Fluent Essays

See attach peer reply Guided Response: Review the posts of your classmates and the responses of the instructor. Substantively reply to at least two peers with your reaction to the initial posts. Discuss how their justifications may be similar to or different than your own. Also, skim the action research proposal they have provided, discuss interesting items you found in the proposal and how it is similar to or different than the one you posted. Though two replies are the basic expectation, for deeper engagement and application of the material, you are encouraged to provide responses to any comments or questions others have given to you. This ongoing engagement in the discussion will deepen the conversation while providing opportunities to demonstrate your content expertise, critical thinking, and real-world experiences with this topic. PEER1 James My selection for this week’s discussion was an academic journal entry: “The Role of Technology-Mediated Music-Making in Enhancing Engagement and Social Communication in Children with Autism and Intellectual Disabilities.” by Lila Kossyvaki and Sara Curran.      In looking at this particular action research, one of the main reasons for choosing it was that it is the most current of the research articles I found for use in our week 1 assignment. As I stated in my assignment, “much of the research that was conducted and documented in the entries I found was done some time ago. While I do believe that the research in all of the presented papers is sound, there were some of them that were almost 20 years old. In looking at action research, reflecting on what has been done and possibly expanding upon it can work to  provide greater insight into the subject matter.” In the case of the research I have chosen here, it is relatable to modern thought on how to create social in roads for students who have more severe types of autism and are also ED utilizing technology and specifically music      Another reason that I chose this particular research was that the authors point out that “very little research has explored the impact of interventions combining music and technology on children with a dual diagnosis of autism and intellectual disabilities.” (Kossyvaki, Curran, 2020) Having worked with autistic students who have also been diagnosed with ED, I have seen firsthand how music can be utilized as a tool to engage them, used as a reinforcer as well as a reward, and create positive interactions among educators and students. As an example, a student that I worked who was both autistic and diagnosed as ED came from a Hispanic background and enjoyed what is called “Banda”, a music that springs from Latino culture. He specifically responded to an artist who worked in this genre named Marco Flores. His appreciation of the music came from his home life, and when utilized in the classroom, it seemed to function as a way to connect back to that. This enabled me and my peers to use the music as a warmup when entering the learning environment at the start of the day, as well as create a token economy which encouraged him to work for breaks and earn time to watch YouTube clips of the artist performing familiar songs. I believe that more research in this area is warranted in that music can function as an educational tool for students with ASD who suffer with ED as well.      In my current classroom, I work with students who are considered Mild to Moderate with only one of them being diagnosed as having ASD. However, I utilize music in the morning as a way to start the day as well as generate a positive vibe in the classroom. In my future work as a Program Specialist, I think that my previous experience in working with a student who had severe emotional challenges and with whom music worked as a bridge between home and school will allow me to support teachers in using music as a means to interrupt behaviors as well as engage students in learning. References: Kossyvaki, L., & Curran, S. (2020). The role of technology-mediated music-making in enhancing engagement and social communication in children with autism and intellectual disabilities. Journal of Intellectual Disabilities, 24(1), 118–138. https://doi-org.proxy-library.ashford.edu/10.1177/1744629518772648   PEER 2 Vick The selection for this week’s discussion is a web journal article: “10 Ways to Create A Safe Learning Environment” by Jillian Star.     Reason behind me choosing this article was, the informative information this author gives me with using effective strategies for my classroom setting. Being able to recognize the different ways on how to use these will help boost your confidence as a teacher and will help boost your student’s confidence. This article broke down ten effective ways on how to make your classroom safe with using some of the simplest methods. Looking over these ten methods gave me the confidence boost myself on how to manage my time more effectively, while still reaching goals for my students to succeed academically.   