MAE524 – Module 2 – Case Adults and Self-Directed Learning

MAE524 – Module 2 – Case Adults and Self-Directed Learning. MAE524 – Module 2 – Case Adults and Self-Directed Learning. Module 2 – Case
Adults and Self-Directed Learning
Assignment Overview
After reading the works by Nemec (2011) and Williamson (2007), you should have a good idea of the characteristics of the self-directed learner. You should also now be ready to apply and synthesize the works of both authors. Additionally, you should gain a working knowledge of instrument development and the Delphi Technique as described by Williamson (2007).
Case Assignment
Read the articles by Nemec (2011) and Williamson (2007) focusing on the characteristics of the self-directed learner. Pay particular attention to the Self-rating Scale of Self-Directed Learning (SRSSDL) in the Williamson article.
Put yourself in the role of an educational consultant. Your client, an educational institution specializing in delivering courses to adults, has called you in to discuss strategies to address self-directed learners. Specifically, your client is interested in learning more about the traits and characteristics of the self-directed learner. Your client wants you to compose a 2 page essay that addresses the following two items:
Identify, describe and explain the characteristics of learners who engage in self-directed learning (SDL).
Discuss the SDL concept and briefly describe how it relates to the development of the adult learner.
Assignment Expectations
Your Case Assignment should be written with the following points in mind.
A Case Assignment length of 2 pages, not counting the title page and references.
A clear introduction that orients a reader to the essay’s main content and the main points discussed.
A well-developed, well-balanced essay body that develops each point in its own paragraph.
A concise conclusion that summarizes the entire essay.
The inclusion of at least two references. Quoted material should not exceed 10% of the total paper (since the focus of these assignments is critical thinking). Use your own words and build on the ideas of others. When material is copied verbatim from external sources, it MUST be enclosed in quotes. The references should be cited within the text and also listed at the end of the assignment in the References section. Follow the APA Style® format; see www.apa.org.
Use of correct general format/mechanics.
Clear, coherent organization of the paper.
Text double-spaced with font size of 12.
Writing should:
Be clear, logical, and precise;
Have breadth and depth;
Show critical thinking skills.

Module 2 – Background
Adults and Self-Directed Learning
Required Reading
Nemec, P. B. (2011). The self-directed learner. Psychiatric Rehabilitation Journal, 35(1), 71-73. Retrieved April 2013 from EBSCO.
Williamson, S. N. (2007). Development of a self-rating scale of self-directed learning. Nurse Researcher, 14(2), 66-83. Retrieved April 2013 from EBSCO.

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MAE524 – Module 2 – Case Adults and Self-Directed Learning

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General Education Capstone

General Education Capstone. General Education Capstone. Review the “Preview of Your Final Project” criteria sheet to help you focus your work this week. Before engaging in your research, make sure you have decided on the organization you would like to research in this class so you can apply the work you do this week to your final project.

*Note: As you gather your sources, make sure the ones you choose are no more than five (5) years old. This is part of the requirements for your Final Project.

Six-Article Annotated Bibliography

Find and summarize the Grow, Hamm, & Lee’s “The Debate over Doing Good” (in EBSCO).
Use your key terms that you generated through searching Grantham Library’s EBSCOhost and/or Google Scholar to find at least five additional, reputable articles to review as background information on community partnerships and community organizations.
Review each of the six articles you found and summarize them based on the following criteria:
The name of the author and article,
The purpose of the article,
The problem addressed,
The population addressed, and,
The results of the article.
Your review should include all six articles. You should provide a 100-150 word paragraph for each source addressing the each of the four key ideas in your summary. Each article should also include a reference citation in APA format.

SAMPLE:

Remen, R. N. (1999 Jan.1). Helping, fixing or serving? University of Cincinnati.Retrieved from:
https://www.uc.edu/content/dam/uc/honors/docs/communityengagement/HelpingFixingServing.pdf

In the article, “Helping, Fixing, or Serving” (1999), Remen asserts that people see the world in three
different ways broken, weak or whole.

