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attached **files (2)** – ## TheRhetoricalAppealsTemplate1.docx – ## Assignmentbm.docx **## TheRhetoricalAppealsTemplate1.docx** **The Rhetorical Appeals Assignment Template** **Purpose:** This assignment will help you define the rhetorical appeals in your own words and begin to analyze how they are …

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attached

**files (2)**

– ## TheRhetoricalAppealsTemplate1.docx

– ## Assignmentbm.docx

**## TheRhetoricalAppealsTemplate1.docx**

**The Rhetorical Appeals Assignment Template**

**Purpose:**

This assignment will help you define the rhetorical appeals in your own words and begin to analyze how they are used in an everyday scenario: a persuasive social media post. Use this template to guide you through completing each prompt.

**Instructions:**

Choose a social media post (TikTok, Instagram, YouTube, etc.) that is trying to
**convince people** of something (buying a product, changing an opinion, joining a cause, etc.). Then follow these steps:

**Part 1: Define the Appeals in your own words (1-2 complete sentences per appeal)**:

| | |
| — | — |
| In your own words, define each: |
| Ethos | |
| Logos | |
| Pathos | |

Each definition should be 1–2 sentences and explain how the rhetorical appeal works in persuasion.

**Part 2: Describe the Post**

**Each response should be 1–2 complete sentences minimum.**

| | |
| — | — |
| Answer these questions: |
| Insert a screenshot of your chosen post in this response box. | |
| What is the post about? | |
| What audience is the post targeting? | |
| What is the creator trying to persuade the audience to do, think, or feel? | |

**Part 3: Identify and Explain the Appeals**

**Each response should be 1–2 complete sentences minimum.**

| | |
| — | — |
| Answer these questions to explain how the post uses each rhetorical appeal: |
| What’s one moment that uses <br>**logos**? What makes it logical (or maybe where it fails to be logical)? | |
| What’s one moment that uses <br>**ethos**? How is credibility or trust shown (or lost) with the target audience? | |
| What’s one moment that uses <br>**pathos**? How does it create emotion? | |

**Part 4: Assess**

Which appeal do you think worked best in the post, and why?
**Answer with at least two complete sentences.**

**## Assignmentbm.docx**

Assignment: The Rhetorical Appeals

**Purpose:**

This assignment will help you define the rhetorical appeals in your own words and begin to analyze how they are used in an everyday scenario: a persuasive social media post. Use the attached template to guide you through completing each prompt.

**Instructions:**

Choose a social media post (TikTok, Instagram, YouTube, etc.) that is trying to
**convince people** of something (buying a product, changing an opinion, joining a cause, etc.).

[**Download this template**](https://canvas.south.edu/courses/75181/files/18655009?wrap=1) [**Download Download this template**](https://canvas.south.edu/courses/75181/files/18655009/download?download_frd=1) **to complete your work and submit it for this week’s assignment.**

Rubric

**Rhetorial Appeals Grading Rubric (1)**

| | | |
| — | — | — |
| Rhetorial Appeals Grading Rubric (1) |
| **Criteria** | **Ratings** | **Pts** |
| This criterion is linked to a Learning OutcomePart1: Definitions of Appeals | **10 to >8.0 ptsExcellent** Defines all three appeals clearly, in own words; definitions are accurate, concise (1–2 sentences), and show full understanding.<br> <br>**8 to >6.0 ptsProficient** Mostly clear definitions; may have 1 minor misunderstanding or slightly vague wording. Student uses 1-2 full sentences.<br> <br>**6 to >4.0 ptsDeveloping** Definitions are unclear, incomplete, copied from another source, or show limited understanding and/or student does not use 1-2 complete sentences.<br> <br>**4 to >0 ptsMissing** Important elements missing and/or vague. | 10 pts |
| This criterion is linked to a Learning OutcomePart 2: Description of Post | **10 to >8.0 ptsExcellent** Post is shared (link or screenshot). Student clearly answers all four questions with relevant detail and each response is at least 1-2 complete sentences. Shows understanding of purpose and audience. Student uses complete sentences.<br> <br>**8 to >6.0 ptsProficient** Post link or screenshot is included. Answers most questions with some detail, though one may be vague or slightly incomplete. Student uses complete sentences and each response is at least 1-2 complete sentences.<br> <br>**6 to >4.0 ptsDeveloping** Missing post link/screenshot, student does not use 1-2 complete sentences, or responses are vague, incomplete, or don’t show full understanding.<br> <br>**4 to >0 ptsMissing** Important elements missing and/or vague. | 10 pts |
| This criterion is linked to a Learning OutcomePart 3: Identifying Appeals | **20 to >15.0 ptsExcellent** Gives strong, specific examples of logos, ethos, and pathos from the post. Each explanation clearly connects the example to the appeal and shows insight. Each response is at least 1-2 complete sentences.<br> <br>**15 to >10.0 ptsProficient** Gives examples of all three appeals with mostly clear explanations. Each response is a minimum of 1-2 complete sentences. One example may be underdeveloped or inaccurate.<br> <br>**10 to >5.0 ptsDeveloping** Missing one or more appeals, or student does not use 1-2 complete sentences, or explanations are vague, inaccurate, and/or disconnected from the example.<br> <br>**5 to >0 ptsMissing** Important elements missing and/or vague. | 20 pts |
| This criterion is linked to a Learning OutcomePart 4: Assessment of Effectiveness | **5 to >4.0 ptsExcellent** Clearly identifies which appeal worked best and supports the choice with thoughtful reasoning in at least two complete sentences.<br> <br>**4 to >3.0 ptsProficient** Identifies an appeal and provides some reasoning in at least two complete sentences, though explanation may be general or underdeveloped.<br> <br>**3 to >2.0 ptsDeveloping** Choice is unclear or reasoning is missing/weak; less than two sentences or not complete sentences.<br> <br>**2 to >0 ptsMissing** Important elements missing and/or vague | 5 pts |
| This criterion is linked to a Learning OutcomeMechanics | **5 to >4.0 ptsExcellent** No serious errors in spelling, grammar, or punctuation interrupt the reader.<br> <br>**4 to >3.0 ptsProficient** Errors in spelling, grammar, or punctuation interrupt the reader but they are not serious or frequent.<br> <br>**3 to >2.0 ptsDeveloping** Errors in spelling, grammar, or punctuation interrupt the reader somewhat frequently.<br> <br>**2 to >0 ptsMissing** Serious errors in spelling, grammar, or punctuation make reading difficult. | 5 pts |

Total Points: 50

**## Assignmentbm.docx**

Assignment: The Rhetorical Appeals

**Purpose:**

This assignment will help you define the rhetorical appeals in your own words and begin to analyze how they are used in an everyday scenario: a persuasive social media post. Use the attached template to guide you through completing each prompt.

**Instructions:**

Choose a social media post (TikTok, Instagram, YouTube, etc.) that is trying to
**convince people** of something (buying a product, changing an opinion, joining a cause, etc.).

[**Download this template**](https://canvas.south.edu/courses/75181/files/18655009?wrap=1) [**Download Download this template**](https://canvas.south.edu/courses/75181/files/18655009/download?download_frd=1) **to complete your work and submit it for this week’s assignment.**

Rubric

**Rhetorial Appeals Grading Rubric (1)**

| | | |
| — | — | — |
| Rhetorial Appeals Grading Rubric (1) |
| **Criteria** | **Ratings** | **Pts** |
| This criterion is linked to a Learning OutcomePart1: Definitions of Appeals | **10 to >8.0 ptsExcellent** Defines all three appeals clearly, in own words; definitions are accurate, concise (1–2 sentences), and show full understanding.<br> <br>**8 to >6.0 ptsProficient** Mostly clear definitions; may have 1 minor misunderstanding or slightly vague wording. Student uses 1-2 full sentences.<br> <br>**6 to >4.0 ptsDeveloping** Definitions are unclear, incomplete, copied from another source, or show limited understanding and/or student does not use 1-2 complete sentences.<br> <br>**4 to >0 ptsMissing** Important elements missing and/or vague. | 10 pts |
| This criterion is linked to a Learning OutcomePart 2: Description of Post | **10 to >8.0 ptsExcellent** Post is shared (link or screenshot). Student clearly answers all four questions with relevant detail and each response is at least 1-2 complete sentences. Shows understanding of purpose and audience. Student uses complete sentences.<br> <br>**8 to >6.0 ptsProficient** Post link or screenshot is included. Answers most questions with some detail, though one may be vague or slightly incomplete. Student uses complete sentences and each response is at least 1-2 complete sentences.<br> <br>**6 to >4.0 ptsDeveloping** Missing post link/screenshot, student does not use 1-2 complete sentences, or responses are vague, incomplete, or don’t show full understanding.<br> <br>**4 to >0 ptsMissing** Important elements missing and/or vague. | 10 pts |
| This criterion is linked to a Learning OutcomePart 3: Identifying Appeals | **20 to >15.0 ptsExcellent** Gives strong, specific examples of logos, ethos, and pathos from the post. Each explanation clearly connects the example to the appeal and shows insight. Each response is at least 1-2 complete sentences.<br> <br>**15 to >10.0 ptsProficient** Gives examples of all three appeals with mostly clear explanations. Each response is a minimum of 1-2 complete sentences. One example may be underdeveloped or inaccurate.<br> <br>**10 to >5.0 ptsDeveloping** Missing one or more appeals, or student does not use 1-2 complete sentences, or explanations are vague, inaccurate, and/or disconnected from the example.<br> <br>**5 to >0 ptsMissing** Important elements missing and/or vague. | 20 pts |
| This criterion is linked to a Learning OutcomePart 4: Assessment of Effectiveness | **5 to >4.0 ptsExcellent** Clearly identifies which appeal worked best and supports the choice with thoughtful reasoning in at least two complete sentences.<br> <br>**4 to >3.0 ptsProficient** Identifies an appeal and provides some reasoning in at least two complete sentences, though explanation may be general or underdeveloped.<br> <br>**3 to >2.0 ptsDeveloping** Choice is unclear or reasoning is missing/weak; less than two sentences or not complete sentences.<br> <br>**2 to >0 ptsMissing** Important elements missing and/or vague | 5 pts |
| This criterion is linked to a Learning OutcomeMechanics | **5 to >4.0 ptsExcellent** No serious errors in spelling, grammar, or punctuation interrupt the reader.<br> <br>**4 to >3.0 ptsProficient** Errors in spelling, grammar, or punctuation interrupt the reader but they are not serious or frequent.<br> <br>**3 to >2.0 ptsDeveloping** Errors in spelling, grammar, or punctuation interrupt the reader somewhat frequently.<br> <br>**2 to >0 ptsMissing** Serious errors in spelling, grammar, or punctuation make reading difficult. | 5 pts |

Total Points: 50

**## TheRhetoricalAppealsTemplate1.docx**

**The Rhetorical Appeals Assignment Template**

**Purpose:**

This assignment will help you define the rhetorical appeals in your own words and begin to analyze how they are used in an everyday scenario: a persuasive social media post. Use this template to guide you through completing each prompt.

**Instructions:**

Choose a social media post (TikTok, Instagram, YouTube, etc.) that is trying to
**convince people** of something (buying a product, changing an opinion, joining a cause, etc.). Then follow these steps:

**Part 1: Define the Appeals in your own words (1-2 complete sentences per appeal)**:

| | |
| — | — |
| In your own words, define each: |
| Ethos | |
| Logos | |
| Pathos | |

Each definition should be 1–2 sentences and explain how the rhetorical appeal works in persuasion.

**Part 2: Describe the Post**

**Each response should be 1–2 complete sentences minimum.**

| | |
| — | — |
| Answer these questions: |
| Insert a screenshot of your chosen post in this response box. | |
| What is the post about? | |
| What audience is the post targeting? | |
| What is the creator trying to persuade the audience to do, think, or feel? | |

**Part 3: Identify and Explain the Appeals**

**Each response should be 1–2 complete sentences minimum.**

| | |
| — | — |
| Answer these questions to explain how the post uses each rhetorical appeal: |
| What’s one moment that uses <br>**logos**? What makes it logical (or maybe where it fails to be logical)? | |
| What’s one moment that uses <br>**ethos**? How is credibility or trust shown (or lost) with the target audience? | |
| What’s one moment that uses <br>**pathos**? How does it create emotion? | |

**Part 4: Assess**

Which appeal do you think worked best in the post, and why?
**Answer with at least two complete sentences.**

**## Assignmentbm.docx**

Assignment: The Rhetorical Appeals

**Purpose:**

This assignment will help you define the rhetorical appeals in your own words and begin to analyze how they are used in an everyday scenario: a persuasive social media post. Use the attached template to guide you through completing each prompt.

