Category: Education

Doctoral
Perspective Paper – Compose a considered Doctoral Perspective Paper.
The goal of
this paper is for students to envision how they think this doctoral experience
will affect their worldview. How will the student’s worldview change over the
course of this program?
It is not a
paper on your goals. It is not the story of your life.  It is not a review of what you learned in
this particular course nor new skills you hope to obtain. 
It IS your
ideas about how the entire doctoral experience will change your way of
conceptualizing the world – your overarching paradigm. This reflection should
include a discussion of the elements of the wholistic model as well as address
the purpose of doing a doctoral degree (not your individual reason for doing a
doctoral program, but why anyone would pursue a doctoral degree). Students are
predicting how they will be different coming out of the program than going into
the program.

You have been invited to speak to the local NAEYC affiliate on “School Readiness: What Teachers and Parents Can Do.” For this assignment, create a PowerPoint presentation addressing the following questions:
What is readiness? Why is children’s readiness for school important? What should be the critical features of a preschool that is “getting children ready for school’? What five key skills and behaviors should a child have on entering kindergarten? Find below the PowerPoint guidelines and rubric. PowerPoint Presentations should include a minimum of 6 slides:
Title slide: Presentation Title, Name, Course Number, and Instructor Name
Introduction Address the prompting questions. Reference the textbook to support your response. Include current trends related to the topic (research-based) References: Include all references in APA format

I have attached the assignment instructions and rubric. The paper can NOT be more than 4 pages not including the title page and reference page. I have also included others papers I have written relating to this topic to give reference. 

The analysis of each article must be 1-2 pages long and must contain:
– Title and a brief description of the paper (1-2 paragraphs). Include author(s)
– Summary of the review of literature. In this section, you have to analyze the literature the authors used to support their own research, and you have to describe in detail how it affirms what the authors encountered with their results.
– Analysis of methodology (what kind of study they conducted? How they collected data? Who were their participants? Where did they conduct the study?)
– Summary of results (What did they encounter?)
– Your opinion about the research (what was done right, what can be improved)
– What did you learn from the study?
ARTICLE:
https://files.eric.ed.gov/fulltext/EJ922285.pdf
Word documents for the 2nd phase must be written in Times New Roman, 12 points, double space, 1” margins. Follow APA style (http://www.apastyle.org/ and https://owl.english.purdue.edu/owl/resource/560/01/)
Each of the sections of the paper MUST be clearly identifiable.

