Category: Education & Teaching

PART 1

Create a short slide presentation related to material from chapter 5 and share it with the class. You can be creative with this post.

Can use:

– PowerPoint

– Google Slide

– Canva Flyer

• Go more in-depth than the posted PowerPoint in teaching your term to the class. This should be 2-5 slides of content (title and references slides don’t count as content).
• Your presentation should be helpful to the students in the class as you study for your exam. Do NOT just restate what is said in the book, like a definition, or what I said in my slides.
• Attach your presentation to the post (if you can embed it do that, but I’m not sure that’s possible this week). You can also post a web link instead of attaching (like for Google Slides or Prezi).
• In addition, describe your aid in 100-150 words for your post, and why it’s useful in understanding the concept. (That’s right, you won’t be held to the 300 words this week because there will be words, images, etc. in your presentation)

Resources:

chapert 5 ppt linked below

• Watch Video 1
• Watch
• Watch Video 3
• Watch Video 4
• Watch

PART 2

1: Choose a Topic

• • Select a topic of interest for young children (For example: “Transportation,” “Gardening,” “Community Helpers” ).
  • Briefly explain why this topic is engaging, relevant, and appropriate for the children you are designing for.

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2: Plan the Project

Use the three phases of the Project Approach to structure your plan:

Phase 1: Getting Started

• • • Brainstorm & Engagement Activity: Plan an activity to spark childrens interest and gather their questions about the topic.
    • Question Development: List 35 open-ended questions to guide the project inquiry.

Phase 2: Investigating the Topic

• • • Hands-On Activities: Plan at least two hands-on activities that allow children to explore the topic deeply (e.g., experiments, field trips, or guest speakers).
    • Collaborative Work: Include opportunities for children to work together, such as group projects, building models, or creating artwork.
    • Documentation: Describe how children will document their learning (e.g., drawings, photos, journals).

Phase 3: Sharing the Learning

• • • Culminating Event: Plan a way for children to share what theyve learned

3: Create a Visual Representation

• Summarize the three phases of your project-approach plan in a slide presentation
• Include visuals such as images, charts, or mock-ups of activities.

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Submission

• Submission: Submit your visual representation as a single PDF or presentation file.

  RESOURCES:

• Read:
  • Purposeful Play: Chapter 9– “Inquiry is a Play Mindset: Learning How to Learn”

  Watch:

  • (Links to an external site.)

Field Experience #3 (INTERVIEW)

Review the school/systems new teacher induction program. Interview a member of the human resources department as to how the overall induction program is implemented in the system and the means to measuring overall effectiveness. Conduct a second interview of a designated mentor to a new teacher to determine if the induction plan increases instructional capacity, improves ones ability to teach, allows for work in a collaborative and productive manner with other teachers, how the plan assures new teachers are familiar with the states curriculum standards, the systems curriculum and instructional program, the instructional supervision program, and general school operating procedures. (GELS 5, 6)

Documentation required:

1.A 1-page written summary of your evaluation of the school/systems induction plan highlighting how it compares and/or contrasts with the states requirements.

2.A 1-page written summary of the interview with the designated mentor.

3.A 1-page written summary of the interview with the human resources personnel.

4.Recommendations as to how the school or system may improve upon the induction plan.

5.A copy of the induction plan

7.Learning reflection.

Field Experience #5 (INTERVIEW)

Discuss with your mentor and/or building administrator the procedures for the acquisition and distribution of human and monetary resources supporting school improvement and academic achievement. Focus upon the effectiveness of such resources in supporting faculty and staff.

(GELS 6, 7, 9)

Documentation required:

1.A 2-page written summary of the interview as to how the processes/procedures address the distribution of instructional materials and supplies consistent with school improvement and academic achievement goals as reflected in the instructional budget.

3.Learning reflection.

