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Economic Brief Title By Your Name ECO100 Professor’s Name Date Economic Brief Title (Enter your introduction text here. It should be no more than a paragraph or two. Please delete these instructions before submitting your paper.) Industry Goods and Services (In this section you should describe the goods and/or services produced by an industry that you pick from this list from the North American Industry Classification System. Please delete these instructions before submitting your paper.) Market Structure and Characteristics (Your text here should identify this industry’s market structure and two or more market characteristics. Please delete these instructions before submitting your paper.) Microeconomic Relationships, Market Outcomes, and/or Trends (In this section you should discuss ONE of these items as it relates to this industry: a notable microeconomic relationship, a market outcome, or a trend in the industry. Include a graph, table, or chart if possible. Delete these instructions before submitting your paper.) How Government Intervention May Impact the Industry (Your text here should explain how government intervention might impact this industry’s market prices, output, and / or market structure. Please delete these instructions before submitting your paper.) Sources 1. List in order of use. 2. List a second source here. 3. Repeat for additional sources. 4 .

Economic Brief
Title
By Your Name
ECO100
Professor’s Name
Date

Economic Brief
Title
(Enter your introduction text here. It should be no more
than a paragraph or two. Please delete these instructions before
submitting your paper.)
Industry Goods and Services
(In this section you should describe the goods and/or services
produced by an industry that you pick from this list from the
North American Industry Classification System. Please delete
these instructions before submitting your paper.)
Market Structure and Characteristics
(Your text here should identify this industry’s market structure
and two or more market characteristics. Please delete

these instructions before submitting your paper.)
Microeconomic Relationships, Market Outcomes, and/or Trends
(In this section you should discuss ONE of these items as it
relates to this industry: a notable microeconomic relationship, a
market outcome, or a trend in the industry. Include a graph,
table, or chart if possible. Delete these instructions before
submitting your paper.)
How Government Intervention May Impact the Industry
(Your text here should explain how government intervention
might impact this industry’s market prices, output, and / or
market structure. Please delete these instructions before
submitting your paper.)
Sources
1. List in order of use.
2. List a second source here.
3. Repeat for additional sources.
4

Economic Brief Title.docx

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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 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 742EDUC 742Reading Summary and Reflective Comments .docx

EDUC 742EDUC 742Reading Summary and Reflective Comments .docx

EDUC 742EDUC 742Reading Summary and Reflective Comments .docx

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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.

EDUC 380 Blog Post Samples Module 1 The Brain Below .docx

EDUC 380 Blog Post Samples Module 1 The Brain Below .docx

EDUC 380 Blog Post Samples Module 1 The Brain Below .docx

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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 741Course Project Part 1 Grading RubricCriteriaLevels .docx

EDUC 741Course Project Part 1 Grading RubricCriteriaLevels .docx

EDUC 741Course Project Part 1 Grading RubricCriteriaLevels .docx

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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 740Prayer Reflection Report Grading RubricCriteriaLev.docx

EDUC 740Prayer Reflection Report Grading RubricCriteriaLev.docx

EDUC 740Prayer Reflection Report Grading RubricCriteriaLev.docx

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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 6733 Action Research for EducatorsReading LiteracyDraft.docx

EDUC 6733 Action Research for EducatorsReading LiteracyDraft.docx

EDUC 6733 Action Research for EducatorsReading LiteracyDraft.docx

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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 637Technology Portfolio InstructionsGeneral OverviewF.docx

EDUC 637Technology Portfolio InstructionsGeneral OverviewF.docx

EDUC 637Technology Portfolio InstructionsGeneral OverviewF.docx

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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 364 The Role of Cultural Diversity in Schooling A dialecti.docx

EDUC 364 The Role of Cultural Diversity in Schooling A dialecti.docx

EDUC 364 The Role of Cultural Diversity in Schooling A dialecti.docx

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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 144 Writing Tips The writing assignments in this cla.docx

EDUC 144 Writing Tips The writing assignments in this cla.docx

EDUC 144 Writing Tips The writing assignments in this cla.docx

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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 .

EDUC 1300- LEARNING FRAMEWORK Portfolio Page Prompts .docx

EDUC 1300- LEARNING FRAMEWORK Portfolio Page Prompts .docx

EDUC 1300- LEARNING FRAMEWORK Portfolio Page Prompts .docx

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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.

