My Blog

Category: Education

  • [Solved] Why Play Response

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Play is a natural medium for learning but many parents and school administrators underestimate its importance. Early childhood teachers must be able to articulate the value of play to parents and administrators and understand their role in ensuring that play is effective in promoting children’s deve…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    Play is a natural medium for learning but many parents and school administrators underestimate its importance.  Early childhood teachers must be able to articulate the value of play to parents and administrators and understand their role in ensuring that play is effective in promoting children’s development & learning.
    **Steps:**
    Scenario:  Assume that you are a kindergarten teacher. At parents’ night, one of the parents asks, “Why don’t you teach my child anything? Why do you let them play at school?”
    – Describe how you would respond to this parent to help them appreciate the value of play in children’s learning. Your response should be at least 1000+ words.
    **Please use Word, Times New Roman, 12 point font, and double space the response.  If you cite or quote any information within your response, be sure to reference the cite within your response – APA style.**
    **For information on APA style, please look at The Purdue OWL: APA Style https://owl.english.purdue.edu/owl/section/2/10/**

  • [Solved] Article Critique

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Read the two articles attached and see instruction in Word doc attached. – ## InstructionstoArticleCritiqueAssignment.docx – ## RacialandGenderBiasStartsasEarlyasPreschoolbutCanbeUnlearned_Edutopia1.pdf – ArticleAJourneyTowardInclusion.pdf – HowPreschoolFightsPoverty-EducationalLeadership.pdf **## …

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    Read the two articles attached and see instruction in Word doc attached.

    – ## InstructionstoArticleCritiqueAssignment.docx

    – ## RacialandGenderBiasStartsasEarlyasPreschoolbutCanbeUnlearned_Edutopia1.pdf

    – ArticleAJourneyTowardInclusion.pdf
    – HowPreschoolFightsPoverty-EducationalLeadership.pdf

    **## InstructionstoArticleCritiqueAssignment.docx**

    Select one of the two articles to critique. For this assignment, you briefly summarize and extensively evaluate the research article. Your critique should be
    **1-2** pages (1000-2000 words). Please see the example critique uploaded.

    **Please use Times New Roman, 12 point font, and double-space the paper. If you cite or quote any information within your paper, be sure to reference the cite within your paper – APA style.**

    **For information on APA style, please look at The Purdue OWL: APA Style**

    **https://owl.english.purdue.edu/owl/section/2/10/**

    **## RacialandGenderBiasStartsasEarlyasPreschoolbutCanbeUnlearned_Edutopia1.pdf**

    THE RESEARCH IS IN

    Bias Starts as Early as Preschool, but Can be Unlearned
    A new study finds that children show bias at a surprisingly young age. But teachers
    have ways to address this and create a welcoming classroom.

    By Amanda Armstrong

    June 4, 2019

    ©iStock/PeopleImages

    We know that teens and adults can demonstrate social bias toward people from cultures different from their own. But

    what about young children? Do they show bias toward peers based on identity groups? Researchers at Northwestern

    University sought to provide more insight into this issue in a new study

    with 4- and 5-year-olds.

    Using an implicit bias test commonly given to adults, researchers found that the children rated images of black boys

    less favorably than images of white boys and girls, with images of black girls falling in the middle.

    Young children are “astute observers of the social world,” and this can have pernicious effects on how they perceive

    race and gender, according to Danielle Perszyk, a psychologist at Northwestern University, and her colleagues. The

    majority of children in the study—both black and white—had a “strong and consistent pro-white bias.”

    To explore how young children may show racial and gender bias, the researchers conducted two experiments to

    examine whether preschool children are aware of and demonstrate bias toward other children based on both race and

    gender. The researchers looked at young children’s implicit and explicit biases toward four groups: black males, black

    females, white males, and white females.

    In the first experiment, the children were divided into two groups, and each group was shown the same order of four

    images: a prime image—one that might cause them to have a positive or negative reaction to a subsequent image; a

    blank screen; a neutral image (a Chinese character); and a gray screen.

    Each group had different prime images. One group saw positive and negative images (e.g., a cute puppy and a

    snarling puppy). The other group was shown smiling faces of black and white girls and boys. In both groups, after the

    (https://onlinelibrary.wiley.com/doi/abs/10.1111/desc.12788)

    GEORGE LUCAS EDUCATIONAL FOUNDATION

    [https://www.edutopia.org/profile/amanda-armstrong](https://www.edutopia.org/profile/amanda-armstrong)

    [https://onlinelibrary.wiley.com/doi/abs/10.1111/desc.12788](https://onlinelibrary.wiley.com/doi/abs/10.1111/desc.12788)

    [https://www.edutopia.org/](https://www.edutopia.org/)

    gray screen appeared, the children were asked to indicate if the Chinese character they had seen was “nice looking”

    or “not nice looking.”

    In the second experiment, a different group of children completed the same procedure, but the prime images of black

    and white boys and girls had neutral expressions rather than smiles. Participants were asked to rate how much they

    liked each boy’s and girl’s face on a 6-point scale, with 1 being “really don’t like” and 6 being “really like.”

    Results from the first experiment showed that children responded more positively to the Chinese character when it

    followed white faces rather than black faces. They also responded more positively when it followed female faces as

    opposed to male ones. The Chinese character had the least positive responses when it followed images of black

    boys.

    The second experiment found a similar impact of race on children’s feelings toward the neutral image, but there was

    no difference in response based on the gender of the face in the images. Results from the children’s responses in

    both experiments revealed that black boys were rated less positively than black girls, white girls, and white boys.

    These findings show that children begin to show bias from an early age. Not only do they absorb the stereotypes they

    see, but they also become “increasingly attuned to social category labels, social status, and the biases exhibited by

    family members,” explain Perszyk and her colleagues.

    ADDRESSING SOCIAL BIAS IN THE CLASSROOM
    In recognition of this research, it’s valuable for educators to be mindful and to implement strategies in their classrooms

    that recognize young children’s social biases. Here are four relatively simple strategies they can start with.

    1. Be aware that children—possibly at an earlier age than expected—may demonstrate bias and preference in

    their interactions: Preschoolers are not immune to bias and may treat each other differently based on race, ethnicity,

    or gender.

    2. Determine how you want to address situations when bias is occurring: Rather than ignore situations in which

    children demonstrate bias, educators can use these situations as inspirations for story selection, activities, and

    projects. For instance, a child may project hierarchies of power

    in their play by attempting to dominate materials or

    controlling how play occurs. In response, an educator can work with them to resolve the issue, which could involve

    listening to the children’s experiences and offering suggestions for sharing.

    If children feel uncomfortable discussing a situation in which they felt rejected by their peers, educators can have them

    (https://www.tcpress.com/what-if-all-the-kids-are-white-2nd-ed-9780807752128)

    [https://www.tcpress.com/what-if-all-the-kids-are-white-2nd-ed-9780807752128](https://www.tcpress.com/what-if-all-the-kids-are-white-2nd-ed-9780807752128)

    Education Equity Social and Emotional Learning Culturally Responsive Teaching

    show what happened or how they’re feeling through the use of persona dolls . These

    dolls have a name, a background, and other traits, and they can help children become more comfortable discussing

    feelings—they sharing their experiences through the dolls.

    Educators can invite parents or community members to the classroom to share their experiences in antiracist

    activities, or use books as a way of introducing the history of racial and ethnic relations. Resources such as

    EmbraceRace and Lee &

    Low Books’ blog can used to generate dialogue with children.

    3. Be mindful of the social environment you’re nurturing: Children use adults—including educators—as reference

    points for how to react to others. Understanding one’s own preferences and biases

    is helpful in determining whether social bias toward certain groups

    is being perpetuated in classrooms. These biases and preferences may be influencing children’s interactions with

    peers in their classroom as well as educators’ selection of the activities, projects, books, and images they present in

    the classroom.

    Educators can become more aware of their own biases by dialoguing with other educators and sharing their stories

    related to their own cultural identity. These conversations can be kicked off by having educators share a family cultural

    artifact or family ritual and explain the reasons for its significance.

    4. Understand that addressing bias is a process: Even if an educator would like to immediately change the

    circumstances in their classrooms, progress may be gradual. Just as it may take educators time to realize their biases

    and work through them, young children will not change their patterns of thinking immediately.

    Educators are in a unique position to potentially see children’s social biases unfold as they play and work with peers,

    so they have a valuable opportunity to help children work through their biases and explore historical and everyday

    experiences of people from a variety of cultural groups. These explorations may encourage the children to create a

    welcoming environment in which all students can learn.

    SHARE THIS STORY

    FILED UNDER

    (https://eric.ed.gov/?id=ED438490)

    (https://www.embracerace.org/blog/26-childrens-books-to-support-conversations-on-race-racism-resistance)

    (https://blog.leeandlow.com/)

    (https://link.springer.com/article/10.1007/s10643-011-0458-9)

    [https://www.edutopia.org/topic/education-equity](https://www.edutopia.org/topic/education-equity)

    [https://www.edutopia.org/social-emotional-learning](https://www.edutopia.org/social-emotional-learning)

    [https://www.edutopia.org/topic/culturally-responsive-teaching](https://www.edutopia.org/topic/culturally-responsive-teaching)

    [mailto:?subject=Bias%20Starts%20as%20Early%20as%20Preschool,%20but%20Can%20be%20Unlearned&body=Bias%20Starts%20as%20Early%20as%20Preschool,%20but%20Can%20be%20Unlearned%0D%0Ahttps://www.edutopia.org/article/bias-starts-early-preschool-can-be-unlearned](mailto:?subject=Bias%20Starts%20as%20Early%20as%20Preschool,%20but%20Can%20be%20Unlearned&body=Bias%20Starts%20as%20Early%20as%20Preschool,%20but%20Can%20be%20Unlearned%0D%0Ahttps://www.edutopia.org/article/bias-starts-early-preschool-can-be-unlearned)

    [https://eric.ed.gov/?id=ED438490](https://eric.ed.gov/?id=ED438490)

    [https://www.embracerace.org/blog/26-childrens-books-to-support-conversations-on-race-racism-resistance](https://www.embracerace.org/blog/26-childrens-books-to-support-conversations-on-race-racism-resistance)

    [https://blog.leeandlow.com/](https://blog.leeandlow.com/)

    [https://link.springer.com/article/10.1007/s10643-011-0458-9](https://link.springer.com/article/10.1007/s10643-011-0458-9)

    GEORGE LUCAS EDUCATIONAL FOUNDATION

    ©2019 George Lucas Educational Foundation. All Rights Reserved.
    Edutopia® and Lucas Education Research™ are trademarks or registered trademarks of the George Lucas

    Educational Foundation in the U.S. and other countries.