Field Experience #6 (INTERVIEW)

Interview the director of technology to determine how the schools technology is kept current, meets the learning needs of students, supports teachers and administrators with technological resources in the delivery of instructional strategies, and aids in the management of school operations. Select a diverse group of teachers to discuss how they effectively use technology for instructional purposes. Discuss with your mentor or building administrator how technology assists them in managing and/or improving school operations. (GELS 4, 6, 7, 9)

Documentation required:

1.A 2-page written summary of the interview with the director of technology.

2.2-page summary of the discussions with the teachers and mentor/administrator.

3.Commendations and/or recommendations pertaining to the use of technology as well as a rationale for each.

5.Learning reflection

Field Experience #7 (OBSERVATION)

Exam Roberts Rules of Order as well as the policies and procedures governing how school board meetings are conducted. Attend two regular school board meetings and one work session (if available). NOTE: Virtual meetings are sufficient if protocols are in place to avoid face-to-face sessions. (GELS 8, 9, 10)

Documentation required:

1.A 2-page written summary of the meetings outlining methods used to conduct each session, interactions among participants, and an assessment of the compliance to the respective rules of order and procedures. Include your perception as to the productivity of the BOE meetings.

2.Copies of all meeting agendas.

3.Evidence of your attendance.

4.Learning reflection.

Field Experience #10 (INTERVIEW)

Interview a representative of the personnel/human resources department and a building administrator regarding the process used to assess the system/school personnel needs. Determine how FTE projections, community growth patterns, state allotments, local tax funds, etc., impact upon staffing. Identify the formula and/or plan used at the system and school levels used to determine reduction, addition, or placement of staff. (GELS 8, 9, 10)

Documentation required:

1.A 2-3 page summary of the interview with personnel staff and a building administrator.

2.A one-page summary of the formula and/or plan to address personnel needs.

3.Your written recommendations based upon the interviews and plan.

5.Learning reflection.

Field Experience #11 (PARTICIPATION)

Participate in the preparation of the schools master schedule. Determine how data from FTE projections, CPI reports, allotment sheets, etc., are utilized in creating the master schedule. Identify the various methods employed in the preparation of the master schedule, i.e., software, faculty projections, etc. Ascertain how student needs in curriculum, instruction, and assessment are incorporated into creating the schedule and support high expectations for student achievement. (GELS 3, 4, 5, 7, 9)

Documentation required:

1.A 2-page summary describing your role or responsibilities in the development of the master schedule.

2.A copy of the master schedule.

3.Artifacts representing methods employed in preparation to complete a schedule.

4.Recommendations and rationale for creating a master schedule.

5.Learning reflection.

Field Experience #16 (PARTICIPATION)

As assigned by your principal and/or mentor, serve in a leadership capacity for a total of ten full days (i.e., 6 hrs./day) within the school year. Days assigned should include scheduled pre- and postplanning. (GELS 2, 4, 7, 8, 9, 10)

Documentation required:

1.A log of your leadership responsibilities.

2.Evidence to support your role as a leader.

3.Learning reflection.

Field Experience #18 (OBSERVATION)

Observe an administrator at the elementary, middle, and high school level as well as the central office. These observations should be conducted in a school or systems other than your own. Candidates should consider locations with differing economic and racial populations as well as a diversity of individuals serving as the administrator. (GELS 1, 2, 3, 5, 9)

Documentation required:

1.A log of each administrators activities observed.

3.Learning reflection.

Field Experience #19 (INTERVIEW)

Interview the chief financial officer of the system or other school/system administrator knowledgeable of the instructional budget. Assess how the instructional budget is devised to support school improvement plans. Examine the avenues of input into the budget by all stakeholders both at the system and school level. Propose how the budget could be revised to better support teaching and learning. (GELS 1, 4, 5, 8, 9)

Documentation required:

1.A 2-3 page written summary of how the instructional budget is aligned to school improvement plans.

2.Interview questions guiding the discussion.

3.Identify strengths and weaknesses of the budget process with supporting rationale.

4.Recommendations for improvement to the budget process

6.Learning reflection.

