Describe the specific discipline and grade level(s) for which the pilot curriculum will be developed.

Instructors, training on how to grade is within the Instructor Center.

Scenario for Assignments 1-3
Assume that you are the curriculum designer for a school district. The school board has requested that several teams develop proposals for new curricula to meet newly established state standards. You and your team must develop the first proposal to provide as a pilot or model for the other teams. You have to first identify a specific curriculum area not currently used in the school district that would greatly benefit the students in the district. Use the Internet or the Strayer Library as well as your textbook to develop a pilot curriculum for a specific discipline area (reading, math, science, etc.) or grade level (K-12) at a local school district.

Assignment 1: Curriculum Inception
Due Week 3 and worth 180 points

Write a four to six (4-6) page paper in which you:

  1. Describe the school district for which the pilot curriculum will be developed using information for the school district’s publications and / or Website, addressing the following characteristics: (a) geographical location, (b) demographics of the student population, (c) cultural influences (peer culture, race, ethnicity, regional), regional accrediting body standards for curriculum development, (d) state and / or local policies and practices related to curriculum development.
  2. Describe the specific discipline and grade level(s) for which the pilot curriculum will be developed.
  3. Provide a rationale that proposes three (3) benefits to the students of the pilot curriculum.
  4. Provide at least four (4) core instructional goals of the curriculum, providing a rationale for the goals.
  5. Use at least three (3) relevant, scholarly references published in the last seven (7) years. (Note: Wikipedia and other non-government Websites do not qualify as scholarly resources. Review the supplementary readings listed on the first page of the course guide for possible references.)

Your assignment must follow these formatting requirements:

  • Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
  • Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.

The specific course learning outcomes associated with this assignment are:

  • Identify the key elements of curriculum design and development.
  • Compare the philosophical foundations of curriculum.
  • Develop the strategies and techniques to support curriculum planning.
  • Design curriculum plan for a current or future school setting.
  • Create implementation approaches for curriculum.
  • Use technology and information resources to research issues in curriculum planning.
  • Write clearly and concisely about curriculum design and development using proper writing mechanics.

Grading for this assignment will be based on answer quality, logic / organization of the paper, and language and writing skills, using the following rubric.

HED CAPSTONE

Running Head: LITERATURE REVIEW: DEVELOPMENT OF FAITH AND SPIRITUALITY 1

 

LITERATURE REVIEW: DEVELOPMENT OF FAITH AND SPIRITUALITY 6

 

FAITH AND SPRITUALITY DEVELOPMENT APPLICATION

 

 

Based on your experience in higher education (either as a practitioner or as a student):

 

· Do you feel the literature covers all the bases needed to adequately explain this development?

· What does your personal/professional experience tell you that the literature might not clearly illustrate?

· Why is awareness of these additional concepts important?

·

In addition to this assignment, add another two sources to your literature review .

 

Use this assignment to better inform your working literature review.

· 3 – 5 word doc pages in length

·

· References properly formatted in APA 6th edition on Reference page (if applicable)

 

 

 

 

RESPONSE FROM INSTRUCTOR. FOR THIS LIT REVIEW ATTACHED BELOW

 

There is nothing wrong with this lit review, but I’d like to see more connection to what the literature says as to why this development (and support for it) is important. This lit review focuses primarily on the history, not application. I think you will find focusing on application a bit more beneficial as we get into additional components of the capstone.

 

 

 

Literature Review: Development of Faith and Spirituality

Faith and other spirituality have caused wars, discussions, and massacres from the beginning of time. Thinking back, clash, for the most part, starts when gatherings of individuals have varying otherworldly convictions. While this issue has improved all through time, as the general acknowledgment of decent variety has extended, it is as yet a common reason for strife today. The movement of religion since forever can be intently inspected by understanding the social atmosphere in some random period. Starting in 1000 amid the High Middle Ages and advancing to the Reformation, one can look at the move in religious other spirituality and faith. While different spirituality and religion are frequently close to home points, one can look at the ordinary convictions of a territory. While in the High Middle Ages one didn’t have the privilege to pick their very own religious way, as time advances, that extravagance turns out to be increasingly typical.