**Instructions:**

Choose a social media post (TikTok, Instagram, YouTube, etc.) that is trying to
**convince people** of something (buying a product, changing an opinion, joining a cause, etc.).

[**Download this template**](https://canvas.south.edu/courses/75181/files/18655009?wrap=1) [**Download Download this template**](https://canvas.south.edu/courses/75181/files/18655009/download?download_frd=1) **to complete your work and submit it for this week’s assignment.**

Rubric

**Rhetorial Appeals Grading Rubric (1)**

| | | |
| — | — | — |
| Rhetorial Appeals Grading Rubric (1) |
| **Criteria** | **Ratings** | **Pts** |
| This criterion is linked to a Learning OutcomePart1: Definitions of Appeals | **10 to >8.0 ptsExcellent** Defines all three appeals clearly, in own words; definitions are accurate, concise (1–2 sentences), and show full understanding.<br> <br>**8 to >6.0 ptsProficient** Mostly clear definitions; may have 1 minor misunderstanding or slightly vague wording. Student uses 1-2 full sentences.<br> <br>**6 to >4.0 ptsDeveloping** Definitions are unclear, incomplete, copied from another source, or show limited understanding and/or student does not use 1-2 complete sentences.<br> <br>**4 to >0 ptsMissing** Important elements missing and/or vague. | 10 pts |
| This criterion is linked to a Learning OutcomePart 2: Description of Post | **10 to >8.0 ptsExcellent** Post is shared (link or screenshot). Student clearly answers all four questions with relevant detail and each response is at least 1-2 complete sentences. Shows understanding of purpose and audience. Student uses complete sentences.<br> <br>**8 to >6.0 ptsProficient** Post link or screenshot is included. Answers most questions with some detail, though one may be vague or slightly incomplete. Student uses complete sentences and each response is at least 1-2 complete sentences.<br> <br>**6 to >4.0 ptsDeveloping** Missing post link/screenshot, student does not use 1-2 complete sentences, or responses are vague, incomplete, or don’t show full understanding.<br> <br>**4 to >0 ptsMissing** Important elements missing and/or vague. | 10 pts |
| This criterion is linked to a Learning OutcomePart 3: Identifying Appeals | **20 to >15.0 ptsExcellent** Gives strong, specific examples of logos, ethos, and pathos from the post. Each explanation clearly connects the example to the appeal and shows insight. Each response is at least 1-2 complete sentences.<br> <br>**15 to >10.0 ptsProficient** Gives examples of all three appeals with mostly clear explanations. Each response is a minimum of 1-2 complete sentences. One example may be underdeveloped or inaccurate.<br> <br>**10 to >5.0 ptsDeveloping** Missing one or more appeals, or student does not use 1-2 complete sentences, or explanations are vague, inaccurate, and/or disconnected from the example.<br> <br>**5 to >0 ptsMissing** Important elements missing and/or vague. | 20 pts |
| This criterion is linked to a Learning OutcomePart 4: Assessment of Effectiveness | **5 to >4.0 ptsExcellent** Clearly identifies which appeal worked best and supports the choice with thoughtful reasoning in at least two complete sentences.<br> <br>**4 to >3.0 ptsProficient** Identifies an appeal and provides some reasoning in at least two complete sentences, though explanation may be general or underdeveloped.<br> <br>**3 to >2.0 ptsDeveloping** Choice is unclear or reasoning is missing/weak; less than two sentences or not complete sentences.<br> <br>**2 to >0 ptsMissing** Important elements missing and/or vague | 5 pts |
| This criterion is linked to a Learning OutcomeMechanics | **5 to >4.0 ptsExcellent** No serious errors in spelling, grammar, or punctuation interrupt the reader.<br> <br>**4 to >3.0 ptsProficient** Errors in spelling, grammar, or punctuation interrupt the reader but they are not serious or frequent.<br> <br>**3 to >2.0 ptsDeveloping** Errors in spelling, grammar, or punctuation interrupt the reader somewhat frequently.<br> <br>**2 to >0 ptsMissing** Serious errors in spelling, grammar, or punctuation make reading difficult. | 5 pts |

Total Points: 50

**## TheRhetoricalAppealsTemplate1.docx**

**The Rhetorical Appeals Assignment Template**

**Purpose:**

This assignment will help you define the rhetorical appeals in your own words and begin to analyze how they are used in an everyday scenario: a persuasive social media post. Use this template to guide you through completing each prompt.

**Instructions:**

Choose a social media post (TikTok, Instagram, YouTube, etc.) that is trying to
**convince people** of something (buying a product, changing an opinion, joining a cause, etc.). Then follow these steps:

**Part 1: Define the Appeals in your own words (1-2 complete sentences per appeal)**:

| | |
| — | — |
| In your own words, define each: |
| Ethos | |
| Logos | |
| Pathos | |

Each definition should be 1–2 sentences and explain how the rhetorical appeal works in persuasion.

**Part 2: Describe the Post**

**Each response should be 1–2 complete sentences minimum.**

| | |
| — | — |
| Answer these questions: |
| Insert a screenshot of your chosen post in this response box. | |
| What is the post about? | |
| What audience is the post targeting? | |
| What is the creator trying to persuade the audience to do, think, or feel? | |

**Part 3: Identify and Explain the Appeals**

**Each response should be 1–2 complete sentences minimum.**

| | |
| — | — |
| Answer these questions to explain how the post uses each rhetorical appeal: |
| What’s one moment that uses <br>**logos**? What makes it logical (or maybe where it fails to be logical)? | |
| What’s one moment that uses <br>**ethos**? How is credibility or trust shown (or lost) with the target audience? | |
| What’s one moment that uses <br>**pathos**? How does it create emotion? | |

**Part 4: Assess**

Which appeal do you think worked best in the post, and why?
**Answer with at least two complete sentences.**

**## Assignmentbm.docx**

Assignment: The Rhetorical Appeals

**Purpose:**

This assignment will help you define the rhetorical appeals in your own words and begin to analyze how they are used in an everyday scenario: a persuasive social media post. Use the attached template to guide you through completing each prompt.

**Instructions:**

Choose a social media post (TikTok, Instagram, YouTube, etc.) that is trying to
**convince people** of something (buying a product, changing an opinion, joining a cause, etc.).

[**Download this template**](https://canvas.south.edu/courses/75181/files/18655009?wrap=1) [**Download Download this template**](https://canvas.south.edu/courses/75181/files/18655009/download?download_frd=1) **to complete your work and submit it for this week’s assignment.**

Rubric

**Rhetorial Appeals Grading Rubric (1)**

| | | |
| — | — | — |
| Rhetorial Appeals Grading Rubric (1) |
| **Criteria** | **Ratings** | **Pts** |
| This criterion is linked to a Learning OutcomePart1: Definitions of Appeals | **10 to >8.0 ptsExcellent** Defines all three appeals clearly, in own words; definitions are accurate, concise (1–2 sentences), and show full understanding.<br> <br>**8 to >6.0 ptsProficient** Mostly clear definitions; may have 1 minor misunderstanding or slightly vague wording. Student uses 1-2 full sentences.<br> <br>**6 to >4.0 ptsDeveloping** Definitions are unclear, incomplete, copied from another source, or show limited understanding and/or student does not use 1-2 complete sentences.<br> <br>**4 to >0 ptsMissing** Important elements missing and/or vague. | 10 pts |
| This criterion is linked to a Learning OutcomePart 2: Description of Post | **10 to >8.0 ptsExcellent** Post is shared (link or screenshot). Student clearly answers all four questions with relevant detail and each response is at least 1-2 complete sentences. Shows understanding of purpose and audience. Student uses complete sentences.<br> <br>**8 to >6.0 ptsProficient** Post link or screenshot is included. Answers most questions with some detail, though one may be vague or slightly incomplete. Student uses complete sentences and each response is at least 1-2 complete sentences.<br> <br>**6 to >4.0 ptsDeveloping** Missing post link/screenshot, student does not use 1-2 complete sentences, or responses are vague, incomplete, or don’t show full understanding.<br> <br>**4 to >0 ptsMissing** Important elements missing and/or vague. | 10 pts |
| This criterion is linked to a Learning OutcomePart 3: Identifying Appeals | **20 to >15.0 ptsExcellent** Gives strong, specific examples of logos, ethos, and pathos from the post. Each explanation clearly connects the example to the appeal and shows insight. Each response is at least 1-2 complete sentences.<br> <br>**15 to >10.0 ptsProficient** Gives examples of all three appeals with mostly clear explanations. Each response is a minimum of 1-2 complete sentences. One example may be underdeveloped or inaccurate.<br> <br>**10 to >5.0 ptsDeveloping** Missing one or more appeals, or student does not use 1-2 complete sentences, or explanations are vague, inaccurate, and/or disconnected from the example.<br> <br>**5 to >0 ptsMissing** Important elements missing and/or vague. | 20 pts |
| This criterion is linked to a Learning OutcomePart 4: Assessment of Effectiveness | **5 to >4.0 ptsExcellent** Clearly identifies which appeal worked best and supports the choice with thoughtful reasoning in at least two complete sentences.<br> <br>**4 to >3.0 ptsProficient** Identifies an appeal and provides some reasoning in at least two complete sentences, though explanation may be general or underdeveloped.<br> <br>**3 to >2.0 ptsDeveloping** Choice is unclear or reasoning is missing/weak; less than two sentences or not complete sentences.<br> <br>**2 to >0 ptsMissing** Important elements missing and/or vague | 5 pts |
| This criterion is linked to a Learning OutcomeMechanics | **5 to >4.0 ptsExcellent** No serious errors in spelling, grammar, or punctuation interrupt the reader.<br> <br>**4 to >3.0 ptsProficient** Errors in spelling, grammar, or punctuation interrupt the reader but they are not serious or frequent.<br> <br>**3 to >2.0 ptsDeveloping** Errors in spelling, grammar, or punctuation interrupt the reader somewhat frequently.<br> <br>**2 to >0 ptsMissing** Serious errors in spelling, grammar, or punctuation make reading difficult. | 5 pts |

Total Points: 50

November 6, 2026
[Solved] jay

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### Week 6 Assignment : Promoting Development and Developmentally Appropriate Practice #### The purpose of this assignment is to: 1. Describe the physical, cognitive, social, and emotional development that occurs in early childhood (ages 3 through 6). (CO3) 2. Examine the role of play in the learnin…

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Assignment Prompt & Instructions

### Week 6 Assignment : Promoting Development and Developmentally Appropriate Practice

#### The purpose of this assignment is to:

1. Describe the physical, cognitive, social, and emotional development that occurs in early childhood (ages 3 through 6). (CO3)
2. Examine the role of play in the learning process of young children. (CO4)

**Directions:**

Imagine you are a teacher in a preschool or childcare setting working with children 3 to 5 years old. You want to promote growth in each of the developmental domains: physical, cognitive, social, and emotional. Using the [Assignment 3: Promoting Development and Developmentally Appropriate Practice Template](https://myclassroom.apus.edu/shared/commonfolder/education-common/CHFD/CHFD210/CHFD210_A3_Template.docx), choose five (5) activities for each domain, identify the materials that you will need for each activity, and describe how it promotes development (give your rational for choosing the activity). Include at least one (1) reference that supports your rationale. Please be sure that each of your activities is developmentally appropriate for your target age. You will have 20 activities total for this assignment. **PLEASE WRITE IN COMPLETE SENTENCES AND FULLY DESCRIBE YOUR ACTIVITIES AND RATIONALE.**

**Citation and Reference Style:**

Please use the most current edition of APA Style. Resources for APA formatting can be found here. [https://apastyle.apa.org/](https://apastyle.apa.org/)

November 6, 2026
[Solved] Roles of School Board Members

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Roles of School Board Members **files (2)** – ## RolesofSchoolBoardMembers.docx – TheSchoolSuperintendentTheoryPracticeAndCasesVol3.pdf **## RolesofSchoolBoardMembers.docx** In two pages or less 1. Explain at least 3 important roles of school board members. 2. Kowalski provided Table 4.3 (p. 118) wi…

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Roles of School Board Members

**files (2)**

– ## RolesofSchoolBoardMembers.docx

– TheSchoolSuperintendentTheoryPracticeAndCasesVol3.pdf

**## RolesofSchoolBoardMembers.docx**

In two pages or less 1. Explain at least 3 important roles of school board members. 2. Kowalski provided Table 4.3 (p. 118) with perceived advantages and arguments for elected and appointed school board members. Review the list and provide your opinion with a discussion to justify your position. Rubric: Consistent evidence with originality and depth of ideas. The main points are sufficiently supported.Exceptional vocabulary range and effective word usage. Understanding is demonstrated in supported, well-developed sentences with a variety of styles.Free of spelling, capitalization, and grammar errors.The organization is sequential and appropriate with well-developed paragraphs. The assignment has an introduction, middle, and closure.Ideas are linked with smooth and effective transitions. Use APA.

