Review The Pages In The DBA Doctoral Study Rubric And Research Handbook

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Review the pages in the DBA Doctoral Study Rubric and Research Handbook that have to do with writing and aligning the problem, purpose, and research question for a DBA doctoral study. These are pages 30–33. The DBA Doctoral Study Rubric and Handbook can be found at this page: Please see attached.

  1. Prepare a Word document with your name and the following information for your proposed study:
    1. The specific business problem (one sentence)
    2. The first sentence of a purpose statement (one sentence)
    3. The research question (one sentence)
    4. Whether is it qualitative or quantitative (one word)

Before you submit your Assignment, check to see that sentences a, b, and c are aligned. Read the Handbook and see the following examples attached.

QUALITATIVE EXAMPLE QUANTITATIVE EXAMPLE
Here is an example of good alignment between a qualitativespecific business problem, research question, and first sentence of the purpose statement. Here is an example of good alignment between a quantitative specific business problem, research question, and first sentence of the purpose statement.
Specific business problem The specific business problem is that some department store managers lack strategies to motivate their sales associates. Specific business problem The specific business problem is that some construction managers do not know the relationship between employee motivation, job satisfaction, and turnover intentions.
First sentence of purpose statement The purpose of this qualitative multiple case study is to explore strategies that department store managers use to motivate their sales associates. First sentence of purpose statement The purpose of this quantitative correlational study is to examine the relationship between employee motivation, job satisfaction, and turnover intentions.
Research question What strategies do department store managers use to motivate their sales associates? Research question What is the relationship between employee motivation, job satisfaction, and turnover intentions?
Method Qualitative Method Quantitative

Statisics For Social Science

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Prior to your field experience, review the requirements for your clinical field experience assignments. Create a document to share with your mentor teacher detailing the requirements for all field experiences and expectations of your mentor teacher for this course.

As part of Clinical Field Experience A, share and discuss the document with your mentor teacher. This document should include the scheduling required to complete all assignments.

Allocate at least 5 hours in the field to support this field experience.

Assessments are evaluations of student learning and an important part of the pedagogical approach teachers take in the classroom. Assessments allow teachers to see gaps existing in instructional methods and strategies, as well as student learning.

Complete the “Assessment Strategies for Diverse Students Chart” template.

Use any remaining field experience hours to assist the mentor teacher in providing instruction and support to the class.

Support your findings with 3-5 scholarly resources.

APA style is not required, but solid academic writing is expected.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

Clinical Field Experience A:

Assessment Strategies for Diverse Students Chart

 

Part I: Gathering Classroom Data

Directions: Allocate at least 5 hours in the field to support this field experience. Observe your mentor teacher and in collaboration with your mentor teacher review the areas below to obtain the data needed based on your mentor teacher’s class. No names should be used to protect the confidentiality of all students.

   

Classroom Data
50-100 Words Describing Class Demographics (i.e., racial or ethnic demographics, socioeconomic status, funding, level of community support, facilities and infrastructure, etc.)  
50-100 Words Describing Individual Students’ Learning Needs (i.e., numbers and specific needs of students who are English learners and/or who receive special education services and any other forms of diversity you encounter)  

 

Part II: Instructional Planning and Assessment to Meet the Needs of Your Classroom

Directions: Now that you have gathered data based on your mentor teacher’s class, answer the following reflective questions. Each response should be supported with at least one scholarly source – at least three scholarly sources in total.

In 100-150 words, discuss evidence-based instructional strategies, resources, and technological tools you would use to support the students in the mentor teacher’s class. How would you use these strategies, resources, and technological tools to meet the needs of all students in the class? Provide specific examples based on the classroom profile. Provide at least one academic in-text citation to support your response.

 

 

In 100-150 words, describe one learning activity you would implement to engage the mentor teacher’s students in multiple ways that allows all students to demonstrate their knowledge and skills. Identify an aligned state or national standard for the activity. Include at least one academic in-text citation to support your response.

 

 

In 100-150 words, describe one assessment you might implement based on the learning activity from your response above. How does this assessment support your mentor teacher’s students and their diverse learning needs? How does this assessment engage students in multiple ways of demonstrating knowledge and skills? Provide at least one academic in-text citation to support your response.

 

 

References

© 2019 Grand Canyon University. All Rights Reserved

 

© 2019 Grand Canyon University. All Rights Reserved.

Writing Objectives and Learning Goals

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Review the “Writing Objectives and Learning Goals” template and the topic materials for samples of measureable learning objectives. Teachers must align all lessons and assessments to content standards. Typically, each standard is broad and should be broken down into teacher-written learning objectives in order to plan lessons. Teachers write learning targets that are aligned to standards for each specific lesson in order to narrow the focus of the lesson.

For this assignment, you will write learning objectives and analyze lesson plans for their alignment.

Part 1: Learning Objectives

Using the “Learning Objective Table,” identify a grade level, select a math and English language arts (ELA) state standard, and write a learning objective for each content area standard you chose. The table clearly identifies what you want students to know and be able to do in an ELA lesson and in a math lesson.

