Category: Education

Write a literature review for a doctorate dissertation. Please use the references provided in addition to other related sources. Please also include what I have begun to write in the literature review. 
Must be in APA format
The chapter must contain with the format below:
CHAPTER 2 – REVIEW OF THE LITERATURE
Overview of the Overarching Theme
Supporting themes and concepts
Subtopics and themes (as many as needed)
Presentation of the Literate Gaps
Summary
One theme I would like to discuss is constructivism. Please review Professional Learniing Communities in Virginia Beach, VA if possible. 

Write a research synopsis for the month long unit plan provided. The rationale is already completed. It is for third graders based on Nairobi, Kenya.
Synopsis. This is the research section of your project and should be 3-5 pages long. The synopsis focuses on the content, the topics, and the main themes to be developed when exploring the content with children. The synopsis should include:
o   what you are teaching — include a deep summary of all your research;
o   specific themes, topics, concepts, or individuals to be explored and your rationale for teaching about them — for example: The founding of Jamestown, themes of Colonization, Conquest, and Pocahontas, John Smith, and Powhatan;
o   significance of the information: Why you are teaching this topic;
o   relevance of the information: How it relates to your candidates’ lives;
o   how your study connects to the overall theme of social justice.
o list of references
Please use lots of research for what we are teaching.

Exam Content
Earlier in the course, you learned about laws and policies that have affected EL education. This week, you investigate language acquisition elements, including theories of how people learn language, the stages ELs go through to acquire a language, and rules for learning a language known as elements of language. As a teacher, each of these is key for building a plan for educating multilingual learners in your classroom.
Scenario
Imagine you are one of five teachers who teach 1st grade. Your team has recently received an influx of multilingual (EL) learners. As the teacher with the most experience with these types of learners, your principal has asked you to create a plan for helping these learners reach English language proficiency. This plan will involve using language theory, using the stages of second language acquisition, and incorporating elements of language.
Preparation
Research the following:
Theories of language acquisition (e.g., behavioral, cognitive, nativist, and interactionist)
Stages of second language acquisition
Elements of language (e.g., phonetics, phonology, morphology, lexicon, semantics, syntax, and pragmatics)
Assessment Deliverable
Create a 3- to 5-page plan that addresses the elements, theories, and factors that influence language acquisition that you and your team will follow to support your multilingual (EL) learners in acquiring English language proficiency.
Include the following in your plan: 
Theories of language acquisition
Describe 1 or more theories you will use when planning weekly instruction and how it will benefit your ELs. Provide a rationale for your chosen theory or theories. 
Stages of second language acquisition
Explain how you will determine which stage of second language acquisition each of your ELs are in.
Explain how you will plan to teach your ELs based on each stage of second language acquisition. For example, individual time for ELs will be planned by each teacher, teachers will work with small groups by language acquisition level weekly, and objects will be labeled in all classrooms for pre-production stage learners. 
Elements of language
Define each element of language (phonetics, phonology, morphology, lexicon, semantics, syntax, and pragmatics) in a way that a parent/caregiver could understand.
Provide an example of how you will teach each element of language to your 1st-grade ELs. 
Reflection process
Detail how you will consistently reflect on each EL’s progress.
Describe how you will assess their progress using the stages of language acquisition and the elements of language.
Explain the process you will use to adjust instruction for students who are not progressing.
Describe communication strategies you will employ to keep parents/caregivers informed on their child’s language progress. 

Watch the video
Identify three examples of negative behavior in Christie’s classroom and explain each student’s goal in misbehaving. 
Reflect on how you would have handled the situations differently, with a particular focus on how the Law of Least Intervention could have been applied.