Looking more in-depth with this article and finding such great information, this gave me multiple opportunities I could ever imagine to help me reach that safe environment goals. There were a couple of ways that stuck out to me like a sore thumb that had me thinking mores over on using and capitalizing on it. Differentiated Instruction is a big deal breaker for me while creating a safe environment. By differentiating your instruction and not providing this “one size fits all” method, students feel that their needs are being met. We are meeting them where they are while maintaining high expectations, and giving them little scaffolded pushes right where they need to be Jillian Star (2021). Another way that stuck out to me was, Offering Students Choice. Student choice is, giving students the control over how they show what they’ve learned. Additionally, allowing them to reflect on ways that they learn best, and giving them a variety of opportunities to do that learning and let them self-select Jillian Star (2021). This strategy basically summarizes as giving students an independent role on learning at their own pace and being able to choose certain academic aspects in their educator’s classroom. The last strategy that stuck to me like glue was, Creating Structures and Routines. By doing this in your classroom students will have that expectation you are trying to create on a daily basis. When a classroom lacks structure, routine, and organization, it adds a level of anxiety for students that doesn’t need to be there. Students should be able to just focus on the learning that is happening, and not have to worry about navigating their time and space. If the structure isn’t there, they first have to learn what is expected of them Jillian Star (2021) By simply putting routines in place, and organizing our classrooms in a way where students can easily access materials, we’re eliminating an entire layer of anxiety frustration for our students.     Reason behind me choosing this article was, the informative information this author gives me with using effective strategies for my classroom setting. Being able to recognize the different ways on how to use these will help boost your confidence as a teacher and will help boost your student’s confidence. This topic helps me keeps everything in alignment with my behavioral students. This biggest out take of this article for me is being able to Create Structures and Routines for my students. By having this in place will help cut down on triggers being shown daily, academic success gradually increasing, and student’s confidence will peak at an excellent rate. My goal as a behavioral teacher is to cause less confusion for my students so that they will be able to enjoy their academics while being in a safe classroom environment.   References Jillian Star (2021) 10 Ways to Create A Safe Learning Environment. https://jillianstarrteaching.com/10-ways-to-create-a-safe-learning-environment/ Week 2 Discussion The Selection for this weeks discussion is a journal : Action Research during Recess - A time for Children With Autism to Play and Learn by Sharon F. Schoen and Megan Bullard. I choose this article which describes how action research can help educators whom teach children with autism how to improve their social skills with their peers. As I stated in my Week 1 assignment, this area of education I will be moving into for the 2022-23 school year. Its imperative for teachers who are educating autism children to understand the behavioral challenges our children face in the classroom setting. Social skill are important for building relationships, and learning. With support from their teachers, children with autism can develop social skills. Different strategies can help autisms children developed social skills. Developmentally students who are 5-7 years old are typically establishing and terminating friendships based on sharing time and things, (Schoen & Bullard 2002). Children with autism often struggle with their peers in relating to others, therefore getting them develop role -playing and video modeling can help autism develop good social skills.  This article is allowed me to understand what can be modeled or done to help children with autism in improving their social skills. Social skills help autism children set goals for themselves and build positive relationships with their peers especially during the recess time block. This gives the teacher a great chance to see which students are having a harder time grasping this concept and provide more individual time with the teacher or assistant if needed. Observations can be conducted by the school psychologist, the speech therapist, the students parents, and classroom teacher  to provide guidance for instruction, (Schoen & Bullard 2002). Interaction between children with autism and their non disable peers is essential in developing and fostering social interaction.  This article is very important on how action research can improve autism student social skills. I feels some steps that can improve any childs social skills begins with teaching them empathy, knowing your students limits, practice role playing and being a good role model to other. Moving from Learning disability childrens to autism students will be a transition which there will be challenges to myself but and figuring out what work for each individual student in the classroom. Some important takes from this article is the appropriate measures to improve children with autism to improve on their social skills in and out of the classroom. Repeating fair play and good sportsmanship as classroom expectations. I only have work with autistic kids only a handful in my twenty years of teaching in the Long Branch school district and Im looking forward to moving into my capacity after this school year. Teaching children social skills can improve individuals socially and academically, in which I plan on doing once settling into my new role as an autistic school teacher.  Reference  Schoen, S. & Bullard, M. (2002). Action Reacher During recess. A Time for Children to Play and Learn. Retrieved from http://www.journals.sagepu.com WEEK 2 INSTRUCTOR GUIDANCE Welcome to Week 2 of EDU 694:Capstone 1: Educational Research.  