Curriculum Research Paper Assignment Instructions

The candidate will write an 8-page, excluding title and reference pages, research-based paper in current APA format that focuses on the topic of curriculum design and development. The topic must address at least two prominent curriculum theorists positions and the candidates stance for or against the curriculum models. In addition, the candidate will need to integrate his or her own biblical worldview and its place within curriculum design and development. The paper must include at least six references in addition to the Brown et al. (2014) and Lalor (2017) course textbooks and the Bible.

The paper must be formatted in current APA format and follow the specific guidelines described below. Be sure to review the grading rubric to improve the quality of your paper.

From the list below, choose two or more prominent theorists you would like to discuss and analyze (you may select other theorists outside this list). You must use your course materials and the Jerry Falwell Library: Education Research Guide to research and provide content on your theorists:

• John Dewey
• Franklin Bobbitt
• Werret Charters
• William Kilpatrick
• Harold Rugg

• Hollis Caswell
• Ralph Tyler
• Hilda Taba
• David Tripp
• Ivor Goodson

• Lynn Erickson
• Carol Ann Tomlinson
• Grant Wiggins and Jay McTighe

A Curriculum Resesarch Paper Template has been provided to assist you with this assignment. Follow these guidelines in your paper:

1. Organize your writing by theorist using the following headings:
   1. Theorist (discuss background information)
   2. Theory/Design Principles (name of theory/design, what it involves, and why it was developed)
   3. Contribution (how did this theory/design add to or change curriculum at that time)
   4. Impact (how did this change the field of education)
   5. Analysis (what is your position concerning this curriculum model and how would a Christian educator approach it)
2. Format the paper in current APA style and follow scholarly writing standards.
   1. Do not use first-person perspective.
   2. Use double-spacing in the paper.
   3. You do not need to include an abstract.
   4. Use internal citations. (Any in-text citations must have corresponding references in the reference list.)
   5. Include a properly cited reference list. Some reminders:

1. Do not write less than 8 pages. Page limit does not include the title page or references. Quality, not volume, is required.
2. Thoroughly edit your paper for correct spelling, grammar, punctuation, clear sentence structure, and precise word choice.

Research Design Project: Sampling, Measurement, and Data Collection Type Matrix Assignment Instructions

Overview

The main assignments for this course are wrapped into the Research Design Project. This project has three pre-matrix tables that will inform three matrices. Each table and matrix address basic and applied research that is quantitative, qualitative, mixed methods, action research and/or program evaluation. For each table, you will be finding education research articles on the same topic using the specified research design(s). For the matrices, you will be identifying methods information and critiquing the studies. This assignment helps you learn how to evaluate research, identify the main components of good research, and start building your literature review. You will use the approved articles from Modules 2-4 to complete the assignments in Modules 5-7.

Instructions

For this RDP: Sampling, Measurement, and Data Collection Type Matrix assignment, you will use the following articles that you identified and had approved in the three pre-matrix tables.

1.From the RDP: Quantitative Pre-Matrix Table

a.Select 1 QUANtitative Basic (QUAN-B)

b.Select 1 QUANtitave Applied (QUAN-A)

2.From the RDP: Qualitative and Mixed Methods Pre-Matrix Table

a.QUALitative Basic (QUAL-B)

b.Mixed Methods Basic (MM-B)

3.From the RDP: Action Research and Program Evaluation Pre-Matrix Table

a.Action Research (AR-QUAL)

b.Program Evaluation (PE-QUAN)

For each research article, you will provide the following information using the RDP: Sampling, Measurement, and Data Collection Type Matrix Template:

NOTE: You may NOT use AI for this assignment. You may not use the abstract to provide this information. You must provide page/paragraph numbers to support parts 3-8. Write in complete sentences giving explicit details that are paraphrased.

1.Article Type

2.Article Reference

3.Sampling Procedure (what type of sampling was used)

4.Participants (who, how many, from where)

5.Intervention (details if one was carried out; not all of them will have information for this section)

6.Measurements/Instruments (What was collected? assessments, surveys, questionnaires, observation protocol, structured/semi-structured interview protocol, document analysis

7.How Data Collected (how was the data collected, when, by whom, etc.)

