Category: Education

I have to present the following article :Is preschool language impairment a risk factor for dyslexia in adolescence? By Margaret Snowling
And I have to find another recent article that is related to the same topic, and present them both
The following guidelines for the presentation are as follow:
In class presentation it will include a comparison between the articles.
Here are some of the points to be taken into consideration:
1. Research question: Compare the clarity and specificity of the research questions in both studies.
2. Methodology: Evaluate the rigor and appropriateness of the research methods used in each study.
3. Sample size and characteristics: Analyze the size and demographic characteristics of the samples in both studies.
4. Data analysis: Compare the statistical or qualitative analysis techniques employed in each study.
5. Results: Contrast the key findings and outcomes of the two studies.
6. Conclusions: Assess the validity and generalizability of the conclusions drawn by the authors.
7. Limitations: Identify and compare the limitations acknowledged by the researchers in each study.
8. Contribution to the field: Evaluate the significance and impact of each study on the existing body of knowledge.
9. Recommendations for future research: Consider the suggestions for further research provided by the authors of both studies.
Most importantly, the language and material used, should not be complicated, it should be easy to read and present 

Preparation
Review the Family Educational Rights and Privacy Act
(FERPA) Resources located in the Wk 1 Learning Activities folder.
Analysis Deliverable
To complete this short-answer analysis, read the scenario for each question and type your response to the prompts that follow. Your response to each scenario should be a minimum of 100 words and address each prompt related to the scenario.

Read chapters 1-3 of the required text and write a reflection for each chapter. The chapter reflections should be 1-2 pages per chapter summarizing what you have learned from the chapter. What information was new? Correlate a concept in each chapter to an experience in your real life. Please submit as one document with each chapter identified.

Answer ONE of the five questions below. Type your answer directly into the text editor provided by Wednesday at 11:59 p.m. Respond to at least two classmates’ post by Sunday at 11:59 p.m.
To receive the maximum number of points for your initial post, it must be at least 300 words and cite either the textbook or another, outside literature source or describe a specific career event that is relevant to the question.  To receive the maximum number of points responses must be at least 150 words.
Chapter 5 Questions
1.    Chapter 5 warns us that “data don’t tell us everything,” and sates that educators must take “emotional and contextual factors” into account when assessing student performance.  Cite one example of one of these factors from your own experience and describe how it affected one individual student’s performance.
2.    Teacher professional development is vital to improved student performance.  What are two areas in which teachers can receive professional development (not just limited to data collection and analysis) that can make data analysis and the use of that data more impactful?
3.    How can student engagement be stimulated through the use of data?  Provide at least one personal, professional example.
Chapter 6 Questions
4.    Chapter 6 details seven “calls to action” to foster data-driven leadership as a tool for student improvement.  Choose one of the seven calls and provide at least two examples of strategies that could be used to answer that call.
5.    Chapter 6 ends with eight pieces of advice to data-informed leaders.  Choose the two pieces of advice that you believe are the most important to improving student performance and explain your reasoning.

Just a single source is required for this annotated bibligraphy and a single page. Please check the documents i uploaded and follow the same format as my other colleage has followed.
Accordingly, i have the intention of inviting you to writing 10 other entries on this same topic in the next few weeks. 
In essence my plan is that you might eventually be the one to handle the complete comprehensive literature review as time goes on. 
so please read through my chat with my instructor (i uploaded my chat with him in the drop file columb) so that you can have a better idea on what we have ahead and start making preparation

1. Read the instructions and both scenarios and write a paragraph of at least 1/2 page for each scenario, responding to the prompts. Answer the three questions at the end of each scenario, in which you* identify the behavior(s), if any, that you believe violate standards in the Educator Code of Ethics. You must cite the standard from the Code of Ethics, using the letter, number and exact language of the standard. * Explain your reasoning in the selection of the standard(s) or your reasoning if you believe no standards were violated. Additionally, *describe an alternate behavior that is detailed and appropriate to take in that situation. Use professional language, spelling and grammar in your response.
2. Read the scenario in part 2 regarding the parent communication. Respond to the parent in a paragraph or two. Your response should reflect effective communication skills such as setting aside judgement and remaining calm. Address the parent’s concerns and assert yourself through your values. Use professional language, spelling and grammar.
3. Effective Relations with Colleagues: Read the scenario provided and in a paragraph or two, describe how Ms. Jeffries should handle the situation. Read the questions following the scenario and incorporate your responses to the questions in the paragraph. Your response must be in the form of a professionally written paragraph.

