Education

Drawing on relevant theory, use your own media use as the basis for a discussion of the relation between representation, reality, and identity. What kinds of resources do you make use of to imagine or to state your identity, and how do they mediate between you and the world in which you live? You will be graded on: • Your ability to respond convincingly and thoughtfully to your chosen question/ task; • Your ability to use theory about identity drawn from the course effectively, and to translate that theory into relevant contexts and language; • Your writing, including grammar, punctuation, referencing, and general fluency. Note that you should still provide references to any works you cite in MLA style.

What is the most significant concept that you learned about promoting self-regulation in children from your readings and experience with young children? Develop a position statement about the need for more authentic assessment of children in the early childhood classroom. Give reasons why it supports developmentally appropriate educational practices.

Explain how you might use the authors’ criteria for evaluating poetry to teach children about poetry and expand their interest in it.

Criteria Levels of Achievement Content 70 Advanced Proficient Developing Not present Analyzes the project material and provides a sound rationale 22 – 24 points There is a clear, logical flow and rationale of paper. An introduction with a clear thesis statement, and a conclusion section are included. The different developmental stages and significant life events across the lifespan are analyzed and supported. Important themes from the scholarly sources exploration are well identified. Major points are stated clearly and supported. 20 – 21 points There is a reasonably clear, logical flow and rationale of paper. There is reasonably clear introduction and conclusion section. The different developmental stages and significant life events across the lifespan are not clearly analyzed and supported. Important themes from the scholarly sources exploration are not clearly identified. Major points are unclearly stated or supported. 1 – 19 points The flow and rationale to of paper is unclear and illogical. There is an unclear or missing introduction and conclusion section. The different developmental stages and significant life events across the lifespan are not analyzed, supported, or are missing. Important themes from the scholarly sources are missing. Major points are not stated and not supported. 0 points Not present. Exploration of important themes 22 -23 points Content reflects thoughtful analysis and exploration of themes connected to the developmental aspects across the lifespan. Supporting themes identified through the scholarly sources are included. 20 – 21 points Content reflects surface analysis and exploration of themes connected to the developmental aspects across the lifespan. Supporting themes are not clearly identified through the scholarly sources are included. 1 – 19 points Content does not reflect analysis and exploration of themes connected to the developmental aspects across the lifespan. The themes identified are not a result of research into scholarly sources. 0 points Not present. Key Points Addressed 21 – 23 points Clear identification of key points learned from reading the scholarly sources is included. Clear identification of key points learned from exploring scholarly sources is included. Clear identification of developmental concepts across the lifespan are included. Good exploration of how current events may influence aging process and plan to address related issues are included. 19 – 20 points Unclear identification of key points learned from reading the scholarly sources. Unclear identification of key points learned from exploring scholarly sources. Unclear identification of developmental concepts across the lifespan. Limited or unclear exploration of how current events may influence aging process and plan to address related issues. 1 – 18 points Clear identification of key points learned from reading the scholarly sources is not included. Clear identification of key points learned from exploring scholarly sources is missing. Clear identification of developmental concepts across the lifespan is not included. Missing exploration of how current events may influence aging process and plan to address related issues. 0 points Not present. INSTRUCTIONS: The purpose of this paper is for you to demonstrate your ability to apply a working knowledge of the theories, terminology, and concepts of human growth and development. You will discuss your own development over your lifetime and how it relates to the developmental concepts discussed throughout this course. You will analyze your life as it relates to the key aspects of human growth and development. What are the key developmental times in your life and the influencing factors that led to who you are today? You will also incorporate your empirical studies related to the chosen developmental aspect of your life. Also, use the course readings or presentations to support what you propose about your own development in your paper. Depending on your life and the influences, there may be more attention placed during one period of time. You are encouraged to glean information from your mother about her pregnancy with you to see if there were any notable issues during that time. Remember to include your spiritual development with applicable research. In addition, obtain as much information as you can about any significant events in your early childhood years. How did you do in those key developmental years? Did you approach all developmental milestones with ease, or were there challenges? Since this is a comprehensive paper, you will address your development across your lifespan. Finally, you will conclude your paper with addressing any current lifestyle behaviors that may influence your aging process. You will address these issues, how they will affect your aging process, and what you plan to do about it. Note: Your conclusion must offer suggestions for further study. The body of the paper must be 8–10 pages (excluding the title page, abstract, and reference page). This assignment must be completed adhering strictly to current APA format. You must include 8–10 peer-reviewed, relevant sources in your paper (at least 7 of the sources must be empirical articles). The sources must be less than 10 years old unless any of the citations are linked to an author whose work is seminal to your topic.

