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Category: Education

  • [Solved] Artifact

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    Your task is to demonstrate how a specific book of the Bible fits into the overarching narrative of Scripture. This artifact should be both a personal resource and an effective tool for use in your educational setting. Select a book of the Bible from the following list: – Ruth – Daniel – Acts – Colo…

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    Assignment Prompt & Instructions

    Your task is to demonstrate how a specific book of the Bible fits into the overarching narrative of Scripture. This artifact should be both a personal resource and an effective tool for use in your educational setting.
    Select a book of the Bible from the following list:
    – Ruth
    – Daniel
    – Acts
    – Colossians
    Choose a format that suits your learning style and intended audience.
    – Slideshow
    – Article
    – Story Map
    – Poster
    – Video
    – Audio File
    – Newsletter
    – Graphic Text
    Your presentation should demonstrate how your book fits into the overarching narrative of Scripture. Include:
    – The book’s placement in the Bible, author, audience, and purpose.
    – Major events, characters, and settings, and their significance.
    – Key themes of the book.
    – Connections to the overarching story of Scripture.

  • [Solved] response

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    **Who is willing to do a quick assignment?**

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    Assignment Prompt & Instructions

    **Who is willing to do a quick assignment?**

  • [Solved] response

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    **Who is willing to do a quick assignment?**

    Instant Solution Download

    $6.99

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    Assignment Prompt & Instructions

    **Who is willing to do a quick assignment?**

  • [Solved] Education Assignment 1

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    Executive Solution Overview

    – ## Assignment1.1.docx – ## Assignment1.2.docx **## Assignment1.1.docx** Due 7/19/2025 10 Pages and 10 references from open sources. Assignment 1 – Evaluation Plan The first assignment is to conduct an evaluation of an academic program of your choice. This report may be on a program identified by t…

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    Order on TutorsGallery →

    Assignment Prompt & Instructions

    – ## Assignment1.1.docx

    – ## Assignment1.2.docx

    **## Assignment1.1.docx**

    Due 7/19/2025

    10 Pages and 10 references from open sources.

    Assignment 1 – Evaluation Plan

    The first assignment is to conduct an evaluation of an academic program of your choice. This report may be on a program identified by the CIMA student (Study Island-
    [https://www.edmentum.com/products/study-island](https://www.edmentum.com/products/study-island/)/)

    The plan should include:

    1. Program description

    2. Program documentation and review

    3. Review of literature related to the program

    4. Methods used to evaluate the program, including the development of an evaluation rubric document

    Assignment 1 should be approximately ten pages in length.

    This assignment requires 10 citations at a minimum for the grade of A.

    **## Assignment1.2.docx**

    **Rewrite this so that it is 10 pages**

    **1. Program Description**

    Study Island is a K–12 online formative assessment and practice platform aligned to state standards (e.g., CCSS, NGSS). It offers customizable quizzes, benchmark assessments (3–12), real-time feedback, remediation tools, and gamified elements like “blue ribbons” and interactive group sessions.

    Core features: question bank (10K+ items, tech-enhanced), adaptive remediation, dashboards, teacher toolkit (lesson plans, multimedia resources), support for special needs (text-to-speech, adjustable formats).

    Originally launched in 2000, Study Island evolved from Ohio proficiency prep to a national solution used in ~24,000 schools and 11M users.

    **2. Program Documentation & Review**

    Key documentation includes:

    ·
    **Product Overview and Technical Manual** detailing platform features and usage.

    ·
    **Efficacy Reports** (Allentown, Reading School Districts) documenting statistically significant gains, especially in 6th-grade math and PA PSSA improvements.

    ·
    **ESSA Tier 3 Study** (2016–17) showing moderate evidence of effectiveness, peer-reviewed by Marzano Researc.

    Documentation is rigorous, user-oriented, and grounded in controlled studies, though heavy vendor influence suggests a need for independent validation.

    **3. Literature Review**

    **A. Formative Assessment & Retrieval Practice**

    Study Island's model aligns with formative assessment best practices—immediate feedback, mastery-based progression—shown effective in meta-analyses (Bangert-Drowns et al., Black & Wiliam).

    **B. Technology-Enhanced Learning**

    Ed-tech platforms with regular usage (30 min/week) yield meaningful gains (Cheung & Slavin).

    **C. Platform-Specific Evidence**

    · 6th-grade math gains (Allentown).

    · Reading & math growth across elementary schools (McLeod 2017).

    · High school literacy proficiency improvement (Kiriakidis & Gernert 2014).

    **D. Limitations**

    Studies often quasi-experimental, with vendor-led bias. Independent replication is limited. Some literature on tech in education notes potential selection bias in non-RCTs .

    **4. Evaluation Methods**

    **4.1 Framework & Design**

    ·
    **Mixed-methods**: Combines quantitative (achievement data) and qualitative (teacher/student interviews, usability surveys).

    ·
    **Quasi-experimental using Propensity Score Matching**, mirroring McLeod et al. (2017).

    ·
    **Logic model**: Inputs (tech, PD), activities (practice, remediation), outputs (usage logs, mastery rates), outcomes (state test scores, engagement).

    **4.2 Data Sources**

    ·
    _Usage logs_: frequency, topics, time spent

    ·
    _Assessment scores_: pre/post platform use (Exact Path, state tests)

    ·
    _Surveys/interviews_: perceptions of usability, differentiation

    ·
    _Classroom observation_: integration into instruction

    **4.3 Evaluation Rubric**

    Rubric domains (1–5 scale):

    1.
    **Standards alignment** – content matches state standards

    2.
    **Feedback quality** – accuracy and remediation logic

    3.
    **User engagement** – motivational elements, accessibility

    4.
    **Data usability** – clarity/actionability of reports

    5.
    **Integration** – teacher ease, curriculum fit

    6.
    **Equity/access** – device compatibility, special needs support

    Rubric developed from documentation, literature, and stakeholder input. Piloted by digital-native teachers, revised for clarity.

