Evaluate What do you think the artist’s intentions were?

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The Final Paper is worth 200 points. You are required to visit a  reputable art museum in your area and select a work of art to discuss  and critique in a formal, iconographic, and historical context. Your  grade will be based on the depth of your analysis of the subject.

About art criticism

The process of art criticism involves description, formal analysis, interpretation and evaluation. The first step is to describe what you see. Include facts, such as the artists name, the media, size of the piece, and where it is located. Next, analyze.  Look at how all the parts of the piece work together. What visual  elements and principles of design did the creator use? Subjectively  interpret what the content is, taking style into account. Finally, interpret and evaluate  the work of art being studied; what do you think the artist’s  intentions were? What is being communicated? Does it have value? Can you  recognize the aesthetic quality in the work? Include biographical  and/or historical information. Evaluation can be a very challenging part  of art criticism and requires practice and careful seeing.

Requirements

Select a museum

First, select a major museum in your area. A listing of some approved museums may be found at the following site: Art Museums Worldwide  opens in a new window.  If you live in a more rural area or are military and stationed overseas  where you cannot visit a museum, contact the instructor to discuss  options. An online museum visit may be necessary. However, in-person  museum experiences will be prioritized. If the museum you’d like to  visit is not on the list, you must get instructor approval.

If a virtual museum is necessary, you may find listings at the following site:  Arts and Culture  opens in a new window

Select a work of art

The following outline is suggested, but not required:

  • Identification: Select a work of art. You may  select a piece that you like or dislike. Get all the information  provided: artist, title, medium, year, etc. Write down your initial  responses. How do you respond to the work? Does it invoke an emotional  response? What do you think the artist was trying to communicate? It is  helpful to bring a notebook to record your responses.
  • Describe the piece and review it carefully. What do  you see? Note all the details about the work. How would you describe it  to someone you were talking to on the phone who can’t see it?
  • Analyze the visual elements and design principles,  thinking about the relationship between form, content, and subject  matter. This will be helpful in your ‘interpretation’ of the work.  Consider context: does it fit into a movement or time period? Consider  its place in the artist’s overall output.
  • Interpretation Follow your analysis with a  subjective interpretation of the meaning of the work. How does the work  make you feel? What do you think the content is? Go beyond “I like it”  or “I don’t like it.”
  • Research the artist. Historical and biographical  information on the artist often provides clues into a work’s intended  meaning. Carefully consider the purpose and context of the piece. Did  the piece you selected have any particular political or cultural  message? Was the artist making a statement?
  • Evaluate What do you think the artist’s intentions  were? Was this communicated? Does it have value? Can you recognize the  aesthetic quality in the work?

Format Requirements

The paper must be 1500 words, double-spaced, 10- or 12-point type,  with 1” margins. The title page, images, and reference/bibliography page  do not count toward the required length of paper. The preferred format  to complete the Final Paper is Microsoft Word (.doc or .docx). If these  formats are not available, other acceptable formats are ASCII (.txt),  rich text format (.rtf), and Open Office (.odt), and PDF. Make sure you  proofread your papers for incorrect grammar, spelling, punctuation, and  other errors.

A minimum of four sources is required. Research can come from the  Internet (reputable, academic sources only) scholarly articles (JSTOR,  for example), books on art history, politics, etc.. Sources should be  varied and academic and/or professional in nature. Your textbook cannot  be one of the four minimum sources but can be included.

Anything that is not considered common knowledge (information that  can be found in at least 4 sources) should be cited. This includes  opinions, judgments, little-known facts, and direct quotes. In-text  citations (APA) or footnotes and endnotes (CMS) are used to give credit  to sources of any material or scholarship borrowed, summarized, or  paraphrased. They are intended to refer readers to the exact pages of  the works listed in the Reference or Bibliography section.

Citation Sources

  • Columbia College Writing Center  opens in a new window
  • The OWL at Purdue provides excellent formatting and style guides for APA  opens in a new window and Chicago Manual of Style  opens in a new window.
  • Any paper that is plagiarized will receive a “0.” Please review the  Columbia College policy on plagiarism included in the syllabus.