    [https://www.edutopia.org/about](https://www.edutopia.org/about)

    **ArticleAJourneyTowardInclusion.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/articleajourneytowardinclusion-pdf)

    **HowPreschoolFightsPoverty-EducationalLeadership.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/howpreschoolfightspoverty-educationalleadership-pdf)

    **HowPreschoolFightsPoverty-EducationalLeadership.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/howpreschoolfightspoverty-educationalleadership-pdf)

    **## InstructionstoArticleCritiqueAssignment.docx**

    Select one of the two articles to critique. For this assignment, you briefly summarize and extensively evaluate the research article. Your critique should be
    **1-2** pages (1000-2000 words). Please see the example critique uploaded.

    **Please use Times New Roman, 12 point font, and double-space the paper. If you cite or quote any information within your paper, be sure to reference the cite within your paper – APA style.**

    **For information on APA style, please look at The Purdue OWL: APA Style**

    **https://owl.english.purdue.edu/owl/section/2/10/**

    **## RacialandGenderBiasStartsasEarlyasPreschoolbutCanbeUnlearned_Edutopia1.pdf**

    THE RESEARCH IS IN

    Bias Starts as Early as Preschool, but Can be Unlearned
    A new study finds that children show bias at a surprisingly young age. But teachers
    have ways to address this and create a welcoming classroom.

    By Amanda Armstrong

    June 4, 2019

    ©iStock/PeopleImages

    We know that teens and adults can demonstrate social bias toward people from cultures different from their own. But

    what about young children? Do they show bias toward peers based on identity groups? Researchers at Northwestern

    University sought to provide more insight into this issue in a new study

    with 4- and 5-year-olds.

    Using an implicit bias test commonly given to adults, researchers found that the children rated images of black boys

    less favorably than images of white boys and girls, with images of black girls falling in the middle.

    Young children are “astute observers of the social world,” and this can have pernicious effects on how they perceive

    race and gender, according to Danielle Perszyk, a psychologist at Northwestern University, and her colleagues. The

    majority of children in the study—both black and white—had a “strong and consistent pro-white bias.”

    To explore how young children may show racial and gender bias, the researchers conducted two experiments to

    examine whether preschool children are aware of and demonstrate bias toward other children based on both race and

    gender. The researchers looked at young children’s implicit and explicit biases toward four groups: black males, black

    females, white males, and white females.

    In the first experiment, the children were divided into two groups, and each group was shown the same order of four

    images: a prime image—one that might cause them to have a positive or negative reaction to a subsequent image; a

    blank screen; a neutral image (a Chinese character); and a gray screen.

    Each group had different prime images. One group saw positive and negative images (e.g., a cute puppy and a

    snarling puppy). The other group was shown smiling faces of black and white girls and boys. In both groups, after the

    (https://onlinelibrary.wiley.com/doi/abs/10.1111/desc.12788)

    GEORGE LUCAS EDUCATIONAL FOUNDATION

    [https://www.edutopia.org/profile/amanda-armstrong](https://www.edutopia.org/profile/amanda-armstrong)

    [https://onlinelibrary.wiley.com/doi/abs/10.1111/desc.12788](https://onlinelibrary.wiley.com/doi/abs/10.1111/desc.12788)

    [https://www.edutopia.org/](https://www.edutopia.org/)

    gray screen appeared, the children were asked to indicate if the Chinese character they had seen was “nice looking”

    or “not nice looking.”

    In the second experiment, a different group of children completed the same procedure, but the prime images of black

    and white boys and girls had neutral expressions rather than smiles. Participants were asked to rate how much they

    liked each boy’s and girl’s face on a 6-point scale, with 1 being “really don’t like” and 6 being “really like.”

    Results from the first experiment showed that children responded more positively to the Chinese character when it

    followed white faces rather than black faces. They also responded more positively when it followed female faces as

    opposed to male ones. The Chinese character had the least positive responses when it followed images of black

    boys.

    The second experiment found a similar impact of race on children’s feelings toward the neutral image, but there was

    no difference in response based on the gender of the face in the images. Results from the children’s responses in

    both experiments revealed that black boys were rated less positively than black girls, white girls, and white boys.

    These findings show that children begin to show bias from an early age. Not only do they absorb the stereotypes they

    see, but they also become “increasingly attuned to social category labels, social status, and the biases exhibited by

    family members,” explain Perszyk and her colleagues.

    ADDRESSING SOCIAL BIAS IN THE CLASSROOM
    In recognition of this research, it’s valuable for educators to be mindful and to implement strategies in their classrooms

    that recognize young children’s social biases. Here are four relatively simple strategies they can start with.

    1. Be aware that children—possibly at an earlier age than expected—may demonstrate bias and preference in

    their interactions: Preschoolers are not immune to bias and may treat each other differently based on race, ethnicity,

    or gender.

    2. Determine how you want to address situations when bias is occurring: Rather than ignore situations in which

    children demonstrate bias, educators can use these situations as inspirations for story selection, activities, and

    projects. For instance, a child may project hierarchies of power

    in their play by attempting to dominate materials or

    controlling how play occurs. In response, an educator can work with them to resolve the issue, which could involve

    listening to the children’s experiences and offering suggestions for sharing.

    If children feel uncomfortable discussing a situation in which they felt rejected by their peers, educators can have them

    (https://www.tcpress.com/what-if-all-the-kids-are-white-2nd-ed-9780807752128)

    [https://www.tcpress.com/what-if-all-the-kids-are-white-2nd-ed-9780807752128](https://www.tcpress.com/what-if-all-the-kids-are-white-2nd-ed-9780807752128)

    Education Equity Social and Emotional Learning Culturally Responsive Teaching

    show what happened or how they’re feeling through the use of persona dolls . These

    dolls have a name, a background, and other traits, and they can help children become more comfortable discussing

    feelings—they sharing their experiences through the dolls.

    Educators can invite parents or community members to the classroom to share their experiences in antiracist

    activities, or use books as a way of introducing the history of racial and ethnic relations. Resources such as

    EmbraceRace and Lee &

    Low Books’ blog can used to generate dialogue with children.

    3. Be mindful of the social environment you’re nurturing: Children use adults—including educators—as reference

    points for how to react to others. Understanding one’s own preferences and biases

    is helpful in determining whether social bias toward certain groups

    is being perpetuated in classrooms. These biases and preferences may be influencing children’s interactions with

    peers in their classroom as well as educators’ selection of the activities, projects, books, and images they present in

    the classroom.

    Educators can become more aware of their own biases by dialoguing with other educators and sharing their stories

    related to their own cultural identity. These conversations can be kicked off by having educators share a family cultural

    artifact or family ritual and explain the reasons for its significance.

    4. Understand that addressing bias is a process: Even if an educator would like to immediately change the

    circumstances in their classrooms, progress may be gradual. Just as it may take educators time to realize their biases

    and work through them, young children will not change their patterns of thinking immediately.

    Educators are in a unique position to potentially see children’s social biases unfold as they play and work with peers,

    so they have a valuable opportunity to help children work through their biases and explore historical and everyday

    experiences of people from a variety of cultural groups. These explorations may encourage the children to create a

    welcoming environment in which all students can learn.

    SHARE THIS STORY

    FILED UNDER

    (https://eric.ed.gov/?id=ED438490)

    (https://www.embracerace.org/blog/26-childrens-books-to-support-conversations-on-race-racism-resistance)

    (https://blog.leeandlow.com/)

    (https://link.springer.com/article/10.1007/s10643-011-0458-9)

    [https://www.edutopia.org/topic/education-equity](https://www.edutopia.org/topic/education-equity)

    [https://www.edutopia.org/social-emotional-learning](https://www.edutopia.org/social-emotional-learning)

    [https://www.edutopia.org/topic/culturally-responsive-teaching](https://www.edutopia.org/topic/culturally-responsive-teaching)

    [mailto:?subject=Bias%20Starts%20as%20Early%20as%20Preschool,%20but%20Can%20be%20Unlearned&body=Bias%20Starts%20as%20Early%20as%20Preschool,%20but%20Can%20be%20Unlearned%0D%0Ahttps://www.edutopia.org/article/bias-starts-early-preschool-can-be-unlearned](mailto:?subject=Bias%20Starts%20as%20Early%20as%20Preschool,%20but%20Can%20be%20Unlearned&body=Bias%20Starts%20as%20Early%20as%20Preschool,%20but%20Can%20be%20Unlearned%0D%0Ahttps://www.edutopia.org/article/bias-starts-early-preschool-can-be-unlearned)

    [https://eric.ed.gov/?id=ED438490](https://eric.ed.gov/?id=ED438490)

    [https://www.embracerace.org/blog/26-childrens-books-to-support-conversations-on-race-racism-resistance](https://www.embracerace.org/blog/26-childrens-books-to-support-conversations-on-race-racism-resistance)

    [https://blog.leeandlow.com/](https://blog.leeandlow.com/)

    [https://link.springer.com/article/10.1007/s10643-011-0458-9](https://link.springer.com/article/10.1007/s10643-011-0458-9)

    GEORGE LUCAS EDUCATIONAL FOUNDATION

    ©2019 George Lucas Educational Foundation. All Rights Reserved.
    Edutopia® and Lucas Education Research™ are trademarks or registered trademarks of the George Lucas

    Educational Foundation in the U.S. and other countries.

