph with main idea of
previous paragraph.
*Stick to the facts at hand—do not overstate your case.
Things to keep in mind, at the level of the sentence:
*Tighten sentence structure: combine sentences when possible by eliminating redundant information.
*Employ p.
EDUC 1300- LEARNING FRAMEWORK
Portfolio Page Prompts
INTRODUCTION
This page introduces, not you, but your portfolio. . Invite people into the portfolio and give them a reason for
exploring further Convey your purpose in creating the portfolio. Include a picture of yourself, and a quote
that is meaningful to you. No attachment is needed on this page. (10 points)
ABOUT ME
This page introduces you. Share information about yourself – your family, hobbies, work, and what you enjoy.
Don’t just TELL people, SHOW who you are, too. Things you might include: photos, images, or video/links
that interest you. Attach your Quality World Essay or another paper about yourself to this page. (10 points)
GOALS
List your long-term goals: personal, education, career. Identify the short-term and intermediate goals that will
help you progress toward these long-term goals. Include images that help you and your viewer visualize your
goals. Attach your degree plan/Timeline assignment to show your academic plans/goals. (10 points)
LEARNING
This page showcases what you’ve learned about your learning. Collect information you’ve gathered about
yourself and how you learn, such as learning styles inventories, personality type indicators, and your
Strengthsquest assessment. Interpret those results and draw conclusions about yourself from this evidence and
write about it. Attach your Insight Report from Strengthsquest so your viewer can learn more about your top
5 strengths or another assessment report which have helped you identify how you learn. (15 points)
THINKING
What have you learned this semester about critical thinking? What have you created that demonstrates the
quality of your thinking? Select examples and identify these qualities in your reflection. Attach an
assignment/paper from this class or another that show your thinking abilities. (15 points)
RESEARCH
On this page, post a question that you’ve selected to research and write what you found. What did you learn
about using the online databases? How will that help you in future classes? Attach your annotated
bibliography/research organizers and/or a research paper from another course. (15 points)
REFLECTION:
Your Introduction page described the purpose of the portfolio. On this page, provide a conclusion. Reflect on
your experience in the course and semester in creating this portfolio. Consider the following prompts:
What expectations or assumptions did you have before the course began? Were they valid or invalid?
How has the course contributed to your understanding of yourself and others?
What impact did the course have on your understanding of your quality world?
How do you now assume responsibility for your learning? What thinking and behaviors will you further
develop on your journey to becoming an autonomous learner?
(15 points)
EDUC 1300 Learning Framework Grading Rubric
Page Unsatisfactory
.
EDU734 Teaching and Learning Environment Week 5.docxtidwellveronique
EDU734: Teaching and
Learning Environment
Week 5: Curriculum
Development
Topic goals
To gain an understanding of the concept of
curriculum development and its importance
To gain an understanding of how curriculum
is implemented in different cultural contexts
Task – Forum
Do you think that the current school curriculum needs
to be adapted more to the modern culture? If so, in
what ways do you think it can be done?
What do you consider to be the implications for the
nature of valid knowledge in the future school curriculum?
EDU734: Teaching and Learning Environment Page 1
EDU734: Teaching and
Learning Environment
5.1 Introduction
Curriculum lies at the heart of educational policies and practices.
They are are highly political documents which convey ideological positions about
the type of education that should be given in different cultural contexts and the
citizenship values that can be shared by the citizen of a state (Apple, 2004).
Each society has its own values and beliefs which they want to be translated into
educational objectives via the curriculum.
“Curriculum is a comprehensive plan for an educational programme/institute/
course to offer new or improved manpower to accomplish the rising needs of a
dynamic society” (Pillai, 2015).
5.1.1 Orientations to curriculum
Child-centred
Society-centred
Knowledge-centred
Eclectic
5.1.2 Determinants of the curriculum
Basic needs
Social aspects
Cultural factors
Individual talents
Ideals: intellectual, moral, aesthetic, religious
Tradition
(Pillai, 2015)
EDU734: Teaching and Learning Environment Page 2
EDU734: Teaching and
Learning Environment
5.2 Definition of Curriculum Development
Curriculum development is defined as the process which is planned, purposeful,
progressive, and systematic in order to create positive improvements in the
educational system.
The curriculum is affected by any changes or developments that affect society
(Alvior, 2014).
It needs to correspond to those changes but at the same time to respect all
people despite of gender, ethnicity, disability, religion etc. (Symeonidou and
Mavrou, 2014).
2. How can
1. What learning 3. How can
4. How can the
educational experiences learning
effectiveness of
purposes that are likely to experiences be
learning
should the be useful in organised for
experiences be
school seek to attaining these effective
evaluated?
attain? objectives be instruction?
selected?
Diagram 5.1: Four questions for the organization and development of the
curriculum (Tyler, 1949, cited in Howard, 2007)
EDU734: Teaching and Learning Environment Page 3
EDU734: Teaching and
Learning Environment
5.2.1 Four principles for the development of any curriculum:
Def.
EDU 505 – Contemporary Issues in EducationCOURSE DESCRIPTION.docxtidwellveronique
This course examines contemporary issues in education through analyzing theories, research, and practices. It discusses national and global education initiatives and how public policy impacts schools. The course also evaluates the future of education in developed and developing countries. Students will examine the historical context of issues, identify components of educational perspectives, and analyze how demographics, technology, teaching/learning, and funding sources affect education. Required readings include textbook chapters and research articles on topics like the history of public education, teacher professionalization, equity and diversity, school reform movements, standards-based education, and school climate/bullying issues. Coursework involves discussions, analyses of case studies, and a final project.
EDU 3338 Lesson Plan TemplateCandidate NameCooperatin.docxtidwellveronique
EDU 3338 Lesson Plan Template
Candidate Name:
Cooperating Teacher Name:
Placement Site:
Grade Level:
Subject:
Length of Lesson:
Lesson Title:
Date of Lesson:
Learning Central Focus
Central Focus
What is the central focus for the content in the learning segment?
Content Standard
What standard(s) are most relevant to the learning goals?
Student Learning Goal(s)/ Objective(s)
Skills/procedures
What are the specific learning goal(s) for student in this lesson?
Concepts and reasoning/problem solving/thinking/strategies[footnoteRef:1] [1: The prompt provided here should be modified to reflect subject specific aspects of learning. Language here is mathematics related. See candidate edTPA handbooks for the “Making Good Choices” resource for subject specific components. ]
What are the specific learning goal(s) for students in this lesson?
Prior Academic Knowledge and Conceptions
What knowledge, skills, and concepts must students already know to be successful with this lesson?
What prior knowledge and/or gaps in knowledge do these students have that are necessary to support the learning of the skills and concepts for this lesson?
Theoretical Principles and/or Research–Based Best Practices
Why are the learning tasks for this lesson appropriate for your students?
Materials
What materials does the teacher need for this lesson?
What materials do the students need for this lesson?
Assessments, Instructional Strategies, and Learning Tasks
Description of what the teacher (you) will be doing and/or what the students will be doing.
Launch
__________ Minutes
How will you start the lesson to engage and motivate students in learning?
Pre-Assessment
How will you find out what students already know about the lesson objective?
What tangible pre-assessments will you administer?
How will you evaluate student performance on the pre-assessment?
Instruction
__________ Minutes
What will you do to engage students in developing understanding of the lesson objective(s)?
How will you link the new content (skills and concepts) to students’ prior academic learning and their personal/cultural and community assets?
What will you say and do? What questions will you ask?
How will you engage students to help them understand the concepts?
What will students do?
How will you determine if students are meeting the intended learning objectives?
Structured Practice and
Application
__________ Minutes
How will you give students the opportunity to practice so you can provide feedback?
How will students apply what they have learned?
How will you structure opportunities for students to work with partners or in groups? What criteria will you use when forming groups?
Formative Assessment
What formative assessment techniques will you utilize to determine if students are meeting the intended learning objectives?
Differentiation/ Planned Support
How will you provide students access to learning based on individual and group need.
EDU 3215 Lesson Plan Template & Elements Name Andres Rod.docxtidwellveronique
This lesson plan template provides guidelines for developing a lesson plan that integrates an English Language Arts standard with a standard from another subject area. The template includes sections for listing applicable Common Core standards, crafting essential questions, outlining objectives and instructional sequences, identifying vocabulary, planning for differentiation and assessment, and anticipating outcomes and difficulties. The template is meant to guide teachers in developing interdisciplinary lessons that incorporate ELA skills into other content areas.