Kowalski, T. J. (2013). The school superintendent: Theory, practice, and cases (3rd edition).

**TheSchoolSuperintendentTheoryPracticeAndCasesVol3.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/theschoolsuperintendenttheorypracticeandcasesvol3-pdf)

**TheSchoolSuperintendentTheoryPracticeAndCasesVol3.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/theschoolsuperintendenttheorypracticeandcasesvol3-pdf)

**## RolesofSchoolBoardMembers.docx**

In two pages or less 1. Explain at least 3 important roles of school board members. 2. Kowalski provided Table 4.3 (p. 118) with perceived advantages and arguments for elected and appointed school board members. Review the list and provide your opinion with a discussion to justify your position. Rubric: Consistent evidence with originality and depth of ideas. The main points are sufficiently supported.Exceptional vocabulary range and effective word usage. Understanding is demonstrated in supported, well-developed sentences with a variety of styles.Free of spelling, capitalization, and grammar errors.The organization is sequential and appropriate with well-developed paragraphs. The assignment has an introduction, middle, and closure.Ideas are linked with smooth and effective transitions. Use APA.

Kowalski, T. J. (2013). The school superintendent: Theory, practice, and cases (3rd edition).

**TheSchoolSuperintendentTheoryPracticeAndCasesVol3.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/theschoolsuperintendenttheorypracticeandcasesvol3-pdf)

**## RolesofSchoolBoardMembers.docx**

In two pages or less 1. Explain at least 3 important roles of school board members. 2. Kowalski provided Table 4.3 (p. 118) with perceived advantages and arguments for elected and appointed school board members. Review the list and provide your opinion with a discussion to justify your position. Rubric: Consistent evidence with originality and depth of ideas. The main points are sufficiently supported.Exceptional vocabulary range and effective word usage. Understanding is demonstrated in supported, well-developed sentences with a variety of styles.Free of spelling, capitalization, and grammar errors.The organization is sequential and appropriate with well-developed paragraphs. The assignment has an introduction, middle, and closure.Ideas are linked with smooth and effective transitions. Use APA.

Kowalski, T. J. (2013). The school superintendent: Theory, practice, and cases (3rd edition).

**TheSchoolSuperintendentTheoryPracticeAndCasesVol3.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/theschoolsuperintendenttheorypracticeandcasesvol3-pdf)

November 6, 2026
[Solved] Wk 3 Pro Assgn

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See Attached **files (3)** – ## Week3AssgnmentArticle750.docx – ## wk3ResearchDesignQualitativeandMixedMethodsPreMatrixAssignmentInstructions.docx – edu750ResearchDesignProjectQualitativeandMixedMethodsPreMatrixTemplate.docx **## Week3AssgnmentArticle750.docx** **These are the articles; I need help …

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Assignment Prompt & Instructions

See Attached

**files (3)**

– ## Week3AssgnmentArticle750.docx

– ## wk3ResearchDesignQualitativeandMixedMethodsPreMatrixAssignmentInstructions.docx

– edu750ResearchDesignProjectQualitativeandMixedMethodsPreMatrixTemplate.docx

**## Week3AssgnmentArticle750.docx**

**These are the articles; I need help with the assignment. Please cite the authors where needed and the textbook where it is specified and it page number. Only used Coplit365 or M365 software regarding AI per instructions. NEED the 3 ARTICLES in a Zip-File as well. Need plagiarism and AI date report. See assignment template instructions and how to insert the info verbiage.**

EDU 750Textbook link:
[https://canvas.liberty.edu/courses/1016378/modules/items/104044833](https://canvas.liberty.edu/courses/1016378/modules/items/104044833)

[**Kitsantas, Cleary, DiBenedetto, & Hiller: Essentials of Research Methods for Educators**](https://canvas.liberty.edu/courses/1016378/modules/items/104044833)

[“Where I Can Breathe”: Examining the Impact of the Current Racial Climate on Black Students’ Choice to Attend Historically Black Colleges and Universities](https://journals.sagepub.com/doi/abs/10.1177/00219347211039833)

Janelle L. Williams, Robert T. Palmer, Brandy J. Jones

**Black–White Summer Learning Gaps: Interpreting the Variability of Estimates Across Representations**

[David M. Quinn](https://journals.sagepub.com/doi/full/10.3102/0162373714534522) [View all authors and affiliations](https://journals.sagepub.com/doi/full/10.3102/0162373714534522)

[Volume 37, Issue 1](https://journals.sagepub.com/toc/epaa/37/1)

[https://doi.org/10.3102/0162373714534522](https://doi.org/10.3102/0162373714534522)

Missing the Mark: The Cost of Overlooking Black Students’ Cultural Capital

Christine L. Quince

Journal of Black Studies

Open AccessResearch articleFirst published May 31, 2025

**## wk3ResearchDesignQualitativeandMixedMethodsPreMatrixAssignmentInstructions.docx**

EDUC 750

**Research Design Project: Qualitative and Mixed-Methods Pre-Matrix Assignment Instructions**

**Overview**

The main assignments for this course are wrapped into the Research Design Project. This project has three pre-matrices that will inform three matrices. Each pre-matrix and matrix address basic and applied research that is quantitative, qualitative, mixed methods, action research, and/or program evaluation. For each pre-matrix, you will find peer-reviewed education research articles on the same topic using the specified research design(s). For the matrices, you will identify methods, information, and critique the studies. This assignment helps you learn how to evaluate research, identify the main components of good research, and start building your literature review.
**You will use the articles approved in Modules 2-4 during Modules 5-7.**

**Instructions**

You will submit
**2** documents for this assignment:

1. RDP: Qualitative and Mixed-Methods Pre-Matrix

2. Zip-file with all of your articles (Naming convention of zip-file: RDP QUAL MM Articles)

For the
**RDP: Qualitative and Mixed-Methods Pre-Matrix**, you will

1. Select
**3** research study articles published in a peer-reviewed journal related to your topic of interest.

a.
All articles must be
**educational studies** published within the
**past five years**.

b. All articles must be on the same or connecting subject matter.

c. Articles
**cannot** be literature reviews, systematic reviews, meta-analyses or meta-syntheses, any other type of review or synthesis, longitudinal studies, or instrument validation studies; all research evaluated must be original/single empirical research. Reports and dissertations are not allowed as they are not peer-reviewed journal articles.

2. Each of the
**3** articles should have a different research design. You must select:

a. Applied Research Article Qualitative (QUAL-A)

b. Applied Research Article Mixed Methods (MM-A)

And
**1** of the following:

c. Basic Research Article Qualitative (QUAL-B)

d. Basic Research Article Mixed Methods (MM-B)

**NOTE: Applied research cannot use the action research design**

3. For
**1** and only one of your article searches, you are required to use artificial intelligence (AI) to find and verify your article.

a. You may only use M365 Copilot, LU’s approved source for AI.

b. You may
**ONLY** use AI to complete the components in the pre-matrix for that single study.

c. You will identify which research design component you used AI for and include a copy of your “conversation” after your reference section in the template.

d. Please remember that AI is not always correct, and you have to use your knowledge gained for the week in determining whether AI’s information is usable or if you have to reprogram.

e. Remember to download the article!

**Microsoft Copilot Software** – As a student, you have access to this tool as part of the Microsoft 365 software package. You can also access it from your myLU account > IT Marketplace > Scroll down to Microsoft 365 Software (under IT Marketplace Software).

4. Be sure to download every article and save it in a folder on your computer. You may be asked to produce the article if the instructor has any issues downloading it. This will also ensure that the article is real!

**HELPFUL INFORMATION**

For help finding articles in general, refer to the
**Read: Suggestions and Tips for Determining Research Designs** in the Learn section of this module for more information.

Any sections requiring textbook support must use the textbook from this course.

Please see the table at the end of the document to refresh your memory on the differences between basic and applied research.

For help determining the research design for
**qualitative research** (e.g., narrative, grounded theory, case study, phenomenology, ethnography), refer to the
**Read: Qualitative Research: Common Types of Data Collection, Analyses, and Research Design.**

For help determining the specific
**mixed methods research** design used, please use your textbook readings, PowerPoint slides, videos, and the
**Read: Qualitative Research: Common Types of Data Collection, Analyses, and Research Design** in this module and the
**Read: Quantitative Research: Common Types of Analyses and Research Designs** in the previous module.

It is highly recommended that you search for articles in your capstone interest area. Additionally, higher-tiered journals are preferred over lower-tiered journals as they provide better information from top experts. The link to the tiered rankings can be found in the Resource section of the assignment description.

Using the provided
**Research Design Project Qualitative and Mixed Methods Pre-Matrix Template**, provide the following information in a
**paraphrased** format.

· In the pre-matrix

· Article type

· Article reference (also must hyperlink DOI/URL)

· Narrative in-text citation

· Parenthetical in-text citation

· Rationale with support from the
**article** for how you know it is basic or applied (include page/paragraph number)

· Specific research design (e.g., Qualitative-phenomenological, case study, grounded theory, narrative, etc.; Mixed Methods-identify what is quantitative and what is qualitative
**as well as** the specific mixed method research design)

· Rationale with support from the
**article** for how you know the design is correctly identified (include page/paragraph number)

· Rationale with support from the
**textbook** for how you know design is correctly identified (include page number)

·
AI Identification if used for the study (hyperlinked to
**AI Conversation** heading, which has already been bookmarked)

· After the pre-matrix

· You will answer a few questions about how research design is encapsulated in a biblical worldview. You must include Bible verses to support each of your answers.

·
**Reference page**: Include references for the course textbook and Bible sources

·
**AI Conversation** (already bookmarked in template): You can go to the AI conversation in M365 Copilot and copy and paste it under this heading. I encourage you to copy and paste along the way in the event of a technological issue. See the separate M365 Copilot Conversation document in the assignment instructions. This document provides information on how to hyperlink and copy information.

Current APA formatting is expected throughout your paper (see the APA Help Sheet or the link to the APA Style Guide in the Resource section of the assignment description).

The
**Research Design Project Qualitative and Mixed Methods Pre-Matrix Sample** has been provided for your reference.

Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

Research Designs: Basic, Applied, and Evaluation

| | | |
| — | — | — |
| | Basic | Applied |
| Purpose | Purpose is to acquire or produce new knowledge or expand on existing knowledge based on existing theories and previous literature. | Purpose is to find solutions to practical or specific work-related problems by exploring the value of basic research knowledge (for decision-making in schools and policymaking) |
| Theoretical Connection | Theory selected to test a hypothesis (quantitative) or frame (qualitative) a research study. | Existing theory, models, or guidelines are selected to address the problem being explored. |
| Types | Types can be exploratory, descriptive, or explanatory, as the goal is to understand and explain things. Sometimes it may look like a program evaluation, but it is an efficacy study. | Types can include action research, research and development, and program evaluation studies (effectiveness/impact), where the goal is to solve a problem. Program evaluation judges the program, its strategies, or its processes to improve effectiveness and/or efficiency, to see if it is meeting the needs of a school/school district. |
| Findings | Findings are more generalizable to larger populations | Findings are more pertinent to the demographics of the sample studied |
| Designs Used | Quantitative, qualitative, or mixed methods are used to design the study and determine sampling, data collection, and analysis. Usually, in an artificial setting such as a laboratory or a highly-controlled authentic setting | Quantitative, qualitative, or mixed methods are used to design the study and determine sampling, data collection, and analysis. Usually, in an authentic setting like a classroom or school |

Note: Adapted from tables and information in our textbook in Chapters 1 and 9. Kitsantis, A., Cleary, T. J., DiBenedetto, M. K., & Hiller, H. E. (2023).
_Essentials of research methods for educators_. SAGE Publications, Inc.