In your notebook on a clean sheet of paper, answer this question. I’m going to give you about five minutes to write independently. We see layers of rock in the earth. At the Grand Canyon we see different layers of rock, they have different names. What do you think caused these layers to form.
>> In teaching this geology unit the inquiry approach is I think invaluable for these students. Because geology can be very difficult I think — a very difficult concept for the students to really get a grasp on. Especially what they’re learning in this unit. My students are learning about the Grand Canyon.
>> If sandstone is made from sand, okay, and this may sound like a silly question, but I want you think about it, talk about it for one minute, that’s all you need at your table, which came first. It’s like the old joke, which came first the chicken or the egg. Which came first, the sand or the sandstone.
>> Well, maybe the rock came first and then the ocean came and rubbed off it. Created a whole bunch of —
>> [Inaudible] that’s what I said.
>> They have to use the tools at their disposal, physical tools and what’s inside their brains, and put them together and try to find the answer. And that’s what my kids are learning to do.
>> For the people that think that sand came first, then I’m going to ask you another question. If sand came first, where did the sand come from? Okay, where would sand come from. Even if you don’t agree with those people, I still want you think about this question. If sand came first, was it always sand? Did it start off as sand, or did sand come from something else?
>> If you want to dig in there, keep on digging, you’ll find different colors — different kinds of rocks.
>> [Inaudible] how did you think sand was made.
>> [Inaudible] did come first before sand, so how do you think sand was made?
>> I don’t know.
>> I think it’s different.
>> — rocks, powder, and different pieces of rocks put together.
>> Yeah. Because there’s different color sands.
>> Yeah.
>> There’s little cracks in them.
>> Some sand have rocks in them. Little, little pieces of rocks.
>> I actually have some rocks here. It is called — okay, granite.
>> Through the inquiry approach, by having them actually hold rocks that are from that region of the United States, for them to actually do the experiments and tests that real geologists would use, it gets them excited about it. They’re doing the science, they’re not just reading about it. They’re not memorizing science. They’re learning to think like scientists do and to act like scientists do. It also hooks them into it. It really engaged them. I think it kept them, got their attention and helped keep their attention throughout the unit.
>> And I will give — each group will have available to use five of them, five rocks, a jar, and your old friend the magnifying glass. And lastly, a piece of white paper. Here’s what I’d like you to do. I’d like you to come up with a plan, each group to come up with a plan. How can we test which hypothesis of rocks are what makes sand.
>> Take two of the same type of rock and rub them together to see what comes out, if powder comes out or something comes out.
>> Good. Tamethia [Phonetic]?
>> We was going to rub the rocks together on the paper to see, like, what would happen. How would it come out.
>> Why would you say on the paper. You’re the first group I’ve heard say that. Why would —
>> Because it’s better to see on the paper than in the jar.
>> Yeah, everyone hear what Tamethia said? She suggested that her group is going to rub the rocks onto the white paper so they’re easier to see. Because remember, I’m going to give you magnifying glasses. And she said that might make it easier. Because originally I know you were talking about putting the sand in the jar, right? And then holding it up. But the paper —
>> It’s better to do it on the paper, because the paper is much lighter than the jar.
>> Yeah. So you might have a better chance of seeing the sand if it’s on the paper. Good idea.
>> We was going, like, act like the ocean, by, like, taking a bucket of water and just, like, splashing to see if, like, stuff comes out.
>> Could use this like the bucket?
>> Yeah.
>> Okay, we have a lid on it so it doesn’t spill. That’s the only thing I could suggest, so you don’t get water all over the room.
>> One of the challenges of using the inquiry strategy in the classroom is it can be more intensive, in terms of time, in terms of my own mental energy. The preparation needed to get ready for this type of class. All of that requires preparation beforehand. So my homework is to, you know, the day before, the week before, start getting the lab ready. I need to think long term.
>> This one — this one has all these nice shiny minerals. You look at this one, this one looks rough.
[ Background noise and comments ]
>> Have you been shaking it?
>> Yeah.
>> And we did it on the paper too. Look.
>> This, this, this, and this. Which one do you call sand, when do you start calling it sand?
>> That.
>> Because I think what happened was that when you keep on rubbing it, it gets smaller and smaller and smaller.
>> So what would you call this one?
>> [Inaudible] like a rock.
>> It’s like, a multicultural rock, because there’s a whole bunch of different type of what looks like — and I know some parts are shiny like a crystal.
>> Obviously in nature there aren’t these plastic jars out rolling around in the Grand Canyon. So what do you think is causing — just like you did in the class, whether you’re rubbing the rocks together or shaking them together, what’s happening in nature that’s making the sand. Because it’s not the jars, you know that. That’s your homework tonight. Write in your notebook, tell me what is it in nature that’s causing the same thing that you’re doing with your hand or with the jars. But — so that’s what you did today —
>> It’s teaching them habits of mind that I think are invaluable. Whether or not they stay in science or go into a different career field, I’m hoping that all of my students will walk out of my classroom at the end of the year stronger critical thinkers, and they will approach a problem and not immediately feel like they need to turn to someone else or turn to a book for an answer. That they’ll realize that within themselves they have the ability to — and the tools to start the discovery process to try to find the answers on their own. And I think that’s an invaluable gift we can give the students that they can use anywhere from this point on.  