EDST 1100R SITUATED LEARNING EDST 1100 N Situated Learning .docxtidwellveronique
EDST 1100R: SITUATED LEARNING
EDST 1100 N: Situated Learning
Thursdays, 2.30 – 5.30
Keele Campus, Mac 050B
Winter, 2020
Instructor: Dr. Lorin Schwarz
Email: [email protected]
Office Hours: ½ hour after class, or by appointment
*
Learning is intentional and contextual, and it involves developing systems and structures that not only allow but also encourage organization members to learn and grow together –to develop “communities of practice.”
-Preskill and Torres
The idea of a subject that calls to us is more than metaphor. In the community of truth, the knower is not the only active agent –the subject itself participates in the dialectic of knowing...geologists are people who hear rocks speak, historians are people who hear the voices of the long dead, writers are people who hear the music of words. The things of the world call to us, and we are drawn to them –each of us to different things, as each is drawn to different friends.
--Parker J. Palmer
Teaching is a complex, relational, and creative event. When I teach, I am simultaneously involved in several dynamic relations: with myself, with my everyday world, with my subject matter, and with my students. I cannot really teach if I am not engaged with my students or if my students are not involved with me.
--Carol S. Becker
The relationship between our physical constraints and the assertion of our freedom is not a 'problem' requiring a solution. It is simply the way human beings are. Our condition is to be ambiguous to the core, and our task is to learn to manage the movement and uncertainty in our existence, not banish it...the ambiguous human condition means tirelessly trying to take control of things. We have to do two near-impossible things at once: understand ourselves as limited by circumstances, and yet continue to pursue our projects as though we are truly in control.
--Sarah Bakewell
Course Description
Welcome to EDST 1100: “Situated Learning.” As described in the university calendar, the aims of this seminar are as follows:
“This course is framed around situated learning theories in relation to the provisioning of educational experiences in a variety of contexts (e.g., early familial experiences, formal educational experiences, cultural educational experiences, employment educational experiences). Students are first introduced to the major principles of families of learning theories (e.g., behaviourism, cognitivism, social learning theory, social constructivism). This introduction is followed by in-depth study of situated learning theory drawing from Lave and Wenger (1991) a seminal text in the field. Students engage in exploring exemplars of situated learning drawing from theory to understand the factors at play in the exemplars because, as situated learning theory would suggest, the representations of situated learning theory must be situated in relation to reference points. Given any particular learning engagement’s situational parameters, stu.
EDU 151 Thematic Unit Required ComponentsThematic Unit Requireme.docxtidwellveronique
EDU 151 Thematic Unit Required Components
Thematic Unit Requirements
Component Parts of Selected Thematic Unit
A) Study Topic - Select a specific appropriate topic reflecting children’s interests and experiences. Topics that are too broad or not developmentally applicable will not be considered. Examples of this type of topic include Ocean, Rain Forest, Outer Space. Examples of specific appropriate topics are shoes, worms, rocks.
A)
B) Age Level –“Birth through Second Grade” Select an age or grade level.
B)
C) Focus - Develop a one-sentence focus statement that summarizes the direction and intent of the unit.
C)
D) Objectives - Identify three or four specific objectives you wish children to master by the completion of the unit, use the appropriate NC Early Learning Standards for the age of the child.
D)
E) Resources - You will need to cite all resources used throughout the study topic. For example: Internet resources (specific web site), printed resources, magazines, newspaper, journals, audio/visual resources, field trips, etc.
E)
F) Extensions Activities - Complete the attached Lesson Plan Forms in detail. You should also include two extension activities (extended activities or enrichment activities).
F)
G) Discussion Questions – Include at least three open-ended questions that will help children think about the topic in varied and divergent ways.
G)
H) Literature Selections - Select children’s books that relate to the theme and are developmentally appropriate for the children you will be working with
H)
I) Culminating activity - The culminating activity is a project or activity that engages children in a meaningful summarization of their discoveries and leads to new ideas, understandings and connections.
J) Evaluation - Devise appropriate means of evaluating children’s progress throughout the unit based on the objectives chosen above.
Student Name: _________ Date: _________
Assessment Name: Study Topic Unit
This assessment is used in every section of EDU 151
This assessment is designed to focus on Standards #4 and #5
This assessment is designed to focus on Supportive Skill # 3, #4, and #5
D/F
C
B
A
100
Unsatisfactory
Average
Good
Very Good
Standard or
Supportive Skill
Key Elements
Basic Knowledge
Comprehension
Application
Synthesis
Comments
Standard 4: Using Developmentally Effective Approaches to Connect with Children and Families
(Attach Weekly Planning Form to Standard 4c in School Chapters)
4c. Using a broad repertoire of developmentally appropriate teaching/learning approaches
Activities are not developmentally appropriate and do not incorporate a range of teaching approaches
0 – 12
Activities are mostly developmentally appropriate and incorporate a few teaching approaches
13
Activities are developmentally appropriate and incorporate varied teaching approaches
14
Activities are developmentally appropriate and incorporate a wide array of teaching approache.
EDSP 429
Differentiated Instruction PowerPoint Instructions
The purpose of this assignment is to produce a PowerPoint presentation that demonstrates your ability to apply course concepts and vocabulary to the topic of differentiated instruction.
Differentiated instruction is a form of instruction that seeks to maximize each student’s growth by recognizing that students have different ways of learning, different interests, and different ways of responding to instruction. In practice, it involves offering several different learning experiences in response to students’ varied needs. You will use theories, vocabulary, and models to construct a PowerPoint presentation that gives an overview of differentiated instruction.
1. Construct the PowerPoint presentation as if you were addressing peers in an in-service training on differentiated instruction.
2. The PowerPoint presentation must be 7–12 slides.
3. The PowerPoint presentation must address the following topics:
· Definition of differentiated instruction
· Advantages to students with special needs
· At least 3 specific examples of differentiated instruction
· References page
The Differentiated Instruction PowerPoint is due by 11:59 p.m. (ET) on Monday of Module/Week 5.
EDSP 429
D
IFFERENTIATED
I
NSTRUCTION
P
OWER
P
OINT
I
NSTRUCTIONS
The purpose of
this assignment is to produce a
PowerPoint
p
resentation that demonstrates
your
ability to apply course concepts and vocabulary to the topic of
d
ifferentiated
i
nstruction
.
Differentiated
instruction is a form of instruction that seeks to maximize each student
’
s growth
by recognizing that students have different ways of learning, different interests, and different
ways of responding to instruction. In practice, it involves offering several
different learning
experiences in response to students
’
varied needs.
You will
use theories, vocabulary, and models
to construct a
PowerPoint
p
resentation that gives an overview of differentiated
instruction
.
1.
Construct the
PowerPoint
presentation as if yo
u were addressing peers in an in
-
service
training on differentiated instruction.
2.
The
PowerPoint
presentation
must
be 7
–
12
slides
.
3.
The
PowerPoint
presentation
must
address the following topics:
·
Definition of differentiated
i
nstruction
·
Advantages to student
s with special needs
·
At least 3
specific examples
of differentiated instruction
·
References
page
The
Differentiated Instruction
PowerPoint
is due by 11:59 p.m. (ET) on Monday of
M
odule/
W
eek
5
.
EDSP 429
DIFFERENTIATED INSTRUCTION POWERPOINT INSTRUCTIONS
The purpose of this assignment is to produce a PowerPoint presentation that demonstrates your
ability to apply course concepts and vocabulary to the topic of differentiated instruction.
Differentiated instruction is a form of instruction that seeks to maximize each student’s growth
by recognizing that students have different ways of learning, different interests,.
EDSP 429Fact Sheet on Disability Categories InstructionsThe pu.docxtidwellveronique
EDSP 429
Fact Sheet on Disability Categories Instructions
The purpose of this assignment is to produce a Fact Sheet that demonstrates your ability to articulate the characteristics of each of the IDEA recognized categories of disabilities.
The Individuals with Disabilities Education Act guarantees a free appropriate public education to eligible children with disabilities. It specifically identifies 13 categories of disabilities that are entitled to special education services. Using relevant reliable websites and your text, you are to construct a Fact Sheet that explains each of the disability categories in terms that are understandable for the general public.
1. Develop the Fact Sheet as if it would be used to educate parents or others in the general public about disabilities that receive special education services.
2. Include an introduction stating the purpose of the fact sheet and the information provided.
3. Each disability category must be fully defined.
4. A minimum of 3 sources should be cited and referenced, one of which should be the textbook.
5. A reference page must be included.
The Fact Sheet on Disability Categories is due by 11:59 p.m. (ET) on Monday of Module/Week 2.
EDSP 429
F
ACT
S
HEET ON
D
ISABILITY
C
ATEGORIES
I
NSTRUCTIONS
The purpose of
this assignment is to produce a
Fact Sheet
that demonstrates
your
ability to
articulate the charac
teristics of each of the IDEA
recognized categories of disabilities.
