Complete description of unit theme and purpose, including learning objectives, based on the content area standards and literacy standards.

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For this benchmark, write a 750-1,000 word narrative about a cross-disciplinary unit you would implement in your classroom. Choose a minimum of two standards, at least one for the content area of your field experience classroom and at least one supportive literacy standard to focus on for the unit narrative. You may use your Topic 3 “Instructional Strategies for Literacy Integration Matrix as a guide to inform this assignment.”

Your narrative must include:

  • Unit Description and Rationale: Complete description of unit theme and purpose, including learning objectives, based on the content area standards and literacy standards.
  • Learning Opportunities: Description of two learning opportunities that create ways for students to learn, practice, and master academic language in content areas
  • Collaboration: Description of how you would facilitate students’ collaborative use of current tools and resources to maximize content learning in varied contexts
  • Support: Description of support that would be implemented for student literacy development across content areas
  • Differentiation: Description of how the lessons within the unit would provide differentiated instruction
  • Strategies: Description of strategies that you would use within your unit to advocate for equity in your classroom
  • Cultural Diversity: Description of the effect of cultural diversity in the classroom on reading and writing development. Describe how the unit capitalizes on cultural diversity.
  • Resources: Description of current resources and tools that would enhance the learning experience for all students.

Support your findings with 3-5 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. Refer to the LopesWrite Technical Support articles for assistance.

College of Education (COE) program competencies and national standards assessed in the benchmark assignment:

COE 2.3 

Create opportunities for students to learn, practice, and master academic language in their content area. [InTASC 4(h), 4(l); GCU Mission Critical1]

COE 2.4 

Facilitate students’ collaborative use of current tools and resources to maximize content learning in varied contexts. [InTASC 5(c), 5(l), 5(q), 5(s), 10(g); ISTE-T 1b, 2a; GCU Mission Critical 2]

COE 2.5 

Develop and implement supports for literacy development across content areas. [InTASC 5(h); 5(j); 8(h); GCU Mission Critical1]

Does   not demonstrate  ability to draw accurate conclusions from research   to  inform evidence-based practice and inform change.

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After reading  the 3 articles, write a 5-7 page paper, not including the title page, reference page, and appendix (if applicable) on the required sections noted below. Please be sure to follow APA 6th edition standards and view the sample paper and APA resources in the important information forum for formatting support. The Accountability in Educational Research Paper is due by Midnight on Sunday, December 17, 2017.

Litchka, P. R. (2007). No leader left behind: Planning to prepare effective educational leaders in this era of accountability. Educational Planning, 16(2), 44-52.

Lund, J., & Shanklin, J. (2011). The impact of accountability on student performance in a secondary physical education badminton unit. Physical Educator, 68(4), 210- 220.

Winch, C. (2001). Accountability and relevance in educational research. Journal of Philosophy of Education, 35(3), 443-459.

In your Accountability in Educational Research Paper please include the following:

  • A summary of the pertinent information discussed in the      three articles, how it relates to each other, and how it’s different. What      did you learn from reading these articles and how does it apply to      accountability in education? (CACREP SC I1)
  • What is the significance of research in education?      (CACREP IIG 8 a)
  • How does research advance education? (CACREP IIG 8a)
  • What are problems, issues, and/or limitations related      to research in education? (CACREP SC I1)
  • How can research findings inform change, provide      accountability, and produce evidence-based practice in education? (CACREP      IIG 8e, SC I5)

 

M.Ed. School Counseling Rubric

BEGINNING

LEVEL

1

DEVELOPING

LEVEL

2

ACCOMPLISHED

LEVEL

3

EXEMPLARY

LEVEL

4

 

Evaluation   of Research

CACREP   SC I1

20%

Does   not demonstrate ability to critically evaluate research relevant to the practice   of school counseling.  Summary is incomplete or presents misinformation.

Demonstrates   limited ability to critically evaluate research relevant to the practice of   school counseling.  Summary is partially complete and only includes   review of two articles.

Demonstrates   above average ability to critically evaluate research relevant to the   practice of school counseling.  Summary from all three articles is   accurate.

Demonstrates   superior ability to critically evaluate research relevant to the practice of   school counseling.  Synthesizes information from all three articles   clearly, concisely and accurately.

 

Importance   of Research

CACREP   IIG 8a

20%

Demonstrates   little understanding of the importance of research in advancing the   counseling profession.  Provides no examples of the significance of   research in education and how research is used to improve counseling   effectiveness.

Demonstrates   general understanding of the importance of research in advancing the   counseling profession.  Provides few examples of the significance of   research in education and how research is used to improve counseling   effectiveness.

Demonstrates   above average understanding of importance of research in advancing the   counseling profession.  Provides some examples of the significance of research   in education and how research is used to improve counseling effectiveness.

Demonstrates   superior understanding of the importance of research in advancing the   counseling profession.  Provides several examples of the significance of   research in education and how research is used to improve counseling   effectiveness.

