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EDUC 816


Interview Transcription Template


General Information Questions



Participant’s Name





Date/Time





Site





Method





Participant Demographics



Current Age





Gender





Race/Ethnicity





Occupation






Interview Questions



Interviewer: What is a current problem in your school or educational setting that would you like to see solved?




Interviewee:



Interviewer: What do you believe is the best way to solve this problem?




Interviewee:

Interviewer: What role will data play in solving the problem?

Interviewee:

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EDUC 816

Interview Transcription Assignment Instructions

Overview

Interviewing participants is an important data collection method for applied research. Interviewing techniques need to be practiced and developed to help you prepare for the actual interview data collection for your research. Additionally, transcribing interviews is an important part of data analysis, as this is how codes and themes develop. For this assignment, you will interview one participant and transcribe the interview.

Instructions

You will conduct an interview and transcribe the interview for this assignment. You must use the template which includes three interview questions for this assignment. Choose someone to interview (preferably someone in an educational setting). Then, complete the Interview Transcription Template as noted below.

Include the following guidelines for this assignment:

· Add a correctly formatted title page.

· Use the Interview Transcription Template for this assignment.

· Complete the General Information Questions section with the participant’s name, the date and time of the interview, the site of the study, and the method (face-to-face interview, Teams, WebEx, Skype, phone, etc.).

· Complete the Participant Demographics section, including the participant’s current age, gender, race/ethnicity, and occupation.

· Complete the Interview Questions section by writing the responses to the three open-ended interview questions provided on the template.

· You must actually conduct this interview with the participant named on the template.

· You may record the interview using a smart phone or other recording device. Then, you will transcribe the participants responses to the three interview questions into the Interview Questions section of the template.

· Each interview question should produce more than 100-word answers. If an answer is given that is less than 100 words, you should ask a follow up question to obtain a more detailed answer.

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EDUC 816

Questionnaire Questions Assignment Instructions

Overview

Qualitative questionnaires function as a means of collecting data about everyday life. For the Applied Research Report, questionnaire research is information gathered to determine the opinions, beliefs, or practices within a given population at a specific site to solve a problem or improve a practice. For this assignment, you will compose three to five demographic questions and ten qualitative questions. The ten questions must be open-ended and must require a detailed response. Do not ask a question that requires a yes/no response.

Instructions

For this assignment, you will use the information from the textbook reading this week to develop 10 effective qualitative questionnaire questions that will help to answer the central research question for your study. This is a 3-4-page assignment.

· The first page should be a correctly formatted (APA style) title page that includes the title of your study.

· The second page should include:

· First line should say “Appendix C”

· Second line should say, “Qualitative Questionnaire”

· Third line should include the title of your study.

· Following the title of your study should be three demographic questions related to your study. You may use ones from the example or create your own.

· Following the demographic questions should be 10 open-ended content questions related to your central research question. You may not use any of the questions from the example. Do not include support from the literature. This is the actual questionnaire that you could send to participants (you will not be required to).

· No citations or reference should be included since this is included in the Appendices of your Applied Research Report.

· See the example.

You must apply the information from the textbook reading this week to be successful on this assignment.

Submit this assignment by 11:59 p.m. (ET) on Sunday of Module 6: Week 6.

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6

Recommendations for Solving Equity Gaps at James Monroe High School, Virginia

Michael Whitener

School of Education, Liberty University

In partial fulfillment of EDUC 816

Focus Group Questions

Central Question:

How can the gaps in college readiness between students from low-income and underserved communities and those from wealthy and majority groups be eliminated?

Focus Group Question

1. Many have been involved in debates about effective teaching in American schools. When you think of effective teaching, what comes to your mind first and why?

The question will be directed toward the parent and community-focused group. For a long, researchers have conducted studies to determine the qualities of good teachers and effective teaching strategies. In most studies, teacher perspectives on teaching effectiveness have varied depending on their schools’ location, race, or teaching experience. Some of the factors that have teachers have mentioned as influencing effective teaching are teaching strategy, management and organization, content, and personal characteristics (Arrighi & Young, 1987). Thus, when the schools are managed appropriately, the perception of teaching effectiveness in the respective schools’ increases. On the other hand, when schools are poorly managed, effective teaching is less likely to be achieved (Arrighi & Young, 1987). Also, teachers base their interpretation of effective teaching on the content taught in schools.