    [https://www.edutopia.org/about](https://www.edutopia.org/about)

    **ArticleAJourneyTowardInclusion.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/articleajourneytowardinclusion-pdf)

    **HowPreschoolFightsPoverty-EducationalLeadership.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/howpreschoolfightspoverty-educationalleadership-pdf)

    **## InstructionstoArticleCritiqueAssignment.docx**

    Select one of the two articles to critique. For this assignment, you briefly summarize and extensively evaluate the research article. Your critique should be
    **1-2** pages (1000-2000 words). Please see the example critique uploaded.

    **Please use Times New Roman, 12 point font, and double-space the paper. If you cite or quote any information within your paper, be sure to reference the cite within your paper – APA style.**

    **For information on APA style, please look at The Purdue OWL: APA Style**

    **https://owl.english.purdue.edu/owl/section/2/10/**

    **## RacialandGenderBiasStartsasEarlyasPreschoolbutCanbeUnlearned_Edutopia1.pdf**

    THE RESEARCH IS IN

    Bias Starts as Early as Preschool, but Can be Unlearned
    A new study finds that children show bias at a surprisingly young age. But teachers
    have ways to address this and create a welcoming classroom.

    By Amanda Armstrong

    June 4, 2019

    ©iStock/PeopleImages

    We know that teens and adults can demonstrate social bias toward people from cultures different from their own. But

    what about young children? Do they show bias toward peers based on identity groups? Researchers at Northwestern

    University sought to provide more insight into this issue in a new study

    with 4- and 5-year-olds.

    Using an implicit bias test commonly given to adults, researchers found that the children rated images of black boys

    less favorably than images of white boys and girls, with images of black girls falling in the middle.

    Young children are “astute observers of the social world,” and this can have pernicious effects on how they perceive

    race and gender, according to Danielle Perszyk, a psychologist at Northwestern University, and her colleagues. The

    majority of children in the study—both black and white—had a “strong and consistent pro-white bias.”

    To explore how young children may show racial and gender bias, the researchers conducted two experiments to

    examine whether preschool children are aware of and demonstrate bias toward other children based on both race and

    gender. The researchers looked at young children’s implicit and explicit biases toward four groups: black males, black

    females, white males, and white females.

    In the first experiment, the children were divided into two groups, and each group was shown the same order of four

    images: a prime image—one that might cause them to have a positive or negative reaction to a subsequent image; a

    blank screen; a neutral image (a Chinese character); and a gray screen.

    Each group had different prime images. One group saw positive and negative images (e.g., a cute puppy and a

    snarling puppy). The other group was shown smiling faces of black and white girls and boys. In both groups, after the

    (https://onlinelibrary.wiley.com/doi/abs/10.1111/desc.12788)

    GEORGE LUCAS EDUCATIONAL FOUNDATION

    [https://www.edutopia.org/profile/amanda-armstrong](https://www.edutopia.org/profile/amanda-armstrong)

    [https://onlinelibrary.wiley.com/doi/abs/10.1111/desc.12788](https://onlinelibrary.wiley.com/doi/abs/10.1111/desc.12788)

    [https://www.edutopia.org/](https://www.edutopia.org/)

    gray screen appeared, the children were asked to indicate if the Chinese character they had seen was “nice looking”

    or “not nice looking.”

    In the second experiment, a different group of children completed the same procedure, but the prime images of black

    and white boys and girls had neutral expressions rather than smiles. Participants were asked to rate how much they

    liked each boy’s and girl’s face on a 6-point scale, with 1 being “really don’t like” and 6 being “really like.”

    Results from the first experiment showed that children responded more positively to the Chinese character when it

    followed white faces rather than black faces. They also responded more positively when it followed female faces as

    opposed to male ones. The Chinese character had the least positive responses when it followed images of black

    boys.

    The second experiment found a similar impact of race on children’s feelings toward the neutral image, but there was

    no difference in response based on the gender of the face in the images. Results from the children’s responses in

    both experiments revealed that black boys were rated less positively than black girls, white girls, and white boys.

    These findings show that children begin to show bias from an early age. Not only do they absorb the stereotypes they

    see, but they also become “increasingly attuned to social category labels, social status, and the biases exhibited by

    family members,” explain Perszyk and her colleagues.

    ADDRESSING SOCIAL BIAS IN THE CLASSROOM
    In recognition of this research, it’s valuable for educators to be mindful and to implement strategies in their classrooms

    that recognize young children’s social biases. Here are four relatively simple strategies they can start with.

    1. Be aware that children—possibly at an earlier age than expected—may demonstrate bias and preference in

    their interactions: Preschoolers are not immune to bias and may treat each other differently based on race, ethnicity,

    or gender.

    2. Determine how you want to address situations when bias is occurring: Rather than ignore situations in which

    children demonstrate bias, educators can use these situations as inspirations for story selection, activities, and

    projects. For instance, a child may project hierarchies of power

    in their play by attempting to dominate materials or

    controlling how play occurs. In response, an educator can work with them to resolve the issue, which could involve

    listening to the children’s experiences and offering suggestions for sharing.

    If children feel uncomfortable discussing a situation in which they felt rejected by their peers, educators can have them

    (https://www.tcpress.com/what-if-all-the-kids-are-white-2nd-ed-9780807752128)

    [https://www.tcpress.com/what-if-all-the-kids-are-white-2nd-ed-9780807752128](https://www.tcpress.com/what-if-all-the-kids-are-white-2nd-ed-9780807752128)

    Education Equity Social and Emotional Learning Culturally Responsive Teaching

    show what happened or how they’re feeling through the use of persona dolls . These

    dolls have a name, a background, and other traits, and they can help children become more comfortable discussing

    feelings—they sharing their experiences through the dolls.

    Educators can invite parents or community members to the classroom to share their experiences in antiracist

    activities, or use books as a way of introducing the history of racial and ethnic relations. Resources such as

    EmbraceRace and Lee &

    Low Books’ blog can used to generate dialogue with children.

    3. Be mindful of the social environment you’re nurturing: Children use adults—including educators—as reference

    points for how to react to others. Understanding one’s own preferences and biases

    is helpful in determining whether social bias toward certain groups

    is being perpetuated in classrooms. These biases and preferences may be influencing children’s interactions with

    peers in their classroom as well as educators’ selection of the activities, projects, books, and images they present in

    the classroom.

    Educators can become more aware of their own biases by dialoguing with other educators and sharing their stories

    related to their own cultural identity. These conversations can be kicked off by having educators share a family cultural

    artifact or family ritual and explain the reasons for its significance.

    4. Understand that addressing bias is a process: Even if an educator would like to immediately change the

    circumstances in their classrooms, progress may be gradual. Just as it may take educators time to realize their biases

    and work through them, young children will not change their patterns of thinking immediately.

    Educators are in a unique position to potentially see children’s social biases unfold as they play and work with peers,

    so they have a valuable opportunity to help children work through their biases and explore historical and everyday

    experiences of people from a variety of cultural groups. These explorations may encourage the children to create a

    welcoming environment in which all students can learn.

    SHARE THIS STORY

    FILED UNDER

    (https://eric.ed.gov/?id=ED438490)

    (https://www.embracerace.org/blog/26-childrens-books-to-support-conversations-on-race-racism-resistance)

    (https://blog.leeandlow.com/)

    (https://link.springer.com/article/10.1007/s10643-011-0458-9)

    [https://www.edutopia.org/topic/education-equity](https://www.edutopia.org/topic/education-equity)

    [https://www.edutopia.org/social-emotional-learning](https://www.edutopia.org/social-emotional-learning)

    [https://www.edutopia.org/topic/culturally-responsive-teaching](https://www.edutopia.org/topic/culturally-responsive-teaching)

    [mailto:?subject=Bias%20Starts%20as%20Early%20as%20Preschool,%20but%20Can%20be%20Unlearned&body=Bias%20Starts%20as%20Early%20as%20Preschool,%20but%20Can%20be%20Unlearned%0D%0Ahttps://www.edutopia.org/article/bias-starts-early-preschool-can-be-unlearned](mailto:?subject=Bias%20Starts%20as%20Early%20as%20Preschool,%20but%20Can%20be%20Unlearned&body=Bias%20Starts%20as%20Early%20as%20Preschool,%20but%20Can%20be%20Unlearned%0D%0Ahttps://www.edutopia.org/article/bias-starts-early-preschool-can-be-unlearned)

    [https://eric.ed.gov/?id=ED438490](https://eric.ed.gov/?id=ED438490)

    [https://www.embracerace.org/blog/26-childrens-books-to-support-conversations-on-race-racism-resistance](https://www.embracerace.org/blog/26-childrens-books-to-support-conversations-on-race-racism-resistance)

    [https://blog.leeandlow.com/](https://blog.leeandlow.com/)

    [https://link.springer.com/article/10.1007/s10643-011-0458-9](https://link.springer.com/article/10.1007/s10643-011-0458-9)

    GEORGE LUCAS EDUCATIONAL FOUNDATION

    ©2019 George Lucas Educational Foundation. All Rights Reserved.
    Edutopia® and Lucas Education Research™ are trademarks or registered trademarks of the George Lucas

    Educational Foundation in the U.S. and other countries.