    **4.4 Analysis Plan**

    ·
    **Quantitative**: ANCOVA comparing treatment/control on post-scores, controlling pre-scores and demographics

    ·
    **Correlation** between usage intensity and score gain

    ·
    **Qualitative**: Thematic coding of interviews/surveys to assess barriers, usability themes

    **4.5 Ethical Considerations**

    · Obtain parental consent & IRB approval

    · Anonymize all student data

    · Ensure equitable access and participation

    **References**

    1. Bracht, N. T. (2011). Relationship Between Study Island and Student Outcomes.

    2. Edmentum. (2017). ESSA Evidence-Based Intervention: Study Island in Elementary Schools.

    3. Edmentum Research. (2018). Study Island Research Report.

    4. Cheung, A., & Slavin, R. E. (2012). Effectiveness of Educational Technology.

    5. Kiriakidis, P. P., & Gernert, R. (2014). Effect on High School Literacy.

    6. McLeod, J. (2017). QuasiExperimental Study of Study Island.

    7. Meador, D. (2019). In-Depth Review of Study Island.

    8. Black, P., & Wiliam, D. (1998). Assessment and classroom learning.

    9. Bangert-Drowns, R. L., Kulik, C.-L. C., Kulik, J. A., & Morgan, M. T. (1991). The instructional effect of feedback in test-like events.

    10. Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2010). Evaluation of evidence-based practices in online learning.

    11. Slavin, R. E., Lake, C., Chambers, B., Cheung, A., & Davis, S. (2009). Effective reading programs for the elementary grades.

    **## Assignment1.2.docx**

    **Rewrite this so that it is 10 pages**

    **1. Program Description**

    Study Island is a K–12 online formative assessment and practice platform aligned to state standards (e.g., CCSS, NGSS). It offers customizable quizzes, benchmark assessments (3–12), real-time feedback, remediation tools, and gamified elements like “blue ribbons” and interactive group sessions.

    Core features: question bank (10K+ items, tech-enhanced), adaptive remediation, dashboards, teacher toolkit (lesson plans, multimedia resources), support for special needs (text-to-speech, adjustable formats).

    Originally launched in 2000, Study Island evolved from Ohio proficiency prep to a national solution used in ~24,000 schools and 11M users.

    **2. Program Documentation & Review**

    Key documentation includes:

    ·
    **Product Overview and Technical Manual** detailing platform features and usage.

    ·
    **Efficacy Reports** (Allentown, Reading School Districts) documenting statistically significant gains, especially in 6th-grade math and PA PSSA improvements.

    ·
    **ESSA Tier 3 Study** (2016–17) showing moderate evidence of effectiveness, peer-reviewed by Marzano Researc.

    Documentation is rigorous, user-oriented, and grounded in controlled studies, though heavy vendor influence suggests a need for independent validation.

    **3. Literature Review**

    **A. Formative Assessment & Retrieval Practice**

    Study Island's model aligns with formative assessment best practices—immediate feedback, mastery-based progression—shown effective in meta-analyses (Bangert-Drowns et al., Black & Wiliam).

    **B. Technology-Enhanced Learning**

    Ed-tech platforms with regular usage (30 min/week) yield meaningful gains (Cheung & Slavin).

    **C. Platform-Specific Evidence**

    · 6th-grade math gains (Allentown).

    · Reading & math growth across elementary schools (McLeod 2017).

    · High school literacy proficiency improvement (Kiriakidis & Gernert 2014).

    **D. Limitations**

    Studies often quasi-experimental, with vendor-led bias. Independent replication is limited. Some literature on tech in education notes potential selection bias in non-RCTs .

    **4. Evaluation Methods**

    **4.1 Framework & Design**

    ·
    **Mixed-methods**: Combines quantitative (achievement data) and qualitative (teacher/student interviews, usability surveys).

    ·
    **Quasi-experimental using Propensity Score Matching**, mirroring McLeod et al. (2017).

    ·
    **Logic model**: Inputs (tech, PD), activities (practice, remediation), outputs (usage logs, mastery rates), outcomes (state test scores, engagement).

    **4.2 Data Sources**

    ·
    _Usage logs_: frequency, topics, time spent

    ·
    _Assessment scores_: pre/post platform use (Exact Path, state tests)

    ·
    _Surveys/interviews_: perceptions of usability, differentiation

    ·
    _Classroom observation_: integration into instruction

    **4.3 Evaluation Rubric**

    Rubric domains (1–5 scale):

    1.
    **Standards alignment** – content matches state standards

    2.
    **Feedback quality** – accuracy and remediation logic

    3.
    **User engagement** – motivational elements, accessibility

    4.
    **Data usability** – clarity/actionability of reports

    5.
    **Integration** – teacher ease, curriculum fit

    6.
    **Equity/access** – device compatibility, special needs support

    Rubric developed from documentation, literature, and stakeholder input. Piloted by digital-native teachers, revised for clarity.

    **4.4 Analysis Plan**

    ·
    **Quantitative**: ANCOVA comparing treatment/control on post-scores, controlling pre-scores and demographics

    ·
    **Correlation** between usage intensity and score gain

    ·
    **Qualitative**: Thematic coding of interviews/surveys to assess barriers, usability themes

    **4.5 Ethical Considerations**

    · Obtain parental consent & IRB approval

    · Anonymize all student data

    · Ensure equitable access and participation

    **References**

    1. Bracht, N. T. (2011). Relationship Between Study Island and Student Outcomes.

    2. Edmentum. (2017). ESSA Evidence-Based Intervention: Study Island in Elementary Schools.

    3. Edmentum Research. (2018). Study Island Research Report.

    4. Cheung, A., & Slavin, R. E. (2012). Effectiveness of Educational Technology.

    5. Kiriakidis, P. P., & Gernert, R. (2014). Effect on High School Literacy.

    6. McLeod, J. (2017). QuasiExperimental Study of Study Island.

    7. Meador, D. (2019). In-Depth Review of Study Island.

    8. Black, P., & Wiliam, D. (1998). Assessment and classroom learning.

    9. Bangert-Drowns, R. L., Kulik, C.-L. C., Kulik, J. A., & Morgan, M. T. (1991). The instructional effect of feedback in test-like events.

    10. Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2010). Evaluation of evidence-based practices in online learning.

    11. Slavin, R. E., Lake, C., Chambers, B., Cheung, A., & Davis, S. (2009). Effective reading programs for the elementary grades.