The Individuals with Disabilities Education Act guarantees a free appropriate public education to
eligible children with disabilities. It specifically identifies 13 categories of disabilities that are
entitled to special education services. Using
relevan
t reliable websites and your text, you are to
construct a Fact Sheet that explains each of the disability categories in terms that are
understandable for the general public.
1.
Develop the Fact Sheet as if it would be used to educate parents or others in th
e general
public about disabilities that receive special education services.
2.
Include an introduction stating the purpose of the fact sheet and the information provided.
3.
Each disability category must be fully defined
.
4.
A minimum of 3 sources should be cited
and referenced, one of which should be the
textbook.
5.
A reference page must be included.
The
Fact Sheet on Disability Categories
is due by 11:59 p.m. (ET) on Monday of
M
odule/
W
eek
2
.
EDSP 429
FACT SHEET ON DISABILITY CATEGORIES INSTRUCTIONS
The purpose of this assignment is to produce a Fact Sheet that demonstrates your ability to
articulate the characteristics of each of the IDEA recognized categories of disabilities.
The Individuals with Disabilities Education Act guarantees a free appropriate public education to
eligible children with disabilities. It specifically identifies 13 categories of disabilities that are
entitled to special education services. Using relevant reliable websites and your.
EDSP 370Individualized Education Plan (IEP) InstructionsThe .docxtidwellveronique
EDSP 370
Individualized Education Plan (IEP) Instructions
The purpose of this assignment is to provide a means of practice in IEP development. You will be expected to produce an IEP – full in its overall scope but not in-depth. This will allow you to apply the knowledge learned within the course as a whole. The IEP will be written in three phases in order to provide assistance and feedback as well as allow for improvements. ONLY DO PHASE 1. STOP WORKING WHEN YOU SEE THIS:
THIS IS THE END OF THE WEEK 3 ASSIGNMENT.
· Phase 1
You will complete the following components of the IEP:
Notice
Cover Page
Factors
Present Level of Performance (PLOP)
Diploma Status
Phase 11 and 111 will get competed in weeks to follow (DO NOT COMPLETE THIS PORTION).
· Phase II
You will revise IEP 1 based on instructor comments and complete the
following additional components:
Goals
Objectives
Accommodations/Modifications
Participation in State Accountability and Assessment System
· Phase III
You will revise IEP II based on instructor comments and complete the
following additional components:
Least Restrictive Environment (LRE)
Transition
Extended School Year (ESY)
Parent Consent
You will be using the Michael Jones case study which has been provided with the instucstions to this. All portions of the IEP will pertain to Michael. It is understood that it will be difficult to fully consider the development of an IEP without more exhaustive details considering Michael’s educational and functional strengths and weaknesses.
To complete the IEP, it will be necessary to review all of the assigned reading and presentations. You may also research current information on Virginia Department of Education’s website. These resources provide valuable information and examples to help create the IEP. You will use the IEP template that is a sample created from the VA DOE’s sample IEP, also located in the Assignment Instruction folder for Module/Week 3.
Page 1 of 1
SAMPLE
School Division Letterhead
IEP MEETING NOTICE
Date:
To:
Susie and Robert Jones________________
and
Michael______________________________________
Parent(s)/Adult Student Student (if appropriate or if transition will be discussed)
You are invited to attend an IEP meeting regarding Michael Jones
Student’s Name
PURPOSE OF MEETING (check all that apply):
· IEP Development or Review
· IEP Amendment
· Transition: Postsecondary Goals, Transition Services
· Manifestation Determination
· Other: ________________________________________________________________________________
The meeting has been scheduled for:
Date Time Location
Meetings are scheduled at a mutually agreed upon place and time by y.
The document provides instructions for an assignment in EDSP 377 that involves creating a lesson plan to teach a pre-K student with autism named Johnsaan to ask for help using words. Students are asked to develop a 2-page lesson plan incorporating the 5 major components outlined in Chapter 5 and a 1-page reflection. The lesson plan should teach Johnsaan to replace grunting and hand waving with asking for help verbally in order to reduce his challenging behaviors. The reflection should address the rationale for the lesson, review the planning process, and identify challenges and solutions.
EDSP 377
Autism Interventions
1. Applied Behavior Analysis (ABA)
2. Auditory Integration Training (AIT)
3. Biochemical Therapies
4. Circle of Friends
5. Computer Aided Instruction
6. Dietary Restrictions and/or Supplements (including enzymes and vitamins)
7. DIR/Floortime Approach (Greenspan)
8. Discrete Trial Training (DTT)
9. Early Intervention Behavioral Intervention (EIBI)
10. Early Start Denver Model (ESDM), for young children with autism
11. Functional Communication Training (FCT)
12. Holding Therapies
13. Hyperbaric Oxygen Chamber Treatments
14. Joint Attention Interventions
15. Music Therapy
16. Naturalistic Intervention
17. Options Therapy (Son Rise)
18. Peer Mediated Instruction and Intervention
19. Pharmacological Approaches
20. Picture Exchange Communication System (PECS)
21. Pivotal Response Training (PRT)
22. Play Groups
23. Power Cards
24. Relationship Development Intervention (RDI)
25. Research on Connection with Mercury and the MMR to autism
26. Research on Siblings of Children with Autism
27. Research on Transition Services for Employment
28. Research on Transition to the Adult World
29. Research on Twin Studies
30. SCERTS Model (Social Communication, Emotional Regulation, and Transactional Support)
31. Sensory Integration
32. Sign Language
33. Social Stories
34. TEACCH (Treatment and Education of Autistic and related Communication-handicapped Children)
35. Visual Strategies and Supports
36. Video Modeling
A
UTISM
I
NTERVENTIONS
1.
Applied Behavior Analysis (ABA)
2.
Aud
itory Integration Training (AIT)
3.
Biochemical Therapies
4.
Circle of Friends
5.
Computer Aided Instruction
6.
Dietary
R
estrictions and/or
S
upplements (including enzymes and vitamins)
7.
DIR/Floortime Approach (Greenspan)
8.
Discrete Trial Training
(DTT)
9.
Early Intervention Behavioral Intervention (EIBI)
10.
Early Start Denver Model (ESDM)
,
for young children with autism
11.
Functional Communication Training (FCT)
12.
Holding Therapies
13.
Hyperbaric Oxygen C
hamber Treatments
14.
Joint
Attention Interventions
15.
Music Therapy
16.
Naturalistic Intervention
17.
Options Therapy (Son Rise)
18.
Peer
M
ediated
I
nstruction and
I
ntervention
19.
Pharmacological
A
pproaches
20.
Picture Exchange Communication System (PECS)
21.
Pivotal Response Training
(PRT)
22.
Play Groups
23.
Power Cards
24.
Relationship Development Intervention (RDI)
25.
Research on
C
onnection with
M
ercury and the MMR to autism
26.
Research on
S
iblings of
C
hildren with
A
utism
27.
Research on
T
ransition
S
ervices for
E
mployment
28.
Research on
T
ransition to the
A
dult
W
orld
29.
Research on
T
win
S
tudies
30.
SCERTS Model (Social
Communication
,
Emotional Regulation
, and
Transactional Support)
31.
Sensory Integration
32.
Sign
L
anguage
33.
Social Stories
34.
TEACCH (Treatment and Education of Autistic and related
Communication
-
handicapped C
h
ildren)
35.
Visual Strategies
and .
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
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তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
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Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
How to Build a Module in Odoo 17 Using the Scaffold Method
ED523 Research Analysis Purpose Finding research-based instruc.docx
1. ED523 Research Analysis
Purpose:
Finding research-based instructional practices that are
applicable to your unique classroom situation can inform your
practice. In this assignment you will use the ERIC database in
the University Library to select an article to analyze. In Unit 3,
you will write a lesson plan using what you have learned from
this article about your chosen instructional technique.
Directions:
Choose one instructional method that is applicable to your
unique classroom situation. This can be based on what you have
learned in previous courses or from your own experience. Some
suggestions can be found in the Bullmaster literature review in
Unit 2.
Go to the University Library to search the ERIC, Academic
Search Premier, or Professional Development Collection
databases and select one full text article on your chosen
instructional method. Examples of possible topics might be
discovery learning, scaffolding, nonlinguistic representations,
cooperative learning, etc. (This topic can also be used for your
Literature Review due in Unit 6. If you find several articles of
interest, you might want to save them for your Literature
Review.)
Write a 2-3 page paper analyzing and reflecting on the article
you read. Use the following headers and discussion questions to
frame your research analysis assignment.