    [https://www.edutopia.org/about](https://www.edutopia.org/about)

    **ArticleAJourneyTowardInclusion.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/articleajourneytowardinclusion-pdf)

    **HowPreschoolFightsPoverty-EducationalLeadership.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/howpreschoolfightspoverty-educationalleadership-pdf)

    – 1
    – 2
    – 3
    – 4

  • [Solved] Education I need help with homework

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    I need help with homework – ## RequiredResourcesforassingnment6.docx – ## Instructionforassignment6withrubric.docx **## RequiredResourcesforassingnment6.docx** Required Resources Field Trips Last a Lifetime **Required** Read “Field Trips Last a Lifetime,” by Anderson, from _Science Teacher_ (2021). …

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    I need help with homework

    – ## RequiredResourcesforassingnment6.docx

    – ## Instructionforassignment6withrubric.docx

    **## RequiredResourcesforassingnment6.docx**

    Required Resources

    Field Trips Last a Lifetime

    **Required**

    Read “Field Trips Last a Lifetime,” by Anderson, from
    _Science Teacher_ (2021).

    https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=147940340&site=ehost-live&scope=site&custid=s8333196&groupid=main&profile=ehost

    The Educational Value of Field Trips in 2024: Advantages and Disadvantages

    **Required**

    Read “The Educational Value of Field Trips in 2024: Advantages and Disadvantages,” by Bourchrika, located o

    … Read More

    https://research.com/education/the-educational-value-of-field-trips

    Field Trip Safety in K-12 and Higher Education

    **Required**

    Read “Field Trip Safety in K-12 and Higher Education,” by Love and Roy, from
    _Technology & Engineeri_

    … Read More

    https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=135580929&site=ehost-live&scope=site&custid=s8333196&groupid=main&profile=ehost

    Ten Tips for a Successful Field Trip

    **Required**

    Read “Ten Tips for a Successful Field Trip,” located on the National Park Service website.

    https://www.nps.gov/articles/field

    Nature Lab Virtual Field Trips

    **Required**

    Explore “Nature Lab Virtual Field Trips,” located on The Nature Conservancy website.

    https://www.nature.org/en-us/about-us/who-we-are/how-we-work/youth-engagement/nature-lab/virtual-field-trips/

    45 Amazing Educational Virtual Field Trips

    **Required**

    Explore “45 Amazing Educational Virtual Field Trips,” by Fink, located on the We Are Teachers website (2024

    … Read More

    https://www.weareteachers.com/best-virtual-field-trips/

    Virtual Field Trips and DE Docs

    **Required**

    Explore “Virtual Field Trips and DE Docs,” located on the Discovery Education website.

    https://www.discoveryeducati

    **## Instructionforassignment6withrubric.docx**

    Requires Lopeswrite

    Assessment Description

    Field trips are an important part of the learning process for children. It takes learning to a new level by allowing them to see the real-world application of the content they have been learning about. It is important that the field trips you plan as a teacher are aligned to the learning that is taking place within the classroom, and more specifically, within the unit.

    Imagine that you have been asked by your grade-level team to plan a field trip that aligns with at least two science standards and one health standard as a culminating activity for a unit of study. Choose standards from the state you plan to teach in and research possible field trip options. Begin by looking at what is available in your local community (or the community in which you will be teaching) and branch out if needed. Create a proposal to submit to your school’s administrator that discusses a local community or virtual field trip aligned with the grade-level science standards you have chosen.

    Choose one of the following deliverables to complete this assignment:

    · 3-5 minute video, including documentation of resources in a document along with the digital link

    · 8-12 slide digital presentation, including presenter’s notes with documentation of resources and a title slide

    · 500-750 word written proposal such as a formal email or letter, including documentation of resources

    Utilizing the deliverable of your choice, present the following information to your administrator:

    · Name of the field trip, location, date, time, and any associated costs.

    · Purpose  of the field trip and a brief description of the activities students can participate in during the field trip, including an explanation of the real-world learning that will take place on the field trip.

    · Description of how the field trip enhances learning by developing students’ critical thinking and content-area skills and alignment to the grade-level science and health standards.

    · Briefly describe what students will need to do after the field trip to reflect on their learning and identify a way students can share their learning with others (e.g., peers, families). Additionally, discuss how the field trip will extend student learning locally and globally.

    · Provide a brief description of how the field trip will be communicated to families, including the purpose, content alignment, and needed permissions.

    Support your assignment with 2-3 scholarly resources.

    **_Note:_** _This assignment may be added as an artifact to the teacher toolkit you created in ELM-555._

    While APA Style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

    This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

    You are required to submit this assignment to LopesWrite. A link to the LopesWrite Technical Support Articles is located in Class Resources if you need assistance.

    **Rubric Criteria**

    **Field Trip Information, Purpose, and Activities**

    12 points

    **Criteria Description**

    Field Trip Information, Purpose, and Activities

    **5. Target**

    12 points

    Field trip information including the name, location, date, time, and cost is comprehensive. Description of the purpose of the field trip and activities students can participate in during the field trip is thorough. Explanation of the real-world learning that will take place on the field trip is exceptional.

    **4. Acceptable**

    10.44 points

    Field trip information including the name, location, date, time, and cost is complete. Description of the purpose of the field trip and activities students can participate in during the field trip is detailed. Explanation of the real-world learning that will take place on the field trip is solid.

    **No Submission**

    0 points

    Not addressed.

    **Description of Science and Health Alignment**

    15 points

    **Criteria Description**

    Description of Science and Health Alignment

    **5. Target**

    15 points

    Description of how the field trip enhances learning by developing students’ critical thinking and content-area skills is meaningful and skillfully aligns with grade-level science and health standards.

    **4. Acceptable**

    13.05 points

    Description of how the field trip enhances learning by developing students’ critical thinking and content-area skills is suitable and successfully aligns with grade-level science and health standards.

    **No Submission**

    0 points

    Not addressed.

    **Reflection and Sharing of Learning**

    15 points

    **Criteria Description**

    Reflection and Sharing of Learning

    **5. Target**

    15 points

    Reflection of intended student learning is creative and ways for students to share their learning with others are innovative. Discussion of how the field trip extends student learning locally and globally is realistic.

    **4. Acceptable**

    13.05 points

    Reflection of intended student learning is apt and ways for students to share their learning with others are appropriate. Discussion of how the field trip extends student learning locally and globally is reasonable.

    **No Submission**

    0 points

    Not addressed.

    **Family Communication**

    6 points

    **Criteria Description**

    Family Communication

    **5. Target**

    6 points

    Ways to communicate field trip information to families including purpose, content alignment, and required permissions are novel.

    **4. Acceptable**

    5.22 points

    Ways to communicate field trip information to families including purpose, content alignment, and required permissions are effective.

    **No Submission**

    0 points

    Not addressed.

    **Organization**

    6 points

    **Criteria Description**

    Organization

    **5. Target**

    6 points

    The content is well-organized and logical. There is a sequential progression of ideas that relate to each other. The content is presented as a cohesive unit and provides the audience with a clear sense of the main idea.

    **4. Acceptable**

    5.22 points

    The content is logically organized. The ideas presented relate to each other. The content provides the audience with a clear sense of the main idea.

    **No Submission**

    0 points

    Not addressed.

    **Supporting Research and Documentation of Sources**

    3 points

    **Criteria Description**

    Uses appropriate designated style and formatting to document sources in citations and references.

    **5. Target**

    3 points

    Supporting research is compelling and thorough. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.

    **4. Acceptable**

    2.61 points

    Supporting research is credible and relevant. Sources are documented, as appropriate to assignment and style, and format is mostly correct.

    **## Instructionforassignment6withrubric.docx**

    Requires Lopeswrite

    Assessment Description

    Field trips are an important part of the learning process for children. It takes learning to a new level by allowing them to see the real-world application of the content they have been learning about. It is important that the field trips you plan as a teacher are aligned to the learning that is taking place within the classroom, and more specifically, within the unit.

    Imagine that you have been asked by your grade-level team to plan a field trip that aligns with at least two science standards and one health standard as a culminating activity for a unit of study. Choose standards from the state you plan to teach in and research possible field trip options. Begin by looking at what is available in your local community (or the community in which you will be teaching) and branch out if needed. Create a proposal to submit to your school’s administrator that discusses a local community or virtual field trip aligned with the grade-level science standards you have chosen.

    Choose one of the following deliverables to complete this assignment:

    · 3-5 minute video, including documentation of resources in a document along with the digital link

    · 8-12 slide digital presentation, including presenter’s notes with documentation of resources and a title slide

    · 500-750 word written proposal such as a formal email or letter, including documentation of resources

    Utilizing the deliverable of your choice, present the following information to your administrator:

    · Name of the field trip, location, date, time, and any associated costs.

    · Purpose  of the field trip and a brief description of the activities students can participate in during the field trip, including an explanation of the real-world learning that will take place on the field trip.

    · Description of how the field trip enhances learning by developing students’ critical thinking and content-area skills and alignment to the grade-level science and health standards.

    · Briefly describe what students will need to do after the field trip to reflect on their learning and identify a way students can share their learning with others (e.g., peers, families). Additionally, discuss how the field trip will extend student learning locally and globally.

    · Provide a brief description of how the field trip will be communicated to families, including the purpose, content alignment, and needed permissions.

    Support your assignment with 2-3 scholarly resources.

    **_Note:_** _This assignment may be added as an artifact to the teacher toolkit you created in ELM-555._

    While APA Style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

    This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

    You are required to submit this assignment to LopesWrite. A link to the LopesWrite Technical Support Articles is located in Class Resources if you need assistance.

    **Rubric Criteria**

    **Field Trip Information, Purpose, and Activities**

    12 points

    **Criteria Description**

    Field Trip Information, Purpose, and Activities

    **5. Target**

    12 points

    Field trip information including the name, location, date, time, and cost is comprehensive. Description of the purpose of the field trip and activities students can participate in during the field trip is thorough. Explanation of the real-world learning that will take place on the field trip is exceptional.

