Category: Education

Where indicated on the syllabus, you are required to write a discussion board post that analyzes key ideas from the readings assigned over several class Weeks. Your response will be cumulative in nature and it should cite the readings from the assigned Weeks. For example, Online Response #1 requires a synthesis of all the readings assigned in Weeks 10,11, and 12
The online responses are analytic. You are tasked with critically assessing and analyzing the frameworks and/or findings/conclusions discussed in the readings as they relate to each other. Your synthesis of the material is your own, but you will be expected to address the following broad question attend to the following dimensions in every online response:
Broad Question: In what ways do the assigned readings relate to each other, contradict each other, and/or complement each other?
Dimension 1:Based on your analysis of the readings, what are 2-3 implications for educational practice that you can act upon in your classroom and/or school environment?
Dimension 2: How does the new knowledge gained from the readings impact your personal and professional growth as an educator?
The online responses are argumentative in nature and hence they should have a clear thesis statement and evidence to support the thesis. The response should not be used to summarize the readings. We have all read the readings. Rather, the online response should be a critical reflection of the readings that explicitly considers the broad question and two dimensions of analysis. Take risks in your online response, but be sure to cite all of the assigned readings for that particular response. You will write 4 of these and each will be worth 10 points for a total of 40 points. Each response should be approximately 2-3 pages double spaced, at minimum.
Sources Week 10:
– https://drive.google.com/file/d/1g-qbAsZiaZQM0IpeKcdCtcj4kXI0ebfK/view?pli=1
– https://drive.google.com/file/d/1Cw–dAS1sE_K5RaGC_yMFHlY2dQGX5tl/view
Week 11: 
– https://drive.google.com/file/d/17onszJSP2_EyVd1tjZt0CXW05tjW6Clc/view
– https://drive.google.com/file/d/1GiTPfjZ-Dp2vkz7X_qBvJjEAO1aoC0Jd/view
Week 12:
– https://childmind.org/article/behavioral-treatments-kids-adhd/
– https://drive.google.com/file/d/1Mlh0XIvEiFTDokn7nLnZy7KHADGlrNMm/view?usp=sharing
– https://drive.google.com/file/d/1GBXG9IQClNzzyW4MIjBlFFX1PXr1v5gT/view
– https://drive.google.com/file/d/1IWxQZWgFUafBWyfIHY_ybgfymYrQmQ9N/view

Using what you have learned in the course and your knowledge of a case study student from the provided information taken from their IEP, write an student support plan that prepares for this student to enter your classroom. Due to confidentiality, we always use the student’s initials when writing plans, however, since these are not real students you may use the name provided. Your student support plan should be comprehensive enough for other staff/substitutes to carry out and follow through. As the classroom teacher, it is your legal obligation to make sure that the IEP is being followed and your responsibility to support the IEP goals, objectives, and benchmarks. Your plan should address the IEP accommodations and goals and also provide a method for you to assess and document your student’s progress toward their goals so that you may report on progress formally and informally throughout the school year as well as at the end of marking terms and during parent-teacher conferences. In addition to the above conditions, the plan should include:
The type of curriculum and activities you will use
How the design of your indoor and outdoor learning environment will support the student
How the physical and temporal environment, materials, and equipment will be specifically adapted for the student
What Intervention and Instructional Strategies will be used to support the student
To assist you in developing your plan for your case study student click here for the background information and the IEP accommodations and goals. Your plan can be in essay form or you can choose to put together a presentation if you like. Do what works best for you! Remember that you are writing/presenting as though you are talking to the other teachers/support staff in your classroom or a long-term substitute who has not taken this class! https://docs.google.com/document/d/1NBxMum3MFazZpf2MBCq7o4xFyjiowW7ErASYe1YVfaw/edit

Reflect and review the notes from your post observation conference with your field supervisor
Pinpoint two specific areas of strength (reinforcement) and two specific areas for improvement (refinement) related to your instruction and delivery skills.
In other words, what do you do well, and what do you need to improve as related to your teaching?
What do you want to know and be able to do from a pedagogical lens by the end of this course? (see Touro GSE Practicum Observation Rubric Domains 1, 2, 3, 4, 5 Download Touro GSE Practicum Observation Rubric Domains 1, 2, 3, 4, 5).
Revisit the Professional Pedagogical Response you submitted in Module 1
Make an initial post that outlines your current areas of refinement and identify your revised goals as you prepare for your second observation.
What is one area on which you received feedback?
How do you plan to improve moving forward? Specify the instructional strategies you plan to implement to achieve a different outcome.
Provide feedback to your educational partners by asking probing and clarifying questions:
Reference Danielson Domains 2&3
Use the language from the Danielson Rubric to provide your colleagues with two specific areas of strength (reinforcement) and two specific areas for improvement (refinement) with specific examples.
Make connection to theory, research, (previous course readings) and/or HLP.