These viewpoints results in how a person connect to their world. Remen views serving as a way to moves beyond the expertise and incorporates both their serves strengthens as well as the strengths of others.

Many times people seek to help or fix rather than service. Remen uses examples of an emergency physician sees delivering a baby as a service rather than fixing the problem. She shares how a nurse moved past professional protocols to serve her by removing her ileostomy. In these examples, she explains how experiences shorten the distance between the humans. Remen shows how serving rather than fixing or helping benefits all parties and impacts humanity.

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General Education Capstone

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PISA DATA ANALYSIS

PISA DATA ANALYSIS. PISA DATA ANALYSIS. paper instructions are added in the additional materials

Reading will be added in the additional materials as well

references are listed on instructions

just give summary in 2-3 paragraphs

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PISA DATA ANALYSIS

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eduction is safety

eduction is safety. eduction is safety. Faculty of Engineering
King Abdulaziz University

Education is Safety

By

Course: Technical Writing – IEN-101

25 April 2017

Submitted to:

ABSTRACT
Education gives minds form and shape and transmits knowledge – a process that shapes the societies in which we live. The backward education system in some countries hinders student development; education is also particularly prone to corruption. This report highlights innovative approaches to reform education, where we found that backward education is less likely in societies in which there is broad adherence to the rule of law, transparency and trust, education development can begin with simple but effective measures.

Acknowledgments

First of all, We would like to thank our Dr. Harish who has been our supervisor during our report and he has provided us with much appreciated and advice.

Secondly, We would like thank Abdullah Alsnonsi for his time and support during our report especially in the begging we were lost, Also We would like to thank Naif Alharbi and Ali Alshmrani they has giving us advices and Website about our subject .

Finally, we would like to give very special acknowledgment to our families for the moral support and great encouragements during the report.

TABLE OF CONTENTS

LIST OF FIGURES ……………………………………………………………………………………………. 4 LIST OF TABLES…………………………………………………………………………………………….. 5 CHAPTER 1 INTRODUCTION……………………………………………………………………….…. 6
CHAPTER 2 The hope for reform and development……………………………………………… 7
2.1 Cultural and behavioral change………………………………………………………………………….7
2.2 Reduction government control and direct intervention in the affairs of educational institutions………………………………………………………………………………………………………….. 7
2.3 Development and innovation……………………………………………………………………………. 8
CHAPTER 3 The role of universities……………………………………………………………………….8
3.1 Reform of higher education……………………………………………………………………………….8
3.2 External missions………………………………………………………………………………………….. 10
CHAPTER 4 Student life…………………………………………………………………………………….. 13
4.1 Negative phenomena among young people………………………………………………………. 13
4.2 Suggested policies that contribute to the overall and integrated growth of the student’s…………………………………………………………………………….…….16 CHAPTER 5 Teacher…………………………………………………………………………………………. 17
5.1 Policies for the development of teacher education colleges………………………………… 17
CHAPTER 6 CONCLUSION………………………………………………………….. 19 LIST OF REFERENCES……………………………………………………………..…20

LIST OF FIGURES
Figure 1 Percentage of students exposed to violence in schools………………………………..15

LIST OF TABLES
Table 1 Statistical table of the number of members of foreign missions to obtain a PhD (2006-2010)…………………………………………………………………………..…11

