This is a North Central University essay about synthesizing, critiqueing, and interpreting educational neuroscience literature.
Educational neuroscience is an emerging field of study with foundations in neuroscience, cognitive science, biology, developmental psychology, education, and other related disciplines (Ansari, & Coch, 2006; Meltzoff, Kuhl, Movellan, & Sejnowski, 2009). Although literature for the proposed research is limited, the inquiry will explore the development of adult metacognition from the context of cognitive science and neurosciences. The primary aim is to discover if cognitive processes allow metacognition to increase naturally with age. Findings would inform educational practices as well as bridge the gap between education and neuroscience disciplines. Meltzoff, Kuhl, Movellan, and Sejnowski (2009) noted that the human brain must be adaptable with plasticity to prepare our bodies for quick responses to external and internal issues (Neural Plasticity, p. 7). The essay is written in APA format, includes references, and has been graded by an instructor (A).
EDR8203 Week 1 Assignment – Analyze the Scientific Methodeckchela
This is a North Central University course (EDR 8203): Week 1 Assignment – Analyze the Scientific Method. 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.
Educational research, purpose, quality and effectiveness (nguyen du)nguyendu76
This parper critically discusses different viewpoints on the purpose, quality and effectiveness of educational research. Through discussion, implications and recommendations for researchers and policy-makers are provided.
A Study on the Relationship between Scientific Reasoning and Achievement in C...QUESTJOURNAL
ABSTRACT: Reasoning in psychological perspective may be defined as set of mental processes used to derive inferences or conclusions from premises (Samarapungavan, 2009). Reasoning helps us to generate new knowledge and to organize existing knowledge making it more usable for future mental work. Reasoning therefore becomes central to many forms of thought such as scientific, critical, and creative thinking, argumentation, problem solving, and decision making. Reasoning is an inevitable part of the various aspects of academic inquiry. In this paper, the Investigators tried to find out the relationship between Scientific reasoning and Achievement in Chemistry of Secondary school students for total sample and for the subsample Gender. They also tried to find out whether there exists any significant difference in the Scientific reasoning and Achievement in Chemistry of Secondary school students based on their Gender. Proper statistical techniques were used to collect, standardize and Analyze the data
EDR8203 Week 1 Assignment – Analyze the Scientific Methodeckchela
This is a North Central University course (EDR 8203): Week 1 Assignment – Analyze the Scientific Method. 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.
Educational research, purpose, quality and effectiveness (nguyen du)nguyendu76
This parper critically discusses different viewpoints on the purpose, quality and effectiveness of educational research. Through discussion, implications and recommendations for researchers and policy-makers are provided.
A Study on the Relationship between Scientific Reasoning and Achievement in C...QUESTJOURNAL
ABSTRACT: Reasoning in psychological perspective may be defined as set of mental processes used to derive inferences or conclusions from premises (Samarapungavan, 2009). Reasoning helps us to generate new knowledge and to organize existing knowledge making it more usable for future mental work. Reasoning therefore becomes central to many forms of thought such as scientific, critical, and creative thinking, argumentation, problem solving, and decision making. Reasoning is an inevitable part of the various aspects of academic inquiry. In this paper, the Investigators tried to find out the relationship between Scientific reasoning and Achievement in Chemistry of Secondary school students for total sample and for the subsample Gender. They also tried to find out whether there exists any significant difference in the Scientific reasoning and Achievement in Chemistry of Secondary school students based on their Gender. Proper statistical techniques were used to collect, standardize and Analyze the data
An overview of the scientific method and educational research
The classification of types of research by purpose
The classification of types of research by method
Examples of types of research
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.
The project requires that you research a topic that is connected to .docxstandfordabbot
The project requires that you research a topic that is connected to the content that we have studied in the class. Using five resources (journal, academic website, google scholar, etc.) published from 2011-2017, you will create an annotated bibliography that includes an introduction to the topic and a conclusion.
o Introduction: Discuss the topic, why it is of interest to you, and how it relates to this class.
o Annotated Bibliography: Include one per resource. You may use the following structure for each. If a website or online journal entry include the link. Use APA style when creating the reference.
o Conclusion: Summarize the articles and discuss what you learned through the articles. How will you use this information in the future.
Introduction
Annotated Bibliography for EDFN 645 Paper
Reference (Resource) 1:
Summary of the Article (Not the Abstract):
How does this reference relate to the topic of your paper?
Reference (Resource) 2:
Summary of the Article (Not the Abstract):
How does this reference relate to the topic of your paper?
Reference (Resource) 3:
Summary of the Article (Not the Abstract):
How does this reference relate to the topic of your paper?
Reference (Resource) 4:
Summary of the Article (Not the Abstract):
How does this reference relate to the topic of your paper?
Reference (Resource) 5:
Summary of the Article (Not the Abstract):
How does this reference relate to the topic of your paper?
Conclusion
subjects.
WHAT STUDY STRATEGIES HELP
STUDENTS LEARN?
How are you reading this book? Are you underlining or highlighting key sentences? Are you taking
notes or summarizing? Are you discussing the main ideas with a classmate? Are you putting
the book under your pillow at night and hoping the information will somehow seep into your
mind? Students have used these and many other strategies ever since the invention of reading, and
such strategies have been studied almost as long. Even Aristotle wrote on the topic. Yet educational
psychologists are still debating which study strategies are most effective.