Page 2 of 2

**edu750ResearchDesignProjectQualitativeandMixedMethodsPreMatrixTemplate.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/edu750researchdesignprojectqualitativeandmixedmethodsprematrixtemplate-docx-10557375)

**edu750ResearchDesignProjectQualitativeandMixedMethodsPreMatrixTemplate.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/edu750researchdesignprojectqualitativeandmixedmethodsprematrixtemplate-docx-10557375)

**## Week3AssgnmentArticle750.docx**

**These are the articles; I need help with the assignment. Please cite the authors where needed and the textbook where it is specified and it page number. Only used Coplit365 or M365 software regarding AI per instructions. NEED the 3 ARTICLES in a Zip-File as well. Need plagiarism and AI date report. See assignment template instructions and how to insert the info verbiage.**

EDU 750Textbook link:
[https://canvas.liberty.edu/courses/1016378/modules/items/104044833](https://canvas.liberty.edu/courses/1016378/modules/items/104044833)

[**Kitsantas, Cleary, DiBenedetto, & Hiller: Essentials of Research Methods for Educators**](https://canvas.liberty.edu/courses/1016378/modules/items/104044833)

[“Where I Can Breathe”: Examining the Impact of the Current Racial Climate on Black Students’ Choice to Attend Historically Black Colleges and Universities](https://journals.sagepub.com/doi/abs/10.1177/00219347211039833)

Janelle L. Williams, Robert T. Palmer, Brandy J. Jones

**Black–White Summer Learning Gaps: Interpreting the Variability of Estimates Across Representations**

[David M. Quinn](https://journals.sagepub.com/doi/full/10.3102/0162373714534522) [View all authors and affiliations](https://journals.sagepub.com/doi/full/10.3102/0162373714534522)

[Volume 37, Issue 1](https://journals.sagepub.com/toc/epaa/37/1)

[https://doi.org/10.3102/0162373714534522](https://doi.org/10.3102/0162373714534522)

Missing the Mark: The Cost of Overlooking Black Students’ Cultural Capital

Christine L. Quince

Journal of Black Studies

Open AccessResearch articleFirst published May 31, 2025

**## wk3ResearchDesignQualitativeandMixedMethodsPreMatrixAssignmentInstructions.docx**

EDUC 750

**Research Design Project: Qualitative and Mixed-Methods Pre-Matrix Assignment Instructions**

**Overview**

The main assignments for this course are wrapped into the Research Design Project. This project has three pre-matrices that will inform three matrices. Each pre-matrix and matrix address basic and applied research that is quantitative, qualitative, mixed methods, action research, and/or program evaluation. For each pre-matrix, you will find peer-reviewed education research articles on the same topic using the specified research design(s). For the matrices, you will identify methods, information, and critique the studies. This assignment helps you learn how to evaluate research, identify the main components of good research, and start building your literature review.
**You will use the articles approved in Modules 2-4 during Modules 5-7.**

**Instructions**

You will submit
**2** documents for this assignment:

1. RDP: Qualitative and Mixed-Methods Pre-Matrix

2. Zip-file with all of your articles (Naming convention of zip-file: RDP QUAL MM Articles)

For the
**RDP: Qualitative and Mixed-Methods Pre-Matrix**, you will

1. Select
**3** research study articles published in a peer-reviewed journal related to your topic of interest.

a.
All articles must be
**educational studies** published within the
**past five years**.

b. All articles must be on the same or connecting subject matter.

c. Articles
**cannot** be literature reviews, systematic reviews, meta-analyses or meta-syntheses, any other type of review or synthesis, longitudinal studies, or instrument validation studies; all research evaluated must be original/single empirical research. Reports and dissertations are not allowed as they are not peer-reviewed journal articles.

2. Each of the
**3** articles should have a different research design. You must select:

a. Applied Research Article Qualitative (QUAL-A)

b. Applied Research Article Mixed Methods (MM-A)

And
**1** of the following:

c. Basic Research Article Qualitative (QUAL-B)

d. Basic Research Article Mixed Methods (MM-B)

**NOTE: Applied research cannot use the action research design**

3. For
**1** and only one of your article searches, you are required to use artificial intelligence (AI) to find and verify your article.

a. You may only use M365 Copilot, LU’s approved source for AI.

b. You may
**ONLY** use AI to complete the components in the pre-matrix for that single study.

c. You will identify which research design component you used AI for and include a copy of your “conversation” after your reference section in the template.

d. Please remember that AI is not always correct, and you have to use your knowledge gained for the week in determining whether AI’s information is usable or if you have to reprogram.

e. Remember to download the article!

**Microsoft Copilot Software** – As a student, you have access to this tool as part of the Microsoft 365 software package. You can also access it from your myLU account > IT Marketplace > Scroll down to Microsoft 365 Software (under IT Marketplace Software).

4. Be sure to download every article and save it in a folder on your computer. You may be asked to produce the article if the instructor has any issues downloading it. This will also ensure that the article is real!

**HELPFUL INFORMATION**

For help finding articles in general, refer to the
**Read: Suggestions and Tips for Determining Research Designs** in the Learn section of this module for more information.

Any sections requiring textbook support must use the textbook from this course.

Please see the table at the end of the document to refresh your memory on the differences between basic and applied research.

For help determining the research design for
**qualitative research** (e.g., narrative, grounded theory, case study, phenomenology, ethnography), refer to the
**Read: Qualitative Research: Common Types of Data Collection, Analyses, and Research Design.**

For help determining the specific
**mixed methods research** design used, please use your textbook readings, PowerPoint slides, videos, and the
**Read: Qualitative Research: Common Types of Data Collection, Analyses, and Research Design** in this module and the
**Read: Quantitative Research: Common Types of Analyses and Research Designs** in the previous module.

It is highly recommended that you search for articles in your capstone interest area. Additionally, higher-tiered journals are preferred over lower-tiered journals as they provide better information from top experts. The link to the tiered rankings can be found in the Resource section of the assignment description.

Using the provided
**Research Design Project Qualitative and Mixed Methods Pre-Matrix Template**, provide the following information in a
**paraphrased** format.

· In the pre-matrix

· Article type

· Article reference (also must hyperlink DOI/URL)

· Narrative in-text citation

· Parenthetical in-text citation

· Rationale with support from the
**article** for how you know it is basic or applied (include page/paragraph number)

· Specific research design (e.g., Qualitative-phenomenological, case study, grounded theory, narrative, etc.; Mixed Methods-identify what is quantitative and what is qualitative
**as well as** the specific mixed method research design)

· Rationale with support from the
**article** for how you know the design is correctly identified (include page/paragraph number)

· Rationale with support from the
**textbook** for how you know design is correctly identified (include page number)

·
AI Identification if used for the study (hyperlinked to
**AI Conversation** heading, which has already been bookmarked)

· After the pre-matrix

· You will answer a few questions about how research design is encapsulated in a biblical worldview. You must include Bible verses to support each of your answers.

·
**Reference page**: Include references for the course textbook and Bible sources

·
**AI Conversation** (already bookmarked in template): You can go to the AI conversation in M365 Copilot and copy and paste it under this heading. I encourage you to copy and paste along the way in the event of a technological issue. See the separate M365 Copilot Conversation document in the assignment instructions. This document provides information on how to hyperlink and copy information.

Current APA formatting is expected throughout your paper (see the APA Help Sheet or the link to the APA Style Guide in the Resource section of the assignment description).

The
**Research Design Project Qualitative and Mixed Methods Pre-Matrix Sample** has been provided for your reference.

Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

Research Designs: Basic, Applied, and Evaluation

| | | |
| — | — | — |
| | Basic | Applied |
| Purpose | Purpose is to acquire or produce new knowledge or expand on existing knowledge based on existing theories and previous literature. | Purpose is to find solutions to practical or specific work-related problems by exploring the value of basic research knowledge (for decision-making in schools and policymaking) |
| Theoretical Connection | Theory selected to test a hypothesis (quantitative) or frame (qualitative) a research study. | Existing theory, models, or guidelines are selected to address the problem being explored. |
| Types | Types can be exploratory, descriptive, or explanatory, as the goal is to understand and explain things. Sometimes it may look like a program evaluation, but it is an efficacy study. | Types can include action research, research and development, and program evaluation studies (effectiveness/impact), where the goal is to solve a problem. Program evaluation judges the program, its strategies, or its processes to improve effectiveness and/or efficiency, to see if it is meeting the needs of a school/school district. |
| Findings | Findings are more generalizable to larger populations | Findings are more pertinent to the demographics of the sample studied |
| Designs Used | Quantitative, qualitative, or mixed methods are used to design the study and determine sampling, data collection, and analysis. Usually, in an artificial setting such as a laboratory or a highly-controlled authentic setting | Quantitative, qualitative, or mixed methods are used to design the study and determine sampling, data collection, and analysis. Usually, in an authentic setting like a classroom or school |

Note: Adapted from tables and information in our textbook in Chapters 1 and 9. Kitsantis, A., Cleary, T. J., DiBenedetto, M. K., & Hiller, H. E. (2023).
_Essentials of research methods for educators_. SAGE Publications, Inc.

Page 2 of 2

**edu750ResearchDesignProjectQualitativeandMixedMethodsPreMatrixTemplate.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/edu750researchdesignprojectqualitativeandmixedmethodsprematrixtemplate-docx-10557375)

**## Week3AssgnmentArticle750.docx**

**These are the articles; I need help with the assignment. Please cite the authors where needed and the textbook where it is specified and it page number. Only used Coplit365 or M365 software regarding AI per instructions. NEED the 3 ARTICLES in a Zip-File as well. Need plagiarism and AI date report. See assignment template instructions and how to insert the info verbiage.**

EDU 750Textbook link:
[https://canvas.liberty.edu/courses/1016378/modules/items/104044833](https://canvas.liberty.edu/courses/1016378/modules/items/104044833)

[**Kitsantas, Cleary, DiBenedetto, & Hiller: Essentials of Research Methods for Educators**](https://canvas.liberty.edu/courses/1016378/modules/items/104044833)

[“Where I Can Breathe”: Examining the Impact of the Current Racial Climate on Black Students’ Choice to Attend Historically Black Colleges and Universities](https://journals.sagepub.com/doi/abs/10.1177/00219347211039833)

Janelle L. Williams, Robert T. Palmer, Brandy J. Jones

**Black–White Summer Learning Gaps: Interpreting the Variability of Estimates Across Representations**

[David M. Quinn](https://journals.sagepub.com/doi/full/10.3102/0162373714534522) [View all authors and affiliations](https://journals.sagepub.com/doi/full/10.3102/0162373714534522)

[Volume 37, Issue 1](https://journals.sagepub.com/toc/epaa/37/1)

[https://doi.org/10.3102/0162373714534522](https://doi.org/10.3102/0162373714534522)

Missing the Mark: The Cost of Overlooking Black Students’ Cultural Capital

Christine L. Quince

Journal of Black Studies

Open AccessResearch articleFirst published May 31, 2025

**## wk3ResearchDesignQualitativeandMixedMethodsPreMatrixAssignmentInstructions.docx**

EDUC 750

**Research Design Project: Qualitative and Mixed-Methods Pre-Matrix Assignment Instructions**

**Overview**

The main assignments for this course are wrapped into the Research Design Project. This project has three pre-matrices that will inform three matrices. Each pre-matrix and matrix address basic and applied research that is quantitative, qualitative, mixed methods, action research, and/or program evaluation. For each pre-matrix, you will find peer-reviewed education research articles on the same topic using the specified research design(s). For the matrices, you will identify methods, information, and critique the studies. This assignment helps you learn how to evaluate research, identify the main components of good research, and start building your literature review.
**You will use the articles approved in Modules 2-4 during Modules 5-7.**

**Instructions**

You will submit
**2** documents for this assignment:

1. RDP: Qualitative and Mixed-Methods Pre-Matrix

2. Zip-file with all of your articles (Naming convention of zip-file: RDP QUAL MM Articles)

For the
**RDP: Qualitative and Mixed-Methods Pre-Matrix**, you will

1. Select
**3** research study articles published in a peer-reviewed journal related to your topic of interest.

a.
All articles must be
**educational studies** published within the
**past five years**.

b. All articles must be on the same or connecting subject matter.

c. Articles
**cannot** be literature reviews, systematic reviews, meta-analyses or meta-syntheses, any other type of review or synthesis, longitudinal studies, or instrument validation studies; all research evaluated must be original/single empirical research. Reports and dissertations are not allowed as they are not peer-reviewed journal articles.