Listen to the following podcast segments from Hidden Brain (approx 50 min), then respond to 2 classmates posts. (120 words each) https://www.npr.org/transcripts/743195213?storyId=743195213?storyId=743195213 Post 1. By Alyssa We come to believe what we believe by what people tell us. A lot of times we get our beliefs from our parents or other “mentor” figures. Even if the belief is wrong and we know it, we can train our brains to believe it’s true. As in hidden Brains M doesn’t believe in vaccines because something happened to her child after the vaccine. Which made Maranda start to believe the vaccines are bad. “ So it did not take me very long at all before I was solidly saying I will not vaccinate my child when she is born”. We really don’t know what we believe in is “true”, that’s just all we’ve ever believed in so to us it has to be true. Many people can support what they believe in with evidence while other things you can not. Post 2. By Cynthia In the podcast “Facts Aren’t Enough” , by hidden brain it showed how ideas are formed by people and the experiences around you. Though one may think somethings true, that could just be a belief and not an actual fact. For example in the podcast, Maranda, heard from a midwife that vaccines cause autism, and that it happened to her child. Maranda then googled the topic and went on Facebook to conclude that this information was true. Then Vedantam stated “…Maranda continued to say no to vaccines. Occasionally, when she encountered information that conflicted her decision, a pamphlet at the doctors office, a website, she dismissed it.” (4:30) showing how Maranda got her information from non scholarly sources that were proved to be incorrect by professionals. Therefore you don’t know if what you believe is true unless you research the topic on scholarly sources and listen to both sides of the argument. Also that you believe what you believe because of the people around you and what beliefs that you come across.

View “Alignment of Dissertation Topic to Degree Program.” https://ecampus.phoenix.edu/secure/aapd/SAS/tutorials/Alignment_of_Dissertation_Topic_to_Degree_Program/presentation_html5.html Write a 150- to 200-word reflective statement to the following: • What challenges might you encounter in aligning your dissertation topic to your program of studies? • Is the problem you identified in alignment with your program of studies? Why or why not? Write a 150- to 200-word reflective statement with your responses to the following: • What concepts and ideas did you learn that will help you identify a researchable problem? • What do you find challenging about identifying a research problem? • What additional information or support do you need to identify a research problem? Be sure to include APA in-text citations and references from the Weekly Introduction as well as other sources, if applicable.

