Education

Hello,  I hope all is well. I am in high school and am applying to private schools. This essay is a draft in response to the following question: Describe an academic/ extracurricular achievement OR a challenge that had a meaningful impact on you. What did it take to accomplish the achievement or overcome the challenge and what did you learn from that experience? I would appreciate it if you revised what I have so far.  Thanks!

Please read the following article: Lessons on the Craft of Scholarly Reading August 6, 2018 Scholarly reading is a craft — one that academics are expected to figure out on our own. After all, it’s just reading. We all know how to do that, right? Yes and no. Scholarly reading remains an obscure, self-taught process of assembling, absorbing, and strategically deploying the writing of others. Digital technology has transformed the research process, making it faster and easier to find sources and to record and retrieve information. Like it or not, we’ve moved beyond card catalogs, stacks of annotated books and articles, and piles of 3×5 cards. What hasn’t changed, however, is the basic way we go about reading scholarly work. In graduate school, we are told to “do the reading” and “know the literature,” in order to understand our field and master a particular corner of it. We do our best to absorb key sources and orient ourselves to the discipline so that we can demonstrate our mastery in preliminary exams, dissertation proposals, and literature reviews. Throughout our academic careers, that remains our mandate: Find the relevant  literature, make sense of it, and then use it in our own scholarly work. But how, exactly? Rookie scholars and established ones alike could benefit from a clearer, more detailed understanding of how to read effectively. For me, the craft of scholarly reading proceeds in three phases, each with goals and pitfalls. Phase No. 1: Gathering. To create a project bibliography, we need to define our chosen scholarly landscape. Where are its borders? What are its key features? Where are the controversies in our topic area? We also need to understand how the current topic landscape came into being: Which thinkers, ideas, debates, and divisions gave rise to these particular borders, features, and controversies? To “know the literature” is to find ways to become part of it. In this phase we read to figure out how the history of our subject area has shaped its current geography, both in general and in relation to our own particular concerns. This can be an exciting phase of discovery. Gathering sources should feel like a treasure hunt. You’re not doing deep reading at this point. You’re pursuing keyword searches and combing through bibliographies for clues to follow and trails to trace. During this phase we are trying only to determine the lay of the land — skimming and organizing the scholarly books and articles and the names of scholars we find, into categories we can use later. The goal: to create an evolving and open-ended assemblage of sources — a working bibliography. Phase No. 2: Engaging. Once we’ve gathered our main sources, it is time to interact with them closely and thoughtfully. That is the mark of a true scholar. Choose from your broad bibliography the specific books and articles that offer you the most interesting, surprising, disquieting, puzzling information. You’re seeking material that deals with your emerging research questions, so this is no time to skim. You’re not looking only for information that confirms your preconceptions, but also for the stuff that doesn’t. To be a serious scholar, you must always be open to the new or different, seeking to understand and do justice to relevant sources across a variety of perspectives. Your goal in this phase is to read, highlight, and annotate only the sources most relevant to your focus. You are trying to figure out what was (or is) at stake in the scholarship of others, so that you can accurately represent and engage these elements in your own work. This is when you can also start informal, responsive writing. I recommend doing quick synopses as you read — writing down concerns and questions, putting your own ideas into your own words. That way you actually will have begun writing in ways that support and shape your later work. Engaged, responsive reading helps you find and hone your own point of view in immediate response to that of other scholars. Phase No. 3: Deploying. Now you must figure out how to incorporate key elements of the literature into your own writing. Find ways — digitally or on paper — to identify and retrieve crucial quotes, ideas, and points of view. You want to make the insights of others available for your own future readers, as well as to demonstrate how your work connects with the work of other scholars in your subfield and discipline. Ideally, academic reading moves smoothly through those three phases, guiding and motivating you into productive academic writing. But in practice, there is plenty that can hamper you in the reading process. Here are some reading pitfalls: Beware of the impulse to start writing overly detailed outlines during the gathering phase. Doing so may decrease your anxiety and help you feel “scholarly.” But copious notes at this phase will keep you focused on trees when you should be getting a sense of the forest. Remember: Not all of the sources you’ve gathered deserve the same level of reading attention. First skim to grasp your research area’s history and geography, then read closely and annotate only the sources most relevant to your research questions. In the engagement phase, return to original sources whenever possible. Guard against the temptation to rely mostly on secondary sources, or to take sides based on your training or on current trends. In your reading, try to understand what predecessors in your area have actually said by tracking down original sources. Do not succumb to the temptation to distort, then demolish, the claims of selected others. You are contributing to a conversation, not taking sides or mowing down the competition. Show respect for those you cite by doing all you can to represent them accurately. In the deployment phase, avoid “cut and paste” scholarship, in which you assemble a jumble of quotes and paraphrases, hoping that a conglomeration of citations will substitute for analysis. It won’t. The possibilities you identify in this final phase of reading need to be judiciously used in the service of your own perspective. Your job is not to prove that you read all the relevant literature by quoting from it as much as possible. Instead, your job is to select relevant elements of the literature to anchor your own contributions. Remember that each of the three phases of “reading the literature” can turn into a form of writing avoidance. Don’t keep gathering, engaging, and annotating in the hope that your diligence will magically coalesce into scholarly writing. Watch out for those moments when you are starting to spin your wheels, superstitiously hoping that preparation will turn into writing through some form of alchemy. I describe warning signs of this in “The Myth of One More Source.” (Links to an external site.) As I say there, the point of a literature review is to learn from the literature, not to drown in it. Paraphrase each of the main three points in this piece. What advice did you find most helpful and/or are most willing to use in your research?