Research on effective study strategies is confusing at best. Few forms of studying are found
to be always effective, and fewer still are never effective. Clearly, the value of study strategies depends
on their specifics and on the uses to which they are put (Schunk, 2012). A generalization
about effective study strategies is that effective methods involve learners in reshaping the information,
not just rereading (Callender & McDaniel, 2009) or highlighting without consciously choosing
the most important information to highlight. Research on the most common study strategies
is summarized in the following sections.
Practice Tests
Perhaps the most effective study strategy is taking practice tests aligned with the real test to come.
Test taking, especially when tests require construc.
Week 6PrintAcademic IntegrityCreating change is one of the k.docxlillie234567
Week 6
Print
Academic Integrity
Creating change is one of the key factors of Marriage and Family Therapy. Therefore, it is crucial for you to develop a profound understanding of the different types of change that may occur in therapy and yourself as a therapist and a graduate student. Specifically, now that you have had a few weeks in the graduate program, you will consider if the change is needed in your thoughts regarding academic integrity and writing, conducting research, and time management skills.
As you read last week, systems function with rules. These rules are insights that guide interactions and can be both explicit (a specific curfew time) or implicit (an unspoken understanding about how members of the system should behave; for example, people do not tend to discuss family issues outside the family).
This week, you will focus on explicit rules. Within many academic fields, a set of rules is established to inform how authors in the field communicate. In the field of MFT, the American Psychological Association’s (APA) formatting guidelines are followed. These guidelines identify how to properly cite sources and how to structure an academic paper so you produce work that adheres both to NCU’s and to your profession’s academic integrity standards. In a nutshell, academic integrity involves you producing original work for each assignment and giving credit appropriately when you use others’ work to support your ideas. Not following this policy (submitting work that is not your own
or
not giving credit when using other sources) will have consequences as severe as dismissal from the program.
Please Note:
APA formatting, appropriate paraphrasing, and academic integrity are expected throughout this course and for all courses in this program. Therefore, you are expected to apply the information from these resources when you prepare all the assignments. Be sure to review all the resources available in Academic Writer, which is accessible through the Academic Success Center (ASC) link at the bottom of your NCUOne home page.
Review the resources listed below (and previously provided resources, as needed) to prepare for this week’s assignments. The resources may include textbook reading assignments, journal articles, websites, links to tools or software, videos, handouts, rubrics, etc.
0 %0 of 1 topics complete
Show data table for This chart displays the number of completed topics versus the total number of topics within module Week 6..
List of Topics and Sub-Modules for Week 6
·
Week 6 - Assignment: Apply Proper Rules of Writing in an Academic System
Assignment
Top of Form
Bottom of Form
This assignment is divided into three parts:
· After reviewing this week’s resources, write a brief summary identifying the consequences of academic integrity violations and resources available to students to assist with writing and APA format.
· Next, review the Week 6 Writing Samples doc.
An overview of the scientific method and educational research
The classification of types of research by purpose
The classification of types of research by method
Examples of types of research
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.
The project requires that you research a topic that is connected to .docxstandfordabbot
The project requires that you research a topic that is connected to the content that we have studied in the class. Using five resources (journal, academic website, google scholar, etc.) published from 2011-2017, you will create an annotated bibliography that includes an introduction to the topic and a conclusion.
o Introduction: Discuss the topic, why it is of interest to you, and how it relates to this class.
o Annotated Bibliography: Include one per resource. You may use the following structure for each. If a website or online journal entry include the link. Use APA style when creating the reference.
o Conclusion: Summarize the articles and discuss what you learned through the articles. How will you use this information in the future.
Introduction
Annotated Bibliography for EDFN 645 Paper
Reference (Resource) 1:
Summary of the Article (Not the Abstract):
How does this reference relate to the topic of your paper?
Reference (Resource) 2:
Summary of the Article (Not the Abstract):
How does this reference relate to the topic of your paper?
Reference (Resource) 3:
Summary of the Article (Not the Abstract):
How does this reference relate to the topic of your paper?
Reference (Resource) 4:
Summary of the Article (Not the Abstract):
How does this reference relate to the topic of your paper?
Reference (Resource) 5:
Summary of the Article (Not the Abstract):
How does this reference relate to the topic of your paper?
Conclusion
subjects.
WHAT STUDY STRATEGIES HELP
STUDENTS LEARN?
How are you reading this book? Are you underlining or highlighting key sentences? Are you taking
notes or summarizing? Are you discussing the main ideas with a classmate? Are you putting
the book under your pillow at night and hoping the information will somehow seep into your
mind? Students have used these and many other strategies ever since the invention of reading, and
such strategies have been studied almost as long. Even Aristotle wrote on the topic. Yet educational
psychologists are still debating which study strategies are most effective.
Research on effective study strategies is confusing at best. Few forms of studying are found
to be always effective, and fewer still are never effective. Clearly, the value of study strategies depends
on their specifics and on the uses to which they are put (Schunk, 2012). A generalization
about effective study strategies is that effective methods involve learners in reshaping the information,
not just rereading (Callender & McDaniel, 2009) or highlighting without consciously choosing
the most important information to highlight. Research on the most common study strategies
is summarized in the following sections.