8.How Data Analyzed (please provide detailed information as to the exact analysis)

a.Quantitative (statistical analysis(es) such as t-test, ANOVA, ANCOVA, chi-square, Pearson Product-Moment correlation, Spearman rho, etc.). See the Read: Quantitative Research: Common Types of Analyses and Research Designs in the Learn section of the Research Design: Experimental and Non-Experimental Module.)

b.Qualitative [e.g., inductive/deductive approach, point of focus, summaries, memoing, indexing, coding, grouping, themes, type of analysis (content, narrative, discourse, framework, grounded theory)]. See the Read: Qualitative Research: Common Types of Data Collection, Analyses, and Research Design in the Learn section of the Research Design: Qualitative and Mixed Methods Module.

c.Mixed Methods (explain how the quantitative and qualitative data were analyzedsee a and b above)

11.Biblical Integration

12.References (for biblical support)

Current APA formatting is expected throughout your paper. The Sample Research Design Project: Sampling, Measurement, and Data Collection Type Matrix has been provided for your reference. Any sections requiring textbook support must use the textbook from this course.

Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

Course Project: Final Paper Draft Assignment Instructions

Overview

For this assignment, you will submit a complete draft of the Course Project: Final Paper Assignment that you will submit later in the course. This draft will be reviewed and evaluated by your instructor to provide valuable feedback in revising it for your final paper. This should not be thought of as a rough draft. The paper should be written as if it were the final paper. The fewer errors made in the draft, the fewer revisions will be needed in the final paper; therefore, write the draft as if it is the final paper. You will use the information you have gathered and placed in your synthesis table (or tables) to synthesize the information in each section of the paper.

Instructions

The body of the paper must be a minimum of 2,500 and a maximum of 3,000 words. Do not surpass 3,000 words. Writing concisely is an important part of academic writing. If the paper exceeds 3,000 words, you will be asked to revise it and condense it to meet the requirement.

There must be a title page, abstract, and reference list in addition to the headings and information in the paper. The body of the paper does not include the title, abstract, or reference pages. The paper must be written in current APA format and include a minimum of 15 scholarly references. Ten of the 15 scholarly references must be current (published within the past five years). All additional references should be no older than 10 years. All sections of the paper, other than the Abstract, must include in-text citations. Your paper must include the information outlined below.

The entire document must be double-spaced, and all headings should be in bold font. No more than one block quote (direct quote of 40+ words) and no more than 3 shorter direct quotes are to be used in this paper other than in the Definitions of Key Terms and the Biblical Worldview section. Direct quotes may be used for the definitions of the terms and for scripture in those sections. The approximate number of pages for each section of the paper is in parentheses after the explanation of what should be in the section.

1.Title Page- The title page must be the current APA professional version of the title page. The title summarizes the paper and its focus. Your title should be in this format: The Impact of ____________ on __________.

2.Abstract- The abstract is a short paragraph summarizing the major elements in the related literature section of the paper to give the reader an idea of important information in the paper. The abstract must be 150 words. The abstract should be double-spaced, the first line is not indented, and it should be on page 2. No other information should be included on this page. The body of the paper should start on page 3. It is usually helpful to write the abstract after the body of the paper has been written. Avoid citing references in the abstract. Keywords used in the paper should be written under the abstract. Indent and italicize the word Keywords. These should be the words defined in the papers Definitions section.

