Category: Education

Research Outline-Feedback from my Professor:
Everything was great, except Part II. None of the references were acceptable because they were all websites. You have to use scholarly references for your Signature Project. Scholarly journal articles from peer-reviewed publications or textbooks on the topic have to be used. In addition, for the Literature Review section, you did not cite any sources which was an error. See student example provided. So…this section of your outline needs to be updated before submitting the final proposal. Other than that, I thought all other sections, especially Part III were excellent.
Can you please make those corrections on my outline and provide me with 10 references to use that you will also use in my paper?
I provided you with both good examples of what my outline and paper should look like.
Directions:
The assignment must be submitted in Microsoft Word, Times New Roman font, 12 pt font size, margins 1” on all sides, and double-spaced. The assignment should be written on a graduate level, and references used should be cited within the paper and documented in a reference list using APA style.The originality of your work will be evaluated via SafeAssign. Leave time for revision and resubmission prior to the deadline in the event your originality score is too high. You may resubmit the assignment up to three times prior to the deadline. If your originality score is greater than 25% at the time of the deadline, points may be deducted. If your originality score is greater than 50%, your submission will not be graded, and a zero will be posted.

Part I: Identity Map
This activity allows you to think about your positionality by crafting a positionality statement that is developed from an identity map exercise. This activity comes from the work of Jacobson and Mustafa (2019). Their article, “Social Identity Map: A Reflexivity Tool for Practicing Explicit Positionality in Critical Qualitative Research,” explains how to use the identity map by completing their three-tiered approach. Before engaging in this activity, please read the article for detailed directions regarding each step.
This assignment has two parts: a) an identity map and b) the VoiceThread video journal reflection. To complete the video journal, you must first complete the identity map. Within your video journal in VoiceThread, reflect on what you learned about yourself and any implications of this new understanding.
Use the Identity Map template Links to an external site. to complete the identity map using the following approach. (Note: You will need to create a free Canva Links to an external site. account to use the template.)
Tier 1: For the first tier, “identify the broader facets of social identity such as class, citizenship, ability, age, race, sexual orientation, cis/trans status, and gender” (Jacobson & Mustafa, 2019, p. 4).
Tier 2: The second tier requires you to go beyond the groupings from Tier 1 “by identifying how these positions impact [your] life” (p. 4).
Tier 3: The final tier requires you to “reflect further and go into even more detail to identify emotions that may be tied to the details of their social identity” (p. 4).
Part II: Video Journal
You will complete your video journal in VoiceThread. When you are ready, select the button at the bottom of the page to open the VoiceThread video journal assignment in a new tab.
Prompt: Reflect on what you learned about yourself while completing the identity map and any implications of this new understanding.
Select the Start Assignment button within VoiceThread.
Follow the directions to create your video journal entry. You may choose to create a title slide for your journal that includes your name.
Canva link https://www.canva.com/design/DAFrEGEgRuQ/yHE3TgcG0p9BBQSkH57U-w/view?utm_content=DAFrEGEgRuQ&utm_campaign=designshare&utm_medium=link&utm_source=publishsharelink&mode=preview
Resource for article Social Identity Map: A Reflexivity Tool for Practicing Explicit Positionality in Critical Qualitative Research (Sage

Week 5 (9/22-9/28) – Focus on Essential Considerations: Chapter 5 Review – Administering the Program / Read Chapter 5, and complete the Questions at the end of the chapter.
ebook can be access through Pearson

Read the 4 classroom scenarios from the Classroom Scenarios document.
Imagine you continue in your role as a new elementary school teacher. Your principal has asked you and all the other new teachers in your school to review and respond to 2 of the 4 scenarios they have provided. You will share your responses at the next new teacher in-service.
Write a response to all the questions for each of your selected scenarios.