From 1000-1300, religion was a remarkable piece of day by day life for individuals of the High Middle Ages. Right now the “Christian church was the focal point of network life” enabling natives to assemble around religious assets (McKay & Wood, 2019). Individuals likewise reinforced with their cleric since he “frequently worked in the fields with the general population,” putting everybody on a similar dimension. Mass was a remarkable piece of every week except right now it was discussed in Latin although most of the residents did not know the language. This incredibly added to individuals’ association with religion since they for the most part gone to Mass as a constant everyday practice and not for any close to the home feeling of other spirituality. Because of the way that they couldn’t comprehend the Mass implied that their own different spirituality was not reliable. Additionally, individuals mainly learned scriptural stories through “the depictions on the congregation dividers” rather than their very personal profound encounters (McKay & Wood, 2019). In this manner, while day by day life rotated around religious exercises and occasions, individuals did not have an individual association with their faith. Religion had an influence in their day by day life since they had no real option except to go to Christian based occasions, yet the quality of their own faith was very feeble. This way, individuals were not picking which faith was essential to them; they were simply following the group and accepting what they were advised to take. This attitude of religion was regular in this timeframe, and the independence of religion did not happen until nearer to the fifteenth century, amid the Reconstruction.

Individuals in the mid-sixteenth century were extraordinarily devout yet additionally started to scrutinize the Roman Catholic Church. Quite a bit of this originated from anticlericalism, or “resistance to the pastorate” (McKay & Wood, 2019). Individuals were angry because ministry individuals were improper, insensible and holding numerous positions. These reactions of the ministry enabled Martin Luther’s plans to spread quickly. Martin Luther’s investigations enabled him to comprehend the significance of faith. Protestant idea trusted that “salvation drops by faith alone, regardless of acts of kindness or the holy observances.” This genuinely tangled with customary Catholic conviction of the seven holy observances. For Luther, “daily religious practice, visit admissions, and fasting gave him minimal otherworldly harmony (Stephenson & Berry, 2015). He kept saying that faith is a blessing and not given to the individuals who implore, quickly or go to administrations more. This realized the single side to religion, accentuating the person’s association with God, and not religious conventions.

Furthermore, Luther disdained the clearance of guilty pleasures since he accepted there was no real way to pay for the pardoning of sins. This conviction formally started the Reformation with the posting of his 95 Theses. His proposals were initially imprinted in Latin; however then meant German, enabling most of the individuals to peruse and get them (Zinnbauer & Pargament, 2015). The way that they were imprinted in the vernacular made Luther’s conviction across the board as he picked up an incredible gathering of devotees; something that would have been unimaginable in earlier hundreds of years. With this came a massive change in how individuals saw religion yet additionally caused religious pressure in numerous nations. Martin Luther caused commotion on philosophical terms as well as on issues of “riches, influence and fundamental structure” (Flannelly, Weaver & Costa, 2014). Protestant idea likewise joined adherents by expressing that a congregation ought to be an “otherworldly brotherhood of devotees” (Oman, 2018). This changed the mindset of religious organizations, making them all the more neighborly and joined rather than one individual lecturing an expansive gathering of individuals. Martin Luther’s beliefs drastically influenced how individuals saw religion and what they ought to accept. It started the individual voyage one has with faith rather than solid masses of individuals compelled to tune in to similar messages every week. With the official acknowledgment of Lutheranism in 1555, nations were permitted to pick among Catholicism and Lutheranism, a noteworthy advance in the adventure to autonomous faith and other spirituality.