I need a response to student discussion Assignment instruction: an explanation of a threat to internal validity and a threat to external validity in quantitative research. Next, explain a strategy to mitigate each of these threats. Then, identify a potential ethical issue in quantitative research and explain how it might influence design decisions. Finally, explain what it means for a research topic to be amenable to scientific study using a quantitative approach. Be sure to support your Main Issue Post and Response Post with reference to the week’s Learning Resources and other scholarly evidence in APA Style. Respond to a classmate by offering a strategy to address the ethical issue she or he identified. Student discussion response: There are four main types of Quantitative research: Descriptive, Correlational, Causal-Comparative/Quasi-Experimental, and Experimental Research. attempts to establish cause- effect relationships among the variables. These types of design are very similar to true experiments, but with some key differences. In quantitative research, the term validity is often used to discuss measurement validity, which refers to the degree to which an instrument or test measures what is supposed. Research is an indispensable part of modern reality, facilitating the progress and development of societies, economies, and individuals. Thus, it is crucial to ensure the quality of research at all its stages. The most critical aspect of quality is research validity, or whether the results of studies are interpreted and understood correctly. Threats to validity are characteristics of research designs that lessen the degree to which results are interpreted correctly. This entry first discusses conceptual frameworks of research validity and then looks at specific types of validity threats and ways of avoiding validity threats. Please note that validity discussed here is in the context of experimental design, not in the context of measurement. Internal validity refers specifically to whether an experimental treatment/condition makes a difference to the outcome or not, and whether there is sufficient evidence to substantiate the claim. External validity refers to the generalizability of the treatment/condition outcomes across various settings. Efficacy studies in experimental settings are conducted to address the issue of internal validity whereas effectiveness studies in naturalistic settings (the “real” world) are employed to examine the external validity of the claim. Factors which jeopardize internal validity History–the specific events which occur between the first and second measurement. Maturation–the processes within subjects which act as a function of the passage of time. i.e. if the project lasts a few years, most participants may improve their performance regardless of treatment. Testing–the effects of taking a test on the outcomes of taking a second test. Instrumentation–the changes in the instrument, observers, or scorers which may produce changes in outcomes. Statistical regression–It is also known as regression to the mean. This threat is caused by the selection of subjects on the basis of extreme scores or characteristics. Give me forty worst students and I guarantee that they will show immediate improvement right after my treatment. Selection of subjects–the biases which may result in selection of comparison groups. Randomization (Random assignment) of group membership is a counter-attack against this threat. However, when the sample size is small, randomization may lead to Simpson Paradox, which has been discussed in an earlier lesson. Experimental mortality–the loss of subjects. For example, in a Web-based instruction project entitled Eruditio, it started with 161 subjects and only 95 of them completed the entire module. Those who stayed in the project all the way to end may be more motivated to learn and thus achieved higher performance. Selection-maturation interaction–the selection of comparison groups and maturation interacting which may lead to confounding outcomes, and erroneous interpretation that the treatment caused the effect. John Henry effect–John Henry was a worker who outperformed a machine under an experimental setting because he was aware that his performance was compared with that of a machine. Factors which jeopardize external validity Reactive or interaction effect of testing–a pretest might increase or decrease a subject’s sensitivity or responsiveness to the experimental variable. Indeed, the effect of pretest to subsequent tests has been empirically substantiated (Willson & Putnam, 1982, Lana, 1959). Interaction effects of selection biases and the experimental variable Reactive effects of experimental arrangements–it is difficult to generalize to non-experimental settings if the effect was attributable to the experimental arrangement of the research. Multiple treatment interference–as multiple treatments are given to the same subjects, it is difficult to control for the effects of prior treatments. Threats to validity include: Selection–groups selected may actually be disparate prior to any treatment. Mortality–the differences between O1 and O2 may be because of the drop-out rate of subjects from a specific experimental group, which would cause the groups to be unequal. Others–Interaction of selection and maturation and interaction of selection and the experimental variable. References: Campbell, D. & Stanley, J. (1963). Experimental and quasi-experimental designs for research. Chicago, IL: Rand-McNally. Cook, T. D., & Campbell, D. T. (1979). Quasi-experimentation: Design and analysis issues for field settings. Boston, MA: Houghton Mifflin Company. Threats to Research Validity,The SAGE Encyclopedia of Educational Research, Measurement, and Evaluation https://dx.doi.org/10.4135/9781506326139.n701

For your interview with the Search and Screen Committee please be prepared to present a 5 – 8 minute presentation as if the Search and Screen committee were a “group of” prospective students and families visiting campus for the first time at UW-Platteville. You will be able to find everything you need for the presentation on our website at www.uwplatt.edu.

Your position statement should not exceed two pages. Develop a position statement explaining how knowing NAEYC Standard 5( Pages 62-72 on attachment) will support you as an early childhood professional by answering the following prompts: Discuss why it is important to know NAEYC health standards. Explain how this knowledge will support creating a healthy environment. Identify at least two actions for you to promote child health consistent with the NAEYC standards.

Read Yin Ch 1 section A (page 3 through page 6). State your insight or new facts you learned from reading the section. Read Yin Ch 1 (page 11 — ) and discuss how human events reflect multiple realities and how such realities can still be examined through common data collection and analysis techniques. Describe the steps in analyzing qualitative data (see Williman Ch 10, p.131). In your description make sure to address “pattern coding” and “matrices/networks”. [max. 250 words] Williman (p. 139) discusses a few qualitative methods such as INTERROGATIVE INSERTION, PROBLEM–SOLUTION DISCOURSE, MEMBERSHIP CATEGORIZATION, RHETORICAL ANALYSIS, NARRATIVE ANALYSIS, SEMIOTICS, and DISCOURSE ANALYSIS. Choose two methods and describe in detail in your own words. [max. 200 words]