Identify an audience of non-scholars who are affected by or implicated in your research, and to reflect on what non-scholarly genres or modalities might be most appropriate for reaching that audience.

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Educating Parents to Educate Inner city Scools

Academic discourse is where experienced, professional researchers enact civil and productive conversations about the challenges we face as a society, but the conventions of those conversations—logic-heavy arguments, structured writing, academic-style prose, etc.—in some ways inhibit what we are able to say about our topics and who we are able to say it to. The result is that, like the previous sentence, academic writing is usually of zero interest to anyone who is not an academic. This unit is your opportunity to escape the confines of the academy to reach out to an audience of people who, while not being professional researchers, are nonetheless affected by or implicated in your project, and to do so in a way that both you and that audience might find engaging.
In short, for this unit, you will identify a group of non-scholars who would be interested in the topic of your Unit 3 essay, and you will rework that essay into something that would be more appropriate/persuasive to that audience.
Depending on your audience, you might compose a PowerPoint presentation, you might deliver a Ted Talk, you might compose a documentary, you might choose some alternate, non-scholarly way of writing, or you might choose an approach not listed here. Whichever route you choose, the important part will be to make composing decisions based on the specific audience you identified.
Here is a brief overview of that process:

First, you will to identify an audience of non-scholars who are affected by or implicated in your research, and to reflect on what non-scholarly genres or modalities (e.g. styles and forms of composing) might be most appropriate for reaching that audience.

Then, through analysis of this new rhetorical situation–this new audience, purpose, and context–you will try to gain a sense of what matters to your audience, what you hope to accomplish with them, and how you might best persuade them, as well as other useful insights into the context surrounding your project.

Finally, through a series of drafts, you will develop a text that an audience affected by or implicated in your research will find persuasive, useful, and/or engaging.

Explain what it means to be an advocate and what you will do to fulfill the role of a professional educator of young children.

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Effective practices in early childhood education, 4th edition. ISBN: 9780135179918

Chapter 14 & 15:

Teaching children to live in a democratic society is about teaching them to regulate their own emotions and interact with others in positive and acceptable ways. With that in mind, answer the following questions:
1. Explain effective curriculum and teaching strategies that promote children’s social and emotional competence.

2. Read, “Including All Children: Fostering Friendships in the Inclusive Classroom ” on pg. 505 and explain the importance of friendships, as well as the strategies teachers, can use to facilitate social relationships in inclusive settings.

3. Explain social studies and effective social studies curriculum and teaching.

Ch. 15 – Physical Development and Health
4. Describe health and safety standards for early childhood programs.

Ch. #16 – Putting it All Together
Look at the “Considerations for? Teachers” for each age group and decide which group you would like to work with most and least. Explain your reasoning.

Explain what it means to be an advocate and what you will do to fulfill the role of a professional educator of young children.

1. Ch. 14 -16
Share any concept from Ch. 14-16 that confused you or you need clarification on, and 1 key point from each that you want to remember moving forward in your career.

Critically explore the importance of recognising ACES and the impact that it has upon learners. Draw upon relevant literature, legislation and policy to support your response.

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The importance of recognising ACES

Critically explore the importance of recognising ACES and the impact that it has upon learners. Draw upon relevant literature, legislation and policy to support your response.

How can we validly study an individual student? Differentiate between basic and applied research providing advantages and disadvantages of both.

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Final Discussions

400 word discussion post on each topic.
1.) How can we validly study an individual student?
2.) Differentiate between basic and applied research providing advantages and disadvantages of both.
3.)This course was designed to introduce you to the skills necessary to conduct applied research in an educational setting. For this discussion, elaborate on the elements of applied research that you found to be most challenging; then, discuss what you did and what you will do to meet that challenge. Further develop the discussion by supporting your assertion with a verse from the Bible.

All posts must have 3 sources, 2 within last 5 years and one bible source that relates. For #3, there must be a total word count minus quotes.

What do you think is the primary message of the movie to the Filipino generation after more than 100 years of its Independence?

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Jose Rizal Movie

Answer the following:

1. What do you think is the primary message of the movie to the Filipino generation after more than 100 years of its Independence?

2. Which part or parts of the 3-hour movie should have been deleted or less emphasized? why?

3. In the scenes, characters, or sequences in the movie, did you notice inconsistencies or possible inaccuracies from the life story of Rizal based on history books?
identify and briefly describe them.