    **4. Acceptable**

    10.44 points

    Field trip information including the name, location, date, time, and cost is complete. Description of the purpose of the field trip and activities students can participate in during the field trip is detailed. Explanation of the real-world learning that will take place on the field trip is solid.

    **No Submission**

    0 points

    Not addressed.

    **Description of Science and Health Alignment**

    15 points

    **Criteria Description**

    Description of Science and Health Alignment

    **5. Target**

    15 points

    Description of how the field trip enhances learning by developing students’ critical thinking and content-area skills is meaningful and skillfully aligns with grade-level science and health standards.

    **4. Acceptable**

    13.05 points

    Description of how the field trip enhances learning by developing students’ critical thinking and content-area skills is suitable and successfully aligns with grade-level science and health standards.

    **No Submission**

    0 points

    Not addressed.

    **Reflection and Sharing of Learning**

    15 points

    **Criteria Description**

    Reflection and Sharing of Learning

    **5. Target**

    15 points

    Reflection of intended student learning is creative and ways for students to share their learning with others are innovative. Discussion of how the field trip extends student learning locally and globally is realistic.

    **4. Acceptable**

    13.05 points

    Reflection of intended student learning is apt and ways for students to share their learning with others are appropriate. Discussion of how the field trip extends student learning locally and globally is reasonable.

    **No Submission**

    0 points

    Not addressed.

    **Family Communication**

    6 points

    **Criteria Description**

    Family Communication

    **5. Target**

    6 points

    Ways to communicate field trip information to families including purpose, content alignment, and required permissions are novel.

    **4. Acceptable**

    5.22 points

    Ways to communicate field trip information to families including purpose, content alignment, and required permissions are effective.

    **No Submission**

    0 points

    Not addressed.

    **Organization**

    6 points

    **Criteria Description**

    Organization

    **5. Target**

    6 points

    The content is well-organized and logical. There is a sequential progression of ideas that relate to each other. The content is presented as a cohesive unit and provides the audience with a clear sense of the main idea.

    **4. Acceptable**

    5.22 points

    The content is logically organized. The ideas presented relate to each other. The content provides the audience with a clear sense of the main idea.

    **No Submission**

    0 points

    Not addressed.

    **Supporting Research and Documentation of Sources**

    3 points

    **Criteria Description**

    Uses appropriate designated style and formatting to document sources in citations and references.

    **5. Target**

    3 points

    Supporting research is compelling and thorough. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.

    **4. Acceptable**

    2.61 points

    Supporting research is credible and relevant. Sources are documented, as appropriate to assignment and style, and format is mostly correct.

    **## RequiredResourcesforassingnment6.docx**

    Required Resources

    Field Trips Last a Lifetime

    **Required**

    Read “Field Trips Last a Lifetime,” by Anderson, from
    _Science Teacher_ (2021).

    https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=147940340&site=ehost-live&scope=site&custid=s8333196&groupid=main&profile=ehost

    The Educational Value of Field Trips in 2024: Advantages and Disadvantages

    **Required**

    Read “The Educational Value of Field Trips in 2024: Advantages and Disadvantages,” by Bourchrika, located o

    … Read More

    https://research.com/education/the-educational-value-of-field-trips

    Field Trip Safety in K-12 and Higher Education

    **Required**

    Read “Field Trip Safety in K-12 and Higher Education,” by Love and Roy, from
    _Technology & Engineeri_

    … Read More

    https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=135580929&site=ehost-live&scope=site&custid=s8333196&groupid=main&profile=ehost

    Ten Tips for a Successful Field Trip

    **Required**

    Read “Ten Tips for a Successful Field Trip,” located on the National Park Service website.

    https://www.nps.gov/articles/field

    Nature Lab Virtual Field Trips

    **Required**

    Explore “Nature Lab Virtual Field Trips,” located on The Nature Conservancy website.

    https://www.nature.org/en-us/about-us/who-we-are/how-we-work/youth-engagement/nature-lab/virtual-field-trips/

    45 Amazing Educational Virtual Field Trips

    **Required**

    Explore “45 Amazing Educational Virtual Field Trips,” by Fink, located on the We Are Teachers website (2024

    … Read More

    https://www.weareteachers.com/best-virtual-field-trips/

    Virtual Field Trips and DE Docs

    **Required**

    Explore “Virtual Field Trips and DE Docs,” located on the Discovery Education website.

    https://www.discoveryeducati

    **## Instructionforassignment6withrubric.docx**

    Requires Lopeswrite

    Assessment Description

    Field trips are an important part of the learning process for children. It takes learning to a new level by allowing them to see the real-world application of the content they have been learning about. It is important that the field trips you plan as a teacher are aligned to the learning that is taking place within the classroom, and more specifically, within the unit.

    Imagine that you have been asked by your grade-level team to plan a field trip that aligns with at least two science standards and one health standard as a culminating activity for a unit of study. Choose standards from the state you plan to teach in and research possible field trip options. Begin by looking at what is available in your local community (or the community in which you will be teaching) and branch out if needed. Create a proposal to submit to your school’s administrator that discusses a local community or virtual field trip aligned with the grade-level science standards you have chosen.

    Choose one of the following deliverables to complete this assignment:

    · 3-5 minute video, including documentation of resources in a document along with the digital link

    · 8-12 slide digital presentation, including presenter’s notes with documentation of resources and a title slide

    · 500-750 word written proposal such as a formal email or letter, including documentation of resources

    Utilizing the deliverable of your choice, present the following information to your administrator:

    · Name of the field trip, location, date, time, and any associated costs.

    · Purpose  of the field trip and a brief description of the activities students can participate in during the field trip, including an explanation of the real-world learning that will take place on the field trip.

    · Description of how the field trip enhances learning by developing students’ critical thinking and content-area skills and alignment to the grade-level science and health standards.

    · Briefly describe what students will need to do after the field trip to reflect on their learning and identify a way students can share their learning with others (e.g., peers, families). Additionally, discuss how the field trip will extend student learning locally and globally.

    · Provide a brief description of how the field trip will be communicated to families, including the purpose, content alignment, and needed permissions.

    Support your assignment with 2-3 scholarly resources.

    **_Note:_** _This assignment may be added as an artifact to the teacher toolkit you created in ELM-555._

    While APA Style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

    This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

    You are required to submit this assignment to LopesWrite. A link to the LopesWrite Technical Support Articles is located in Class Resources if you need assistance.

    **Rubric Criteria**

    **Field Trip Information, Purpose, and Activities**

    12 points

    **Criteria Description**

    Field Trip Information, Purpose, and Activities

    **5. Target**

    12 points

    Field trip information including the name, location, date, time, and cost is comprehensive. Description of the purpose of the field trip and activities students can participate in during the field trip is thorough. Explanation of the real-world learning that will take place on the field trip is exceptional.

    **4. Acceptable**

    10.44 points

    Field trip information including the name, location, date, time, and cost is complete. Description of the purpose of the field trip and activities students can participate in during the field trip is detailed. Explanation of the real-world learning that will take place on the field trip is solid.

    **No Submission**

    0 points

    Not addressed.

    **Description of Science and Health Alignment**

    15 points

    **Criteria Description**

    Description of Science and Health Alignment

    **5. Target**

    15 points

    Description of how the field trip enhances learning by developing students’ critical thinking and content-area skills is meaningful and skillfully aligns with grade-level science and health standards.

    **4. Acceptable**

    13.05 points

    Description of how the field trip enhances learning by developing students’ critical thinking and content-area skills is suitable and successfully aligns with grade-level science and health standards.

    **No Submission**

    0 points

    Not addressed.

    **Reflection and Sharing of Learning**

    15 points

    **Criteria Description**

    Reflection and Sharing of Learning

    **5. Target**

    15 points

    Reflection of intended student learning is creative and ways for students to share their learning with others are innovative. Discussion of how the field trip extends student learning locally and globally is realistic.

    **4. Acceptable**

    13.05 points

    Reflection of intended student learning is apt and ways for students to share their learning with others are appropriate. Discussion of how the field trip extends student learning locally and globally is reasonable.

    **No Submission**

    0 points

    Not addressed.

    **Family Communication**

    6 points

    **Criteria Description**

    Family Communication

    **5. Target**

    6 points

    Ways to communicate field trip information to families including purpose, content alignment, and required permissions are novel.

    **4. Acceptable**

    5.22 points

    Ways to communicate field trip information to families including purpose, content alignment, and required permissions are effective.

    **No Submission**

    0 points

    Not addressed.

    **Organization**

    6 points

    **Criteria Description**

    Organization

    **5. Target**

    6 points

    The content is well-organized and logical. There is a sequential progression of ideas that relate to each other. The content is presented as a cohesive unit and provides the audience with a clear sense of the main idea.

    **4. Acceptable**

    5.22 points

    The content is logically organized. The ideas presented relate to each other. The content provides the audience with a clear sense of the main idea.

    **No Submission**

    0 points

    Not addressed.

    **Supporting Research and Documentation of Sources**

    3 points

    **Criteria Description**

    Uses appropriate designated style and formatting to document sources in citations and references.

    **5. Target**

    3 points

    Supporting research is compelling and thorough. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.

    **4. Acceptable**

    2.61 points

    Supporting research is credible and relevant. Sources are documented, as appropriate to assignment and style, and format is mostly correct.