Module 12 Final Critique
You will select and evaluate a policy/initiative/program of a specific school, district or education organization (K-12).
The policy should address an at least two foci from module 2 through 11.
Equity Foci
Module 3 – Curriculum (e.g. stratified curriculum/programming – AIG; vocational; AP/IB
Module 4 – Race/Ethnicity (e.g. diversity enrollment initiatives; cultural competency training; culturally responsive teaching; asset-based pedagogy; anti-racism curriculum; DEI
Module 5 – Socioeconomics (e.g. Title I programming; federal student aid; whole child school-based services – health, dental, counseling, etc.; school meal programs; early childhood education; school transportation; school choice)
Module 6 – Language (e.g. dual language immersion programs; ESL)
Module 7 – Gender/Sex (e.g. Title IX)
Module 8 – Ability (g. IDEA; individualized learning plans)
Module 9/10/11 – Excellence driven market-oriented initiatives (e.g. standards-based assessment policy; school choice [magnets; charters; intra-district; inter-district; private school; homeschool]; voucher programs;
Your analysis will include:
Overview of the school, district or education organization
Overview of the policy/initiative/program selected
Outcomes
Effectiveness of distinct practices intended to promote equity and excellence
Recommendations
Three recommendations (evidenced-based) for further implementation to promote equitable learning opportunities and academic excellence
Estimated Time for Completion: 7 hours
Course Objectives
Analyze the philosophical perspectives, major historical developments, and landmark cases that underpin approaches to education in the United States.
Analyze the impact of federal and state-level educational reform on equity and excellence in education while considering the influence of social, political, and economic contexts.
Evaluate dispositional and professional norms within an educational organization setting and make recommendations for improvement.
Analyze a school in New Orleans using an equity perspective to develop evidence-based recommendations that promote excellence, equity, inclusivity, and cultural responsiveness.
Instructions
Final Critique Overview 
Final Critique Graphic OrganizerDownload Final Critique Graphic Organizer
Your analysis should include the following:
Introduction
Overview of  school/district/ education organization
Demographics of student population/community and leadership/faculty/teachers/staff, etc. 
Overview of the initiative/policy/reform
Initiative/policy/reform’s intended purpose/goal
Implementation and Outcomes
How is the policy/program/initiative implemented? 
Effectiveness (or not)/ outcome of the initiative/policy/reform to promote equity, inclusivity, and cultural responsiveness 
Recommendations
Three recommendations (evidenced-based) for further implementation to promote equitable learning opportunities and academic excellence
Critique Specifications:
Written option
Length: 5 pages (not including the reference pages)
Format: Double-spaced, 12 pt font, Times New Roman, 1″ margins
Number of sources required: minimum of 7
Academic Style Guide Requirements: APA
Include a Reference page
Video
Video record your responses. 10-minute recording limit. Vlog must address each critique prompt and include references in APA format. Minimum of 7 sources
Presentation
Poster/Illustration (e.g., Canva product, comic strip, Prezi; PowerPoint). Poster presentation/illustration must address each critique prompt. Include references in APA format. Minimum of 7 sources.
Submit this assignment by December 10 at 11:59 pm Central.
Module 12 Assignment: Final Course Reflection 
Due: Sun May 5, 2024 11:59pmDue: Sun May 5, 2024 11:59pm
Ungraded, 100 Possible Points100 Points Possible
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Available: Jan 9, 2024 12:00am until May 11, 2024 11:59pmAvailable: Jan 9, 2024 12:00am until May 11, 2024 11:59pm
Details
Final Course Reflection
Background and Overview
Reflection is an important part of the learning process. There may have been topics in this course you learned very easily and can already make connections to how the information will be valuable to you in your career. There may also be topics that were more difficult to grasp. Reflect on your learning in this course.
Estimated Time for Completion: 2 hours
Target Course Objectives
Analyze the philosophical perspectives, major historical developments, and landmark cases that underpin approaches to education in the United States.
Analyze the impact of federal and state-level educational reform on equity and excellence in education while considering the influence of social, political, and economic contexts.
Evaluate dispositional and professional norms within an educational organization setting and make recommendations for improvement.
Analyze a school in New Orleans using an equity perspective to develop evidence-based recommendations that promote excellence, equity, inclusivity, and cultural responsiveness.
Instructions
Drawing on your readings and content from the course, reflect on how the course has influenced your understanding of your work in education as it relates to educational equity and excellence. What were “aha” learnings for you? What was your perspective on the purpose of education at the beginning of the course? How has your understanding of the historical and philosophical underpinnings connected to formalized education influenced your approach to your specific work? How has your thinking expanded, shifted, and/or deepened? What are the implications for your work moving forward? Your reflection should reference at least four readings or concepts from the course.
Submission format: Select a format to submit your final course reflection. 
Essay format – 2 pages; Double-spaced; 12 pt font; Times New Roman; 1″ margins
Video – video record your responses. 5-minute recording limit. 
Poster/Illustration (e.g., Canva product, comic strip, Prezi)
Each format must adequately address all reflection prompts. 
Specification Summary:
Number of sources required: minimum of 4
Submit this assignment by Sunday at 11:59 pm Central.
Mendez v. Westminster School District. (1946). National Archives. Retrieved from 
https://www.archives.gov/education/lessons/mendez-case
Kober, N. (2020). History and Evolution of Public Education in the US. Center on Education Policy. https://files.eric.ed.gov/fulltext/ED606970.pdf
Culturally Sustaining Pedagogy – Educator Excellence (CA Dept of Education). (2017). Ca.gov. https://www.cde.ca.gov/pd/ee/culturallysustainingped.asp
Brown v. Board of Education of Topeka (1954). Oyez. Retrieved May 3, 2023, from https://www.oyez.org/cases/1940-1955/347us483
History – Brown v. Board of Education Re-enactment. (2023). United States Courts. https://www.uscourts.gov/educational-resources/educational-activities/history-brown-v-board-education-re-enactment
Black, D. W. (2020, September 22). America’s Founders Recognized the Need for Public Education. Democracy Requires Maintaining That Commitment. Time; Time. https://time.com/5891261/early-american-education-history/ 
Asset-Based Pedagogies – Educator Excellence (CA Dept of Education). (2022). Ca.gov. https://www.cde.ca.gov/pd/ee/assetbasedpedagogies.asp
Horace Mann, “The Necessity of Education in a Republican Government,” Speech Text – Voices of Democracy. (2016, July 5). Voices of Democracy. https://voicesofdemocracy.umd.edu/horace-mann-the-necessity-of-education-in-a-republican-government-speech-text/
A completely incomplete History of Education in the United States. (2023). Padlet. https://padlet.com/molly1alex/a-completely-incomplete-history-of-education-in-the-united-s-hbpat1yqpi6mo24m 