2. Each of the
**3** articles should have a different research design. You must select:

a. Applied Research Article Qualitative (QUAL-A)

b. Applied Research Article Mixed Methods (MM-A)

And
**1** of the following:

c. Basic Research Article Qualitative (QUAL-B)

d. Basic Research Article Mixed Methods (MM-B)

**NOTE: Applied research cannot use the action research design**

3. For
**1** and only one of your article searches, you are required to use artificial intelligence (AI) to find and verify your article.

a. You may only use M365 Copilot, LU’s approved source for AI.

b. You may
**ONLY** use AI to complete the components in the pre-matrix for that single study.

c. You will identify which research design component you used AI for and include a copy of your “conversation” after your reference section in the template.

d. Please remember that AI is not always correct, and you have to use your knowledge gained for the week in determining whether AI’s information is usable or if you have to reprogram.

e. Remember to download the article!

**Microsoft Copilot Software** – As a student, you have access to this tool as part of the Microsoft 365 software package. You can also access it from your myLU account > IT Marketplace > Scroll down to Microsoft 365 Software (under IT Marketplace Software).

4. Be sure to download every article and save it in a folder on your computer. You may be asked to produce the article if the instructor has any issues downloading it. This will also ensure that the article is real!

**HELPFUL INFORMATION**

For help finding articles in general, refer to the
**Read: Suggestions and Tips for Determining Research Designs** in the Learn section of this module for more information.

Any sections requiring textbook support must use the textbook from this course.

Please see the table at the end of the document to refresh your memory on the differences between basic and applied research.

For help determining the research design for
**qualitative research** (e.g., narrative, grounded theory, case study, phenomenology, ethnography), refer to the
**Read: Qualitative Research: Common Types of Data Collection, Analyses, and Research Design.**

For help determining the specific
**mixed methods research** design used, please use your textbook readings, PowerPoint slides, videos, and the
**Read: Qualitative Research: Common Types of Data Collection, Analyses, and Research Design** in this module and the
**Read: Quantitative Research: Common Types of Analyses and Research Designs** in the previous module.

It is highly recommended that you search for articles in your capstone interest area. Additionally, higher-tiered journals are preferred over lower-tiered journals as they provide better information from top experts. The link to the tiered rankings can be found in the Resource section of the assignment description.

Using the provided
**Research Design Project Qualitative and Mixed Methods Pre-Matrix Template**, provide the following information in a
**paraphrased** format.

· In the pre-matrix

· Article type

· Article reference (also must hyperlink DOI/URL)

· Narrative in-text citation

· Parenthetical in-text citation

· Rationale with support from the
**article** for how you know it is basic or applied (include page/paragraph number)

· Specific research design (e.g., Qualitative-phenomenological, case study, grounded theory, narrative, etc.; Mixed Methods-identify what is quantitative and what is qualitative
**as well as** the specific mixed method research design)

· Rationale with support from the
**article** for how you know the design is correctly identified (include page/paragraph number)

· Rationale with support from the
**textbook** for how you know design is correctly identified (include page number)

·
AI Identification if used for the study (hyperlinked to
**AI Conversation** heading, which has already been bookmarked)

· After the pre-matrix

· You will answer a few questions about how research design is encapsulated in a biblical worldview. You must include Bible verses to support each of your answers.

·
**Reference page**: Include references for the course textbook and Bible sources

·
**AI Conversation** (already bookmarked in template): You can go to the AI conversation in M365 Copilot and copy and paste it under this heading. I encourage you to copy and paste along the way in the event of a technological issue. See the separate M365 Copilot Conversation document in the assignment instructions. This document provides information on how to hyperlink and copy information.

Current APA formatting is expected throughout your paper (see the APA Help Sheet or the link to the APA Style Guide in the Resource section of the assignment description).

The
**Research Design Project Qualitative and Mixed Methods Pre-Matrix Sample** has been provided for your reference.

Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

Research Designs: Basic, Applied, and Evaluation

| | | |
| — | — | — |
| | Basic | Applied |
| Purpose | Purpose is to acquire or produce new knowledge or expand on existing knowledge based on existing theories and previous literature. | Purpose is to find solutions to practical or specific work-related problems by exploring the value of basic research knowledge (for decision-making in schools and policymaking) |
| Theoretical Connection | Theory selected to test a hypothesis (quantitative) or frame (qualitative) a research study. | Existing theory, models, or guidelines are selected to address the problem being explored. |
| Types | Types can be exploratory, descriptive, or explanatory, as the goal is to understand and explain things. Sometimes it may look like a program evaluation, but it is an efficacy study. | Types can include action research, research and development, and program evaluation studies (effectiveness/impact), where the goal is to solve a problem. Program evaluation judges the program, its strategies, or its processes to improve effectiveness and/or efficiency, to see if it is meeting the needs of a school/school district. |
| Findings | Findings are more generalizable to larger populations | Findings are more pertinent to the demographics of the sample studied |
| Designs Used | Quantitative, qualitative, or mixed methods are used to design the study and determine sampling, data collection, and analysis. Usually, in an artificial setting such as a laboratory or a highly-controlled authentic setting | Quantitative, qualitative, or mixed methods are used to design the study and determine sampling, data collection, and analysis. Usually, in an authentic setting like a classroom or school |

Note: Adapted from tables and information in our textbook in Chapters 1 and 9. Kitsantis, A., Cleary, T. J., DiBenedetto, M. K., & Hiller, H. E. (2023).
_Essentials of research methods for educators_. SAGE Publications, Inc.

Page 2 of 2

**edu750ResearchDesignProjectQualitativeandMixedMethodsPreMatrixTemplate.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/edu750researchdesignprojectqualitativeandmixedmethodsprematrixtemplate-docx-10557375)

November 6, 2026
[Solved] Week One Discussion-Art

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1. What Is Art? Art IS _________. Art ISN’T __________. Using this simplistic sentence structure, make a list of criteria, qualities, and properties that do or do not define a work of art for you. Discuss how an appreciation for a work of art is created by personal taste. Identif…

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Assignment Prompt & Instructions

1. What Is Art? Art IS _________. Art ISN’T __________. Using this simplistic sentence structure, make a list of criteria, qualities, and properties that do or do not define a work of art for you. Discuss how an appreciation for a work of art is created by personal taste. Identify the qualities you personally attribute to a good work of art.

2. Do colors have psychological effects on us? Are these effects personal or universal? What are artists communicating in their works through the use of actual texture?

Book link : https://ncia.wwnorton.com/ebook-gateways4

Textbook Title: Gateways to Art (w/ InQuisitive)(Custom)

Author(s)/Editor(s): DeWitte, Larmann, & Shields

Publisher: W. W. Norton & Company, Incorporated

Edition: 4th

ISBN: 9780500845127

November 6, 2026
[Solved] question

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**files (1)** – ## HWDBModule2Responce.docx **## HWDBModule2Responce.docx** I need a reply for this student : please use only book resources Antonia N B Module 2 Discussion – Early Childhood Special Education 1. Evaluate the impact of federal laws on empowering families in the decision-making proce…

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Assignment Prompt & Instructions

**files (1)**

– ## HWDBModule2Responce.docx

**## HWDBModule2Responce.docx**

I need a reply for this student : please use only book resources

Antonia N B

Module 2 Discussion – Early Childhood Special Education
1. Evaluate the impact of federal laws on empowering families in the decision-making process for children with disabilities. How do cultural backgrounds influence these decisions?
My understanding and experiences with young children with disabilities ages 0–8 come from my educational studies, work experiences, and personal relationships. I have worked in professions that allowed me to interact with children in different educational settings, and I also have friends who have children with autism and ADHD. In addition, I have 24 godchildren; 3 of them have autism, and 1 has ADHD.
To me, it’s obvious that children with disabilities are better equipped to learn when they are provided with proper support, accommodations, and opportunities from both parents and families as well as academically from teachers and staff. According to federal laws such as IDEA, families are protected and can make their own decisions as far as what services their children can receive once their child is evaluated and deemed eligible for special services such as an IEP and multidisciplinary evaluation (MDE) (Cook, Klein, & Chen, 2020).
I believe culturally, the decisions from parents are influenced by their different beliefs, values, experiences with disability, and educational background, as well as how they view education. Therefore, these approaches can impact how children receive support. In the USA, parents’ beliefs, culture, and understanding of school culture can either affect the child positively, where a parent is open to the idea of their child getting help, or negatively, due to concerns about stigma or their child being seen as different. In addition, services children receive or parents accept can also be affected by language barriers if families are not fully understanding what is being communicated.
I also find that families can sometimes refuse services for children, which can further delay a child receiving proper support to enhance their development despite their disabilities. I have firsthand knowledge, personally and while working in District 75 New York City public schools, of the importance of family members’ support and consent to make sure that children receive proper services.
For example, I have had the privilege of briefly attending an IEP meeting for one of my students. The mother not only complied with the care team, she asked questions and gave her input on her concerns for her son and requested additional services for him based on her observations. In contrast, I know people who refuse services for their children and become very defensive about their children despite obvious developmental delays or disabilities.
2. Select one pioneering influence on the history of Early Childhood Special Education included in Chapter 1. Discuss the theories and how they impacted Early Childhood Education.
According to the book from this module, one pioneering influence in Early Childhood Special Education, as stated in Chapter 1 by Cook, Klein, and Chen (2020), is that early detection of a child’s special needs and early evaluation are essential in supporting young children with disabilities. Children can be referred for evaluation when parents or professionals notice developmental delays or have concerns about a child’s development.
Consequently, these systems in place help students and parents receive proper services and support. This promotes togetherness between families and professionals, which allows children to participate in general learning environments regardless of their disabilities.
3. Discuss the differences in delivery of Special Education Services for infants and toddlers (0–3 years of age) versus preschoolers (3–5 and the role IFSP has in the process).
As stated, the differences in delivery of special education services for infants and toddlers (0 to 3 years of age) versus preschoolers (ages 3 to 5) and the role IFSP has in the process can be seen through early intervention for ages 0 to 3. Referrals can be made by parents or professionals who notice or suspect that the child is developmentally delayed.
As mentioned, once those referrals are in place, team members from schools, other professionals, as well as parents and guardians can work together to go over valuable resources that would be implemented for the child to help the child learn and support developmental stages, according to Cook, Klein, and Chen (2020).
I think it is important to note that IFSP is used for children from 0 to 3 years old and is family-based, while services provided to preschoolers ages 3 to 5 years old are more school-based and structured. Preschool special education services involve CPSE meetings and may lead to an IEP, which provides Free Appropriate Public Education (FAPE).
4. Post at least one question you still have after reading Chapter 1, for your peers to respond to.
How do teachers build relationships with parents and guardians to support students while being mindful and respectful toward families from different cultural backgrounds, beliefs, and experiences?
Can you think of at least three effective strategies that support young children with disabilities holistically without neglecting the academic needs of other students in the same classroom?
How could teachers encourage and support families with children who are transitioning from an IFSP to an IEP in ways that lessen anxiety for them and their children?