EDU734 Teaching and Learning Environment Week 5.docx

EDU734 Teaching and Learning Environment Week 5.docx

EDU734 Teaching and Learning Environment Week 5.docx

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EDU 505 – Contemporary Issues in Education COURSE DESCRIPTION Examines theory, research, and practices relating to critical issues faced by educators today. Discusses contemporary concerns in American and global education: National and local initiatives in education, the evolving relationship between schools and communities, impacts of public policy on the educational enterprise, and current social, political, economic, and legal issues influencing schools are explored from American and global perspectives. Evaluates the future of education in both industrial and developing countries, including growth of learning needs and inequities both within and between countries. Emphasizes problem identification, analysis, and remediation, with the latter focusing on “best of breed” innovative practices. INSTRUCTIONAL MATERIALS Required Resources – Textbook Tozer, S. E., Senese, G., & Violas, P. C. (2013). School and society: Historical and contemporary perspectives (7th ed.). New York, NY: McGraw-Hill. Required Resources – Articles Baker, B., Sciarra, D., & Farrie, D. (2014). Is School Funding Fair? A National Report Card. Retrieved from http://www.schoolfundingfairness.org/National_Report_Card_2014.pdf Baker, B., & Corcoran, S. (2012). The Stealth Inequities of School Funding: How State and Local School Finance Systems Perpetuate Inequitable Student Spending. Center for American Progress. Retrieved from https://www.americanprogress.org/issues/education/report/2012/09/19/38189/the-stealth-inequities-of-school-funding/ Brackemyre, T. (2012). Education to the Masses: The Rise of Public Education in Early America. History Scene. Retrieved from http://www.ushistoryscene.com/uncategorized/riseofpubliceducation/ Cobb, N. (2014). Climate, Culture and Collaboration: The Key to Creating Safe and Supportive Schools. Techniques: Connecting Education and Careers. Retrieved from: http://eds.b.ebscohost.com/eds/pdfviewer/pdfviewer?sid=1bde4a76-6090-47af-8294-13f37c6936c7%40sessionmgr110&vid=16&hid=112 Gardner, H. (2011). To improve U.S. education, it’s time to treat teachers as professionals. The Washington Post. Retrieved from http://www.washingtonpost.com/national/on-leadership/to-improve-us-education-its-time-to-treat-teachers-as-professionals/2011/07/18/gIQA8oh2LI_story.html Garrity, C., & Jens, K. (1997). Bully Proofing Your School: Creating a Positive Climate. Intervention in School & Clinic. Retrieved from http://eds.b.ebscohost.com/eds/detail/detail?vid=2&sid=1bde4a76-6090-47af-8294-13f37c6936c7%40sessionmgr110&hid=112&bdata=JnNpdGU9ZWRzLWxpdmUmc2NvcGU9c2l0ZQ%3d%3d#db=a9h&AN=9703123351 Hiler, T., & Hatalsky, L.(2014). TEACH Grant Trap: Program to Encourage Young People to Teach Falls Short. Third Way. Retrieved from http://www.thirdway.org/memo/teach-grant-trap-program-to-encourage-young-people-to-teach-falls-short Hinduja, S., & Patchin, J. (2015). Cyberbullying Legislation and Case Law: Implications for School Policy and Practice. Retrieved from.

EDU 505 – Contemporary Issues in EducationCOURSE DESCRIPTION.docx

EDU 505 – Contemporary Issues in EducationCOURSE DESCRIPTION.docx

EDU 505 – Contemporary Issues in EducationCOURSE DESCRIPTION.docx

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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 3338 Lesson Plan TemplateCandidate NameCooperatin.docx