I want to make powerpoint about findings and discussions about a research topic.
Make a table about findings, discussions, their linking to literature review.

How can I use copyrighted materials in the classroom? (p. 8)
What factors to consider when using copyrighted materials? (p.
8)
How will copyright impact your development of lessons and curriculum as a teacher?
What happens if a teacher breaks the copyright laws?

QUESTIONS TO ANSWER:
Which aspects of your own and others’ philosophies would you like to focus on in your teaching?
What action steps will you take to bring these philosophies to life in your practice?
How will enacting these chosen philosophies further your development as a reflective practitioner in relation to the CLOs?
How will you assess your growth and progress toward actualization of your personal philosophy of education?
What histories, philosophies, ideas, and theories of education that we learned about in this course are still present in schools, and which would you like to preserve in current educational practices?
How will enacting these philosophies, theories, and ideas further your development as a teacher in relation to the CLOs you discussed in Module 1? Assess your personal and professional growth since your initial philosophical reflections on these CLOs.
How does/should culturally-responsive pedagogy manifest in schools?
Who are you as a student and teacher? How have you come to know what you know about education and schooling? In what ways have your cultural identities and social experiences shaped your understanding of education and schooling?
Is American education moving in the right direction? How can you transform your ideas about education and schooling into praxis, advocacy, and action?
FORMAT:
worth 30% of your final grade.
please clearly arrange your final paper to follow the specific outline below, through which you very explicitly address each of the five CLOs, naming them and tying them to your own work and to at least three readings from this course for each CLO, with APA citations and references.
Organize your paper in this format and support your views/statements in each of the sections with evidence from the course texts to demonstrate that you’ve learned the ideas presented through the course:
I. Introduction (No text citations are required. You can write the introduction after you’ve written the main sections of the paper. There is no score for the Introduction and Conclusion sections, they just help to situate your Philosophy of Education within your own personal identity and experience and philosophical stances.
II. Reflexive Praxis (I continually and deliberately reflect on my practices in light of educational research, professional decisions, and pedagogical approaches.) [Cite ideas from at least three course texts. For example, in relation to Reflexive Praxis, go back and look at the texts from Dr. Geneva Gay and Dr. bel hooks back in Module 1, and also think about how you are aware of and reflect on your own teaching practice in light of educational research, professional ethics, and resources available for professional learning.]
III. Learner Centeredness (I create contexts for learning that are driven by evidence-based principles of diversity, difference, inclusion, and equity.) [Cite ideas from at least three course texts.]
IV. Discipline Knowledge and Skills (I apply knowledge, concepts, and strategies across domains to engage individuals and promote critical thinking and creativity.) [Cite ideas from at least three course texts.]
V. Professional Commitment to Action (I demonstrate attitudes, knowledge, skills, and professional ethics that contribute to the success and well-being of all individuals.) [Cite ideas from at least three course texts.]
VI. Data Literacy and Research (I evaluate, plan, select, and implement appropriate formative and summative assessments–including those that are technology-based–to monitor individuals’ understanding, behavior, and progress.) [Cite ideas from at least three course texts.]
VII. Conclusion
I will give you careful feedback on your draft and it will be in line with the rubric.
Please let me know your questions. Here is the rubric:
Criteria
3 Advanced
2 Proficient
1 Basic
Points
Reflexive Praxis
Discussion of Reflexive Praxis CLO is written clearly, concisely, and logically, with clear connections to course materials; argument is substantiated with references to 3-5 course materials; philosophical ideas and historical perspectives are analyzed and synthesized. Vision for the future implementation in practice is articulated with relevant examples.
Discussion of Reflexive Praxis CLO is written clearly, concisely, and logically, and makes some connections to course materials; argument is substantiated with references to 3 course materials; philosophical ideas and historical perspectives are analyzed. Vision for the future implementation in practice is articulated with some examples.
Discussion of Reflexive Praxis CLO is vague or ambiguous and lacks clear connections to course materials; argument is substantiated with references to 2 course materials. No connections for the future implementation in practice are made.
Learner Centeredness
Discussion of Learner Centeredness CLO is written clearly, concisely, and logically, with clear connections to course materials; argument is substantiated with references to 3-5 course materials; philosophical ideas and historical perspectives are analyzed and synthesized. Vision for the future implementation in practice is articulated with relevant examples.
Discussion of Learner Centeredness CLO is written clearly, concisely, and logically, and makes some connections to course materials; argument is substantiated with references to 3 course materials; philosophical ideas and historical perspectives are analyzed. Vision for the future implementation in practice is articulated with some examples.