References

Cook, R. E., Klein, M. D., & Chen, D. (2020). Adapting early childhood curricula for children with disabilities and special needs. Pearson. ISBN-10: 0135204453 ISBN-13: 978-0135204450
Chapter 1

**## HWDBModule2Responce.docx**

I need a reply for this student : please use only book resources

Antonia N B

Module 2 Discussion – Early Childhood Special Education
1. Evaluate the impact of federal laws on empowering families in the decision-making process for children with disabilities. How do cultural backgrounds influence these decisions?
My understanding and experiences with young children with disabilities ages 0–8 come from my educational studies, work experiences, and personal relationships. I have worked in professions that allowed me to interact with children in different educational settings, and I also have friends who have children with autism and ADHD. In addition, I have 24 godchildren; 3 of them have autism, and 1 has ADHD.
To me, it’s obvious that children with disabilities are better equipped to learn when they are provided with proper support, accommodations, and opportunities from both parents and families as well as academically from teachers and staff. According to federal laws such as IDEA, families are protected and can make their own decisions as far as what services their children can receive once their child is evaluated and deemed eligible for special services such as an IEP and multidisciplinary evaluation (MDE) (Cook, Klein, & Chen, 2020).
I believe culturally, the decisions from parents are influenced by their different beliefs, values, experiences with disability, and educational background, as well as how they view education. Therefore, these approaches can impact how children receive support. In the USA, parents’ beliefs, culture, and understanding of school culture can either affect the child positively, where a parent is open to the idea of their child getting help, or negatively, due to concerns about stigma or their child being seen as different. In addition, services children receive or parents accept can also be affected by language barriers if families are not fully understanding what is being communicated.
I also find that families can sometimes refuse services for children, which can further delay a child receiving proper support to enhance their development despite their disabilities. I have firsthand knowledge, personally and while working in District 75 New York City public schools, of the importance of family members’ support and consent to make sure that children receive proper services.
For example, I have had the privilege of briefly attending an IEP meeting for one of my students. The mother not only complied with the care team, she asked questions and gave her input on her concerns for her son and requested additional services for him based on her observations. In contrast, I know people who refuse services for their children and become very defensive about their children despite obvious developmental delays or disabilities.
2. Select one pioneering influence on the history of Early Childhood Special Education included in Chapter 1. Discuss the theories and how they impacted Early Childhood Education.
According to the book from this module, one pioneering influence in Early Childhood Special Education, as stated in Chapter 1 by Cook, Klein, and Chen (2020), is that early detection of a child’s special needs and early evaluation are essential in supporting young children with disabilities. Children can be referred for evaluation when parents or professionals notice developmental delays or have concerns about a child’s development.
Consequently, these systems in place help students and parents receive proper services and support. This promotes togetherness between families and professionals, which allows children to participate in general learning environments regardless of their disabilities.
3. Discuss the differences in delivery of Special Education Services for infants and toddlers (0–3 years of age) versus preschoolers (3–5 and the role IFSP has in the process).
As stated, the differences in delivery of special education services for infants and toddlers (0 to 3 years of age) versus preschoolers (ages 3 to 5) and the role IFSP has in the process can be seen through early intervention for ages 0 to 3. Referrals can be made by parents or professionals who notice or suspect that the child is developmentally delayed.
As mentioned, once those referrals are in place, team members from schools, other professionals, as well as parents and guardians can work together to go over valuable resources that would be implemented for the child to help the child learn and support developmental stages, according to Cook, Klein, and Chen (2020).
I think it is important to note that IFSP is used for children from 0 to 3 years old and is family-based, while services provided to preschoolers ages 3 to 5 years old are more school-based and structured. Preschool special education services involve CPSE meetings and may lead to an IEP, which provides Free Appropriate Public Education (FAPE).
4. Post at least one question you still have after reading Chapter 1, for your peers to respond to.
How do teachers build relationships with parents and guardians to support students while being mindful and respectful toward families from different cultural backgrounds, beliefs, and experiences?
Can you think of at least three effective strategies that support young children with disabilities holistically without neglecting the academic needs of other students in the same classroom?
How could teachers encourage and support families with children who are transitioning from an IFSP to an IEP in ways that lessen anxiety for them and their children?

References

Cook, R. E., Klein, M. D., & Chen, D. (2020). Adapting early childhood curricula for children with disabilities and special needs. Pearson. ISBN-10: 0135204453 ISBN-13: 978-0135204450
Chapter 1

November 6, 2026
[Solved] Strategic Planning

✓ Verified Academic Solution Available

Executive Solution Overview

Strategic Planning **files (3)** – ## SWOT_Analysis_Worksheet.pdf – ## ZoomInstructions.docx – ## StrategicPlanning.pptx **## SWOT_Analysis_Worksheet.pdf** SWOT Analysis Worksheet Strengths What do you do well? What unique resources can you draw on? What do others see as your strengths? Weakness…

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Assignment Prompt & Instructions

Strategic Planning

**files (3)**

– ## SWOT_Analysis_Worksheet.pdf

– ## ZoomInstructions.docx

– ## StrategicPlanning.pptx

**## SWOT_Analysis_Worksheet.pdf**

SWOT Analysis Worksheet

Strengths
What do you do well?
What unique resources can you draw on?
What do others see as your strengths?

Weaknesses
What could you improve?
Where do you have fewer resources than others?
What are others likely to see as weaknesses?

Opportunities
What opportunities are open to you?
What trends could you take advantage of?
How can you turn your strengths into opportunities?

Threats
What threats could harm you?
What is your competition doing?
What threats do your weaknesses expose you to?

**## ZoomInstructions.docx**

Instructions:

Step 1: Review the District Data (PPT Slide)

Carefully analyze the district profile shown below. This information will serve as your
**evidence base** for the entire assignment.

**District Profile: Springfield Unified School District**

· Student performance (test scores, graduation, attendance)

· Demographics and enrollment trends

· Financial data (budget, deficits, funding sources)

· Staffing and resources

Use this data to understand the district’s
**current reality after your first year as superintendent**.

Step 2: Complete the SWOT Analysis Worksheet

imageSWOT analysis worksheet 1.png (Image: SWOT worksheet with four labeled quadrants)

Using the worksheet categories, analyze the district data and record your responses.

A. Strengths (Internal – Positive)

Identify what the district is doing well based on the data.

· What performance indicators are strong?

· What resources or programs are advantageous?

· What would the community view as positives?

B. Weaknesses (Internal – Negative)

Identify areas that need improvement.

· Where is performance below expectations?

· What resource or staffing limitations exist?

· What concerns might stakeholders raise?

C. Opportunities (External – Positive)

Identify trends or conditions the district can leverage.

· What growth trends can be capitalized on?

· What funding, partnerships, or innovations are possible?

· How can strengths be used to expand impact?

D. Threats (External – Negative)

Identify risks or challenges.

· What financial or enrollment pressures exist?

· What external competition or policy changes could impact the district?

· How might weaknesses create future problems?

**## StrategicPlanning.pptx**

Strategic Planning

A Comprehensive Approach

Setting Strategic Goals

Identify key priorities

Define measurable objectives & timelines

Developing Action Plans

Assigning responsibilities and resource allocation

Establish evaluation criteria for tracking progress

Objectives

Understand strategic planning and its importance to school governance

Identify key data needed for effective decision-making

Learn the step-by-step process of strategic planning

What is Strategic Planning

Strategic planning in school boards is a process of setting goals, making decisions, and creating a roadmap to improve students’ education. It helps schools focus on priorities, use resources wisely, and adapt to changes to ensure long-term success.

SP provides a clear roadmap for achieving educational goals

Defines priorities – schools identify key areas for growth. Student achievement, teacher development, and resource allocation

Aligns resources –ensures funding is dedicated toward the initiatives that enhance student success

Encourages continuous improvement – adjusting strategies to meet evolving needs

Goal of Strategic Planning

Long-term vision and Short-term objectives

Data Collection and Analysis

Essential data for decision-making

Demographic trends

Financial reports

Staffing and resource availability

SWOT Analysis

Evaluating Strengths, Weaknesses, Opportunities, and Threats

Springfield Unified School District

Student Performance Metrics

Average standardized test scores: Math – 72%, Reading – 68%, Science – 75%

Graduation rate: 85%

Attendance rate: 91%

Percentage of students meeting college readiness benchmarks: 60%

Demographics & Enrollment

Total student population: 12,500

Diversity breakdown: 55% Hispanic, 25% White, 15% Black, 5% Asian

Percentage of students eligible for free/reduced lunch: 48%

Enrollment trend: Steady growth of 2% per year

Financial Data

Annual budget: $150 million

Primary funding sources: State grants (50%), local taxes (35%), federal funding (15%)

Recent budget deficits: -$5 million due to declining property tax revenue

Per-student spending: $12,000

Staff & Resources

Teacher-to-student ratio: 1:20

Percentage of teachers with advanced degrees -35%

25 Schools – 15 elementary, 5 middle, 5 high schools

75% of students have school-issued technology

Extracurricular participation 42%

Setting Strategic Goals

Identify key priorities

Define measurable objectives & timelines

Developing Action Plans

Assigning responsibilities and resources

Establishing evaluation criteria for tracking progress

Implementation & Monitoring

Adjusting plans based on data and feedback

Annual review and adaptability

Reflection

## image1.jpeg

## image12.jpeg

## image13.png

## image14.svg

.MsftOfcThm_Accent1_Fill_v2 {
fill:#A6B727;
}
.MsftOfcThm_Accent1_Stroke_v2 {
stroke:#A6B727;
}

## image15.png

## image16.svg

.MsftOfcThm_Accent1_Fill_v2 {
fill:#A6B727;
}
.MsftOfcThm_Accent1_Stroke_v2 {
stroke:#A6B727;
}

## image21.jpeg

**## StrategicPlanning.pptx**

Strategic Planning

A Comprehensive Approach

Setting Strategic Goals

Identify key priorities

Define measurable objectives & timelines

Developing Action Plans

Assigning responsibilities and resource allocation

Establish evaluation criteria for tracking progress

Objectives

Understand strategic planning and its importance to school governance

Identify key data needed for effective decision-making

Learn the step-by-step process of strategic planning

What is Strategic Planning

Strategic planning in school boards is a process of setting goals, making decisions, and creating a roadmap to improve students’ education. It helps schools focus on priorities, use resources wisely, and adapt to changes to ensure long-term success.

SP provides a clear roadmap for achieving educational goals

Defines priorities – schools identify key areas for growth. Student achievement, teacher development, and resource allocation

Aligns resources –ensures funding is dedicated toward the initiatives that enhance student success

Encourages continuous improvement – adjusting strategies to meet evolving needs

Goal of Strategic Planning

Long-term vision and Short-term objectives

Data Collection and Analysis

Essential data for decision-making

Demographic trends

Financial reports

Staffing and resource availability

SWOT Analysis

Evaluating Strengths, Weaknesses, Opportunities, and Threats

Springfield Unified School District

Student Performance Metrics

Average standardized test scores: Math – 72%, Reading – 68%, Science – 75%

Graduation rate: 85%

Attendance rate: 91%

Percentage of students meeting college readiness benchmarks: 60%

Demographics & Enrollment

Total student population: 12,500

Diversity breakdown: 55% Hispanic, 25% White, 15% Black, 5% Asian

Percentage of students eligible for free/reduced lunch: 48%

Enrollment trend: Steady growth of 2% per year

Financial Data

Annual budget: $150 million

Primary funding sources: State grants (50%), local taxes (35%), federal funding (15%)

Recent budget deficits: -$5 million due to declining property tax revenue

Per-student spending: $12,000

Staff & Resources

Teacher-to-student ratio: 1:20

Percentage of teachers with advanced degrees -35%

25 Schools – 15 elementary, 5 middle, 5 high schools

75% of students have school-issued technology

Extracurricular participation 42%

Setting Strategic Goals

Identify key priorities

Define measurable objectives & timelines

Developing Action Plans

Assigning responsibilities and resources

Establishing evaluation criteria for tracking progress

Implementation & Monitoring

Adjusting plans based on data and feedback

Annual review and adaptability

Reflection

## image1.jpeg

## image12.jpeg

## image13.png

## image14.svg

.MsftOfcThm_Accent1_Fill_v2 {
fill:#A6B727;
}
.MsftOfcThm_Accent1_Stroke_v2 {
stroke:#A6B727;
}

## image15.png

## image16.svg

.MsftOfcThm_Accent1_Fill_v2 {
fill:#A6B727;
}
.MsftOfcThm_Accent1_Stroke_v2 {
stroke:#A6B727;
}

## image21.jpeg

**## SWOT_Analysis_Worksheet.pdf**

SWOT Analysis Worksheet

Strengths
What do you do well?
What unique resources can you draw on?
What do others see as your strengths?

Weaknesses
What could you improve?
Where do you have fewer resources than others?
What are others likely to see as weaknesses?

Opportunities
What opportunities are open to you?
What trends could you take advantage of?
How can you turn your strengths into opportunities?

Threats
What threats could harm you?
What is your competition doing?
What threats do your weaknesses expose you to?

**## ZoomInstructions.docx**

Instructions:

Step 1: Review the District Data (PPT Slide)

Carefully analyze the district profile shown below. This information will serve as your
**evidence base** for the entire assignment.

**District Profile: Springfield Unified School District**

· Student performance (test scores, graduation, attendance)

· Demographics and enrollment trends

· Financial data (budget, deficits, funding sources)

· Staffing and resources

Use this data to understand the district’s
**current reality after your first year as superintendent**.

Step 2: Complete the SWOT Analysis Worksheet

imageSWOT analysis worksheet 1.png (Image: SWOT worksheet with four labeled quadrants)

Using the worksheet categories, analyze the district data and record your responses.

A. Strengths (Internal – Positive)

Identify what the district is doing well based on the data.

· What performance indicators are strong?

· What resources or programs are advantageous?

· What would the community view as positives?

B. Weaknesses (Internal – Negative)

Identify areas that need improvement.

· Where is performance below expectations?

