Educational Psychology -Essay

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Answer both question with at least 400 words.
Question 1: After completing your assigned reading, discuss the following:
• Describe your understanding of a learning community?
• What ways can parents contribute positively to the school as a learning community?
• How could volunteers disturb the learning community?
Question 2: Share with the class a list of your five favorite web resources in education, tell us why each is your favorite, and briefly summarize the link.

Slavin, Educational Psychology, (2012). Chapter 9 and 10
Van Brummelen, Walking With God in the Classroom: Christian Approaches to Learning and Teaching, (2009)

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Customized Learning Theory Paper -Research paper

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CUSTOMIZED LEARNING THEORY PAPER INSTRUCTIONS
Your paper in this course will present your own customized theory of human learning and development. Everyone operates with a “theory” of what makes the best learning environment and how people grow and develop. The problem is that most education professionals’ theories are not well informed nor are they articulated clearly. Thus, for this paper, you will articulate your idea of "the best learning environment" and support it using the theoretical perspectives of what defines the "best of" in education. This assignment will be completed in three stages: an annotated bibliography, a rough draft, and a final paper version. Your finished paper will give you a conceptual framework from which to draw strategies and practices for the success of all parties involved in the teaching-learning process.

The paper should be 10 page—8 pages for the body, then 1 cover page and 1 references page. It should use at least 6 references and include a solid biblical basis for your theory. If you have more than one page of references after meeting your eight-page content requirement, be assured that points will not be deducted.

You may find it useful to focus on the educational area in which you intend to serve (high school, gifted, ADHD, etc). Information for your educational theory can be found throughout all the activities completed during this course. Your resources should include at least 2 of the articles you used for your Article Reviews, both your textbooks and at least 2 scholarly articles taken from the reviews of your classmates. Additional sources may be included as you see fit.

Throughout the paper, it is essential that you establish your understanding of the readings and class work. You will be graded on how well you integrate one or more of the theories studied in this course; your theory must be unified and congruent.

The following list is how you should design your paper:
I. Introduction
II. Learning Theory and its importance
III. Description of an effective teacher and learning environment (Be sure to include discussions of direct instruction, technology, motivation, classroom management—see below.)
IV. Learning Characteristics: How does your customized theory address multimodalities and ability grouping?
V. Personal Reflection: What is the relationship of your personal Learning Styles Profile, Study Skills Inventory, and Philosophical Methodology of Learning Profile to creating your customized learning theory?
VI. Conclusion

When writing your third section—the description of an effective teacher and learning environment—you will gather some valuable information from chapter 1 of your Slavin textbook where it discusses an effective teacher. And think about what influence direct instruction has on your learning theory from chapter 7. How about what ability grouping methods would be most prevalent according your learning theory and why from chapter 8? Don’t forget to talk about technology in your learning environment from chapter 9. And the type of motivations that would be included in your theory could be gleaned from chapter 10. How you can prevent problems or distractions in your learning environment can be found in chapter 11.

The fifth section of your paper is going to be a personal reflection on all of the different profiles you take throughout the course. You will be describing your personal learning styles and study skills. The use of first person is acceptable where appropriate. Substantiate your assumptions with authoritative references. Why is it important that you understand the way you learn to have an effective learning theory?

References:
Slavin, Educational Psychology, (2012).
Van Brummelen, Walking With God in the Classroom: Christian Approaches to Learning and Teaching, (2009).

Articles used by classmates:
Jæger, M. (2012). The Extended Family and Children’s Educational Success. American Sociological Review, 77(6), 903-922. doi:10.1177/0003122412464040
Cross, T. L. (2001). Gifted Children and Erickson’s Theory of Psychosocial Development. Gifted Child Today, 24(1), 54.

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Library Misson and Goals – write a mission statement and goals for the school -Essay

Identify a school and examine their mission and goals. Reflecting upon what you have read, write a mission statement and goals for the school’s library. Don’t merely copy what the library may already have. Include the name of the school and town in the title for the assignment.

Some tips for this assignment:

A mission statement needs to be concise and clear. It doesn’t get better by being long-winded, but it does take more effort on your part to write a good one that is brief. Give it some thought!

