Category: Education & Teaching

For your final discussion, you will reflect on all the learning gained in this course by completing a Mood Board. A Mood Board is a way to visually reflect on what you have learned in this course by creating a collage that includes images, memorable quotes, and various colors, textures and fonts. So, put on your creative hat and have some fun with this activity.
Select each STEP to complete this discussion.
Step 1: Prepare Step 2: Writing Support Step 3: Create Mood Board Step 4: Guided Response
In preparation for this discussion forum, complete the following:
Review your learning about Universal Design for Learning and Technology in this course. Consider the theoretical aspects of this course as well as the discussions and assignments you engaged in.
Review the following to websites for help with created Mood Boards: 11 Inspiring Mood Board Examples for Your Next Design Project
How to Make a Mood Board in 5 Easy Steps Plus Examples Review the Discussion Grading Rubric to understand the criteria used for grading.
Select Step 2: Writing Support tab to continue.
The English language can be confusing at times because there are many words that sound similar or look alike, but they have different meanings. Ever wonder if you might be using those words incorrectly?
Check out Commonly Confused Words to see if you are!
Select Step 3: Create Mood Board tab to continue.
Create a mood board that captures what you have learned and how you will remember it. Think of it as a time capsule of this course. What would you want to remember about it 10 years from now?
Your board should include multimedia and each item should be appropriately cited in APA style.
Be sure to include a minimum of the following within your Mood Board:
Ten (10) images that capture your learning in this course. Three memorable quotes (from your readings, videos or other learners).
Select colors, textures, and fonts that capture your feelings and memories about UDL and technology.
Post and provide a link to your Mood Board for your peers to explore. Under your Mood Board link:
Describe the ten (10) images you used in your Mood Board to ensure your peers have accessibility to those images.
Provide at least one question you still have or what you still would like to know regarding what you have learned in this course.

Select one evidence-based assessment tool and reflect on the benefits of using it in practice. (School Social Worker)
Respond to the prompt above in no more than one (1) page. A title page is not necessary; however, please follow APA format otherwise (i.e. header, page number, references, citations, etc.) You should demonstrate critical thought by making insightful connections between the course readings and practice. I have uploaded information/pages from the textbook with evidence-based assessment tools.

If you were a member in a counseling group, which stage of the group process do you think would be most challenging to you? Provide a CLEAR, DETAILED AND SPECIFIC discussion of what aspects of this stage you think you would find challenging and why.

You will complete one Discussion question of at least 400 words on the following: Detail the three required data collection approaches (Data Collection Approaches Below) you will use for your proposed study(Research Topic Below) and the rationale for those approaches.
For each thread, you must support your assertions with at least three references in the current APA format. Interviews must be one of the three approaches, but you are free to select any other approaches for the remaining two approaches. See the Qualitative Dissertation Template for ideas.
Please refer to the Qualitative Dissertation Template as a guide.
Research Topic:
Qualitative Research Design: Impact of Under-representation of African American Male Administrators on Retention of African American Male Educators.
3 Data Collection Approaches Below:
1. Surveys: Surveys are a versatile instrument in research that gathers quantitative and qualitative data on specific topics, such as the impact of the under-representation of African American male administrators in K-12 leadership on the retention of African American male educators.
2. Interviews: The interview process, particularly semi-structured, offers a flexible and comprehensive means of exploring the complex factors affecting the retention of African American male educators in K-12 education, making it particularly suited for investigating the impact of the under-representation of African American male administrators.
3. Focus Groups: Focus groups are a unique and powerful way to explore the nuanced experiences and perceptions of African American male educators concerning the representation of African American males in K-12 leadership roles. This approach is particularly suited for understanding complex social dynamics and cultural contexts that influence individual and collective experiences within the educational system.