Exam Content
Teachers provide student support to ELs in a variety of ways. Part of this support comes from following requirements for English learner programs, including eligibility processes, placement in programs, assessment standards and progress monitoring, and rights for stakeholders. Knowledge of these requirements helps teachers ensure multilingual students are receiving appropriate support along their educational journey.
Scenario
Visualize a school that has had an influx of multilingual students in the past month. Due to that, you and other teachers in your school have had an increase in meetings with families to explain your EL program and the process students will follow to enter the program, receive instruction, and exit the program. You want to ensure these families understand the student support, and providing them with an infographic will help clarify that process. For this scenario, assume that after you create the infographic in English, your school will have it translated into other languages and that a translator will be present at every EL meeting.
Preparation
Review the following chapters of Ch. 1, 3, 4, 6, 7, and 8 of the English Learner Tool Kit from the U.S. Department of Education:
Ch. 1, “Identifying All English Learner Students”
Ch. 3, “Staffing and Supporting an EL Program”
Ch. 4, “Meaningful Access to Core Curricular, Extra Curricular Programs”  
Ch. 6, “Addressing English Learners with Disabilities”
Ch. 7, “Serving English Learners Who Opt Out of EL Programs” 
Ch. 8, “Monitoring and Exiting English Learners from EL Programs and Services”
Assessment Deliverable
Create an infographic in which you address the following:
Procedures for identifying and admitting EL students, including:
Eligibility
Testing
Family/guardian rights and consent options 
EL program description and placement procedures, including:
Yearly testing requirement
Time allocations for support by proficiency level
Benefits of the program
Additional services students may qualify for (e.g., speech, special education, gifted education) 
The procedures for exiting students who are proficient and progress monitoring them after they exit
Consider creating your infographic using Microsoft Word, Microsoft PowerPoint, Google Slides, Canva, or another infographic application as approved by your faculty member.
Cite sources and images used in your infographic.
Format citations and references according to APA guidelines.
Submit your infographic.
Assessment Support
Review the rubric for guidance on deliverable expectations. 
Watch “Fast and Easy Infographics with Word or PowerPoint” on the Microsoft Mitch YouTube channel for tips on how to create an infographic using Microsoft Word or PowerPoint.
For assistance using Canva, access the Getting Started With Canva page on their website for tutorial videos. Transcripts for the tutorial videos are available by accessing the corresponding video on the Canva YouTube channel.
Review the following resources for writing guidelines and APA information: 
Center for Writing Excellence 
Reference and Citation Generator 
Grammar Assistance 
https://www2.ed.gov/about/offices/list/oela/english-learner-toolkit/index.html

Synopsis. This is the research section of your project and should be 3-5 pages long. The synopsis focuses on the content, the topics, and the main themes to be developed when exploring the content with children. The synopsis should include:
o   what you are teaching — include a deep summary of all your research;
o   specific themes, topics, concepts, or individuals to be explored and your rationale for teaching about them — for example: The founding of Jamestown, themes of Colonization, Conquest, and Pocahontas, John Smith, and Powhatan;
o   significance of the information: Why you are teaching this topic;
o   relevance of the information: How it relates to your candidates’ lives;
o   how your study connects to the overall theme of social justice.
o list of references
Please write a research synopsis based on the month-long third-grade unit plan I provided. It is based on Nairobi, Kenya as a whole. Use lots of research please.

Knowing what you want to teach by writing instructional objectives in advance of instruction is essential to helping students learn. Begin by identifying the state-mandated content standards related to the subject you will teach. Then identify one or two specific standards on which you will base a specific lesson.
You can find Texas’ curricular standards, the Texas Essential Knowledge and Skills, or TEKS, here.
If you are pursuing certification as an EC-6 generalist, be sure that your lesson plan is consistent with Texas’ Prekindergarten Guidelines if appropriate.
If you are pursuing certification in the field of special education, there are no specific TEKS related to special education. Instead, lessons for special education students are still aligned to the grade and content level TEKS in which the student is studying. Therefore, you may select any content area or grade level for which to align your lesson; however, be sure to identify the selected grade level and content area as well as identify that the lesson is specifically designed for learners with special needs.
Each educational objective should address at least one identified state standard. When writing objectives, a sufficient number of objectives should be constructed to address each identified state standard for your lesson. In this assignment, you will need to provide 3-5 objectives corresponding to 1 or more state standards that you identify.
For this assignment, follow these steps:
1. Provide the grade level and subject in which the lesson will be used.
2. Identify the state standards to which you will align. Include both the reference number of the standard and the full text of the standard. For example,
Texas Essential Knowledge and Skills for Mathematics
Subchapter B. Middle School, Grade 6
(b)(1)(C) (The student is expected to) select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems;
(b)(2)(C) (The student is expected to) locate, compare, and order integers and rational numbers using a number line;
3. Review the list of verbs related to Bloom’s taxonomy from this course.
4. Identify the verbs you want to use in writing objectives from each column on the list, based on the Bloom’s level at which you are seeking to measure learning. Each objective should have one verb as its focus. Label the objective’s verb by putting it in bold text.
5. Ensure that at least two of your objectives are related to higher-order thinking (thinking at the two highest levels, Evaluating or Creating, of Bloom’s taxonomy).
Here is an example of a  concise, achievable, and measurable objective:
The student decides whether a sentence is simple, compound, complex, or compound-complex. (Evaluate)
6. Label the level of Bloom’s taxonomy that corresponds to each objective and place the label in bold text
****I am going to be a special education teacher****