my topic is “the importance of early detection and intervention in autism”.
once you have the thesis question can you please send me in message before you start doing the whole paper.
outline below:
1) An introduction that includes a research question (thesis)
2) Organized, executive summaries of relevant research from the field (DO NOT US ANY ARTICLE WHICH ARE PAID AND ONLY YOU HAVE THE ACCESS. Please USE FREE ARTICLES ONLY THAT ANYONE CAN GET THE ARTICLE. USE GOOD professional ARTICLE.)
a. Six Article Minimum
b. All research should be no older than 20 years
c. All research must be appropriately cited apa style in text and also in reference page.
3) An introduction to your interview protocol, including the topic/issue areas selected, as well as a general description of your interview participant(s) (I WILL UPLOAD THE INTERVIEW WHICH YOU WILL NEED FOR THIS PART, AND I WILL GIVE YOU THE DISCRIPTION IN THE MESSAGE SO YOU CAN DO THIS PART. REMEMBER ITS NOT NECESSARY THAT ALL THE INTERVIEW QUESTION WILL BE IMPORTANT FOR THIS PAPER,).
4) A summary of your results, a discussion of them, and your conclusions that include a personal refection on the surveying process and the information gathered

12 Point, Times New Roman Font, Standard 1 Inch Margins – Double Spaced Text – Use of APA citation.

In this class, the discussion topics are designed to utilize a variety of arts based higher order thinking skills. Synthesis of information from readings/videos is expected to be showcased by each student in the discussion board. In order to get full credit for each discussion board post you must 1. follow the directions to create your original post. 2. respond thoughtful to two of your peers posts with a question and an observation that reflects that you used higher order thinking skills as you interpret their communication of the information. Since this is creativity based, if you copy someone’s idea, it will be painfully obvious, and you will be asked to redo your post.
Discussion 4 Directions
Create 2 creative graphic organizers with text and graphics that illustrate the history of the court cases and legislation for students with disabilities, include specific classroom strategies that you can use in your content area to follow those laws with those students in your classroom. This assignment will require you to do some research outside of the videos and readings, do not expect to get all the content for this assignment from the videos. This is not a chart, if you make a chart you will be asked to redo the assignment. Using a PDF file helps your graphic organizers be more
link of videos:

my concentration is middle school orchestra!!

Case Study: Budget Spreadsheet Resources
Data Center (Video Tutorial)Links to an external site.
IPEDS: Use the DataLinks to an external site.
I have also attached the first case study that I turned in because they have to go with one another.

The focus is understanding the experiences of participants who work in inclusion classrooms with exceptional education students. APA is needed. There are some comments from the professor about editing throughout the paper. I put 12 pages so there’s space for editing, but changes are not more than that. Please let me know if you need clarification. The citations missing don’t need to be edit.

Respond to your colleagues in the following ways:
Share an additional strategy you use to collaborate with general education teachers regarding classroom expectations.
Support your colleague’s opinion on whether students with exceptionalities should be expected follow the same classroom expectations as the general education students.
Offer an example of accommodations you have provided students to be successful in meeting the classroom expectations in the general education environment.
Colleague’s discussion:
Analyzing Classroom Expectations and Alignment with Schoolwide Behavior Matrix

