Category: Education

Select an educational topic that interests you, such as technology in the classroom, flipped classrooms, charter schools, student engagement, socialization, etc. (the topic you are planning to research is recommended). Think through your beliefs about this phenomenon or issue and create a list of your conclusions, assumptions, understandings, or expectations about the topic. Using your text, practitioner journal, and/or peer-reviewed journal, locate support for at least four of the beliefs you listed. Fully explain at least four of your beliefs and offer how they are supported in the literature. 

Part 2: Read the passage below, which was taken directly from our classroom lectures, and answer the essay question directly following the reading using specific text evidence.
The 6 steps that represent “normal” reading growth in a student are the Prereading period,
Progress in Reading Readiness period, Introduction to Reading period, Progress in the Primary
Grades period, Progress in the Basic Reading Abilities period, and Progress in the Special
Reading Abilities period. In the Pretending period, which is soon after birth, a child will acquire
experiences essential in learning to read. Some of these factors are maturation in mental ability,
acquiring interests, developing listening and speaking vocabulary, skills in auditory and visual
discrimination is formed. This all leads to a child being able to listen to stories. Adults must talk
to and with the child. They need to read stories and have children look at the pictures.
Crayons/paper must be provided. In the Progress in reading Readiness period, a child is
ready to start a reading program after meeting the following criteria such as sufficient mental
maturity, satisfactory classroom adjustment, normal physical development, gaining a
background of experiences and developing positive attitudes about reading in general.
At this point, a teacher should begin to provide instruction to compensate for whatever deficiencies in reading readiness they observe. In the Introduction to Reading period, at the
start of Grade 1, teachers must make sure a reader accumulates a sight vocabulary and
knowledge that printed symbols stand for meanings, and new word meanings should be gained
by students. Students should be reading labels, short signs and  notes to reading a book. This can be done through worksheets, exercises from manuals, and
supplemental materials such as beginner storybooks. In the Progress in the Primary Grades
period, in Grades 2 and 3, there is just a reading refinement of what was learned in Grade 1. By
the end of grade 3 students should be able to show progress in mastering techniques of word
recognition, display independence in reading, have a degree of use in reading skills, exhibit
study-type reading, show greater speed in silent, other than oral reading, and display a positive
attitude toward reading. In the Progress in the Basic Reading Abilities period, as a student
goes through the other primary grades, there should be an evident growth in acquiring
new words, word recognition skills, and comprehension skills. If a child learned and
mastered letter phonogram sounds in the early grades, they will easily pick up
syllabication and recognition of prefixes, suffixes, and root words in the later years.
Finally, in the Progress in the Special Reading Abilities period, special reading abilities can
be taught as early as grade 3. These abilities include study skills, reading to organize, genre
reading. These abilities all lead to the child being able to handle the more challenging and
demanding reading in junior and high school.
Categories of Reading Problems
Children with reading problems can be classified into four categories:
1.General reading immaturity. This category is composed of children who are significantly behind in reading, compared with other children of their general reading expectancy. There are no unusual characteristics about their reading patterns. Although these children are immature in reading, there is nothing especially wrong with the reading they do.
Juan, a fifth-grade boy of average intelligence, has always been disinterested in reading. As a result, he has read very little far less than most of his classmates. Currently, he has great difficulty reading fifth-grade material, but reads third grade material well and possesses reading skills typical of a normal third-grade child. Juan may be classified in the general reading immaturity group. Many children with reading disabilities show general reading immaturity due to a variety of causes.
Remediation. Instruction should involve giving more experience in reading and systematic instruction at the child’s level of reading achievement. These children do not require a reeducation in reading, but they do need adjustment in materials and instruction. If they are asked to read books that are too difficult for them, or if they are not given systematic instruction in reading at their level, they will very likely develop more complex reading disabilities.
2. Specific reading immaturity. This classification is used for children who have specific limitations in their reading patterns. For example, Joan is able to read and understand the general significance of paragraphs difficult enough to challenge the reading skill of children of her age and intelligence. She cannot, however, read to follow directions or to organize longer selections. She has acquired general basic reading skills, but she has not learned to adapt them to all her reading purposes.
Remediation. Instruction should involve specific training in the areas in which the child is weak. Other adjustments will depend on the child’s overall read achievement. Many children with specific reading immaturity read at an able level in general and require few adjustments other than the provision of specific training. Others may require adjusted materials.
3. Limiting reading disability. This classification concerns those children with reading disabilities who have serious deficiencies in their basic skills that limit their entire reading growth. Children who have a word-recognition deficiency, limiting mechanical habits, or inability to sense thought units, for example, fall into this category.
David has a limiting disability. He is a capable fifth-grade boy who scores quite low in all types of reading. His intelligence enables him to grasp the significant ideas in a passage relatively well, even though he reads less well for specific detail. His ability to recognize words is even more immature. He often does not recognize words in isolation, although in reading sentences and paragraphs, he does pick up on contextual clues. His basic problem, as detected through his oral reading and written work, appears to involve an inadequate approach to attacking words. This limitation not only is the probable cause of David’s reading disability, but also threatens to impede any future growth unless corrected by careful remedial work.
Remediation. Children in this group need reeducation. Instruction must serve to help them unlearn some of the reading strategies they are currently employing and to teach them some new basic approaches to reading. Often, these children are compensating in an unproductive manner because they failed to learn skills basic to continued reading growth. They need the help of well-planned, systematic remedial programs to correct their faulty reading approaches and to develop the skills that they lack.
4. Complex reading disability. This classification is really a subtype of the limiting reading disability. Not only do children with this disability have deficiencies in their reading that limit further growth in reading, but in addition, instructing them in reading is complicated by their negative attitudes toward reading and by their undesirable adjustments to their reading failure. Reeducating these children may be complicated further when they have sensory, physical, or other disabilities.
Remediation. Children in this group need careful assessment by a team of professionals in order to provide an appropriate remedial program. These children’s learning disabilities must be recognized and planned for in order for successful reading remediation to be achieved. 
Scenario:
Hiro was a pleasant, cooperative seventh- grade student of average intelligence. He participated in many school activities and had many friends. However, he seemed to have difficulty understanding when completing reading assignments in Social Studies. In other course work he did well, especially in Math. When the reading teacher assessed Hiro’s reading skills, she found that he was excellent in all aspects of word recognition and in understanding the details of his reading. However, he was a somewhat slow reader and was poor in isolating major ideas and themes in longer selections. Which classification seems to suit Hiro best- general reading immaturity, specific reading immaturity, limiting reading disability, or complex reading disability? Please explain your choice using SPECIFIC information. In addition, cite which step of normal reading growth Hiro has reached or if he hasn’t reached any and explain how you concluded the answer.
Again, please explain your answer citing evidence from the passage above. Be mindful of writing mechanics as they will count toward your grade.
ANSWER HERE:

As a teacher candidate, it is important to practice lesson plan delivery. When instructing, teachers should consider pacing; use of various teaching methods and strategies; higher-order thinking opportunities; modeling, guided practice, and independent practice; and student engagement.
Additionally, reflection is important for a teacher, regardless of how long he or she has been teaching. Reflection allows the teacher to examine the nuances of student engagement during the lesson and whether the students ascertained the objectives by the end of the lesson.
Allocate at least 5 hours in the field to support this field experience.
Part 1: Lesson Plan
For this field experience, you will deliver your mentor’s lesson plan or activity to either your whole field experience classroom or to a small group of students that your mentor teacher has selected.
Incorporate information learned during Topics 1-3 into the lesson, as well as higher-order activities, questions, and/or discussions.
Once you have implemented your lesson plan, discuss the success and challenges with the lesson with your mentor teacher. Ask for feedback and suggestions for future modification.
Use any remaining field experience hours to assist the mentor teacher in providing instruction and support to the class. 
Part 2: Reflection
In 250-500 words, summarize and reflect upon the lesson and your delivery.
Include the following in your reflection:
Brief summary of the lesson delivered, including strategies and assessments
Discuss the role of higher-order thinking in the lesson, including any higher-order questions or discussions that took place. Include a discussion of what went well.
Describe ways in which higher-order thinking could have been more deeply embedded into the lesson.
Identify the areas that went well and areas in which to improve.
Reflect on how this experience will affect your future professional practice.
You do not need to include the lesson plan in your assignment submission; however, you are encouraged to include any relevant artifacts that will assist you in your reflection.
APA format is not required, but solid academic writing is expected.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Course Materials if you need assistance.
Document the locations and hours you spend in the field on your Clinical Field Experience Verification Form.
Submit the Clinical Field Experience Verification Form to the LMS in the last topic. Directions for submitting can be found on the College of Education site in the Student Success Center.

See attachments. 
Websites for sources below.
https://www.doe.virginia.gov/teaching-learning-assessment/instruction
https://www.thecorestandards.org/read-the-standards/

Task Descriiption:
As TESOL teachers, our main duty involves teaching English to our students in different contexts. Critical TESOL invites us to do this teaching with an awareness of issues of language and inequality. The aim of this assessment task is to help students prepare themselves for critical teaching in their current or future professional life. As an example of critical pedagogy, this teaching is expected to make some difference in the life of students.
For your teaching presentation, you will first choose relevant concepts or ideas, or methods or strategies related to the weekly topic that you are assigned. You will then present one, two or three teaching and learning activities (as may be required) to illustarte the concepts, ideas or strategies. The teaching presentation will start from Week 6. Each student will be assigned a weekly topic by Week 4. As an example, if you are scheduled to do your presentation in Week 8, your topic will be the topic of the previous week (i.e., Week 7). For your presentation, you will choose specific ideas related to this broad topic. You should not try to cover the whole topic in your presentation.
This is an individual presentation and will be 20 minutes long.
While most students will be asked to video-record their presentations outside the class and submit through the blackboard for assessment (showing themselves in the recording), some students will have the opportunity to present in the class in real time. The tutor will make the final decision about who will present in the class and who will record their presentations.