    **## Assignment1.1.docx**

    Due 7/19/2025

    10 Pages and 10 references from open sources.

    Assignment 1 – Evaluation Plan

    The first assignment is to conduct an evaluation of an academic program of your choice. This report may be on a program identified by the CIMA student (Study Island-
    [https://www.edmentum.com/products/study-island](https://www.edmentum.com/products/study-island/)/)

    The plan should include:

    1. Program description

    2. Program documentation and review

    3. Review of literature related to the program

    4. Methods used to evaluate the program, including the development of an evaluation rubric document

    Assignment 1 should be approximately ten pages in length.

    This assignment requires 10 citations at a minimum for the grade of A.

    **## Assignment1.2.docx**

    **Rewrite this so that it is 10 pages**

    **1. Program Description**

    Study Island is a K–12 online formative assessment and practice platform aligned to state standards (e.g., CCSS, NGSS). It offers customizable quizzes, benchmark assessments (3–12), real-time feedback, remediation tools, and gamified elements like “blue ribbons” and interactive group sessions.

    Core features: question bank (10K+ items, tech-enhanced), adaptive remediation, dashboards, teacher toolkit (lesson plans, multimedia resources), support for special needs (text-to-speech, adjustable formats).

    Originally launched in 2000, Study Island evolved from Ohio proficiency prep to a national solution used in ~24,000 schools and 11M users.

    **2. Program Documentation & Review**

    Key documentation includes:

    ·
    **Product Overview and Technical Manual** detailing platform features and usage.

    ·
    **Efficacy Reports** (Allentown, Reading School Districts) documenting statistically significant gains, especially in 6th-grade math and PA PSSA improvements.

    ·
    **ESSA Tier 3 Study** (2016–17) showing moderate evidence of effectiveness, peer-reviewed by Marzano Researc.

    Documentation is rigorous, user-oriented, and grounded in controlled studies, though heavy vendor influence suggests a need for independent validation.

    **3. Literature Review**

    **A. Formative Assessment & Retrieval Practice**

    Study Island's model aligns with formative assessment best practices—immediate feedback, mastery-based progression—shown effective in meta-analyses (Bangert-Drowns et al., Black & Wiliam).

    **B. Technology-Enhanced Learning**

    Ed-tech platforms with regular usage (30 min/week) yield meaningful gains (Cheung & Slavin).

    **C. Platform-Specific Evidence**

    · 6th-grade math gains (Allentown).

    · Reading & math growth across elementary schools (McLeod 2017).

    · High school literacy proficiency improvement (Kiriakidis & Gernert 2014).

    **D. Limitations**

    Studies often quasi-experimental, with vendor-led bias. Independent replication is limited. Some literature on tech in education notes potential selection bias in non-RCTs .

    **4. Evaluation Methods**

    **4.1 Framework & Design**

    ·
    **Mixed-methods**: Combines quantitative (achievement data) and qualitative (teacher/student interviews, usability surveys).

    ·
    **Quasi-experimental using Propensity Score Matching**, mirroring McLeod et al. (2017).

    ·
    **Logic model**: Inputs (tech, PD), activities (practice, remediation), outputs (usage logs, mastery rates), outcomes (state test scores, engagement).

    **4.2 Data Sources**

    ·
    _Usage logs_: frequency, topics, time spent

    ·
    _Assessment scores_: pre/post platform use (Exact Path, state tests)

    ·
    _Surveys/interviews_: perceptions of usability, differentiation

    ·
    _Classroom observation_: integration into instruction

    **4.3 Evaluation Rubric**

    Rubric domains (1–5 scale):

    1.
    **Standards alignment** – content matches state standards

    2.
    **Feedback quality** – accuracy and remediation logic

    3.
    **User engagement** – motivational elements, accessibility

    4.
    **Data usability** – clarity/actionability of reports

    5.
    **Integration** – teacher ease, curriculum fit

    6.
    **Equity/access** – device compatibility, special needs support

    Rubric developed from documentation, literature, and stakeholder input. Piloted by digital-native teachers, revised for clarity.

    **4.4 Analysis Plan**

    ·
    **Quantitative**: ANCOVA comparing treatment/control on post-scores, controlling pre-scores and demographics

    ·
    **Correlation** between usage intensity and score gain

    ·
    **Qualitative**: Thematic coding of interviews/surveys to assess barriers, usability themes

    **4.5 Ethical Considerations**

    · Obtain parental consent & IRB approval

    · Anonymize all student data

    · Ensure equitable access and participation

    **References**

    1. Bracht, N. T. (2011). Relationship Between Study Island and Student Outcomes.

    2. Edmentum. (2017). ESSA Evidence-Based Intervention: Study Island in Elementary Schools.

    3. Edmentum Research. (2018). Study Island Research Report.

    4. Cheung, A., & Slavin, R. E. (2012). Effectiveness of Educational Technology.

    5. Kiriakidis, P. P., & Gernert, R. (2014). Effect on High School Literacy.

    6. McLeod, J. (2017). QuasiExperimental Study of Study Island.

    7. Meador, D. (2019). In-Depth Review of Study Island.

    8. Black, P., & Wiliam, D. (1998). Assessment and classroom learning.

    9. Bangert-Drowns, R. L., Kulik, C.-L. C., Kulik, J. A., & Morgan, M. T. (1991). The instructional effect of feedback in test-like events.

    10. Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2010). Evaluation of evidence-based practices in online learning.

    11. Slavin, R. E., Lake, C., Chambers, B., Cheung, A., & Davis, S. (2009). Effective reading programs for the elementary grades.

    **## Assignment1.1.docx**

    Due 7/19/2025

    10 Pages and 10 references from open sources.

    Assignment 1 – Evaluation Plan

    The first assignment is to conduct an evaluation of an academic program of your choice. This report may be on a program identified by the CIMA student (Study Island-
    [https://www.edmentum.com/products/study-island](https://www.edmentum.com/products/study-island/)/)

    The plan should include:

    1. Program description

    2. Program documentation and review

    3. Review of literature related to the program

    4. Methods used to evaluate the program, including the development of an evaluation rubric document

    Assignment 1 should be approximately ten pages in length.

    This assignment requires 10 citations at a minimum for the grade of A.

