Vovabulary

Grand Canyon University American Psychological Association [APA] Style Guide for Writing

Introduction

Students of Grand Canyon University (GCU) are required to use the guidelines provided by the Publication Manual of the American Psychological Association (6th ed.) for preparing written assignments, except where otherwise noted. GCU has made APA templates and other resources available within the Student Success Center; therefore, students are not required to purchase the APA manual.

PLEASE NOTE: The curriculum materials (Syllabus, Lectures/Readings, Resources, etc.) created and provided by GCU in the online or Web-enhanced modalities are prepared using an editorial format that relies on APA as a framework but that modifies some formatting criteria to better suit the nature and purpose of instructional materials. Students and faculty are advised that GCU course materials do not adhere strictly to APA format and should not be used as examples of correct APA format when preparing written work for class.

 

APA Format and Style

General

Academic writing, which is independent thought supported by reliable and relevant research, depends on the ability to integrate and cite the sources that have been consulted. Use APA style for all references, in-text citations, formatting, etc.

Write in first- and second-person sparingly, if ever. This means, avoid using Iwe, and you; instead, use heshe, and they. Do not use contractions.

Paper Format

1) Use standard-sized paper of 8.5″ x 11″.

2) Margins should be 1″ all around (top, bottom, left, right).

3) Use Times New Roman 12-point font.

4) For emphasis, use italics (not quotation marks, bold, etc.).

5) Double-space.

6) Align the text flush left.

Organization

The basic organization of an APA-style paper includes the title page, abstract, body, and reference section, though students are encouraged to follow any specific directions given in their Overview assignment.

Title Page

The title page includes four elements that should be centered in the middle of the page: title, author byline, institutional affiliation followed by the course prefix and number (e.g., Grand Canyon University: PSY 351), and date of submission. Please note that even though APA does not require the date on a title page, it is a requirement for GCU papers.

Being the first page, the title page is where to set up your page header, which includes the running head and the page number. The running head—an abbreviated title that is a maximum of 50 characters—should appear flush left in all uppercase letters in the header on all pages. Page numbers should be in the header, flush right.

To format your running head and page numbers in Microsoft Word 2010, click InsertHeader Blank. In the header box that shows up, type Running head: ABBREVIATED TITLE HERE. After the title, tab over till the cursor is at the right margin, highlight the space, and click InsertPage Number and select Current PositionPlain Nu

Professional Growth Plan (Need Within 12 Hours)

Assignment Content

  1. Think about the areas in which you need to grow as you consider your role as a future educator.

    Assess your own proficiency within the areas of professional competence and responsibility, professional and collaborative relationships, critical thinking, and reflective practice.

    Research available resources to help you grow in these areas of focus.

    Consider the following questions as you conduct your research:

    • How might these weaknesses impact student learning?
    • What do you plan to do to address these weaknesses?
    • What resources are available to help with your growth, such as professional organizations, online tools, and others?
    • What are some common components and expectations of graduate programs offered to educators?
    • Complete the Professional Growth Plan Template to determine your areas of focus for the purpose of improving practice and enhancing student learning.

      Template is attached…
      Cite your sources according to APA guidelines.

        Title

      ABC/123 Version X

      1

       

      Professional Growth Plan Template 1

      MTE/510 Version 3

      University of Phoenix Material

       

      Professional Growth Plan Template

       

      Name: Click to enter name.

      Date: Click to enter a date.

       

      Content Area: Professional Dispositions

       

      Step 1: Goal Selection

       

      Describe your selected professional growth areas of focus, as well as information from your self-reflections that support your selections.

       

      Areas of Focus/Goals: Based on your self-reflection, identify areas of focus that will lead to your professional growth as a future educator.

      Rationale: Explain how growth in these areas will improve your practice as a future educator and enhance student learning.

       

      Areas of Focus/Goals

      Rationale

      A. Click to enter info. A. Click to enter info.
      B. Click to enter info. B. Click to enter info.
      C. Click to enter info. C. Click to enter info.

       

       

       

      Step 2: Professional Growth Action Plan

       

      Activities & Resources: List the specific activities you will engage in to develop your areas of focus. The activities should focus on both the content knowledge you acquire as well as the skills you develop.