· What resource or staffing limitations exist?

· What concerns might stakeholders raise?

C. Opportunities (External – Positive)

Identify trends or conditions the district can leverage.

· What growth trends can be capitalized on?

· What funding, partnerships, or innovations are possible?

· How can strengths be used to expand impact?

D. Threats (External – Negative)

Identify risks or challenges.

· What financial or enrollment pressures exist?

· What external competition or policy changes could impact the district?

· How might weaknesses create future problems?

**## StrategicPlanning.pptx**

Strategic Planning

A Comprehensive Approach

Setting Strategic Goals

Identify key priorities

Define measurable objectives & timelines

Developing Action Plans

Assigning responsibilities and resource allocation

Establish evaluation criteria for tracking progress

Objectives

Understand strategic planning and its importance to school governance

Identify key data needed for effective decision-making

Learn the step-by-step process of strategic planning

What is Strategic Planning

Strategic planning in school boards is a process of setting goals, making decisions, and creating a roadmap to improve students’ education. It helps schools focus on priorities, use resources wisely, and adapt to changes to ensure long-term success.

SP provides a clear roadmap for achieving educational goals

Defines priorities – schools identify key areas for growth. Student achievement, teacher development, and resource allocation

Aligns resources –ensures funding is dedicated toward the initiatives that enhance student success

Encourages continuous improvement – adjusting strategies to meet evolving needs

Goal of Strategic Planning

Long-term vision and Short-term objectives

Data Collection and Analysis

Essential data for decision-making

Demographic trends

Financial reports

Staffing and resource availability

SWOT Analysis

Evaluating Strengths, Weaknesses, Opportunities, and Threats

Springfield Unified School District

Student Performance Metrics

Average standardized test scores: Math – 72%, Reading – 68%, Science – 75%

Graduation rate: 85%

Attendance rate: 91%

Percentage of students meeting college readiness benchmarks: 60%

Demographics & Enrollment

Total student population: 12,500

Diversity breakdown: 55% Hispanic, 25% White, 15% Black, 5% Asian

Percentage of students eligible for free/reduced lunch: 48%

Enrollment trend: Steady growth of 2% per year

Financial Data

Annual budget: $150 million

Primary funding sources: State grants (50%), local taxes (35%), federal funding (15%)

Recent budget deficits: -$5 million due to declining property tax revenue

Per-student spending: $12,000

Staff & Resources

Teacher-to-student ratio: 1:20

Percentage of teachers with advanced degrees -35%

25 Schools – 15 elementary, 5 middle, 5 high schools

75% of students have school-issued technology

Extracurricular participation 42%

Setting Strategic Goals

Identify key priorities

Define measurable objectives & timelines

Developing Action Plans

Assigning responsibilities and resources

Establishing evaluation criteria for tracking progress

Implementation & Monitoring

Adjusting plans based on data and feedback

Annual review and adaptability

Reflection

## image1.jpeg

## image12.jpeg

## image13.png

## image14.svg

.MsftOfcThm_Accent1_Fill_v2 {
fill:#A6B727;
}
.MsftOfcThm_Accent1_Stroke_v2 {
stroke:#A6B727;
}

## image15.png

## image16.svg

.MsftOfcThm_Accent1_Fill_v2 {
fill:#A6B727;
}
.MsftOfcThm_Accent1_Stroke_v2 {
stroke:#A6B727;
}

## image21.jpeg

**## SWOT_Analysis_Worksheet.pdf**

SWOT Analysis Worksheet

Strengths
What do you do well?
What unique resources can you draw on?
What do others see as your strengths?

Weaknesses
What could you improve?
Where do you have fewer resources than others?
What are others likely to see as weaknesses?

Opportunities
What opportunities are open to you?
What trends could you take advantage of?
How can you turn your strengths into opportunities?

Threats
What threats could harm you?
What is your competition doing?
What threats do your weaknesses expose you to?

**## ZoomInstructions.docx**

Instructions:

Step 1: Review the District Data (PPT Slide)

Carefully analyze the district profile shown below. This information will serve as your
**evidence base** for the entire assignment.

**District Profile: Springfield Unified School District**

· Student performance (test scores, graduation, attendance)

· Demographics and enrollment trends

· Financial data (budget, deficits, funding sources)

· Staffing and resources

Use this data to understand the district’s
**current reality after your first year as superintendent**.

Step 2: Complete the SWOT Analysis Worksheet

imageSWOT analysis worksheet 1.png (Image: SWOT worksheet with four labeled quadrants)

Using the worksheet categories, analyze the district data and record your responses.

A. Strengths (Internal – Positive)

Identify what the district is doing well based on the data.

· What performance indicators are strong?

· What resources or programs are advantageous?

· What would the community view as positives?

B. Weaknesses (Internal – Negative)

Identify areas that need improvement.

· Where is performance below expectations?

· What resource or staffing limitations exist?

· What concerns might stakeholders raise?

C. Opportunities (External – Positive)

Identify trends or conditions the district can leverage.

· What growth trends can be capitalized on?

· What funding, partnerships, or innovations are possible?

· How can strengths be used to expand impact?

D. Threats (External – Negative)

Identify risks or challenges.

· What financial or enrollment pressures exist?

· What external competition or policy changes could impact the district?

· How might weaknesses create future problems?

**## StrategicPlanning.pptx**

Strategic Planning

A Comprehensive Approach

Setting Strategic Goals

Identify key priorities

Define measurable objectives & timelines

Developing Action Plans

Assigning responsibilities and resource allocation

Establish evaluation criteria for tracking progress

Objectives

Understand strategic planning and its importance to school governance

Identify key data needed for effective decision-making

Learn the step-by-step process of strategic planning

What is Strategic Planning

Strategic planning in school boards is a process of setting goals, making decisions, and creating a roadmap to improve students’ education. It helps schools focus on priorities, use resources wisely, and adapt to changes to ensure long-term success.

SP provides a clear roadmap for achieving educational goals

Defines priorities – schools identify key areas for growth. Student achievement, teacher development, and resource allocation

Aligns resources –ensures funding is dedicated toward the initiatives that enhance student success

Encourages continuous improvement – adjusting strategies to meet evolving needs

Goal of Strategic Planning

Long-term vision and Short-term objectives

Data Collection and Analysis

Essential data for decision-making

Demographic trends

Financial reports

Staffing and resource availability

SWOT Analysis

Evaluating Strengths, Weaknesses, Opportunities, and Threats

Springfield Unified School District

Student Performance Metrics

Average standardized test scores: Math – 72%, Reading – 68%, Science – 75%

Graduation rate: 85%

Attendance rate: 91%

Percentage of students meeting college readiness benchmarks: 60%

Demographics & Enrollment

Total student population: 12,500

Diversity breakdown: 55% Hispanic, 25% White, 15% Black, 5% Asian

Percentage of students eligible for free/reduced lunch: 48%

Enrollment trend: Steady growth of 2% per year

Financial Data

Annual budget: $150 million

Primary funding sources: State grants (50%), local taxes (35%), federal funding (15%)

Recent budget deficits: -$5 million due to declining property tax revenue

Per-student spending: $12,000

Staff & Resources

Teacher-to-student ratio: 1:20

Percentage of teachers with advanced degrees -35%

25 Schools – 15 elementary, 5 middle, 5 high schools

75% of students have school-issued technology

Extracurricular participation 42%

Setting Strategic Goals

Identify key priorities

Define measurable objectives & timelines

Developing Action Plans

Assigning responsibilities and resources

Establishing evaluation criteria for tracking progress

Implementation & Monitoring

Adjusting plans based on data and feedback

Annual review and adaptability

Reflection

## image1.jpeg

## image12.jpeg

## image13.png

## image14.svg

.MsftOfcThm_Accent1_Fill_v2 {
fill:#A6B727;
}
.MsftOfcThm_Accent1_Stroke_v2 {
stroke:#A6B727;
}

## image15.png

## image16.svg

.MsftOfcThm_Accent1_Fill_v2 {
fill:#A6B727;
}
.MsftOfcThm_Accent1_Stroke_v2 {
stroke:#A6B727;
}

## image21.jpeg

November 6, 2026
[Solved] Education Module 2, Assignment – Chapter 6

✓ Verified Academic Solution Available

Executive Solution Overview

Module 2, Assignment – Chapter 6 **files (2)** – ## Module2Assignment-Chapter6.docx – TheSchoolSuperintendentTheoryPracticeAndCasesVol3.pdf **## Module2Assignment-Chapter6.docx** Module 2, Assignment – Chapter 6 Respond to the following questions: 1.) In your own words, explain the purposes of schoo…

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Assignment Prompt & Instructions

Module 2, Assignment – Chapter 6

**files (2)**

– ## Module2Assignment-Chapter6.docx

– TheSchoolSuperintendentTheoryPracticeAndCasesVol3.pdf

**## Module2Assignment-Chapter6.docx**

Module 2, Assignment – Chapter 6

Respond to the following questions:

1.) In your own words, explain the purposes of school district policies.

2.) How may federal and state laws affect policy?

3.) What are the primary differences between school board policy statements and administrative regulations?

4.) Identify a policy or regulation from a school district with which you are familiar. Discuss the type of policy or regulation (mandatory, directory, discretionary, or proscriptive), the intent of the policy or regulation, and provide an example(s). See Table 6.6 on Kowalski, page 181 for samples. [You may consider topics such as (but not limited to): assessment, teacher evaluation, technology usage, dress code, or discipline.]

Not over three pages.

Rubric: Specific information provided;
Addresses all aspects of the assignment questions and/or tasks;
Provides a comprehensive or thorough response

APA format is followed throughout the document;
Few or no errors in grammar, punctuation, spelling, sentence structure, etc.

**TheSchoolSuperintendentTheoryPracticeAndCasesVol3.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/theschoolsuperintendenttheorypracticeandcasesvol3-pdf-10557775)

**TheSchoolSuperintendentTheoryPracticeAndCasesVol3.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/theschoolsuperintendenttheorypracticeandcasesvol3-pdf-10557775)

**## Module2Assignment-Chapter6.docx**

Module 2, Assignment – Chapter 6

Respond to the following questions:

1.) In your own words, explain the purposes of school district policies.

2.) How may federal and state laws affect policy?

3.) What are the primary differences between school board policy statements and administrative regulations?

4.) Identify a policy or regulation from a school district with which you are familiar. Discuss the type of policy or regulation (mandatory, directory, discretionary, or proscriptive), the intent of the policy or regulation, and provide an example(s). See Table 6.6 on Kowalski, page 181 for samples. [You may consider topics such as (but not limited to): assessment, teacher evaluation, technology usage, dress code, or discipline.]

Not over three pages.

Rubric: Specific information provided;
Addresses all aspects of the assignment questions and/or tasks;
Provides a comprehensive or thorough response

APA format is followed throughout the document;
Few or no errors in grammar, punctuation, spelling, sentence structure, etc.

**TheSchoolSuperintendentTheoryPracticeAndCasesVol3.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/theschoolsuperintendenttheorypracticeandcasesvol3-pdf-10557775)

**## Module2Assignment-Chapter6.docx**

Module 2, Assignment – Chapter 6

Respond to the following questions:

1.) In your own words, explain the purposes of school district policies.

2.) How may federal and state laws affect policy?

3.) What are the primary differences between school board policy statements and administrative regulations?

4.) Identify a policy or regulation from a school district with which you are familiar. Discuss the type of policy or regulation (mandatory, directory, discretionary, or proscriptive), the intent of the policy or regulation, and provide an example(s). See Table 6.6 on Kowalski, page 181 for samples. [You may consider topics such as (but not limited to): assessment, teacher evaluation, technology usage, dress code, or discipline.]

Not over three pages.

Rubric: Specific information provided;
Addresses all aspects of the assignment questions and/or tasks;
Provides a comprehensive or thorough response

APA format is followed throughout the document;
Few or no errors in grammar, punctuation, spelling, sentence structure, etc.

**TheSchoolSuperintendentTheoryPracticeAndCasesVol3.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/theschoolsuperintendenttheorypracticeandcasesvol3-pdf-10557775)

November 6, 2026
[Solved] Education Assignment 7 (Chapters 7-8)

✓ Verified Academic Solution Available

Executive Solution Overview

Assignment 7 (Chapters 7-8) **files (2)** – ## Assignment7.docx – TheSchoolSuperintendentTheoryPracticeAndCasesVol3.pdf **## Assignment7.docx** Assignment 7 (Chapters 7-8) Respond to the following questions: 1.) What are the differences among a mission statement, a philosophy statement, and a vision…

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Assignment Prompt & Instructions

Assignment 7 (Chapters 7-8)

**files (2)**

– ## Assignment7.docx

– TheSchoolSuperintendentTheoryPracticeAndCasesVol3.pdf

**## Assignment7.docx**

Assignment 7 (Chapters 7-8)

Respond to the following questions:

1.) What are the differences among a mission statement, a philosophy statement, and a vision statement?