Assignment will be checked for A/I use and plagiarism. Attachments Included: Qualitative Dissertation Template

You must then post three student replies of at least 150 words. For each reply, where applicable, support your assertions with in-text citations and references in current APA format. Student Replies:
Nortia Miller:
Military families experience challenges uncommon to most due to the nature of their lifestyle, which often involves frequent relocations, parental deployments, and other military-related stressors. These circumstances carve distinctive contours within the broader military culture and engender distinct sub-cultures among enlisted and officer service members, profoundly shaping their life trajectories and decision-making processes (De Pedro et al., 2018; Gilreath et al., 2022). Consequently, these challenges are considerably influential in the educational experiences of dependent school-age children. To this end, using the hermeneutic phenomenological approach serves as a methodological foundation for this study, warranting a thorough justification. As delineated by its seminal proponent, Edmund Husserl, phenomenology is an ontological exploration of experiences as they unfold from the subjective vantage point, centering on the apprehension of essence (Husserl, 2012). Complementing this, hermeneutics, as defined by Heidegger, navigates the interpretation of the essence of being, embodying a search for deeper understanding (Heidegger, 2003). Through synthesizing these philosophical underpinnings, hermeneutic phenomenology emerges as an invaluable tool for examining the depths of human experience, offering a nuanced exploration of these experiences from the participant’s perspective. By prioritizing subjective interpretations and meanings, this approach enables a thorough exploration of the multifaceted realities that shape the educational experiences of military-dependent school-age children.
At its core, hermeneutic phenomenology as the qualitative methodology for this research epitomizes a deliberate goal to elucidate the intricacies of the lived experiences of military-dependent school-age children. By looking through the lens of subjective realities, this research aims to unravel the complex tapestry of ecological influences that intricately interlace to mold familial lifestyles and guide the educational journey of military dependents. Rooted in the tenets of ecological systems theory, as articulated by Rosa and Tudge (2013), this study will go beyond surface-level analysis to delve into the microsystem, mesosystem, macrosystem, exosystem, and chronosystem, all of which converge to delineate the intricate web of influences encapsulating the lives of military families.
Thus, situating this research within the paradigm of hermeneutic phenomenology not only showcases methodological rigor but also embodies a philosophical stance committed to honoring the participants’ lived experiences. By exploring the subjective realities of both enlisted and officer families, this study aims to capture the diverse perspectives inherent within the military community, thereby enriching scholarly discourse with multifaceted insights into the educational experiences of military-dependent school-age children.
References:
De Pedro, K. T., Astor, R. A., Gilreath, T. D., Benbenishty, R., & Berkowitz, R. (2018). School Climate, Deployment, and Mental Health Among Students in Military-Connected Schools. Youth & Society, 50(1), 93-115. https://doi.org/10.1177/0044118X1559229
Gilreath, T. D., Montiel Ishino, F. A., Sullivan, K. S., & Okoror, T. A. (2022). Maladaptive coping among military-connected adolescents: Examining combined risk using QCA. Frontiers in Psychology, 13, 948474–948474. https://doi.org/10.3389/fpsyg.2022.948474
Heidegger M. (2003). Being and time (Macquarrie J., Robinson E., Trans.). Blackwell Publishing
Husserl E. (2012). Ideas. General introduction to pure phenomenology (Gibson W., Trans.). Routledge Classics.
Rosa, E. M., & Tudge, J. (2013). Urie Bronfenbrenner’s theory of human development: Its evolution from ecology to bioecology. Journal of Family Theory & Review, 5(4), 243- 258. https://doi.org/10.1111/jftr.12022
Olethia Thomas
Study Design: Cross-Case Study
This study adopts a cross-case study design to investigate the instructional strategies, resource needs. It challenges elementary school teachers face in catering to the educational needs of gifted-identified students. The cross-case study design allows for an in-depth exploration of multiple cases—each representing a distinct instructional model for gifted education—while facilitating comparisons across cases to identify common patterns, unique characteristics, and overarching themes.
