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2- Quantitative 2- Qualitative & 2- Action Research..  Problem Issue paper is included ==already written == to use in reference to how these research applies.. FINALLY must use attached format & answer all portions on the Annotated Template... must follow exactly     8 items uploaded-- All research articles 6; and written problem issue paper and templateCreat ive Commons CC-BY-NC-ND: This article is dist ribut ed under t he t erms of t he Creative Commons Attribution 4.0 License (ht tp://creativecommons.org/licenses/by/4.0/) which allows ot hers t o download your works and share t hem wit h ot hers as long as t hey credit you, but t hey can’t change t hem in any way or use t hem commercially. Journal of Research in Technical Careers December 2017, Vol. 1, No. 2. © Authors Developing Multicultural Self-awareness Through a Transformative Learning Experience Cynthia Bezarda, Sara A. Shawb aBasic Academy of International Studies; bUniversity of Nevada, Las Vegas The purpose of this qualitative case study was to explore the ways that a change in perspective can create a better understanding of cultural identity. This study addressed: (1) How does a self-awareness transformative learning experience develop critical cultural competence in career and technical education instructors? (2) How does the practice of critical reflection construct career and technical education instructors’ ability to develop self-awareness of critical cultural competence? (3) How does involvement in critical discourse construct career and technical education instructors’ ability to develop self-awareness of critical cultural competence? A three-phase professional development experience rooted in multicultural education provided key elements of transformative learning. Keywords: career and technical education, transformative learning theory, multicultural education, identity development, career development “Becoming a teacher means (1) transforming an identity, (2) adapting personal understanding and ideals to institutional realities, and (3) deciding how to express one’s self in classroom activity” (Rodgers & Scott, 2008, p. 732). Introduction Historically, Career and Technical Education (CTE) instructors have been responsible for preparing their students to enter and succeed in the workforce. Expectations for CTE instructors have drastically changed since the initial introduction of vocational education. The challenges that they face in the twenty- first century include accommodating career development needs and future employment opportunities; meeting higher academic achievement standards in math, sciences, communication, and technology; preparing students to demonstrate higher order skills in reasoning, problem-solving, and collaborative work; being held to a demand of greater accountability; ongoing curriculum revisions; and serving a more diverse student population (McCaslin & Parks, 2002). CTE instructors “have always faced the challenge of educating students with diverse needs and abilities” (Reese, 2005, p. 15) and are at the helm of preparing future high-growth industry employees. This creates a crucial need for multicultural-educated instructors. Multicultural education recognizes different points of views, provides ethnic minorities witLearning Disabilities Research & Practice, 24(1), 21–32 C© 2009 The Division for Learning Disabilities of the Council for Exceptional Children The Effectiveness of a Color-Coded, Onset-Rime Decoding Intervention with First-Grade Students at Serious Risk for Reading Disabilities Sara J. Hines Hunter College (CUNY) This study was an investigation into the effectiveness of a color-coded, onset-rime–based decoding intervention with first-graders at serious risk for reading disabilities using a single- subject multiple probe design. Students increased their ability to decode instructional words on average 73\% over baseline. For novel words from instructed rime patterns, scores increased by an average of 56\%. Transfer at the vowel level to uninstructed rime patterns was limited, with scores improving by an average of 29\%. Students maintained decoding gains at 1-week and 1-month maintenance. While acknowledging the difficulty in predicting reading disabilities based on first-grade performance, the effectiveness of the early intervention is a promising step in finding an instructional approach that is successful with the most at risk or disabled students who often do not respond to effective remedial programs. Learning to read is a prerequisite for success in our literate so- ciety. However, for a significant number of young children, mastering the initial skills of decoding is difficult. Begin- ning readers who are poor decoders usually continue to fall behind in reading, which negatively affects their overall aca- demic performance, self-esteem, and motivation (Elbaum & Vaughn, 2003; Snow, Burns, & Griffin, 1998). Unfortunately, currently accepted remedial approaches to decoding instruc- tion, although successful for the majority of learning disabled or at-risk readers, fail to significantly improve the skills of a sizable number of readers (Lovett, Warren-Chaplin, Ransby, & Borden, 1990; Torgesen, Wagner, & Rashotte, 1997a). In a study with severely at-risk kindergarten children (bottom 12\% in phonological processing skills) who received 46.7 to 48.1 hours of tutorial instruction, Torgesen et al. (1999) reported that, although the scores of children in the most ef- fective condition were within the average range on all reading measures, there was still a substantial proportion of children whose word-level reading skills did not improve. Such results suggest a need for a different instructional approach with the most at-risk or disabled readers, who are often nonresponders to generally effective remedial instruction. Most research investigating effective remedial decoding instruction over