Discuss the culturally and linguistically responsive teaching and literacy outcomes of low-income students through the effect on teacher professional development.
To practice the process of conducting a gap analysis, complete the Blooming Park: Gap Analysis media activity before you begin this discussion activity.
Then review the examples of gaps provided on the second page of the Gap Analysis Worksheet and Example [DOCX]. Apply this week’s readings and what you learned in the media activity as you complete the Gap Analysis Worksheet. Remember to:
Identify an organizational issue that, if addressed, could positively impact organizational effectiveness or outcomes.
Justify your selection of the elements that are part of the problem, process, or program and your decision to frame the gaps the way you did. Use data to support your description of the gaps.
Be careful not to include solutions to the problem or elements of the problem in your worksheet.
Using the attached story, highlight areas in the passage to make annotations throughout to offer more information about a particular allusion, word, or idea in a text. Find the definition of some of the words by using Oxford English Dictionary and explain how the definition helps to read the text. Also, provide information about parts of the text and explain how it helps to understand the text. The goal is to foster curiosity and engagement with the text to help become an interactive reader.
Explore the Baby center website
Brainstorm activities that may be appropriate for caregivers to do with newborns, infants, and toddlers to help stimulate their cognitive, social, emotional, and physical development.
Use the activities you brainstormed to create a booklet containing 1 activity for each of the following developmental categories:
• Social development
• Emotional development
• Physical development
• Cognitive development
Discuss the plans and preparations you would make to enroll a child with a physical impairment, birth to age 8, in an early childhood setting to ensure their full participation in gross motor activities with their typical peers. Identify the materials, learning activities, socialization, and independence strategies you would implement in your program. Explain how you would re-draw the floor plan for a classroom that has children who use walkers, crutches, wheelchairs, standing chairs, and other adaptive equipment. Finally describe how you would prepare the typical developing peers for the addition of this child with a physical impairment in the program
The impact of curriculum
-What drives the curriculum unpick why
-ICT in EYFS- the removal of ICT in the new framework dev matters 2021
-Compare both frameworks EYFS old and new version
-Include the children being prepared for KS1 in terms of ICT
-Use a range of theoretical framework that analyses a curriculum
Critical analysis- pull apart why is it and what it is( the absence of ICT in EYFS) put together a leaflet (like example) academic justification of how you would reconstruct the curriculum (how you would teach the curriculum) leaflet is how you would improve the curriculum. Pointers to include: include historical perspectives and connect to dates and current theories. Look at 3 Is. Intent implementation and impact.
Instructions
This week the resources include a chapter and a chapter section, as well as five articles. You may also draw on the material from previous weeks. Begin by reading the book chapters. Next, review the articles and pick any four articles from this week’s resources.
In an annotated bibliography address the following prompts:
Summary of key points made in the article regarding challenges or issues.
Critique of the central premise of the article explaining the effectiveness with which you think the author has addressed the premise.
Insights you have developed as a result of reading the article.
To address each component of this assignment, be sure to structure your essay clearly using appropriate headings and subheadings.
Step 4: Develop the Theoretical or Conceptual Framework
As your literature review is being developed, the synthesis of the research findings should be organized around a viable theoretical or conceptual framework. The review and critique of existing literature should build a logical framework for the research, justify the study by identifying gaps in the literature, and demonstrate how the study will contribute to knowledge development. Development of this framework, which follows the literature review, posits new relationships and perspectives vis-à-vis the literature reviewed, thereby providing the theoretical or conceptual link between the research problem, the literature, and the methodology selected for your research. In this way, this framework is the scaffolding of the study, drawing on theory, research, and experience, and as such, becoming the heuristic device or model that guides your study. Most important, it becomes a working tool consisting of categories that emanate from the literature. These categories then become the repository for reporting the findings and guiding data analysis and interpretation. You may be thinking that this still sounds very abstract, and with good reason. Experience has shown that the theoretical or conceptual framework is one area that many doctoral candidates struggle with as they begin to prepare for their dissertation research. Melding a theoretical or conceptual framework explicitly within the dissertation displays scholarly maturity—that is, increased capacity to think about the conceptual background and context of the research. Students are expected to raise their level of thinking from micro (content) to meta (process) levels of conceptualization. Engaging with the framework is an essential prerequisite for doctoral students, as this is the means through which to articulate the wider theoretical or conceptual significance of their research, their chosen research design, their study’s findings, and how their study makes a contribution to knowledge. As research practitioners, we recognize the significance of seeking intellectual rigor and the role of theoretical or conceptual frameworks in achieving this. We have also observed how students encounter difficulties in conceptualizing the framework vis-à-vis their own research. The reason for this knowledge gap is that the term is a somewhat abstract notion, conjuring up a “model” or “diagram” of some sort. Moreover, there do not appear to be uniform and consistent definitions, and discussions in the literature are often not clear, precise, or fully explained. Moreover, oftentimes experienced researchers and advisors themselves encounter challenges in guiding candidates as to what constitutes a rigorous and meaningful theoretical or conceptual framework (Anfara & Mertz, 2015; Ravitch & Riggan, 2017).