Case study research involves the examination of one or more cases within a real-world, contemporary context or environment (Yin, 2018). These cases can manifest as tangible entities such as individuals, small groups, organizations, or partnerships. They can also represent more abstract concepts like communities, relationships, decision-making processes, or specific projects (Yin, 2018). The essence of a case study lies not in the particular methods employed but in the boundaries delineated around the case under investigation (Thomas, 2015).
Rationale for Cross-Case Study Design:
Richness of Data: By examining multiple cases representing different instructional models (Collaborative, Advanced Content, and Resource), the study can capture a comprehensive range of experiences, perspectives, and practices related to gifted education. This approach enhances the richness and depth of the data collected.
Comparative Analysis: The cross-case study design enables researchers to compare and contrast findings across cases, identifying similarities, differences, and factors influencing instructional effectiveness and resource utilization. This comparative analysis enhances the robustness of the study’s conclusions and contributes to theory-building in gifted education.
Holistic Understanding: By exploring diverse instructional contexts, the study aims to develop a holistic understanding of the complexities of providing adequate instruction for gifted-identified students. By examining how different instructional models address the needs of gifted learners, the study seeks to identify best practices and areas for improvement in gifted education.
Data Collection:
Data collection will involve qualitative methods, including semi-structured interviews, classroom observations, and document analysis. These methods will be tailored to each case, allowing for a comprehensive exploration of teacher perspectives, instructional practices, resource utilization, and contextual factors influencing gifted education.
Semi-Structured Interviews: Interviews will be conducted with participating teachers to explore their experiences, attitudes, challenges, and resource needs in teaching gifted-identified students. Interview questions will be designed to elicit rich, detailed responses that provide insights into instructional strategies, resource utilization, and factors impacting classroom practices.
Classroom Observations: Observations will be conducted in classrooms across the different instructional models to document instructional strategies, student engagement, teacher-student interactions, and the use of resources. Observational data will complement interview findings, offering a deeper understanding of classroom dynamics and instructional delivery.
Document Analysis: Relevant documents, such as curriculum materials, lesson plans, and school policies related to gifted education, will be analyzed to supplement interview and observational data. Document analysis will provide additional context and insights into each case’s institutional support, policy frameworks, and resource allocation for gifted education.
References
Thomas, G. (2015). How to do your case study (2nd ed.). Thousand Oaks, CA: Sage.
Yin, R. K. (2018). Case Study Research and Applications: Designs and Methods (6th ed.). Thousand Oaks: CA. Sage Publications. ISBN: 9781506336169.
Mesack Dieudonne:
Qualitative research fits the best when participants’ conceptualization of shared lived experiences is different based on individual lenses through which they apprehend the world (White & Cooper, 2022; Creswell & Poth, 2018). The qualitative approach encompasses the notion of participants’ vulnerability to share their experiences, meanings, and beliefs (Creswell & Poth, 2018). Given the dynamic nature of human experience and participants’ deeply held beliefs stemming from their individual experiences of the same phenomenon, an interpretative, naturalistic approach is appropriate to interpret collected data.
This transcendental phenomenological study aimed to explore the lived experience of college students in South and Central Florida who have switched majors, generating an array of negative academic, social, and economic consequences. The study also sought to understand how passion, as a valuable tool, can potentially mitigate the frequency and severity of college students switching majors. This qualitative inquiry best fits the phenomenological study’s features in that it will report different perspectives of the same lived phenomenon, interviewing and stating participants’ views, elucidating principles underpinning this inquiry, and finding along with participants new meaning of the phenomenon (Creswell & Poth, 2018). In its Husserlian sense and as adapted by Moustakas (1994), phenomenology is woven into a lived experience shared by a heterogeneous group of college students who switched majors (Creswell & Poth, 2018; Moustakas, 1994; Ghezelseflou & Emami, 2023). Additionally, this researcher intentionally put aside common understandings, reasonings, and prejudgment in quest of a fresh apprehension of the phenomenon (Creswell & Poth, 2018; Moustakas, 1994). Such a framework was conducive to cognitively representing participants by gathering responses and collaborating with participants in finding lived experiences’ meanings.