Practice Tests
Perhaps the most effective study strategy is taking practice tests aligned with the real test to come.
Test taking, especially when tests require construc.
Week 6PrintAcademic IntegrityCreating change is one of the k.docxlillie234567
Week 6
Print
Academic Integrity
Creating change is one of the key factors of Marriage and Family Therapy. Therefore, it is crucial for you to develop a profound understanding of the different types of change that may occur in therapy and yourself as a therapist and a graduate student. Specifically, now that you have had a few weeks in the graduate program, you will consider if the change is needed in your thoughts regarding academic integrity and writing, conducting research, and time management skills.
As you read last week, systems function with rules. These rules are insights that guide interactions and can be both explicit (a specific curfew time) or implicit (an unspoken understanding about how members of the system should behave; for example, people do not tend to discuss family issues outside the family).
This week, you will focus on explicit rules. Within many academic fields, a set of rules is established to inform how authors in the field communicate. In the field of MFT, the American Psychological Association’s (APA) formatting guidelines are followed. These guidelines identify how to properly cite sources and how to structure an academic paper so you produce work that adheres both to NCU’s and to your profession’s academic integrity standards. In a nutshell, academic integrity involves you producing original work for each assignment and giving credit appropriately when you use others’ work to support your ideas. Not following this policy (submitting work that is not your own
or
not giving credit when using other sources) will have consequences as severe as dismissal from the program.
Please Note:
APA formatting, appropriate paraphrasing, and academic integrity are expected throughout this course and for all courses in this program. Therefore, you are expected to apply the information from these resources when you prepare all the assignments. Be sure to review all the resources available in Academic Writer, which is accessible through the Academic Success Center (ASC) link at the bottom of your NCUOne home page.
Review the resources listed below (and previously provided resources, as needed) to prepare for this week’s assignments. The resources may include textbook reading assignments, journal articles, websites, links to tools or software, videos, handouts, rubrics, etc.
0 %0 of 1 topics complete
Show data table for This chart displays the number of completed topics versus the total number of topics within module Week 6..
List of Topics and Sub-Modules for Week 6
·
Week 6 - Assignment: Apply Proper Rules of Writing in an Academic System
Assignment
Top of Form
Bottom of Form
This assignment is divided into three parts:
· After reviewing this week’s resources, write a brief summary identifying the consequences of academic integrity violations and resources available to students to assist with writing and APA format.
· Next, review the Week 6 Writing Samples doc.
Research Presentation instructions Research Question andCitation.docxdebishakespeare
Research Presentation instructions
Research Question andCitations
The Research Presentation begins with a research question and a bibliographic search. You should identify 2 to 4 studies that address the same research question. Please send your References to me with citations written in APA style --see APA Manual of Style, 6th ed. -- no later than the date listed in the Calendar. I will use your Research Question to peruse the titles to make sure they look like original reports of empirical studies that are all on the same research question, and I will do an APA check on one of your citations. No grade will be taken; however, part of your presentation grade depends on using appropriate articles and writing your References page in APA style. If you are in doubt about whether a study is an "original report of an empirical study," feel free to attach it to the Citations and RQ email. Please start early on this assignment and plan to spend several hours searching for the right kind of articles that are all on the same research question. If you need assistance with APA style, please consult the Kail and Cavanaugh text References for many examples of APA-style reference citations.
A sampling of possible topics is listed here, but please feel free to examine other topics of interest. It helps to define your topic in terms of the “effects of X on Y in Z population.” For example:
Effects of X...
...on Y...
...in Z population
Example Research Questions
pretend play, parenting conflict, violence, divorce, alcoholism, daycare, self-esteem, social isolation, untimely death of family member, homelessness, early reading, eating disorders
intelligence, creativity, school achievement, social well-being language development, attachment, identity, physical health, dating practices
preschoolers, elementary school students, children, high school students, infants, adolescents, seniors, young adults
1. What are the effects of pretend play on language development in preschoolers?
2. What are the effects of pretend play on school achievement in elementary school students.
3. What are the effects of family violence on social well-being in adolescents?
4. What are the effects of peer pressure on academic achievement in middle-schoolers?
NB: Please make sure that the items you choose for each "variable" in your research question work together sensibly.
Examples of relevant journals at the ISU Cunningham Memorial Library include: Developmental Psychology, Human Development, Infancy, Adolescence, Child Development, Social Development, Childhood and Adolescence, Family and Community Health, Family Relations and Child Development, Merrill-Palmer Quarterly, Journal of Experimental Child Psychology, Journal of Educational Psychology, Journal of Child Language. There are many other journals that also publish empirical reports of studies on human development. Increasingly, reputable journals are available online. If you have a question about a given source, ...
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).
