Explain how using this rubric will encourage the 21st-century skill of collaboration. Support your explanation with scholarly or credible sources. (1 point)

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This week we have learned about incorporating play into the classroom and planning for disruptions and transitions in the classroom. These ideas are connected to the second pillar of becoming the Whole Teacher, incorporating developmentally appropriate practice. How will you know if the teachers you work with are able to effectively implement developmentally appropriate strategies in the classroom for play, transitions, and disruptions? One way to know for sure is to utilize a rubric as a tool for evaluating teachers and providing constructive feedback. Rubrics provide clarity regarding what is expected and therefore are commonly used tools for providing feedback in education.

Assignment Directions:

For this assignment, you will be creating a rubric that you will use to evaluate your staff based on how they are incorporating play into their classroom and how they handle transitions. Before creating your rubric, it is suggested that you read the article, “How to Create RubricsPreview the document” to ensure that you understand how to develop an effective rubric. You can create your rubric using a table in a Word document or by using the rubric generator Rubi Star (Links to an external site.). Your rubric must contain the following:

  • Performance Level Titles (.5 points): Includes four performance levels titles (emerging, progressing, partial mastery, mastery, etc.) to describe each characteristic.
  • Characteristics (.5 points): Includes at least five characteristics (skills, knowledge, or behaviors) to be rated on the rubric. Three of these characteristics must be related to play (see Figure 3.1 of text for ideas), one must be related to transitions, and one must be related to disruptions.
  • Performance Level Descriptors (2 points): Creates a performance level descriptor for each characteristic.

In addition to creating your rubric, address the following:

  • Defend your decision to include the characteristics you did on your rubric. Support your defense with current research. (1 point)
  • Explain how using this rubric will encourage the 21st-century skill of collaboration. Support your explanation with scholarly or credible sources. (1 point)
  • Summarize how you would use this rubric to foster the knowledge and skills of your staff regarding play in the classroom, transitions, and disruptions. Support your summary with scholarly or credible sources.   (1 point)
  • Explain how you might utilize this rubric to encourage self-reflection in your staff and ways in which self-reflection foster’s professional growth. Support your explanation with scholarly or credible sources. (1 point)

Research and Resource Expectations:

  • Source Requirement (.75 points): 
    • At least two scholarly peer-reviewed sources
    • At least one professional credible source

Writing and Formatting Expectations:

  • Title Page: Must include a separate title page with the following:
    • Title of paper
    • Student’s name
    • Course name and number
    • Instructor’s name
    • Date submitted
  • Academic Voice (.25 points): Academic voice is used (avoids casual language, limited use of “I”, it is declarative).
  • Purpose and Organization: (.25 points):  Demonstrates logical progression of ideas.
  • Syntax and Mechanics (.25 points): Writing displays meticulous comprehension and organization of syntax and mechanics, such as spelling, grammar, and punctuation.
  • APA Formatting (.25 points): Papers are formatted properly and all sources are cited and referenced in APA style as outlined in the Ashford Writing Center (Links to an external site.).
  • Suggested Assignment Length (.25 points): This assignment should be three to four double-spaced pages in length (not including title and reference pages).

Resources:

MASD Instructional Technology. (2013, June 17). Create Awesome Rubrics using Rubistar (Links to an external site.) [Video file]. Retrieved from https://www.youtube.com/watch?v=3vsxrKLeUeY

  • This video shows how to use the website RubiStar to create rubrics and will be helpful for you Week Three Assignment.

Website

Mueller, J. (2014). Rubrics (authentic assessment toolbox) (Links to an external site.). Retrieved from http://jfmueller.faculty.noctrl.edu/toolbox/rubrics.htm

  • This website shares information about how to create a rubric. You might find it helpful as you work on your Week Three Assignment.

 

Brophy, T. (n.d.). Writing effective rubrics (Links to an external site.). Retrieved from http://assessment.aa.ufl.edu/Data/Sites/22/media/slo/writing_effective_rubrics_guide_v2.pdf

University of Connecticut. (n.d.). How to create rubrics (Links to an external site.). Retrieved from http://www.assessment.uconn.edu/docs/How_to_Create_Rubrics.pdf

Feldman, J. 2008. Transition time tricks (Links to an external site.). Earlychildhood NEWS. Retrieved from http://www.earlychildhoodnews.com/earlychildhood/article_view.aspx?ArticleID=309

Rettig, M. (1995). Play and cultural diversity (Links to an external site.). The Journal of Educational Issue of Language Minority Students, 15. Retrieved from
http://www.ncela.us/files/rcd/BE020476/Play_and_Cultural_Diversity.pdf

Vandermaas-Peeler, M. (n.d.). Cultural variations in parental support of children’s play. Retrieved from www.wwu.edu/culture/Vandermaas-Peeler.htm

How to create rubrics. (n.d.). Retrieved from https://assessment.uconn.edu/wp-content/uploads/sites/1804/2016/06/How_to_Create_Rubrics.pdf

  • This article explains how to create effective rubrics and will be useful as you develop your rubric for the Week assignment.