3.Introduction-No heading should be at the top of this page. This section introduces the topic that will be developed throughout the paper. You may use information from the Course Project: Develop a Topic Assignment that you completed earlier in the course; however, you will not be able to simply copy and paste from it because you have probably found more information in the references you have annotated for this paper. Explain the importance of the topic and give a broad overview of the problem. Clarify the learning theory that aligns with the topic and the importance it has in the field of education. The introduction should end with your thesis statement. (1-1 1/2 pages)

4.Headings-To ensure that your paper meets the requirements of the grading rubric, the following elements must be clearly identified with headings. Remember, there is no heading for the introduction.

a.Definitions of Key Terms This section immediately follows your papers introduction. This will be a numbered list of terms pertinent to the information in the paper. Each term will be indented and placed in italics. A dash should follow each term with the definition stated beside it. All definitions must be supported with a scholarly reference. Dictionary definitions are not acceptable. (1/2-1 page)

Example:

• Collaboration – A process among partners who share mutual goals and work together to make decisions (Barnes et al., 2021).
• Extrinsic motivation – The desire to engage in an activity as a means to an end that is driven by external rewards (Schunk, 2020).
• Intrinsic motivation – The desire to engage in an activity for no apparent reward except task engagement itself (Schunk, 2020).

b.Related Literature In this section, you will explain the information about the topic that you have found in the references you annotated in the Course Project: Annotated Bibliography Assignments. You may use other references in addition to the 15 that you annotated. None should be over 10 years old, and most should be recent and published within the past five years. You may end up using several that were not in your annotated bibliographies because you found other information in other references that you used in place of these.

Begin this section with a short introductory paragraph introducing the three themes that will be the Level 2 headings in this section. This will be written directly under the Related Literature Heading. This paragraph must be at least 3-5 sentences long. Under this paragraph, your first level 2 heading will be written.

You have read many different articles and studies about your topic and have determined three themes. For example, say you have conducted a literature review on student engagement. As you searched the literature, you discovered specific points (themes) in the research studies you reviewed that impacted student engagement. The themes that were discovered include:

Years of Teaching Experience

Administration Support of Teaching

Use of Technology

These themes will be the Level 2 headings in your paper. The Related Literature section is the only section where Level 2 headings are needed. There should be three level 2 headings in this section, which should be the paper’s longest section. You may add additional level 2 headings, but the paper cannot exceed 3,000 words. Level 2 headings help structure and organize the information for the reader.

In these sections, under the level 2 headings, synthesize the references you used in your annotated bibliographies to show that several references support your points about the topic. When you synthesize the references, you will combine information from what different experts in the field have published about your topic. Do not write a summary of one reference at a time as you did in the annotated bibliographies, but rather, show that several references support a specific point. Synthesize or combine that information together. Citing multiple references in an in-text citation will give more validation to the statements being cited. To cite multiple citations in a parenthetical citation, separate each with a semicolon. (4-6 pages)

c.Learning Theory Association – Identify one learning theory you have read about in the Schunk text that serves as the foundation for your topic. Explain the theory and identify the primary theorist responsible for the theory at the beginning of this section. Following this explanation, explain why this theory was chosen and how it connects/aligns with your specific topic throughout the rest of the section. You need to use references in this section in addition to the textbook. Find information in other references and discuss the theorist. There must be sources in addition to the textbook in this section. (1 1/2-2 pages)

d.Gaps in the Research – Explain what areas of your topic that researchers have explained still need further study. (Usually, this can be found in the very last section of academic journal articles, labeled future research). Citations must be used in this section. (1-2 pages)

e.Biblical Worldview – Provide the biblical worldview perspective on the topic. Explain why the topic is important as it relates to scripture and your biblical worldview. Offer alternative ideas that incorporate a solid biblical worldview perspective. The use of scripture is appropriate in this section. (1-2 pages)

f.Conclusion –Your conclusion should bring the paper to a close and should reiterate the most important points that have been discussed. No new information should be included. It should be no longer than 250 words.

5.References – Use the scholarly references that you used in the annotated bibliographies. Include at least 15 scholarly references, and make sure at least 10 of those references are recent and have been published in the past five years. Additional references should be no older than 10 years.

Important Things to Remember:

Point of View – The paper must be written in third-person. Do not use personal pronouns (e.g., I, me) or plural possessive personal pronouns in the paper (e.g., we, us).