1
7
Annotated Bibliography
Lua Shanks
Walden University
Research Theory, Design, and Methods
Dr. Arome
11-7-2021
Annotated Bibliography
Introduction
Autism researchers continue to grapple with activities that best serve the purpose of fostering positive interpersonal relationships for children with autism. Children have benefited from therapy sessions that provide ongoing activities to aid their ability to engage in healthy social interactions. However, less is known about how K–12 schools might implement programs for this group of individuals to provide additional opportunities for growth, or even if and how school programs would be of assistance in the end. There is a gap in understanding the possibilities of implementing such programs in schools to foster the social and mental health of children with autism. The six articles I selected for this assignment present research on different types of therapeutic programs that have been used to promote social interactions in children with autism.
Annotated Bibliography on Autism
Wimpory, D. C., & Nash, S. (1999). Musical interaction therapy – therapeutic play for children with autism. Child Language and Teaching Therapy, 15(1), 17–28. https://doi.org/10.1177/026565909901500103
Wimpory and Nash provided a case study
for implementing music interaction therapy as part of play therapy aimed at cultivating communication skills in infants with autism spectrum disorder (ASD). The researchers based their argument on films taken of play-based therapy sessions that introduced music interaction therapy. To assess the success of music play, Wimpory and Nash filmed the follow-up play-based interaction between the parent and the child. The follow-up interactions revealed that 20 months after the introduction of music play, the child developed prolonged playful interaction with both the psychologist and the parent. The follow-up films also revealed that the child initiated spontaneously pretend play during these later sessions. After the introduction of music, the child began to develop appropriate language skills.
Since the publication date for this case study is 1999, the results are dated. Although this study found that music interaction therapy is useful, emerging research in the field has undoubtedly changed in the time since this article was published. Wimpory and Nash wrote this article for a specific audience, including psychologists and researchers working with infants diagnosed with ASD. Their focus means that others beyond these fields may not find the findings applicable to their work.
I am interested in the role of music in therapy to foster social and mental health in children with ASD. Therefore, Wimpory and Nash’s research is useful to me for background information on the implementation of music into play-based therapy in infants with ASD. Wimpory and Nash presented a basis for this t ...
This is a North Central University essay that depicts a literature review outline. The primary purpose of this research inquiry is to determine the extent to which the brain’s natural cognitive processes (TBNCP) such as thinking, remembering, and learning (TRL) relate to the development of adults’ metacognition skills across the lifespan. The hypothesis is that TBNCP such as TRL allow adults’ metacognition skills to increase (with age) naturally. The foundation employs both cognitive science and neuroscience research. The discussion will use the following headings: (1) metacognition and educational neuroscience, (2) metacognition and aging, (3) metacognition skillfulness, and metacognition strategies. The following subheadings will allow for in-depth analysis of subject matters: Metacognition and aging, metacognition monitoring, and problem-solving and outcomes. The essay is written in APA format, includes references, and has been graded by an instructor (A).
This is a North Central University essay about analyzing quantitative research. The field of education neuroscience has a fundamental link to cognitive science: The brain’s ability to learn (Coch, & Ansari, 2009; Comeau, Flavell, 1979; Fleming, & Dolan, 2012; Goswami, 2006; Horvath, & Donoghue, 2016; Kolb, & Gibb, 2011; Meltzoff, Kuhl, Movellan, & Sejnowski, 2009). Research suggests the brain reshapes and changes in response to internal and external factors within environments (Kolb, & Gibb, 2011; Seitz, 2011). Due to the interconnectedness of these disciplines, data sharing of brain research would significantly improve educational practices. The essay provides an analysis of original studies based on neuroscience and cognitive science research. It is written in APA format, includes references, and has been graded by an instructor (A).
PSY 326 Research Methods Week 2 GuidanceWelcome to Week 2 of Res.docxwoodruffeloisa
PSY 326 Research Methods Week 2 Guidance
Welcome to Week 2 of Research Methods! This week, you will have an overview of qualitative versus quantitative, and experimental versus non-experimental research approaches. Required resources are sections 1.2, 1.3, 2.1, and 5.2 of the textbook (Newman, 2016), two research studies (Blixen, Perzyski, Bukah, Howland, & Sajatovic, 2016; Boyers & Rowe, 2018), and three helpful videos about writing research questions and hypotheses. The videos are linked in the Course Materials and the written assignment prompt.
Assignments for the week include a discussion, an interactive learning activity and quiz, a journal exercise, and a written assignment. To see how your assignments will be graded, look at the rubrics accessible through a link on the screen for each discussion or assignment.
The Week 2 discussion is Method Comparisons. Your initial post is due by Day 3, and all replies are due by Day 7. To prepare for the discussion, read the sections of the textbook listed above and the lecture portion of this instructor guidance. Your initial discussion post will have two parts. The first part is the same for everyone. Explain the similarities and differences between qualitative and quantitative research. Then, explain the difference between experimental and non-experimental research.
The second part of the post is a jigsaw puzzle. Instead of having the entire class read and report on four categories of research, each person will research and report on one category. Categories are assigned based on the first letter of your last name. When you determine your assigned category, use the Research Methods research guide and the databases in the Ashford University Library to find at least two scholarly/peer-reviewed articles about that type of research. Then, describe the features of the research category, name at least one specific research design in the category, and suggest a suitable topic for this type of research. Document your sources in APA style.