Discussion of Learner Centeredness CLO is vague or ambiguous, connections to course materials; argument is substantiated with references to 2 course materials. No connections for the future implementation in practice are made
Discipline Knowledge and Skills
Discussion of Discipline Knowledge and Skills CLO is written clearly, concisely, and logically, with clear connections to course materials; argument is substantiated with references to 3-5 course materials; philosophical ideas and historical perspectives are analyzed and synthesized. Vision for the future implementation in practice is articulated with relevant examples.
Discussion of Discipline Knowledge and Skills CLO is written clearly, concisely, and logically, and makes some connections to course materials; argument is substantiated with references to 3 course materials; philosophical ideas and historical perspectives are analyzed. Vision for the future implementation in practice is articulated with some examples.
Discussion of Discipline Knowledge and Skills CLO is vague or ambiguous, connections to course materials; argument is substantiated with references to 2 course materials. No connections for the future implementation in practice are made.
Professional Commitment to Action
Discussion of Professional Commitment to Action CLO is written clearly, concisely, and logically, with clear connections to course materials; argument is substantiated with references to 3-5 course materials; philosophical ideas and historical perspectives are analyzed and synthesized. Vision for the future implementation in practice is articulated with relevant examples.
Discussion of Professional Commitment to Action CLO is written clearly, concisely, and logically, and makes some connections to course materials; argument is substantiated with references to 3 course materials; philosophical ideas and historical perspectives are analyzed. Vision for the future implementation in practice is articulated with some examples.
Discussion of Professional Commitment to Action CLO is vague or ambiguous, connections to course materials; argument is substantiated with references to 2 course materials. No connections for the future implementation in practice are made.
Data Literacy and Research
Discussion of Data Literacy and Research CLO is written clearly, concisely, and logically, with clear connections to course materials; argument is substantiated with references to 3-5 course materials; philosophical ideas and historical perspectives are analyzed and synthesized. Vision for the future implementation in practice is articulated with relevant examples.
Discussion of Data Literacy and Research CLO is written clearly, concisely, and logically, and makes some connections to course materials; argument is substantiated with references to 3 course materials; philosophical ideas and historical perspectives are analyzed. Vision for the future implementation in practice is articulated with some examples.
Discussion of Data Literacy and Research CLO is vague or ambiguous, connections to course materials; argument is substantiated with references to 2 course materials. No connections for the future implementation in practice are made.
APA Citations & References
All citations and references follow APA style.
Most citations and references follow APA style.Vision for the future implementation in practice is articulated with some examples.
APA style is inconsistent.
Grammar & Mechanics
Assignment contains 2 or fewer errors.
Assignment contains 3 – 5 errors.
Assignment contains 6 or more errors.
Timeliness
Paper is posted on time
Paper is not posted on time
worth 30% of your final grade.
please clearly arrange your final paper to follow the specific outline below, through which you very explicitly address each of the five CLOs, naming them and tying them to your own work and to at least three readings from this course for each CLO, with APA citations and references.
Organize your paper in this format and support your views/statements in each of the sections with evidence from the course texts to demonstrate that you’ve learned the ideas presented through the course:
I. Introduction (No text citations are required. You can write the introduction after you’ve written the main sections of the paper. There is no score for the Introduction and Conclusion sections, they just help to situate your Philosophy of Education within your own personal identity and experience and philosophical stances.
II. Reflexive Praxis (I continually and deliberately reflect on my practices in light of educational research, professional decisions, and pedagogical approaches.) [Cite ideas from at least three course texts. For example, in relation to Reflexive Praxis, go back and look at the texts from Dr. Geneva Gay and Dr. bel hooks back in Module 1, and also think about how you are aware of and reflect on your own teaching practice in light of educational research, professional ethics, and resources available for professional learning.]
III. Learner Centeredness (I create contexts for learning that are driven by evidence-based principles of diversity, difference, inclusion, and equity.) [Cite ideas from at least three course texts.]
IV. Discipline Knowledge and Skills (I apply knowledge, concepts, and strategies across domains to engage individuals and promote critical thinking and creativity.) [Cite ideas from at least three course texts.]
V. Professional Commitment to Action (I demonstrate attitudes, knowledge, skills, and professional ethics that contribute to the success and well-being of all individuals.) [Cite ideas from at least three course texts.]