What I have realized through the investigation of religion in history is how unimaginably fortunate we are present to face a daily reality such that we are each permitted to have our own thoughts of faith and other spirituality. While Luther and Erasmus were uncommon in their time, these days’ individuals generally can trust whatever they pick. I particularly appreciate the independence of faith since I don’t trust it is satisfactory for anybody to advise someone else what to put stock in (Johnstone et al., 2015). Spirituality is something unimaginably close to home and in this way should be an individual adventure for each individual. Experiencing childhood in an interfaith family, I could watch two unique belief systems. I trust this has affected my perspectives on religion since I comprehend that one’s religious convictions just straightforwardly have an effect on them self. Watching my folks join both Catholic and Jewish customs into our family demonstrated to me the outrageous estimation of assorted variety, something I have always appreciated. Actually, my faith can be ascribed to my seven summers spent at the Jewish summer camp where I was permitted to investigate my religion through workmanship, music and network petition (Johnstone et al., 2015). These seven summers reinforced my own faith yet additionally enable me to acknowledge a decent variety of assorted types. In this way, I feel fortunate to have the capacity to pick my very own profound way, dissimilar to those in the High Middle Ages or amid the Reformation when it was the choice of the lord. While religion and faith will result in all probability dependably motivation banter, I figure we can think back on history and recognize what amount has changed over the most recent 1000 years, and be appreciative for it. Comment by Dustin Heuerman: For the final paper, write in only third person.

 

 

 

 

 

 

 

 

 

 

 

 

 

References

Flannelly, K. J., Weaver, A. J., & Costa, K. G. (2014). A systematic review of religion and spirituality in three palliative care journals, 1990–1999. Journal of Palliative Care20(1), 50-56.

Johnstone, B., Yoon, D. P., Cohen, D., Schopp, L. H., McCormack, G., Campbell, J., & Smith, M. (2015). Relationships among spirituality, religious practices, personality factors, and health for five different faith traditions. Journal of religion and health51(4), 1017-1041.

Kadar, J. L., Scott, A. B., Hipp, K., Belavich, T. G., Butter, E. M., Rye, M. S., … & Zinnbauer, B. J. (2015). Religion and spirituality: Unfuzzying the fuzzy. In Sociology of Religion (pp. 29-34). Routledge.

McKay, M., & Wood, J. C. (2019). The New Happiness: Practices for Spiritual Growth and Living with Intention. New Harbinger Publications.

Oman, D. (2018). Defining religion and spirituality. Handbook of the psychology of religion and spirituality2, 23-47.

Stephenson, P. S., & Berry, D. M. (2015). Describing spirituality at the end of life. Western Journal of Nursing Research37(9), 1229-1247.

Zinnbauer, B. J., & Pargament, K. I. (2015). Religiousness and spirituality. Handbook of the psychology of religion and spirituality, 21-42.

Mini-Paper – Our “Digital Nation” – Pervasiveness, Social Networking, And Mobile Devices

Mini-Paper 7 on the Frontline episode “Digital Nation” comprises four sections:

  1. Summary – summary of BOTH arguments that a “digital nation” is good, and that a “digital nation” is bad (bullet list)
  2. Comparison – comparison and contrast of the two arguments
  3. Defense – defend either the “digital is good” or the “digital is bad” argument by using your “best school” of ethics
  4. Application – discuss how you would apply your “best school” of ethics to Scenario 2 on page 314, “Paul ‘Cougar’ Rambis is an Iraqi War veteran…” Answer the questions posed by Tavani: “Does this policy still seem…” “If Cougar’s artificial leg…” “On the other hand, if…” In other words, does it…” & “What would you decide…”
  5. Mechanics – Include all four of the following items: all sources are cited in APA 6th edition format, graduate-level grammar, all four sections are appropriately labeled (as Summary, Comparison, etc.), and word length is correct (100-200 words per section).