 

Problems/

Limitations

CACREP   SC I1

20%

Does   not provide information on strengths and weaknesses of educational research.

Summarizes   a few strengths and weaknesses of educational research.

Summarizes   some strengths and weaknesses of educational research.

Summarizes   several strengths and weaknesses of educational research.

 

Inform   Evidence-based practice and inform change

CACREP   IIG 8e; SC I5

20%

Does   not demonstrate  ability to draw accurate conclusions from research   to  inform evidence-based practice and inform change.

Demonstrates   beginning ability to draw accurate conclusions from research to  inform   evidence-based practice and inform change.

Demonstrates   average ability to draw accurate conclusions from research to  inform   evidence-based practice and inform change.

Demonstrates   exceptional ability to draw accurate conclusions from research to inform   evidence-based practice and inform change.

 

Grammar,   Language Mechanics and Writing

10%

Paper   contains instances of colloquial, non-professional writing and/or grammatical   and spelling errors sufficient to detract from communication of ideas.

Paper   contains some instances of colloquial, non-professional writing, is   moderately lacking in organization, and contains a moderate number of   grammatical and spelling errors.

Paper   is written in a professional style, is well-organized using headings and   sub-headings to guide the reader, and contains only minor and infrequent   grammatical and spelling errors.

Paper   is written in a professional style, is well-organized using headings and   sub-headings to guide the reader, and is free of grammatical and spelling   errors.

 

APA   Style and Formatting

10%

There   are major errors in overall APA style and in-text and reference list   citations formatting.  Assignment reveals formatting errors and a lack   of organization. Learner presents an incomplete attempt to provide linkages   or explanation of key terms.

There   are a moderate number of errors in overall APA style and in-text and   reference list citation formatting. Learner uses a variety of formatting   styles, with some inconsistencies throughout the paper. Assignment does not   have a continuous pattern of logical sequencing.

Overall   APA style is accurate, but minor errors exist in in-text and reference list   citation formatting.  Learner demonstrates a good skill level in   formatting and organizing material in assignment. Learner presents an above   average level of preparedness, with few formatting errors.

Document   is presented in accurate APA style.  In-text citations are used where   needed and formatted appropriately.  Reference list is provided with all   items in accurate APA format.  Overall format of assignment includes   well- developed paragraphs and conclusion. Finished assignment demonstrates   student’s ability to

Discuss rhythm in Arab music. What is the difference between metric and non-metric performance? Give at least one example of each from this chapter, and at least one example of each from music found elsewhere (on the internet or from your own collection).

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this is due in 5 hours…..if you accept and bid to due you must have done in 5 hours…….no late work.

Answer the following 5 questions…..must be paragraph each in length for each answer.

1. What are some of the ideas and misconceptions surrounding “music and Islam” (provide at least three examples)? What are some representations of Arab and Middle Eastern cultures and peoples in the mass media and popular imagination?

2. Discuss rhythm in Arab music. What is the difference between metric and non-metric performance? Give at least one example of each from this chapter, and at least one example of each from music found elsewhere (on the internet or from your own collection).

3.What important role did Arab civilization and culture play in Europe during the seventh to the fourteenth centuries? How did the Ottoman era and the colonial regime influence music in the Arab world?

4.What is the UNESCO Commission on Intangible Cultural Heritage, and how might it contribute to the sustainability of various kinds of music cultures throughout the world?

5.How is the Arab world and/or the Middle East multiethnic, multilinguistic, and multireligous? Give specific examples of each. How does the music presented in this chapter reflect this diversity?

review the case study presented at the end of Chapter 15 of The Life Span. As you read this case study, consider the emotional and behavioral reactions of each family member as he or she copes with the decline and eventual death of Victor, the family patriarch.

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To complete this Discussion, review the case study presented at the end of Chapter 15 of The Life Span. As you read this case study, consider the emotional and behavioral reactions of each family member as he or she copes with the decline and eventual death of Victor, the family patriarch.

Post by Day 4 an explanation of the factors driving each family member’s individual reaction to terminal illness and death. Then, explain two healthy coping strategies for this family system. Include developmental, resiliency, and cultural influences on coping with loss. Justify your response with references to this week’s Learning Resources and the current literature. Be specific.

Case Study:

Isabelle and her husband Victor lived together for 53 years in a small, close-knit Italian American section of a big city. Victor made a living for the family working as a forklift operator.  Isabelle, a stay-at-home mother when her children were young, returned to work as a sales clerk once the youngest two children entered high school. Isabelle enjoyed her years of full-time mothering,

but she also loved the social interaction and  camaraderie she found in her job. The family has four grown children, Paul, 51, Sophia,  49, and twins Lenore and Joseph, 45. Paul and his wife own and operate a small restaurant in a nearby suburb. They have two young adult children. Sophia, also married with two children, teaches in a middle school about an hour away from