1. INTRODUCTION
The backward education system in some countries is suitable for graduating fifth-level clerks in government positions. Those who differ from the ring and become future leaders of scientists, writers, thinkers, entrepreneurs, engineers of the new economy, Nano engineers and satellite programmers, and the teacher of creativity and critical thinking, they arrived through self-effort or social support, but it was not the result of an underdeveloped educational system. The young student was still forced to carry a heavy bag on his back every morning and did not change back to anything but the papers here and there, then he waits for a holiday from time to time to toss that bag aside. Then, in the New Year, he is surprised that some of the topics are repeated.
This report is an attempt to reformulate the educational system in accordance with policies, regulations, curricula and programs that are compatible with the needs of the country and society and are in line with the requirements of the times.
The report will begin with a general chapter on Renaissance and hope for reform where we laid the foundations we see necessary for the Renaissance, chapter II discusses the role of universities as builders of civilization, reform of higher education, and missions external as a way of enlightenment, chapter III discusses student life in higher education and schools.
Chapter II clearly identified several frameworks for reforming higher education and linking it to international standards.
The fourth chapter, which is devoted to the teacher the basis of development, we have established the basis for the establishment of the teacher’s academy.
In this report, we hope that everyone will be motivated to persevere, and persevere in pursuing the priority of education because this is the hope of the Renaissance.
2. The Hope for reform and development

In the beginning, we affirm that the visions of the future are intertwined, but our vision of reform must encompass all aspects of the future at the same time, whether political, social or economi, or culturally.
The interdependence and sustainability of reform are linked to development in all its areas, and the infrastructure of the reform process begins, continues and continues with human development.
We believe that there are a number of key pillars that can affect the renaissance of education that we seek: cultural and behavioral change, reduction government control and direct intervention in the affairs of educational institutions, and development and innovation.

2.1 Cultural and behavioral change
Create a cultural and behavioral change in the society’s conscience from the education portal, to consolidate the values of participation and entrepreneurship, increase competitiveness, emphasize the ability to innovate and create the principles of tolerance and democracy as a way of life, maximize the value of science and work as a team.

2.2 Reduction government control and direct intervention in the affairs of educational institutions
Reduction government control and direct intervention in the affairs of educational institutions, but it needs a change in the culture of society, we note that the full withdrawal of the government is not true, and their monopoly of all educational institutions is incorrect.

2.3 Development and innovation
All policy orientations related to the economic, social and cultural development of any country are based on a scientific analysis of the current attitudes of science and technology policies from the future. Science and technology represent a forum for all policies that determine the future of each nation and are at the same time an effective tool for achieving them.
3. The role of universities
The identity of the university became known in the middle ages, in order to meet the political, material and spiritual needs of Europe, which surfaced on the basis of civilized development. Over the centuries, universities took over a number of social functions.

3.1 Reform of higher education
The product of higher education in any society is the locomotive of change and the strength supporting the reform movement, the incubator of future leaders and the legitimate basis for innovation. We need to shift from our dominant system of conservation and indoctrination to a fix problem-based system, from an approach that appreciates compliance to which encourages and respects creativity and imagination, from obedience to interrogation and research. In addition, the mainstream discourse should address the values cherished by families, respect for adults and the suppression of youth questions. In this way, our countries have become dynamic and innovative countries hungry for knowledge, in an age of its foundation and essence is the knowledge society.
There are seven main policies necessary to move forward on the serious reform approach in higher education:
First: Re-shaping the responsibilities of the state towards the higher education system of its universities and institutes.
Second: Expanding the higher education system to meet the needs of new students according to a specific and declared vision that includes education technical and vocational training.
Third: A radical reorganization of educational institutions with a view to improving quality and reaching global levels we choose it.
Fourth: Develop a flexible system that meets the needs of development and is relevant and open to the international movements concerned by Improving and updating teaching and research methods (global and local) .
Fifth: Making a huge and integrated move as a basis for putting scientific research and its activities as a component of my life in institutions higher Education.
Sixth: Developing the dynamic relationship between institutions of higher education and the labor market.
Seventh: Commitment to academic and institutional integrity, and to clarify this in the statement of the mission of each educational institution, the values of honesty, accountability and responsibility should reflect fundamental values as well as respect for scientific honesty and freedom In addition to principles that respect equal opportunities and pluralism.