Post A Synthesized Annotated Bibliography On Job Satisfaction

In each week of this course, you will research and select three (3) peer-reviewed, scholarly sources to develop an annotated bibliography that you can use in your Doctoral Study. You will need to take the three sources and synthesize the references into a single narrative annotated bibliography that compares/contrasts or supports your study. For example, you may develop three references that will fit into the Nature of the Study (or any other component) and then the synthesized version will help you in developing your Prospectus/Proposal.

Post your synthesized annotated bibliography narrative that includes an explanation of how these references relate to one or more components of your Doctoral Study

PAGE

1

Sample Annotated Bibliography

Student Name Here

Walden University

Sample Annotated Bibliography

Autism research continues to grapple with activities that best serve the purpose of fostering positive interpersonal relationships for children who struggle with autism. Children have benefited from therapy sessions that provide ongoing activities to aid autistic children’s ability to engage in healthy social interactions. However, less is known about how K–12 schools might implement programs for this group of individuals to provide additional opportunities for growth, or even if and how school programs would be of assistance in the end. There is a gap, then, in understanding the possibilities of implementing such programs in schools to foster the social and thus mental health of children with autism.

Annotated Bibliography

Kenny , M. C., Dinehart, L. H., & Winick, C. B. (2016). Child-centered play therapy for children with autism spectrum disorder. In A. A. Drewes & C. E. Schaefer (Eds.), Play therapy in middle childhood (pp. 103–147)Washington, DC: American Psychological Association.

In this chapter, Kenny, Dinehart, and Winick provided a case study of the treatment of a 10-year-old boy diagnosed with autism spectrum disorder (ADS). Kenny et al. described the rationale and theory behind the use of child-centered play therapy (CCPT) in the treatment of a child with ASD. Specifically, children with ADS often have sociobehavioral problems that can be improved when they have a safe therapy space for expressing themselves emotionally through play that assists in their interpersonal development. The authors outlined the progress made by the patient in addressing the social and communicative impairments associated with ASD. Additionally, the authors explained the role that parents have in implementing CCPT in the patient’s treatment. Their research on the success of CCPT used qualitative data collected by observing the patient in multiple therapy sessions .

CCPT follows research carried out by other theorists who have identified the role of play in supporting cognition and interpersonal relationships. This case study is relevant to the current conversation surrounding the emerging trend toward CCPT treatment in adolescents with ASD as it illustrates how CCPT can be successfully implemented in a therapeutic setting to improve the patient’s communication and socialization skills. However, Kenny et al. acknowledged that CCPT has limitations—children with ADS, who are not highly functioning and or are more severely emotionally underdeveloped, are likely not suited for this type of therapy .

Kenny et al.’s explanation of this treatments’s implementation is useful for professionals in the psychology field who work with adolescents with ASD. This piece is also useful to parents of adolescents with ASD, as it discusses the role that parents can play in successfully implementing the treatment. However, more information is needed to determine if this program would be suitable as part of a K–12 school program focused on the needs of children with ASD .

Stagmitti, K. (2016). Play therapy for school-age children with high-functioning autism. In A.A. Drewes and C. E. Schaefer (Eds.), Play therapy in middle cildhood (pp. 237–255). Washington, DC: American Psychological Association.

Stagmitti discussed how the Learn to Play program fosters the social and personal development of children who have high functioning autism. The program is designed as a series of play sessions carried out over time, each session aiming to help children with high functioning autism learn to engage in complex play activities with their therapist and on their own. The program is beneficial for children who are 1- to 8-years old if they are already communicating with others both nonverbally and verbally. Through this program, the therapist works with autistic children by initiating play activities, helping children direct their attention to the activity, eventually helping them begin to initiate play on their own by moving past the play narrative created by the therapist and adding new, logical steps in the play scenario themselves. The underlying rationale for the program is that there is a link between the ability of children with autism to create imaginary play scenarios that are increasingly more complex and the development of emotional well-being and social skills in these children. Study results from the program have shown that the program is successful: Children have developed personal and social skills of several increment levels in a short time. While Stagmitti provided evidence that the Learn to Play program was successful, she also acknowledged that more research was needed to fully understand the long-term benefits of the program.