Note: In 1,500-2,000 words, describe the teaching experience and discuss your observations. The written portion of this assignment should include: 1. Summary of teaching plan 2.Epidemiological rationale for topic 3. Evaluation of teaching experience 4. Community response to teaching 5. Areas of strengths and areas of improvement

For this discussion, you will need to address the question below and be sure to participate fully by responding to your classmates as well. Citations should be used to support your analysis and references should be included in APA format. Before you begin, be sure to review the Discussion Question Guidelines! Productivity software (such as Excel or Google Sheets) is used by almost every business. Think in terms of your own field of study and future profession, in what ways could you use productivity software to increase efficiency in your work?

Rubric Instructions: 12 pt times new roman font, double-spaced, one inch margins. Each annotation should contain: overall clear descriptions, exposes author’s point of view and authority/credibility, overall use of objective and professional language Annotations should pertain to the question: “How does culture impact parent-child interactions?”

Use the guiding questions/prompts to stimulate your thinking and guide your writing. How can the use of action research improve early childhood education practice? How does scientifically based research intersect with action research? Why is this important? How would your early childhood program or organization change if decisions were based on action research? What are key situations that using research-based decision making would help? Provide an example specific to your situation. Why are data collection and analysis critical to action research and decision making? What obstacles interfere with using action research to improve early childhood practice? How can they be overcome? What ethical considerations impact the use of action research for decision making in your early childhood program or organization? What can you do to implement the use of action research for decision making and improvement in your early childhood program or organization?

