Category: Education

This section should include presentation and analysis of data, also summary and discussion of findings based on PRISMA guidelines for a literature review.
Also I’d like for a ‘Study Characteristics Table’ outlining the following column headings be added to this chapter’s content.
1. Articles/Studies
2. Author, Year
3. Study Design
4. Country
5. Continental Region
To represent all the articles used in the research. I will attach a photo of an example.

Write a 2250-2500 word essay addressing the following points/questions. Be sure to answer all the questions for each bullet point completely. Separate each section in your paper with a clear heading that allows your professor to know which bullet you are addressing in that section of your paper. Support your ideas with at least three (3) sources in your essay. Make sure to reference the citations using the APA writing style for the essay. The cover and reference pages do not count toward the minimum word amount. Review the rubric criteria for this assignment.
Locate two new academic articles from a professional, peer-reviewed journal related to a topic of your interest. These articles should involve descriptive or inferential statistics, should be two NEW articles (i.e., not articles you used previously in this course), and should be at least ten pages long. Be sure to answer all questions entirely in each bullet point. There should be six sections per article response, addressing each numerical bullet below.
Summarize both professional, peer-reviewed articles by addressing the following for each study. Repeat this sequence for each article. 
What question/hypothesis was the researcher trying to answer or investigate?
What were the results? 
How did the researcher present the results? What are the strengths and weaknesses in how the results were presented?
How was graphical formatting (tables, figures, graphs, etc.) used to present the results?
Explain how the researcher connected the results to an evaluation of the hypotheses. Provide direct examples from the study.
Identify at least one area in the data where the results could have been interpreted differently. Explain your alternative interpretation.
Compare and contrast both studies and explain the similarities and differences concerning the Results sections of the articles. For this assignment, focus more on the structure and components of the Results sections, not the actual results. That is, how crafty were the researchers in presenting their findings in a way that conveys clarity and importance of the results from the study.

I am focusing on Social Cognitive Theory – 
Select
a theory and describe it (e.g., social cognitive theory). 
Review
how it has been used in information science research (you should be
describing and citing multiple studies in Information Science that have used this theory).
Discuss
how using different theories in that research might have led to different
outcomes (this is where you can show me you understand how theory
influences research – design, interpretation, etc.).
Suggest
future research in information science that could employ your theory.

Read the prompt first.
I don’t want to ask you to rewrite the paper, so please read the prompt carefully AND let me know if you have any questions.

i need a reserch on if there is a problem in teachers leaving the job or not. i have already written three papers. i did a lit review, a interview paper, and a paper about my job shadow experinces. the paper i need you to write is sort of a final paper putting all this togther. below i will send the rubuic/critera the teacher wants aswell as the three papers. 

Math lesson plan for 1 st grade. Please use standards from next generation standards. Please start the lesson plan with a story or something that will ENGAGE this lesson and connected with the MATH standard will be teaching in the lesson plan. PLEASE SEE EXAMPLE AND FOLLOW!!

**Please write the paper about being an elementary school teacher (1st ~ 5th grade)
Students will comprehensively describe their development and characteristics as a
teacher. The assignment is intended to promote deep critical thinking about theoretical and personal perspectives on the processes of teaching. It will include an exploration of the appropriate Maryland College and Career Readiness Standards in their content area (or a facsimile) and the professional standards established for their discipline. (attached)

Effective leaders not only focus on building their own capacity, but they also strive to build leadership capacity in others. This is one of the strengths of the early childhood community; the commitment to help others grow and learn and the belief that principles of diversity apply to leadership as well as early childhood classrooms.
For this Assignment, assume the role of a Director of an early childhood setting of your choice. You have just been awarded a generous grant to promote the professional development and leadership capacity of the staff.
RESOURCES
Be sure to review the Learning Resources before completing this activity. 
Click the weekly resources link to access the resources. 
MODULE 4 RESOURCES
To prepare:
Choose a topic that you are interested in and believe should be a focus of development for personnel/emerging leaders in your setting. (Some examples include the challenges and rewards of home visits, culturally responsive family engagement, the benefits of inclusive classrooms, and the value of reading aloud to children.)
Clarify who your participants will be so you can gear your professional development efforts to the group you are targeting.
Review the literature to identify at least five current articles that not only provide breadth and depth for the topic you chose, but also provide information you believe is meaningful and appropriate for this particular audience.
To complete this Assignment:
Create a tool or artifact that summarizes an experience for developing others’ capacity related to the topic you chose. Choose from the following:
A training outline that includes the purpose of the training and a general overview of the content including specific topics and recommended resources
An article for submission to a professional organization’s website, such as Zero to Three or NAEYC
A podcast about 3–5 minutes long with foundational information about the topic and cited resources (Refer to the Learning Resources for information about creating podcasts.)
Another artifact for staff development (with Faculty approval)
Note: Be sure to cite appropriate references in APA format to substantiate your thinking.
I posted a few assignment to help get an understanding of topic and all 