Tense – Current APA style requires authors to use the past tense or present perfect tense when using signal phrases to describe earlier research, for example, Jones (2024) found or Jones (2024) has found.

Gender Issue – There should be no gender-specific pronouns used in the paper. If the subject is singular, you use a plural possessive pronoun.

Academic Integrity – Plagiarized papers will be rejected. Each paper will be evaluated for originality by Turnitin, which reports to the instructor the degree to which your paper is suspected of plagiarism. The following tips will help you avoid any problems with plagiarism:

oDirect Quotations No more than 3 direct quotes should be used in the paper with the exception of the Definitions of Key Terms section and Biblical Worldview sections. You can use direct quotes for definitions and for scripture in those sections. Short quotations must be in quotation marks, and longer quotations of 40+ words must be formatted as block quotes (see the Quotations link in the Assignment Resources section). There should be no more than one block quote and three to five shorter quotes in all parts of the paper with the exception of the Definitions of Key Terms and Biblical Worldview section. The best papers have no direct quotes in them.

oIdeas and Facts – If the idea or fact is not your own, you must cite its source. When not directly quoting, you should summarize or analyze the idea in your own words, and the reference must be cited.

Format the paper in the current APA format and see the grading rubric for specific grading criteria.

Note: There are two different rubrics for the draft and final versions of the paper. Review the grading rubric in each assignment to see how they will be evaluated.

Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

Module 5 Evidence Portfolio

In this module, you will submit a Module Evidence Portfolio that examines culturally responsive literacy practices and student voice within adolescent classrooms. This portfolio should document how instructional decisions elevate student perspectives, affirm identities, and promote equitable access to rigorous literacy learning.

The target evaluation lens for this module is LAER Domain II Instruction.

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Portfolio Requirements

Your Module 5 Evidence Portfolio must include all four sections outlined below.

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Section 1: LAER Target Statement

Identify the primary LAER domain and relevant indicators addressed in this module. Clearly explain how your instructional focus aligns to LAER Domain II Instruction.

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Section 2: Artifacts (Two Required)

Submit two authentic artifacts drawn from your residency practice that demonstrate culturally responsive instruction and student voice.

• Artifact 1: Instructional practice artifact
  (e.g., lesson plan highlighting student discourse, culturally responsive texts, discussion protocols)
• Artifact 2: Evidence of student voice or engagement
  (e.g., de-identified student work, mentor feedback on engagement, reflection notes on participation patterns)

Artifacts must be clearly labeled and briefly explained to demonstrate alignment to the target LAER domain.

Refer to the Acceptable Artifacts by LAER Domain page in Module 0 for guidance.

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Section 3: Leadership Reflection

Length: 300400 words

Write an analytical reflection aligned to LAER Domain II. Your reflection must:

• Reference both artifacts
• Analyze how instructional choices supported student voice and cultural responsiveness
• Examine how these practices influenced engagement and access to literacy learning

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Section 4: Professional Action Step

Length: Up to 200 words

Identify one specific, actionable step you will implement to strengthen culturally responsive literacy practices. Explain how this step supports growth aligned to LAER Domain II.

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Submission Format

• Submit one document (Word or PDF)
• Use the Module Evidence Portfolio exemplar as a guide
• Ensure all student and school information is de-identified

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Evaluation Criteria

This assignment is evaluated for completion, alignment to the target LAER domain, quality of evidence, and depth of analysis. Instructional performance is evaluated using LAER during observations.

Synthesis Paper Assignment Instructions

You will research and complete a paper focused upon the following 5 seminal learning theorists: John Dewey, B.F. Skinner, Albert Bandura, Lev Vygotsky, and Jerome Bruner. Analyze and explain their theories and describe how their theories may or may not benefit certain types of individualized instruction, as presented in Read: Glatthorn, Boschee, Whitehead, & Boschee: Chapter 15, from p. 427 onward. In the paper, you will write a critical analysis that includes 3 parts: Analytical Review of Content, Personal Analysis of Content, and Application of Content to School or Work Setting. Key points, personal ideals, or applications in each section should be summarized effectively, well organized, and backed with cited research.