PLEASE READ ALL I would like my research proposal to analyze and ask the question of: is there a relationship between community centers/programs and educational attainment in NYC? What, if any, impact do community centers have on the racial disparity in education? I would like to analyze community centers that specifically have educational programs: Henry Street Settlement, Sadie Nash Leadership Project and I would like you to find two more to incorporate. please focus on NYC!! please use ASA FORMat The length of this proposal should be approximately 3-4 single-spaced pages. Maximum of 4 pages, 12-point font (not including the bibliography). This proposal will be comprised of elements submitted for previous assignments, which you have extended and revised for this full proposal. This should read as a full research proposal. I am calling it preliminary to reduce the pressure of calling it “final.” I also am calling it preliminary to suggest that you will hope to use it as a jumping-off point for future work. References to outside sources within the text will be in the (Author Year) format, with the full reference included in the bibliography. If something from that reference is quoted, it should be of the format (Author Year: page number). 1. Research problem. (This is probably going to take a paragraph or two.) Work to offer a clear, concise and focused statement of the research question(s) you want to try to answer. Note that “Research is not a summary of what is available on a given topic but an original analysis of a specific problem. A research problem is distinct from a topic in that it is more specific and orients research toward an analysis… If you already know the answer to the question, or if it can be obtained through a few simple inquiries, it is not an adequate research problem. It should be a puzzle, a mystery that you want to solve…In introducing your problem in a research proposal, you should provide a succinct statement which will help you to remain focused.” (Excerpted from George Mason University website (Links to an external site.)) Proposal Coherence Each part of the proposal should logically connect to the others. I describe below how some of the other parts need to be logically connected to the statement of the research problem(s) /question(s) stated in the beginning and to each other. Literature Review: The literature review (as described below) should be crafted to describe an existing scholarly conversation in a way that leaves the reader thinking it makes sense to ask the exact research questions that you are. That is, the questions posed in your statement of the problem in the beginning, are clarified and made salient by the literature review. Method: Do your best to ensure that the question(s) in a way that you can realistically find some possible answers to it by the research method you propose. Often, you will find that you need to change your statement of the research problem/question(s) as you consider what data are available, and vice versa. Expected Findings: Your expected findings must clearly provide at least some partial answer to the question(s) posed in the beginning and it must be reasonable to expect that you could actually discover the findings that you say you expect from these methods. 2. Background on the problem. (This is probably going to take 1/2 to 3/4 of a page.) To help the reader understand the issue you will be investigating, you need to provide context. In a proposal, this section provides a brief overview of the larger issues and ideas of your topic, and how this specific research problem relates to these larger issues. This section might discuss in very broad strokes what is known about the larger issue in a way that creates curiosity about the answers to the questions you are posing in part 1. (Excerpted and adapted from GMU (Links to an external site.). 3. Literature review. Craft and enter into a scholarly conversation (This is probably going to take 3/4 to 1 page.) A research project should be original, rather than reproducing existing literature on the topic. Yet it is helpful to consider any current research as part of a scholarly conversation. The literature review section of your proposal is an opportunity to begin that conversation by reviewing the research to date, indicating what aspects of it your project will build upon and the ways that your proposed research differs from what has already been done. You should be able to identify themes that emerge from the existing research as well as its shortcomings. Or, you may find that what exists on the topic is truly excellent, but that it doesn’t account for the specific problem you have identified. In this section, you should also clarify the theoretical orientation of your project and identify specific sources from which you will draw. Another way to think about the literature review is how to tell researchers of your general issue why they need to read your paper (once the research is done). Please see articles in sociology journals for examples of literature reviews and consult these excellent guides from the University of North Carolina (Links to an external site.) and from the University of Wisconsin (Links to an external site.). 4. Research method. (This is probably going to take 1/2 page.) The statement of the research method should describe what kind of data you will use, where you will find it, and why you think this data will be fruitful in helping you answer the questions you posed for your research problem. You will name the kind of primary data you will analyze. (Note that secondary sources will be covered in the “literature review” section of the proposal, written later.) Primary data may be quantitative measures collected by someone else such as the Bureau of Prisons, the US Census, or the US Department of Housing and Urban Development. Primary data may also be qualitative in nature: archival (simply meaning paper or other artifacts – even digital – that you can examine), oral histories, interviews, surveys, or participant observations. You may collect these yourself or find access to original data that someone else has collected. The methods section will also describe the scope of the data. That is, whatever you are going to examine, who, when, where does your data cover? If relevant, how many observations will there be? For example, when I was writing my dissertation, I narrowed my focus to say that I was studying all takings of private property proposed by the Redevelopment Authority of Philadelplhia between 1992 and 2007. Those were my scope conditions. In your case, make sure that the data and scope of the data lead you to a project that you – as an undergraduate student – could actually complete in a single semester. 5. Anticipated findings/ preliminary arguments (This should probably take 1/2 page.) You haven’t done any of the research you are planning yet, or perhaps you’ve poked around and done a pilot interview or two or analyzed a bit of the quantitative or archival data. And yet, you should already start to write down what you expect to find – once you have completed the full-blown project (as described in your methods). This section should indicate in a preliminary fashion, the conclusions that you expect to be able to draw once you have analyzed your data. In other words, what do you think your main findings might be. Once you draft this section, you might find that you need to edit other sections of the proposal so that the whole project is coherent. This section forces you to become explicit about the hunches that you have that made you want to pursue this project in the first place. Re-reading this section to yourself also should prompt you to ask if what you hope to be able to argue can really be found out by your methods. And finally, it will make you wonder if this project seems worthwhile. That is, you might ask, if this is what I’ll find, is it important to know? Please don’t worry about writing this up before you really know what your data will tell you. It’s likely (perhaps inevitable) that once you’ve completed your research and are writing your final paper, your findings will be quite different than you anticipated. That, in fact, may become a useful point for you to discuss in the conclusion to your work. But having some sense of the result you expect will help keep your work focused on the relevant issues and will keep you alert to information which may lead to conclusions other than what you expected. (Excerpted and adapted from GMU (Links to an external site.).) 6. Focused Reflection on Ethics of Research Plan (This section should probably be 3/4 to 1 page.) This section is not typically included in a research plan. It is meant primarily to create a space where students will synthesize some of the lessons from class reading and discussions that they find to be most crucial for research planning. The proposal will also provide commentary on how this research project meets some of the standards for ideal research into urban inequality that the student has developed in this course. It should refer to several sources assigned for class, and explain in some way how they informed this research project. Each paragraph in this section might be organized as follows: first, stating some choice made in the proposal above, then defending that choice and explaining why you felt it was important to go in this direction, given how research has been done previously. For instance, you might explain how you build on how Du Bois and Drake and Cayton emphasized the importance of showing heterogeneity in segregated black neighborhoods, and you agree and crafted a research proposal designed to see variation. 7. Bibliography (not included in the page count) Be consistent, and follow the styles outlined by the American Sociological Association. References for the style guide: ASA – excerpts (Links to an external site.) Williamette University Summary (Links to an external site.) Purdue University Summary (Links to an external site.) ****** Research design takes time, and it is unrealistic to expect to produce a stellar, complete research proposal during this course. However, it is quite realistic to expect this course to spark interest in certain topics. And for students to spend some time developing ideas for a research project that they may refine in the future. At a minimum, this exercise should familiarize students with the elements of the research proposal and how to connect those elements to form a coherent whole.

