QUALITATIVE ARTICLE ANALYSIS

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EDUC 750

Qualitative Article Analysis Instructions

Choose 1 qualitative article and compose a 3-page review (not including the reference page in the count). Your review must include 2 sections (using Level I headings in APA): (1) a summary of the article, and (2) a critical analysis of the article.

Your summary must include:

· The purpose of the study;

· A description of participants/sample;

· The research design/data analysis (narrative, grounded theory, case study, phenomenology, ethnography, etc.);

· The method of data collection (questionnaire, document analysis, observation, open-ended or structured interview, etc.);

· Analysis (Inductive/deductive approach, point of focus, summaries, memoing, indexing, coding, grouping, themes, order of analysis, type of analysis (content, narrative, discourse, framework, grounded theory), and

· The results.

Your analysis must include:

· Opportunities for further research not already stated in the article,

· Threats to validity or undocumented bias (credibility, transferability, dependability, confirmability) on the part of the researcher(s),

· Other original insight or criticism, and

· Implications of the findings.

See your textbook if you need more help evaluating your article. Remember to include a reference page. All citations and references must be in current APA format.

Inclusive Practice In Teaching

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TASK 1:

 

· Identify a group of learners and their learning needs; explore factors that influence and impact on the learning of your group e.g. personal, social, cultural factors (600 – 750 words)

 

Factors, e.g. age, gender, confidence, peer pressure, cultural or religious attitudes, educational backgrounds, financial situation, development of language, multilingualism, social or cultural barriers.

 

TASK 2:

 

· Analyse what you consider to be the most significant barriers to learning for the learners that you teach (e.g. physical, cognitive, sensory), and justify what you & your organisation has done to overcome these barriers (e.g. initial assessment, classroom-based learning support, differentiation strategies, referral, external support, training and CPD) (750 words)

·

Abilities, e.g. nature-versus-nurture, reading ability, analytical skills, aptitude, skill development, specific learning disabilities, physical disability, visual awareness, hearing impairment.

 

Own role and responsibilities, e.g. working with organisation policies, promoting inclusive practice, promoting student inclusion, challenging inappropriate behaviours, giving students responsibility for own actions, celebrating successes, encouraging self- and peer assessment, recognising the need for boundaries.

Relationship, e.g. acknowledging own limitations, liaising in-house or with alternative agencies to support students, negotiating on behalf of your students, working with learning support for specific learning needs (SEN), offer of testing, seeking guidance from others such as advanced practitioners.

Points of referral, e.g. organisation resources and policies for support and referral process, ‘traffic-light’ system, referring students for functional (basic/keys skills), tutorial or mentor support, specialist subject support, employer or work-based learning provider, counselling, external agencies where appropriate.

 

TASK 3:

 

· Write a short piece on how you would create and maintain an inclusive learning environment (750 words)

 

Key features and benefits, e.g. promoting an inclusive approach to teaching and learning, motivating your students, celebrating achievements, respect for others, creating a positive attitude, creating a culture of tolerance, empowering your students, shared responsibilities, collaborative working.

Promoting quality and valuing diversity, e.g. creating opportunities for sharing and celebrating diversity, positive attitude to individuals, engaging students, empowering individuals, encouraging team working, working with community or specialist groups.

Promoting inclusion, e.g. following organisation policies and procedures, own approach to teaching, working with others, tackling discrimination, confronting issues of bullying, empowering students, encouraging best practice, rewarding successes, positive attitude.

Strategies, e.g. regular contact, by phone, email, meetings, follow-up, involve professionals with students in and outside sessions, share information, keeping in up to date, keeping others informed.

 

TASK 4:

 

· Critically review the systems that your organisation has in place to monitor the effectiveness of your inclusive practice, and evaluate your own skills in inclusive practice and identify how you could improve these. (600 – 750)

 

Effectiveness of practice, e.g. use of SWOT analysis, formal and informal evaluation from your students, use of peer evaluation, SAR (Self-Assessment Review), discussions with colleagues or line manager, outcomes of observation feedback.