Make sure you proofread your papers for issues with grammar,  spelling, punctuation, and other errors. If you reference a source other  than the text (not required), cite this reference according to the APA  or Chicago Manual of Style. The use of any secondary reference without  providing citation is plagiarism and will receive a score of 0.  Submitting the work of another is also considered plagiarism. Papers are  checked for previous submission to the College and for any uncited  content. Repeated incidents of plagiarism are reported to the Academic  Affairs Office and the student receives an “F “grade in the course.

The Final Paper is due at 11:59 pm CT Sunday of Week 7.

Grading Criteria

Refer to the following Final Paper Rubric for further expectations.

Strategic Report- ADD ON

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Prepare the following components for instructor review:

· Section V: Strategic Recommendations

· Write a draft of 1 proposed strategic recommendation with enough detail to outline the primary- and sub-points of the section.

· Reference at least 1 empirical, peer reviewed source.

· Include the APA formatted reference for your source(s).

Revise 10-Strategic Points And Prospectus PPT

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The Influence of Cross-cultural experience on Student Leadership Capacity Development and Academic Achievement

 

v.1.25.21

 

Dr. Mansur (DM) – Titles must be capitalized in the appropriate locations.

Literature Review: Background to the Problem

The modern learning environment is increasingly becoming culturally diverse

However, most leadership studies in K-12 schools only focus on administrators and school leads

Educators also encounter challenges in meeting the academic and learning needs of students from wide cultural backgrounds

There is a scarcity of studies that explore the effects of cross-cultural factors on students’ academic and leadership development

 

 

 

Diversity issues among students in culturally diverse K-12 learning institutions have been studied by many researchers. However, most of the studies conducted on leadership in culturally diverse K-12 schools have mostly focused on leadership regarding instructors, school heads and administrators, and educational stakeholders rather than leadership issues among student leaders in culturally diverse K-12 schools (Genao, 2016). Boberg and Borgeois (2016) acknowledge the lack of focus by researchers on cross-cultural competencies among students, and how curricular and co-curricular activities can be customized to promote student leadership in culturally diverse schools.

Dr. Mansur (DM) – this information needs to be cited and substantiated with the literature

Literature Review: Problem Space

Many studies do not focus on cross-cultural competencies among learners

Engagement gaps such as inequality and alienation among minority and foreign students have only been explored within administrative leadership

Thus, research on promoting student leadership and academic attainment in culturally diverse K-12 schools ought to be considered

 

Boberg and Borgeois (2016) acknowledge the lack of focus by researchers on cross-cultural competencies among students, and how curricular and co-curricular activities can be customized to promote student leadership in culturally diverse schools. Engagement gaps such as inequality and alienation among minority domestic and foreign students have been studied within the context of administrative leadership rather than student leadership (Genao, 2016). As such, research on promoting student leadership and academic attainment in culturally diverse K-12 schools ought to be considered. The gap of the need to apply curricular and co-curricular activities to promote student leadership in K-12 schools has not received attention since student leadership in culturally diverse schools has been ignored in favor of other areas of concern perceived to be more important such as educational attainment.

Dr. Mansur (DM) – Citations are required

Literature Review: Theoretical Foundations

The Boundary-Breaking Leadership Development Model promotes education across multicultural settings

It provides framework for overcoming challenges related to gender, culture,. Ethnicity, and diverse educational settings

It focuses on different aspects of educational environments, such as leadership development and generative learning

 

The Boundary-Breaking Leadership Development Model (BBLDM) is a framework that promotes education across international settings due to its potential to overcome the challenges associated with gender, culture, nationality, or ethnicity in diverse educational settings. The model focuses on several aspects within the educational context including leadership development, generative learning, creation of discussion forums that promote diversity, sense, and responsibility for the community, and cultivation of respect, and ethical and collaborative spirit (Tomlinson, 2013). The BBLDM can be applied to foster unity through collaboration among students with diverse characteristics.

Dr. Mansur (DM) – citations required. Is this a model or a framework. Differentiate between the two.