CASe STuDy

praCtiCe usinG What you have Learned     595

her parents’ home. Lenore has recently remarried after a divorce. She lives with her second husband and her three children in the city. Joseph is a salesperson who has never married but who lives in another state with his longtime partner, Joanne. At this time, the family is struggling to come to grips with Victor’s recent death. After years of robust health, Victor was diagnosed with pancreatic cancer. During the last 4 months of his life, he was in and out of the hospital as his health demanded. Isabelle tried to care for him as best she could, but it was very difficult. The side effects of Victor’s treatment protocol left him feeling ill and in need of constant care. The family members tried to help, but the greatest burden fell to Paul because in this family the oldest child is perceived to have the most responsibility. As time went on and it became clear that Victor was dying, Isabelle mentioned to her children that their father had not wanted any extraordinary measures to be used to keep him alive in his final illness. Victor had never put this in writing, but Isabelle was sure of his wishes. Victor’s family physician, a deeply religious man, Victor’s older brother, and Joseph all strongly disagreed with this plan. They believed that every effort should be made to save Victor’s life. one night, Victor lapsed into a coma and was having trouble breathing. Joseph prevailed upon his mother to allow the physician to insert a ventilator. Joseph’s siblings were very upset about this turn of events, for they believed it caused their father unnecessary suffering. Victor died several days later. Now 4 months after the death of her husband, Isabelle is grieving the loss of her spouse. She lives alone but is seriously contemplating asking her son Paul to let her move in with his family. She quit her job at the department store because she felt she was unable to concentrate well enough to perform in

a satisfactory manner. She has been unable to sleep through the night, and her mind keeps returning to memories of Victor during his illness. Relationships are strained among the children. Neither daughter speaks to Joseph or Joanne because of their disagreement about Victor’s care. Joanne believes that Joseph should “move on” and concentrate on her and their life together. Lenore avoids calling her mother because she does not want to hear her repeat the same troubles over and over again. She uses her hectic schedule as a full-time mother as an excuse. Sophia is somewhat more attentive, but she is also uncomfortable listening to her mother’s reminiscences. She wants to believe that her mother is still the same vibrant person she has always known, so she discounts the sadness she hears in Isabelle’s voice. Paul is overwhelmed by the responsibility he feels for his family, his business, and his mother. He knows his mother is grieving, but he cannot find a way to make her feel better. For her part, Isabelle feels that she has come to the end of her life as well. She believes that she will end up like many of the other lonely widows she knows in her neighborhood.

References:

 

  • Broderick, P. C., & Blewitt, P. (2015). The life span: Human development for helping professionals (4th ed.). Upper Saddle River, NJ: Pearson Education.
    • Chapter 15, “Gains and Losses in Late Adulthood” (pp. 556-596)
  • Bielak, A. A. M., Anstey, K. J., Christensen, H., & Windsor, T. D. (2012). Activity engagement is related to level, but not change in cognitive ability across adulthood. Psychology and Aging, 27(1), 219–228.
    Retrieved from the Walden Library databases.
  • Bowling, A, (2007). Aspirations for older age in the 21st century: What is successful aging? The International Journal of Aging & Human Development, 64(3), 263–297.
    Retrieved from the Walden Library databases.
  • Davis, C. S. (2008). A funeral liturgy: Death rituals as symbolic communication. Journal of Loss and Trauma, 13(5), 406–421.
    Retrieved from the Walden Library databases.
  • Hemmingson, M. (2009). Anthropology of the memorial: Observations and reflections on American cultural rituals associated with death. Forum: Qualitative Social Research, 10(3), 1–13.
    Retrieved from the Walden Library databases.
  • Lowis, M. J., Edwards, A. C., & Burton, M. (2009). Coping with retirement: Wellbeing, health, and religion. Journal of Psychology, 143(4), 427–448.
    Retrieved from the Walden Library databases.
  • Ong, A. D., Bergeman, C. S., & Boker, S. M. (2009). Resilience comes of age: Defining features in later adulthood. Journal of Personality, 77(6), 1777–1804.
    Retrieved from the Walden Library databases.
  • Schoulte, J. C. (2011). Bereavement among African Americans and Latino/a Americans. Journal of Mental Health Counseling, 33(1), 11–20.
    Retrieved from the Walden Library databases.
  • Wang, M., Henkens, K., & van Solinge, H. (2011). Retirement adjustment: A review of theoretical and empirical advancements. The American Psychologist, 66(3), 204–213.
    Retrieved from the Walden Library databases.
  • Kaplan, D. (2008). End of life care for terminally ill clients. Retrieved from http://ct.counseling.org/2008/06/ct-online-ethics-update-3/
  • Kennedy, A. (2008). Working through grief. Retrieved from http://ct.counseling.org/2008/01/working-through-grief/
  • National Institutes of Health, National Library of Medicine. (2013). End of life issues. Retrieved from http://www.nlm.nih.gov/medlineplus/endoflifeissues.html

Rudow, H. (2012). The bereaved at greater risk of heart attack after loss. Retrieved from http://ct.counseling.org/2012/01/the-bereaved-at-greater-risk-of-heart-attack-after-loss/