Rubric Criteria
Expand All Rubric CriteriaExpand All
Part 1: Disposition of Learners
42 points
Criteria Description
5. Target
42 points
Professional dispositions discussions and reflections are comprehensive and thoughtful.
4. Acceptable
35.7 points
Professional dispositions discussions and reflections are clear and detailed.
3. Approaching
31.5 points
Professional dispositions discussions and reflections are overly simplistic.
2. Insufficient
27.3 points
Professional dispositions discussions and reflections are confusing.
1. Unsatisfactory
0 points
Professional dispositions discussions and reflections are incoherent.
Mechanics of Writing
21 points
Part 2: Code of Ethics
42 points
Part 3: Traits and Attributes
35 points
Criteria Description
5. Target
35 points
Reflection of skills, traits, or attributes seen in past educational experiences and skills, traits, or attributes needed to be an effective teacher are thorough and insightful.
4. Acceptable
29.75 points
Reflection of skills, traits, or attributes seen in past educational experiences and skills, traits, or attributes needed to be an effective teacher are descriptive and logical.
3. Approaching
26.25 points
Reflection of skills, traits, or attributes seen in past educational experiences and skills, traits, or attributes needed to be an effective teacher are adequate with limited details.
2. Insufficient
22.75 points
Reflection of skills, traits, or attributes seen in past educational experiences and skills, traits, or attributes needed to be an effective teacher are lacking detail and unfocused.
1. Unsatisfactory
0 points
Reflection of skills, traits, or attributes seen in past educational experiences and skills, traits, or attributes needed to be an effective teacher are unrelated.

Exam Content
A prepared teacher sets themselves up for a successful instructional experience as well as a successful learning experience for their students. Preparing lesson plans that apply differentiation and modification strategies to accommodate the needs of exceptional students is an important skill you will continue to work on throughout your career. 
For this assessment, you will describe how to differentiate a lesson plan to meet specific students’ needs.  
Scenario
Assume you are a third grade teacher who has already planned next week’s reading lessons, when you receive an email from your administrator. The email is requesting that all teachers provide evidence of differentiation in their lesson plans each week for 2 students who require additional support. 
Preparation
To prepare for this assessment, review the Lesson Plan with Differentiated Instruction Exemplar to see an example of how to select differentiation and modification strategies for specific students’ needs when planning lessons.  
Assessment Deliverable
To complete this assessment, use the Lesson Plan with Differentiated Instruction Template and follow the instructions in the template to apply accommodation and modification strategies and differentiate an already prepared lesson plan to meet students’ specific needs. 