At least three replies to the initial posts of classmates will be required for this discussion, because you must read and respond to at least one post about each of the other three research categories. As the expert on your assigned category, you will also be expected to respond to questions posted on your thread by others. See the discussion prompt for complete details.
After you have learned about the research design categories from the assigned readings and participating in the discussion, you will be ready to do the interactive learning activity and take the quiz called Name That Design Category, due by Day 6. In the first part of the learning activity, match the name of the design category with its description. In the scenarios presented in the second part of the learning activity, you must select all categories of research that apply, and not select any that do not apply to the described research situation. When you have mastered the interactive learning activity, ...
Week 5 Once you have a fairly narrow research question andladonnacamplin
Week 5
Once you have a fairly narrow research question and have conducted a thorough literature review, the next step is to turn your attention to the research design. The research design is simply a plan for how you will conduct your research, as it informs each step of the research process. In addition to research design, you are introduced to the concepts of internal and external validity and generalizability. During the latter half of the week, you focus on a particular instrument of measurement: the pretest and posttest. Capturing information from research study participants both before and after a particular event can yield priceless data.
Learning Objectives
Students will:
Classify types of group research designs
Analyze possible study limitations
Analyze relative internal and external validity
Analyze generalizability
Analyze a pretest–posttest in a case study
Evaluate research designs to assess program effectiveness
Analyze potential lessons learned from attrition
Group Research Designs for Social Work Knowledge Development and Practice Evaluation
o Leung,P.,Erich,S.,&Kanenberg,H.(2005).A comparison of family functioning in gay/lesbian, heterosexual and special needs adoptions,
Children and Youth Services Review, 27
(9), 1031–1044.
o Moran, J., & Bussey, M. (2007). Results of an alcohol prevention program with urban American Indian youth.
Child & Adolescent Social Work Journal
,
24
(1), 1–21.
o Pinderhughes,E.E.,Dodge,K.A.,Bates,J.E.,Pettit, G. S., & Zelli, A. (2000). Discipline responses: Influences of parents' socioeconomic status, ethnicity, beliefs about parenting, stress, and cognitive-emotional processes.
Journal of Family Psychology, 14
(3), 380– 400.
o Plummer, S.-B., Makris, S., Brocksen S. (Eds.). (2014). Sessions: Case histories. Baltimore, MD: Laureate International Universities Publishing. [Vital Source e- reader].
▪ The Hernandez Family
Choose One of the Following Articles:
Bauman, S. (2006). Using comparison groups in school counseling research: A primer.
Professional School Counseling
,
9
(5), 357–366.
Retrieved from Walden Library databases.
Kohl, P. L., Kagotho, J., & Dixon, D. (2011). Parenting practices among depressed mothers in the child welfare system.
Social Work Research
,
35
(4), 215–225.
Retrieved from Walden Library databases.
Leung, P., Erich, S., & Kanenberg, H. (2005). A comparison of family functioning in gay/lesbian, heterosexual and special needs adoptions.
Children and Youth Services Review
,
27
(9), 1031–1044.
Retrieved from Walden Library databases.
Moran, J., & Bussey, M. (2007). Results of an alcohol prevention program with urban American Indian youth.
Child & Adolescent Social Work Journal
,
24
(1), 1–21.
Retrieved from Walden Library databases.
Pinderhughes, E. E., Dodge, K. A., Bates, J. E., Pettit, G. S., & Zelli, A. (2000). Discipline responses: Influences of parents' socioeconomic status, ethnicity, beliefs about parenting, stress, a ...
Aspen University EDD830 Module 5 Discussion Questioneckchela
This is EDD830 Module 5 Discussion 1, at Aspen University. The post is written in APA format with references: What is the difference between criticism and coaching feedback?
Why is leadership a key issue in management? eckchela
This is Aspen University (EdD) Module 1 Assignment: Leadership Theory. It is written in APA format, and it has been graded by Dr. Campbell (A): Orlanda - From the first section to the last, I can tell that you truly do understand the importance of scholarly writing and citing. Your well referenced and organized presentation quickly allowed me to enjoy reading your various points that you made concerning managerial and leadership options in regards to effective relationships within an organization. I appreciate your introduction and concluding remarks that helped to tie the assignment together.
By Day 6
Respond to at least one of your colleagues’ posts and (1) explain the multicultural and/or diversity considerations needed, as they relate to the development of the milestone. This discussion is written in APA format and has been graded (A).
This is Walden Univesity DPSY 6121/DPSY 8121 Week 11 Discussion:
Post a description of one event or activity when individuals or groups benefited from using digital technologies for positive social change. Include at least one scholarly source.
DPSY 6121-8121 Week 10 Final Project: Mitigation Planeckchela
This is Walden University course (DPSY 6121/8121) Week 10 Assignment: Document (PowerPoint presentation is part 2). It is written in APA format, includes references, and has been graded by Dr. Essel (A). Most higher-education assignments are submitted to turnitin, remember to paraphrase. Let us begin.
This is Walden University (DPS Y 5121-1 and 8121-1) Week 9 Discussion 2. It is written in APA, has references, and graded by Dr. Essel (A). Most education communities submit scholarly writings to Turnitin; so, remember to paraphrase.
