Module Three: Research Portfolio Steps 1 & 2

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Students will work on the research portfolio through modules 3, 4, and 5 to focus on and explore a particular topic. By completing the worksheets, students will become familiar with various resources related to the topic. The research portfolio also serves as the foundation for writing the research paper, which you complete in the course’s final module.  SCROLL DOWN THE PAGE TO SEE HELPFUL STUDENT EXAMPLES.

For this module, complete the following research portfolio steps by completing these two documents:

    Step 1: Finding a Topic: Module Three – Step 1: Finding a Topic DocumentPreview the document

    Step 2: Locating Resources Related to Your Topic: Module Three – Step 2: Locating Resources Document Preview the document

Once you complete the above documents, please submit them accordingly.

Lympahtic system

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Write an essay about the contribution of each lymphatic organ to the body immune function, then explain the other roles of the lymphatic system in the human organism. Use any pathological example to illustrate the non-immune function of the lymphatic system. (Dont exceed 800 words.)

In my research paper, I will be discussing Atlantis. I will be specifically discussing the claim about Atlantis existence and its destruction.

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You are free to select a research question for this paper, but it must relate to either (1) pseudoarchaeology, or (2) more broadly a pseudoscientific claim. You should find a claim, identify the evidence that is offered in support of it, and then do your own research to evaluate the evidence and the claim. Your paper should be a minimum of 11 double-spaced pages (not including title page and references), be consistently formatted with a title page, citations, 12-point serif font, page numbers, and 1-inch margins. You should have substantive citations to at least 5 scholarly sources. You may cite readings used in this class, but you are expected to research the topic by finding and using other sources

Discussion 2: Program Evaluation Types, Approaches, and Models

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Program evaluation models continue to evolve as the needs of students and the educational programs in which they participate change. As a special education leader, you will need the resources to implement or to create your own program evaluation tool that meet the specific needs of your program. For this Discussion, you will research and evaluate program evaluation types, approaches, and models. As you conduct your research, consider how you can promote systemic positive outcomes as an educational leader in special education.
To Prepare:
    Review the module Learning Resources.
    Identify at least three program evaluation types, models, or approaches.
    Build a Resource List of Programs to add to your existing Tool Kit.

A description of at least three program evaluation types, approaches, or models. Provide the citation and brief analysis of each program. Identify possible positive and negative outcomes of program evaluation. Explain how you can promote systemic positive outcomes based on special education program evaluation as an educational leader.

Learning Resources
Required Readings
Fullan, M., & Quinn, J. (2016). Coherence: The right drivers in action for schools, districts, and systems. Thousand Oaks, CA: Corwin.
    Chapter 6, Leading for Coherence (pp. 127138)

    Coherence Assessment Tool (Figure 6.2)

Peurach, D. J., Lenhoff, S. W., & Glazer, J. L. (2016). Large-scale high school reform through school improvement networks: Exploring possibilities for Developmental Evaluation. Teachers College Record, 118(13).
Large-Scale High School Reform Through School Improvement Networks: Exploring Possibilities for Developmental Evaluation by Peurach, D.; Lenhoff, S.; Glazer, J., in Teachers College Record, Vol. 118/Issue 3. Copyright 2016 by Teachers College Record. Reprinted by permission of Teachers College Record via the Copyright Clearance Center.

Coffey, J. H., & Horner, R. H. (2012). The sustainability of school-wide positive behavior interventions and supports. Exceptional Children, 78(4), 407-422. doi:10.1177/001440291207800402

Hedegaard-Sorenson, L. & Tetler, S. (2016).  Evaluating the Quality of Learning Environments and Teaching Practice in Special Schools. European Journal of Special Needs Education, 31(2), 264-278. DOI: 10.1080/08856257.2016.1141524

McIntosh, K., MacKay, L. D., Hume, A. E., Doolittle, J., Vincent, C. G., Horner, R. H., & Ervin, R. A.(2011). Development and initial validation of a measure to assess factors related to sustainability of school-wide positive behavior support. Journal of Positive Behavior Interventions, 13(4), 208218. doi:10.1177/1098300710385348

Peurach, D. J., Glazer, J. L., Winchell Lenhoff, S. (2016).  The developmental evaluation of school improvement networks.  Educational Policy, 30(4), 606-648.  doi:10.1177/0895904814557592

Fullan, M. (2015b). Change: Making it happen in your school and system. Retrieved from http://michaelfullan.ca/wp-content/uploads/2016/06/13-Change-Making-it-Happen.compressed.pdf

Required Media

Grand City Community
Laureate Education (Producer) (2016a). The components of sustainability [Video file]. Baltimore, MD: Author.
Go to the Grand City Community and click on Venues. Then go to School District Administration Offices and open and review the following scenario: The Components of Sustainability.