Literature Review: Review of Literature

Theme 1: Progressive competency

Theme 2: Cultural competencies

Theme 3: Ethical attitude

Numerous researchers investigate how progressive competency, cultural skills, and ethical behaviors promote students’ academic outcomes. For instance, Sudker (2019) investigates how cultural competencies impact student’s academic outcomes in urban elementary schools (Sudler, 2019). Additionally, Ticha, Abery, and Kincade (2018) examine how a set of ethical attitudes, appropriate behaviors, and effective policies integrate to promote effective professionals to work effectively in culturally diverse educational settings. Furthermore, Jamellah (2016) assesses the effectiveness of Teachers’ Awareness of Cultural Diversity and Academic Achievement in Ninth Grade Academies and Senior High Schools. The Relationship between Teacher Cultural Competency and Student Engagement (Robinson, 2012). According to the cultural proficiency model, cultural competence is progressive and includes six phases that are associated with the ethnic relative and ethnocentric stages of Bennett’s model (Chen, 2014).

Problem Statement

It is not known if and to what degree cross-cultural experience influences students’ leadership development and academic performance

Based on what is known, the relationship between cross-cultural curricular and co-curricular activities and experiences, and student leadership and academic performance is not clearly understood

While the literature explains how cross-cultural competence influences administrators’ leadership development, there is still paucity of knowledge on its effect on student leadership and academic performance

It is not known if and to what degree cross-cultural experience influences students’ leadership development and academic performance. The relationship between cross-cultural curricular and co-curricular activities and experiences, and student leadership and academic performance is not clearly understood. Nevertheless, curricular and co-curricular activities influence student academic outcomes and leadership behaviors in diverse K-12 learning institutions. The population of concern is K1-12 students in Los Angeles County school district; the sample consists of 15 students and five teachers from 5 District schools with students from diverse cultural backgrounds from grade 9-12 in Santa Clarita, California. Girls and boys in different grade levels will be included in the study. The preferred schools are those that offer cross-cultural enrichment programs such as summer/winter exchange programs, and immersion programs.

Student leadership development and academic achievements in culturally diverse schools are very important indicators of effective culture in K-12 schools. Student leaders in culturally diverse schools are faced with the challenges associated with diversity such as contempt and intimidation, which can impact mental, emotional, and social health apart from low academic attainment (Allen, 2017). As such, culturally inclusive curricular and co-curricular activities can be used to improve social cohesion, which will in turn increase their academic performance and positive leadership behaviors (Allen, 2017). In this regard, it will be necessary to investigate how culturally inclusive and appropriate curricular and co-curricular activities influence student leadership behaviors and academic outcomes.

Dr. Mansur (DM) –

Research Questions and Phenomenon

RQ1: How does cross-cultural awareness

influence student leadership development and academic achievement?

RQ2: How do intercultural skills influence student development and academic outcomes?

RQ3: How do cross-cultural attitudes and behaviors influence student leadership development and academic achievement?

Phenomenon: Cross-cultural awareness is associated with positive student leadership qualities and behaviors.

 

RQ1: How does cross-cultural awareness

influence student leadership development and academic achievement?

RQ2: How do intercultural skills influence student development and academic outcomes?

RQ3: How do cross-cultural attitudes and behaviors influence student leadership development and academic achievement?

 

 

Methodology Justification

 

 

Qualitative
Qualitative method is selected as it examines specific sociocultural phenomenon operates (Poucher et al., 2020) Qualitative methods are ideal for acknowledging the systematic nature of human behavior (Saunders et al., 2018) The socially inclusive nature of qualitative methodology makes it appropriate for this study (Cresswell & Cresswell, 2017) Purpose Statement: The purpose of this qualitative phenomenology is to explore the the influence of culturally inclusive curriculum and co-curriculum activities and experiences on student leadership development and academic outcomes phenomenon being studied) for 29 students at _Santa Clarita, California School district. At this stage in the research.
Justification for qualitative: Justification against quantitative:

 