    **## Assignment1.2.docx**

    **Rewrite this so that it is 10 pages**

    **1. Program Description**

    Study Island is a K–12 online formative assessment and practice platform aligned to state standards (e.g., CCSS, NGSS). It offers customizable quizzes, benchmark assessments (3–12), real-time feedback, remediation tools, and gamified elements like “blue ribbons” and interactive group sessions.

    Core features: question bank (10K+ items, tech-enhanced), adaptive remediation, dashboards, teacher toolkit (lesson plans, multimedia resources), support for special needs (text-to-speech, adjustable formats).

    Originally launched in 2000, Study Island evolved from Ohio proficiency prep to a national solution used in ~24,000 schools and 11M users.

    **2. Program Documentation & Review**

    Key documentation includes:

    ·
    **Product Overview and Technical Manual** detailing platform features and usage.

    ·
    **Efficacy Reports** (Allentown, Reading School Districts) documenting statistically significant gains, especially in 6th-grade math and PA PSSA improvements.

    ·
    **ESSA Tier 3 Study** (2016–17) showing moderate evidence of effectiveness, peer-reviewed by Marzano Researc.

    Documentation is rigorous, user-oriented, and grounded in controlled studies, though heavy vendor influence suggests a need for independent validation.

    **3. Literature Review**

    **A. Formative Assessment & Retrieval Practice**

    Study Island's model aligns with formative assessment best practices—immediate feedback, mastery-based progression—shown effective in meta-analyses (Bangert-Drowns et al., Black & Wiliam).

    **B. Technology-Enhanced Learning**

    Ed-tech platforms with regular usage (30 min/week) yield meaningful gains (Cheung & Slavin).

    **C. Platform-Specific Evidence**

    · 6th-grade math gains (Allentown).

    · Reading & math growth across elementary schools (McLeod 2017).

    · High school literacy proficiency improvement (Kiriakidis & Gernert 2014).

    **D. Limitations**

    Studies often quasi-experimental, with vendor-led bias. Independent replication is limited. Some literature on tech in education notes potential selection bias in non-RCTs .

    **4. Evaluation Methods**

    **4.1 Framework & Design**

    ·
    **Mixed-methods**: Combines quantitative (achievement data) and qualitative (teacher/student interviews, usability surveys).

    ·
    **Quasi-experimental using Propensity Score Matching**, mirroring McLeod et al. (2017).

    ·
    **Logic model**: Inputs (tech, PD), activities (practice, remediation), outputs (usage logs, mastery rates), outcomes (state test scores, engagement).

    **4.2 Data Sources**

    ·
    _Usage logs_: frequency, topics, time spent

    ·
    _Assessment scores_: pre/post platform use (Exact Path, state tests)

    ·
    _Surveys/interviews_: perceptions of usability, differentiation

    ·
    _Classroom observation_: integration into instruction

    **4.3 Evaluation Rubric**

    Rubric domains (1–5 scale):

    1.
    **Standards alignment** – content matches state standards

    2.
    **Feedback quality** – accuracy and remediation logic

    3.
    **User engagement** – motivational elements, accessibility

    4.
    **Data usability** – clarity/actionability of reports

    5.
    **Integration** – teacher ease, curriculum fit

    6.
    **Equity/access** – device compatibility, special needs support

    Rubric developed from documentation, literature, and stakeholder input. Piloted by digital-native teachers, revised for clarity.

    **4.4 Analysis Plan**

    ·
    **Quantitative**: ANCOVA comparing treatment/control on post-scores, controlling pre-scores and demographics

    ·
    **Correlation** between usage intensity and score gain

    ·
    **Qualitative**: Thematic coding of interviews/surveys to assess barriers, usability themes

    **4.5 Ethical Considerations**

    · Obtain parental consent & IRB approval

    · Anonymize all student data

    · Ensure equitable access and participation

    **References**

    1. Bracht, N. T. (2011). Relationship Between Study Island and Student Outcomes.

    2. Edmentum. (2017). ESSA Evidence-Based Intervention: Study Island in Elementary Schools.

    3. Edmentum Research. (2018). Study Island Research Report.

    4. Cheung, A., & Slavin, R. E. (2012). Effectiveness of Educational Technology.

    5. Kiriakidis, P. P., & Gernert, R. (2014). Effect on High School Literacy.

    6. McLeod, J. (2017). QuasiExperimental Study of Study Island.

    7. Meador, D. (2019). In-Depth Review of Study Island.

    8. Black, P., & Wiliam, D. (1998). Assessment and classroom learning.

    9. Bangert-Drowns, R. L., Kulik, C.-L. C., Kulik, J. A., & Morgan, M. T. (1991). The instructional effect of feedback in test-like events.

    10. Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2010). Evaluation of evidence-based practices in online learning.

    11. Slavin, R. E., Lake, C., Chambers, B., Cheung, A., & Davis, S. (2009). Effective reading programs for the elementary grades.

    – 1
    – 2

  • [Solved] Education Week 3 Assignment

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Please look at the attachment for directions one assignment is due by wed the other by sun no Plagiarism . – ## Week3Assignment.docx **## Week3Assignment.docx** Discussion 3: Literature Review Due by Wed Topic: **Implementing Positive Behavior Interventions and Supports (PBIS) to Enhance Classroom M…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    Please look at the attachment for directions one assignment is due by wed the other by sun no  Plagiarism .

    – ## Week3Assignment.docx

    **## Week3Assignment.docx**

    Discussion 3: Literature Review Due by Wed

    Topic:
    **Implementing Positive Behavior Interventions and Supports (PBIS) to Enhance Classroom Management in K–12 Schools**

    Share your approved topic and your SMART goal(s) and add a one-page summary of the literature review you are to conduct this week. The full literature review will be submitted in the Module 3 Literature Review assignment area.

    Module 3: Literature Review Due by Sunday

    Purpose

    To provide the rationale that the Education improvement project is worth undertaking.

    Overview

    **K-12 Overview:**

    Your literature review is to explore the current research and best practices related to school improvement projects. The review will focus on key areas such as school leadership, curriculum and instruction, student engagement, parental involvement, and the use of technology in education. By examining relevant literature, this review aims to provide valuable insights and recommendations for implementing effective school improvement strategies.