EDU 3338 Lesson Plan TemplateCandidate NameCooperatin.docx

EDU 3338 Lesson Plan TemplateCandidate NameCooperatin.docx

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EDU 3215 Lesson Plan Template & Elements Name: Andres Rodriguez Email address: [email protected] Content Areas: English Language Arts and Social Studies Common Core Standard(s): (list and write all applicable) ELA CCSS: RI 7.1 - Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RI 7.3 - Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events). RI 7. 4 - Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone. CCSS: RH.6–8.1: Cite specific textual evidence to support analysis of primary and secondary sources. RH.6–8.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. Essential Question(s): How did colonists, African Americans, and Native Americans choose sides during the Revolutionary War? Introduction and Lesson Objective (outline the purpose for the lesson in 50 -100 words) E.g., This lesson is focused on the role of the Native Americans during the American Revolution. Students explored the roles of the Patriots and the Red Coats and will synthesize this information with the roles of Native Americans during the American Revolution. The purpose is for students to understand the variety of people and reasons who were involved in the American Revolution. Resources/Materials/Technology Utilized: E.g., Computer, Smartboard, NewsELA article, Reading about Mohawk Mary Molly Bryant, Notebooks, Pens, Pencils, Index cards, looseleaf Instructional Sequence (x amount of minutes/ how many days will this lesson cover). Include evidence of Explicit Instruction within the tasks/activity: ortliebe Highlight ortliebe Highlight Time Allocation Objective Activity Assessment/Evaluatio n 7-9 minutes This will help the teacher gauge what knowledge the students are coming into the lesson with. Do Now - Answer the following question: Who do you think the Native Americans fought with/along side during the American Revolution? Why do you believe they chose this side. Teacher will walk around and take note of how many students choose Patriots or Red Coats. This will help with grouping in future lessons. 10 minutes Reading a document about Mohawk Mary Molly Bryant as a class to help students with annotating relevant facts and details that will help them answer critical thinking questions later on. Reading a document about a Native American woman, Mohawk Mary Molly Bryant as a class. Teacher asks the following questions during the reading and students underline/annotate the answers based on t.

EDU 3215 Lesson Plan Template & Elements Name Andres Rod.docx

EDU 3215 Lesson Plan Template & Elements Name Andres Rod.docx

EDU 3215 Lesson Plan Template & Elements Name Andres Rod.docx

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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.

EDST 1100R SITUATED LEARNING EDST 1100 N Situated Learning .docx

EDST 1100R SITUATED LEARNING EDST 1100 N Situated Learning .docx

EDST 1100R SITUATED LEARNING EDST 1100 N Situated Learning .docx

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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.

EDU 151 Thematic Unit Required ComponentsThematic Unit Requireme.docx

EDU 151 Thematic Unit Required ComponentsThematic Unit Requireme.docx

EDU 151 Thematic Unit Required ComponentsThematic Unit Requireme.docx

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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 429Differentiated Instruction PowerPoint InstructionsThe .docx

EDSP 429Differentiated Instruction PowerPoint InstructionsThe .docx

EDSP 429Differentiated Instruction PowerPoint InstructionsThe .docx

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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 429Fact Sheet on Disability Categories InstructionsThe pu.docx

EDSP 429Fact Sheet on Disability Categories InstructionsThe pu.docx

EDSP 429Fact Sheet on Disability Categories InstructionsThe pu.docx

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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.