The paper must be between 45 pages, excluding the title and reference pages, which are required. See the attached rubric for specific guidelines and writing expectations. Use proper APA format conventions (including in-text citations, a running head, page numbers, and organizational leveled headings).

Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

Research Design Project: Action Research and Program Evaluation Pre-Matrix Table Assignment Instructions

Overview

The main assignments for this course are wrapped into the Research Design Project. This project has three pre-matrix tables that will inform three matrices. Each table and matrix address basic and applied research that is quantitative, qualitative, mixed methods, action research and/or program evaluation. For each table, you will be finding education research articles on the same topic using the specified research design(s). For the matrices, you will be identifying methods information and critiquing the studies. This assignment helps you learn how to evaluate research, identify the main components, and start building your literature review.

This assignment will focus on specific types of basic and/or applied research. Action research is the most prominent form of applied research. Action research is a research method in which a practitioner has a real-life problem or issue in their school that needs to be resolved improving, changing, correcting, fixing, or eliminating when possible (Kitsantas et al., 2023). Program evaluation uses empirical methods to assess the effectiveness and efficiency of programs in real-world settings, where most applied research occurs. It focuses on solving practical problems and improving programs and policies. As such some experts refer to it as a form of applied research, whereas others consider it a third type of researchevaluative research (Miller & Salkind, 2002)

Instructions

1. RDP: Action Research and Program Evaluation Pre-Matrix Table
2. Zip-file with all of your articles (Naming convention: RDP AR PE Articles)

For the , you will:

• Select 3 research study articles published in a peer-reviewed journal related to your topic of interest.
• Each of the 3 articles will have a different research design.
• Be sure to download every article and save it in a folder on your computer. You may be asked to produce the article if the instructor has any issues downloading it. This will also ensure that the article is real!

a.All articles must be educational studies published within the past five years.

b.All articles must be on the same or connecting subject matter.

c.Articles cannot be literature reviews, systematic reviews, meta-analyses or meta-syntheses, any other type of review or synthesis, longitudinal studies, instrument validation studies; all research evaluated must be original/single empirical research. Reports and dissertations are not allowed as they are not peer-reviewed journal articles.

You must select:

a.1 Action Research using a qualitative research design (AR-QUAL)

b.1 Program Evaluation using a quantitative research design (PE-QUAN)

And 1 of the following designs:

c.Action Research using either mixed methods (AR-MM) or quantitative (AR-QUAN) research design

d.Program Evaluation using either mixed methods (PE-MM) or qualitative (PE-QUAL) research design

a.You may only use M365 Copilot, LUs approved source for AI.

b.You may only use AI to complete the components in the pre-matrix table for that single study.

c.You will identify for which research design component you used AI and include a copy of your conversation after your reference section in the template.

d.Please remember that AI is not always correct and you have to use your knowledge gained for the week in determining whether AIs information is usable or if you have to reprogram.

e.Remember to download the article!

Microsoft Copilot Software As a student, you have access to this tool as part of the Microsoft 365 software package. You can also access it from your myLU account > IT Marketplace > Scroll down to Microsoft 365 Software (under IT Marketplace Software).

Helpful Information

For help finding articles in general, refer to and Read: Suggestions and Tips for Determining Research Designs in the Learn section of this module for more information.

Any sections requiring textbook support must use the textbook from this course.

For help determining the specific research design used, please use your textbook readings, PowerPoint slides, videos, and the Read: Qualitative Research: Common Types of Data Collection, Analyses, and Research Design and the Read: Quantitative Research: Common Types of Analyses and Research Designs in the previous modules.

It is highly recommended that you search for articles in your capstone interest area. Additionally, higher-tiered journals are preferred over lower-tiered journals as they provide better information from top experts. The link to the tiered rankings can be found in this assignments resource section, located in the assignment description: SCImago Country & Journal Rank.