Research Problem:
· What are the research questions? What is the hypothesis being
tested?
Literature Review/ Theoretical Framework: (This will be a
summary of the author’s literature review included in the
article. You will not need to create a new literature review.)
· What general field of knowledge does this study investigate?
2. Examples could include: Research on Teacher Effectiveness,
Research on Self-Reflective Learning, Research on Gender
Differences in Mathematics Performance, etc.
· List three key points from the study’s literature review that
help the reader understand what is already known about the
subject, and the purpose of this study in light of other studies.
· Cite at least one study used by the author for each of the three
points you list.
Research Design:
· Describe the research design (experimental, correlational,
descriptive, etc.).
· Describe the method(s) of data collection.
· Describe the method(s) of data analysis.
· Experimental studies seek to prove cause-and-effect
relationships. The role of the researcher is to introduce a change
(known as a "treatment") into a situation and note the results.
Collecting data in experimental studies is accomplished through
observation, "counting," and measurement. The data is then
analyzed by statistical methods. These studies are sometimes
referred to as quantitative studies.
· Correlational studies can be descriptive or experimental, and
they seek to prove a relationship between events without any
manipulation of those events by the researcher. Data from
correlational studies is analyzed by statistical methods.
· Descriptive or qualitative studies report and analyze
descriptions of educational settings, events, or processes
without seeking to change these settings, events, or processes.
Descriptive studies often take the form of case studies. Data in
these studies is collected through interviews, observation notes,
audio and video records of activities, and open-ended survey
responses. Descriptive studies do not analyze data with
sophisticated statistical methods and do not prove cause-and-
effect relationships between events.
4. Arcadia University
To optimize students’ learning outcomes, educators are
increasingly expected to use instruc-
tional practices shown to be effective by credible research. To
help make this possible, or-
ganizations and scholars are producing resources that
summarize research related to various
instructional practices. However, as the collection of resources
grows in size and complexity,
it can be difficult and frustrating for practitioners to locate and
utilize this information. In
this article, we describe the 6S Pyramid (DiCenso, Bayley, &
Haynes, 2009), a framework for
efficiently and accurately prioritizing different types of
research evidence. We also identify and
briefly summarize Internet resources corresponding with each
level of the Pyramid that can
be used to identify research-based practices for students with
learning disabilities. To illustrate
how the 6S Pyramid can be used in school and classroom
settings, we begin and end the article
with vignettes featuring a pair of co-teachers seeking to
improve instruction for their students
who struggle with reading.
MS. MARKLOFF AND MS. HUTCHINSON: ACT I
Ms. Markloff is a second-year, general education teacher.
This year, she is teaching a diverse, inclusive class of 24
fourth graders, six of whom have learning disabilities (LD),
and struggle with reading. An additional four students in the
class have not been identified with LD, but consistently score
below grade-level expectations on the state reading assess-
ment. During the language arts period, Ms. Hutchinson, a
special education teacher, provides push-in support for the
5. students who struggle with reading. The progress monitor-
ing data Ms. Markloff and Ms. Hutchinson gathered during
the first 2 months of school suggest that their core literacy
instruction is effective for most of the class. However, the
teachers are very concerned because several students, in-
cluding those with LD, are not making adequate gains.
As the teachers begin to brainstorm how to improve
reading instruction for the students who are struggling,
they recall a workshop they attended last year, where the
presenter encouraged them to use the Internet as a tool to
identify effective instructional practices. Ms. Markloff and
Ms. Hutchinson cannot recall the specific Web sites the
presenter recommended, so they reach out and ask several
colleagues, as well as a couple of their former college
professors, for suggestions. They set aside an hour and a
Requests for reprints should be sent to Tanya Santangelo,
Arcadia Uni-
versity. Electronic inquiries should be sent to [email protected]
half after school the following Friday to check out their
leads. When Friday afternoon arrives, they compile the
recommendations they received into a list that includes more
than 10 Web sites, such as What Works Clearinghouse and
National Center on Intensive Intervention (see Table 1).
As Ms. Markloff and Ms. Hutchinson navigate the Web
sites, they become increasingly frustrated and overwhelmed
with the magnitude, variability, and complexity of informa-
tion across the different websites they visit. Many sites have
far more information than they expected—much of which they
find to be confusing and not directly related to their students.
They also discover a lack of consistency in the types of re-
sources available. For example, some sites offer narrative
summaries of the research related to a particular topic area,
others rate the effectiveness of particular practices and pro-
6. grams using specific criteria, and one site evaluates partic-
ular elements of individual studies. When the teachers finish
exploring the last Web site on their list, they realize nearly
two hours has passed; yet they are still unsure of how to
improve their instruction to help their students who struggle
with reading. Disappointed and frustrated after their expe-
rience, Ms. Markloff and Ms. Hutchinson find themselves
questioning whether Internet resources really DO offer use-
ful information for teachers.
We suspect that many teachers find themselves in situ-
ations similar to Ms. Markloff and Ms. Hutchinson. That
is, they want to find the most effective practices for
improving the outcomes of their struggling learners, and
92 SANTANGELO ET AL.: 6S PYRAMID
TABLE 1
Summary of Internet Resources
Levels of Information Offereda
Name of Internet Resource Web Address 2 3 4 5
Best Evidence Encyclopedia www.bestevidence.org X
Center on Instruction www.centeroninstruction.org X X
Current Practice Alerts www.teachingld.org/alerts X
National Center on Intensive Intervention
www.intensiveintervention.org X
National Dissemination Center for Children with Disabilities
www.parentcenterhub.org X
National Secondary Transition Technical Assistance Center
www.nsttac.org X
What Works Clearinghouse www.ies.ed.gov/ncee/wwc X X X
7. aRefers to the levels of evidence in the 6S Pyramid (DiCenso et
al., 2009), as shown in Figure 1.
they like the idea of using practices shown to be effective
by credible research evidence. However, despite the grow-
ing number of resources available on the Internet related
to instructional practices supported by scientific research
(i.e., research-based practices (RBPs); further defined in the
next section), information from the Internet can be mislead-
ing, overwhelming, and difficult to translate into practice.
In this article, we describe a model for guiding special ed-
ucators through the maze of Internet resources related to
RBPs for students with LD. Specifically, after providing a
brief overview of RBPs and their importance for special ed-
ucators, we discuss the 6S Pyramid (DiCenso, Bayley, &
Haynes, 2009) and how it can help practitioners efficiently
and accurately prioritize RBPs for students with LD that can
be found on a number of existing Internet resources. We con-
clude with a description of Ms. Markloff and Ms. Hutchinson
using the 6S Pyramid and Internet resources described in this
article to identify RBPs for their students who struggle with
reading.
RBPs
Although no instructional program or technique works for
every student, some practices are generally more effective
than others for improving student outcomes (Cook, Smith, &
Tankersley, 2012; Hattie, 2009). Because scientific research
has an unparalleled track record of determining which prac-
tices work best (Odom et al., 2005; Slavin, 2002, 2008), re-
cent educational reforms and laws emphasize identifying and
implementing practices shown by sound, scientific research
to be effective (Yell & Rozalski, 2013). In this article, we
use the term RBPs to refer generally to instructional strate-
8. gies, techniques, and programs shown by credible scientific
research to be effective. We distinguish RBPs from evidence-
based practices which, according to Cook and Cook (2013),
are a subset of RBPs with research bases that meet rigorous
standards related to research design, quality, and quality (e.g.,
Gersten et al., 2005; Horner et al., 2005). Thus, in this arti-
cle we use RBPs synonymously with “empirically validated
practices” to refer to practices supported as effective by sci-
entific research, but with research bases that do not necessar-
ily meet the rigorous standards required for evidence-based
practices.
Although RBPs can help improve outcomes for all learn-
ers, they are especially important for students with LD, who
require highly effective instruction to reach their goals and
potential (e.g., Swanson, Harris, & Graham, 2013). The re-
search base on interventions for students with LD, however, is
large, varied, and technical (Cook et al., 2012). Miech, Nave,
and Mosteller (2005) referred to this as the 20,000 article
problem because approximately 20,000 education-related ar-
ticles are published annually and, clearly, educators do not
have time to read and make sense of that much information.
Moreover, even if time were not a barrier, many educators
do not have the advanced training necessary to critically
analyze the research base. In response to this problem, ed-
ucational organizations and scholars have begun to appraise
and synthesize research findings to help practitioners and
other stakeholders readily identify RBPs (Odom et al., 2005;
Slavin, 2002, 2008). However, like the research bases they
intend to simplify, the growing array of resources has be-
come sizeable, diverse, and complicated. As Ms. Markloff
and Ms. Hutchinson discovered, rather than streamlining the
process of determining what works, these resources may un-
intentionally confound the problem by adding another layer
of information through which practitioners must sift.