These respective difficulties result in large part from research methodology texts lacking a common language regarding the nature of theoretical and conceptual frameworks. As we reviewed the qualitative research literature, it became increasingly clear that those writers who do attempt to explain the notion of theoretical or conceptual frameworks do not do so
conclusively and therefore oftentimes offer only vague or insufficient guidance to students in terms of understanding the actual role and place of the framework in the dissertation. Moreover, these two terms are usually used interchangeably in the literature, and some argue that they are in fact two different constructs, both by definition and as actualized during the research process (Imenda, 2014). As such, the structure and function of a conceptual framework continues to mystify and frustrate.
Questions that students regularly ask include the following:
What is a theoretical or conceptual framework, and from where is it derived?
Why should I include this framework in my dissertation? That is, what purpose does it serve in the research process?
And what are its role, function, and application in the dissertation?
How can the theoretical or conceptual framework strengthen my study? In other words, what is its value?
What might be the limitations of a theoretical or conceptual framework in my study?
How do I create and develop my study’s framework, and where would I place it in the dissertation?
As you read through the set of reflexive questions that are provided this week, you will see that these questions are designed to serve as prompts for journaling throughout the dissertation process. These questions will help you think more critically and reflectively about the process of analysis in general, and more specifically about your role as a qualitative researcher. As you read these prompts, think carefully about all of the actions you might take in the analytic process and the implications thereof. As you read through these lists of reflexive questions, give deep thought to those that seem significant to you; you may also want to note some of your responses in your research journal.
This week, you are asked to switch roles and imagine you are a dissertation instructor. You have been assigned the task of explaining to your graduate students how to go about analyzing, evaluating, and presenting their research data. To do this, you will create a PowerPoint presentation.
In your presentation, explain the process of qualitative data analysis. For each slide, include applicable speaker notes, which can be in the form of brief paragraphs or bulleted lists. Remember, as you are creating this presentation that it is important to keep in the forefront of your mind what new learning you want your students to come away with; that is, what you want them to know, understand, recognize, and acknowledge. As you think about this, you may want to brainstorm and jot down some ideas in your research journal.
This assignment can be completed by following these guided steps:
Slides 1-5: Explain the coding process. Refer to the relevant literature, and include citations as needed. Make sure that you mention all of the key elements that you have learned about data analysis in this course thus far.
Slide 6: Provide a coding example for instructional purposes. To do this, you will engage in a rather fun activity by developing and compiling a mock coding scheme to illustrate how the coding process takes place. Here is one example of how this is done: Have you seen when you order coffee the person taking your order usually writes your name and a few other letters on the paper cup? For example, you may notice the following letters on your cup (descriptions for each are provided in parentheses):
What the person taking your order is actually doing is providing a code of your order for the barista who is making the drink. The code is essentially a short-hand version of what drink you have ordered. You can use this same concept to explain the coding process to your students. To illustrate the coding process, choose one of the following coding scenarios or metaphors and develop 12-15 applicable codes to create your mock coding scheme:
Slides 7-10: Explain the process of evaluating and presenting research findings. Refer to the relevant literature from Weeks 1-4, and include citations as needed.
Slides 11 -14: Here you will be providing your reflections on the analytic process that you have conducted. You will need to choose to respond to at least four reflective questions from the textbook.
Slide 15: Provide a final reference slide.
Length: 15 slides with relevant speaker notes for each slide
References: Minimum of 4 scholarly sources to explain the coding process (Slides 1-5) and a minimum of 4 scholarly sources to explain the process of evaluating and presenting research findings (Slides 7-10)
Your presentation should demonstrate thoughtful consideration of the ideas and concepts presented in the course and provide new thoughts and insights relating directly to this topic. Your response should reflect scholarly writing and current APA standards.
The impact of curriculum
-What drives the curriculum unpick why
-ICT in EYFS- the removal of ICT in the new framework dev matters 2021
-Compare both frameworks EYFS old and new version
-Include the children being prepared for KS1 in terms of ICT
-Use a range of theoretical framework that analyses a curriculum
Critical analysis- pull apart why is it and what it is( the absence of ICT in EYFS) put together a leaflet (like example) academic justification of how you would reconstruct the curriculum (how you would teach the curriculum) leaflet is how you would improve the curriculum. Pointers to include: include historical perspectives and connect to dates and current theories. Look at 3 Is. Intent implementation and impact.
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