Send me a memo that explains the two types of research and include brief explanations about the advantages and disadvantages of each as related to how they could be used by MM. I’d like to be able to speak intelligibly to this at the next board meeting.”

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Read the dialogue below. Within the Discussion Board area, write 400-600 words that respond to the following questions with your thoughts, ideas, and comments. This will be the foundation for future discussions by your classmates. Be substantive and clear, and use examples to reinforce your ideas.

Michelle knows that MM needs to determine who the target customer is for the new product. She knows that marketing research needs to be done as part of this market segmentation and product development processes, but she is not well-acquainted with some of the details that are involved in the processes. She has stopped by your office to ask some questions.

“Thanks for canceling your other meeting this afternoon,” she says.“No problem,” you say. “I rescheduled my meeting with multimedia; it actually works out better for them, too.”
“I’ve heard about quantitative and qualitative research, but I’m not sure I really understand the difference between the two,” she begins. “I’m sure there are advantages and disadvantages to each of them, but without knowing, I’m not sure which type of research we need to conduct. What do you think?”
Before you can respond, Michelle’s cell phone vibrates.
“Excuse me, I have to take this,” she says.
Michelle takes her call and then stands up.
“Well, I’m sorry to do this, but I have an emergency that I have to deal with right now,” she says. “Would you do me a favor? Send me a memo that explains the two types of research and include brief explanations about the advantages and disadvantages of each as related to how they could be used by MM. I’d like to be able to speak intelligibly to this at the next board meeting.”
“Sure,” you respond, thinking that this will make for a pretty lengthy e-mail. “I’ll also include how each method can help us define our target market. Will that help?”
“Yes, great idea,” she replies.
“Ok! I’ll get that to you by close of business tomorrow,” you say.

Provide an example from current or past experience (about one paragraph) on a threat to equality or equity.

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H. George Frederickson, expert in the field of public administration, coined the term “social equity,” which urges public administrators not to view individuals within one environment as the same but instead to view them against a backdrop of social and economic factors before assuming equality.

Ideals of equality and social justice form the basis of political philosophy. However, enforcing principles of equality across society often infringes on the liberal concept of social justice. Tensions within social and political relations have led to the creation of international government and nongovernment organizations that seek to maintain ethical standards of equality throughout the world. These ethical standards allow reasonable individuals to maintain their philosophical differences without jeopardizing the greater good of global society.

In this Discussion, you will compare the concepts of equality and social equity, and the role of public administrators in promoting social equity.

By Day 3

Post an IRA (Insights, Resource, and Application) in the Discussion Board as follows:

  1. Insights: As you read the resources, create bullet points that capture what you have learned about the relationship between equality and social equity, and critical insights you gained from each article. Summarize these key points and insights by using APA format.
  2. Resource: In addition to the assigned readings, share one other resource that amplifies the themes for this week, such as the relationship between equality and social equity. Note a book, article, news items, website, or film with similar ideas, thoughts, and themes. Cite your resource by using APA format, and explain, in no more than three sentences, how this resource is relevant to the assigned readings.
  3. Application: Provide an example from current or past experience (about one paragraph) on a threat to equality or equity. (Multicultural and/or international examples are welcome but not required.) Then, explain a strategy you believe that a public administrator might use to promote equality and equity in this example and explain why you chose this strategy.

Support your postings and responses with specific references to the resources.

Define what a family is, and what families do. Review pages 83-105 in the course text; then describe two ways that family functioning has changed throughout history

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Content Review

Directions:
Respond to each item. Each response should be concise and  2–paragraphs in length.
Use MS Word to write your responses, and submit your answers to all three questions in one Word document.
Copy and paste each question within the document, so that your Instructor can see which question you are responding to.

  1. Define what a family is, and what families do. Review pages 83-105 in the course text; then describe two ways that family functioning has changed throughout history. Explain how these changes may be impacting the lives of young children and may impact your work as a professional.

 

  1. Your course text asks the question: “What impact do collectivistic and individualistic parenting orientations have on children?” Review the information on pages 130-133 and Table 4.1 on page 137, which summarizes the two types of orientation. What are the differences between these two orientations? How might making generalizations about a family’s orientation lead to misconceptions or other problems?

 

  1. Parenting practices influence children’s behavior at home and in school. Review Baumrind’s four parenting styles on pages 151-155 of your text. Identify and explain the parenting style that seems to result in the most productive child behaviors. How could Baumrind’s findings with regard to the outcome of parenting styles guide the ways in which you may work with families in the future?