9. IDENTIFYING INTERNET RESOURCES FOR
RBPs
We used the following process to locate and analyze the re-
sources described in this article. First, we conducted a search
of Internet resources that we and our colleagues identified as
potentially including information about RBPs for students
with LD to determine which ones offer free and publicly
available information corresponding with different levels
of the 6S Pyramid. Specifically, we focused on practices
targeting academic (e.g., reading, math, writing, content
area knowledge) and other college- and career-readiness
outcomes (e.g., functional life and transition skills) for
K-12 students. Thus, assessment (e.g., curriculum-based
measurement) and behavioral interventions (e.g., school-
wide positive behavioral support) were not included. We
also restricted our focus to resources that synthesize and
appraise evidence from studies using research designs
generally recognized as establishing cause and effect
LEARNING DISABILITIES RESEARCH 93
relationships: true random experiments (e.g., randomized
control trials), quasi-experiments, and single-case studies
(Cook, Tankersley, Cook, & Landrum, 2008; Odom et al.,
2005). We originally planned to only include information
derived from research conducted exclusively with students
with LD. However, given the scarcity of such resources, we
decided to also include information derived from research
with samples that include students with LD along with other
groups, such as students determined to be at risk of academic
failure. In subsequent sections of this article, we note when
the participants involved in research supporting a practice
are not just students with LD. Through our initial search,
10. we identified seven relevant Internet resources that provide
information on RBPs for students with LD that correspond
with one or more levels of the 6S Pyramid (see Table 1).
Next, two authors independently examined all of the RBP-
related resources available at the seven web sites and docu-
mented critical characteristics of each relevant publication
found (e.g., title, level/type of evidence, percentage of stu-
dents with LD in the sample, targeted outcome area, pri-
mary findings). The data collected by the two authors were
then compared and the few differences found were resolved
through discussion (inter-rater reliability, calculated as to-
tal% agreement, >99 percent). Our review and analysis of
the Web sites took place during the fall and spring of 2013
and was updated in September of 2014.
THE 6S PYRAMID
The 6S Pyramid (DiCenso et al., 2009; see Figure 1) is a
framework for categorizing and prioritizing resources that
appraise and synthesize research findings. The 6S Pyramid
was developed in the field of medicine to help doctors and
other professionals make decisions based on the best avail-
able research evidence (e.g., Robeson, Dobbins, DeCorby,
& Tirilis, 2010). The Pyramid represents a hierarchy of ev-
idence in which higher levels provide increasingly accurate
and efficient types of information. Therefore, when search-
ing for RBPs using the 6S Pyramid, practitioners should
start at the highest possible level and only work down to
lower levels as necessary. For some well-researched practices,
the highest level of available evidence might be a summary
of the research (Level 2). In contrast, the highest level of
evidence for a practice that is not yet well-researched might
be a single study (Level 6). In the following sections, we
describe each level in the 6S Pyramid and summarize Inter-
net resources currently available to educators. Because each
11. level of the Pyramid builds on information from lower levels,
we begin our description at the bottom and move up.
Level 6: Studies
The lowest level in the 6S Pyramid is studies. Although indi-
vidual studies are the building blocks of research bases, a sin-
gle study, by itself, offers relatively little value to practitioners
looking to identify RBPs (DiCenso et al., 2009). No study is
perfect or represents “the truth.” Indeed, many studies con-
tain bias and may report misleading findings (Cook, 2014).
As such, examining the effectiveness of a practice should in-
volve consideration of findings from multiple, high-quality,
experimental studies. However, searching for, critically ana-
lyzing, and synthesizing the findings of multiple studies are
incredibly time-consuming tasks and, thus, are not practical
for busy educators to do on their own (Haynes, 2001). Given
the availability of more efficient and accurate information at
higher levels of the Pyramid, examining original studies is
not the preferred method to determine the effectiveness of a
practice and should only be used when higher-level resources
are unavailable.
Level 6 Resources
Individual studies examining the impact of instructional prac-
tices for students with LD were not offered at any of the Web
resources we examined. However, they are readily available in
professional journals, such as Learning Disabilities Research
& Practice. Google Scholar (www.scholar.google.com) and
ERIC (www.eric.ed.gov) are two search engines educators
can use to search for individual studies, and they are also
available through many public and university-based libraries.
Level 5: Synopses of Studies
12. Synopses of studies are concise, accessible descriptions of
individual studies written by experts (DiCenso et al., 2009).
Synopses of studies are beneficial to practitioners because
they summarize the critical elements of the original research
into a much shorter format, typically using nontechnical lan-
guage. Most synopses of studies also include an evaluative
commentary that highlights important strengths and limita-
tions of the study. Therefore, reading a synopsis of a study is
more accurate and efficient than reading the original study.
Nonetheless, study synopses are limited because they only
provide evidence from one study. Confidence in the effective-
ness of a practice is greatly increased when multiple studies
are considered and the results are consistent (Moonesinghe,
Khoury, & Janssens, 2007). Because of the important limi-
tations associated with considering evidence one study at a
time, all higher levels of the 6S Pyramid consider findings
across multiple studies.
Level 5 Resources
We identified two Internet resources that currently offer Level
5 information related to instructional practices for students
with LD: What Works Clearinghouse (WWC) and National
Center on Intensive Intervention. The study synopses pro-
duced by the WWC are called “Single Study Reviews” and
can be accessed by clicking the “Single Study Reviews” link
located on WWC’s home page. Each Single Study Review
includes a concise summary of the targeted study’s features
and findings, as well as a rating of research quality (i.e., meets
WWC evidence standards without reservations, meets WWC
evidence standards with reservations, or does not meet WWC
evidence standards). Although the WWC had produced more
13. 94 SANTANGELO ET AL.: 6S PYRAMID
FIGURE 1 The 6S Pyramid (DiCenso, Bayley, & Haynes, 2009).
than 80 Single Study Reviews at the time of our review, only
one was a synopses of a study that included students with
LD (i.e., Same-Language-Subtitling [SLS]: Using Subtitled
Music Video for Reading Growth). Because WWC releases
several new Single Study Reviews each month, we anticipate
additional LD-related Level 5 resources will be available
from WWC in the future.
The study synopses produced by National Center on
Intensive Intervention are organized into a “Tools Chart”
that can be accessed using the “Tools Charts” dropdown
menu at the top of the home page or directly at the
URL: www.intensiveintervention.org/chart/instructional-
intervention-tools. Each synopsis includes: (1) a summary
of the intervention (e.g., targeted students, cost); (2) an
evaluation and description of key elements related to
research quality (e.g., design, fidelity); (3) details related
to implementation (e.g., group size, duration, training);
(4) a description of the findings (e.g., effect size for all
participants as well as targeted subgroups, such as students
with LD); and (5) related research (i.e., number of additional
studies evaluating the practice and whether they have been
reviewed by WWC). At the time of our review, 59 study
synopses were available from National Center on Intensive
Intervention. Consistent with the organization’s mission,
all of the synopsized studies focused on students with
academic difficulties and 19 specifically included students
with LD in the sample (16 studies targeted literacy and 3
focused on math). Practitioners should prioritize practices
that are supported as effective by multiple, high-quality
studies for a target population (e.g., elementary students
with LD). For example, in the “Tools Chart,” we found
14. three studies evaluating Stepping Stones to Literacy, all of
which involved kindergarten participants, received positive
ratings for study quality, and showed positive effects on
reading and prereading outcomes. Thus, educators can have
considerable confidence in the effectiveness of this practice
for this population.
Level 4: Syntheses
Syntheses draw conclusions about the effectiveness of a
practice by systematically considering findings across mul-
tiple experimental studies. A research synthesis can, then,
be thought of as a “study of studies.” Because it is unclear
whether the results from any individual study are accurate or
generalizable until they are (or are not) confirmed by other
studies, replication is one of the foundational tenets of scien-
tific inquiry (Jasny, Chin, Chong, & Vignieri, 2011). Since
syntheses consider the findings of multiple studies, they rep-
resent a higher level of evidence than individual studies.
Reading a synthesis is also more efficient than reading all of
the individual studies included in the review. Because of their
advantages, syntheses are being conducted with increasing
frequency to determine what works in education, including
for students with LD (e.g., Swanson et al., 2013).