ffective classroom management plans provide students with a positive classroom experience that can significantly improve student’s social and emotional well-being and increase academic success. A well-written and executed classroom management plan will foster optimal student learning by proactively establishing clear expectations and guidelines. Research-based classroom management models provide educators with strategies and guidance that can assist teachers in developing their own comprehensive management plan.
Research and select five classroom management models that provide evidence-based, positive guidance strategies that support the development of young children and are developmentally appropriate for early childhood classrooms. Based on the results of your research, create a graphic organizer that can be provided to other early childhood teachers. Include the following in your graphic organizer for each classroom management model:
Descriiption of the model
How the model provides reinforcement for positive behavior
How the model provides opportunities for redirection, teachable moments, and/or logical consequences for discouraged behaviors
Strategies provided within the model that can be used in the classroom
Strategies provided within the model that families can use at home for behavior support and learning
Following your graphic organizer, write a 250-500 word reflection explaining the model or models that best align with your personal teaching and classroom management style, and your understanding of how young children learn. How will you integrate the model/models into your own classroom management plan? Justify your response with research.
Support your graphic organizer and reflection with a minimum of 3 resources.
While APA Style format is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite Technical Support Articles is located in Class Resources if you need assistance.
SUBMIT ASSIGNMENT

Please respond to the following:
This week’s assignment delves into the comprehensive coverage of key points from Chapters One and 17 of the Creswell and Guetterman textbook. Chapter One thoroughly explores the research process, encompassing qualitative and quantitative approaches, demonstrating a deep understanding of the subject matter. Chapter 17, on the other hand, focuses on action research designs.
Chapter One
Chapter One of the textbook begins with a definition of research and the importance of it. Creswell and Gutterman (2019) define research as a systematic approach to collecting and examining data to enhance our understanding of a particular topic or issue. Because we, as educators, often participate in various aspects of the research process, this chapter reminds us that we are not unfamiliar with the research process. Creswell and Gutterman (2019) assert that research is necessary because it adds to the current body of knowledge, improves practice, and offers input for policy. In this chapter, the authors discuss several challenges that research faces now. Because research accumulates slowly and it may take some time to make sense of it, the authors argue that those who benefit from it should realistically assess it. The authors also discuss the questionability of the data that was used for research. This is because the quality of the procedure used to conduct research or the materials that were utilized could not adhere to the rules that are advised (Creswell & Gutterman, 2019).
According to Creswell and Gutterman (2019), when comparing traditional and contemporary approaches to research, the authors highlight the fact that in contrast to conventional research, which employed the scientific method of inquiry to carry out research and, as a result, laid the groundwork for research that is carried out today, contemporary research implements a total of six distinct steps. When performing quantitative or qualitative research, researchers conduct their work according to these procedures. There was a notable difference between the two methods presented by the writers. In quantitative research, the investigator identifies a research problem based on field trends or the need to explain why something occurs. On the other hand, in qualitative research, the researcher seeks to address a research problem in which they do not know the variables and need to explore. Both techniques to study may seem utterly distinct from one another; nonetheless, they are comparable in several respects. Both methodologies adhere to the six phases in a comparable manner; however, the variations between them lie in how they begin the study. Within the scope of this chapter, six study designs that investigate quantitative and qualitative research methodologies are identified and explained. These are the precise processes presented in this chapter to perform qualitative or quantitative research (Creswell & Gutterman, 2019).
As discussed in the chapter, ethical standards are essential when conducting research. To direct researchers, they were formed. This is paramount, especially throughout data collection and drafting and distributing reports. Even though research often reflects the practices practiced in daily life and may reflect the general practices that we as educators engage in, it is essential to possess the abilities required to design and carry out research. The chapter concludes with some suggestions that could be helpful for those who research and consume it (Creswell & Gutterman, 2019).
Chapter 17
An explanation of the practical aspect of action research is provided in Chapter 17, which is devoted to action research designs. It is said in the chapter that action research is beneficial to education since it involves researchers examining their issues, collecting and evaluating data, and putting into action adjustments or a plan of action based on their findings after the completion of the research. According to the theory, action research is used whenever a specific educational problem must be eliminated. Typically, three stages are involved in this product’s manufacturing process. Some individuals opposed to the informal research technique perceive it to be a type of inquiry that is not up to par, even though it is gaining more and more popularity in education. Since it is informal, they think it does not possess the same rigor and systematic approach as other designs (Creswell & Gutterman, 2019).
The chapter highlights two action research designs typically discussed in the field. According to the chapter, these research designs differ in their use. While practical action research is often used by educational professionals seeking to research workplace problems to improve their students’ clients’ or staff outcomes and professional performance, participatory action research is used to improve the quality of people’s organization, communities, and family lives (Stringer, 2007, as cited in Creswell & Gutterman, 2019).
As with other research designs, ethical concerns are at the forefront when doing action research with many participants. Action researchers are required to investigate in a manner that is considerate of the participants’ well-being, collaboratively involves them throughout all stages of the research, and is sensitive to the importance of obtaining consent and advancing the purpose of the study, even when not all the details may be known at the beginning of the study (Creswell & Gutterman, 2019).
My Understanding of the Nature of Research, both Traditional and Action Research
The reading has taught me that research, whether conventional or action research, is not just about finding answers to questions but also about finding solutions to issues that may arise daily. When writing a research paper, one should adhere to the general framework that guarantees thorough investigation and provides a helpful approach for the design and writing of the paper. Moreover, it needs to adhere to ethical standards and be objective (Creswell & Gutterman, 2019).
The Differences and Similarities Between Traditional and Action Research
Traditional and action research designs have several commonalities, and there are also some variances between them. Both attempt to discover answers to issues and solutions to situations that they have encountered. Such as how qualitative and quantitative methods are used in executing both designs. Additionally, the designs are carried out in a certain sequence. In the same way that conventional research must adhere to ethical rules, action research must do the same to guarantee participants’ safety. There is a significant distinction between the two designs in that, in contrast to conventional research, action research is conducted more casually, which affects the study’s trustworthiness. In the process of doing the study, action research only follows three processes, in contrast to the six phases that are often followed in conventional research. Moreover, in contrast to conventional research, action research attempts to solve real concerns and take action, which indicates that one should enhance their practice. The practitioners can also reflect on their practices (Creswell & Gutterman, 2019).