    K-12 Tasks

    1. Read the Overview.

    2. Watch the video
    [“How to Write a Literature Review: 3 Minute Step-by-step Guide.”Links to an external site.](https://www.youtube.com/watch?v=zIYC6zG265E)

    3. Study
    [Writing a Literature Review.Links to an external site.](https://owl.purdue.edu/owl/research_and_citation/conducting_research/writing_a_literature_review.html) This will be used to extend your understanding of curriculum design issues and trends.

    4. Write your literature review. A total of five (5) articles will be used in your literature review. The sources you can use to find journal articles:

    · Scholarly journals (Use of google scholar may be helpful, as well as accessing the Franklin online library journals.)

    · This LibGuideLinks to an external site. contains the list of journals in educational leadership.

    · Contact the library using their chat window and ask for help with locating relevant databases, journals, and other sources.

    ·
    [APA Citation StyleLinks to an external site.](https://guides.franklin.edu/APA)

    5. Guiding Questions that may help you write your literature review (not all of them may apply to your case):

    · What are the current challenges or areas of improvement in schools?

    · Identify specific issues such as student achievement, teacher effectiveness, curriculum development, school culture, parent involvement, etc.

    · What are the main factors that contribute to school improvement?

    · Explore research on effective teaching strategies, instructional approaches, leadership practices, school policies, technology integration, community partnerships, etc.

    · What does existing literature say about the impact of school improvement efforts on student outcomes?

    · Look for studies that examine the relationship between school improvement initiatives and student achievement, attendance, graduation rates, social-emotional development, etc.

    · What evidence-based practices have been successful in school improvement projects?

    · Identify proven interventions, programs, or initiatives that have demonstrated positive outcomes in improving schools, such as differentiated instruction, data-driven decision-making, professional learning communities, restorative practices, etc.

    · What are the best practices in school leadership for driving improvement?

    · Investigate effective leadership strategies, distributed leadership models, instructional leadership, transformational leadership, and the role of principals and administrators in fostering school improvement.

    · How does family and community involvement impact school improvement?

    · Examine research on effective family engagement strategies, community partnerships, and the impact of parental involvement on student achievement and school success.

    · What are the challenges and barriers to implementing school improvement initiatives?

    · Explore studies that address potential obstacles to successful implementation, such as resistance to change, lack of resources, teacher resistance, administrative challenges, and policy constraints.

    · What are the emerging trends and innovations in school improvement?

    · Investigate recent developments in educational practices, technologies, policies, or approaches that have the potential to enhance school improvement efforts.

    · How do cultural and contextual factors influence school improvement?

    · Consider research on the role of culture, socioeconomic factors, diversity, and inclusion in school improvement efforts, and how these factors may impact implementation and outcomes.

    · What are the implications for your specific school improvement project?

    · Reflect on the findings from the literature review and identify key insights, strategies, or recommendations that can inform your project and guide your approach to improving your school.

    6. Write a conclusion that includes:

    · Summary of key findings from the literature review.

    · Recommendations for implementing effective school improvement projects.

    · Future directions for research in the field of school improvement.

    7. Proofread your paper before submission. Ensure that your assignment is well-organized, coherent, and free from grammatical errors.

    **## Week3Assignment.docx**

    Discussion 3: Literature Review Due by Wed

    Topic:
    **Implementing Positive Behavior Interventions and Supports (PBIS) to Enhance Classroom Management in K–12 Schools**

    Share your approved topic and your SMART goal(s) and add a one-page summary of the literature review you are to conduct this week. The full literature review will be submitted in the Module 3 Literature Review assignment area.

    Module 3: Literature Review Due by Sunday

    Purpose

    To provide the rationale that the Education improvement project is worth undertaking.

    Overview

    **K-12 Overview:**

    Your literature review is to explore the current research and best practices related to school improvement projects. The review will focus on key areas such as school leadership, curriculum and instruction, student engagement, parental involvement, and the use of technology in education. By examining relevant literature, this review aims to provide valuable insights and recommendations for implementing effective school improvement strategies.

    K-12 Tasks

    1. Read the Overview.

    2. Watch the video
    [“How to Write a Literature Review: 3 Minute Step-by-step Guide.”Links to an external site.](https://www.youtube.com/watch?v=zIYC6zG265E)

    3. Study
    [Writing a Literature Review.Links to an external site.](https://owl.purdue.edu/owl/research_and_citation/conducting_research/writing_a_literature_review.html) This will be used to extend your understanding of curriculum design issues and trends.

    4. Write your literature review. A total of five (5) articles will be used in your literature review. The sources you can use to find journal articles:

    · Scholarly journals (Use of google scholar may be helpful, as well as accessing the Franklin online library journals.)

    · This LibGuideLinks to an external site. contains the list of journals in educational leadership.

    · Contact the library using their chat window and ask for help with locating relevant databases, journals, and other sources.

    ·
    [APA Citation StyleLinks to an external site.](https://guides.franklin.edu/APA)

    5. Guiding Questions that may help you write your literature review (not all of them may apply to your case):

    · What are the current challenges or areas of improvement in schools?

    · Identify specific issues such as student achievement, teacher effectiveness, curriculum development, school culture, parent involvement, etc.

    · What are the main factors that contribute to school improvement?

    · Explore research on effective teaching strategies, instructional approaches, leadership practices, school policies, technology integration, community partnerships, etc.

    · What does existing literature say about the impact of school improvement efforts on student outcomes?

    · Look for studies that examine the relationship between school improvement initiatives and student achievement, attendance, graduation rates, social-emotional development, etc.

    · What evidence-based practices have been successful in school improvement projects?

    · Identify proven interventions, programs, or initiatives that have demonstrated positive outcomes in improving schools, such as differentiated instruction, data-driven decision-making, professional learning communities, restorative practices, etc.

    · What are the best practices in school leadership for driving improvement?

    · Investigate effective leadership strategies, distributed leadership models, instructional leadership, transformational leadership, and the role of principals and administrators in fostering school improvement.

    · How does family and community involvement impact school improvement?

    · Examine research on effective family engagement strategies, community partnerships, and the impact of parental involvement on student achievement and school success.