Qualitative research is subjective and is focused on the interpretation and understanding of social phenomena within natural settings (Saunders et al., 2018). As such, the methodology is suitable for the study since it aids in understanding and interpretation of the current state of student leadership competencies and academic outcomes in culturally diverse K-12 schools. It can also help to determine the right strategies that can be applied to prevent and manage the diversity-related challenges that obstruct leadership and academic attainment in. Furthermore, qualitative methodology accommodates the complexity and multiple realities regarding new ideas and themes that emerge from the collected data (Saunders et al., 2018). In this regard, the methodology would allow the study to expand or accommodate and generate new ideas that would improve understanding of diversity issues in schools. The sensitive nature of cultural diversity calls for caution regarding the methods used to collect data, and the behaviors of the researcher (Poucher et al., 2020). For this reason, the qualitative methodology is appropriate since the emphasis is put on ethical behaviors to cultivate a socially conducive environment where respondents can comfortably give their genuine opinions, which is crucial for the accuracy and reliability of the collected data. The qualitative methodology also allows for data analysis in non-linear, iterative, and holistic ways, which would improve the quality of the study (Cresswell & Cresswell, 2017).

Feasibility – Slide 1

Resources for study:

NGOs

Government institutions

Ethical Concerns:

The main ethical concern for being funded by these organizations to conduct research is that the study outcomes may be influenced by their interests

 

 

 

Dr. Mansur (DM) – More slide development is requred here. Refer to the slide notes.

Feasibility – Slide 2

 

Study Alignment with Program (Identify Program of Study):

The study is aligned with the program goal of promoting diversity and inclusivity in K-12 institutions

The study is also aligned with the goal of providing differentiated learning

Feasibility Concerns:

The main feasibility concern is how applicable or generalizable will its outcomes be applied in other varying educational contexts

 

 

 

and information

Dr. Mansur (DM) –

Defend

Questions

1. How is the study of help to the society?

2. How will the study improve the learning environment?

Feedback

The study benefits the society by providing equitable learning environments for students from different cross-cultural groups

The study also reduces cultural barriers to access to learning opportunities and academic accomplishment

Objectives:

This slide is a placeholder for your defense of your topic to your residency instructor, peers, and/or dissertation committee.

Learners should be prepared to answer questions about their study, including the key points, alignment, and feasibility.

 

Next steps

 

The next step in my study will include:

Step 1: seeking approval from the IRB

Step 2: Conducting a reconnaissance with the study settings

Step 3: Identifying my research and data gathering team

Step 4: Gathering data

Step 5: Analyzing data

 

 

 

RSD-881 Instructions

Update the RSD-851 slides based on changes made to your key points and complete the RSD-881 Slides:

Design

Purpose Statement

Population, Target Population, and Sample

Instrumentation and Data Sources

Data Collection Slides 1-4

Data Analysis

Feasibility

Next Steps

Prior to submitting this template for your final assignment in RSD-881, remove the feasibility, defend, and next steps slides from the RSD-851 section. These slides will be updated in the RSD-881 slides.

Use the supplementary slide deck for additional information and resources for completion of these slides.

 

 

Design

Design Definition Justification (use /not use)
Qualitative Descriptive Refers to a type of design that comprehensively summarizes specific events experienced by individuals or groups. A qualitative design that focuses on discovering the nature of specific events under investigations Provides an effective theoretical approach to qualitative research
Phenomenological Design that places emphases are put on lived experiences, including how people’s experiences become integrated with consciousness, and the implications of the situation (Poucher et al., 2020). A study design hat focuses on understanding the core structures, essence, and effects of the experiences. It be applied to understand the lived experiences and academic performance of student leaders in culturally diverse schools according to the current state of cross-cultural cohesion and cooperation in the schools.
Narrative A research design that uses written or spoken words to gather data. An approach that assesses the lives of individuals as told by their own stories. The process of analyzing long textual or verbal data may be challenging
Case Study A study design that is used to generate an in-depth, multi-faceted understanding of a complex phenomenon. It is a research design that focuses on a particular context, which is specific. Case study is n9ot appropriate as the research will sample data from different groups
Grounded Theory This is a research design that focuses on setting out to discover or construct theory from data. A research method whose sole outcome is to develop a theory. The study does not plan to develop a theory from data

 

 

Purpose Statement

The purpose of this qualitative study is to investigate the influence of culturally inclusive curriculum and co-curriculum activities and experiences on student leadership development and academic outcomes of the students in the selected 5 schools