Applicants will upload an original essay of 750-1000 words that addresses the following question: What are three critical issues facing colleges and universities today?
Your essay should reflect high quality writing skills and demonstrate your ability to pursue graduate level work.
The HEA Admissions Committee will review your essay on the basis of content, sentence structure, organization, critical thinking and analysis. You may consult and include outside resources in your essay, but if you do, you must include citations in the text in APA format as well as a reference page with the author′s name, year of publication, and title of publication.
Important Info
The order was placed through a short procedure (customer skipped some order details).
Please clarify some paper details before starting to work on the order.
Type of paper and subject
Number of sources and formatting style
Type of service (writing, rewriting, etc)

– Write 300 words about teaching. Philosophy for a future kindergarten teacher. Include the child’s development and well-being, teach clear expectations and consistent standards, and keep lines of communication open with family members. Also, be a role model for the children and support them.
– There is one observation anecdote record. use the same format. Please feel free to paraphrase the description while accurately understanding the situation applying Pre-Primary Curriculum Development Milestones.

Important notes:
Your task is to discuss whether
education should primarily focus on the needs of society, with the development
of the individual taking a secondary role (traditional education).
Your discussion needs to include a scholarly informed
conclusion on what you think the aims of education should be. Such
conclusion needs to be based on deep engagement with the theories of education
discussed during the course. It is not enough to point at the support and
criticism that has been levelled to these theories, but you need to explain on
what grounds you subscribe or reject the theory, or the criticism levelled at
it. It is essential to recognize that
this assignment is NOT about child-centred or
teacher-centred practices, nor is it about inclusion (so please do not write
about differentiated teaching or addressing different intelligences – that
would make your writing completely out of point and will indicate that you have
not understood the task). Instead, it centres on what type of individual
schooling education should aspire to produce. Avoid equating child-centred pedagogies
with progressive education or teacher-centredpedagogies with traditional
education. This is because it is wrong to assume that these practices
necessarily align with the theories that are often associated with them. For
instance, child-centred pedagogical practices are not the same thing as
progressive education. The latter educational theory is much broader and while
it is true that child-centred practices are more conducive to progressive aims,
child-centred practices can be used to mould children’s thinking in specific
ways, which cannot be further away from progressive aims. This example should
help you understand what the lecturer means why he says that this assignment is
about aims, and not about practices. It is about what we should be hoping for
through schooling.
Schooling education aims at
producing autonomous rational individuals that can function in a collective
setting. Discuss whether this goal is attainable, and the theoretical and
practical limitations underlying such an end. In short, the focus should be on
the aims of education, not the practices employed in the classroom. Your goal
is to develop a scholarly-informed essay about what aims education should be.