    · What are the challenges and barriers to implementing school improvement initiatives?

    · Explore studies that address potential obstacles to successful implementation, such as resistance to change, lack of resources, teacher resistance, administrative challenges, and policy constraints.

    · What are the emerging trends and innovations in school improvement?

    · Investigate recent developments in educational practices, technologies, policies, or approaches that have the potential to enhance school improvement efforts.

    · How do cultural and contextual factors influence school improvement?

    · Consider research on the role of culture, socioeconomic factors, diversity, and inclusion in school improvement efforts, and how these factors may impact implementation and outcomes.

    · What are the implications for your specific school improvement project?

    · Reflect on the findings from the literature review and identify key insights, strategies, or recommendations that can inform your project and guide your approach to improving your school.

    6. Write a conclusion that includes:

    · Summary of key findings from the literature review.

    · Recommendations for implementing effective school improvement projects.

    · Future directions for research in the field of school improvement.

    7. Proofread your paper before submission. Ensure that your assignment is well-organized, coherent, and free from grammatical errors.

  • [Solved] week 5 discussion 2

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    #### **Cover Letter** Cover letters are recommended, and often required, for job applications. If you want to stand out from other candidates, it is important that you write a unique cover letter for each position to which you apply. Cover letters should clarify and expand upon your most relevant sk…

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    Assignment Prompt & Instructions

    #### **Cover Letter**
    Cover letters are recommended, and often required, for job applications. If you want to stand out from other candidates, it is important that you write a unique cover letter for each position to which you apply. Cover letters should clarify and expand upon your most relevant skills and competencies. In addition, a cover letter should showcase your written communication skills.
    For this discussion, you will explore the components of a cover letter, reflect on your most relevant skills, and practice writing a paragraph that will grab the attention of a hiring manager. Additionally, you will receive and provide constructive feedback to your classmates. The feedback you provide and receive will help you craft an effective cover letter as you pursue career opportunities.
    Preparation:
    To prepare for this discussion,
    – Refer to the Week 5 Instructor Guidance for tips and examples that will support your success on this discussion.
    – Review the [How to Write a Cover LetterLinks to an external site.](https://hbr.org/2014/02/how-to-write-a-cover-letter) and [How to Write a ResumeLinks to an external site.](https://hbr.org/2014/12/how-to-write-a-resume-that-stands-out) webpages.
    In your initial post,
    – Identify a position on [IndeedLinks to an external site.](http://www.indeed.com/) that interests you as a potential job opportunity, and paste the link within your discussion response.
    – Using this job description, follow the four steps outlined in the video, and identify three skills you possess that match what the job description desires.
    – Create a paragraph that you would include in a cover letter. This paragraph should be at least three to four sentences long and clearly communicate the three matching skills you would like to highlight. Remember to create a paragraph that showcases how you are a good fit for the role.
    Here's the link of the job hopefully you can open it.
    https://www.indeed.com/viewjob?jk=210a7c6601e58e68&from=shareddesktop_copy

  • [Solved] Student Work Analysis

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    – ## MODULE4Discussion5220.docx **## MODULE4Discussion5220.docx** 1 Classmate **response L.G.** MODULE 4 Discussion: Journal Entry #2 – Theories Applied To Teaching & Learning (CO# 1, 4, 6) Early childhood educators can use their understanding of Bronfenbrenner's model to support high-quality pedago…

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    Assignment Prompt & Instructions

    – ## MODULE4Discussion5220.docx

    **## MODULE4Discussion5220.docx**

    1 Classmate
    **response L.G.**

    MODULE 4 Discussion: Journal Entry #2 – Theories Applied To Teaching & Learning (CO# 1, 4, 6)

    Early childhood educators can use their understanding of Bronfenbrenner's model to support high-quality pedagogy by recognizing that students' development is highly influenced by their environment. By understanding each sphere of Bronfenbrenner's model, teachers can create a responsive learning environment that supports every aspect of a child's life. The innermost circle of Bronfenbrenner's model is the microsystem which represents “environments of parents, family, peers, child care, schools, neighborhood, religious groups, playgrounds, community parks, and so forth” (Morrison, 2021, p.169). A child is directly influenced by the experiences and relationships in their microsystem. With this understanding, a teacher should prioritize building positive rapport with students to establish trusting relationships that help students feel safe, valued, and supported in their learning environment. The next circle in the model, above the microsystem, is the mesosystem. The mesosystem involves interactions between elements within the microsystem. For example, parents and teachers have a direct influence on a child's life within the microsystem, but when parents and teachers start communicating with each other, that interaction becomes part of the mesosystem. Knowing that these interactions influence a child's development, teachers should strive to create open lines of communication with parents. Creating these open lines of communication can allow teachers to keep the parents involved and updated with their child's progress in school which can ultimately aid in the child's success. Above the mesosystem, is the exosystem. This system includes social settings that don't include children, but affect their microsystems and influence them indirectly (Morrison, 2021, p.169). Knowing this, teachers can be mindful of external factors like access to resources that can impact a child. With that being said, teachers should not send projects home to finish unless they can provide students with the materials they need or unless they know for sure that students have what they need to complete the assignment. Next, the macrosystem pertains to larger cultural influences. Awareness of the macrosystem can help teachers reflect on teaching practices they can implement to respect each student's cultural background. This could look like intentionally selecting a range of diverse read-alouds that represent different cultures, family structures, and traditions so students feel seen in their learning environment. Lastly, the outermost layer of the model is the chronosystem. The chronosystem pertains to environmental events, life transitions, and life events (Morrison, 2021, p.169). This system reminds educators to be mindful of how big life events like moving, war, or even COVID-19 can have on student development. By understanding each system, educators are able to adapt and purposefully plan their instruction to meet the needs of all their students.

    References:

    Rutherford, M. (2014, December 27).
    _Bronfenbrenner’s Ecological Systems Model_ [Video]. YouTube.
    [https://www.youtube.com/watch?v=08M_K0GIti8Links to an external site.](https://www.youtube.com/watch?v=08M_K0GIti8)![A black and grey play button AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/student-work-analysis-20928233)

    Morrison, G. S., Breffni, L., & Woika, M. J. (2021).
    _Early childhood education today_ (15th ed.). Pearson.