VI. Data Literacy and Research (I evaluate, plan, select, and implement appropriate formative and summative assessments–including those that are technology-based–to monitor individuals’ understanding, behavior, and progress.) [Cite ideas from at least three course texts.]
VII. Conclusion
I will give you careful feedback on your draft and it will be in line with the rubric.
Please let me know your questions. Here is the rubric:
Criteria
3 Advanced
2 Proficient
1 Basic
Points
Reflexive Praxis
Discussion of Reflexive Praxis CLO is written clearly, concisely, and logically, with clear connections to course materials; argument is substantiated with references to 3-5 course materials; philosophical ideas and historical perspectives are analyzed and synthesized. Vision for the future implementation in practice is articulated with relevant examples.
Discussion of Reflexive Praxis CLO is written clearly, concisely, and logically, and makes some connections to course materials; argument is substantiated with references to 3 course materials; philosophical ideas and historical perspectives are analyzed. Vision for the future implementation in practice is articulated with some examples.
Discussion of Reflexive Praxis CLO is vague or ambiguous and lacks clear connections to course materials; argument is substantiated with references to 2 course materials. No connections for the future implementation in practice are made.
Learner Centeredness
Discussion of Learner Centeredness CLO is written clearly, concisely, and logically, with clear connections to course materials; argument is substantiated with references to 3-5 course materials; philosophical ideas and historical perspectives are analyzed and synthesized. Vision for the future implementation in practice is articulated with relevant examples.
Discussion of Learner Centeredness CLO is written clearly, concisely, and logically, and makes some connections to course materials; argument is substantiated with references to 3 course materials; philosophical ideas and historical perspectives are analyzed. Vision for the future implementation in practice is articulated with some examples.
Discussion of Learner Centeredness CLO is vague or ambiguous, connections to course materials; argument is substantiated with references to 2 course materials. No connections for the future implementation in practice are made
Discipline Knowledge and Skills
Discussion of Discipline Knowledge and Skills CLO is written clearly, concisely, and logically, with clear connections to course materials; argument is substantiated with references to 3-5 course materials; philosophical ideas and historical perspectives are analyzed and synthesized. Vision for the future implementation in practice is articulated with relevant examples.
Discussion of Discipline Knowledge and Skills CLO is written clearly, concisely, and logically, and makes some connections to course materials; argument is substantiated with references to 3 course materials; philosophical ideas and historical perspectives are analyzed. Vision for the future implementation in practice is articulated with some examples.
Discussion of Discipline Knowledge and Skills CLO is vague or ambiguous, connections to course materials; argument is substantiated with references to 2 course materials. No connections for the future implementation in practice are made.
Professional Commitment to Action
Discussion of Professional Commitment to Action CLO is written clearly, concisely, and logically, with clear connections to course materials; argument is substantiated with references to 3-5 course materials; philosophical ideas and historical perspectives are analyzed and synthesized. Vision for the future implementation in practice is articulated with relevant examples.
Discussion of Professional Commitment to Action CLO is written clearly, concisely, and logically, and makes some connections to course materials; argument is substantiated with references to 3 course materials; philosophical ideas and historical perspectives are analyzed. Vision for the future implementation in practice is articulated with some examples.
Discussion of Professional Commitment to Action CLO is vague or ambiguous, connections to course materials; argument is substantiated with references to 2 course materials. No connections for the future implementation in practice are made.
Data Literacy and Research
Discussion of Data Literacy and Research CLO is written clearly, concisely, and logically, with clear connections to course materials; argument is substantiated with references to 3-5 course materials; philosophical ideas and historical perspectives are analyzed and synthesized. Vision for the future implementation in practice is articulated with relevant examples.
Discussion of Data Literacy and Research CLO is written clearly, concisely, and logically, and makes some connections to course materials; argument is substantiated with references to 3 course materials; philosophical ideas and historical perspectives are analyzed. Vision for the future implementation in practice is articulated with some examples.
Discussion of Data Literacy and Research CLO is vague or ambiguous, connections to course materials; argument is substantiated with references to 2 course materials. No connections for the future implementation in practice are made.
APA Citations & References
All citations and references follow APA style.
Most citations and references follow APA style.Vision for the future implementation in practice is articulated with some examples.
APA style is inconsistent.
Grammar & Mechanics
Assignment contains 2 or fewer errors.
Assignment contains 3 – 5 errors.
Assignment contains 6 or more errors.
Timeliness
Paper is posted on time
Paper is not posted on time

