Prior to beginning work on this assignment, read Chapters 2, 3 and 6 in Introduction to education: Choosing to teach, by Krogh. The readings in all three chapters will support your answers to the sections in this paper on views on teaching and learning, educational experience, goals for students and professional growth plans.

In your paper,

• Examine how a teacher comes to develop his/her own personal teaching philosophy.
• Compare which philosophy/philosophies align with your personal philosophy of teaching and learning.
• Explain goals you will set for your students and how they will be achieved.
• Develop a professional growth plan which will help you to remain innovative and effective throughout your career.

You have two options in completing this task: You pick

1. Write a 2 to 3-page paper (not including the title page or reference page).
2. Develop a 10- to 12-slide PowerPoint presentation (not including the title slide or reference slide).

If choosing options b or c, it is strongly encouraged that you provide audio support.  Consider using the resource Presentation Tips (Links to an external site.) located in the Ashford Writing Center.

Cite a minimum of one scholarly source in addition to your textbook, and consider using the resource Introduction to APA (Links to an external site.) in the Ashford Writing Center to support your formatting.  Be sure that your assignment includes the following elements:

• Introductory Paragraph: Begin with an attention getter – a powerful statement, an intriguing question, or a general overview of how a teacher might form his/her philosophy. Consider developing your introduction using the Introductions and Conclusions (Links to an external site.) resource in the Ashford Writing Center.  Develop your thesis using the Thesis Generator (Links to an external site.)resource in the Ashford Writing Center. Your thesis will convey your personal teaching philosophy is and how it will positively impact student learning.
• Body Paragraphs: (Fully develop four paragraphs containing five to seven sentences each)
• Views on Teaching and Learning: Examine Chapter 2 of your text and determine which educational philosophy or philosophies are most aligned with your views of teaching and learning (i.e., progressivism, perennialism, essentialism, social reconstructionism, existentialism). Describe your views on teaching and learning and provide evidence from the text to support your assertions. In addition to the text, include a minimum of one additional scholarly source.
• Educational Experience: Provide examples from your own educational experience that have influenced your teaching philosophy. How do these examples reflect or contradict your views of teaching and learning?
• Goals for Students: Explain three to five goals you will set, what you will expect from your students, and how you will achieve these goals. Discuss what you want students to learn as a result of your teaching (i.e. problem solving, critical thinking, content knowledge, etc.). Examine Chapter 3 of your text and determine which learning theories (i.e., behaviorism, cognitivism, constructivism, multiple intelligences) will help you to meet the diverse needs of your students. Support your views with text-based evidence.
• Professional Growth Plan: Explain the professional development goals you will set for yourself as a teacher and how you plan to remain a lifelong learner. How will you continue to learn new trends and strategies which help you to remain innovative in the classroom? Discuss ways in which lifelong learning relates to qualities of an effective teacher.
• Conclusion Paragraph: Return to your most important points from your paper and how they have combined to form your Personal Teaching Philosophy. Emphasize your thesis statement again and bring your paper to a powerful close by leaving the reader with more to ponder or consider. Do not simply restate the Introductory Paragraph here. The conclusion should reframe your thoughts in a different way.

Please visit your Ashford Writing Center for more guidance on writing powerful Introductions and Conclusions (Links to an external site.). For help in planning and organizing your assignment, please use this link: Week 2 Assignment Template.

Post a synthesized annotated bibliography (Transformational Leadership) narrative that includes an explanation of how these references relate to one or more components of your Doctoral Study on transformational leadership on organizational performance.

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.

Note: Sources/references Cannot be older than 4 year.

Please follow the guidelines from the attached sample.

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 Therapy, 15(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.