Research Dissertation Topic

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A SUGGESTED FORMAT FOR CHAPTER 1 OF THE DISSERTATION*

Introduction/Background

A general overview of the area or issue from which the problem will be drawn and which the study will investigate Statement of the Problem

A clearly and concisely detailed explanation of the problem being studied

Conceptual Framework for the Study The theoretical base from which the topic has evolved.

This information is the material that undergirds and provides basic support for the study. Purpose of the Study What the study will investigate.

There should be one or two paragraphs to introduce the research questions and hypotheses. Research Questions Listed as 1. . . . 2. . . . 3. . . . . . . n.

Definition of Terms The terms in this section should be terms directly related to the research that will be used by you throughout the study.

Procedures A brief description of the procedures and methodology used to accomplish the study

Significance of the Study Its importance to practice, to the discipline or to the field

Limitations of the Study Limitations to the study over which the researcher has no control.

Organization of the Study How the study and chapters will be organized *Headings may vary somewhat depending on the nature of the study

Performance Task Analysis-Summative Assessment Preparation

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 READ EVERYTHING CAREFULLY PLEASE!!!!!!!

Attachment 1#

Performance Task Analysis-Summative Assessment Preparation ( Is the assignment)

Attachment 2#

Introduction to Smarter Balanced item and performance task development

Attachment 3#

Week 5 Assignment Template ( Your Template should look like this)

any question please message be ASAP PLEASE!!!!!!!!!

Performance Task Analysis-Summative Assessment Preparation

This week’s assignment requires you to make connections between our course learning outcomes, what you observe from a highly effective source known as Smarter Balanced, and how you can apply what you’ve learned to your own instructional practice. You will first spend some time analyzing the Smarter Balanced Assessment Consortium website to inform your response. The following must be done before constructing your assignment:

· View Introduction to Smarter Balanced item and performance task development Preview the document PowerPoint. Be sure to view the comments list.

· Review information about the Smarter Balance Assessment Consortium from their website: http://www.smarterbalanced.org/about/ 

 

· Take some time to peruse the various sample items and corresponding rubrics (when applicable) by reviewing: http://www.smarterbalanced.org/assessments/sample-questions/

· Guided exploration: Analyze the Grandma Ruth Department of Education Retrieved from https://edu.wyoming.gov/downloads/assessments/2014/grandma-ruth-passage.pdf  writing performance task.

 

· You should also review: http://www.smarterbalanced.org/wp-content/uploads/2015/11/G4-Practice_Test_Scoring_Guide_ELA.pdf (Links to an external site.)Links to an external site., for some additional help in generating your thoughts.

Directions: Use the provided template Preview the document to complete your analysis of what you learned from Smarter Balanced. Ultimately, you will evaluate how what you observe relates to our course learning outcomes regarding Learning and Assessment for the 21st century. You must include:

· Column 1: All six Course Learning Outcomes (CLO) including numbers and descriptions.

· Column 2: At least one specific example of what you observed from Smarter Balanced that aligns with the corresponding Course Learning Outcome (CLO).

· Column 3: Describe how the course learning outcome and coordinating evidence from Smarter Balanced can support you in your own construction of assessments.

See the example below (may not reproduce content):

CLO (All six course learning outcomes should be included in column 1) Evidence from Smarter Balanced  (description and explanation including where found) Self-Reflection  (Personal connection & how the CLO and evidence from Smarter Balanced may help you construct high quality assessments)
1. Assess individual and group performance through use of established criteria for student mastery (including rubrics) in order to design instruction to meet learners’ needs in each area of development (cognitive, linguistic, social, emotional, and physical). Rubrics are constructed with established criteria following cognitive levels of Depth Knowledge

6th Grade Writing sample rubric

 It was interesting to see both cognitive and content components represented in the rubrics. This shows me how I can succinctly design my own rubrics to include a more rigorous, yet explicit criteria.
2    
3    
4    
5    
6    

When considering the evidence from Smarter Balanced, think about what you’ve learned and practiced thus far concerning alignment between standards, objectives, instructional delivery, student doing and thinking, rigor, and formative and summative assessment. The information in your table should demonstrate your critical reading and thinking as you analyzed the recommended links in this site. The evidence you share should be succinct, yet descriptive enough to show a connection was made between the course learning outcome and the evidence you discovered. You’ll want to complete the template by moving across from CLO1 in column 1 to the evidence from Smarter Balance that supports CLO1, and then to column 3—how what you learned from column 1 and column 2 will support you in the creation of your own assessments. The sample you see in the table above provides a brief example only.

➤TEMPLATE ALERT!  The following link Week 5 Assignment Template Preview the document will give you access to a template that will help support your success in completing this assignment.  The template will help you with APA formatting and the organization of your paper.  It provides additional guidance to ensure you address all components of this assignment.

Discussion: Melting Pot or Tossed Salad: Assimilation and Acculturation

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Discussion: Melting Pot or Tossed Salad: Assimilation and Acculturation

: The image depicts several kinds of vegetables falling into a wooden salad bowl.Unfamiliar cultural situations can create stress for many individuals. People encountering new environments must decide how to act and communicate without being able to rely on acquired knowledge and skills. In new cultural climates, people must adapt knowledge and skills to meet the demands of the new environment. Environmental adaptation can take the form of acculturation or assimilation.