Thus, address the issue of student leadership and academic outcomes in culturally diverse schools

 

The purpose of this qualitative study is to investigate the influence of culturally inclusive curriculum and co-curriculum activities and experiences on student leadership development and academic outcomes of the students in the selected 5 schools. This study will address the issue of student leadership and academic outcomes in culturally diverse schools by analyzing the correlation between culturally-inclusive curriculum and co-curriculum initiatives and student leadership and academic achievement thereby contributing to advancements in research on student leadership in diverse institutions. The study can be applied in schools and communities consisting of individuals from culturally diverse backgrounds to promote social cohesion in the community, effective student leadership behaviors, and improve student social and learning outcomes in learning institutions (Oplatka & Arar, 2016).

Population, Target Population, and Sample

Population Target Sample
5 10 From churches and schools Students and teachers from public schools Voice recording- 5 Interviews-10

 

Instrumentation and Data Sources

Data Sources #1 Data Source #2 Data Source #3
Interviews Data structure: Narrations The sources will answer research questions by examining partici0pants’ feelings Interviews Data structure: Texts Research questions will be answered by examining perceptions and key themes Observations Data Structure: Observed phenomena Identifying key themes

Semi-structured interviews and observation will be used to gather nominal data for qualitative analysis. Semi-structured interviews are preferred since their framework makes it possible to address the main themes, and is not restricted to answering specific questions (Poucher et al., 2020). It also enables flexibility to a significant limit, which enables researchers to interactively respond to respondents’ answers thereby making it possible to develop themes and identify issues and patterns as they occur. The experiential type of interview will be used since it enables researchers to capture perceptions, feelings, and experiences of the respondents over the length of time that they have been in the culturally-diverse schools.

Data Collection Steps: Slide 1 Required permissions

Seeking permission from school administrators

Seeking license to use research Instruments

Participants will be given informed consent forms

Obtaining administrative guide and validation information on each data sources from owner/literature

Results of the field tests for qualitative studies

 

 

IRB Approval will be sought

Consent form from individual participants

 

Required permissions/approvals (prior to data collection)

Data will be collected from the 5 schools in Los Angeles County from teachers, administrators, and students. 15 students and 5 teachers from 5 different schools. Researchers will contact students and parents through school administrators and teachers and explain the need for and significance of the study. After obtaining permission from the schools, the researchers will seek IRB approval by explaining the nature of the study and how it aligned with ethical research practices, and why it is important. The administrators, teachers, and students will be informed about the study three months in advance so that they can adequately prepare, or decide on whether or not to participate.

 

Data Collection Steps: Slide 2 Sampling Strategy and Sample Selection

Strategy #1 Strategy #2 Strategy #3
Sampling Strategy Description
Sampling Steps
Sampling Selection Criteria

Objectives:

There are four separate slides that will comprise the data collection section in the Prospectus and the proposal.

These set of four slides are used in bullet format in the Prospectus. They then provide the outline for the Data Collection section in Chapter 3 in the Proposal.

This Slide: This second slide only discusses the sampling strategy and then the steps for the sampling process.

**Note: Do not alter the names on the slides, and do not change the order of the four data collection slides or the bullets within them. It is important to show the bullets in the order in which they would occur. **

 

Slide Requirements:

Sampling Strategy Description: Citing an authoritative source define and describe each sampling strategy.

Sampling Steps: State the steps taken for the sampling process for each strategy.

Sampling Criteria: Identify the criteria for selecting your sample.

 

Hints:

Some sampling strategies could be convenience, purposive, random, and snowball.

Even if only one sampling strategy will be used, identify “Plan B” and “Plan C” if the first plan falls through or does not provide the minimum sample size or enough data for qualitative analysis.