You should identify three to five goals that would help the library achieve its mission. Goals should be SMART*:

· Specific – who, what , where, why, and how. Just like the first paragraph of a newspaper article, in one sentence.

· Measureable – basically, how will I know if we achieved it? I might count something or take a survey, for example.

· Attainable – let’s be realistic. I’d like to teach the world to sing – but that ain’t gonna happen! However I could increase parent contacts by 10%.

· Relevant – teaching the world to sing is neither attainable nor relevant. Ask this: How is this goal going to help us achieve the library’s mission?

· Time-bound – Set a realistic deadline, and milestones for steps leading up to the goal if it is a larger, more complicated goal.

Please see the examples that I have uploaded. ALSO, PLEASE DO NOT COPY WORD FOR WORD FROM ANOTHER LIBRARY. THE MISSION AND GOALS SHOULD BE SET FOR A SCHOOL LIBRARY.

Quanitative or Qualitiative Research Design Paper on Education and ESL

*Quanitative or Qualitiative Research Design Paper on Education and ESL (English as a Second Language). Paper needs to be 12-15 pages, from cover to cover, in APA format. Need 3-5 references. Looking for a Quanitative or Qualitative or Mixed Method Research Design paper on the topic of Education and ESL. Would be great for Data should include California, but not necessarily limited to. Very open on what direction paper goes, as long as it follows the above and below directions/guidelines.
Thanks!

Purpose: The signature assignment is the Research Design Project. The purpose of this project is to confirm that the student has acquired research skills sufficient to design a meaningful research project on their own and that it can be communicated appropriately in APA style.
Since this is an eight-week course, collecting data for your assignment would not be possible and is not part of this project. However, students are expected to adhere to scholarly journal writing standards by writing their project in the third person. Although you would have not collected data, it is expected that you write your Research Design Project in the past tense, which is the accepted tense when writing scientific research and scholarly manuscripts. You may choose either a quantitative, qualitative or mixed-method research design for this project.

Directions: Develop a research design project on a topic of interest. Write a paper that explains the project using the headings and subheadings described below.

As a rule of thumb, the average length of the Research Design Project runs between 12-15 pages, cover to cover. This signature assignment should include the following elements:
Title Page (APA Format)
Introduction
• Significance of the study (explain why you selected the topic you did, and make connections to the literature on the topic)
• Statement of the problem and purpose of the study
• Research question and/or hypotheses

Brief Review of the Literature

• Three to five peer-reviewed research studies
• Review summary further establishes the significance of your study and problem statement
Design and Methodology
Based on the research design you have selected describe the following:
o Quantitative
Participants, instrumentation, procedures, data analysis procedures, and limitations of
the design

o Qualitative
Site or social network, research role, purposeful sampling strategies, data collection strategies, data management and analysis, and limitations of the design.

o Mixed Method
Logic, participants and sampling strategies, research site or context, data collection, procedures, data analysis and results, and limitations of the design.

Reflection

o Justify why you feel a quantitative, qualitative, or mixed method design is the best choice for this study?
o Explain how your research design and methodology informs the questions or hypotheses of this study?
o In what ways do you feel this study might contribute to the body of knowledge on this topic?
o How might the results of this type of study improve your own practice?
o How might the results of this study influence decisions made by your school or district?
o What do you feel are the biggest challenges or roadblocks for conducting this study?
o In what ways has this process of designing a research study influenced your own views of educational research?

Literature/webinar review Technology Education

My Assessment is to prepare my first literature/webinar review posting to My blog
http://www.freetech4teachers.com/2009/10/google-apps-for-k-12-education-webinar_09.html#.UPjW1jlgPzI

Literature Review / Current Technology Education Article / Webinar Locate an article, 2008-­-present, with information relevant to the course topics and discussions. Resources are provided in class for you to choose. Create a blog entry about your article where you review the information, author’s stance, etc. Requirements for review will be provided.
Please review the examples of literature reviews that would be graded at a 100,

which met all of the requirements. One change I might suggest is to explain how objectives were met or how they fit under the different course objectives. Also review the rubric to make sure you met all objectives of the assessment.