The features of the transcendental approach, such as the intentionality of consciousness, a characteristic of Husserlian’s transcendental phenomenology (Moustakas, 1994), and intuition, which posits that college students are intuitive thinkers capable of perceiving, affirming, and denying propositions (Creswell & Poth, 2018; Moustakas, 1994), proved to be the most effective in capturing the intuitive thought processes of college students when it comes to switching majors as a phenomenon. Another feature of the transcendental approach critical to this study is intersubjectivity, by which college students perceive reality differently and thus arrive at various interpretations of the same lived experience (Moustakas, 1994). Qualitative inquiries have a pool of qualitative data methods from which to choose. This qualitative study will adopt the transcendent phenomenological study framework, which will significantly help reduce personal biases and apprehend the shared lived experience through participants’ lenses. Rather than a prescriptive, I will adopt a non-prescriptive approach (Musselli & Bürgi Bonanomi, 2022; Coyle, 2013), which will help focus on South and Central Florida college students who have experienced switching majors and explore passion as a tool to mitigate the shared lived experience.
References
Coyle, D. (2013). Listening to learners: An investigation into ‘successful learning’ across CLIL contexts. International Journal of Bilingual Education and Bilingualism, 16(3), 244–266. https://doi.org/10.1080/13670050.2013.777384
Creswell, J. W., & Poth, C. N., (2018). Qualitative inquiry & research design: Choosing among five approaches. SAGE Publications, Inc.
Ghezelseflou, S., & Emami, A. (2023). Low-income households’ responses to residential dissatisfaction: A phenomenological approach. Housing Studies, ahead-of-print(ahead-of-print), 1–24. https://doi.org/10.1080/02673037.2023.2190957
Moustakas, C. (1994). Phenomenological research methods. SAGE Publications, Inc.
Musselli, I., & Bürgi Bonanomi, E. (2022). Countering commodity trade mispricing in low-income countries: A prescriptive approach. Journal of International Economic Law, 25(3), 447-463. https://doi.org/10.1093/jiel/jgac030
White, R. E., & Cooper, K. (2022). Qualitative research in the post-modern era: Critical approaches and selected methodologies (1;1st 2021; ed.). Springer. https://doi.org/10.1007/978-3-030-85124-8

Read through the notes and PowerPoint and answer each question. 1. A group for college women experiencing anxiety has been meeting for 3 weeks. Several group members approach the group leader expressing concern that another group member regularly interrupts and dominates the conversation. What stage of group formation is the group most likely in? Explain why you selected this stage
2. Why is it important for counselors to have a rationale for forming a group?
3. Describe 5 possible limitations or challenges of Group Counseling?
4. What are differences between open group and closed group?

There are a few misconceptions about peer reviewed research that learners have when beginning a doctoral program. Many learners believe things such as the following:
A published research article is the final word on a subject.
Published research is without shortcomings and limitations.
All published articles are of equal quality.
All authors are experts on the subject they are researching.
All journal publication opportunities are benevolent.
With these misconceptions in mind, describe how you currently perceive scholarly literature. How have your perceptions changed given the information presented in your textbook on this topic? How do you know if the research is objective, accurate, authoritative, current, and relevant? How comfortable are you with critiquing research? What is peer-review and how it is relevant to the integrity of scholarly literature?
Question 2
Writing at the graduate level can appear intimidating, but in reality, scholarly writing consists of foundational writing techniques that encourage readers to establish an original academic voice that is grounded in research. Scholarly writing includes a careful citation of sources that demonstrates engagement with the topic’s relevant literature. As you can see, scholarly writing is rooted in research and not general assumptions and/or prejudices you may have concerning a topic. We want you to take a position in your writing, but if it is not supported by existing research, then it is simply an unsupported opinion. This is why a literature review is a critical component of research. Take a look at the samples below:
I believe that daily drinking of alcohol must be stopped because it will lead to major health problems and premature death in young people and adults.