Please be sure to review the Week 2 homepage for this course to see: · The specific learning outcomes for the week · The schedule overview · The required and recommended resources · The introduction to the week · A listing of the assessments Next, be sure to read this entire Instructor Guidance page. Overview Recall that in Week 1 you discussed the overarching understanding of Action Research in relationship to the education profession. Week 2 is designed to ensure expansion upon your early understandings of Action Research. As part of the Week 1 Discussion 1, you were encouraged to review the weekly homepages for the course and take note of the assessments each week. Now is an appropriate time to revisit the Week 6 Final Project instructions and Grading Rubric to be sure you understand the scope of what you will do in that assessment and how your participation in Week 2 supports your success. Intellectual Elaboration Why Bother with Research? It would be so much easier, in our post-modern world, to self-appoint ourselves as experts based on our experiences, our intuitions, our “gut feelings.” After all, who knows better than we do about the things we have experienced, thought, and felt? Further, and more to the point, there are many people who would be just fine with this. The presence of the internet, as it is with many things, is in part is responsible for this. (Visit this website for a lengthy explanation of post-modernism (Links to an external site.) . Go to this website for a much shorter explanation of post-modernism (Links to an external site.) ).  In the post-modern world, everyone can be their own “expert.” Long held notions of expertise and scholarship have been called into question, and thus must be defended. Research relies on following a well-worn path, developed over several centuries by scholars, scientists, and others, to find answers to questions. In essence, the researcher seeks, through following this path, to satisfy curiosity, to advance thinking, to devise and invent solutions, and to make the world better. Research, then, is vital to human progress, and is equally vital in advancing professional practice in education. Of course, there are many aspects to research, for our purposes in this class, we will focus more on Action Research, a type of research that educators can use well for their professional purposes. Action Research. Action Research is a key type of research aimed specifically at what I call “street level practitioners.” O’Brien (1998, paragraphs 23 and 24) notes that Kurt Lewin is generally considered the ‘father’ of Action Research. A German social and experimental psychologist, and one of the founders of the Gestalt school, he was concerned with social problems, and focused on participative group processes for addressing conflict, crises, and change, generally within organizations. Initially, he was associated with the Center for Group Dynamics at the Massachusetts Institute of Technology (MIT) in Boston, but soon went on to establish his own National Training Laboratories. Lewin first coined the term ‘Action Research’ in his 1946 paper “Action Research and Minority Problems”, characterizing Action Research as “a comparative research on the conditions and effects of various forms of social action and research leading to social action”, using a process of “a spiral of steps, each of which is composed of a circle of planning, action, and fact-finding about the result of the action.” Action Research, when considered from an education viewpoint, is tied with the work of John Dewey (Links to an external site.) , as noted in the Week 1 Instructor Guidance, whose experiential view of education was suited to both students and teachers. As such, it is very versatile. Teachers, while conducting Action Research, seek to find solutions to practical classroom problems. Some examples of Action Research can be found in all curricular subjects, student management issues, improvements of teaching technique(s), etc. Action Research can also be conducted by individuals, teams of teachers, or entire schools. In sum, Action Research works well for educators. Closing Remarks Understanding the conduct, potential value, and professional necessity of research in general, and Action Research in particular, arms you with the necessary tools to not only conduct your own research, but to enhance our profession. By offering a substantial alternative to post-modern modes of thinking as applied to education, you can proceed with your professional practice with renewed confidence. Assessment Guidance This section includes additional specific assistance for excelling in the discussions for Week 2 beyond what is given with the instructions for the discussions. If you have questions about what is expected on any discussion for Week 2, contact your instructor before the due date. Discussion 1: Action Research Selection For this discussion, you will be choosing the Action Research proposal in which you will review during this course and for your final assignment.  It is important that you choose a proposal that is in keeping with your topic you chose during Week 1 Discussion 2. As well, that the proposal you choose is also one that you identified as a peer-reviewed sources from Week 1 Assignment 1. Journal: Reflection This journal assesses your ability to apply collaboration and cooperation as it relates to Action Research proposals. You will be reflecting on the value of Action Research within the education profession.   