Homework Content
As a teacher, you will meet and work with ELs who have unique academic, social, and emotional needs based on their prior experiences. It will benefit you to take the time to learn about these students’ experiences and backgrounds to better instruct them and make them feel welcomed.
Preparation
Research the following EL populations:
Students with interrupted formal education (SIFEs) 
Long-term English learners (LTELs)
Recently arrived English learners (RAELs) 
Refugees 
Migrants
Immigrants
Native Americans  
Consider exploring the Special Populations: English Language Learners page on the Colorín Colorado website.
Assignment Deliverable
Create an infographic that differentiates the following populations from each other:
SIFEs 
LTELs
RAELs
Address the following in your infographic:
Definitions of SIFEs, LTELs, and RAELs
An explanation of how refugee, migrant, immigrant, or Native American students may pertain as subgroups (SIFEs, LTELs, and RAELs)
Brief statements or words describing factors that influence English language acquisition for learners from these special populations (e.g., family support, previous schooling)
Tips on how you can create a safe and inclusive environment for these special populations (Think about how you will make these learners feel valued and value each other.)
District and community resources available in your area for these students and their families/caregivers
Consider creating your infographic using Microsoft Word, Microsoft PowerPoint, Google Slides, Canva, or another infographic application as approved by your faculty member.  
Cite sources and images used in your infographic.
Format citations and references according to APA guidelines.
Submit your infographic.
Assignment Support
Review the SEI/EL Terminology resource or information about terminology and definitions that may help with this assignment.
Watch “Fast and Easy Infographics with Word or PowerPoint” on the Microsoft Mitch YouTube™ channel for tips on how to create an infographic using Microsoft Word or PowerPoint.
For assistance using Canva, access the Getting Started With Canva page on their website for tutorial videos. Transcripts for the tutorial videos are available by accessing the corresponding video on the Canva YouTube channel.
Review the following resources for writing guidelines and APA information: 
Center for Writing Excellence 

Some cultures developed quite ingenious tools and systems to help with calculations. One of the
most familiar is the abacus, developed around 3000BC in Mesopotamia and still used in some
eastern cultures. The abacus began life as a board or slab covered in sand, used in ancient
Babylon for aligning numbers or writing; it later developed into a board with lines or grooves
for counters. The modern abacus with counters threaded onto rods or wires requires more
technological advancement to produce but is used in much the same way.
This essay project aims to introduce your students to the ancient tool of the abacus and its
applications in understanding various mathematical concepts. You will write how you and your
students will learn to perform arithmetic operations, manipulate number systems, and explore
mathematical patterns using the abacus. You should also provide a history of the abacus and its
modern use. This essay project will not include hands-on workshops where students will receive
training in using the abacus efficiently.
Your essay project will not engage in activities such as converting between different number
systems (e.g., decimal, binary) and solving arithmetic problems using the abacus. However, you
should integrate elements of algebra into the learning process so students can learn to solve
equations and explore algebraic properties using the abacus. Remember to explore the
connection between the concepts we learned, such as prime numbers, magic squares, arithmetic
operations, geometry, uncovering hidden patterns and relationships, and how using an abacus
can teach mathematics.
Write your essay project with Alex Bellos’ knowledge of using an abacus. You must use at leastsix quotes from Alex Bellos’ book to validate your findings. You must use three additional
references after the year 2014 to validate your findings. Your essay should develop proficiency in using the abacus as a powerful mathematical computation and problem-solving tool.

Critically examine the article attached with the following rubric: 
Introduction
Clear
conceptualization and identification of what an educational plan is through
its distinct characteristics (nature, purpose, principles, etc).
Summary
Demonstration
of skills to detect areas of clear differences in the plans. Placing the
issue in context/defining the problem.
SWOT Analysis
(strengths, weaknesses, opportunities and threats)
Identification
of areas of strength, weaknesses, opportunities, and threats in the plans
through examination of the key issues with exploration and discussion of the
literature (i.e., breadth and depth of the examination of the literature)
Application to
education practice
Demonstration
of your competency and skills in identifying and discussing a plan relevant
to meet the countries’ needs using relevant data/scenarios/information