Education

For this assignment, you will be researching and analyzing the industry containing coaching or recreation that you are interested in. The information may come from your own knowledge, online resources, or your colleagues or supervisor (through emails, texts, or phone calls). To this end, you will address the following questions: (a) who is included in this industry? (b) what kind of jobs are included in this industry? (c) what are the salaries for different jobs in the industry? and (d) how is the level of competition? You will also identify three competing companies/organizations/associations at the local, state, national, and international levels, respectively. Once you investigate the industry, you will write up your reflection. In your reflection, you should respond to the following questions: What are your strengths and weaknesses in working in this industry? What are the career opportunities in this industry for you (short and long term)? Along the way, what do you need to accomplish to make you more competitive in the company/organization or industry? What did you learn from this analysis? Explain your responses. Did this analysis influence, shape, or change any of your career decisions? (e.g., career choices, goals, plans, strategies, and more). Explain your responses.

An APA format 4-5 page research-based argument essay that builds on the research you have completed and contributes to the conversations surrounding your topic. You will present a specific, debatable thesis, and support your thesis through the thoughtful discussion and analysis of the sources you have located. You will organize your paper using the strategies described in the module for Week 9. You must include in-text citations from and a reference page for at least 4 credible sources, one of which must be peer-reviewed.

In a 4-6 paged essay, dialogically analyze, or perhaps we should say synthesize, two schools of criticism. How does one school react to, rebel against, answer, or expand another school of criticism? Consider how you might introduce the theories, assumptions (about texts, readers, and meaning-making processes), and expected results. Remember that your task is to set up two schools of criticism in conversation with each other, so you do not want to write about the two schools of criticism as separate ideological constructs of theory. In your synthesis, you must use one theorist from each school that you are analyzing to demonstrate the “conversations” between the two schools of criticism. Though you are not required to use literary texts, you may choose one from the following if you think you could be more clear by way of applying each school of criticism you have chosen.    Literary Works to Choose From (choose only one work): “Batter my heart, three-person’d God”—John Donne “When I consider how my light is spent”—John Milton “Hap”—Thomas Hardy “God’s Grandeur”—Gerard Manley (G.M.) Hopkins   Format: o   Follow MLA-8 style guidelines—including proper heading and headers. o   A Works Cited page is required. o   Typed, double-spaced, 12-point, Times New Roman font—no exceptions o   Use direct quotes and parenthetical, in-text, citations from theorists and the literary text if you choose one.

Creating a data collection instrument cover letter for UPS Review the below information below When writing the cover letter for your DCI, you’ll want to: Explain why the person is being asked to participate Note the benefits of his/her participation Note the benefits of the study Note whether the information gathered will be kept confidential

Grading Rubric for Research/Argument Essay Introduction (15 points possible): _____ creative introduction that establishes the topic and has a good arguable thesis statement _____ fairly creative introduction that establishes the topic and has a decent arguable thesis statement _____ introduction that does not establish the topic or does not have a good or arguable thesis statement _____ either does not have an introduction or does not have a thesis statement Organization and Development (20 points possible): _____ has a clear, logical sense of order that fits outline given and at least 3 good supporting points that support the thesis statement _____ has a clear, logical sense of order that fits outline given and 2 good supporting points that support the thesis statement _____ has a semi logical sense of order and decent supporting points that support the thesis and mostly fits the outline given _____ has some sense of order and points that may or may not support the thesis statement and may not fit the outline given _____ order does not fit the outline given or has no support for the thesis statement Word Usage (15 points possible): _____ an abundance of vivid language that immerses the reader and no forbidden words _____ some vivid language and 1 forbidden word _____ slightly vivid language and 2 forbidden words _____ Language is not vivid or 3 or more forbidden words Major Grammar (run-on sentences, comma splices, subject-verb disagreement, and sentence fragments) (15 points possible): ____ contains no major grammar errors ____ contains 1 major grammar errors ____ contains 2 major grammar errors ____ contains 3 or more major grammar errors Minor Grammar (commas, incorrect apostrophes) (10 points possible): ____ 2 minor grammar errors ____ 3 minor grammar errors ____ 4 minor grammar errors ____ 5 or more minor grammar errors Conclusion (15 points possible): _____brief summary of points and has complete and unique resolution _____ brief summary of points but has weak resolution _____ summary of points is too long or too short and little and/or weak resolution _____ no summary and no resolution Format (10 points possible): _____ no formatting errors _____ 1 formatting error _____ 2 formatting errors _____ 3 formatting errors _____ more than 3 formatting errors Potential Subtractions: Missed length requirement on final draft (-10 points per page): _____ Little to no clear effort to revise from previous revisions (-10 points): _____ Final draft not submitted on Blackboard (-5 points): _____ Does not use all sources (-10 points): _____ Does not have required number of sources (-10 points): _____ Does not have relevant research (-10 points):____ Grand Total: Percentage: Final comments:

Read Chapter 3 in Data-Driven Leadership and identify the 10 most important facts. Be selective and capture the relevant information in the chapter. Due November 15. I have this book on a kindle if you need the login I can provide it to you Data-Driven Leadership: Amanda Datnow, Vicki Park, Jossey-Bass, ISBN: 978-0-470-59479-7  https://read.amazon.com   [email protected] PW: Strawberry1980