A common type of synthesis used to identify RBPs is a
meta-analysis. In a meta-analysis, researchers establish crite-
ria for what studies will be included in their review, and then
calculate the average impact (i.e., effect size) of the practice
across the studies reviewed (Cooper, Hedges, & Valentine,
2009; see Banda & Therrien, 2008, for a practitioner-friendly
introduction to meta-analysis). An evidence-based review is
another type of synthesis used to identify RBPs (Cook et al.,
2012). Similar to meta-analyses, evidence-based reviews an-
alyze multiple studies, but the latter (1) consider only studies
15. LEARNING DISABILITIES RESEARCH 95
that meet quality standards and (2) use predetermined stan-
dards to categorize the effectiveness of the practice based on
the findings from high-quality studies.
Despite their strengths, research syntheses are also sub-
ject to limitations that can impact the accuracy and efficiency
of their results. For example, published syntheses can be
lengthy and, without an understanding of advanced statisti-
cal methods, the details and nuances of the findings can be
challenging to interpret. Also, just like with individual stud-
ies, low quality methods can negatively impact the accuracy
and utility of the findings (Cooper et al., 2009). Moreover,
most practitioners have neither the time nor expertise needed
to critically examine and evaluate a synthesis. Additionally,
because syntheses conducted by different organizations and
researchers do not necessarily use the same methods (e.g.,
different studies are included), they can produce conflicting
results about the effectiveness of a practice (Briggs, 2008;
Cook & Cook, 2013; Slavin, 2008). Finally, syntheses have
not been conducted on all practices, and they can quickly fall
out of date as new research is completed.
Level 4 Resources
We identified five Web sites that currently offer syntheses.
Meta-analyses are available at the Center on Instruction and
evidence-based reviews can be found at WWC, Best Evi-
dence Encyclopedia, National Secondary Transition Tech-
nical Assistance Center, and Current Practice Alerts. The
Center on Instruction has produced two meta-analyses that
include research with samples containing some or all students
16. with LD: Interventions for Adolescent Struggling Readers:
A Meta-Analysis with Implications for Practice; and Math-
ematics Instruction for Students with Learning Disabilities
or Difficulty Learning Mathematics: A Synthesis of the In-
tervention Research. They focus on grades 4–12 and 1–12,
respectively. These syntheses can be found by clicking the
“Special Education” link on the Center on Instruction’s home
page and then selecting “Research: Meta-analyses and Sum-
maries.” Although Center on Instruction is not producing
new publications, all their resources are archived and remain
available.
The evidence-based reviews offered by WWC, called “In-
tervention Reports,” are produced by a team of experts and
include: (1) an overview of the targeted practice, (2) a de-
tailed description of the methods and results for each in-
cluded study, and (3) a list of studies excluded from the
review along with the reasons why. WWC syntheses cate-
gorize practices—based on the number, quality, and effects
of reviewed studies—as having either positive, potentially
positive, mixed, no discernible, potentially negative, or neg-
ative effects (Effectiveness Rating). An Improvement Index
(which summarizes the impact of the intervention in per-
centile points) and an Extent of Evidence Rating (either small
or medium to large) are also provided. WWC Intervention
Reports can be accessed by clicking the “Intervention Re-
ports” link on the home page. At the time of our review,
WWC had published 17 syntheses targeting students with
LD (i.e., included research with samples comprised of at
least 50 percent of students with LD). As shown in Table 2,
TABLE 2
What Works Clearinghouse Ratings for Practices with Reviewed
Research Studies Involving Students with Learning Disabilities
Rating Practice and Grade Level by Outcome Area
18. Potentially Negative Effects Lindamood Phoneme Sequencing
(4)
No Studies Meet Evidence Standards
Alphabetic Phonics, Barton Reading & Spelling System,
Dyslexia Train-
ing Program, Fundations, Herman Method, Read 180,
Reciprocal Teaching,
Unbranded Orton–Gillingham-based Interventions, Voyager
Reading Pro-
grams, Wilson Reading System.
seven of these syntheses include at least one study that met
WWC evidence standards and, thus, these practices received
an Effectiveness Rating.
Whereas WWC syntheses focus on specific practices, the
evidence-based reviews produced by Best Evidence Encyclo-
pedia analyze research related to broader topic areas, such as
elementary mathematics instruction. The rating scale used by
the Best Evidence Encyclopedia to describe the effectiveness
of a practice has six categories: strong evidence of effective-
ness, moderate evidence of effectiveness, limited evidence
of effectiveness—strong evidence of modest effects, limited
evidence of effectiveness—weak evidence with notable ef-
fects, insufficient evidence of effectiveness, and no quali-
fying studies. Each “Best Evidence Synthesis” completed
by the Best Evidence Encyclopedia results in two publica-
tions: a “Full Report,” which comprehensively describes the
synthesis methods and findings, and an “Educator’s Sum-
mary,” which is a short and easy-to-read summary designed
to help practitioners understand and utilize the synthesis re-
sults. Syntheses can be accessed via the topic-specific links
on the left-hand side of the home page. At the time of our
review, the Best Evidence Encyclopedia offered one synthe-
sis that included research with (K-5) students with LD, titled
19. Effective Programs for Struggling Readers: A Best Evidence
Synthesis.
96 SANTANGELO ET AL.: 6S PYRAMID
TABLE 3
National Secondary Transition Technical Assistance Center
Ratings for Practices with Reviewed Research Studies Involving
Students with
Learning Disabilities
Level of Evidence Practice and Grade/Age Level by Outcome
Area
Academic Skills
Strong Mnemonics (13–17)
Peer Assistance (13–17)
Self-Management (13–16)
Technology (12–22)
Visual Displays (13–16)
Functional Life and Transition Skills
Moderate Self-Advocacy strategy (to teach student involvement
in the IEP meeting, 12–18)
Self-Determined Learning Model (to teach goal attainment, 14–
19)
Self-Directed IEP (to teach student involvement in the IEP
meeting, 12–21)
Simulations (to teach social skills, 12–21)
Training Modules (to promote parent involvement in the
transition process, 15+)
20. Whose Future is it Anyway? (to teach knowledge of transition
planning, 12–16)
Whose Future is it Anyway? (to increase self-determination
skills, 12–16)
Potential Computer-Assisted Instruction (to teach participation
in the IEP process, 12–18)
Mnemonics (to teach completing a job application, 15–16)
The evidence-based reviews published by National Sec-
ondary Transition Technical Assistance Center, called
“Practice Descriptions,” are written specifically for
practitioners. Each includes a brief summary of the prac-
tice, a short description of the research included in the re-
view, a list of additional references, and recommendations
for learning more about implementation (including links to
sample lesson plans). The level of evidence supporting a
practice is rated as strong, moderate, potential, or low. Al-
though National Secondary Transition Technical Assistance
Center’s synthesis process is generally consistent with the
way other organizations (e.g., WWC and Best Evidence En-
cyclopedia) conduct evidence-based reviews, it is unique in
that, sometimes, an existing synthesis (e.g., a meta-analysis
published in a peer-reviewed journal) is used to develop
a Practice Description (rather than independently locating
and analyzing the individual studies). At the time of our
review, 14 Practice Descriptions included research with stu-
dents with LD (see Table 3). They can be accessed from the
“Evidence-based Practices” tab at the top of their home page
or directly from http://nsttac.org/content/evidence-based-
practices-secondary-transition.
The Council for Exceptional Children’s Division for
Learning Disabilities and Division for Research collabora-
tively produce a series of “Current Practice Alerts”. Like Na-
tional Secondary Transition Technical Assistance Center’s
21. Practice Descriptions, Current Practice Alerts are written
specifically for educators and include a concise description
of the targeted practice and research. Current Practice Alerts
rate the effectiveness of practices reviewed as either Go for It
(evidence suggests a high likelihood of effectiveness) or Use
Caution (either insufficient evidence to determine effective-
ness or evidence indicating small, no, or negative effects).
Current Practice Alerts differ from the systematic synthe-
ses produced by WWC, Best Evidence Encyclopedia, and
National Secondary Transition Technical Assistance Center
because a uniform set of predetermined standards is not used
to categorize the effectiveness of each practice reviewed.
Rather, authors, who are experts in the field, make a decision
based on their own interpretation of the research (which is
then reviewed and verified by the Alerts Editorial Commit-
tee). As shown in Table 4, 16 Current Practice Alerts that
include research with students with LD were available at the
time of our review.
In addition to the Web resources described above, re-
search syntheses examining the effectiveness of instructional
practices for students with LD are frequently published
in professional journals. As previously described with
Level 6 resources, Google Scholar, ERIC, and other search
engines can be used to locate relevant syntheses published in
journals. For example, a teacher who wants to improve the
written language skills of his/her students with LD would
find several syntheses by conducting a search using the key
words “learning disabilities,” “meta-analysis,” and “writing
instruction.”