Do not forget to include connections to the course objectives and educational connections.

Please read over the requirements
Webquest – Literature Review Requirements:
Locate reading, or webinar that will relate to the above learning outcomes for the class. Link to reading & post assignment on your blog The linking is not limited to the one reading. Please reinforce by using images, video, and other information you have gathered from your course work
thus far. Remember to please make connections to your own teaching practice/soon to be if you are not currently teaching.

Review will be assessed based upon the following criteria:
Content/
Writing Quality

30 pts
Connections /
Personal Examples

20 pts
Research/ Review/Re?ection

20 pts
Use of Enhancements and Linking

10 pts
Course Learning Outcomes

20 pts
Brief overview of reading / webinar (2 – 3 paragraphs) at a minimum.
How does this reading impact/relate to the way you are currently teaching or would use this if you were a teacher with technology/or thoughts about how you would use it when teaching ? Re?ection – What did you learn, what will you do differently with this new information, how
will your teaching practice change?
Did you link to webinar? Add any other links to help support information discussed? Any photos or videos? How does this reading pertain to the course learning outcomes?
If you have any question ask me please

How does race affect educational achievement-Essay

The paper should embark on a research question around “How race influences educational achievement”. Statistical numbers that could document that the research question addresses a significant issue:
Are there racial differences in drop-out rates?
Are there racial differences in graduation rates?
Are there racial differences in completion of UC/CSU requirement rates?
Are there racial differences in AP enrollments?
Are interactions with teachers different depending on the gender of the teacher?
Does the race of the teacher affect teacher-student interactions?
What factors contribute to the social construction of “good” or “bad” students?
Does being part of a majority or minority population affect school performance?

As a way of forming a preliminary research question, please review the Oakland High school’s statistical data (refer to attached document, Oakl_H.xls) looking for evidence of racial (and gender) inequality. What aspects of racial or gender inequality in the school and/or our larger society might be causal factors in the inequality you observe from these data?

Academic Advisor Training Syllabus-Essay

Project Scenario: Assume the hypothetical role of a Student Affairs professional within a university setting. You have been asked by your supervisor to prepare one 50-minute training session for a new team of academic advisors, who will be hired and onsite by the next semester, and an advance reading list that they will have read prior to the training. Your goal is to train the team of academic advisors on one learning objective that you will develop with an individual identity focus or a social identity focus as justified by student development theory.

As you have read in your Final Project instructions, one of the components of your project will include a one-page training syllabus that outlines the 50-minute training session on one, focused objective that is related to either student individual identity development or social identity development.

For your Week Five submission, you will begin with the training objective and reading list you completed in Week Three to develop the one-page training syllabus. The training should be focused on one key issue that the academic advisors will commonly encounter in their first term of service as related to the training objective. Be sure to keep in mind that your training session is limited to 50 minutes, and time at the beginning of a new term in a busy academic setting is valuable, so the focus of the session is essential.

No title page for the syllabus is required, but any sources consulted should be included on a separate References page in your submission. If developing a one-page training syllabus is new for you, consider using a Syllabus template to help you get started using an appropriate syllabus format.