the past 20 years has involved phoneme- level instruction (Ball & Blachman, 1991; Bradley & Bryant, 1983; Torgesen, 2001; Torgesen, Wagner, Rashotte, Alexander, & Conway, 1997b; Vellutino, Scanlon et al., 1996). The focus on phoneme-level instruction results from consensus in the field that children with reading disabili- ties typically have weak phonemic awareneINCREASING READING COMPREHENSION OF ELEMENTARY STUDENTS THROUGH FLUENCY-BASED INTERVENTIONS Veda S. Neumann, B.A. Dorothy K. Ross, B.A. Anita F. Slaboch, B.A. An Action Research Project Submitted to the Graduate Faculty of the School of Education in Partial Fulfillment of the Requirement for the Degree of Masters of Arts in Teaching and Leadership Saint Xavier University & Pearson Achievement Solutions, Inc. Field-Based Master’s Program Chicago, Illinois May, 2008 i TABLE OF CONTENTS ABSTRACT …………………………………………………………………………….….…...iii CHAPTER 1: PROBLEM STATEMENT AND CONTEXT …………………………..……......1 General Statement of the Problem ……………………………………………..…….…...1 Immediate Context of the Problem ……………………………………………….…..…..1 Local Context of the Problem …………………………………………………...............15 National Context of the Problem ………………………………………………….….....19 CHAPTER 2: PROBLEM DOCUMENTATION …………………………………………..…..20 Evidence of the Problem …………………………………………………………...…....20 Probable Causes ………………………………………………………………………....27 CHAPTER 3: THE SOLUTION STRATEGY ………………………………………………….37 Review of the Literature ………………………………………………………………...37 Project Objective and Processing Statements …………………………………………...43 Project Action Plan ………………………………………………………………….…..43 Methods of Assessment ………………………………………………………………....44 CHAPTER 4: PROJECT RESULTS ……………………………………………………….…...47 Historical Description of the Intervention ………………………………………….…...47 Presentation and Analysis of Results …………………………………………………....53 Conclusions and Recommendations …….……………………………………………....63 REFERENCES ……………………….…………………………………………………….…...67 APPENDICES ……………………………………………………………………………….….77 Appendix A: Student Survey… ………………………………………………................77 Appendix B: DIBELS………… …………………………………………………….…..78 ii Appendix C: Choose-A-Title….………………………………………………….……...79 Appendix D: Paired Reading…………………………………………………………….80 Appendix E: Echo Reading………………………………………………………………81 Appendix F: Choral Reading…………………………………………………………….82 Appendix G: Poetry Reading…………………………………………………………….83 Appendix H: Reader’s Theater…………………………………………………...……...84 iii ABSTRACT The authors of this action research project report implemented oral reading fluency-based interventions for the purpose of improving students’ reading comprehension. Six students in grade three, six students in grade five and six students in grade six participated in the study from Monday, August 27 through Friday, December 7, 2007. Researchers observed that in the targeted reading groups, deficiencies in any element of oral reading fluency were associated with reading comprehension problems. The teacher researchers used the following tools to document evidence; Dynamic Indicators of Basic Early Literacy Skills (DIBELS) Oral Reading Fluency (ORF), which indicated that 50\% of students at Site AThis is a repository copy of Increasing adolescents depth of understanding of cross-curriculum words: an intervention study.. White Rose Research Online URL for this paper: http://eprints.whiterose.ac.uk/109137/ Version: Accepted Version Article: Spencer, S., Clegg, J., Lowe, H. et al. (1 more author) (2017) Increasing adolescents depth of understanding of cross-curriculum words: an intervention study. International Journal of Language and Communication Disorders. ISSN 1368-2822 https://doi.org/10.1111/1460-6984.12309 [email protected] https://eprints.whiterose.ac.uk/ Reuse Items deposited in White Rose Research Online are protected by copyright, with all rights reserved unless indicated otherwise. They may be downloaded and/or printed for private study, or other acts as permitted by national copyright laws. The publisher or other rights holders may allow further reproduction and re-use of the full text version. This is indicated by the licence information on the White Rose Research Online record for the item. Takedown If you consider content in White Rose Research Online to be in breach of UK law, please notify us by emailing [email protected] including the URL of the record and the reason for the withdrawal request. 1 Increasing adolescents depth of understanding of cross-curriculum words: an intervention study. Abstract: Background: There is some evidence that vocabulary intervention is effective for children, although further research is needed to confirm this within contexts of social disadvantage. Very little is known about the effectiveness of interventions to increase adolescent knowledge of cross-curriculum words. Aims: This study evaluated the effectiveness of an intervention programme designed to develop adolescents’ knowledge of cross-curriculum words. Methods and Procedures: Participants were 35 adolescents aged between 12 and 14 years who were at risk of educational underachievement with low scores on a range of assessments. Participants received a ten-week intervention programme in small groups, targeting 10 cross- curriculum words (e.g. ‘summarise’). This was evaluated using a bespoke outcome measure (the Word Knowledge Profile). The study involved an AABA design, with a repeated baseline, delayed intervention cohort and blind assessment. Intervention included both semantic and phonological information about the target words and involved the adolescents using the words in multiple contexts. Outcomes and Results: Results were promising and participants’ knowledge of the targeted words significantly increased following intervention. Progress was demonstrated on the Word Knowledge Profile on the item requiring participants to define the word (for the summer intervention group only). These increases in depth of knowledge were seen on taught words but not on matched non-taught words. 