Stagmitti offered an insightful overview of the program; however, her discussion was focused on children identified as having high-functioning autism, and, therefore, it is not clear if and how this program works for those not identified as high-functioning. Additionally, Stagmitti noted that the program is already initiated in some schools but did not provide discussion on whether there were differences or similarities in the success of this program in that setting.

Although Stagmitti’s overview of the Learn to Play program was helpful for understanding the possibility for this program to be a supplementary addition in the K–12 school system, more research is needed to understand exactly how the program might be implemented, the benefits of implementation, and the drawbacks. Without this additional information, it would be difficult for a researcher to use Stigmitti’s research as a basis for changes in other programs. However, it does provide useful context and ideas that researchers can use to develop additional research programs.

Wimpory, D. C., & Nash, S. (1999). Musical interaction therapy–Therapeutic play for children with autism. Child Language and Teaching Therapy15(1), 17–28. doi:10.1037/14776-014

Wimpory and Nash provided a case study for implementing music interaction therapy as part of play therapy aimed at cultivating communication skills in infants with ASD. The researchers based their argument on films taken of play-based therapy sessions that introduced music interaction therapy. To assess the success of music play, Wimpory and Nash filmed the follow-up play-based interaction between the parent and the child. The follow-up interactions revealed that 20 months after the introduction of music play, the patient developed prolonged playful interaction with both the psychologist and the parent. The follow-up films also revealed that children initiated spontaneously pretend play during these later sessions. After the introduction of music, the patient began to develop appropriate language skills.

Since the publication date for this case study is 1999, the results are dated. Although this technique is useful, emerging research in the field has undoubtedly changed in the time since the article was published. Wimpory and Nash wrote this article for a specific audience, including psychologists and researchers working with infants diagnosed with ASD. This focus also means that other researchers beyond these fields may not find the researcher’s findings applicable.

This research is useful to those looking for background information on the implementation of music into play-based therapy in infants with ASD. Wimpory and Nash presented a basis for this technique and outlined its initial development. Thus, this case study can be useful in further trials when paired with more recent research.

�The format of an annotated bibliography can change depending on the assignment and instructor preference, but the typical format for an annotated bibliography in academic writing is a list of reference entries with each entry followed by an annotation (hence the name, “annotated bibliography”).

 

However, APA does not have specific rules or guidelines for annotated bibliographies, so be sure to ask your instructor for any course-specific requirements that may vary from the general format.

�An introduction is a helpful addition to your annotated bibliography to tell your reader (a) your topic and focus for your research and (b) the general context of your topic.

 

Although your assignment instructions may not explicitly ask for an introduction, your instructor might expect you to include one. If you are not sure, be sure to ask your instructor.

�Use a Level 1 heading titled “Annotated Bibliography” or any other wording your instructor has given you to indicate to your reader that the annotations will go next and separate this section from the introduction paragraph above.

�Format your reference entries per APA, as well as follow APA style when writing your paragraphs. However, as mentioned above, this is the extent of the formatting requirements APA has for annotated bibliographies.

 

The content of the paragraphs and how many paragraphs you include in each annotation follows academic writing conventions, your assignment guidelines, and your instructor preferences.

�This first paragraph of the annotation summarizes the source. It outlines the main findings and primary methods of the study.

�This second paragraph of the annotation analyzes the source. It explains the benefits of the source but also the limitations.

�This third paragraph of the annotation applies the source. It explains how the source’s ideas, research, and information can be applied to other contexts.

 

In general, annotated bibliographies should avoid referring to the first or second person (I, me, my, we, our, you, and us). Instead, students should aim to be objective and remove themselves from annotations. However, there may be some exceptions to this guideline. Check with your instructor if you are unsure about whether he/she will allow you to use “I” in your annotated bibliography.