Category: Education

Identify the cost-sharing concept that concerns you the most. Develop a cost-sharing proposal for higher education that would positively affect that finding. Include in the presentation the potential negative implications of your proposal. The audience for this presentation is an institution’s board of directors/trustees.
This 8-10 slide PowerPoint slide deck (excluding cover slide and references) should follow current APA guidelines. Record your narrative and embed it in the slides. Include 3 peer-reviewed or professional references.

Develop the “Course Outline” using the knowledge acquired from the lectures in this course.
Use the Course Outline template (attached) to answer the questions asked in the template.
Be as specific as possible in answering the questions.
The rubric provided will guide you to ensure you have completed the assignment as required.
Do NOT SUBMIT PDFs. It should be a word document.

Based on theoretical perspectives from the course and the co-construction of knowledge throughout the semester, students will create a product (guidebook/’zine/video/infographic/website/Tumblr/Canva/children’s book), or other creative outlet) that focuses on their newfound understandings, discoveries, and critical reflections around the teaching of bi/multilingual students for the elementary classroom. This product should be something that demonstrates students’ grasp of historical perspectives in the education of multilingual students, their emerging understanding of the realities and identities of these students, and ways they imagine engaging with them in their future classrooms. 
We imagine this product as something that demonstrates students’ growth and development alongside their radical imagination of what their future classroom with bi/multilingual students could look like, sound like, and feel like based on these newfound understandings, discoveries, and critical reflections that have emerged during the course. It is our hope that this product accompanies students’ journey through the teacher education program and is a product that could be looked back upon and also be revised and reimagined as students gain more perspectives in future semesters. 
Feel free to make this more specific to your trajectory as a future ESL, special education, early childhood, and bilingual education teacher. You are more than welcome to use tools and ideas you are gaining from other courses (we encourage these connections), but you cannot submit an assignment from another course.
In addition to the product you should include a 1-page summary that describes: concepts/ideas from the course materials, the integration of centering practices #1, #2, and #3 & core commitments.

https://www.realcleareducation.com/articles/2024/04/03/are_you_angry_at_the_other_side_in_the_school_choice_debate_1022727.html

INTRODUCTION
A curriculum analysis considers how the explicit, null, and implicit curriculum address learners’ academic needs and nonacademic needs, such as character development, social-emotional wellbeing, and cultural relevance. A curriculum analysis is used by educational leaders to locate gaps or areas for improvement within the curriculum.
To begin this task, you will choose an entire, multi-unit curriculum you have previously used in your classroom. Using the attached “WGU Curriculum Analysis Worksheet,” you will conduct a five-step curriculum analysis. The following two steps will be provided to you:
1.  the goal of the curriculum analysis
2.  three guiding prompts
You are encouraged to move through Tasks 1 through 4 in sequential order. It is beneficial for you to use the same curriculum as you work sequentially through tasks.
SCENARIO
You are the curriculum specialist at your school, and you have been asked to conduct a curriculum analysis using a whole-course curriculum currently taught at your school. The goal of your analysis is to consider the development of nonacademic skills in the curriculum and where specifically to include a focus on nonacademic skills.
REQUIREMENTS
Your submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. The similarity report provided when you submit your task can be used as a guide.
You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.
Tasks may not be submitted as cloud links, such as links to Google Docs, Google Slides, OneDrive, etc., unless specified in the task requirements. All other submissions must be file types that are uploaded and submitted as attachments (e.g., .docx, .pdf, .ppt). 
A.  Select a whole-course curriculum containing at least four units you have previously used. Using the attached “WGU Curriculum Analysis Worksheet,” conduct a curriculum analysis as follows:
1.  Identify the type of curriculum you selected:
•  subject area
•  grade or level
B.  Select four units within the curriculum identified in part A. Unpack the explicit and implicit curriculum by doing the following for each selected unit:
1.  Identify the content area(s) or topic(s) addressed.
2.  Provide the full description of each standard covered in the unit (explicit curriculum), including each of the following:
•  source (state or organization)
•  alphanumeric code
•  content area or subject
•  standard text
•  date of standard publication
3.  Identify the nonacademic skill(s) covered in the unit (implicit curriculum).
a.  Describe how each nonacademic skill is connected to the academic content of the unit.
C.  Analyze the curriculum to make recommendations by answering the following guiding prompts:
1.  Using evidence from the curriculum selected in part B, discuss whether the explicit curriculum emphasizes or detracts from the development of a specific nonacademic skill described in B3.
2.  Using evidence from the curriculum, discuss an area of potential bias within a specific area of the curriculum.
a.  Discuss the change(s) you would make to the curriculum to address the potential area of bias discussed in C2.
3.  Explain how you could incorporate two additional nonacademic skills (null curriculum), which do not appear in B3, into the curriculum.
a.  Justify why you selected the two nonacademic skills in C3 to incorporate into the curriculum.
D.  Acknowledge sources, using APA-formatted in-text citations and references, for content that is quoted, paraphrased, or summarized.
E.  Demonstrate professional communication in the content and presentation of your submission.