4. If you were to rewrite or alter the movie, how would you want to present Dr. Rizal to the Filipino audience today?

Describe how the philosophy and principles of supporting living differ from traditional residential services.

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Discussion 8

Describe how the philosophy and principles of supporting living differ from traditional residential services.

Attach is information from the book that can help answer this question. Make sure that your question is related to education.

Identify and critically discuss the strengths and weaknesses of research designs for educational research problems.

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Critique/ evaluate the research methodology used in two academic research articles.
Identify and critically discuss the strengths and weaknesses of research designs for educational research problems.

Select two research articles, which should be qualitative
The articles should be broadly on the same topic.
YES: An article that is a case study of a teacher training programme in a school & and article about a nationally implemented teacher training programme.
NO: An article that is a case study of a teacher training programme in a school and an article that is a case study of gendered play among girls.

For each article, evaluate the effectiveness and appropriateness of the qualitative research methodologies and methods (including data collection tools, population, sample size, ethical considerations, and the analysis).
By referring to literature on research methods, you will be expected to evaluate the methods used in relation to the authors’ research aims, arguments and conclusions.
In a conclusion section, compare the effectiveness of both articles in relation to the authors’ arguments and conclusions

A brief summary, including a properly referenced title, of the two papers highlighting the purpose of each research study
A section about the methods used in each paper that contains evidence of the creation of an argument that critiques the methods used with links to the research methods literature.
A conclusion section that comparatively evaluates the extent to which methods effectively answered research aims highlighted in each article
A reference list in APA 7th Edition

After reading the chapter and the UC SMART Goals consider how these will support your project focus next semester. Now that we are completing the plan, recall Module 1 and reflect on how you see Action Research fitting into your future Professional Development?

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Smart Goals

Directions attached the University of California provides a “How to” Guide on writing your own SMART Goals. Review the guide and develop 2 – 3 SMART Goals in each area.

After reading the chapter and the UC SMART Goals consider how these will support your project focus next semester. Now that we are completing the plan, recall Module 1 and reflect on how you see Action Research fitting into your future Professional Development?

How can the problem of students’ low test scores on the Ohio Educational Assessment for Science be solved at Hampton High School?

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Likert Scale Survey Questions

Central Research Question
How can the problem of students’ low test scores on the Ohio Educational Assessment for Science be solved at Hampton High School?

Compare different types of maps—what kinds work for what kind of learners/abilities. Do new formats need to be made?

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Examples of Hands-On Service-Learning Projects

We encourage students to be innovative and creative in their implementation of an inclusive transportation service-learning project but keeping it aligned with curriculum and content standards to the maximum extent possible. We hope students will use such technologies as photo voice, YouTube, and other social media to capture and document their journey to learn about and access public transportation. We hope that these projects can be woven back into curriculum. Here are some suggestions for project activities.


Create their own experiment—test transportation from different peoples’ perspectives, (i.e., from people with different abilities). Make it as hands-on as possible.
Interview transit operators and drivers about their experiences in providing inclusive transportation.
Go to intersections, bus stops, transportation centers, ride the different transportation options and develop a format to share what was learned.
Compare different types of maps—what kinds work for what kind of learners/abilities. Do new formats need to be made?

Develop awareness-raising materials about transportation options for families, educators, and other school personnel.
Create materials and tools for transit operators that help them understand student needs.
Encourage connections across high-school and higher-education settings around accessible transportation.
Explore buses—do the drivers announce stops, what are the visual displays like, what is the noise level, and who is the primary ridership?
Examine transportation schedules, do they serve the whole community, are the times transit is available workable with the schedules of students and/or those needing the transportation, does the bus run to the locations needed—schools,
shopping and other social venues, hospitals/health care?
Assess crossing signals. Do they include sound? What colors are they? How do the call buttons feel to the touch?
Address social issues that come up when using transportation—how to talk and ask questions, explore personal boundary issues.
Explore mobility management. What is it? What do other communities have? What is missing in your community? What are the costs and benefits? Create a map of the mobility options in your community.
Work with the aging community. There is much to learn from how the aging community manages transportation.
Explore if and how transportation for youth differs from that of transportation for adults.
Conduct a pedestrian road safety audit to identify potential problems and barriers, and identify opportunities for improving pedestrian safety (http://www.vtpi.org/tdm/tdm69.htm).