This is Walden University course (DPSY 6121/8121) Week 7 Discussion. It is written in APA format, includes references, and has been graded by an instructor (A). Most higher-education assignments are submitted to turnitin, remember to paraphrase. Let us begin.
This is Walden University course (DPSY 5111-6121-8121) Week 6 Discussion. It is written in APA format, includes references, and has been graded by an instructor (A). Most higher-education assignments are submitted to turnitin, remember to paraphrase. Let us begin.
This is Walden University course (DPSY 5111-6111-8121) Week 5 Discussion 1. It is written in APA format, includes references, and has been graded by an instructor (A). Most higher-education assignments are submitted to turnitin, remember to paraphrase. Let us begin.
EL-7010 Week 1 Assignment: Online Learning for the K-12 Studentseckchela
This is a North Central University PowerPoint presentation (EL 7010) Week 1 Assignment. 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.
DPSY 5111-6111 Week 3 Assignment: Final Project: Mitigation Planeckchela
This is Walden University course (DPSY 5111-6111) Week 3 Assignment. It is written in APA format, includes references, and has been graded by Dr. Essel (A). Most higher-education assignments are submitted to turnitin, remember to paraphrase. Let us begin.
This is a North Central University PowerPoint presentation (EDR 8204-3). It is written in APA format, has been graded by an instructor(A), and includes references. Most education communities submit assignments to turnitin, so remember to paraphrase.
This is Walden University course (DPSY 6111/8111) Week 5 Assignment: Cognitive Development. It is written in APA format, includes references, and has been graded by an instructor (A). Most higher-education assignments are submitted to turnitin, remember to paraphrase. Let us begin.
This is Walden University course (DPSY 6111/8111) Assignment 10. It is written in APA format, includes references, and has been graded by an instructor (A). Most higher-education assignments are submitted to turnitin, remember to paraphrase. Let us begin.
By Day 4
Post a brief summary of the article and explain how stereotype threat or stereotype lift might have influenced your own academic performance in school. Explain how the theory you chose (i.e., social role theory or psychosocial theory) relates to the stereotype threat or lift you described.
By Day 4
Based on the scenario, explain the moral dilemma in light of Kohlberg’s theory and posit how Tony might decide to resolve his dilemma. Explain how the reasoning behind the decision might be different if following Gilligan’s or another moral development perspective and why. Compare the reasoning behind what Tony might do if he were in high school versus if he were in college.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
1. Running head HaynesOEDR8200-4 1
Please put your name and date on the
paper
EDR 8200
Donna Rice, PhD.
Scholarly Literature Review Synthesize the Scholarly Literature
Continue to add to your collection of scholarly sources relative to your topic of research interest.
Synthesize or integrate the identified information by concepts/themes learned from the scholarly
sources. For this assignment, use a total of 5 to 7 peer-reviewed research articles to develop an
initial synthesis of the related literature. Within this synthesis, be sure to include the following:
Determine the commonalities among the research articles by group. For example, did the
researchers use similar theoretical frameworks, sample participants, or methodologies
(e.g., procedures, instruments) to collect data? How were the results similar?
Determine the differences among the research articles by group. For example, did the
researchers use different theoretical frameworks, sample participants, or methodologies
(e.g., procedures, instruments) to collect data? How were the results different?
Determine reoccurring concepts/themes in the overall findings and conclusions, and state
whether any of these were indicated to be in need of further inquiry.
Support your assignment with at least five scholarly resources. In addition to these specified
resources, other appropriate scholarly resources, including older articles, may be included.
Length: 4-6 pages, not including title or reference pages.
Faculty Only
Orlanda, in this assignment you were to review scholarly articles and to synthesize, critique, and
interpret the articles you have collected to date.
Your paper was of sufficient length with sufficient sources listed in your references. Note the
sources must be current! Please review the paper and work on how to compare and contrast
articles without presenting a summary of them…ASC coaches can help you with this.
This assignment was a tough but very important because it sets the stage for the development of
the first draft of your literature review. In the completion of this assignment, you probably
discovered how useful it is to have a reference management system (biographical information, a
record of keyword searches, and a personal library), a format to review your sources, a concept
map, and an outline to guide deconstruction of the related literature and synthesis of the research
findings by identified concepts/themes.
In effect, this assignment sets the stage for understanding how important it is to continue to
maintain a record of all the sources you have read and all the relevant information that should be
2. HaynesOEDR8200-4 2
considered to support a synthesis, critique, and interpretation of the research literature as it
relates to your topic.
Before turning in your papers be sure to submit them to Grammarly and make any suggested
corrections (note that some passive sentences are okay). Please see chart below to help you
understand your grade.
I strongly suggest to all of my students to make an appointment with an ASC writing coach. I
would appreciate you sharing the feedback you receive from the coach. My former students who
have completed their dissertations in a timely manner have used the ASC coaches throughout
their coursework and their dissertations. All who started working with the coaches early in their
coursework completed the dissertation sequence in at least four courses.
For Week 5 please check the Discussion in the resource link:
https://www.dropbox.com/sh/hz9qmvwn85s855e/AACq3dJevv4AhKeOh6EluNrga?dl=0
Dr. Donna Rice 9.8 10/25/17
Critically Analyze Peer-Reviewed Research Present? Points
Coverage – Discussed each theme in synthesis form (not reporting what
each author said and did – avoided “According to…”)*
2 2
At least 3 Articles 1 1
Commonalities – Similar conceptual frameworks, sample participants,
methodologies, instruments or procedures to collect data.