In this task, you will analyze the data set provided via the attached “Data Set Assignment Form” by       reporting summative proficiency scores for students, explaining the method used to determine those scores, and disaggregating the data based on student subgroups. Then, you will evaluate the data to draw conclusions about individual student and whole-class proficiency, aberrant patterns or outliers, and student learning at the subgroup level.
A.  Analyze the assessment data from the attached “Data Set Assignment Form” by doing the followig:
1.  Submit a table reporting an overall summative proficiency score for each student for the measurement topic.
2.  Explain how the summative proficiency scores in part A1 were determined.
3.  Disaggregate the data according to student subgroups.
B.  Evaluate students’ summative scores by doing the following:
1.  Draw conclusions about student learning based on patterns of scores at the individual student and whole-class level.
2.  Draw conclusions about any outliers or aberrant patterns present in the data set at the individual student level.
3.  Draw conclusions about student learning at the subgroup level based on the disaggregated       data. 
PLEASE Acknowledge sources, using APA-formatted in-text citations and references, for content that is quoted, paraphrased, or summarized.

t must include at least twenty  (20), but no more than twenty five (25), recent (2010-2024) data-driven research studies about ONE (1) of the topics listed below.
-The focus of the annotated bibliography will be on data-driven research studies that are primary sources of research findings  about the ONE (1) topic you select from the list below.
– These can be qualitative, quantitative or mixed methodology studies.
-Each bibliographic entry must be placed in alphabetical order and follow the APA Publication Guidelines format. Number each entry.
-Each annotation (entry) must include at least the following parts:
-The purpose of the study in one or two sentences,
-Describe the research methodology of the study (participants, data collection procedures/instruments, ways data were organized and analyzed),
-A summary of the most significant results,
-A summary of the main findings, conclusions, and recommendations,
-The  most important of both, practical and research implications of the study.
-You must consult the APA Publication Guidelines (6th. or 7th. Editions)  to become familiar with the development and format of an annotated bibliography.

Cover page: Your name, student number, course name and number, instructor name, and assignment due date. Note that the cover page is not considered in the total page count. (1 mark)
Introduction: What is the issue/topic that you chose? Why is this relevant/important topic/question for you to study? What is your research question? (6 marks)
Literature review: What do scholars write about your topic? Use a minimum of three references (2 may be course readings, 1+ not discussed in this course). Concisely summarize the key points presented in each piece of literature. References must be from academic journal articles, books, or book chapters from reputable authors. (10 marks)
Discussion: Application of researched information combined with your own reflections to practice. Provide specific examples in practice to support points. For Option B – this will be your creative, original detailed design that reflects the knowledge you have gained. (10 marks)
Conclusion: How does your research contribute to your own knowledge of early childhood pedagogy and children’s learning? What did you discover that was surprising to you? How will your “findings” change/improve your approach to young children learning? (6 marks)
Presentation: Remember APA style is required for citations and references. If reminders are needed, please refer to APA links previously provided. Paper is well organized, concise with accurate spelling & grammar. Overall effort & creativity. (7 marks)
I have upoladed two of the in class sources.

Exam Content
As an elementary education teacher, you are the person most likely to alert other professionals about a student you suspect may have a disability or need to be evaluated for special education. Therefore, knowing the common characteristics of students with a disability or other exceptional learning need is crucial for you. By examining the characteristics of exceptional students, you will be better prepared to implement methods of effective evaluation, assessment, and instruction to support their learning.
For this assignment, you will research exceptional learning needs and create a presentation of your findings.  
Scenario
Assume you are a veteran teacher, and your administrator has requested that you attend a district professional development session related to working with students with exceptional learning needs and share your learning with the staff at your school.
Preparation
To prepare for this presentation, research the common learning, social-emotional, language and communication, and behavioral characteristics of students with the following types of exceptional learning needs: 
Dyslexia
Dyscalculia
Attention Deficit Hyperactivity Disorder (ADHD)
Autism
Speech or language impairment
Mild intellectual disability
Additionally, for each type of exceptional learning need, you will research specific considerations and strategies for working with students who may have the exceptional learning need. Include the following in your research:
Research-based instructional strategies 
Ways to assess and evaluate student learning
Supports to promote engagement and learning, including digital and technology-based tools 
Assessment Deliverable 
Use the Special Education Learners and Supports Presentation Template and create a 12- to 15-slide presentation in which you communicate important information about working with students who have exceptional learning needs to the staff at your school. 
Include the following information for each type of exceptional learning need and provide supportive examples from your research for each section. While 2 slides are provided in the template, you can add additional slides for each header as needed. 
Introduction: Describe the purpose of your presentation, including how and why the topic is relevant to the audience.
Types of Exceptional Learning Needs: Describe the considerations, strategies, and supports for working with an individual who has the exceptional learning need, including: 
Common learning, social-emotional, communication, and behavioral characteristics 
Research-based instructional strategies and ways to assess and evaluate student learning
Supports to promote engagement and learning, including digital and technology-based tools 
Cultural competence and ethics: Strategic efforts toward inclusion and equity
Cite at least three references.
Include a reference slide, and cite your sources according to APA guidelines.
The rubric is in the list to the right.
Submit your assignment.
Assessment Support 
Review the rubric for guidance on deliverable expectations.
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understand the culture of a school and it impacts
2 pages paper
sources reviewed
10 questions SURVEY
CITE SOURCES