2 Conclusions and Implications: Cross-curriculum words are noThe Relationship of Emotional Intelligence to Academic Achievement Donna M. Rice Abstract: Higher levels of emotional intelligence built through electives like Army JROTC are predictive of higher levels of academic achievement. This quantitative correlational study was conducted to explore the relationship of the grade point averages of a random sample of 486 Army Junior Reserve Officers’ Training Corps high school cadets to levels of emotional intelligence as measured by The Personal Skills Map ® . Research findings were that 10 of 11 emotional intelligence skills were significantly correlated with higher grade point averages. Dewey’s pragmatism and Plato’s idealism, which support the premise of the need for programs that help students interact with their environment and bring out their best, served as the theoretical framework for the study. Implications for education are that elective programs that support personal growth and learning life skills are as important as academic skills. About the Author: Donna Rice is the former Chief of Education for Army JROTC. She is currently a business owner and author of a character/leadership middle school curriculum, a Certified Advanced Facilitator, Dissertation Chair, and Committee Member at the University of Phoenix and holds similar positions at Northcentral University Keywords: emotional intelligence, academic achievement, personal growth, character education, leadership, life skills Rice, Donna M. (2018). The relationship of emotional intelligence to academic achievement. National Teacher Education Journal, 11(1), 27-32. Introduction Despite laws designed to improve the quality of education such as the No Child Left Behind (NCLB) Act of 2001 and the Every Student Succeeds Act (ESSA) of 2015, academic achievement remains elusive. Though most would agree covering content will not solve the problem, they do not agree on what will. Whereas some administrators require advanced and remedial classes at the expense of electives, others believe that electives, like the Junior Reserve Officers’ Training Corps (JROTC), keep students in school, and these administrators are less inclined to remove opportunities for students to be involved in them (Blake, 2016). Despite research that indicates a positive climate contributes to academic achievement (Berkowitz, Moore, Astor, Benbenishty, & Benbenishty, 2017), the pressure caused by high-stakes testing makes scheduling decisions difficult for administrators. Paradoxically, raising requirements at the national and state level in core subjects (Tampio, 2017) and eliminating classes that support the prosocial aspects of student development can reduce the effectiveness of education (Corrigan, Higgins-DAlessandro, & Brown, 2013). Schools should be places where teachers help students develop not only academically but also as humans (Tomlinso1 PAGE 2 Literature Review Insert your Name Here School of Education, Capella University EDD8040: Research Design for Practitioners Insert the Instructor’s Name Here Insert the Assignment Due Date Here Introduction to the Area of Interest Describe the organizational or professional improvement area of interest that you identified in your u02a1assignment and for which you conducted your library searches throughout the course. To complete this section, provide the background and context for your area of interest, which potentially can serve as the problem of practice for which you develop your Applied Improvement Project (AIP). What needs improving and why does it need improving? Provide an explanation of why you chose this particular area of interest. Describe why this organizational issue or professional improvement area of interest is of significant interest to you. This section is the only section that you can write in the first-person voice. The remainder of the assignment must be written in the third person voice. Describe how locating and reviewing related studies regarding your area of interest throughout the course might potentially serve as the basis for your Applied Improvement Project (AIP) or relate to our potential AIP. Evaluation of Findings Briefly explain that the following sections will reflect an analysis and evaluation of the six studies. Explain that the content of the studies will be compared for similarities and differences. Explain that the three methodologies, quantitative, qualitative, and action research will be analyzed, and the six studies’ methodologies will be compared for similarities and differences. Explain that you will conclude by describing practical applications that emerged from your understanding of the six studies. In this section and the sections below do not summarize each article and its findings. Instead, evaluate the findings from all six studies. When you evaluate, you are making judgments are the merit, worth and value of the object of evaluation. When referring to a study follow APA writing format and use the authors’ last names and year of publication and present the study with past tense verbs (see APA 6th ed. p. p. 78 or APA 7th ed. pp. 117-118 section 4.12 Verb Tense). In the sections below ensure that you are explicitly comparing action research to the two methodologies. One option is to conclude each of the two sections below by comparing similarities and differences between action research and the other two methodologies. Ensure your make connections between your analysis and synthesis and practical applications. Support your arguments and assertions through the use of examples and resources. Content Similarities Discuss the similarities among the findings that emerged from the studies about your chosen issue. Do not summarize each article and its findings. Rather, consider and evaluate the findings from all six studies. In this section an9LHZ�SXEOLFDWLRQ�VWDWV9LHZ�SXEOLFDWLRQ�VWDWV