Comparison of Classroom Expectations
After reviewing Mrs. O’Shea, Mr. Willard, and Mr. BuO’Shea’s classroom expectations at Northgate School, I noticed notable differences in how each teacher frames their expectations, which can affect student behavior.
Mrs. O’SheaO’Shea’stations are framed positively and closely aligned with the Northgate School Behavior Matrix, emphasizing respect, responsibility, and safety. Her use of positive language, such as “be “respectful,” “have “materials ready, and” prom, “creates a proactive classroom environment, which is consistent with research on how positive framing fosters better student engagement and cooperation (Crone, Hawken, & Horner, 2015)​(MrsOSheaClassroomExpect…).
Mr. BurnetBurnett’stations are also framed positively and align well with the schoolwide matrix. He emphasizes maintaining a respectful and safe environment by keeping noise levels down and respecting personal space. His focus on consistency and positivity contributes to a supportive learning environment, as positive reinforcement has been shown to increase appropriate behavior and reduce classroom disruptions (Horner & Sugai, 2015)​(MrBurnettClassroomExpec…).
Mr. WillardWillard’sations, on the other hand, use more negative language, such as “don’t “don’t answer,” and “o run” ing.” While” his expectations technically align with the Northgate Behavior Matrix, the negative tone can influence the classroom environment in less productive ways. Studies indicate that negatively phrased rules can lead to a less supportive classroom climate and may reduce students’ ability to meet expectations (Reinke, Herman, & Stormont, 2013). Although students may not consciously reflect on posted rules, this tone can subtly impact behavior and attitudes​(MrWillardClassroomExpec…).
Explicit Modeling, Practice, and Reinforcement
It’s essential to recognize that more than simply listing expectations is needed. Our instructor reminded us that creating behavioral habits requires daily explicit modeling, practice, and reinforcement. This is what truly instills expected behaviors in students. Consistently showing students what positive behaviors look like and providing opportunities to practice them ensures they are internalized. Research shows that this process is crucial for creating lasting behavior change and is particularly important for younger students and those with exceptionalities (Reinke et al., 2013; Crone, Hawken, & Horner, 2015).
In my personal experience as an educator, I’ve seen firsthand how essential daily reinforcement is to building lasting behavioral habits. In my classroom, I work on modeling expected behaviors every day, especially when it comes to routines like transitioning between activities or respepeers’peers”peers’ By using positive reinforcement strategies like verbal praise and reward sysI’ve, I seen significant improvements in student behavior, especially with students who initially struggled with following expectations. It’s important to remember that behavioral growth takes time, and frequent practice is critical (Horner & Sugai, 2015).
Students with Exceptionalities and Expectations
Students with exceptionalities should be held to the exact classroom expectations as their peers but with appropriate accommodations. Expecting all students to adhere to the same standards promotes inclusivity and ensures equity within the classroom. However, it is essential to provide the necessary support, such as visual aids, extra practice, or individualized feedback, to help students with exceptionalities meet these expectations. Functional Behavioral Assessments (FBAs) can help educators tailor these supports to individual student needs and ensure appropriate interventions (Crone, Hawken, & Horner, 2015).
In my class, I’ve had the opportunity to support students with exceptionalities by providing visual cues and extra reminders. For instance, I’ve designed a system where students with ADHD receive visual reminders to help them stay on task. These minor adjustments allow them to meet the exact behavioral expectations of their peers while receiving the extra support they need (Reinke et al., 2013).
Collaboration and Accommodations
If I were to collaborate with Mr. Burnett, I suggest working together to ensure that students with exceptionalities have the support they need to meet classroom expectations. For a student struggling with focus, we could introduce strategies such as visual reminders or a designated “quiet “or” e” for “r” of the “section.” Research supports the importance of collaboration between general and special education teachers to ensure consistency in behavior expectations and create an environment that supports all learners (Garbacz et al., 2016). By collaborating regularly, we can adapt expectations to suit individual needs without compromising behavioral standards.
Conclusion
Mrs. O’Shea O’O’Shea Both use positively framed expectations that align well with the Northgate Behavior Matrix, fostering a constructive classroom environment. However, Mr. WillardWiWillardWillard’sve may impact the classroom dynamic and could benefit from a more positive tone. Additionally, simply listing expectations is not enough; explicit modeling, practice, and reinforcement are essential to building solid behavioral habits. For students with exceptionalities, maintaining the exact expectations of their peers—while providing necessary accommodations—ensures they are supported and included in the learning process.

Use a fictional couple but name them spouse one and spouse two. I will add a example from my last DB that I did for a non married couple. There will be a follow up assignment after so if this goes well I will re hire for the research paper.
Discussion Thread: Married Couple No Children
By this point, you will have met with your chosen couple (married, no children) at least once. Create a thread in which you share with your classmates a little bit about the couple you interviewed, and what their answers were to the most pertinent questions that you will explore in the second session and in your Case Study: Married Couple Assignment. Tell your classmates some of the details of the conversation that unfolded as a result of the interview. Do your best to reflect on the assigned course materials and provide analysis of the couple’s answers in light of those materials. In order to maintain confidentiality, do not use any identifying information about the couple, but maintain confidentiality as you did/will do in the Case Study: Married Couple Assignment.