Improvement, e.g. use of reflective practice, self-awareness, open to improving own skills and understanding, recognising impact of discriminatory practice, valuing contributions of others, responsiveness, ability to be proactive, amenable to change.

Opportunities, e.g. working with others to inform and develop own practice, identifying opportunities for CPD, visits to other organisations, observations or work-shadowing, working alongside a specialist, specialist or awarding organisation or training.

Total word count 3000-4000 words

Unit 5 Discussion Board- Evaluation

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The Discussion Board (DB) is part of the core of online learning. Classroom discussion in an online environment requires the active participation of learners and the instructor to create robust interaction and dialogue. Every learner is expected to create an original response to the open-ended DB question as well as engage in dialogue by responding to posts created by others throughout the week. At the end of each unit, DB participation will be assessed based on both level of engagement and the quality of the contribution to the discussion.

At a minimum, each learner will be expected to post an original and thoughtful response to the DB question and contribute to the weekly dialogue by responding to at least 2 other posts from learners. The first contribution must be posted before midnight (Central Time) on Friday of each week. Two additional responses are required after Friday of each week. Learners are highly encouraged to engage on the DB early and often, as that is the primary way the university tracks class attendance and participation.

The purpose of the Discussion Board is to allow learners to learn through sharing ideas and experiences, as they relate to course content and the DB question. Because it is not possible to engage in 2-way dialogue after a conversation has ended, no posts to the DB will be accepted after the end of each unit.

Deliverable Specifics

Part 1

If you were going to evaluate a program or department at your place of work, what are some of the things you would look at to decide if it is running effectively? Why do you feel the items selected are an appropriate metric?

Part 2

Based on your answers to Part 1, how do your selected metrics align with Kirkpatrick’s 4 levels of evaluation?

Do you think Kirkpatrick’s 4 levels of evaluation would be an effective tool for evaluating learning in a K–8 classroom? Why or why not?

How can the Kirkpatrick model be aligned with the cognitive, affective, and/or psychomotor taxonomies to describe an evaluation plan for your projects? What extra descriptive guidance do you have in creating evaluations, when you add this model to taxonomic leveling?

Part 3

How is intellipath an “AI” tool? In what ways does it evaluate student performance, and in what ways might it be less than ideal in describing student performance capability? What are the advantages and disadvantages of using a system like this in schools? In corporate organizations? Discuss characteristics of at least one other product offering AI-based instruction and testing. Compare and contrast answers from classmates’ input.

Benchmark – Adolescent Cognitive And Social Development

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Adolescent development is broad and wide-ranging, including physical, socioemotional, and cognitive growth.

For this benchmark assignment, consider information learned regarding physical development and integrate it with your understanding of the social/emotional and cognitive changes occurring during adolescence.

Write a 1,000-1,250 word essay addressing the following concerns:

  1. In what ways do cognitive and social development affect learning?
  2. How does individuality, identity development, and personal behavior affect learning differences and development?
  3. How can diverse strengths, interests, and needs of adolescents be accounted for while providing appropriate instruction that advances learning?
  4. Why are school, community, and family supports critical to student learning and overall well-being of adolescents? How can ongoing support from these stakeholders be assured?
  5. How can technology reinforce learning experiences? How can a teacher ensure appropriate use of digital tools in the classroom? In what ways might digital tools support student success and creativity in a collaborative, student-focused classroom environment?

Support your findings with a minimum of three scholarly resources.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

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.