Include the actual assignment/assessment. This could be a quiz, test, performance task, choice board, etc. It
should be designed for a standard and learning targets you will teach during the field experience.
AS A SINGLE DOCUMENT the following items:
– Three (3) Student Work Samples of your assessment: Remove/whiteout actual student names; label
documents (Student 1, Student 2, and Student 3).
In selecting work samples, choose one student who did well in understanding the concept, one student
who struggled to understand the concept, and one student with specific learning needs, such as an
English Language Learner, an EIP student, a student with an IEP, a gifted student, etc.
– Evaluation Criteria: This is how you evaluated it. This could be a quiz, test, performance task, choice
board, etc. with clearly written scoring criteria. You may include a rubric if that is how this is scored.
Label the document Evaluation Criteria and include which standards are assessed.
– A table/chart: This is used to record student performance in a way that is easy to analyze. Note that pie
charts bar graphs, etc. charting class averages are not helpful. You need to chart how EACH student
performed on EACH skill or concept assessed.
– A narrative where paragraphs explain:
a. Patterns in success for the class and your 3 selected students
b. Patterns in errors for the class and your 3 selected students
c. Hypotheses about the errors, student misconceptions, etc.
Standards:
1) AKS 3:Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.
2)AKS 6: Distinguish their own point of view from that of the narrator or those of the characters.

Teachers of language arts must acquire skills and strategies in various areas, including reading, writing, speaking, listening, and thinking. They must also meet high-stakes testing requirements and satisfy the needs and rights of diverse learners. This assessment will allow future teachers the opportunity to construct a writing lesson plan designed to address the needs of all students in a language arts classroom.
A.   Create an original direct instruction writing lesson (K–6) plan that teaches one step of the writing process (prewriting, composing, revising, editing, or publishing) using the attached “Direct Instruction Lesson Plan Template” along with the attached “WGU Lesson Planning Guide.” Complete each of the following to finalize your lesson plan:
Note: This lesson plan must be based on kindergarten through 6th grade standards, not pre-kindergarten.
1.   Identify all of the required general information for the lesson plan, including the following:
●     lesson title
●     subject
●     grade/level/setting
●     prerequisite skill(s) for the lesson
2.   Align the relevant standards and objective for the lesson by doing the following:
a.   Identify the state or national academic writing standard(s) addressed by the lesson plan and include the associated alphanumeric code and full description for each standard.
b.   Create one lesson learning objective that aligns with the state or national academic writing standard(s) identified in part A2a. The learning objective should include the following required components:
●     behavior
●     condition
●     measurable criterion
3.   Discuss the necessary materials and technology for the lesson plan by doing the following:
a.   List the materials necessary to complete the lesson.
b.   Identify the technology used in the lesson.
4.   Discuss the language demands included in the lesson by doing the following:
a.   Identify the language function(s).
b.   Identify key vocabulary terms students must know in order to master the learning objectives for the lesson.
c.   Identify relevant discourse or syntax used in the lesson.
d.   Describe relevant language support that will be used to help students apply the language of the discipline during the lesson.
5.   Explain both teacher and student actions for the lesson, incorporating the step(s) of the writing process where appropriate, by doing the following:
a.   Explain the anticipatory set.
b.   Explain the presentation procedures for new information, modeling or both.
c.   Explain guided practice.
d.   Explain independent student practice.
e.   Explain culminating or closing procedure/activity.
6.   Discuss how the lesson will differentiate instruction to meet the needs of all students by doing the following:
a.   Describe the differentiated instruction that will be used in the lesson to meet the needs of students who are gifted and talented.
b.   Describe the differentiated instruction that will be used in the lesson to meet the needs of students whose native language is not English.
c.   Describe the differentiated instruction that will be used in the lesson to meet the needs of students with mild to moderate learning disabilities.
7.   Explain how to assess student progress toward reaching the lesson learning objective by doing the following:
a.   Describe a formative assessment used in the lesson that helps monitor student progress toward reaching the lesson learning objective.
b.   Provide a copy of the summative assessment. (ie: rubric, checklist, graphic organizer)
c.   Discuss how the summative assessment measures student achievement of the lesson learning objective.
B.   Explain how the lesson plan can be extended with one strategy, text, or activity that contributes to the students’ development of awareness of differences in society (suggested length of 1–3 paragraphs).
C.   Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.
D.   Demonstrate professional communication in the content and presentation of your submission.