DEFINITIONS:

With these three forms of “false hope,” Duncan can address the concept of “critical hope” through the description of three necessary elements of educational practice that produce and sustain true hope. These three essential elements are material, Socratic and audacious.

• Material Hope – one where teachers understand that quality teaching is the most significant resource they have to offer students. This quality is later defined as the ability to produce student growth across assessment measures such as grades, social development, test scores, student engagement, etc. without choosing between an academically rigorous pedagogy and one geared towards social justice.
• Socratic Hope – requires both teachers and student to painfully examine their lives and actions within an unjust society and to share the sensibility that pain may pave the path to justice.
• Audacious Hope – defined in two ways: it boldly stands in solidarity with urban communities, sharing the burdens of their underserved suffering as a manifestation of a humanizing hope in our collective capacity for healing and it defies the dominant ideology of defense, entitlement, and preservation of privilege bodies at the expense of the policing, disposal, and dispossession of marginalized “others.”

DIRECTIONS:

Watch three videos and develop a written intervention by Thursday 11/29 at 6 pm for the videos by implementing elements of critical hope, dialogue and, love. Students should watch at least two videos that pertain to the same reading they had initially chosen.

• What were the similarities/differences between the animations/videos?
• What did you find most interesting?
• How practical were the written interventions?
• After discussing the written interventions, would you change anything? Why or why not?
• How useful was it to reflect and take action when looking at one of the readings from this semester?
• Any final thoughts?

• https://drive.google.com/file/d/1PCEKsFaDPaslQJ6jG…
  Segregation & School Choice videos:
  https://drive.google.com/file/d/1s9GBYLAZ5H4DYGulT…
  https://drive.google.com/open?id=1LcHBu1OB8Q44TwcM…

 

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Successful completion of a doctoral dissertation requires significant amounts of independent reading on the research topic. This allows the doctoral learner/researcher to become familiar with the scope of the topic and to identify gaps or tensions within the existing literature on the topic. These gaps and tensions become the source of the dissertation research. In this assignment, you will read and annotate potential sources in your dissertation field of interest. Those demonstrating the most merit to the best of your understanding of the topic at this time should be added to your RefWorks list for potential inclusion in the literature review section of your dissertation.

General Requirements:

Use the following information to ensure successful completion of the assignment:

• It is strongly recommended that you engage in this activity throughout the duration of your program. You will be adding to this document to begin building a runnnig literature review. You will have five sources in your list by the end of this assignment.
• The College of Doctoral Studies recognizes the diversity of learners in our programs and the varied interests in research topics for their dissertations in the Social Sciences.

  Dissertation topics must, at a minimum, be aligned to General Psychology in the Ph.D. program, Leadership in the Ed.D. Organizational Leadership program, Adult Instruction in the Ed.D. Teaching and Learning program, Management in the DBA program, and Counseling Practice, Counselor Education, Clinical Supervision or Advocacy/Leadership within the Counseling field in the Counselor Education Ph.D. program.

  If there are questions regarding appropriate alignment of a dissertation topic to the program, the respective program chair will be the final authority for approval decisions.

  Specifically, although the College prefers a learner’s topic align with the program emphasis, this alignment is not “required.” The College will remain flexible on the learner’s dissertation topic if it aligns with the degree program in which the learner is enrolled. The Ph.D. program in General Psychology does not support clinically based research.

• Instructors will be scoring your submission based on the number of unique sources identified in the list submitted.
• Download the resource Literature Review Resources Tool and use it to complete the assignment.
• Doctoral learners are required to use APA style for their writing assignments. The APA Style Guide is located in the Student Success Center.
• Refer to the resource, “Preparing Annotated Bibliographies,” located in the Student Success Center, for additional guidance on completing this assignment in the appropriate style.
• You are required to submit this assignment to LopesWrite. Refer to the directions in the Student Success Center.

Directions:

Read at least five empirical articles in your general dissertation field.

In the “Literature Review Resources” document, provide the following for each source:

1. The APA formatted citation.
2. A brief annotation of the key points of the source.
3. An indication of whether the source has been added to (Y) or excluded from (N) your RefWorks list.

 

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