Describe general trends and group differences in the development of identity and self-concept. Explain theories of moral development including those of Kohlberg, Gilligan, Nucci, and Haidt. Offer some examples of how teachers can deal with one moral challenge for students—cheating.

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The Self, Social, and Moral Development

Describe general trends and group differences in the development of identity and self-concept.

Explain theories of moral development including those of Kohlberg, Gilligan, Nucci, and Haidt. Offer some examples of how teachers can deal with one moral challenge for students—cheating.

Exchange your thoughts about psychosocial development in the early years of childhood.

How would your positionality as a researcher be defined—as an insider working with insiders, for instance? How would you describe your positionality in terms of power relationships with potential stakeholder groups from whom you might interact and collect information?

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Teacher turnover (K-12)

Instructions
In this assessment, you will examine potential conflicts of interest that might exist because of your role and positionality within the organization in which you will collect data. Then you will actually code your interview transcripts and identify themes to inform the development of your narrative. This will also be a time to connect these qualitative data logically with other evidence and existing quantitative data that you uncovered in your data-gathering process earlier in the course (review the Framing an Issue and Data Collection Plan assessment where you identified the existing data on your topic). Finally, you will develop a validity matrix that reflects the totality of ethical issues that you considered as you identified codes, coding categories, and emergent themes.

Use the Data Coding and Ethics Template [DOCX]. Arrange your assessment in a single document with three headings: Part 1: Researcher Relationships and Positionality 2; Part 2: Data Coding 3; Part 3: Validity Matrix.

Part 1: Researcher Relationships and Positionality
For Part I of this assessment, develop several paragraphs (300–500 words) that respond to the following questions:

Describe your positionality as a researcher.
How would your positionality as a researcher be defined—as an insider working with insiders, for instance?
How would you describe your positionality in terms of power relationships with potential stakeholder groups from whom you might interact and collect information?
Explain ethical considerations and conflicts of interest.
What conflicts of interest exist, given your role and positionality?
Which principles learned in CITI training apply to information gathering and data collection in your own organization?
Explain the risks involved in data collection and efforts to ensure ethical practices and accuracy.
How could someone be hurt or at risk as a consequence of a focus group interview, individual interview, survey, or observational data collected in your organization?
How did you ensure ethical practices in gathering your data?
How did you ensure accuracy in your data collection? What were the results of your member checking with participants?
What are the clear benefits of the information you obtained during your interviews or focus group and do they outweigh the risks?
How might bias creep into your data collection or analysis, and how might you avoid it?

Part 2: Data Coding
Use separate headings in Part 2 for the first three assessment components below:

Complete the following under the heading “Context:”
Provide an introductory narrative of the context of the data collection, including the development question.
Include a one- or two-sentence description of the issue you are investigating: your development questions.
Describe how you expected the interviews to add to your understanding of the issue.
Complete the following under the heading “Findings:”
Provide a summary report of the data collection that includes findings and evidence.
Report on the results of your coding exercise.
Tell the story of your results so that the reader has insight into your findings.
Include quotes from your interviewees as appropriate to support your inferences.
Complete the following under the heading “Relationship to Other Data:”
Explain the alignment of new data collected with existing data.
Explain how the findings from your data collection connect to other data you have examined in relation to the issue (records or document data).
Provide a copy of interview transcripts along with coding used for thematic analysis.
Include these transcripts in an appendix to the paper.

Part 3: Validity Matrix
Provide a complete validity matrix and an accompanying memo explaining threats to validity.

How do the main characters change over the course of a film? How do their goals or desires change? Do they see themselves differently by the end of the film? Which reflective theory from the course best illustrates the process the main characters go through during the film? How so?

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In this discussion, pick ONE film to write about and answer questions below the film descriptions.