3.2 External missions

The faculty member is at the center of the educational development process, and is the real wealth in its institutions, which is hope the country in enlightenment, freedom of thought, openness of the mind of society and the direction of a better future based on knowledge, and therefore support and development of its capabilities not only benefit the educational process, but also Its impact extends to society as a whole. Preparation of a faculty member is considered the most important elements of the development of education and scientific research.
Foreign educational missions are currently divided into four types:
1. External scholarships for PhD degrees from abroad, with a maximum of 4 years for all specialties.
2. Internal missions.
3. Joint supervision missions.
4. Scientific missions at the expense of missions.
According to the Ministry of Higher Education, the number of foreign scientific missions to obtain the PhD in 2006/2010 was 14897 missions. But follow-up the development of the number of foreign missions to obtain a doctorate, we have seen a rise as shown in the following table, which means a clear strategy in this regard can Through which he sketched the curve of evolution of the general orientation of the state.

مستوى الدراسة 2006 2007 2008 2009 2010 Level of Study

دكتوراه Doctorate
ذكور 1352 1826 1494 2840 3764 Male
إناث 291 471 502 796 15661 Female
Table 1 Statistical table of the number of members of foreign missions to obtain a PhD (2006-2010)
Challenges facing external missions in education and negative practices may reduce the usefulness of them, limit the achievement of the goal of developing education and scientific research and upgrading the efficiency of its institutions, and mention the following:
First: There are no clear plans for scientific research in universities
Second: The extreme centralization of the system of missions
Third: The difficulty of adapting envoys with foreign communities sometimes.
Fourth: The inefficiency of some members of the missions either linguistically or scientifically or technically. Therefore, emphasis should be placed on training the envoys to master the languages and computer skills and methods and methods of scientific research required.
Fifth: The absence of serious follow-up mechanisms specific follow-up of envoys from scientific departments.
Sixth: The non-return of the envoy after obtaining the degree to his original institution, which may be due to personal reasons or the knowledge of the Envoy that he, will not find the scientific possibilities and equipment necessary to continue his research in the field of specialization.
Seventh: Lack of good planning to make the most of the visits of the mutual supervisors and sometimes completing them in the timing is not appropriate, which leads to a weak return of scientific exchange between supervisors.
We have to map selectively the world-class universities and research institutions of excellence in different branches of science in accordance with international quality standards, so that we can direct our envoys to the best places of study, through which they will acquire what achieves the goals of our vision effectively and efficiently.
The following points summarize the mechanisms for implementing this vision:
1. Conduct a comprehensive research to monitor universities and scientific institutions in various countries of the world, including features competitiveness of each institution in different aspects of science and knowledge
2. Providing funding and budgets to the national foreign missions plan. As well as supporting the infrastructure of Research Labs.
3. The topics of external missions are related to the National Plan of Scientific Research and the Strategic Plan for higher education, the structure of the scientific departments and the priorities of the state in accordance with economic and social development plans.
4. Granting foreign missions on a competitive basis, according to objective criteria for the selection of envoys ensuring justice and efficient choice.
5. Activating a sophisticated and flexible system for follow-up of envoys at home and abroad, and adherence to schedules the time allotted for the study and research plans, as well as providing technical and material support to them when needed.
6. Building bridges and strengthening communication and cooperation with our scientists residing abroad, which we see the need to deal with it to preserve our wealth of human minds.
Openness to the world and interaction with science without geographic boundaries is one of the entrances to the positive impact on the development of education, to move from the users of knowledge to the manufacturers.

4. Student life
Any education officer should aim to reach student life to balance student requirements biological, mental and social, and to create an educational environment capable of dealing with problems and manifestations negative impact on the student’s personality and health. That goal may be linked to human capacity-building and creation opportunities for youth with an integrated personality, capable of dealing with all ideas and attitudes in life.
The regulations in their present form are an obstacle to the active participation of students in their management. We emphasize the importance of a radical change in the regulations governing student life, in a way that allows for the development of their abilities and the explosion of their energies, and in this regard, we have detected negative phenomena among young people.