1 1
Analysis of Commonalities – How were the results similar/are any
studies an extension of the another?
1 1
Differences Among the Articles – Did the authors use different
conceptual frameworks, sample participants, methodologies, or
instruments and procedures to collect data?
1 1
Analysis of Differences – How were the results different? 1 1
General Observations and Conclusions – Where reoccurring concepts,
relationships, patterns or themes noted? Are any in need of further
inquiry?
2 2
4-6 pages .3 .3
Organized, grammatically and APA correct presentation &
references
.5 .7
Total 9.8 10
3. HaynesOEDR8200-4 3
Synthesize the Scholarly Literature
Educational neuroscience is an emerging field of study with foundations in neuroscience,
cognitive science, biology, developmental psychology, education, and other related disciplines
(Ansari, & Coch, 2006; Meltzoff, Kuhl, Movellan, & Sejnowski, 2009). Although literature for
the proposed research is limited, the inquiry will explore the development of adult metacognition
from the context of cognitive science and neurosciences. The primary aim is to discover if
cognitive processes allow metacognition to increase naturally with age. Findings would inform
educational practices as well as bridge the gap between education and neuroscience disciplines.
Meltzoff, Kuhl, Movellan, and Sejnowski (2009) noted that the human brain must be adaptable
with plasticity to prepare our bodies for quick responses to external and internal issues (Neural
Plasticity, p. 7).
Neuroplasticity is an umbrella term which refers to the malleability of the brain and the
nervous system to respond efficiently to internal and external stimulates. In other words, the
brain, a network of neurons, uses chemical synapses (tiny gaps or pathways) to send
neurotransmitters, also known as chemical messages, to other neurons such as nerve cells.
Depending on environmental factors or experiences, they send neural impulses to code thoughts,
actions, and experiences. In healthy people, this action has the potential to occurs over lifespans
(Stahnisch, & Nitsch, 2002; Zilles, 1992). If an individual perceives a pending task to be
exciting, for example, a nerve impulse or action potential is activated via electrical synapses
(faster response time) to evoke physical responses. The opposite is also possible.
Healthy human development requires a host of cognitive, sensory, and motor skills. All
of which uses the brain’s natural processes such as thinking, remembering, and learning.
Neuroscience, cognitive science, and developmental psychology, among others, help us
4. HaynesOEDR8200-4 4
understand how we learn and how to transfer that knowledge to educational practices
(Blakemore, & Frith, 2005; Bransford, Brown, & Coocking, 2000; Fischer, 2009; Goswami,
2006; Foster, West, & Bell-Angus, 2016). Flavell (1979), an American developmental
Psychologist, coined the term metacognition which means “cognition about cognition” or
“thinking about thinking.” He explored how knowledge about cognition facilitates control of
cognition.
Thinking processes allow us to answer questions or solve problems like how to improve
study habits, how to implement changes, and how to maximize learning by monitoring outcomes
(Flavell, 1979). However, there is insufficient data on the development of adult metacognition.
As Stewart, Cooper, and Moulding (2007) discovered, most research inquires and findings
discuss metacognition strategies and their effectiveness, but not how metacognition develops, if
there are cognitive processes, for example, that facilitate the development of metacognition skills
naturally with age. This inquiry proposes that the brain’s natural learning processes such as
thinking, remembering, and learning allows metacognition skills to increase naturally with age.
The purpose of this literature review is to examine current literature about the development of
adult metacognition from the perspective of cognitive science and neuroscience.
Metacognition Knowledge (MK)
Research findings (Brown & Palincsar, 1989; Cross & Paris, 1988; Flavell, 1979; Shaw,
1994; Veenman, 2011) indicated metacognition has two primary components: Knowledge about
cognition and monitoring of cognition. Veenman (2011) found that MK includes declarative
knowledge (DK) or information about oneself, prior and perceived performances, and strategies
including when and how to use them. The latter refers to metacognition regulations including
5. HaynesOEDR8200-4 5
creating objectives and implementation, awareness of intellectual abilities compared to desired
outcomes, and monitoring procedures and best practices.
Flavell (1979) informed that possession of MK is not an indicator of a desired task
outcome. For example, even though a student may fully understand the importance of allowing
for adequate study time, but for several reasons, including a lack of interest, fails to do so.
Winne (1996) results showed that DK did not have a positive effect on the task outcome and
therefore supported Flavell claim. It relevant to note, here, that most metacognition research
participants are either youths or college students, including these studies, the sample types are
convenient, and the frameworks are qualitative.
Metacognition Skillfulness (MK)
Schraw’s article (1998) argued that metacognition skills (MK) are multidimensional and
therefore not domain-specific. Further, Veenman, Wilhelm, and Beishuizen (2004) found that MK
could compensate for lack of intelligence because results indicated that they were general rather
than domain-specific. Their sample included college and k-12 grade students (85). Intelligence
range and distribution of the sexes were of equal values. Researchers employed a series of tests
including concrete syllogisms (deductive reasoning), the Hidden Figures and the Spatial Insight
Subtest of the Differential Aptitude (reasoning factors), and math word problems tests.