Dances with Wolves (1990). Lt. John Dunbar (Kevin Costner) is assigned to the Western frontier on his own request after an act of bravery. He finds himself at an abandoned outpost. At first he maintains strict order using the methods and practices taught to him by the military, but as the film progresses, he makes friends with a nearby Native American tribe, and his perceptions of the military, the frontier, and Native Americans change dramatically.
Working Girl (1988). Tess McGill (Melanie Griffith) works as a secretary for a large firm involved in acquiring media corporations such as radio and television. When her boss has a skiing accident, Tess gets a chance to use her own ideas and research, ideas that she has been keeping within herself for years – ideas that are arguably better, and more insightful into mass media practices, than her boss’s ideas were.
Schindler’s List (1993). In Poland during World War II, Oskar Schindler (Liam Neeson) gradually becomes concerned for his Jewish workforce after witnessing their persecution by the Nazis. He initially was motivated by profit, but as the war progressed he began to sympathize with his Jewish workers and attempted to save them. He was credited with saving over 1000 Jews from extermination. (Based on a true story.)
Gran Torino (2008). Walt Kowalski (Clint Eastwood), a recently widowed Korean War veteran alienated from his family and angry at the world. Walt’s young neighbor, an Asian American, is pressured into stealing Walt’s prized 1972 Ford Gran Torino by his cousin for his initiation into a gang. Walt thwarts the theft and subsequently develops a relationship with the boy and his family.
In your initial post, answer the following questions:

Describe the specific theories, assumptions, or “schools of thought” that the characters in the film have. How do their schools of thought differ?
How do the main characters change over the course of a film? How do their goals or desires change? Do they see themselves differently by the end of the film?
Which reflective theory from the course best illustrates the process the main characters go through during the film? How so?
Would you say that the main characters evolved or grew after learning something that was new, or a new approach, a new theory, or a new understanding of their place in the world?

Based on the provided sources and sources from your research, was life on the missions more positive or negative for the California Indians?

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DBQ #1

Based on the provided sources and sources from your research, was life on the missions more positive or negative for the California Indians?

Does Montessori schooling any advantages for students when compared to their counterparts in traditional schooling?

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Montessori schooling compared to traditional schooling

Does Montessori schooling any advantages for students when compared to their counterparts in traditional schooling?

Write a report to your principal describing the school’s level of tech readiness and offer several recommendations for improvement in each Key Area.

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Texas Campus StaR Chart Summary

Technology for Instruction: 2
The intern understands and can demonstrate the capacity to evaluate, develop, and implement high-quality and equitable academic and non-academic instructional practices, resources, technologies, and services that support equity, digital literacy, and the school’s academic and non-academic systems.

Artifact: Report on findings of campus technology
For this project, you will conduct a technology audit of your school using the Texas STaR Chart.
In collaboration with your principal and your school’s technology support person, rate your school on each indicator of the Texas STaR chart in all four Key Areas: Teaching & Learning; Educator Preparation & Development; Leadership, Administration, and Instructional Support; and Infrastructure for Technology:
• For each indicator in the Early Tech range, score 1 point.
• For each indicator in the Developing Tech range, score 2 points.
• For each indicator in the Advanced Tech range, score 3 points.
• For each indicator in the Target Tech range, score 4 points.

Record the results on the Texas Campus STaR Chart Summary page and use the Key Area Summary section to determine your school’s overall progress in each of the Key Areas.
Write a report to your principal describing the school’s level of tech readiness and offer several recommendations for improvement in each Key Area.
Submit your report and the Texas Campus STaR Chart Summary page in the assignment area.
Resource: Find the NELP 4.2: Texas Campus STaR Chart [PDF] in the resources. Use this STaR Chart to conduct an audit of your school’s tech readiness.

If you were in a position to provide advice to the School Board and Superintendent Dr. Hite, regarding the admission’s policies to these Magnet Schools, what recommendation(s) would you give and why?

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New Philadelphia special admissions process

New Philadelphia special admissions process should be put on hold, speakers tell City Council Contains.

https://philadelphia.chalkbeat.org/2021/12/16/22839966/new-philadelphia-special-admissions-process-should-be-put-on-hold-speakers-tell-city-council

Read the article.

Answer the following three questions on the discussion board. Each answer should be one paragraph in length (total of three paragraphs).

“It is our responsibility to be critical of any and all policies, even those that claim to address equity,” said state Rep. Donna Bullock, whose son is an eighth grader at Carver. “We must be sure the policies achieve the goals they are set for and not set us back.” Explain your reaction to Ms. Bullock’s quote.

“The City Council has no control over the district or the school board, which is a separate governmental entity, but it does control the amount of local tax revenue it receives.” Explain how could this statement could be harmful to the students in the SDOP if City Council is not in agreement with the way the District handles the admissions process.
If you were in a position to provide advice to the School Board and Superintendent Dr. Hite, regarding the admission’s policies to these Magnet Schools, what recommendation(s) would you give and why?