This was week 3 submission with the respond from the instructor

Risk and Protective Factors for Successful Identity Development
Identity refers to self- definition of an individual which concentrates on enduring self-characteristics. In established identities, the individual explains the sources of the self- defined characteristics amicably, as well as the influences behind the origins (Wasserman et al, 2003). In a complete identity, there is clarification of a person’s standards, ethics, and morals, and the person has a future occupation commitment. Majority of the development theorists view identity development as a way through which an individual can elaborate the present as the bridge to the future from the past. This training aims at exploring student individual identity development. The objective is exploring the protective and risk factors responsible for successful identity development.
According to Siner (2011), influences on individual identity development in students are by interacting, multiple protective and risk factors. Risk factors refer to conditions and factors which link to heightened risk for thoughts and behaviors such as suicidal behavior and suicide. Recent research reviews indicate that there are several factors, which hinder students from successful individual identity development. On the other hand, protective factors are the experiences and factors which minimize the risks for suicide and substance abuse, and protect students from a wide array of social problems. It is imperative that students are monitored by the adults around them so that they identify risky behaviors and rectify them before they become extreme. Moreover, the adults should mentor and counsel the students to ensure positive identity development.
A successful achievement of identity is developed via embracing traditional values, and consequently expressing them through a contemporary way. Hence, students require a parent’s influence for traditional values, as well as friend’s influence for contemporary expression. It is, however, worth noting that extreme influence from friends and parents interferes with the personal commitment of students (Siner, 2011).
Parenting styles and influences from teachers profoundly affect identity achievement in students. A parenting style that emphasizes high communication and high standards encourages the adolescent student to explore in supportive environments. On the other hand, a parenting style that focuses on low communication but high standards may impact on healthy identity potential exploration. It is worth noting that permissive parents who never set standards for their adolescent students are promoting a diffused identity without clear commitments (Wasserman et al, 2003).
Protective Factors
Several clusters of protective factors appear as recurrent themes in the majority of longitudinal studies involving students who were successful in overcoming enormous odds. It is worth noting that some protective factors act as internal resources, which the student brings to their encounter through stressful life occurrences. However, others are external support sources in the community and family. Resilient students, as a whole, engage with adults, other people, and peers alike. They possess effective problem- solving and communication skills, as well as the capability of recruiting substitute caregivers actively; they possess an exceptional skill or talent which the peers’ value and they believe that their actions can make massive positive difference in others’ lives and their own, as well (Siner, 2011).
External factors also contribute to resilience. Affectional ties are extremely vital since they encourage initiative, autonomy, and trust in a student. These ties result from alternate caregivers, extended family members, and teachers. Moreover, there are support systems found in communities that reward and reinforce the competencies of these youngsters, as well as offer them positive role models. These include peer friends, mentors, teachers, and caring neighbors. Data reviewed from previous research indicates that protective factors possess a more generalized impact on the adaptation of children, as opposed to stressful life events and risk factors (Werner, 1990). The buffering processes which shape resilience are present in students from all races and various social contexts.
Majority of studies have established that students who are resilient enjoy school, irrespective of whether it is high, grade, or nursery school. Some of the students may not be gifted exceptionally; however, those who demonstrate the greatest resilience dedicate all their abilities to good use. These children make school a home far from home, and a refuge from the disordered household. There exists an outstanding similarity in characteristics of school and home environments, which are associated with bigger student’s resilience from divorced families (Siner, 2011). In the two settings, the vast adaptive behavior degree among students was linked to a more nurturant and responsive atmosphere, as well as a more predictable and organized environment. This consistently enforced and clearly defined responsibilities, rules, and standards. Indeed assignment of responsibility, rule enforcement, organization, and structure are more significant for divorced families’ students compared to non- divorced families. Control and structure are considered more salient for resilience fostering in boys. On the other hand, responsibility assumption and nurturance were more vital for girls (Wasserman et al, 2003).
The favorite teacher is the positive role model who is encountered most frequently, outside family circles. For resilient youngster students, the outstanding teacher is not only an academic skill instructor but a positive role model and confidant, as well. When students identify themselves with a role model, they become more confident and develop positive individual identity. Studies have tried exploring the teacher’s role as protective buffers in students’ lives who had grown up in homes stained by parental mental illness, poverty, domestic strife, and alcoholism. The studies coincide that mentors and teachers have an extremely vital positive influence on children at risk. A follow- up study conducted on 24 Nazi Holocaust child survivors revealed that the survivors had a lot to attribute to the woman who was their nursery school teacher (Siner, 2011). She provided care and warmth, and taught them to be compassionate always.