4.1 Negative phenomena among young people

Smoking and its consequences
Smoking is a very serious phenomenon and has bad effects, and we add that there are not enough programs to guide young people to quit smoking and to demonstrate their risks, as well as not the existence of an accurate census of young smokers to investigate the depth of the problem, which represents a lack of vision in the state. However, some media articles encourage smoking indirectly as they stand out smoking as an accepted social custom. This contributes to the prevalence of smoking significantly, knowing that smoking can be the first step in the way addiction. The phenomenon of violence must also be linked to addiction and crime rates.
Violence
Violence within the educational institution is one of the obstacles facing education, limits the development of student life, this violence is manifested in several manifestations: violence directed by some teachers, physically or verbally. Including mutual violence between some students themselves, or between some parties to the educational process, which is negatively affects the entire student community. Including violence against enterprises education and its symbols within the community, the severity and collisions between parents and teachers, and asylum – at times many – to the police departments to solve problems, all of which are growing within the educational institution.

Figure 1 Percentage of students exposed to violence in schools

Extremism
The phenomenon of intellectual and religious extremism and narrow-mindedness in dealing with events, or emotions and the absence of a scientific method of thinking are all different types of absence of values of tolerance. However, from our cumulative observations of the educational process, we can say that these phenomena lie in the following:
1. Lack of adequate educational programs to help students understand their rights and duties as a good citizen.
2. The treatment of officials in the state and in educational institutions with students in a security concept only, drives the extremists intellectually to increase their extremism or to transfer moderates of thought to extremism sometimes.
3. Dealing with students should include other cultural, political and social frameworks that allow for error and right, and hold them accountable for managing their affairs under fair rules that apply to all by one standard, without mediation, preference and marginalization.

4.2 Suggested policies that contribute to the overall and integrated growth of the student’s personality

1) Develop an integrated vision of student life is posted on the community, confirm that the student is the basis of the educational process, and that the exercise of freedom in managing its affairs right to him.
2) Increase community awareness of student activities and participation of parents’ councils in the planning and management of student activities.
3) Finding funding commensurate with the importance of student life through:
a. Increase the budget allocated to student life in a way that represents actual needs.
b. Open the door for the educational institution to receive community funding.
c. Stimulate civil society institutions to foster and support student life.
d. Provide students with an opportunity to innovate in finding non-traditional ways to finance student life.
4) Strengthening the educational climate that stimulates the practice of integrated student life through:
a. Parents’ participation in the planning and follow-up of elements and activities of student life.
b. Modification of student assessment systems to accommodate the systems of evaluation of elements of student life.
c. Modifying teacher assessment systems and faculty members to accommodate their contribution to the enrichment of student life and effective participation in communication between them.
d. Non-discrimination in any way in student life.
5) Preparing a clear guidelines document on how to behave within the educational institution when detecting the deviation of students towards addiction or the use of individual or collective violence include:
a. Indicate whether the act is manifest within the institution or individual act.
b. Preparing periodic awareness campaigns on the effects of smoking and its negative effects.
c. Preventing smoking permanently in educational institutions, especially teachers, faculty members and employees, and implementing laws and legislation in this field.
5. Teacher
The colleges of education are the university colleges, which prepare the teacher as a specialized and educational preparation; to teach the subjects and to lead the school activities included in the curricula, which are adopted at all levels of pre-university education
5.1 Policies for the development of teacher education colleges
Policies for the development of faculties of education fall within the framework of policies for the development of higher education in general, but the specificity and importance of these colleges, we propose a set of specific policies to develop them, including:
1. Develop a specific and clear message and strategic objectives for each college in accordance with its specificity and in light of the nature and needs of the society it serves.
2. Adapting work programs and practices in the faculties of education and opening tracks between colleges of education and other colleges. Which necessitates the development of some colleges complementary to the programs of teaching, such as science, literature, and others.
3. Development of admission systems in faculties of education through the development and application of tests of acceptance of the objective selection of students, similar to capacity tests. The teaching profession is from our perspective a profession of a special nature. We leave our children and our daughters sixteen years of continuous between the school and the university we have created it, and in the curriculum, we have chosen in closed classes with teachers prepared by us, and their impact on children and young people will remain firmly in their minds. How can the state not institutionalize the psychological and academic tests necessary to be millions children and young people, the best teacher and the greatest teacher? How do we motivate young people to choose this path? How do we motivate science and knowledge seekers to enter the teaching profession? It is the responsibility of the state to make this profession attractive and, in addition to its appropriate material income. The society and its leadership must work to make the teacher’s profession a positive choice for young people.
4. The institutional partnership between the faculties of education and the Ministry of Education, in the formation and professional development of the teacher during service, within the framework of the Professional Academy of Teachers.
5. Find a balance with the requirements of the labor market at home and abroad, and between the numbers admitted to the faculties of education.
This requires a number of demographic studies on population growth and the specific needs of the schools to be established or developed to match this growth. Which is reflected in the number of students in the faculties of education and the quality of the specialized studies within them, with the expansion of the role of the faculties of education in the postgraduate stage; in support of the specialization in the preparation of the teacher and towards strengthening educational research and linking them to the real educational issues that the society suffers from.