COE Program Competencies Assessed:

DOMAIN 1: THE LEARNER AND LEARNING

1.1: Candidates create developmentally appropriate instruction that takes into account individual learners’ strengths, interests, and needs and that enables each learner to advance and accelerate his or her learning. (InTASC 1b)

1.2: Candidates design instruction to address each student’s diverse learning strengths and needs, and create opportunities for students to demonstrate their learning in different ways. (InTASC 2a)

DOMAIN 4: PROFESSIONAL RESPONSIBILITY

4.3: Working collaboratively with school colleagues, candidates build ongoing connections with community resources to enhance student learning and well-being. (InTASC 10e)

Rubic_Print_Format

Course Code Class Code Assignment Title Total Points
SEC-505 SEC-505-O501 Benchmark – Adolescent Cognitive and Social Development 300.0
Criteria Percentage No Submission (0.00%) Insufficient (69.00%) Approaching (74.00%) Acceptable (87.00%) Target (100.00%) Comments Points Earned
Category 100.0%
Cognitive and social development [COE 1.2; InTASC 2a] 25.0% No submission Summary has little or nothing to do with ways cognitive and social development affect learning, and how individuality, identity development and personal behavior impact learning differences and development. Summary inadequately addresses ways cognitive and social development affect learning, and how individuality, identity development and personal behavior impact learning differences and development. Summary clearly addresses ways cognitive and social development affect learning, and how individuality, identity development and personal behavior impact learning differences and development. Summary skillfully and convincingly addresses ways cognitive and social development affect learning, and how individuality, identity development and personal behavior impact learning differences and development.
Learning advancement and appropriate instruction. [COE 1.1; InTASC 1b] 20.0% No submission Summary has little or nothing to do with addressing diverse strengths, interests, and needs of an adolescent while accounting for appropriate instructions that advances learning. Summary inadequately addresses diverse strengths, interests, and needs of an adolescent while accounting for appropriate instructions that advances learning. Summary clearly addresses diverse strengths, interests, and needs of an adolescent while accounting for appropriate instructions that advances learning. Summary skillfully and convincingly addresses diverse strengths, interests, and needs of an adolescent while accounting for appropriate instructions that advances learning.
Integration of all students. 15.0% No submission Summary has little or nothing to do with options available to integrate students of the norm and special education. Summary vaguely addresses professional options available to integrate students of the norm and special education. Summary clearly addresses professional options available to integrate students of the norm and special education. Summary thoroughly addresses professional options available to integrate students of the norm and special education.
Support, learning, and well-being. [COE 4.3; InTASC 10e] 15.0% No submission Summary has little or nothing to do with school, community, and family support being critical to enhance student learning and well-being. Summary inadequately addresses why school, community, and family support is critical to enhance student learning and well-being. Summary clearly addresses why school, community, and family support is critical to enhance student learning and well-being. Summary skillfully and convincingly addresses why school, community, and family support is critical to enhance student learning and well-being.
Student success and technology. [ISTE-T 3a, 3b] 15.0% No submission Summary has little or nothing to do with how technology can reinforce an appropriate learning experience. Summary inadequately addresses how technology can reinforce an appropriate learning experience. Summary clearly addresses how technology can reinforce an appropriate learning experience. Summary skillfully and convincingly addresses how technology can reinforce an appropriate learning experience.
Mechanics of Writing (includes spelling, punctuation, grammar, language use) 5.0% No submission Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are used. Submission contains frequent mechanical and conventional errors or non-relevant language that affects meaning and clarity. Submission is largely free of mechanical errors, although a few are present. Word choice reflects basic, consistent, appropriate use of practice and topic-related language. Submission is nearly/ completely free of mechanical errors and has a clear, logical conceptual framework. Word choice reflects well-developed use of practice and topic-related language.
Research Citations (in-text citations for paraphrasing and direct quotes, and reference page listing and formatting, as appropriate to assignment and style) 5.0% No submission Reference page is present. Citations are inconsistently used. Reference page is included and lists sources used in the paper. Sources are appropriately documented, although some errors may be present Reference page is present and fully inclusive of all cited sources. Documentation is appropriate and citation style is usually correct. In-text citations and a reference page are complete and correct. The documentation of cited sources is free of error.
Total Weightage 100%