Special educators will teach comprehension skills, no matter what subjects or grade levels they teach. Students of all ages should also be taught strategies to monitor their own reading abilities and progress, giving them autonomy and power for metacognition. An effective special educator knows the value of using research-based strategies that empower students and enable them to increase their reading comprehension. Create a digital presentation, to be used for teacher professional development in an elementary school, which creatively and accurately explains current research on how to develop reading comprehension skills. Your presentation should be 10-15 slides, including a title slide, reference slide, and presenter’s notes. Within your presentation, explain each of the following: ·         Summarize how language development, fluency, and vocabulary are critical to building a student’s capacity to comprehend what he or she reads at a younger age. ·         Select three of the five recommendations from the practice guide meant to increase reading comprehension for young readers. Demonstrate how each recommendation relates to the research you presented. ·         Describe evidence-based strategies, different from those in the practice guide, that students can be taught to use to enhance their language development, fluency, and comprehension. Justify why these strategies are useful. Your digital presentation should include graphics that are relevant to the content, are visually appealing, and use space appropriately. Support your presentation with a minimum of two scholarly resources.

Equity Law & Equity: Learning Objectives   Determine how the culture of the community in which a school exist influence policy and practices of that school. Determine how to successfully analyze data and past and contemporary philosophies for the improvement of education. Explain the meaning of social contract theory within the context of a school district.   Resources must be used as a minimum reference for are: Online Articles Messelt, J. (2004). Data-Driven Decision Making: A Powerful Tool for School Improvement . A White Paper: Sagebrush Corporation. Marsh, J. A., Pane, J. F., & Hamilton, L. S. (2006). Making Sense of Data-Driven Decision Making in Education   . Santa Monica, CA: Rand Education.  MAIN REFERENCE Source : Rebore, R.W. (2014). The ethics of educational leadership. (2nd ed.). Upper Saddle River, NJ: Pearson, Inc. Part Two of The Ethics of Educational Leadership. INSTRUCTIONS for the following specific assignment:– read bellow Respond to the following prompts in the Equity discussion forum by the deadline  How would you involve parents in developing the curriculum? Should parents have input into the curriculum? Why or why not? Comment on the sample response to the prompts above ! And write your own  response to the prompts above :    SAMPLE RESPONSE (R.B)  Depending on the needs of the students, would determine how I would involve parents in developing the curriculum. Title I is one of the areas that I would have parent participation. I remember while in grammar school, my mom contributed to the Title I program even though I was not in the program. Her presence in the school enhanced my academic development. Norwood Public Schools (2020) highlighted, “Studies have found that students with involved parents, no matter what their income or background, are more likely to earn high grades and test scores, and enroll in higher-level programs; pass their classes, earn credits, and be promoted; attend school regularly; and graduate and go on to postsecondary education.”  Seeing my mom at my school made me really apply myself because I knew she expected me to put forth my best and I didn’t want to let her down. Yes. Parents should have input into the curriculum. Parents that work with their children at home before school age, knows the strengths and weaknesses of their children. Rebore (2014) noted, “It is impossible to have a positive school culture if the parents, students, teachers, and staff members do not have a sense of ownership of the school.” I remember my mother taking me and my brothers to the library at the age of three years old. That day I learned how to read. I was able to identify all of the letters of the alphabet and add and subtract before I entered Kindergarten. While in grammar school, my mother always gave us extra work to do at home. She didn’t just depend on the teachers in the school to teach me what she felt that I should know. In middle school, she gave me flashcards from her college (Rutger’s University). When I graduated from eighth grade, I was three and a half years ahead of everyone in the eighth grade. When I graduated from high school, I was in the top ten. I was also in Who’s Who Among American High School Students, along with the National Honors Society. Lunawat/Bhandari (2020) noted, “The need of involving parents in the curriculum will help to shape the career of students.”   References: Lunawat/Bhandari, S. 2020. The Need of Parents to be Included in the Curriculum. Retrieved on 11/4/20 from  https://theknowledgereview.com/the-need-of-parents-to-be-included-in-the-curriculum/#:~:text=Parents%20who%20are%20not%20involved,shape%20the%20career%20of%20students   Norwood Public Schools. 2020. Parent Involvement. Retrieved on 11/3/20 from https://www.norwood.k12.ma.us/curriculum/parent-involvement ) Rebore, R.W. (2014). The ethics of educational leadership. (2nd ed.). Upper Saddle River, NJ: Pearson, Inc.

https://www.youtube.com/watch?v=BURbLmQL1BE&feature=emb_logo What is the video about (description should be 500 words)? How has this video made you better understand the field of special education?

Week 3: Prewriting, Brainstorming, Asking Questions (1) Read through the Prewriting section of the OWL (Online Writing Lab) of Purdue University (https://owl.english.purdue.edu/owl/resource/673/01/). (2) Brainstorm your ideas for your research/topic. (3) Ask yourself, is there “more” to discover or another road toward the understanding you seek than what you initially thought? How will this research impact/empower me as an educator? Now you are ready to truly move into both more refinement: Refine your thesis statement from last week’s journal entry.