Infancy Case Study Discussion. Read and respond to the case study, Pietra at 11 months. Use the information from all informational class sources in order to respond to the case study. Follow the format (NAME-REFLECT-ACT), which is explained below, to form your response.
Case Study
Purpose: Students will synthesize their understandings of developmental theory and the current research base in order to propose solutions to problems presented in various case studies.
• Name—Identify one problem.
• Reflect—Identify all of the stakeholders and their positions relative to the problem.
• Act—Choose one solution to your proposed problem and make a case for your choice.  Be sure to incorporate theory and research, from the articles, the chapters, and the video clips, to support your identified solution to the problem.
Case Study-Pietra at 11 Months
Pietra Ramirez is the 11-month-old daughter of Paulo Ramirez and Rita Muniz. It is late September. Pietra’s older brother, Paulo Jr., a newly minted 5th grader, has just entered middle school in their neighborhood. While the move from elementary to middle school often marks a child’s transition from childhood to the teen years, this particular move has proven to be particularly difficult for Pietra’s entire family.
Pietra’s mother and father have spent the last of their financial resources making sure that Paulo Jr. has the things that all middle schoolers want and need for school. Pencils, notebooks, a backpack, shoes, uniform pants, and shirts were all purchased out of mom’s bi-monthly paycheck. Although gainfully employed, Rita is stretching every dollar of the family’s income these days. She spends much of her waking moments worrying about how to make ends meet. While she is not married to Pietra and Paulo’s father, Rita considers Paulo Sr. and their two children very much a family.
Rita and Paulo both come from large Latino families. They met while they were both students at Roman University. Like many second-generation Latinxs, Rita and Paulo were the first children in their respective families to attend college. For that reason, they bonded quickly. They attended classes together, graduated together and both found jobs in sales soon after. Ten years after graduating from college, they purchased their first home together. They realized their American dream only weeks before Rita gave birth to their son Paulo Jr.
Collectively, Rita and Paulo have earned good incomes. They have been responsible with their money. They were confident in their collective futures, so much so that they planned and successfully added to their family with the birth of Pietra nearly one year ago. Unfortunately, like many middle-class Americans, the Ramirez-Muniz family has been negatively affected by the country’s recent economic downturn. Paulo Sr. has recently lost his job of ten years. Because the company declared bankruptcy, he was left with no severance pay.
As the crisp September air moves through the tree-lined streets of Pietra’s neighborhood it carries with it the voices of Rita and Paulo, arguing yet again about money. Paulo spends what Rita tries to save. His sullen mood and impulsive behaviors have impacted the entire family.
Pietra has quickly become a child at risk. Given the family’s current circumstances, Pietra is likely to have a number of normative and non-normative developmental issues that should be of concern to Rita and Paulo. Theoretical perspectives to consider include Bronfrenbrenner, Piaget, Vygotsky, and Chomsky. 
Case study:500 words 
Classmates reply-100-200 words