1) I DONE MY CHAPTER 1
2) I AM REQURED TO USE ACSI MODEL
3) I WILL USE MY CONCEPTUAL FRAMEWORK WHERE CUSTOMER SATISFACTION IS DEPENDENT VARIABLE, SERVICE QUALITY, PERCEIVED VALUE, CORPORAGE IMAGE COMPLAINT BEHAVIOUR AND ROLE OF AGENT AS INDPENDENT VARIABLE
4) 200 SAMPLE WILL BE DISTRIBUTE TO  THEIR NORTHERN REGION, SOUTHERN, CENTRE REGION, EAST COST AND EAST MALAYSIA
5) CONVENIENCE SAMPLING

School leaders know that one of their most important responsibilities is to guide instruction so that all students develop rich literacies. One approach to instruction has great potential in this regard. Teachers and leaders across the United States are adopting disciplinary literacy instruction as a framework for reconsidering and improving literacy learning across content-area classrooms. A disciplinary literacy framework suggests that content-area teachers are best positioned to apprentice their students into discipline-specific ways of reading, writing, and communicating. For example, methods that work in scientific thinking may not serve one well when engaged with history, and ways of analyzing a text for a history project may not be ideal for engaging with novels in English class. Teachers in these various disciplines can guide students in the habits of mind, vocabulary, communication norms, and specialized text structures suited to that discipline.
Disciplinary literacy instruction has the potential to move students beyond general all-purpose literacy strategies, better preparing them for college and workplace demands. By introducing discipline-specific ways of working, teachers can help students meet rigorous standards and even mirror the authentic work of practitioners in their subject areas.
You will read the following articles, and synthesize the important information. Then compare and contrast the two articles. Create an electronic Venn Diagram to show your comparison of the two articles. Then compose a written synthesis of connections to your current role in your literacy school community. I prefer this site for Canva’s graphic organizer, but you may have another that you choose to use for this assignment.
https://www.canva.com/graphs/venn-diagrams/
The articles below are to be used for this assignment.
ILA article Content Area Disciplinary Literacy Strategies Framework.pdf
article Three Directions for Disciplinary Literacy.pdf

Paper #3 – Intelligence & Creativity Assignment (20 Points) – Due 6/21/24
NAEYC Standards: 1, promoting child development and learning; 2, building family and community relationships; 4, using developmentally effective approaches to connect with children and families; 5, using content knowledge to build meaningful curriculum. NAEYC Supportive Skills: 3, written and verbal communications skills; 4, making connections between prior knowledge/ experience and new learning; 5, identifying and using professional resources.
We know that intelligence and creativity can cover a wide spectrum and is not limited to traditional views of intellect.
Assignment:  Write a paper, double-spaced, that includes the components listed below.
Write a one-page reflection on the following: “What does intelligence and creativity mean to me?” There are no right or wrong answers. This is a starting point for your research as you tap into your own prior experiences and knowledge.
Develop a list of outside reading pertaining to this topic. You can add these to your ongoing reading list. You should have a minimum of 6 articles and/or books.
Using the research, write a two-page paper of how you see creativity and intelligence playing a role in the early-childhood curriculum.
Go back to your original one-page reflection as you started this paper. Write up to one page on how your views have shifted, if at all, because of your research.

Early childhood math education can be complex. Observing a lesson can provide teachers with the opportunity to reflect on their own teaching practices and identify areas for growth and improvement.
Visit a pre-K classroom in a nearby school to observe a mathematics lesson.
Document the following components while observing the lesson:
Learning objective(s)
Lesson introduction (e.g., prior knowledge connection)
Method of instruction
Engagement strategies
Differentiation, accommodation, or modifications for diverse learners
Supports and materials used (e.g., manipulatives)
Technology incorporated
Types of pre- and post-assessment used
Write a 350- to 525-word review in which you provide a brief description of the components listed above.

You will complete five Discussions in this course. For each Discussion, you will post one thread of 400-600 words by 11:59 p.m. (ET) on Thursday of the assigned Module: Week. 
Your Discussion thread response should be written more formally as it is in writing and will require citations and references. Your thread and reply responses must incle at least one peer-reviewed source and integration of at least one Bible verse. Biblical integration is more than just writing a Bible verse; connect it to your topic.  
Basic and applied research each have their own place in the world of research. When completing the capstone project at the doctoral level at Liberty University, you will be conducting action research, a type of applied research. First, explain why applied research is more applicable than basic research in framing your study. Then, explain why basic research should be more prominent in your literature review than applied research. Finally, discuss what problem you are looking to solve in your research and why it is important to do so.
I have attached the reading