1. Summarize and evaluate the historical foundation of the field of special education, as well as related litigation and legislation. 2. Identify IEP and ARD procedures. 3. Discuss the components of the Individualized Education Program (IEP). 4. Discuss least restrictive and inclusive educational strategies.  5. Identify strategies for working with parents/families with different cultural and linguistic backgrounds. 6. Identify resources to support parents of students with disabilities. 7. Identify the laws that support the parents of students with disabilities. 8. Define intellectual and learning  9. Identify the prevalence of and causal factors related to both intellectual and learning disabilities. 10. Identify education approaches to assessing and teaching children with intellectual and learning disabilities.

today we discussed both gender roles and sexual orientation.  How might these differences affect a student’s learning?  Give at least one example of each and how the student may be affected (positively or negatively) within the classroom or school environment as a whole.  Consider this in the context of how other students, teachers, parents, and administrators may view the student. Also, describe how does Title IX protect individuals from sexual harassment and gender-based harassment. What are some alternatives to reduce gender and sexual diversity? What type of training on Title IX and sexual violence should be provided to teachers and students?

Today, we see a lot of influence of Western culture on our formal education system in the Pacific. We have our own ways of learning yet these are often brushed aside to give way to Western ways of teaching and learning. Discuss where you think Western belief systems or culture have been incorporated into our formal education systems the most. Make particular reference to behaviourism and cognitivism from Units 2 and 3 (refer to the attached files) and the theorists and authors you have read. What is your view on this? Do you think it is good or bad?You must be APA compliant and adhere to all the usual academic writing conventions.You must also follow the marking criteria closely