6. CONCLUSION
This research clearly identifies several approaches to reforming education in many ways. In order to increase the chances that youth education has a positive impact, it is necessary for organizations and individuals to articulate the importance of education as a national strategy. In addition, a reform stance should be integrated with flexibility and creativity into education policy and implemented on an institutional level. Fostering a reform approach through education requires large-scale behavioral change. It will therefore not be simple, easily measurable or possible to observe at once.
Moreover, the reform requires a comprehensive approach that includes political will and the institutionalization of education reforming policies in order to succeed.

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MAE504 – Module 3 – SLP

MAE504 – Module 3 – SLP. MAE504 – Module 3 – SLP. Module 3 – SLP
Role of Literature Review in the Research Process
Overview
The Session Long Project (SLP) for this course requires that you complete a matrix in which you align common characteristics of the research process to each research methodology identified (see below). You will also write a narrative essay to accompany this matrix, in which you describe the research characteristics and their applicability to each specific quantitative and qualitative research methodology.
The overall Session Long Project consists of four module assignments. You will complete a portion of the matrix in each module, and also submit a 3 page accompanying essay for each module.
Successful completion of the Session Long Project will produce a matrix that is completely filled-in with information, and a 12- to 16-page accompanying narrative essay.
Matrix
You must complete the matrix below as you proceed through the course. The Session Long Project assignment will describe the portion of the matrix to be completed each module.

Experimental Research
Correlational Study
Survey Research
Grounded Theory
Ethnogra- phy
Case Study
Narrative Research
Mixed Method
Action Research
Type of Research

Purpose

Example of Research Problem

Type of Research Questions

Type of Variables

Role of Literature Review

Sample Population

Data Collection

Data Analysis

Evaluation of Findings

Submitting Your Assignments
You must submit each module’s SLP assignment (including the progressively completed matrix and accompanying 3 page essay) at the same time that you submit each module’s Case Assignment.
The following sections will contribute to your overall SLP narrative essay:
Module 1 – Overview of the Research Process (Including: Types of Research and Examples of Research Methodologies)
Module 2 – Research Questions, Variables, and Types of Data
Module 3 – Role of Literature Review in the Research Process
Module 4 – Data Collection and Data Analysis
In Module 4 you will combine all prior SLP module assignments and the new Module 4 assignment, as well as an introduction, conclusion, and bibliography, into one final document.
Each module of the Session Long Project will receive a grade and feedback. The final collated (or “combined”) document will receive a final project grade in Module 4.
SLP Assignment Expectations
Your task for the Module 3 SLP assignment is twofold:
FIRST, fill-in the matrix with information pertaining to the following item:
describe the “role” of literature review for each methodology listed in the matrix; for example, does the literature review play a major or minor role?
SECOND, write a 3- to 4-page narrative essay in which you address the following items:
compare and contrast the role of literature review in quantitative studies vs qualitative studies; identify the type of research in which literature review plays a bigger role and describe why this is so.
Requirements:
Please be sure to include an introductory paragraph within your essay that states the purpose of the Module 3 SLP assignment and informs the reader of the ideas to be discussed.
Also, please follow the APA format and style requirements, and include an APA-formatted reference list.
Remember, in Module 4 you will combine all prior SLP module assignments and the new Module 4 assignment, as well as an overall introduction, conclusion, and bibliography, into one final document.