    2.Second Classmate
    [**Sophia D J Rosado**](https://molloy.instructure.com/courses/38987/users/46320)

    Chapter 5 introduces an array of theories designed to aid in understanding human development and growth. Each theorist presents their own interpretation and emphasis on how children develop and learn new concepts. Bronfenbrenner developed the Ecological Theory of Human Development, which focuses on how the relationships within a child’s environment impact their development. Each system in his model is influenced by the others and is unique to that child. There are five environmental systems: microsystem, mesosystem, exosystem, macrosystem, and chronosystem. Each system plays a distinct role, but all contribute to how a child grows, learns, and what their life outcomes may be (Morrison et al., 2022, p. 169).

    As an educator, I understand that the classroom is not the only environment that impacts a student’s learning and academic success. I find this theory extremely valuable because it draws attention to many aspects of a child’s life that are often easy to overlook. It’s natural to focus on experiences that directly influence a child, but even events they do not experience firsthand can still have an impact. Children are constantly learning about the world around them, but each child will have a completely different experience and understanding of their reality and education.

    There are many influences in a child’s life that they have no control over, but as educators, we can create environments that positively influence their five systems. For example, to support the microsystem, I would create a loving and safe classroom space. To positively affect the mesosystem, the textbook highlights the importance of building strong parent-teacher relationships (Morrison et al., 2022, p. 169). Educators should work collaboratively with families to support the student. In the video, an example of the exosystem is the superintendent’s office (Dr. Mindy Rutherford, 2014). As a teacher, I can support this system by advocating for my students’ needs and promoting a positive school climate.

    Being culturally sensitive and responsive in the classroom benefits the child’s macrosystem by creating a welcoming and inclusive environment. Lastly, in Figure 5.6, one example of the chronosystem that stood out to me was “living in a technological age” (Morrison et al., 2022, p. 169). As a teacher, I can support this by providing students with the foundational skills to navigate technology responsibly.

    I believe educators often strive to create the best environment for their students, even without realizing it aligns with a specific theory. Bronfenbrenner’s theory has made me more aware of how many influences shape a child’s development. While we cannot shield children from every challenge in their lives, by creating a positive and supportive environment early on, we lay a strong foundation that can guide them toward success.

    References

    Dr. Mindy Rutherford. (2014, December 27).
    _Bronfenbrenner’s Ecological Systems model_ [Video]. YouTube. https://www.youtube.com/watch?v=08M_K0GIti8

    Morrison, G. S., Woika, M. J., & Breffni, L. (2022).
    _Early childhood education today_ (15th ed.). Pearson.

    ## image1.png

    **## MODULE4Discussion5220.docx**

    1 Classmate
    **response L.G.**

    MODULE 4 Discussion: Journal Entry #2 – Theories Applied To Teaching & Learning (CO# 1, 4, 6)

    Early childhood educators can use their understanding of Bronfenbrenner's model to support high-quality pedagogy by recognizing that students' development is highly influenced by their environment. By understanding each sphere of Bronfenbrenner's model, teachers can create a responsive learning environment that supports every aspect of a child's life. The innermost circle of Bronfenbrenner's model is the microsystem which represents “environments of parents, family, peers, child care, schools, neighborhood, religious groups, playgrounds, community parks, and so forth” (Morrison, 2021, p.169). A child is directly influenced by the experiences and relationships in their microsystem. With this understanding, a teacher should prioritize building positive rapport with students to establish trusting relationships that help students feel safe, valued, and supported in their learning environment. The next circle in the model, above the microsystem, is the mesosystem. The mesosystem involves interactions between elements within the microsystem. For example, parents and teachers have a direct influence on a child's life within the microsystem, but when parents and teachers start communicating with each other, that interaction becomes part of the mesosystem. Knowing that these interactions influence a child's development, teachers should strive to create open lines of communication with parents. Creating these open lines of communication can allow teachers to keep the parents involved and updated with their child's progress in school which can ultimately aid in the child's success. Above the mesosystem, is the exosystem. This system includes social settings that don't include children, but affect their microsystems and influence them indirectly (Morrison, 2021, p.169). Knowing this, teachers can be mindful of external factors like access to resources that can impact a child. With that being said, teachers should not send projects home to finish unless they can provide students with the materials they need or unless they know for sure that students have what they need to complete the assignment. Next, the macrosystem pertains to larger cultural influences. Awareness of the macrosystem can help teachers reflect on teaching practices they can implement to respect each student's cultural background. This could look like intentionally selecting a range of diverse read-alouds that represent different cultures, family structures, and traditions so students feel seen in their learning environment. Lastly, the outermost layer of the model is the chronosystem. The chronosystem pertains to environmental events, life transitions, and life events (Morrison, 2021, p.169). This system reminds educators to be mindful of how big life events like moving, war, or even COVID-19 can have on student development. By understanding each system, educators are able to adapt and purposefully plan their instruction to meet the needs of all their students.

    References:

    Rutherford, M. (2014, December 27).
    _Bronfenbrenner’s Ecological Systems Model_ [Video]. YouTube.
    [https://www.youtube.com/watch?v=08M_K0GIti8Links to an external site.](https://www.youtube.com/watch?v=08M_K0GIti8)![A black and grey play button AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/student-work-analysis-20928233)

    Morrison, G. S., Breffni, L., & Woika, M. J. (2021).
    _Early childhood education today_ (15th ed.). Pearson.

    2.Second Classmate
    [**Sophia D J Rosado**](https://molloy.instructure.com/courses/38987/users/46320)

    Chapter 5 introduces an array of theories designed to aid in understanding human development and growth. Each theorist presents their own interpretation and emphasis on how children develop and learn new concepts. Bronfenbrenner developed the Ecological Theory of Human Development, which focuses on how the relationships within a child’s environment impact their development. Each system in his model is influenced by the others and is unique to that child. There are five environmental systems: microsystem, mesosystem, exosystem, macrosystem, and chronosystem. Each system plays a distinct role, but all contribute to how a child grows, learns, and what their life outcomes may be (Morrison et al., 2022, p. 169).