      Sources of Evidence: Describe how you will know that you have achieved your goals. Provide a description of evidence you will collect.

      Timeline: Identify timeline for achieving your goals.

       

      Activities & Resources

      Sources of Evidence

      Timeline

      A. Click to enter info. A. Click to enter info. A. Click to enter info.
      B. Click to enter info. B. Click to enter info. B. Click to enter info.
      C. Click to enter info. C. Click to enter info. C. Click to enter info.

       

      Copyright © XXXX by University of Phoenix. All rights reserved.

      Copyright © 2018 by University of Phoenix. All rights reserved.

How we measure in the classroom should be determined by:

Liberty University EDUC 606 Quiz 1

·  Question 1

2 out of 2 points

Recent history and current trends all suggest that the use of testing and assessment in the schools is likely to:

·  Question 2

2 out of 2 points

How we measure in the classroom should be determined by:

·  Question 3

2 out of 2 points

Increased use of portfolio and performance assessment techniques in the schools has been suggested to:

·  Question 4

2 out of 2 points

Why is it important to specify what we want to measure before we begin to test?

·  Question 5

2 out of 2 points

Robert, a ninth-grader, has just been told, “The reason you’re having so much trouble with division is that you have never mastered compound multiplication. The Math Basic Skills Tests have indicated this quite clearly. We are going to provide you with instruction in multiplication immediately.” Robert’s teacher made what kind of decision relative to his skill level?

·  Question 6

2 out of 2 points

This type of test does NOT expect all students to complete all items:

·  Question 7

2 out of 2 points

Assessment that is intended to inform day to day instructional decision-making in the classroom is referred to as:

·  Question 8

2 out of 2 points

The main purpose of testing in education is to:

·  Question 9

2 out of 2 points

Test misuse and abuse are most likely to occur whenever:

·  Question 10

2 out of 2 points

Which of the following is NOT a factor that can affect a test’s usefulness?

When a parent engages the upstairs brain in their interactions, the child may begin to see that relationships involve:

·         Question 1

2 out of 2 points

The ____________ is the “search engine” of our memory retrieval.

·         Question 2

2 out of 2 points

When a child has an upstairs tantrum, a parent needs to:

·         Question 3

2 out of 2 points

Our amygdala causes us to act before we think.

·         Question 4

2 out of 2 points

Empathy is part of the “downstairs brain”.

·         Question 5

2 out of 2 points

________________ is a powerful activity for integrating explicit and implicit memories.

·         Question 6

2 out of 2 points

When we understand more about what has happened in our past, it gives us a better understanding of what is happening to us in the present.

·         Question 7

2 out of 2 points

It it NOT important to build a stairway between the upstairs and downstairs brain.

·         Question 8

2 out of 2 points

When a parent engages the upstairs brain in their interactions, the child may begin to see that relationships involve:

·         Question 9

2 out of 2 points

The first 18 months of life, a baby encodes memories only explicitly.

·         Question 10

2 out of 2 points

Part of what parents need to do when it comes to understanding that children do not have the biological skill set think before they act is:

·         Question 11

2 out of 2 points

Movement of the body can actually help restore balance to:

·         Question 12

2 out of 2 points

What is one of the last parts of the brain to develop in children?

·         Question 13

2 out of 2 points

When possible, it is best for parents make decisions for their kids, so they know the parent is in authority.

·         Question 14

2 out of 2 points

The “downstairs brain” is NOT responsible for:

·         Question 15

2 out of 2 points

It is best if parents teach children to __________ painful experiences.

·         Question 16

2 out of 2 points

Which one is not part of the acronym HALT?

·         Question 17

2 out of 2 points

Journaling can improve immune function, heart function and general well being.

·         Question 18

2 out of 2 points

An upstairs tantrum is when a child intentionally makes a decision to throw a “fit”.

·         Question 19

2 out of 2 points

When a child has a downstairs tantrum, it would be helpful for a parent to:

·         Question 20

2 out of 2 points

The brain continually prepares itself for the future based on what has happened before.