 

Data Collection Steps: Slide 3 Collecting the Data

Step 1: The authorities in the school will be contacted

Step 2:Permission will be sought for data gathering

Step 3: A date and time will be agreed for data collection

Step 4: Informed consent forms will be filled

Step 5: Interview questions will be administered on weekend to avoid leanring disruptions

The process of gathering data will begin by contacting the authorities in the schools. Permission will also b gathered from students and parents through school administrators and teachers and explain the need for and significance of the study. After obtaining permission from the schools, the researchers will seek IRB approval by explaining the nature of the study and how it aligned with ethical research practices, and why it is important. The administrators, teachers, and students will be informed about the study three months in advance so that they can adequately prepare, or decide on whether or not to participate. Since the study is not intended to disrupt learning activities, participants will be expected to respond to the interview questionnaires on weekends. Observations will be made during indoor and outdoor classroom activities using cameras in classrooms, and direct observations in outdoor environments. For teachers, parents, and administrators, paper and pen face-to-face interviews will be appropriate. Secondary data will be collected from education offices and school administration and teacher inventories. Data from different participants will be compiled within one month after completion of the data-collection process.

Data Collection Steps: Slide 4 Data Management and Storage

Data Management and Storage

Data will be stored in protected information systems

Cloud backup will be provided to ensure that it is not lost or deleted

The data will be stored for more than a month

The data will be protected using information security methods, such as encryption, password authentication, and access controls

 

 

Data management and storage is one of the most important steps in facilitating an effective analysis. In this study, the data will be stored in protected information systems. Cloud backup will be provided to ensure that it is not lost or deleted, destroyed, or its integrity tampered with. Moreover, the data will be stored for more than a month. This will ensure that it can be accessed at any stage of the analysis process of verification purposes. Further, it will be protected using information security methods, such as encryption, password authentication, and physical access controls.

Data Analysis Steps: Slide 1

Data Source #1 – Analysis Strategy

Step 1:Coding

Step 2:

Step 3: Systematically arranged in terms of related themes or data

Step 4: Identification of different themes

Step 5: Interpretation and discussion

After the data has been collected, it will be coded or arranged systematically by itemizing related nominal data in the same categories. Different themes will be identified, and thematic analysis will be done to interpret the observations. For instance, if one of the coded categories is leadership performance across all students, the subcategory in the list would be leadership performance among Caucasian, African-American, or Asian students. The implication is that it would be necessary to analyze and compare trends in different categories and subcategories. Validity will be determined by the deviation of the findings with the hypotheses, and whether or not the findings are consistent with standard limits for accuracy of the instruments used.

Feasibility – Slide 1

Resources for study:

Human resources

Financial resources

Technological resources

Ethical Concerns:

Honesty

Transparency

Anonymity

 

 

The three main resources that will be instrumental in the completion of data analysis will include human, financial, and technological resources. Human resources, for example, will be important in hiring the ideal data analysts for the completion of the task. This, for instance, will involve hiring statisticians to speed up the accurate and valid model of analysis. Financial resources will include the funds and cash that will be pumped towards completing the analysis procedure. Finally, technological tools for under taking data analysis will be employed.

Defend

Questions

Why use thematic analysis?

How will you ensure validity?

Feedback

Thematic analysis allow for flexible interpretation of data

Validity will be met by respondent validation

 

one potential question that will be posed is why I will use thematic analysis for the study. One possible answer is that it gives room for respondent validation. to this end, it enables researchers to approach large chunks of data sets more easily by way of sorting them into wider themes. However, the risks associated with it such as averting the possible missing nuances in the data will be averted. To address reliability and validity, the initial results will be tested with participants to determine if they still hold water.

 

Next steps

My future research steps will include:

Exploring and identifying thematic analysis experts and data analysts

Developing a comprehensive report on the study findings

Using the research to empower society

The modern learning environment is increasingly becoming diverse. In this respect, students from different cultural, ethnic, religious, and racial groups participate in the learning process. Consequently, educators are encountering challenges of meeting the learning needs of individuals from divergent cultures and values (Boberg & Borgeois, 2016). In light of the above, many studies have attempted to explore the relationship between cross-cultural experiences in the learning environment. However, there is still a scarcity of knowledge on its impact on leadership development and academic performance. Thus, there is a need to explore this relationship using qualitative research methods.

 

 

List of References

Slide Requirements:

Include a fully APA-formatted reference for each citation used in the slides.

References

Allen, M. (2017). The relevance of critical race theory: impact on students of color. Urban

Education Research & Policy Annuals, 5(1), 1-12.