    **## RequiredResourcesforassingnment6.docx**

    Required Resources

    Field Trips Last a Lifetime

    **Required**

    Read “Field Trips Last a Lifetime,” by Anderson, from
    _Science Teacher_ (2021).

    https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=147940340&site=ehost-live&scope=site&custid=s8333196&groupid=main&profile=ehost

    The Educational Value of Field Trips in 2024: Advantages and Disadvantages

    **Required**

    Read “The Educational Value of Field Trips in 2024: Advantages and Disadvantages,” by Bourchrika, located o

    … Read More

    https://research.com/education/the-educational-value-of-field-trips

    Field Trip Safety in K-12 and Higher Education

    **Required**

    Read “Field Trip Safety in K-12 and Higher Education,” by Love and Roy, from
    _Technology & Engineeri_

    … Read More

    https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=135580929&site=ehost-live&scope=site&custid=s8333196&groupid=main&profile=ehost

    Ten Tips for a Successful Field Trip

    **Required**

    Read “Ten Tips for a Successful Field Trip,” located on the National Park Service website.

    https://www.nps.gov/articles/field

    Nature Lab Virtual Field Trips

    **Required**

    Explore “Nature Lab Virtual Field Trips,” located on The Nature Conservancy website.

    https://www.nature.org/en-us/about-us/who-we-are/how-we-work/youth-engagement/nature-lab/virtual-field-trips/

    45 Amazing Educational Virtual Field Trips

    **Required**

    Explore “45 Amazing Educational Virtual Field Trips,” by Fink, located on the We Are Teachers website (2024

    … Read More

    https://www.weareteachers.com/best-virtual-field-trips/

    Virtual Field Trips and DE Docs

    **Required**

    Explore “Virtual Field Trips and DE Docs,” located on the Discovery Education website.

    https://www.discoveryeducati

    **## Instructionforassignment6withrubric.docx**

    Requires Lopeswrite

    Assessment Description

    Field trips are an important part of the learning process for children. It takes learning to a new level by allowing them to see the real-world application of the content they have been learning about. It is important that the field trips you plan as a teacher are aligned to the learning that is taking place within the classroom, and more specifically, within the unit.

    Imagine that you have been asked by your grade-level team to plan a field trip that aligns with at least two science standards and one health standard as a culminating activity for a unit of study. Choose standards from the state you plan to teach in and research possible field trip options. Begin by looking at what is available in your local community (or the community in which you will be teaching) and branch out if needed. Create a proposal to submit to your school’s administrator that discusses a local community or virtual field trip aligned with the grade-level science standards you have chosen.

    Choose one of the following deliverables to complete this assignment:

    · 3-5 minute video, including documentation of resources in a document along with the digital link

    · 8-12 slide digital presentation, including presenter’s notes with documentation of resources and a title slide

    · 500-750 word written proposal such as a formal email or letter, including documentation of resources

    Utilizing the deliverable of your choice, present the following information to your administrator:

    · Name of the field trip, location, date, time, and any associated costs.

    · Purpose  of the field trip and a brief description of the activities students can participate in during the field trip, including an explanation of the real-world learning that will take place on the field trip.

    · Description of how the field trip enhances learning by developing students’ critical thinking and content-area skills and alignment to the grade-level science and health standards.

    · Briefly describe what students will need to do after the field trip to reflect on their learning and identify a way students can share their learning with others (e.g., peers, families). Additionally, discuss how the field trip will extend student learning locally and globally.

    · Provide a brief description of how the field trip will be communicated to families, including the purpose, content alignment, and needed permissions.

    Support your assignment with 2-3 scholarly resources.

    **_Note:_** _This assignment may be added as an artifact to the teacher toolkit you created in ELM-555._

    While APA Style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

    This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

    You are required to submit this assignment to LopesWrite. A link to the LopesWrite Technical Support Articles is located in Class Resources if you need assistance.

    **Rubric Criteria**

    **Field Trip Information, Purpose, and Activities**

    12 points

    **Criteria Description**

    Field Trip Information, Purpose, and Activities

    **5. Target**

    12 points

    Field trip information including the name, location, date, time, and cost is comprehensive. Description of the purpose of the field trip and activities students can participate in during the field trip is thorough. Explanation of the real-world learning that will take place on the field trip is exceptional.

    **4. Acceptable**

    10.44 points

    Field trip information including the name, location, date, time, and cost is complete. Description of the purpose of the field trip and activities students can participate in during the field trip is detailed. Explanation of the real-world learning that will take place on the field trip is solid.

    **No Submission**

    0 points

    Not addressed.

    **Description of Science and Health Alignment**

    15 points

    **Criteria Description**

    Description of Science and Health Alignment

    **5. Target**

    15 points

    Description of how the field trip enhances learning by developing students’ critical thinking and content-area skills is meaningful and skillfully aligns with grade-level science and health standards.

    **4. Acceptable**

    13.05 points

    Description of how the field trip enhances learning by developing students’ critical thinking and content-area skills is suitable and successfully aligns with grade-level science and health standards.

    **No Submission**

    0 points

    Not addressed.

    **Reflection and Sharing of Learning**

    15 points

    **Criteria Description**

    Reflection and Sharing of Learning

    **5. Target**

    15 points

    Reflection of intended student learning is creative and ways for students to share their learning with others are innovative. Discussion of how the field trip extends student learning locally and globally is realistic.

    **4. Acceptable**

    13.05 points

    Reflection of intended student learning is apt and ways for students to share their learning with others are appropriate. Discussion of how the field trip extends student learning locally and globally is reasonable.

    **No Submission**

    0 points

    Not addressed.

    **Family Communication**

    6 points

    **Criteria Description**

    Family Communication

    **5. Target**

    6 points

    Ways to communicate field trip information to families including purpose, content alignment, and required permissions are novel.

    **4. Acceptable**

    5.22 points

    Ways to communicate field trip information to families including purpose, content alignment, and required permissions are effective.

    **No Submission**

    0 points

    Not addressed.

    **Organization**

    6 points

    **Criteria Description**

    Organization

    **5. Target**

    6 points

    The content is well-organized and logical. There is a sequential progression of ideas that relate to each other. The content is presented as a cohesive unit and provides the audience with a clear sense of the main idea.

    **4. Acceptable**

    5.22 points

    The content is logically organized. The ideas presented relate to each other. The content provides the audience with a clear sense of the main idea.

    **No Submission**

    0 points

    Not addressed.

    **Supporting Research and Documentation of Sources**

    3 points

    **Criteria Description**

    Uses appropriate designated style and formatting to document sources in citations and references.

    **5. Target**

    3 points

    Supporting research is compelling and thorough. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.

    **4. Acceptable**

    2.61 points

    Supporting research is credible and relevant. Sources are documented, as appropriate to assignment and style, and format is mostly correct.

    – 1
    – 2

  • [Solved] Catherine Owens – ARP 1

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    In-depth study guidance and analytical solution covering Catherine Owens – ARP 1.

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    Full assignment prompt and step-by-step guidance are included in the downloadable solution file.

  • [Solved] question

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – ## archive25.zip – CamScanner08-24-202513.01_2.jpg – CamScanner08-24-202513.01_2.jpg – CamScanner08-24-202513.01_3.jpg – CamScanner08-24-202513.01_4.jpg **## archive25.zip** ## CamScanner 08-24-2025 13.01_4.jpg ## CamScanner 08-24-2025 13.01_3.jpg ## CamScanner 08-24-2025 13.01_2.jpg ## Cam…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    – ## archive25.zip

    – CamScanner08-24-202513.01_2.jpg
    – CamScanner08-24-202513.01_2.jpg
    – CamScanner08-24-202513.01_3.jpg
    – CamScanner08-24-202513.01_4.jpg

    **## archive25.zip**

    ## CamScanner 08-24-2025 13.01_4.jpg

    ## CamScanner 08-24-2025 13.01_3.jpg

    ## CamScanner 08-24-2025 13.01_2.jpg

    ## CamScanner 08-24-2025 13.01_1.jpg

    **CamScanner08-24-202513.01_2.jpg**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/camscanner08-24-202513-01-2-jpg)

    **CamScanner08-24-202513.01_2.jpg**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/camscanner08-24-202513-01-2-jpg-10381281)

    **CamScanner08-24-202513.01_3.jpg**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/camscanner08-24-202513-01-3-jpg)

    **CamScanner08-24-202513.01_4.jpg**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/camscanner08-24-202513-01-4-jpg)

    **CamScanner08-24-202513.01_4.jpg**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/camscanner08-24-202513-01-4-jpg)

    **## archive25.zip**

    ## CamScanner 08-24-2025 13.01_4.jpg

    ## CamScanner 08-24-2025 13.01_3.jpg

    ## CamScanner 08-24-2025 13.01_2.jpg

    ## CamScanner 08-24-2025 13.01_1.jpg

    **CamScanner08-24-202513.01_2.jpg**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/camscanner08-24-202513-01-2-jpg)

    **CamScanner08-24-202513.01_2.jpg**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/camscanner08-24-202513-01-2-jpg-10381281)

    **CamScanner08-24-202513.01_3.jpg**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/camscanner08-24-202513-01-3-jpg)

    **CamScanner08-24-202513.01_4.jpg**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/camscanner08-24-202513-01-4-jpg)

    **## archive25.zip**

    ## CamScanner 08-24-2025 13.01_4.jpg

    ## CamScanner 08-24-2025 13.01_3.jpg

    ## CamScanner 08-24-2025 13.01_2.jpg

    ## CamScanner 08-24-2025 13.01_1.jpg

    **CamScanner08-24-202513.01_2.jpg**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/camscanner08-24-202513-01-2-jpg)

    **CamScanner08-24-202513.01_2.jpg**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/camscanner08-24-202513-01-2-jpg-10381281)

    **CamScanner08-24-202513.01_3.jpg**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/camscanner08-24-202513-01-3-jpg)

    **CamScanner08-24-202513.01_4.jpg**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/camscanner08-24-202513-01-4-jpg)

    – 1
    – 2
    – 3
    – 4
    – 5

  • [Solved] Discussion 1 JR

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – ## Discussion1.docx **## Discussion1.docx** Module 1 MSL 680 Module 1 – Lecture Notes and Discussion Questions **Module One** Discussion topics include: 1. What is leadership? 2. Leadership myths 3. The leader-follower-situation triad Assignments for Session 1 include: 1. Text: Chapter 1 As yo…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    – ## Discussion1.docx

    **## Discussion1.docx**

    Module 1

    MSL 680

    Module 1 – Lecture Notes and Discussion Questions

    **Module One**

    Discussion topics include:

    1. What is leadership?

    2. Leadership myths

    3. The leader-follower-situation triad

    Assignments for Session 1 include:

    1. Text: Chapter 1

    As you read Chapter 1, you will see that there have been many definitions offered for the common word “leadership.”  Leadership is influence.  In this broad sense, we are all leaders in many aspects of our lives and with many people.  Parents influence children; friends influence friends; colleagues influence colleagues.  Subordinates influence their bosses as sure as bosses influence their subordinates.  Leadership opportunities are everywhere.