I need a complete research paper for this topic with all the parts of Research paper.
Title/Cover Page. Contains the paper’s title, the author’s name, address, phone number, e-mail, and the day’s date.
Abstract. …
Introduction and Statement of the Problem. …
Limitations of Study. …
Methodology. …
Literature Review. …
Main Body of Paper/Argument. …
Conclusion.

In this 8-10-page paper, you will explore
emerging themes in the field of educational technology and elucidate educator
perspectives in order to project future directions while grappling with several
current issues facing the field.
By asking leaders in the field of educational
technology, the Horizon Report conducts annual research to gauge future developments
for technologies, project those that will likely impact teaching and learning,
and determine when these are likely to be adopted for use in classrooms.
Using your textbook, recent editions of the
Horizon Report, information gleaned from Gartner’s Hype cycle, and recent
scholarly literature you will map the current landscape, look into the future,
and predict three trends that are likely to have significant impact and what
these trends will likely mean for teachers and for students.
The paper must be supported by at least 10 scholarly sources in
addition to the textbook. Sources should be within 5 years. The paper must be
submitted as a Word document in APA format.

I have attached the tools that I described, you can choose two of them. Also, you have an example and a temple for the assignment. please please please read carefully the instructions. Thanks

Psych 241-01: Infancy and Child Development
Journal Option 3: Culturally Responsive Teaching and Learning in Early Childhood:
Teaching and conversing with young children about race, culture and diversity
You can earn up to 5 points for this
assignment. Minimum journal length: 2 pages or four to five complete paragraphs. See note regarding
response to #1. You can create a list or use bullet points. These bullet points must be full sentences.
Goal: As we discuss the early childhood period (and soon after, the middle childhood period) of
development, this journal offers an opportunity to share and reflect on ideas and learning experiences
from your childhood related to play activities and literacy, with a focus on racial, cultural and
linguistic identity and diversity.
Steps for preparation and instructions
1. For this journal you will need to refer to the Crawford and Wanless (2016) Reading Your Way to a
Culturally Responsive Classroom and/or a second article Annmarie Alberton Gunn, Susan V.
Bennett, Kathleen M. Alley, Estanislado S. Barrera IV, Susan Chambers Cantrell, Lasonya Moore &
James L. Welsh (2021) Revisiting culturally responsive teaching practices for early childhood
preservice teachers, Journal of Early Childhood Teacher Education. See suggested page #s below.
These two articles are in the Journal 3 option folder. You can also refer to ideas related to the AntiRacism Books for Kids article from the New York Times, for examples related to the culturally aware
children’s books and literature.
2.Review the journal questions and take time to consider the ways schools and learning environments
may or may not directly teach and influence children’s understandings.
Content and Journal Questions
1. Please share a few examples of the ways race, culture and attention to cultural and linguistic
diversity were a part of your early learning. Note: For this first question, you can create a
bulleted list or a narrative descriiption of your recall of any books, toys, activities, music,
movies, and games that were part of family or school life and friendships. Be sure to add an
introduction if you prefer to create a bulleted list.
2. Do you believe or recall that your early and/or middle childhood family and schooling
experiences were responsive to racial and cultural experiences and identities (this can be
answered whether you grew up in a very culturally diverse environmental setting or a more
“monocultural” setting)? If yes, how were your early environments responsive to culture? If no,
do you have ideas as to why diversity and culture was not openly referred to or considered? You
could also refer to how friendships were encouraged and supported in classroom/learning
environments.
3. Refer to a few ideas from the Crawford and Wanless article (focus on pp. 9-11). Do you agree
with the ideas presented? You should also refer to the Gunn et al. (2020) article focusing on Table
1 on p. 268. For book examples, you can refer to the Grose (2020) article to further consider
current times and how racism, anti-racism prejudice and bias and protest can or should be
addressed in school settings. Include one or two quotes from articles you refer to as you share
your reflections and comments.
4. Include final thoughts: Do you think teaching and learning and conversing about race, culture and
diversity should be intentional in the early years? Do you think this can contribute to a better
understanding of diversity in later years? Share your thoughts based on this excerpt or on your
understandings of children’s needs and experiences. You can add your thoughts on how younger
generations of teachers and psychologists can make a difference in children’s understandings of
race and racism.
For a successful journal, submit your thoughts and reflections in paragraph format. You can use
bullet points for part of # 1 to share examples of books and any toys, music or activities, etc. Include
details in your thoughts, along with a minimum of two quotes and citations from the related articles