Other studies (Baird, Mrazek, Phillips, & Schooler, 2014; Fleming, & Dolan, 2012;
Schraw, 1998; Van Der Stel, & Veenman, 2010; Veenman, Wilhelm, & Beishuizen, 2004)
showed that MK is required for procedural tasks that involve being in control of lesson plans,
activities, monitoring of outcomes and performances. It is relevant to note that most of these
study participants were either college or k-12 grade students, total sample sizes were less than
100, and the research designs were qualitative. Comparatively, some findings (Hargis, Yue,
6. HaynesOEDR8200-4 6
Kerr, Ikeda, Murayama, & Castel, 2017; Veenman, Wilhelm, & Beishuizen, 2004) indicated that
MK increases with age (from adolescent to adulthood). Notable categories included
metacognition monitoring, tests performances, and problem-solving.
What is more, older participants (31 total, 78 years of age, and compensated at $10.00 per
hour) scored higher on task interests surveys than younger ones (31 total, 31.2 years, and
university studies). Researchers explored proofreading accuracy and metacognitive monitoring
across lifespans. Due to limited data, this research expanded the literature, filled gaps, and
informed educational practices.
Metacognition Strategies
Veenman (2011a) informed that metacognition strategies refer to acquired procedural
knowledge designed to monitor and control desired behaviors. Other findings indicate that the
primary difference between skills and strategies are that the latter requires concerted efforts
including continuous practices and reviews. Whereas metacognition skills, after the learning
curb, become almost automatic (Afflerbach, Pearson, & Paris, 2008; Alexander & Jetton, 2000).
Before Veenman’s work, Pressley and Afferback (1995) published 150 constructive responsive
readings of metacognition strategies and skills.
Conclusion
Educational neuroscience is an emerging interdisciplinary field. Its foundation originates
in neuroscience, cognitive science, biology, developmental psychology, and education (Ansari,
& Coch, 2006; Meltzoff, Kuhl, Movellan, & Sejnowski, 2009). Although literature for the
proposed research is limited, the inquiry will explore the development of adult metacognition
from the context of cognitive science and neurosciences. The primary aim is to discover if
cognitive processes allow metacognition to increase naturally with age. Meltzoff, Kuhl,
7. HaynesOEDR8200-4 7
Movellan, and Sejnowski (2009) note that the human brain must be adaptable with plasticity to
prepare our bodies for quick responses to external and internal issues (Neural Plasticity, p. 7).
Neuroplasticity is an umbrella term which refers to the malleability of the brain and the
nervous system to respond effectively to internal and external stimulates. Flavell (1979) first
used the term metacognition which means “cognition about cognition.” His research show that
metacognition knowledge about cognition facilitates control of cognition. The research issue,
however, is that there are substantial data about metacognition knowledge, skills, and strategies
but not about how metacognition develops in adults, or if there are cognitive processes that
facilitate the development of metacognition skills naturally with age.
This inquiry asserts that the brain’s natural learning processes such as thinking,
remembering, and learning allows metacognition skills to increase naturally with age. The
purpose of this literature review is to examine current data about the development of adult
metacognition from the perspective of cognitive science and neuroscience. Research inform that
metacognition has two primary components: Knowledge about cognition and monitoring of
cognition (Veenman (2011).
Schraw (1998) show that metacognition skillfulness is multidimensional rather than
domain-specific. Moreover, Veenman, Wilhelm, and Beishuizen (2004) note that as such they
could assist with intelligence deficits. Equally important is that other results (Hargis, Yue, Kerr,
Ikeda, Murayama, & Castel, 2017; Veenman, Wilhelm, & Beishuizen, 2004) suggest
metacognition skills increased with age—from adolescent to adulthood.
8. HaynesOEDR8200-4 8
References
Afflerbach, P., Pearson, P. D., & Paris, S. G. (2008). Clarifying differences between reading
skills and reading strategies. Reading Teacher, 61, 364–373. Retrieved from
http://www.academia.edu/3141569/Clarifying_differences_between_reading_skills_and_
reading_strategies
Ansari, D., & Coch, D. (2006). Bridges over troubled waters: education and cognitive
neuroscience. Trends in Cognitive Sciences, 10, 146-151.
https://doi.org/10.1016/j.tics.2006.02.007
Baird, B., Mrazek, M. D., Phillips, D. T., & Schooler, J. W. (2014). Domain-specific
enhancement of metacognitive ability following meditation training. Journal of
Experimental Psychology: General, 143(5), 1972-1979.
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Blakemore, S.-J., & Frith, U. (2005). The learning brain: Lessons for education. Malden:
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Bransford, J. D., Brown, A. L., & Cocking, R. R. (eds). (2000). How people learn: Brain, mind,
experience and school. Washington, D.C.: National Academy Press.
Coch, D., & Ansari, D. (2009). Thinking about mechanisms is crucial to connecting
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developmental inquiry. American Psychologist, 34(10), 906-11. Retrieved from
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Using neuroscience to shift the focus from teaching to learning. Marketing Education
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