Daily drinking of alcohol should be avoided because it can lead to social and health issues, as well as premature death (Root, 2018). There must be more awareness created to inform people of the dangers of alcohol.
According to Larson (2017), alcohol abuse is a condition that is affecting families directly or indirectly in the United States (Wilson, 2017). The numbers have continued to steadily increase for the past 10 years (Smith, 2019). The number of alcohol related deaths with young people are disheartening. According to Silk (2020), the number of accidental deaths involving motor vehicles is “200% greater” than it was 10 years ago, even though there have been concerted efforts to raise awareness through state sponsored media campaigns, as well as legal deterrents, such financial penalties and incarceration (p. 164). At the same time, the number of alcohol related illnesses has increased leading to premature deaths in adults. Worth (2018) has noted a spike in liver disease with adult males from 45-60 years old. The increase in deaths from both populations are preventable and is an issue that must receive more attention to ensure the health and safety of young people and adults using alcohol.
In the examples above, how is original thought developed and transformed by the time the writer gets to the third draft? How does the addition of citations increase the credibility and establish the academic voice of the author? Explain.

For each Discussion, you will post one thread of at least 400 words For your thread, you must support your assertions with at least 3 references in the current APA format
Assignment Instructions:
Using the qualitative template (ATTACHHED), and your previous coursework, detail the design you will use for your proposed study. Remember, the only designs currently allowed (without seeking approval from the Research Director) are case studies and phenomenological studies. In your description, detail the specific type (e.g., single intrinsic case study or transcendental phenomenology), complete with rationale and supporting citations. Important. Notes
Research Topic:
Qualitative Research Design:
Impact of Under-representation of African American Male Administrators on Retention of African American Male Educators
Central Research Question: To what extent does the under-representation of African American male administrators in K-12 leadership impact the retention of African American male educators?
Sub Questions: How does the lack of African American male leaders in K-12 schools affect African American male educators’ job satisfaction and willingness to stay?
What challenges and supports do African American male educators encounter in K-12 schools, influenced by the presence (or absence) of African American male leaders in leadership roles?
Research Design: This study will employ a qualitative research design, specifically phenomenological inquiry, to explore African American male educators’ lived experiences and perspectives regarding the impact of leadership representation on their professional experiences and retention decisions.

Compose the Setting and Participants section for your study’s Chapter 3 using the Qualitative Dissertation Template as a guide. First, describe the site or setting of your study. If you are doing a study that doesn’t have a specific site, describe a generic setting. For example, if you’re exploring the experiences of Black men in STEM programs, you might describe the generic setting as “four-year research universities with a minimum of 7,000 students.” Next, draft the Participants section of Chapter 3 by describing the typical participant. Remember, this is not the place to describe your sampling approach but to describe the profile of your participants. For example, “Black men between the ages of 17 and 25.” Remember that these sections are typically not a single sentence long – see the Qualitative Dissertation Template for additional guidance. Finally, compose the Participant Recruitment section. Here, you will detail the sample pool, sampling strategies, and recruitment methods (e.g., social media posts or email invitations). Please also detail informed consent/assent. Compose your Setting and Participants section with clarity and precision. Include a title page. Current APA formatting is expected throughout the assignment.
Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.
Important Notes:
Research Topic:
Qualitative Research Design: Impact of Under-representation of African American Male Administrators on Retention of African American Male Educators
Central Research Question: To what extent does the under-representation of African American male administrators in K-12 leadership impact the retention of African American male educators?
Sub Questions: How does the lack of African American male leaders in K-12 schools affect African American male educators’ job satisfaction and willingness to stay?
What challenges and supports do African American male educators encounter in K-12 schools, influenced by the presence (or absence) of African American male leaders in leadership roles?
Methodology: This study will employ a qualitative research design, specifically phenomenological inquiry, to explore African American male educators’ lived experiences and perspectives regarding the impact of leadership representation on their professional experiences and retention decisions.