    I have always been curious as to how leadership can be both an art and a science, although I am sure it is a combination of both.  “Art” seems to imply a creativity and an essential lack of order while “science” seems to be very much the opposite. Science rests on research and, as you will learn through your master’s curriculum in leadership, much research has been done in this field.  Yet, great leaders often know nothing about this research and seem not to ascribe to any scientific application of principles emanating from that research.  What makes a great leader in any event?

    Leadership entails an essential interaction between at least three elements: the leader, the followers, and the situation.  Depending on the particulars of these elements, a “great leader” in one situation may be quite ineffective in another situation.  To understand leadership, then, it is probably important to equally concentrate on situations and followers.

    **Module One Discussion Questions**

    Note: Please type the question and then the answer which should be about 250 words for each question.

    1. Describe the best leader you have personally known. What makes this person such a good leader?  Include in your description the characteristics detailed in the textbook.  How does your leader exhibit some of these characteristics?

    2. What are the essential differences between being an effective manager and an effective leader?

    **## Discussion1.docx**

    Module 1

    MSL 680

    Module 1 – Lecture Notes and Discussion Questions

    **Module One**

    Discussion topics include:

    1. What is leadership?

    2. Leadership myths

    3. The leader-follower-situation triad

    Assignments for Session 1 include:

    1. Text: Chapter 1

    As you read Chapter 1, you will see that there have been many definitions offered for the common word “leadership.”  Leadership is influence.  In this broad sense, we are all leaders in many aspects of our lives and with many people.  Parents influence children; friends influence friends; colleagues influence colleagues.  Subordinates influence their bosses as sure as bosses influence their subordinates.  Leadership opportunities are everywhere.

    I have always been curious as to how leadership can be both an art and a science, although I am sure it is a combination of both.  “Art” seems to imply a creativity and an essential lack of order while “science” seems to be very much the opposite. Science rests on research and, as you will learn through your master’s curriculum in leadership, much research has been done in this field.  Yet, great leaders often know nothing about this research and seem not to ascribe to any scientific application of principles emanating from that research.  What makes a great leader in any event?

    Leadership entails an essential interaction between at least three elements: the leader, the followers, and the situation.  Depending on the particulars of these elements, a “great leader” in one situation may be quite ineffective in another situation.  To understand leadership, then, it is probably important to equally concentrate on situations and followers.

    **Module One Discussion Questions**

    Note: Please type the question and then the answer which should be about 250 words for each question.

    1. Describe the best leader you have personally known. What makes this person such a good leader?  Include in your description the characteristics detailed in the textbook.  How does your leader exhibit some of these characteristics?

    2. What are the essential differences between being an effective manager and an effective leader?

  • [Solved] Education Assignment 1 JR

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – ## ASSIGNMENTONE.docx – ## RubricforMSL680_Assignment1.pdf **## ASSIGNMENTONE.docx** **ASSIGNMENT ONE – LEADERSHIP SKILLS** Hughes et al. (2022) textbook covers the various skills leaders need to develop to be effective. Each student will choose a Leadership Skill that he or she would like to imp…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    – ## ASSIGNMENTONE.docx

    – ## RubricforMSL680_Assignment1.pdf

    **## ASSIGNMENTONE.docx**

    **ASSIGNMENT ONE – LEADERSHIP SKILLS**

    Hughes et al. (2022) textbook covers the various skills leaders need to develop to be effective. Each student will choose a Leadership Skill that he or she would like to improve. Write a 4-6 page report (less than 4 pages will not be accepted). Page count does not include Title Page and Reference Page.

    The following sections are required for the paper:

    · Introduction

    · Leadership Skill

    · Rationale for Chosen Skill

    · Plans and Expectations to Implement Skill

    · Conclusion

    A minimum of 4 current (2018 to present) scholarly references should be included to indicate the research. This assignment will be worth 30 points of your grade. You must utilize the mandatory attached template.

    [Rubric for MSL 680_Assignment 1.pdf](https://nsu.instructure.com/courses/2546662/files/152749646?wrap=1) [Download Rubric for MSL 680_Assignment 1.pdf](https://nsu.instructure.com/courses/2546662/files/152749646/download?download_frd=1)

    **## RubricforMSL680_Assignment1.pdf**

    Rubric for Assignment One – Leadership Skill

    The Leadership Skills Paper Assignment is worth 30 points of your grade. Content is worth 20 points;

    writing quality is worth 6 points and APA style is worth 4 points. The following components will be

    graded in each category.

    Content (20 points)

    Element
    Met

    (4 points)

    Partially Met

    (2-3 points)

    Not Met

    (0-1 point)

    Accurate representation

    of the chosen leadership

    skill

    Comprehensive and

    accurate

    representation

    Somewhat accurate

    representation with

    minor errors

    Inaccurate or missing

    representation

    Detailed rationale for

    choosing the leadership

    skill

    Thorough and well-

    justified rationale

    Adequate rationale

    with some justification

    Poor or missing

    rationale

    Detailed plan and

    expectations to

    implement the skill

    Comprehensive and

    realistic plan

    Plan lacks some details

    or realism
    Poor or missing plan

    Conclusion

    Clear and well-

    summarized

    conclusion

    Conclusion is

    somewhat clear but

    lacks depth

    Poor or missing

    conclusion

    Overall organization

    using mandatory

    template

    Well-organized and

    follows the template

    Somewhat organized

    but deviates from the

    template

    Disorganized and

    does not follow the

    template

    Writing Quality (6 points)

    Element
    Met

    (5-6 points)

    Partially Met

    (3-4 points)

    Not Met

    (0-2 points)

    Writing clarity and

    professionalism

    Writing is professional,

    clear, and concise with

    proper grammar, spelling,

    and punctuation

    Writing is somewhat

    clear but includes some

    grammar, spelling, or

    punctuation errors

    Writing is unclear

    with numerous

    grammar, spelling, or

    punctuation errors

    APA Style (4 points)

    Element
    Met

    (4 points)

    Partially Met

    (2-3 points)

    Not Met

    (0-1 point)

    Citations and

    reference

    formatting

    Citations are included and

    written in correct APA

    style. Reference page is

    included and correctly

    formatted.

    Citations are included,

    and the reference page

    is included with minor

    APA style errors.

    Citations are not included.

    The reference page is

    incorrectly formatted and

    there are numerous APA

    style errors.

    **## RubricforMSL680_Assignment1.pdf**

    Rubric for Assignment One – Leadership Skill

    The Leadership Skills Paper Assignment is worth 30 points of your grade. Content is worth 20 points;

    writing quality is worth 6 points and APA style is worth 4 points. The following components will be

    graded in each category.

    Content (20 points)

    Element
    Met

    (4 points)

    Partially Met

    (2-3 points)

    Not Met

    (0-1 point)

    Accurate representation

    of the chosen leadership

    skill

    Comprehensive and

    accurate

    representation

    Somewhat accurate

    representation with

    minor errors

    Inaccurate or missing

    representation

    Detailed rationale for

    choosing the leadership

    skill

    Thorough and well-

    justified rationale

    Adequate rationale

    with some justification

    Poor or missing

    rationale

    Detailed plan and

    expectations to

    implement the skill

    Comprehensive and

    realistic plan

    Plan lacks some details

    or realism
    Poor or missing plan

    Conclusion

    Clear and well-

    summarized

    conclusion

    Conclusion is

    somewhat clear but

    lacks depth

    Poor or missing

    conclusion

    Overall organization

    using mandatory

    template

    Well-organized and

    follows the template

    Somewhat organized

    but deviates from the

    template

    Disorganized and

    does not follow the

    template

    Writing Quality (6 points)

    Element
    Met

    (5-6 points)

    Partially Met

    (3-4 points)

    Not Met

    (0-2 points)

    Writing clarity and

    professionalism

    Writing is professional,

    clear, and concise with

    proper grammar, spelling,

    and punctuation

    Writing is somewhat

    clear but includes some

    grammar, spelling, or

    punctuation errors

    Writing is unclear

    with numerous

    grammar, spelling, or

    punctuation errors

    APA Style (4 points)

    Element
    Met

    (4 points)

    Partially Met

    (2-3 points)

    Not Met

    (0-1 point)

    Citations and

    reference

    formatting

    Citations are included and

    written in correct APA

    style. Reference page is

    included and correctly

    formatted.

    Citations are included,

    and the reference page

    is included with minor

    APA style errors.

    Citations are not included.

    The reference page is

    incorrectly formatted and

    there are numerous APA

    style errors.

    **## ASSIGNMENTONE.docx**

    **ASSIGNMENT ONE – LEADERSHIP SKILLS**

    Hughes et al. (2022) textbook covers the various skills leaders need to develop to be effective. Each student will choose a Leadership Skill that he or she would like to improve. Write a 4-6 page report (less than 4 pages will not be accepted). Page count does not include Title Page and Reference Page.