Boberg, J. E., Bourgeois, S. J., & Bryant, D. (2016). The effects of integrated

transformational leadership on achievement. Journal of Educational

Administration. 1-12.

Briggs, L., Trautmann, N., & Phillips, T. (2019). Exploring challenges and lessons learned in

cross-cultural environmental education research. Evaluation and Program planning, 73,

156-162.

Esen, M., Bellibas, M. S., & Gumus, S. (2020). The evolution of le adership research in higher

education for two decades (1995-2014): A bibliometric and content analysis.

International Journal of Leadership in Education, 23(3), 259-273.

Genao, S. (2016). Culturally responsive pedagogy: Reflections on mentoring by educational

leadership candidates. Issues in Educational Research, 26(3), 431- 445. Retrieved from

https://search.proquest.com/docview/2393121345?accountid=45049

McClean, S. T., Barnes, C. M., Courtright, S. H., & Johnson, R. E. (2019). Resetting the clock

on dynamic leader behaviors: A conceptual integration and agenda for future research.

Academy of Management Annals, 13(2), 479-508.

Mittermeier, J., Rienties, B., Tempelaar, D., & Whitelock, D. (2018). Overcoming cross-cultural

group work tensions: Mixed student perspectives on the role of social

relationships. Higher Education, 75(1), 149-166.

Normore, A. H., Hamdan, K., & Esposito, M. C. (2019). A cross-cultural perspective on

leadership development programmes. Journal of Educational Administration and

History.

Oplatka, I., & Arar, K. (2016). The field of educational administration as an arena of

knowledge production: Some implications for Turkish field members . Research in

Educational Administration & Leadership (REAL), 1 (2), 161-186.

Poucher, Z. A., Tamminen, K. A., Caron, J. G., & Sweet, S. N. (2020). Thinking through and

designing qualitative research studies: a focused mapping review of 30 years of

qualitative research in sport psychology. International Review of Sport and Exercise

Psychology, 13(1), 163-186.

Saunders, B., Sim, J., Kingstone, T., Baker, S., Waterfield, J., Bartlam, B., … & Jinks, C. (2018).

Saturation in qualitative research: exploring its conceptualization and operationalization.

Quality & quantity, 52(4), 1893-1907.

Smith, T. J., Walker, D. A., Chen, H. T., & Hong, Z. R. (2019). Students’ sense of school

belonging and attitude towards science: a cross-cultural examination. International

Journal of Science and Mathematics Education, 1-13.

Diagnostic Remediation Project

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The Key Assessment for this course is the Diagnostic Remediation Project. The Diagnostic-Remediation Packet (DRP) includes both formal and informal procedures for assessment for the practitioner teacher candidate/intern/resident.  The formal assessments will include the DRA (Directed Reading Activity), the BEAR (Basic Early Assessment Reading) Initial Skills Analysis, the Brigance Screen, and some phonemic awareness assessments (i.e. PALS) and some phonics assessments. Additional assessments may include DIBELS, and TPRI.  Some informal assessments include administering the IRI (Informal Reading Inventories), student-teacher conferences, teacher-made checklists and/or observation inventories. Due March 18, 2021

The Diagnostic-Remediation Packet for elementary grades 1-5 teacher candidates/interns/residents will include both formal and informal procedures for assessment.  These include norm-referenced tests (i.e. Iowa Tests of Basic Skills), criterion referenced tests (LEAP for the 21st Century), teacher-made tests, portfolio based assessments, student self-evaluations, journals, and other indicators of student progress to help identify instructional needs. Various assessments will be used to include fluency and comprehension measures.

The teacher candidates/interns/residents then use the diagnostic/assessment procedures in their packets with a self-selected student (at the on-site school if possible).  Based on the results of the diagnosis, the practitioner teachers design and implement remediation strategies for the selected individual students.  Opportunities are provided for the teacher candidates to share the results of their Diagnostic-Remediation Packets with the entire online class.  The teacher candidates are also required to critique various articles chosen from Reading/Literacy journals to reinforce and expand on information presented in the required course textbook. Practitioner Teacher candidates/interns/residents use the five essential components of reading for remediation activities.