Effective teaching is only possible through effective teachers. Such teachers have a deep understanding of the learning curriculum and are dedicated to fulfilling it. Good et al., (2009) define effective teaching as the ability to improve student achievement. It can be measured by determining teacher beliefs, knowledge, and behaviors. The question will be crucial in understanding the reasons for the gaps in college readiness between students from low-income and underserved communities and those from wealthy families. According to the preliminary research, effective teaching is only achieved when teachers know their students and the subject they teach (Good et al., 2009). Therefore, where college readiness is low, teachers could have less understanding of their students, thus adopting the wrong strategies while teaching them. However, if the teachers fully understand their students’ backgrounds, they will adopt differentiated learning strategies to suit each learner.

Community and parent perceptions and experiences on effective learning can reduce college readiness gaps between students from underserved communities and those from rich families. The views from the group on effective teaching will be measured against what the teachers at James Monroe perceive as effective teaching. The difference in opinions could lead to identifying the problem that leads to low college readiness for some students. In the end, the right strategies may be started at James Monroe to match what the community perceives as effective teaching strategies. Consequently, college readiness gaps between learners from the diverse population may reduce with time.

2. You have had your time in school from elementary, middle, and high school. Each person has had different experiences with teachers and other students. Take time and reflect. Who are the teachers that come to your mind as great individuals, and what makes them such? What about students you remember most?

The question will be directed to a student focus group who have studied at James Monroe High school. Teachers and students influence academic attainment. The question seeks to identify learners’ views about their teachers and peers at different levels.

Response to this question will help the researcher identify the contribution of teachers at James Monroe high school to students’ success and how that impacts the college readiness gaps. For instance, a student will be required to remember a great teacher at any learning level (elementary, middle, high school). After mentioning the teacher, the participants will further explain why s/he feel the teacher was great. The mentioned qualities of the respective teacher will be used in understanding what is needed to reduce college gaps between students from low-income and underserved communities and those from wealthy families. Also, it will help identify what students in schools consider as effective teacher qualities that contribute to their success.

After the teachers, the participant will be asked about the great student they remember at any learning level while at school. Afterward, they will also mention the qualities of their friends that make them memorable. These qualities will be crucial in understanding how students create a supportive environment for each other to succeed. Consequently, the researcher will recommend teachers to encourage students to uphold the identified positive qualities so that they play their role in reducing college readiness gaps between students from underserved communities and those from wealthy families.

3. What do you know about assessments and test scores and their influence on college readiness?

The researcher will direct the question to the student participant focus groups. Teachers and government can use assessments in schools to make education reforms (Tillema et al., 2011). Also, they are used to determine the students’ ability in various subjects and streamline instructions to address their weaknesses. However, learners may have little knowledge about the use of assessments in their schools. In such cases, many of them may fail to take them seriously, leading to poor performance. Thus, the researcher will understand whether the reduced gaps result from a lack of knowledge on the relevance of assessments or whether the school assessments do not influence college readiness. The researcher will make an informed recommendation on how the school can use assessments to reduce college readiness gaps using the responses.

References

Arrighi, M. A., & Young, J. C. (1987). Teacher perceptions about effective and successful teaching. Journal of Teaching in Physical Education, 6(2), 122–135. https://doi.org/10.1123/jtpe.6.2.122

Good, T. L., Wiley, C. R., & Florez, I. R. (2009). Effective teaching: An emerging synthesis. International Handbook of Research on Teachers and Teaching, 803–816. https://doi.org/10.1007/978-0-387-73317-3_51

Tillema, H. H., Smith, K., & Leshem, S. (2011). Dual roles – conflicting purposes: A comparative study on perceptions on assessment in mentoring relations during practicum. European Journal of Teacher Education, 34(2), 139–159. https://doi.org/10.1080/02619768.2010.543672

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Criteria Ratings Points

Quality of
Information

31 to >28.0 pts

Advanced

Includes all of the
following: First line says
“Appendix C,” second line
says, “Qualitative
Questionnaire,” third line
includes the title of your
study, and includes three
demographic questions.

28 to >25.0 pts

Proficient

One of the following is
inaccurate: First line says
“Appendix C,” second line
says, “Qualitative
Questionnaire,” third line
includes the title of your
study, and includes three
demographic questions.

25 to >0.0 pts

Developing

More than one of the
following is inaccurate: First
line says “Appendix C,”
second line says,
“Qualitative Questionnaire,”
third line includes the title of
your study, and includes
three demographic
questions.

0 pts

Not
Present

31 pts

Content 40 to >36.0 pts

Advanced

Ten open-ended
qualitative questions that
are related to the topic
are included. No
questions from the
example were copied.

36 to >33.0 pts

Proficient

Nine open-ended
qualitative questions that
are related to the topic are
included. No questions
from the example were
copied.