Note that a learning objective is aligned to the standard and includes both a statement of what the student is to know and do because of instruction and the criteria for evaluating performance.

Part 2: Deconstruct Lesson Plan

Research and identify a lesson plan online that includes a standard and learning objective.

In 250-500 words, deconstruct and critique the alignment of the chosen lesson plan to the standard.

Your critique should answer the following questions:

  • Is the lesson aligned to a standard?
  • Does the learning objective state what students need to know and/or do because of instruction?
  • Is the content of the lesson aligned to the learning objective?
  • What changes or revisions might you make to this lesson plan to ensure its alignment to the standard and learning objective?

  •  

    Learning Objective Table

    Part 1: Learning Objective Table – Math Standard

    Consider this question as you write your learning objective:

    What is the content knowledge, skills, or dispositions required by this standard?

     

    Math Standard and Grade Level:
    CONTENT: WHAT

    (What you want students to know through the learning objective.)

     

     

     

     
    CRITERIA: WHY

    (Why this learning is important in math.)

     

     

     

     

     

     
    CRITERIA: HOW

    (How the students will demonstrate their knowledge.)

     
    Math Learning Objective:

     

     

     

     

     

     

     

    Learning Objective Table – English Language Arts Standard

    Consider this question as you write your learning objective:

    What is the content knowledge, skills, or dispositions required by this standard?

     

    English Language Arts Standard and Grade Level:
    CONTENT: WHAT

    (What you want students to know through the learning objective.)

     

     

     

     
    CRITERIA: WHY

    (Why this learning is important in English language arts.)

     

     

     

     

     

     
    CRITERIA: HOW

    (How the students will demonstrate their knowledge.)

     
    English language arts learning objective:

     

     

    Part 2: Deconstruct Lesson Plan

     

    © 2017. Grand Canyon University. All Rights Reserved.

Worksheet

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Details:
The IEP is a federally mandated document. Although the format or   template can vary, all IEPs must adhere to the requirements outlined   by IDEA. Every public school student who qualifies to receive   specialized instruction and related special education services will   receive an IEP. The IEP outlines a number of things, including the   student’s category of eligibility under IDEA; present levels of   performance; performance goals; accommodations and modifications;   parent’s input; assessment accommodations; least restrictive   environment; and the services to be provided. The Present Levels   section of the IEP should provide a rationale that supports the IEP   team’s choices regarding student goals.

Based on the provided PLAAFP, outline the following for Dan on the   “IEP Goals and Measuring Progress Template”:

  1. Three annual, measureable IEP goals based on an analysis of     the assessment data provided in the PLAAFP
  2. At least three     action steps for achieving each identified goal.
  3. A brief     explanation of how Dan and his family would be involved in approving     each goal, and suggestions for how they can monitor his progress at   home.

Beneath the template, in 250-500 words, write a rationale explaining   your PLAAFP choices.

This assignment uses a rubric. Review the rubric prior to beginning   the assignment to become familiar with the expectations for successful completion.

Present Level of Academic Achievement and Functional Performance (PLAAFP) Example

 

Dan is a 10th grader who has a good sense of humor, and is accepted by his peers. Dan can successfully participate in the 10th grade math curriculum without special education support. He does well in general education science and social studies, but needs help with independent reading and writing assignments. Dan experiences success when provided with an assignment notebook, reading of tests, reading support for long text passages assigned to be completed independently within a short time period, and assistance from a peer or teacher for written assignments.

 

Dan has difficulty with reading. He struggles to apply decoding strategies to unfamiliar words when reading text. This affects his oral reading rate, which is slow and labored. Dan cannot independently read textbooks used in his 10th grade classes as they are written at a very high reading level. Dan accurately reads and comprehends 115 words per minute at the 6th grade level, his independent reading level. His fluency in 10th grade passages is poor. He averages 65 words read correctly per minute with less than 75% comprehension. Students in 10th grade are expected to read passages with 90-100% comprehension at the rate of 120-150 words per minute. Dan demonstrates good listening comprehension. He understands academic content at grade level following large and small group instruction, and when text is read to him by a peer, staff, or computer-based text reader. He is able to report facts and make inferences from listening at a level expected of students in his grade.

 

Dan also has difficulty with writing and following complex oral and written directions. When he does not understand what to do in class, he generally picks up on cues from peers around him. Dan can successfully follow one- and two-step directions without support. However, when instructions are more complex, he sometimes needs help. This makes it hard for him to follow classroom activities and assignments. His written work contains many spelling errors, lacks necessary punctuation, and his sentences are generally short, 5-6 words in length. He does respond well to peer or teacher pre-writing and editing assistance and is beginning to learn to use computer-based spell-checking and editing software.

 

Dan’s parents are concerned about his reading and writing skills and believe he needs help in these areas. They both work multiple jobs and are not at home much to help Dan with his homework. Dan’s grandparents also live in the home, but do not speak English. Dan’s parents notice his difficulty in following directions. They are happy with his grades in math and that he has friends in school.

 

 

 

 

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