Be sure to support your reflection with information from the Lloyd (2002) article provided in the course and your textbook. It is important with this journal assignment to really reflect on how Action Research can have an impact on and within the education profession. References Aylesworth, G. (2005, September 30). Postmodernism (Links to an external site.) . Stanford Encyclopedia of Philosophy. Retrieved from http://plato.stanford.edu/archives/sum2013/entries/postmodernism/ Encyclopedia Britannica. (n.d.). John Dewey (Links to an external site.) . Retrieved from http://www.britannica.com/EBchecked/topic/160445/John-Dewey OBrien, R. (1998). An overview of the methodological approach of Action Research (Links to an external site.) . University of Toronto. Retrieved from https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=&ved=2ahUKEwjqrd7l4KfqAhXVIDQIHV6pBXkQFjAAegQIBRAB&url=https\%3A\%2F\%2Fyouthsextion.files.wordpress.com\%2F2011\%2F04\%2F14action-research.pdf&usg=AOvVaw00Ue9wcIH5FsoZtCn0UKEO PBS. (n.d.). Postmodernism (Links to an external site.) . Retrieved from http://www.pbs.org/faithandreason/gengloss/postm-body.html Required Resources Text Mertler, C. A. (2017).  Action research: Improving schools and empowering educators  (5th ed.) [Electronic version]. Sage Publications. · Chapter 1: Introduction to Action Research Multimedia Conscious Educating. (2009, November 7). Action research in the classroom part 1 (Links to an external site.)  [Video file]. Retrieved from https://www.youtube.com/watch?v=MDVH0u4tUWo · In this first (10 minute) video, teachers are introduced to the topic of action research, including theory, benefits, and methods of classroom action research. Action research is compared to non-applied research methods (Parts 1 and 2). This resource will be used to support your work on the discussion this week (i.e., Topic Selection) and this week’s assignment (i.e. Finding Nemo? No, Finding Research?). Accessibility Statement (Links to an external site.) Privacy Policy (Links to an external site.) Conscious Educating. (2009, November 7). Action research in the classroom part 2 (Links to an external site.) [Video file]. Retrieved from https://www.youtube.com/watch?v=ZZHvpgU7pc8 · In this second (10 minute) video, teachers are introduced to the topic of action research, including theory, benefits, and methods of classroom action research. Action research is compared to non-applied research methods (Parts 1 and 2). This resource will be used to support your work on the discussion this week (i.e., Topic Selection) and this week’s assignment (i.e. Finding Nemo? No, Finding Research?). Accessibility Statement (Links to an external site.) Privacy Policy (Links to an external site.) University of Washington Libraries. (2011, July 19). What is a scholarly journal article (Links to an external site.)  [Video file]. Retrieved from https://www.youtube.com/watch?v=PuyCJnv3auk · This (2:56 minute) video discusses how to differentiate between peer-reviewed and non peer-reviewed articles. As well as, how to find peer reviewed or scholarly journal articles. This resource will be used to support your work on the discussion this week (i.e., Topic Selection) and this week’s assignment (i.e. Finding Nemo? No, Finding Research?). Accessibility Statement (Links to an external site.) Privacy Policy (Links to an external site.) Web Pages Refworks (Links to an external site.) . (n.d.). Retrieved from https://www.refworks.com/refworks2/default.aspx?r=authentication::init · This is an online bibliographic management program that allows users to create a personal database of references and generate bibliographies in a variety of formats, including APA. Please use the group code RWAshfordU. You can also find the link in the University of Arizona Global Campus Library. Click on Getting Research Help and then Citation Help. This resource will be used to support your work on the discussion this week (i.e., Topic Selection) and this week’s assignment (i.e. Finding Nemo? No, Finding Research?). Accessibility Statement (Links to an external site.) Privacy Policy (Links to an external site.) Websites ERIC: Institute of Education Sciences (Links to an external site.) . (https://eric.ed.gov) · This site provides access to educational research documents on a variety of topics housed by the Institute of Education Sciences (IES) of the U.S. Department of Education. This resource will be used to support your work on the discussion this week (i.e., Topic Selection) and this week’s assignment (i.e. Finding Nemo? No, Finding Research?). Accessibility Statement does not exist. Privacy Policy (Links to an external site.) Jing (Links to an external site.) . (http://www.techsmith.com/jing.html) · Website for the web-based screen recording software that allows for up to five minutes of narration for on-screen content, including a presentation, with a free account. Web-based publishing of recordings is possible as well through the associated screencast service with a free account. This is a recommended source for the Post Your Introduction discussion. Accessibility Statement (Links to an external site.) Privacy Policy (Links to an external site.) Microsoft PowerPoint (Links to an external site.) . (http://office.microsoft.com/en-us/powerpoint) · Website offering access to resources for download, such as templates, and references for use of the widely used Microsoft Office PowerPoint software. This is a recommended source for the Post Your Introduction discussion. Accessibility Statement does not exist. Privacy Policy (Links to an external site.) YouTube (Links to an external site.) . (http://www.youtube.com) · Website for the web-based video creation and distribution service, which allows for webcam recordings, video uploads, video editing and narration and captioning options, and much more for public, unlisted, and private videos. If you want a video to be viewable only by those who have a direct link, select “unlisted” as the option for distributing your video. This is a recommended source for the Post Your Introduction discussion. Accessibility Statement (Links to an external site.) Privacy Policy  (Links to an external site.)   