What approaches are taken to your chosen practice in the two contexts? What do key policy, research and literature sources tell you about the practice in the two contexts? What is your view of the accuracy/reliability/validity/bias of what the literature tells you about the types of practice?

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A comparative study of Effect of teacher’s training for student with ADHD in classroom: England, and Louisiana

Introduction

Includes background, rationale and an overview of the structure of your assignment.  You might include:

  • What “practice” (professional issue) are you writing about?
  • Why is this “practice” (professional interest) significant to you and/or your professional/personal context?
  • What is your own positionality(grew up as a child with ADHD) in relation to the practice?
  • What are the contexts you are comparing (eg countries, phases, time periods, pedagogies, etc)?
  • Why have you chosen these two contexts?
  • What frameworks, models, benchmarks or other things will you use to compare the two types of practice?
  • What is your rationale for using these frameworks/models to make the comparison?
  • What literature, data and documents will you draw on for your comparison?

Comparing the practice in two contexts

To explain, with appropriate criticality, your comparison and what you can find from it.  You might include:

  • What approaches are taken to your chosen practice in the two contexts?
  • What do key policy, research and literature sources tell you about the practice in the two contexts?
  • What is your view of the accuracy/reliability/validity/bias of what the literature tells you about the types of practice?
  • What are the limitations, complexities, contradictions and/or ambiguities in your comparison?
  • What alternative viewpoints might be drawn from the same information?

Conclusions and implications

To explain the implications of your study.  You might consider:

  • What is your view now of your chosen practice? What evidence leads you to that view?
  • What lessons could be learned from your comparison?
  • What recommendations would you offer to policy makers, practitioners, researchers, school leaders, others?

Which of the eight features of social change described by Callahan et al. (2012) are most prominent in your proposed project. Explain why those features are more prominent than others.

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Course Project Part 5: Program-Related Social Change Activities

To prepare:

Review the Walden University sites regarding social change and Walden’s Global Days of Service. Consider the many meaningful opportunities found in early childhood programs, K–12 schools, and communities for enacting social change.

Think about the program you selected for your Course Project and how one or more of the program’s goals lend itself to enacting social change. What might you do to integrate the goals and needs of the program into a community service project for one of Walden’s Global Days of Service?

Review the Callahan et al. (2012) paper and complete the interactive media activity, Web Map for Analyzing Social Change Position, for your proposed community service project. This activity asks you to consider the extent to which your project incorporates each feature outlined by Callahan et al. What features are more prominent than others on the web for your proposed project? What, if anything, might you do to incorporate more of the features that are less incorporated?

Write a 2- to 3-page proposal for a Walden Global Days of Service project related to the goals and needs of the program you selected for your Course Project. In your proposal, be sure to explain:

-The specific activities you would do to influence social change in your selected program and its community. Be sure to align your activities with Walden’s mission and vision for social change, and explain how they work to support the goals and needs of the program.

-Which of the eight features of social change described by Callahan et al. (2012) are most prominent in your proposed project. Be sure to explain why those features are more prominent than others.

-The steps you would need to take in your educational setting or community to implement your activity.

-How your activities would demonstrate insights with regard to educational, community, and social change you have gained as a result of the Learning Resources and learning experiences in this course.

-How, as a Walden graduate, you will continue to be an agent of social change in the future.

Submit Parts 1–5 of your Course Project as one cohesive APA-formatted paper. Include the PDF of the social change features map you created for Part 5 of your course project with your submission.

Resources:

Discuss the relevance of the resource or the services to primary school children and Humanities programs. Critically reflect on how it might help teachers to develop children’s understandings, skills, and values relative to Civics and Citizenship, History, Geography and Economics, as applicable.

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Excursion at the Melbourne Museum

The link of the museum:

Tabled Resource Details (Tabled information not included in word count):

Name and address of the organisation.

Contact person and telephone number.

Number of children that can be catered for, if relevant.

Learning Experience (main points):

Discuss the relevance of the resource or the services to primary school children and Humanities programs. Critically reflect on how it might help teachers to develop children’s understandings, skills, and values relative to Civics and Citizenship, History, Geography and Economics, as applicable.

Students need to be engaged in a learning experience prior to visiting an excursion venue that will support their learning. Include a learning intention, focus questions and appropriate activities that would make meaningful links for the students between the Humanities curriculum and the excursion venue prior to the students going on the excursion. The learning experience can be continued on-site at the excursion venue. The lesson plan template may be used to complete this section.