Using the provided Research Design Project Action Research and Program Evaluation Pre-Matrix Template, provide the following information in a paraphrased format:

In the table

oType of article

oArticle reference (must hyperlink DOI)

oNarrative in-text citation

oParenthetical in-text citation

oRationale with support from article for how you know it is either action research or program evaluation (include page/paragraph number)

oRationale with support from the textbook for how you know it is either action research or program evaluation (include page/paragraph number)

oSpecific research design (e.g., quantitative, qualitative, or mixed methods program evaluation; quantitative, qualitative, or mixed methods action research) Note: If it is action research, identify whether it is practical or participatory action research). If either design uses mixed methods, you must include the type of mixed method design.

Please see Read: Suggestions and Tips for Determining Research Designs in the Learn section of this module.

oRationale with support from article for how you know the design is correctly identified (include page/paragraph number). Additionally, you will also address the following:

If action research (practical or participatory)

If program evaluation (which type)

oRationale with support from the textbook for how you know design is correctly identified (include page number)

hyperlink )

After the table

oYou will answer a few questions about how research design is encapsulated in a biblical worldview. You must include Bible verses to support each of your answers.

Reference page: Include references for Bible sources

(already bookmarked in template): You can go to the AI conversation in M365 Copilot and copy and paste it under this heading. I encourage you to copy and paste along the way in the event of a technological issue. See separate M365 Copilot Conversation document in the assignment instructions. This document provides information on how to hyperlink and copy information.

Current APA formatting is expected throughout your paper (see the APA Help Sheet or the APA Syle Guideline linked in the Resource section of the assignment description).

The Research Design Project Action Research and Program Evaluation Pre-Matrix Table Sample has been provided for your reference.

Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

References

Kitsantas, A., Cleary, T. J., DiBenedetto, M. K., & Hiller, S. E. (2023). Essentials of research methods for educators. SAGE Publications, Inc.

Miller, D. C., & Salkind, N. J. (2002). Handbook of research design and social measurement. SAGE Publications, Inc.

Book Review Assignment Instructions

For this assignment, you will write a 5-page book review in current APA format that focuses on the required course textbook, Make It Stick: The Science of Successful Learning. You must summarize the premise of the book, take a stance for or against the key points made, and discuss implications for the field of education. The paper must include at least four references to the assignment textbook in addition to the Bible.

A Book Review Template has been provided to assist you with this assignment. Please use the following format in preparing your book review:

1. Summary. Summarize what you have read, boiling the book down into 400600 words (no more than two pages). Prove you comprehend the readings by writing a no-nonsense summary. The introduction is not a commentary or listing of topics but rather an objective summary. Summary here means clear and concise. This section must include a minimum of two citations of the text being reviewed in current APA format.

1. Concrete Response. Get vulnerable! In no less than 250 words and no more than one page, relate a personal life experience that this book triggered in your memory. Relate your story in first-person, describing action, and quoting exact words you remember hearing or saying. In the teaching style of Jesus, this is a do-it-yourself parable, case study, and/or confession. You will remember almost nothing you have read unless you make this critical, personal connection.

1. Reflection. This is the critical thinking part of the review. In no less than 250 words and no more than one page, describe what questions pop-up for you in response to what you have read. Keep a rough-note sheet at hand as you read. Outsmart the author by asking better questions than he or she raised in the book. Tell how the author could have made the book better or more appealing to those in your field of service. One way to begin this section is by stating what bothered you most about the book. This is not a place to provide an endorsement or affirmation of the book. This section should include a minimum of two APA citations to the text being reviewed.

1. Action. So, what are you going to do about it? In 400600 words (no less than one page and no more than two pages), provide two actions that describe what changes you are going to do or how the books ideas/concepts will be applied in your professional life as a result of your reading. Actions must be specific, measurable, and reveal a commitment to time, certain people, identified steps, and evaluation plans.

1. Please provide an APA-style title page, citations, and reference page. The title page and references page do not count towards the five-page minimum requirement.

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