Level 3: Synopses of Syntheses
Synopses of syntheses are brief and accessible reviews
of existing syntheses. They include a summary of the
22. synthesis’ methods, findings, and implications and, in
most cases, an expert evaluation of the research quality
(DiCenso et al., 2009). Synopses of syntheses preserve
the strengths of syntheses (e.g., determining effectiveness
across multiple studies), while addressing some of their
limitations (e.g., significant time and expertise required to
critically analyze methods and interpret results). Nonethe-
less, it is important to recognize, like Level 5 and Level
4 evidence, Level 3 synopses are only as good as the
original research on which they are based (Windish, 2013).
Additionally, they are relatively rare in education and, as
with syntheses, they become outdated as more research is
conducted.
LEARNING DISABILITIES RESEARCH 97
TABLE 4
Current Practice Alerts Ratings for Reviewed Practices
Rating Practice and Grade Levela by Outcome Area
Multiple Academic Domains and Content Areas
Go For It • Direct Instruction (K-12)
• Class Wide Peer Tutoring (K-12)
• Cognitive Strategy Instruction (K-12)
• Graphic Organizers (K-12)
• Mnemonics (K-12)
• Self-Determined Learning Model of Instruction (not specified)
• Vocabulary Instruction (K-12)
Use Caution • Cooperative Learning (K-12)
• Co-teaching (K-12)
• Learning Styles (not specified)
23. Reading
Go For It • Fluency Instruction (not specified)
• Phonics Instruction (beginning readers and older students with
reading difficulties)
• Phonological Awareness Acquisition and Intervention
(beginning readers)
• Reading Comprehension Strategy Instruction (not specified)
Use Caution • Reading Recovery (not specified)
Writing
Go For It • Self-Regulated Strategy Development for Writing
(upper-elementary through middle school)
aMost Current Practice Alerts indicate a relevant age range,
rather than the specific grades represented in the research used
to determine the rating.
Level 3 Resources
Center on Instruction and National Dissemination Center for
Children with Disabilities are the two Internet resources we
identified that currently offer synopses of syntheses related
to students with LD. Center on Instruction’s synopses are
written for practitioners and include an easy-to-understand
summary of the synthesis methods and findings, as well as
a section devoted to implications for practice. They do not
include an explicit evaluation of the synthesis methods; how-
ever, the syntheses were all chosen to be synopsized because
of their quality. Center on Instruction syntheses can be lo-
cated by clicking the “Special Education” link on the left-
hand side of the home page, and then selecting “Research:
Meta-analyses and Summaries” or by typing “Synopsis” into
the “Search Terms” box at the top of the page. Center on In-
struction offers one synopsis of a synthesis examining ways
24. to improve expository text comprehension for students with
LD, and two others related to writing instruction for all stu-
dents, including those with LD.
National Dissemination Center for Children with Disabil-
ities offers a number of synopses of syntheses, which they
call “Research Summaries.” Each synopsis uses the same,
practitioner-friendly format and offers a summary of the syn-
thesis methods, findings, and implications. As with Center
on Instruction, National Dissemination Center for Children
with Disabilities synopses do not include an evaluative com-
ponent, but syntheses are selected because of their generally
high quality. Eighteen of National Dissemination Center
for Children with Disabilities’ synopses are of syntheses
that included research with samples comprised of students
with LD. They represent a variety of outcome areas (e.g.,
reading, math, writing) and span grades K-12. Because of
discontinued funding, National Dissemination Center for
Children with Disabilities’ original Web site is no longer
active; however, all the publications are archived and remain
available through The Center for Parent Information and
Resources (www.parentcenterhub.org/resources).
Level 2: Summaries
Summaries are publications typically produced by a group
of experts, who seek to integrate all available research ev-
idence (e.g., original research and syntheses) related to a
particular topic area; therefore, they provide highly reliable
recommendations (DiCenso et al., 2009; Haynes, 2006). To
the degree that summaries reflect an entire research base,
they represent the most accurate form of evidence that can
be used to identify RBPs. Additionally, reading a single sum-
mary is much more efficient than reading the large body of
studies and syntheses on which the recommendations in the
25. summary are based. In education, Level 2 summaries are
currently the highest level of evidence available and, thus,
this is the level where educators should begin their search
for information, examining lower levels only when relevant
Level 2 summaries cannot be found. Although summaries do
not exist for all academic areas, they are available for many
key skill areas, such as reading, writing, and mathematics.
Despite their many strengths, it is important to recognize
that, like syntheses, summaries are only as valid as the stud-
ies and the process used to create them (Windish, 2013).
Finally, summaries are not available for all populations (e.g.,
students with LD) in all topic areas. And, as with syntheses,
summaries need to be reviewed and revised periodically so
they do not become outdated.
98 SANTANGELO ET AL.: 6S PYRAMID
Level 2 Resources
“Practice Guides” are the only example of summaries we
identified related to LD. Each Practice Guide is written by a
panel of experts, which includes both researchers and practi-
tioners, and is focused on a specific topic (e.g., reading com-
prehension) and (in most cases) specific student population
(e.g., elementary-aged students; English language learners).
Based on the panel’s extensive and rigorous review of the
available, high quality research, a set of recommendations
for school/classroom practice is offered. Each recommen-
dation is rated as being supported by a strong, moderate,
or minimal level of evidence. Although Practice Guides are
comprehensive, they are written so that practitioners can un-
derstand the panel’s methods and findings and can use them
to guide school/classroom practice. Practices Guides can be
accessed by clicking the “Practice Guides” link on WWC’s
26. home page. At the time of our review, none of the 17 avail-
able Practice Guides focused specifically on students with
LD. However, nine included research involving at least some
students with LD: Assisting Struggling Students with Mathe-
matics; Dropout Prevention; Developing Effective Fractions
Instruction for Kindergarten Through 8th Grade; Effective
Literacy and English Instruction for English Learners in the
Elementary Grades; Improving Adolescent Literacy: Effec-
tive Classroom and Intervention Practices; Improving Math-
ematical Problem Solving in Grades 4 Through 8; Organizing
Instruction and Study to Improve Student Learning; Reduc-
ing Behavior Problems in the Elementary School Classroom;
and Teaching Elementary School Students to be Effective
Writers.
Level 1: Systems
Representing the highest tier of the 6S Pyramid, systems are
computerized decision support tools that summarize all rel-
evant research evidence about a particular practice or topic
(Cullum, Ciliska, Haynes, & Marks, 2008; DiCenso et al.,
2009). Systems provide recommendations—based primar-
ily on Level 2 summaries—in response to practitioner input
(Haynes, 2001, 2006). For example, in medicine, clinicians
can enter patient characteristics and symptoms, and the elec-
tronic system will provide research-based recommendations
aligned to the patient’s specific needs and characteristics. In
medicine, enthusiasm for systems is growing (e.g., Hlyva
et al., 2010; Osheroff et al., 2007). Although systems do not
yet exist in education, we envision them being developed
and utilized in the future. Once this happens, an educator
could enter information about a learner’s characteristics (e.g.,
grade, age, disability information) and target area (e.g., be-
ginning reading skills, math problem solving) via a pulldown
menu on a Web site, and the system would generate a list of
recommended practices based on the best available research
27. evidence. Importantly, the goal of systems is not to replace
professional judgment, but rather to provide individualized,
authoritative, and timely research-based recommendations
to inform and support practitioners’ decision making (Hlyva
et al., 2010).
Considerations and Limitations
When using the 6S Pyramid as a guide for identifying
effective instructional practices, it is important that special
educators bear in mind that different resources use different
procedures and criteria, the levels of the 6S Pyramid may
overlap, RBP-related terminology is used inconsistently,
and implementation of RBPs needs to be supported. Con-
sideration of these issues will inform and optimize special
educators’ use of the 6S Pyramid.
Educators should not assume that RBPs at a given
level of the 6S Pyramid are equivalent across Web
sites/organizations. For example, at Level 4, some syntheses
use stringent criteria applied to a comprehensive search of
the literature as the basis for their conclusions, whereas oth-
ers use no systematic criteria or criteria that are less rigorous.
Similarly, synopses vary in terms of their clarity for practi-
tioners, the depth of information provided, and the presence
and quality of an evaluation. In fact, resources at the same
level may occasionally provide conflicting recommendations
(e.g., one synthesis indicates a practice is effective, but an-
other reports it is not). In such cases, the higher quality re-
sources should carry more weight. If practitioners encounter
conflicting results from resources at the same level of the 6S
Pyramid, we recommend they consult with individuals with
advanced research training and expertise to determine which
is more credible.