EDSP 370Individualized Education Plan (IEP) InstructionsThe .docx

EDSP 370Individualized Education Plan (IEP) InstructionsThe .docx

EDSP 370Individualized Education Plan (IEP) InstructionsThe .docx

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EDSP 377 Scenario Instructions Scenario 2: Teaching communication skills Scenario assignments are designed to help the candidate synthesize and apply course content to real-world situations involving individuals with ASD. In Scenario #2, candidates will create a lesson plan for a pre-K student with autism who has communication needs. Scenario: You are a pre-K teacher for a 4-year-old student with autism named Johnsaan. Johnsaan has difficulty asking for help when he needs something. Instead of asking for help using words, he grunts and waves his hands until he gets a response and engages in challenging behaviors. As Johnsaan's teacher, you need to teach him to use words to ask for help, which should decrease his challenging behavior. What components need to be included in your lesson plan? Assignment: Drawing on the lesson planning and delivery techniques discussed in Chapter 5, create a lesson plan that could be used to teach Johnsaan to ask for help. Be sure your lesson plan includes the 5 major components of a lesson plan, outlined in Chapter 5, that will enhance your student's ability to express himself when he needs help. The final assignment should be a completed lesson plan, approximately 2 pages (Times New Roman, 12-point font) and an additional 1-page candidate reflection. Step 1: Identify the main components of the lesson including the goal and/or objective, specific information related to the conditions for responding, types of reinforcers and reinforcement schedule, mastery criteria and evaluation methods. Step 2: Develop a formal lesson incorporating at least 1 specified presentation style outlined in Chapter 5: Direct Instruction (DI), Discreet Trial Training (DTT), Milieu Teaching (MU), Grouping, or Embedded ABA Teaching Strategies. The formal lesson plan must include an opportunity for guided practice and independent practice. Opportunities for generalization and maintenance should be outlined. Step 3: Reflect upon the lesson planning process. The reflection should integrate course materials and a biblical world-view, including at least 2 in-text citations and reference list following APA formatting. The following considerations should be addressed within the reflection: · Rationale for the identification of selected target skill and presentation style(s). · Review of the lesson planning process including consideration of pre-requisite skills and next steps after lesson implementation. · Identification of possible challenges with implementation and how these potential challenges will be addressed prior to and during instruction. EDSP 377 S CENARIO I NSTRUCTIONS S CENARIO 2 : T EACHING COMMUNICATIO N SKILLS Scenario assignments are design ed to help the candidate synthesize and apply course content to real - world situations involving individuals with ASD. In Scenario #2 , candidates will create a lesson plan for a pre - K student with aut ism who has communication needs. Scenario: You are a pre.

EDSP 377Scenario InstructionsScenario 2 Teaching communicatio.docx

EDSP 377Scenario InstructionsScenario 2 Teaching communicatio.docx

EDSP 377Scenario InstructionsScenario 2 Teaching communicatio.docx

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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 .

EDSP 377Autism Interventions1. Applied Behavior Analysis (ABA).docx

EDSP 377Autism Interventions1. Applied Behavior Analysis (ABA).docx

EDSP 377Autism Interventions1. Applied Behavior Analysis (ABA).docx

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Progress in understanding the molecular basis of primary neurulation has occurred on two fronts: neural induction and shaping and bending of the neural plate. In regard to the former, the neural plate is now known to be the default state of the ectoderm, and induction of the neural plate actually involves suppressing the formation of the epidermal ectoderm (neural induction is not considered further herein). In regard to shaping and bending of the neural plate, about 100 mutations in the mouse have been identified that result in defective shaping and/or bending and, consequently, result in neural tube defects (NTDs); thus, these mutations provide insight into which genes are involved in both normal and abnormal neurulation. Because these form-shaping events of neurulation are driven by changes in cell behavior, as discussed earlier, it is not surprising that mutation of cytoskeletal, extracellular matrix/cell adhesion, cell cycle, and cell death genes results in NTDs. Neurulation is a highly choreographed morphogenetic series of events that must be precisely timed and coordinated across multiple tissues. This presumably involves signaling among tissues. It is the hope of studies using mouse mutations that such signaling pathways will be identified, ultimately leading to an understanding of the molecular basis of neurulation and the formation of NTDs in both animal models and ultimately in humans. In the following sections, we discuss what has been learned about the molecular basis of shaping and bending of the neural plate.Embryology Neurulation is the critical morphogenetic event occurring during the fourth week of human gestation, converting the previously developed neural plate into the ectoderm covered neural tube that will eventually differentiate into the brain and spinal cord. Genetic regulation of the events involved in mammalian neural tube morphogenesis is a complicated process that involves a multitude of genes. These genes have vital functions in a range of biological activities that are thought to include signaling molecules, transcription proteins and factors, cytoskeletal and gap junction proteins, growth factors, and tumor suppressor genes (Copp et al., 2003; Ewart et al., 1997; Sah et al., 1995; Zhang et al., 1996). The neural tube, formed by the cell shape changes and movements, ultimately fuses at several discrete points.Neurulation (or primary neurulation) starts in the fourth week of gestation and is the process that leads to the formation of the neural tube from the neural plate, the rudiment of the CNS [34]. It encompasses four essential and overlapping events: (1) neural induction, (2) shaping, (3) bending of the neural plate, and (4) closure of the neural tube. Neural induction (1) is the process of neural plate formation, that is, the beginning of the development of the CNS. It occurs during gastrulation starting on day 18. As described earlier, cells of the ectoderm differentiate into the neuroectoderm, a pseudostratif.

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