To illustrate the difference between acculturation and assimilation, consider the metaphors of a melting pot and a tossed salad. At the height of European immigration to the United States in the early 20th century, the melting pot metaphor represented a new, homogenized cultural identity. New cultural groups immigrating to America often took on the beliefs, values, and social practices of the culture they encountered to be functional in their new environment, otherwise know as assimilation. A more modern metaphor of the tossed salad recognizes the distinctiveness of each individual and his or her cultural identity adding to the flavor of the American experience; this version of adaptation is called acculturation.

In this week’s Discussion, you consider topics related to cultural adaptation – the extent to which an individual changes to fit into a new environment.

To prepare for your Discussion:

  • Review “The Ethics of Intercultural Competence” section of Chapter 12 of the course text. Pay particular attention to the stories of how different people experience cultural adaptation and what it means to them.
  • Think about the behaviors you would have difficulty giving up or changing if you were required to move to another country. Why would those be difficult for you? Now think about the behaviors you might be able to adapt to another culture, and why. If you have lived outside of your home country for any length of time, think about your own experience of adapting (or not adapting) your behavior to another culture.
  • Consider some of the challenges in adapting behaviors to another culture, especially when those behaviors may be in opposition to your cultural values. Can these challenges be overcome? Should they?
  • Reflect on how you would handle situations where someone from a different culture expected or imposed their cultural beliefs while visiting you. How could you use intercultural competence to help explain what is expected in your culture?
  • Select two countries with different cultures. Consider how much a person from one of the countries would be expected to adapt if he or she were planning a long-term relocation to the other country:
    • What behaviors should a person be willing to change upon moving to another country?
    • What behaviors should a person not be willing to change upon moving to another country?
    • Does the choice of the goal of assimilation or acculturation affect which of these behaviors someone would be willing to change or not change?

Post a 2- paragraph description of the expected behaviors an individual might change because of a long-term relocation to another country. Explain how the choice to assimilate or acculturate might affect the choice of behavior changes. Explain how these decisions present challenges in adapting to another culture.

Be sure to support your ideas by connecting them to at least one of this week’s Learning Resources. Additionally, you may opt to include an outside academic resource that you have identified.

Describe the specific curriculum area and grade level(s) for the pilot curriculum

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Scenario for Assignments 1-3
Assume that you are the curriculum designer for a school district. The school board has requested that several teams develop proposals for new curricula to meet newly established state standards. You and your team must develop the first proposal to provide as a pilot or model for the other teams. You have to first identify a specific curriculum area not currently used in the school district that would greatly benefit the students in the district. Use the Internet or the Strayer Library as well as your textbook to develop a pilot curriculum for a specific discipline area (reading, math, science, etc.) or grade level (K-12) at a local school district.

Assignment 2: Curriculum Foundations
Due Week 6 and worth 300 points

Refer to the Scenario for Assignments 1-3. Build on the same pilot curriculum you identified in Assignment 1 for this assignment.

Write a six to seven (6-7) page paper in which you:

  1. Summarize the following aspects of Assignment 1:
    1. Describe the specific curriculum area and grade level(s) for the pilot curriculum
    2. Provide four (4) core instructional goals for the curriculum.
  2. Describe the approach to curriculum development (i.e., behavior, systems, humanistic) you will use to shape curriculum design, providing a rationale for your selected approach that is consistent with the core instructional goals of the planned curriculum.
  3. Describe the philosophical / theoretical approach to curriculum development (idealism, realism, etc.) you will use to shape the curriculum design, providing a rationale for your selected philosophy that is consistent with the core instructional goals of the planned curriculum.
  4. Describe the psychological motivational approach to curriculum development you will use to shape the curriculum design, providing a rationale for your selected approach that is consistent with the core instructional goals of the planned curriculum.
  5. Discuss one (1) cultural influence that has the greatest impact on the school district and provide a rationale for the impact it has on the district.
  6. Recommend at least one (1) effective way to integrate the cultural influence into the planned curriculum that is consistent with the core instructional goals of the planned curriculum.
  7. Develop a strategy for incorporating critical thinking skills (appropriate to grade level) into the planned curriculum using Bloom’s Taxonomy of Cognitive Objectives.
  8. Provide a rationale for your strategy that is consistent with the core instructional goals of the planned curriculum. (Note: A brief description of Bloom’s Taxonomy may be found at Center for Teaching and Learning located at http://teaching.uncc.edu/articles-books/best-practice-articles/goals-objectives/blooms-taxonomy-educational-objectives.)
  9. Use at least six (6) relevant, scholarly references published in the last seven (7) years (three [3] new in addition to the three [3] identified in Assignment 1). (Note:Wikipedia and other non-government Websites do not qualify as scholarly resources. Review the supplementary readings list on the first page of the course guide for possible references.)

Your assignment must follow these formatting requirements:

  • Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
  • Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.

The specific course learning outcomes associated with this assignment are:

  • Identify the key elements of curriculum design and development.
  • Compare the philosophical foundations of curriculum.
  • Consider how psychological foundations play a role in the development of curriculum.
  • Analyze the relationship of social foundations to K-12 curriculum.
  • Develop the strategies and techniques to support curriculum planning.
  • Design curriculum plan for a current or future school setting.
  • Use technology and information resources to research issues in curriculum planning.
  • Write clearly and concisely about curriculum design and development using proper writing mechanics.

THE PAPER THAT I HAVE UPLOADED IS A CONTINUATION FROM MY FIRST ASSIGNMENT….PLEASE SEE ASSIGNMENT 1. THANKS