Organizations providing resources related to RBPs have
28. not, to our knowledge, designed their products to align di-
rectly with one or more levels of the 6S Pyramid. Rather, the
6S Pyramid is a heuristic framework that we have applied
to existing resources in order to better understand and apply
those resources. Although we believe that the different levels
of the 6S Pyramid make useful distinctions between differ-
ent types of resources, it is important to recognize that it may
be difficult to neatly classify some resources into one of the
six levels. For example, an exhaustive meta-analysis that is
conducted by a group of scholars and includes an expanded
discussion of practical recommendations might reasonably
be considered either a Level 2 (summary) or Level 4 (syn-
thesis). Despite this potential difficulty, it is important to
remember that the guiding principle of the 6S Pyramid is for
practitioners to prioritize resources that incorporate entire re-
search bases, regardless of how we or others may categorize
them.
Terminology related to RBPs is used inconsistently
in the field of special education (Cook & Cook, 2013).
For example, National Secondary Transition Technical
Assistance Center refers to a practice as evidence-based
(with potential evidence) when supported as effective by a
single study. In contrast, other synthesis authors (e.g., Baker,
Chard, Ketterlin-Geller, Apichatabutra, & Doabler, 2009;
Chard, Ketterlin-Geller, Baker, Doabler, & Apichatabutra,
2009) only categorized practices as evidence-based for
students with LD when supported by multiple, high-quality
studies. Additionally, sources use different terms and criteria
to classify the effectiveness of practices. For instance, the
WWC refers to practices supported by the highest level
of evidence as having “positive effects,” whereas National
Secondary Transition Technical Assistance Center uses
29. LEARNING DISABILITIES RESEARCH 99
“evidence-based practices with strong evidence” and the
Current Practice Alerts use “Go For It.” Because these
labels correspond with different criteria, it is important to
understand what a particular term designates.
Although we recommend using the 6S Pyramid to
identify effective practices, it is important to recognize
identifying RBPs is but the first (and perhaps easiest) step
in implementing effective instruction and improving learner
outcomes. As Fixsen, Blase, Horner, and Sugai (2009) noted,
identifying an RBP “is one thing, implementation of that
practice is another thing altogether” (p. 5). Implementing
RBPs successfully over time can be very difficult in schools
and needs to be supported by ongoing training and a
supportive school culture (see Cook & Odom, 2013; Fixsen,
Blase, Metz, & Van Dyke, 2013). Moreover, some recom-
mended practices/programs may entail costs and training not
available to some educators. Additionally, special educators
will need to balance implementing effective practices as
designed (i.e., with fidelity) with adapting them in ways
to optimize their positive impact on students with LD. We
suggest interested educators read Johnson and McMaster’s
(2013) excellent chapter for guidelines on adapting RBPs by
implementing critical elements of RBPs as designed, while
tailoring other aspects of interventions to meet the unique
characteristics and needs of groups and individuals. Finally, it
is important to recognize that even practices with significant
research support will not work for every learner; there will be
“nonresponders” to every practice. As such, even when using
practices at the highest levels of the 6S Pyramid, special
educators should systematically monitor student progress to
evaluate the effects of the practice on individual learners.
Notwithstanding these limitations and considerations, the
30. 6S Pyramid can be a useful tool for educators to efficiently
identify and prioritize RBPs for students with LD using ex-
isting Internet resources. We conclude with the second act
of our vignette, in which Ms. Markloff and Ms. Hutchin-
son demonstrate how the 6S Pyramid can be applied in
practice.
Ms. Markloff and Ms. Hutchinson: Act II
After reading about the 6S Pyramid, Ms. Markloff and Ms.
Hutchinson are excited to conduct a second search for RBPs;
this time, they will use their understanding of hierarchical
levels of evidence to search strategically and efficiently. The
teachers plan to start searching at the top of the Pyramid and
work down only as necessary. Because there are no resources
at Level 1 in education, they begin their search browsing
through the only Level 2 resources available for students
with LD, the Practice Guides, and decide that Improving
Adolescent Literacy: Improving Classroom and Intervention
Practices is the most relevant because it focuses on students
in 4th–12th grade and includes some research with students
with LD.
In the guide, they find five recommendations. The first four
relate to core reading instruction for all students: provide ex-
plicit vocabulary instruction, provide direct and explicit com-
prehension instruction, provide opportunities for extended
discussion of text meaning and interpretation, and increase
student motivation and engagement in literacy learning. Af-
ter discussing these recommendations, Ms. Markloff and Ms.
Hutchinson conclude that they already incorporate these
practices as part of their instructional routine, though the
descriptions and examples in the Practice Guide do provide
them with several new and important ideas for optimizing
their instruction. The teachers recognize they do not imple-
31. ment the fifth recommendation (make available intensive and
individualized interventions for struggling readers that can
be provided by trained specialists), so they read this section
of the guide very carefully and take notes on the recommen-
dations they would like to implement. These include: using
assessments to precisely identify each student’s strengths and
weaknesses, aligning instruction and intervention with stu-
dents’ individual needs, establishing learning goals, utiliz-
ing learning aids, such as graphic organizers, and explicitly
teaching reading strategies.
Ms. Markloff and Ms. Hutchinson decide to search for ad-
ditional resources to help them deepen and extend what they
learned by reading the Practice Guide. Having exhausted
the relevant Level 2 resources, the teachers search next
for Level 3 resources. To their surprise—between National
Dissemination Center for Children with Disabilities and
Center on Instruction—they locate more than 10 synopses
of syntheses related to reading instruction for students with
LD. While reading these publications, they expand and
refine their notes. For example, reading National Dissem-
ination Center for Children with Disabilities’ synopsis of
How Reading Outcomes of Students with Disabilities are
Related to Instructional Grouping Formats: A Meta-Analytic
Review convinces them to use small group instruction more
frequently, because a solid body of research indicates it
improves reading outcomes for students with disabilities,
including those with LD. They also decide to implement peer-
mediated programs, such as peer tutoring and reciprocal
teaching, because they are supported as effective in the syn-
opsis. From National Dissemination Center for Children with
Disabilities’ synopses of Fluency and Comprehension Gains
as a Result of Repeated Reading and A Synthesis of Research
on Effective Interventions for Building Reading Fluency
with Elementary Students with Learning Disabilities, they
learn about the positive outcomes associated with repeated
32. reading and decide to also incorporate repeated reading into
their instructional routine. Center on Instruction’s synopsis
of Improving Comprehension of Expository Text in Students
with Learning Disabilities: A Research Synthesis and several
similar synopses produced by National Dissemination Cen-
ter for Children with Disabilities reinforce what they learned
from the Practice Guide about the effectiveness of con-
tent/text enhancements and cognitive strategy instruction,
and also provide additional suggestions for implementation.
At this point, Ms. Markloff and Ms. Hutchinson review all
of their notes and decide that they have identified a sufficient
number of RBPs to implement based on what they learned
from the Level 2 and Level 3 resources. Rather than try
to implement everything at once, they select two RBPs with
which they feel comfortable and that align well with the needs
of their students: graphic organizers and repeated reading.
They each take one practice to research and set a goal of
finding or making a checklist of the critical elements of each
100 SANTANGELO ET AL.: 6S PYRAMID
practice by the end of next week that they will use to guide
their use of the practices.
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About the Authors
Tanya Santangelo is an Associate Professor in the Department
of Leadership for Educational Equity and Excellence
in the School of Education at Arcadia University. She received
her Ph.D. in Special Education from the University
of Maryland in 2005. Her two primary areas of research/interest
are: developing, validating, and disseminating ef-
fective practices for teaching and assessing writing; and
increasing educators’ knowledge and use of evidence-based
practices.
Leslie C. Novosel is an Assistant Professor in the Department of
39. Special Education at the University of Hawaiʻi at Mānoa.
She received her Ph.D. in Special Education from the University
of Kansas in 2011. Her research interests include evidence-
based practices, school-wide models of response to intervention,
and literacy interventions for adolescents with learning
disabilities.
LEARNING DISABILITIES RESEARCH 101
Bryan G. Cook is a Professor in the Department of Special
Education at the University of Hawaiʻi at Mānoa. He received
his
Ph.D. in Special Education from the University of California at
Santa Barbara in 1997. His research interests include evidence-
based practices, meta-research in special education, and
physical activity among children and youth with high-incidence
disabilities.
Meredith Gapsis is a special education teacher who works in an
inclusive high school English classroom. She is currently
completing her doctoral degree in special education at Arcadia
University. Her dissertation focuses on teachers’ use of Web-
based
resources to identify and implement evidence-based practices.
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