BACKGROUND INFORMATION:

Module 3 – Background
Role of Literature Review in the Research Process
Required Reading
Almazan, E. P. (Academic). (2017). An introduction to descriptive & inferential statistics [Video]. London: SAGE Publications Ltd.
Funk, T. (2009). Identification of academic and social expectation anxieties and self-efficacy issues experienced by non-traditional students and examination of their effects on academic success. Ph.D. dissertation. TUI University, CA. August 22, 2013 Retrieved from ProQuest
Johnson, R. B., & Christensen, L. (n/s). Problem Identification and Hypothesis Formation. University of South Alabama. Retrieved August 22, 2013, from http://www.southalabama.edu/coe/bset/johnson/lectures/lec3.htm
Stockburger, D. W. (2006). Statistics. Retrieved August 22, 2013, from Missouri State University website: http://www.psychstat.missouristate.edu/introbook/sbk13.htm
Wallin, A. M. (2006). Cross-cultural interview studies using interpreters: systematic literature review. Journal of Advanced Nursing. 55(6), pp723-735. DOI: 10.1111/j.1365-2648.2006.03963.x. Retrieved July 2012 from EBSCO.
Optional Reading
David Lane (2011 November). Measures of Variability. Online Statistics: An Interactive Multimedia Course of Study. Retrieved November 2011 from http://onlinestatbook.com/chapter3/variability.html
Rice Virtual Lab in Statistics (2006, June). Glossary. Retrieved November 2010 from http://www.davidmlane.com/hyperstat/glossary.html

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MAE504 – Module 3 – SLP

MAE504 – Module 3 – SLP

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Critical Conversations

Critical Conversations. Critical Conversations. Becoming culturally responsive starts with showing genuine caring that recognizes the unique gifts and talents of every child, particularly when that child doesn’t look like you.
—Zaretta Hammond, contributor to the Teaching Tolerance Organization (2013, February 8)

Today’s early childhood professionals are operating in a much more diverse world than those who have come before them. Whether the diversity is racial, cultural, economic, or related to sexual orientation and/or familial differences, professionals must not only recognize and respect but also seek to understand the unique context of each child with whom he or she works. Part of this journey involves replacing mainstream ideas of how things ‘are’ or ‘should be’ with culturally responsive practices that are enhanced by home-school relationships.

In this Discussion, you again engage in critical conversations, this time focusing on the concepts of culturally responsive practices and the use of published literacy programs.

To prepare: Review this module’s Learning Resources. Then, select from the following the topic that most resonates with you. Last, conduct additional research to find two articles for and two articles against the topic you have selected.

Published literacy programs for all young children or literacy education philosophies (for example, whole language vs. phonics)
National literacy standards (for example, Common Core)

By Day 3 of Week 11

Post the following: Employ the critical conversation approach to explain your perspective on the topic. Then, analyze and share insights from the articles both for and against your topic. Justify your post with specific references to the resources you have found, and include the citations for each of your sources at the bottom of your post.

http://main.zerotothree.org/site/DocServer/ZTT27-1_Parlakian.pdf?docID=11661

http://www.wrightslaw.com/info/lre.incls.rsrch.whitbread.htm

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Critical Conversations

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student development theory/rationale to examine the student population

student development theory/rationale to examine the student population. student development theory/rationale to examine the student population. outline:
Introduction
-Paragraph ONE: Introduce your reader to your student population (NOT THE SPECIFIC STUDENT IN THE CASE STUDY) by describing some concrete demographic data (example: how many are enrolled in college?). You’ll likely find a lot of this information in the review of the literature section of the articles you’ve read. Cite your sources!
-Paragraph TWO: (to four) Discuss some of the significant characteristics unique to the specific student population. Describe some of the challenges to success faced by the student population. You’ll likely find a lot of this information in the review of the literature section of the articles you’ve read. Cite your sources!
-Paragraph THREE (maybe four or five): Transition into the literature review. Tell your reader what is coming next.