Data Collection:
Semi-structured Interviews: In-depth interviews will be conducted with 15-20 African American male educators from diverse K-12 school contexts (urban, suburban, rural) in Atlanta, GA the United States. The interviews will explore participants’ experiences with leadership representation, sense of belonging, and factors influencing their retention decisions.
Focus Groups: 2-3 focus groups with 5-7 participants each will be conducted to facilitate discussions and gain collective insights into shared experiences and perspectives.
Data Analysis:
Thematic analysis will identify recurring themes and patterns in the interview and focus group data. This will involve coding the data, searching for themes, reviewing and refining them, and interpreting their meaning in the research question.
Sample Selection:
Purposive sampling will recruit participants who meet specific criteria, such as African American male educators with varying years of experience working in diverse school contexts.
Snowball sampling might also reach potential participants through existing networks and referrals from initial participants.
Rigor and Ethical Considerations:
Member checking: Transcripts of interviews and focus groups will be shared with participants for verification and to ensure their perspectives are accurately represented.
Triangulation: Data from different sources (interviews and focus groups) will be compared and contrasted to strengthen the credibility and trustworthiness of the findings.
Informed consent: All participants will be provided with informed consent forms explaining the research purpose, procedures, and their rights before participating.
Confidentiality and anonymity: All data will be anonymized to protect participants’ privacy.
Expected Outcomes:
This research aims to gain a deeper understanding of the lived experiences of African American male educators and how the under-representation of African American male administrators impacts their professional experiences and retention decisions. The findings will contribute valuable insights to inform strategies for fostering more inclusive school leadership and promoting the retention of a diverse teaching workforce.
Limitations:
This study focuses on the perceptions and experiences of a specific population, limiting generalizability to the broader population of educators.
Qualitative research relies on subjective interpretations, introducing the possibility of bias.
Future Research:
Quantitative studies could be conducted to examine the broader impact of leadership diversity on student outcomes and school climate.
Research could explore the experiences of other educators from diverse backgrounds to gain a more comprehensive understanding of the factors influencing retention.
By employing this qualitative research design and acknowledging its limitations, the study strives to shed light on the complex issue of under-representation in K-12 leadership and its potential impact on the retention of African American male educators.

Teaching Students with Special Needs: A Guide for Future Educators is the book needed to complete this assignment. The book I purchased through Vitialsource. I will provide the access information:
Access Info:
VitalSource:
Product ISBN: 9781792448539: Students Special Needs
Access Code: VF6SJRHW2GZHHQ8PSAT3
Login Info:
kdpierce1@liberty.edu
Nolaboi36!
When you log in, click on Kevin’s bookshelf at the top to go to the book.
Assignment Instructions:
For this assignment, you will read and analyze Chapter 3 of the O’Brien and Beattie textbook and research the concepts covered in the chapter utilizing a minimum of two scholarly journal articles of your choice. After reading the assigned chapter and scholarly journals related to the questions on the template, you will complete the provided template. This assignment will focus on book knowledge, research, and application.
Parameters to follow for this assignment.
1. Use the provided Foundations of Exceptionalities Template to complete the assignment.
2. No abstract is needed for this assignment.
3. Each section contains a question with multiple sub-sections that are either yellow, green, and/or gray.
4. Each sub-section should contain at least one citation (unless otherwise noted). a. The yellow section should include the book citation. b. The green section should include a citation for the journal article.
c. Each gray section will include a citation as needed. 5. Each sub-section (yellow, green, and gray) should have its word count totaled.
6. Each sub-section (yellow, green, and gray) should contain between 200-300 words.
7. Include a reference page that you will need to add that is written in current APA format. Important Notes:
Everything needed for the assignment has been posted. I have also included the template and 2 sample assignments for reference. ABSOLUTELY NO. A/I is used for this assignment. Assignment will be checked through multiple plagiarism sources