In another follow- up study, women and men in their midlife were the participants. They had spent the early childhood years, as well as infancy with the mothers in a maximum- security prison as the Greek Civil War was happening. Majority of the children’s fathers had been killed since they were resistance fighters while the mothers awaited execution. Therefore, fellow prisoners sustained these children, particularly professional women. The children were taught how to play, sing, and read, and this sustained their spirits and health until liberation. These children are presently middle aged and have matured into caring and competent parents with established roots in the respective communities.
Risk Factors
Child delinquency results from ineffective identity development in students. Child delinquency risk factors operate in domains such as the child’s school, peer group, family, media, neighborhood, and the individual child. Majority of professionals agrees that not a single risk factor is responsible for unsuccessful identity development in students. Assisting students to develop positive individual identity is vital in reducing the crime rate, as well as a crime- related tax dollar expenditures (Werner, 1990). More significantly, it helps students shun delinquent behavior consequences by escalating the chances that they lead productive and law- abiding lives.
Irrespective of the fact that there are some similar risk factors among delinquents, the combination and patterns of risk factors differ. Professionals possess immense knowledge in regard to protective and risk factors which are relevant for intervention and screening (Werner, 1990). For instance, majority of the professionals agree that, during the early life of a child, the most key risks emerge from individual and family factors. Individual factors include temperament difficulties, sensation seeking, hyperactivity, and birth complications. On the other hand, family factors include poor child- rearing practices, substance abuse, and parent criminal or antisocial behavior. As the child matures and is integrated in the society, novel risk factors which are related to the community, school, and peer influences emerge, and they play an extremely monumental role. It is difficult for a child who failed to develop a positive identity while in the family as a result of negative parental and sibling influences, to do so after integration in the society (particularly at school). First, such children have low self- esteem and are unable to relate well with others. Teachers should be keen, therefore, to identify such children and assist them remedy their identity. Although this is extremely hard, it is worth a try.
Annotated Bibliography
Siner, S. (2011). A Theory of Atheist Student Identity Development. Journal of the Indiana University Student Personnel Association, 2 (7), 14-21.
The paper proposes an identity development theory for atheist college student. There is an analysis of the parallels that exist between LGB (lesbian, gay, and bisexual) and atheist college students as participants in marginalized, salient, and invisible minority group. The paper applies the 1998 Small’s theory of atheist faith development in students to the 1998 Fassinger’s theory of identity development among LGB students. With the use of this conceptual framework, the paper focuses at explaining how the manner in which atheist students develops group and individual identities.
For the purpose of this paper, this reference was vital in that it discusses theories which are vital for identity development in students. It analyses the factors that are responsible for development of identity in the two groups. These factors are exploration, awareness, commitment/ deepening, and synthesis/ internalization.
Wasserman, G. A.; Keenan, K.; Tremblay, R. E.; Coie, J. D.; Herrenkohl, T. I.; Loeber, R. & Petechuk, D. (2003). Risk and Protective Factors of Child Delinquency. U. S. Department of Justice: Child Delinquency Bulletin Series.
The Bulletin is a constituent of OJJDP’s Child Delinquency Series. It presents the Study Group on Very Young Offenders results. Moreover, it provided the latest information regarding child delinquency, analysis of statistics on child delinquency, factors responsible for highly young offending origins, as well as a description of the early intervention approaches and programs which are successful in preventing delinquent behavior development. To achieve this, there is a keen focus on protective and risk factors.
This reference was extremely useful in the research done on this paper. It has comprehensive information on the protective and risk factors responsible for identity development. It offers succinct elaborations of how role models, mentors, teachers, caregivers, and siblings contribute to the identity development of a student.
Werner, E. E. (1990). Protective Factors and Individual Resilience (Chap. 4, 115- 132). New York: Cambridge University Press.
This reference covers individual resilience and protective factors comprehensively. The results of several longitudinal studies have also been analysed. Protective factors responsible for identity development during various stages in life are discussed. The stages discussed are infancy, early childhood, middle childhood, adolescence and adulthood. Protective factors that play a role within the family (maternal competence, siblings, grandparents, and caregivers) have been explored comprehensively. Moreover, there is a discussion of the protective factors that are most essential in the community. These include friends, school, mentors, and teachers. This reference has been extremely useful since the explanations offered are comprehensive and clear. The article covers all the protective that surround a student and which play a role in identity development.