    As an educator, I understand that the classroom is not the only environment that impacts a student’s learning and academic success. I find this theory extremely valuable because it draws attention to many aspects of a child’s life that are often easy to overlook. It’s natural to focus on experiences that directly influence a child, but even events they do not experience firsthand can still have an impact. Children are constantly learning about the world around them, but each child will have a completely different experience and understanding of their reality and education.

    There are many influences in a child’s life that they have no control over, but as educators, we can create environments that positively influence their five systems. For example, to support the microsystem, I would create a loving and safe classroom space. To positively affect the mesosystem, the textbook highlights the importance of building strong parent-teacher relationships (Morrison et al., 2022, p. 169). Educators should work collaboratively with families to support the student. In the video, an example of the exosystem is the superintendent’s office (Dr. Mindy Rutherford, 2014). As a teacher, I can support this system by advocating for my students’ needs and promoting a positive school climate.

    Being culturally sensitive and responsive in the classroom benefits the child’s macrosystem by creating a welcoming and inclusive environment. Lastly, in Figure 5.6, one example of the chronosystem that stood out to me was “living in a technological age” (Morrison et al., 2022, p. 169). As a teacher, I can support this by providing students with the foundational skills to navigate technology responsibly.

    I believe educators often strive to create the best environment for their students, even without realizing it aligns with a specific theory. Bronfenbrenner’s theory has made me more aware of how many influences shape a child’s development. While we cannot shield children from every challenge in their lives, by creating a positive and supportive environment early on, we lay a strong foundation that can guide them toward success.

    References

    Dr. Mindy Rutherford. (2014, December 27).
    _Bronfenbrenner’s Ecological Systems model_ [Video]. YouTube. https://www.youtube.com/watch?v=08M_K0GIti8

    Morrison, G. S., Woika, M. J., & Breffni, L. (2022).
    _Early childhood education today_ (15th ed.). Pearson.

    ## image1.png

  • [Solved] Unit 4 Common Assessment/Project Part C

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    ## Unit 4: Common Assessment/Project Part C – **Due** Saturday by 11:59pm – **Points** 200 – **Submitting** a file upload **Common Assessment/Project Part C** _(Rubric C = 200 points)_ – Analysis of Diverse Perceptions **Part C** – Analysis of Diverse Perceptions and Needs, Survey Creation/Compilati…

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    Assignment Prompt & Instructions

    ## Unit 4: Common Assessment/Project Part C
    – **Due** Saturday by 11:59pm
    – **Points** 200
    – **Submitting** a file upload
    **Common Assessment/Project Part C** _(Rubric C = 200 points)_ – Analysis of Diverse Perceptions
    **Part C** – Analysis of Diverse Perceptions and Needs, Survey Creation/Compilation and
                   Summation of Findings
    **Step 1 –** **Consider how the community is defined in terms of financial strengths/weaknesses, structure of power/governance, infrastructure, recreational resources, community geography/attractions, and influence.**
    _(Sources for additional information could include city hall, library, community center, municipal court office, military recruitment office, higher education facilities, YMCA, and religious institution offices.)_
    _Determine what information you need_ to gather from your school faculty and parents in order to gauge potential avenues for increasing family and community engagement in addressing identified school needs and improving student performance.
    Think about:
    – how the _economic state, political influence, and_ _cultural diversity_ of the community affect families served by the school and explore what kind of services the school might consider providing for students,
    – how the school can engage families and the community in making improvements in student performance in one or two specific areas of need noted.
    Look at local school needs as identified in _two recent documents_ that list specific areas in need of improvement (Ex. Title I report, school strategic plan, PTA goals, dropout prevention plan, etc.).
    _**Create, distribute and compile a survey**_ for gathering school employee and parent/community input relative to improving family and community engagement, inclusive of ideas that would lead to improving student performance.
    **Step 2 –** _**Compose a written document**_ **that includes:**
    – a list of the survey questions,
    – a summation of the survey findings appropriate for distribution to teachers and parents, (NELP 5.3)
    – a description of the economic state of the area in which the school is located, as well as information about political influence and ethnic/racial diversity within the community served, (NELP 5.1)
    – a list with summary of at least 4 areas in need of improvement at the school, as gleaned from the documents researched and survey data. Be sure to state how improvement in the specified area will strengthen student learning/development in or out of school. Provide a short justification for choosing each area of need listed. (NELP 5.2)
    Include a minimum of 8 sources to document the conclusions drawn, citing each within the document and on a reference page. Follow APA guidelines.
    Requirements:  500 words minimum; APA format
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  • [Solved] EDU 533 week 2 discussion

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    Consider the different instructional design models presented in your reading this week. You are tasked with deciding on a model for your organization (Educational Services) to use as a general guide for all learning assets. – Describe your organization (Educational Services) and target audience in a…

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    Consider the different instructional design models presented in your reading this week. You are tasked with deciding on a model for your organization (Educational Services) to use as a general guide for all learning assets.
    – Describe your organization (Educational Services) and target audience in a few bullet points.
    – Describe the dominant learning assets you are developing (Web-based, job aids, manuals, etc.)
    – Determine the model and explain why this is the best model for your choice.
    – If you need to use more than one model, you must explain your rationale.
    \
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  • [Solved] Appendix A Observation Report

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Watch Video Review #2, #3 and #4 and answer the questions on Appendix A. Take notes on Appendix A (Retype notes on Appendix A document) Submit Appendix A here for each video. So you need to submit an appendix A for each Video review #2, 3, and 4. these are the links to the youtube videos and the App…

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    Assignment Prompt & Instructions

    Watch Video Review #2, #3 and #4 and answer the questions on Appendix A.
    Take notes on Appendix A (Retype notes on Appendix A document)
    Submit Appendix A here for each video.  So you need to submit an appendix A for each Video review #2, 3, and 4.
    these are the links to the youtube videos and the Appendix resource is attached
    https://www.youtube.com/watch?v=97B__Cwk7vY (video 2)
    https://www.youtube.com/watch?v=LucNw_2G_FU (video 3)
    https://www.youtube.com/watch?v=5AL1IDGCVAo (video 4)
    \
    AppendixAEEX4112original-11.docx](https://www.sweetstudy.com/files/appendixaeex4112original-11-docx "AppendixAEEX4112original-11.docx")