    The following sections are required for the paper:

    · Introduction

    · Leadership Skill

    · Rationale for Chosen Skill

    · Plans and Expectations to Implement Skill

    · Conclusion

    A minimum of 4 current (2018 to present) scholarly references should be included to indicate the research. This assignment will be worth 30 points of your grade. You must utilize the mandatory attached template.

    [Rubric for MSL 680_Assignment 1.pdf](https://nsu.instructure.com/courses/2546662/files/152749646?wrap=1) [Download Rubric for MSL 680_Assignment 1.pdf](https://nsu.instructure.com/courses/2546662/files/152749646/download?download_frd=1)

    **## RubricforMSL680_Assignment1.pdf**

    Rubric for Assignment One – Leadership Skill

    The Leadership Skills Paper Assignment is worth 30 points of your grade. Content is worth 20 points;

    writing quality is worth 6 points and APA style is worth 4 points. The following components will be

    graded in each category.

    Content (20 points)

    Element
    Met

    (4 points)

    Partially Met

    (2-3 points)

    Not Met

    (0-1 point)

    Accurate representation

    of the chosen leadership

    skill

    Comprehensive and

    accurate

    representation

    Somewhat accurate

    representation with

    minor errors

    Inaccurate or missing

    representation

    Detailed rationale for

    choosing the leadership

    skill

    Thorough and well-

    justified rationale

    Adequate rationale

    with some justification

    Poor or missing

    rationale

    Detailed plan and

    expectations to

    implement the skill

    Comprehensive and

    realistic plan

    Plan lacks some details

    or realism
    Poor or missing plan

    Conclusion

    Clear and well-

    summarized

    conclusion

    Conclusion is

    somewhat clear but

    lacks depth

    Poor or missing

    conclusion

    Overall organization

    using mandatory

    template

    Well-organized and

    follows the template

    Somewhat organized

    but deviates from the

    template

    Disorganized and

    does not follow the

    template

    Writing Quality (6 points)

    Element
    Met

    (5-6 points)

    Partially Met

    (3-4 points)

    Not Met

    (0-2 points)

    Writing clarity and

    professionalism

    Writing is professional,

    clear, and concise with

    proper grammar, spelling,

    and punctuation

    Writing is somewhat

    clear but includes some

    grammar, spelling, or

    punctuation errors

    Writing is unclear

    with numerous

    grammar, spelling, or

    punctuation errors

    APA Style (4 points)

    Element
    Met

    (4 points)

    Partially Met

    (2-3 points)

    Not Met

    (0-1 point)

    Citations and

    reference

    formatting

    Citations are included and

    written in correct APA

    style. Reference page is

    included and correctly

    formatted.

    Citations are included,

    and the reference page

    is included with minor

    APA style errors.

    Citations are not included.

    The reference page is

    incorrectly formatted and

    there are numerous APA

    style errors.

    **## ASSIGNMENTONE.docx**

    **ASSIGNMENT ONE – LEADERSHIP SKILLS**

    Hughes et al. (2022) textbook covers the various skills leaders need to develop to be effective. Each student will choose a Leadership Skill that he or she would like to improve. Write a 4-6 page report (less than 4 pages will not be accepted). Page count does not include Title Page and Reference Page.

    The following sections are required for the paper:

    · Introduction

    · Leadership Skill

    · Rationale for Chosen Skill

    · Plans and Expectations to Implement Skill

    · Conclusion

    A minimum of 4 current (2018 to present) scholarly references should be included to indicate the research. This assignment will be worth 30 points of your grade. You must utilize the mandatory attached template.

    [Rubric for MSL 680_Assignment 1.pdf](https://nsu.instructure.com/courses/2546662/files/152749646?wrap=1) [Download Rubric for MSL 680_Assignment 1.pdf](https://nsu.instructure.com/courses/2546662/files/152749646/download?download_frd=1)

    **## RubricforMSL680_Assignment1.pdf**

    Rubric for Assignment One – Leadership Skill

    The Leadership Skills Paper Assignment is worth 30 points of your grade. Content is worth 20 points;

    writing quality is worth 6 points and APA style is worth 4 points. The following components will be

    graded in each category.

    Content (20 points)

    Element
    Met

    (4 points)

    Partially Met

    (2-3 points)

    Not Met

    (0-1 point)

    Accurate representation

    of the chosen leadership

    skill

    Comprehensive and

    accurate

    representation

    Somewhat accurate

    representation with

    minor errors

    Inaccurate or missing

    representation

    Detailed rationale for

    choosing the leadership

    skill

    Thorough and well-

    justified rationale

    Adequate rationale

    with some justification

    Poor or missing

    rationale

    Detailed plan and

    expectations to

    implement the skill

    Comprehensive and

    realistic plan

    Plan lacks some details

    or realism
    Poor or missing plan

    Conclusion

    Clear and well-

    summarized

    conclusion

    Conclusion is

    somewhat clear but

    lacks depth

    Poor or missing

    conclusion

    Overall organization

    using mandatory

    template

    Well-organized and

    follows the template

    Somewhat organized

    but deviates from the

    template

    Disorganized and

    does not follow the

    template

    Writing Quality (6 points)

    Element
    Met

    (5-6 points)

    Partially Met

    (3-4 points)

    Not Met

    (0-2 points)

    Writing clarity and

    professionalism

    Writing is professional,

    clear, and concise with

    proper grammar, spelling,

    and punctuation

    Writing is somewhat

    clear but includes some

    grammar, spelling, or

    punctuation errors

    Writing is unclear

    with numerous

    grammar, spelling, or

    punctuation errors

    APA Style (4 points)

    Element
    Met

    (4 points)

    Partially Met

    (2-3 points)

    Not Met

    (0-1 point)

    Citations and

    reference

    formatting

    Citations are included and

    written in correct APA

    style. Reference page is

    included and correctly

    formatted.

    Citations are included,

    and the reference page

    is included with minor

    APA style errors.

    Citations are not included.

    The reference page is

    incorrectly formatted and

    there are numerous APA

    style errors.

    – 1
    – 2

  • [Solved] Reading response

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    After reading the article or chapter, make connections between the math concepts and procedures or ideas covered in the text and your experiences as a student at any grade level. You may make connections to teaching methods you have experienced as a student that were similar or were contrasting to t…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    After reading the article or chapter, make connections between the math concepts and
    procedures or ideas covered in the text and your experiences as a student at any grade
    level. You may make connections to teaching methods you have experienced as a student
    that were similar or were contrasting to those covered in the text. Your response should be
    1-2 pages, double-spaced, 12 point, Arial, Calibri, or Times New Roman font or 2-4 minute
    video
    *I teach 2nd grade
    \
    Chapter10-DevelopingWhole-NumberPlace-ValueConcepts.pdf](https://www.sweetstudy.com/files/chapter10-developingwhole-numberplace-valueconcepts-pdf "Chapter10-DevelopingWhole-NumberPlace-ValueConcepts.pdf")

  • [Solved] Florida Consent Deree

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – ## FloridaConsentDecreeAssignment.docx **## FloridaConsentDecreeAssignment.docx** **Florida Consent Decree Assignment:** Write a one-page summary of the Florida Meta Consent Decree retrieved from the Florida Department of Education website for understanding and knowledge of the laws that affect EL…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    – ## FloridaConsentDecreeAssignment.docx

    **## FloridaConsentDecreeAssignment.docx**

    **Florida Consent Decree Assignment:** Write a one-page summary of the Florida Meta Consent Decree retrieved from the Florida Department of Education website for understanding and knowledge of the laws that affect ELLs in Florida.
    [http://www.fldoe.org/academics/eng-language-learners/consent-decree.stmlLinks to an external site.](http://www.fldoe.org/academics/eng-language-learners/consent-decree.stml)

    Why is the Florida Meta Consent Decree important to you as a school counselor, school psychologist or a teacher?

    How will you apply the knowledge of the Florida Consent Decree in your career? Give examples.

    **Florida Consent Decree Rubric**

    | | | | |
    | — | — | — | — |
    | **Element** | **Not Met**<br>**0 – 2 points** | **Met**<br>**3 – 4 points** | **Exceeds**<br>**5 points** |
    | **Content**<br>**(3 points)** | A one page summary is not written. Questions are not answered. | A page summary of the Consent Decree is written. The questions are answered. | A page summary of the Consent Decree is written. All questions are answered in detail. |
    | **APA format**<br>**(1 point)** | APA format is not used. | APA format is mostly used correctly. | APA format is used correctly. |

    **## FloridaConsentDecreeAssignment.docx**

    **Florida Consent Decree Assignment:** Write a one-page summary of the Florida Meta Consent Decree retrieved from the Florida Department of Education website for understanding and knowledge of the laws that affect ELLs in Florida.
    [http://www.fldoe.org/academics/eng-language-learners/consent-decree.stmlLinks to an external site.](http://www.fldoe.org/academics/eng-language-learners/consent-decree.stml)

    Why is the Florida Meta Consent Decree important to you as a school counselor, school psychologist or a teacher?

    How will you apply the knowledge of the Florida Consent Decree in your career? Give examples.

    **Florida Consent Decree Rubric**

    | | | | |
    | — | — | — | — |
    | **Element** | **Not Met**<br>**0 – 2 points** | **Met**<br>**3 – 4 points** | **Exceeds**<br>**5 points** |
    | **Content**<br>**(3 points)** | A one page summary is not written. Questions are not answered. | A page summary of the Consent Decree is written. The questions are answered. | A page summary of the Consent Decree is written. All questions are answered in detail. |
    | **APA format**<br>**(1 point)** | APA format is not used. | APA format is mostly used correctly. | APA format is used correctly. |

  • [Solved] what is device?

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    In-depth study guidance and analytical solution covering what is device?.

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    Full assignment prompt and step-by-step guidance are included in the downloadable solution file.