Recommended Resources Articles Head, A. J., & Eisenberg, M. B. (2010, November 1). Truth be told: How college students evaluate and use information in the digital age (Links to an external site.) . Retrieved from http://files.eric.ed.gov/fulltext/ED535166.pdf · This report details college students’ information-seeking strategies and research difficulties as part of Project Information Literacy. This resource will be used to support your work on the discussion this week (i.e., Topic Selection) and this week’s assignment (i.e. Finding Nemo? No, Finding Research?). Rheingold, H. (2009, June 30). Crap detection 101 (Links to an external site.) . Retrieved from http://blog.sfgate.com/rheingold/2009/06/30/crap-detection-101/ · This City Bright’s blog from SFGate.com features prominent local citizens and experts with unique perspectives on digital media and other 21st-century literacy issues. This resource will be used to support your work on the discussion this week (i.e., Topic Selection) and this week’s assignment (i.e. Finding Nemo? No, Finding Research?). Multimedia Corwin. (2012, February 23). The rewards of action research for teachers (Links to an external site.)  [Video file]. Retrieved from http://www.youtube.com/watch?v=sp37PkjTPx8 · This approximate two-minute video features the author of The Action Research Guidebook. Richard Sagor hits briefly on the impact that educational research can have on teacher self-efficacy and student achievement. This resource will be used to support your work on the discussion this week (i.e., Topic Selection) and this week’s assignment (i.e. Finding Nemo? No, Finding Research?). Web Pages Evaluating Resources (Links to an external site.) . (n.d.). Retrieved from http://guides.lib.berkeley.edu/evaluating-resources · This at-a-glance document from the Regents of the University of California provides tips for finding credible sources. This resource will be used to support your work on the discussion this week (i.e., Topic Selection) and this week’s assignment (i.e. Finding Nemo? No, Finding Research?). Websites Bing. (http://www.bing.com) · Optional search engine that will support your exploration of comparing scholarly searches to other search formats. This resource will be used to support your work on the discussion this week (i.e., Topic Selection) and this week’s assignment (i.e. Finding Nemo? No, Finding Research?). Google (Links to an external site.) . (http://www.google.com) · Optional search engine that will support your exploration of comparing scholarly searches to other search formats. This resource will be used to support your work on the discussion this week (i.e., Topic Selection) and this week’s assignment (i.e. Finding Nemo? No, Finding Research?). Yahoo (Links to an external site.) . (http://www.yahoo.com) · Optional search engine that will support your exploration of comparing scholarly searches to other search formats. This resource will be used to support your work on the discussion this week (i.e., Topic Selection) and this week’s assignment (i.e. Finding Nemo? No, Finding Research?). EMOTIONAL AND BEHAVIORAL DISORDER 3 Action Research Article School-Based Prevention and Intervention Programs for Children with Emotional Disturbance APA Reference Reddy, L. A., De Thomas, C. A., Newman, E., & Chun, V. (2009). School‐based prevention and intervention programs for children with emotional disturbance: A review of treatment components and methodology. Psychology in the Schools, 46(2), 132-153. Reason for the Selection Mental health is very common among children. Emotional and behavior disturbance among children and adolescents are among the most common issues that affect their learning abilities. Therefore, it is necessary to develop strategies and effective means to enable children to overcome the emotional disorder and enhance effective learning. Studying this topic on emotional and behavioral disorders allows me to understand and develop the necessary skills for dealing with different behavioral disorders. As a teacher, it is necessary to understand the different types of behavioral issues caused by different factors. In children, behavioral disorders include autisms, depression, disruption, pervasive, and anxiety. Understanding the emotional and behavioral disorder among school children helps in enhancing my role and skills as a teacher. Essentially, it allows me to explore different types of emotional and behavioral disorders and understand the various causes and triggering factors. Besides, it will also give insight into the appropriate interventions and strategies to manage and minimize the impact of these issues on students learning abilities. The knowledge will enhance my ability to provide effective and equal learning opportunities for students. With this knowledge, it is easy to identify when a student develops a behavioral disorder and take the right action. The knowledge will ensure that all students are provided with the necessary support and resources that promote effective learning despite their learning abilities. The aim is to ensure that I can freely interact with my students with issues of emotional or behavioral disturbances.