Outline for EACH study reviewed
-Paragraph ONE: Briefly summarize the W5H of the study.
-Paragraph TWO (to four): Discuss the significant findings of the study.
-Paragraph THREE (maybe four or five): Transition into the next study. This is where you synthesize and provide some analysis: "In the previous study, the researchers found that _____. In a similar study on INSERT STUDENT POPULATION, researchers used INSERT STUDENT DEVELOPMENT THEORY to examine _____."

Conclusion
-Paragraph ONE: Clearly restate what your reader just read.
-Paragraph TWO (to four): Summarize the findings more holistically.
-Paragraph THREE (maybe four or five):

References

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Instructional Development and Education

Instructional Development and Education. Instructional Development and Education.

Whether you are looking for a company that offers great career options or investing in yourself to become that ideal job candidate/employee, you should assess where you and potential employers stand in this dynamic process of development or decline.
Your task is to write a paper that examines your current human capital status (i.e., the major you chosen, the skills you’ve developed, your values and motivation, etc.) by evaluating yourself for the warning signs described in the 5 stages of decline found on the web page below. Discuss what you need and or want to change to more likely achieve all your human potential (greatness).
http://www.jimcollins.com/article_topics/articles/a-primer-on-the-warning-signs.html

some of the skills I have developed are – leadership, communication, instruction, activity or group lessons etc….I currently work with special needs children , my major is Instructional Development with emphasis on educationP(2)

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Instructional Development and Education

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Guided ReadingGuided Reading

Guided ReadingGuided Reading. Guided ReadingGuided Reading. Writing Chapter IV Assignment Directions- USE SAMPLE PAPER AS A GUIDE!

Now that we have reviewed information that you will need to consider in the writing of your Chapter IV, let’s look at the specific requirements. You will need include a detailed summary of the data collected an analyses performed on the data from your action research project, including the use of tables, charts, and graphs, as appropriate.

Below is a list of the required components of your Chapter IV.

Chapter IV Requirements
• A detailed summary of the data collected an analyses performed on the data. This should be written in paragraph form, with the use of headings to organize your thoughts and paper.

• The use of tables, charts, and graphs, as appropriate.
Next is the Chapter IV rubric for scoring and the Chapter IV assignment.

PLEASE  PAY PARTICULAR ATTENTION TO THE NOTES WITHIN THE EXAMPLE TO HELP GUIDE THE WRITING OF THIS CHAPTER!

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Professional Learning and Ethical Practice

Professional Learning and Ethical Practice. Professional Learning and Ethical Practice. Complete two or more field experiences from the Focused Field Experience Activity List C:

Attend a faculty meeting. (InTASC 9)
Attend a professional development session for special education teachers. (InTASC 9)
Attend a professional conference or workshop for special education teachers. (InTASC 9)
Develop a professional growth plan aligned with the needs based on feedback from the pre-assessment of dispositions. (InTASC 9)
Develop and lead a professional development session for teachers on the safe, legal, and ethical use of information and technology. (InTASC 9)
Develop and teach a lesson one-on-one, to a small group or to a whole class that engages students on the safe, legal, and ethical use of information and technology. (InTASC 9)
Your field experiences should include a combination of K-8 and 9-12 grade level settings and students with exceptionalities. Reflect upon your field experience choices in a 250-500 word summary.

APA format is not required, but solid academic writing is expected.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to Turnitin.

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