2.) What are Theory X and Theory Y? Discuss the value of these theories.

3.) What is ethical and moral leadership. What factors may deter a superintendent from behaving ethically and morally?

4.) Consider the issues associated with forming school partnerships, including common characteristics of successful and failed partnerships (Kowalski, pp. 234-239). Discuss examples from experience/practice which illustrate the characteristics of successful and/or failed partnerships.

Not over three pages.

Rubric: Consistent evidence with originality and depth of ideas. The main points are sufficiently supported. 4 POINTS

Exceptional vocabulary range and effective word usage. Understanding is demonstrated in supported, well-developed sentences with a variety of styles. 4 POINTS

Free of spelling, capitalization, and grammar errors. 2 POINTS

The organization is sequential and appropriate with well-developed paragraphs. The assignment has an introduction, middle, and closure. 4 POINTS

APA- 2 POINTS

**Ideas are linked with smooth and effective transitions. 4 POINTS**

**TheSchoolSuperintendentTheoryPracticeAndCasesVol3.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/theschoolsuperintendenttheorypracticeandcasesvol3-pdf-10558073)

**TheSchoolSuperintendentTheoryPracticeAndCasesVol3.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/theschoolsuperintendenttheorypracticeandcasesvol3-pdf-10558073)

**## Assignment7.docx**

Assignment 7 (Chapters 7-8)

Respond to the following questions:

1.) What are the differences among a mission statement, a philosophy statement, and a vision statement?

2.) What are Theory X and Theory Y? Discuss the value of these theories.

3.) What is ethical and moral leadership. What factors may deter a superintendent from behaving ethically and morally?

4.) Consider the issues associated with forming school partnerships, including common characteristics of successful and failed partnerships (Kowalski, pp. 234-239). Discuss examples from experience/practice which illustrate the characteristics of successful and/or failed partnerships.

Not over three pages.

Rubric: Consistent evidence with originality and depth of ideas. The main points are sufficiently supported. 4 POINTS

Exceptional vocabulary range and effective word usage. Understanding is demonstrated in supported, well-developed sentences with a variety of styles. 4 POINTS

Free of spelling, capitalization, and grammar errors. 2 POINTS

The organization is sequential and appropriate with well-developed paragraphs. The assignment has an introduction, middle, and closure. 4 POINTS

APA- 2 POINTS

**Ideas are linked with smooth and effective transitions. 4 POINTS**

**TheSchoolSuperintendentTheoryPracticeAndCasesVol3.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/theschoolsuperintendenttheorypracticeandcasesvol3-pdf-10558073)

**## Assignment7.docx**

Assignment 7 (Chapters 7-8)

Respond to the following questions:

1.) What are the differences among a mission statement, a philosophy statement, and a vision statement?

2.) What are Theory X and Theory Y? Discuss the value of these theories.

3.) What is ethical and moral leadership. What factors may deter a superintendent from behaving ethically and morally?

4.) Consider the issues associated with forming school partnerships, including common characteristics of successful and failed partnerships (Kowalski, pp. 234-239). Discuss examples from experience/practice which illustrate the characteristics of successful and/or failed partnerships.

Not over three pages.

Rubric: Consistent evidence with originality and depth of ideas. The main points are sufficiently supported. 4 POINTS

Exceptional vocabulary range and effective word usage. Understanding is demonstrated in supported, well-developed sentences with a variety of styles. 4 POINTS

Free of spelling, capitalization, and grammar errors. 2 POINTS

The organization is sequential and appropriate with well-developed paragraphs. The assignment has an introduction, middle, and closure. 4 POINTS

APA- 2 POINTS

**Ideas are linked with smooth and effective transitions. 4 POINTS**

**TheSchoolSuperintendentTheoryPracticeAndCasesVol3.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/theschoolsuperintendenttheorypracticeandcasesvol3-pdf-10558073)

November 6, 2026
[Solved] District Administrator

✓ Verified Academic Solution Available

Executive Solution Overview

District Administrator **files (1)** – ## InterviewRubricAED725-2-11.doc **## InterviewRubricAED725-2-11.doc** **AED 725** **DISTRICT LEVEL ROLES AND FUNCTIONS** **Interview/Reflection Paper (200 points)** Overview For this assignment, you will interview a practicing district-level administrator cur…

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Assignment Prompt & Instructions

District Administrator

**files (1)**

– ## InterviewRubricAED725-2-11.doc

**## InterviewRubricAED725-2-11.doc**

**AED 725**

**DISTRICT LEVEL ROLES AND FUNCTIONS**

**Interview/Reflection Paper (200 points)**

Overview

For this assignment, you will interview a practicing district-level administrator currently serving in a public school district. In a five to seven page paper, you will summarize the results of your interview and reflect on your conversation with the leader, noting new insights you gained or ideas which will help you in your own practice as an administrator.

Paper Components

The Interview

Make arrangements early in this course to interview a district-level administrator (e.g., superintendent, assistant or associate superintendent, director, coordinator, supervisor). Explain the nature of this assignment, and set up an interview time conducive to her/his schedule. During the interview, ask questions and take notes to explore the dimensions of leadership related to course topics. Address at least 5 of the following questions.

· What do you perceive as the most important roles in your work? What aspects require the most time? What aspects are of the greatest value?

· Describe the legal aspects of the work which require careful attention.

· Describe how strategic planning is done in the district. What is your role in the process of strategic planning?

· What is your role in supporting student success?

· Describe some of the most challenging conflicts, problems, or situations you encounter in your day-to-day work.

· Tell me about your role in working with regulatory agencies at the various levels (federal, state, and local).

· What challenges do you encounter in human resource administration and how do you overcome these challenges?

· What are your main responsibilities related to fiscal management and budgeting?

· Discuss concepts for effective management of pupil transportation and food service management.

· What is your key advice for fostering relationships and district partnerships with community members?

· How do you evaluate the effectiveness of personnel?

· What strategies do you use to review policy and/or program effectiveness and make improvements or adjustments?

Write the results of your interview in a narrative form. In other words, do not list all of the questions and verbatim answers, but write an effective narrative that summarizes your conversation. You may selectively use quotes from the leader to illustrate your points.

Reflection

Summarize your own thoughts following the interview, and connect your reflections to course concepts. What in the conversation, if anything, surprised you? What new ideas or insights did you gain about district leadership? How will this new knowledge and information from the interview affect your decision-making as a school administrator?

Paper Specifications

Compose your paper in a clear, concise writing style with correct grammar, spelling, and word usage. The interview/reflection paper should be at least five pages and no more than seven pages long, typed or word-processed in 12-point font, Times New Roman, double spaced, 1.0” left/right margins, 1.0” top/bottom margins. All papers should follow the format and style described by the
_American Psychological Association (APA) Publication Manual_. For assistance with APA formatting issues, see the Purdue Online Writing Lab website at
[http://owl.english.purdue.edu/owl/resource/560/01/](http://owl.english.purdue.edu/owl/resource/560/01/).

Scoring Rubric

| | | | | |
| — | — | — | — | — |
| | **Exemplary** | **Proficiency** | **Developing** | **Unsatisfactory** |
| Leader Interview<br>(80 points) | Clear, concise description of the interview, with all components effectively addressed, including pertinent quotes | Organized description of the interview, with all components addressed, including some pertinent quotes | Weak or unclear description of the interview or some components not addressed, minimal pertinent quotes | Unclear description of interview; several required components not addressed, no quotes |
| Reflection<br>(80 points) | Clear, concise, meaningful insights and ideas expressed; reflection closely connects concepts from the course to the interview findings | Logical, well-written reflection; the narrative included numerous insights; connections between concepts from the course and interview findings were evident | Weak or unclear expression of new insights and understandings; connections between course content and the interview findings are not fully developed | Paper does not meaningfully address new insights or understandings;<br>interview findings were not connected to the course concepts in pertinent ways |
| Writing Style<br>(40 points) | Clear, concise, correct grammar, spelling, word choice, proper APA format | Generally concise, correct grammar, spelling, word choice, proper APA format | Numerous lapses in clarity, grammar, spelling, word choice, and/or APA format which interfered with readability | Major lapses in clarity, grammar, spelling, word choice, and/or APA format which significantly interfered with readability |

**## InterviewRubricAED725-2-11.doc**

**AED 725**

**DISTRICT LEVEL ROLES AND FUNCTIONS**

**Interview/Reflection Paper (200 points)**

Overview

For this assignment, you will interview a practicing district-level administrator currently serving in a public school district. In a five to seven page paper, you will summarize the results of your interview and reflect on your conversation with the leader, noting new insights you gained or ideas which will help you in your own practice as an administrator.

Paper Components

The Interview

Make arrangements early in this course to interview a district-level administrator (e.g., superintendent, assistant or associate superintendent, director, coordinator, supervisor). Explain the nature of this assignment, and set up an interview time conducive to her/his schedule. During the interview, ask questions and take notes to explore the dimensions of leadership related to course topics. Address at least 5 of the following questions.

· What do you perceive as the most important roles in your work? What aspects require the most time? What aspects are of the greatest value?

· Describe the legal aspects of the work which require careful attention.

· Describe how strategic planning is done in the district. What is your role in the process of strategic planning?

· What is your role in supporting student success?

· Describe some of the most challenging conflicts, problems, or situations you encounter in your day-to-day work.

· Tell me about your role in working with regulatory agencies at the various levels (federal, state, and local).

· What challenges do you encounter in human resource administration and how do you overcome these challenges?

· What are your main responsibilities related to fiscal management and budgeting?

· Discuss concepts for effective management of pupil transportation and food service management.

· What is your key advice for fostering relationships and district partnerships with community members?

· How do you evaluate the effectiveness of personnel?

· What strategies do you use to review policy and/or program effectiveness and make improvements or adjustments?

Write the results of your interview in a narrative form. In other words, do not list all of the questions and verbatim answers, but write an effective narrative that summarizes your conversation. You may selectively use quotes from the leader to illustrate your points.

Reflection

Summarize your own thoughts following the interview, and connect your reflections to course concepts. What in the conversation, if anything, surprised you? What new ideas or insights did you gain about district leadership? How will this new knowledge and information from the interview affect your decision-making as a school administrator?

Paper Specifications

Compose your paper in a clear, concise writing style with correct grammar, spelling, and word usage. The interview/reflection paper should be at least five pages and no more than seven pages long, typed or word-processed in 12-point font, Times New Roman, double spaced, 1.0” left/right margins, 1.0” top/bottom margins. All papers should follow the format and style described by the
_American Psychological Association (APA) Publication Manual_. For assistance with APA formatting issues, see the Purdue Online Writing Lab website at
[http://owl.english.purdue.edu/owl/resource/560/01/](http://owl.english.purdue.edu/owl/resource/560/01/).

Scoring Rubric

| | | | | |
| — | — | — | — | — |
| | **Exemplary** | **Proficiency** | **Developing** | **Unsatisfactory** |
| Leader Interview<br>(80 points) | Clear, concise description of the interview, with all components effectively addressed, including pertinent quotes | Organized description of the interview, with all components addressed, including some pertinent quotes | Weak or unclear description of the interview or some components not addressed, minimal pertinent quotes | Unclear description of interview; several required components not addressed, no quotes |
| Reflection<br>(80 points) | Clear, concise, meaningful insights and ideas expressed; reflection closely connects concepts from the course to the interview findings | Logical, well-written reflection; the narrative included numerous insights; connections between concepts from the course and interview findings were evident | Weak or unclear expression of new insights and understandings; connections between course content and the interview findings are not fully developed | Paper does not meaningfully address new insights or understandings;<br>interview findings were not connected to the course concepts in pertinent ways |
| Writing Style<br>(40 points) | Clear, concise, correct grammar, spelling, word choice, proper APA format | Generally concise, correct grammar, spelling, word choice, proper APA format | Numerous lapses in clarity, grammar, spelling, word choice, and/or APA format which interfered with readability | Major lapses in clarity, grammar, spelling, word choice, and/or APA format which significantly interfered with readability |

November 6, 2026