33 to >1.0 pts

Developing

Less than nine open-ended
interview question that are
related to the topic are
included. One or more
questions from the example
were copied.

1 to >0
pts

No
Marks

40 pts

Mechanics
& Format

29 to >26.0 pts

Advanced

Minimal or no
grammatical, spelling,
and/or punctuation errors
are present, and the
document is written in
current APA format.
Contains a correctly
formatted title page.

26 to >23.0 pts

Proficient

A few grammatical,
spelling, and/or
punctuation errors are
present, and/or errors in
current APA format are
found. Contains a correctly
formatted title page

23 to >0.0 pts

Developing

Many grammatical, spelling,
and/or punctuation errors
are present, and/or errors in
current APA format are
found. Missing title page.

0 pts

Not
Present

29 pts

Total Points: 100

Qualitative Questionnaire Rubric | EDUC816_D12_202220

Can you answer this question ?

Criteria Ratings Points

Quality of
Information

31 to >29.0 pts

Advanced

Interview transcription
template is used. General
Information Questions and
Demographic Questions
were completely filled in.
The three interview
questions from Module 4
are included and
answered.

29 to >25.0 pts

Proficient

Interview transcription
template is used. General
Information Questions and
Demographic Questions
were mostly filled in. Two
interview questions from
Module 4 are included
and mostly answered.

25 to >0.0 pts

Developing

Interview transcription
template is not used.
General Information
Questions and
Demographic Questions
were not completely filled in.
The three interview
questions from Module 4
are missing and not
answered.

0 pts

Not
Present

31 pts

Content 40 to >36.0 pts

Advanced

Three open-ended
interview question that are
related to the topic are
included and are
thoroughly answered.
Each transcription
provided is more than 100
words.

36 to >33.0 pts

Proficient

Two open-ended interview
questions that are related
to the topic are included
and are mostly answered.
Two transcriptions are
more than 100 words.

33 to >0.0 pts

Developing

Less than two open-ended
interview question that are
related to the topic are
included and are not
specifically answered. Less
than two transcriptions are
more than 100 words.

0 pts

Not
Present

40 pts

Mechanics
& Format

29 to >26.0 pts

Advanced

Minimal or no
grammatical, spelling,
and/or punctuation errors
are present, and the
document is written in
current APA format.
Contains a title page.
Template is accurately
completed.

26 to >24.0 pts

Proficient

A few grammatical,
spelling, and/or
punctuation errors are
present, and/or errors in
current APA format are
found. Title page contains
an error(s). Template was
somewhat followed.

24 to >0.0 pts

Developing

Many grammatical, spelling,
and/or punctuation errors
are present, and/or errors in
current APA format are
found. Missing title page.
Template not used.

0 pts

Not
Present

29 pts

Total Points: 100

Interview Transcription Grading Rubric | EDUC816_D12_202220

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Recommendations for Solving the Problem of Low Scores on the Ohio Educational Assessment for Science at Hampton High School

Liberty Student

School of Education, Liberty University

In partial fulfillment of EDUC 816.

Author Note

Student Name

I have no known conflict of interest to disclose.

Correspondence concerning this article should be addressed to Student Name

Email: student@liberty.edu

2

OEA FOR SCIENCE TEST SCORES 4

Appendix C

Qualitative Questionnaire

How to Solve the Problem of Low Scores on the Ohio Educational Assessment (OEA) for Science

The purpose of this questionnaire is to seek ways to solve the problem of low scores on the OEA for Science. This questionnaire is confidential. Complete the questionnaire using a Word document or reply to this email. This survey has 10 questions and takes approximately one to two hours to complete. Responses should be completed within 14 days and returned to this email address or printed copies may be returned to the school secretary. Thank you for participating.



Instructions: Choose the best response for each prompt below.

1. Which category best describes your age in years?

· 21–29

· 30–39

· 40–49

· 50–59

· or older

2. What is your race?

· White

· Black/African-American

· Asian

· Native American/Pacific Islander

· Two or More Races

· Other

3. What is your gender?

· Male

· Female

· Prefer not to answer





Open-ended Content Questions: Please provide a detailed response to each question below.

1. Describe your role in the Science department. Include the grade and subject you teach, how long you have been teaching, and describe any leadership position you hold within the science department.

2. Describe how you incorporate the NGSS standards into the curriculum in your classroom.

3. Describe how the teachers in your grade level collaborate to plan instruction.

4. Describe how data are collected, analyzed, and used to make decisions in your classroom.

5. Explain how data are collected, analyzed, and used to make decisions in a collaborative manner in your grade level.

6. How could data collection, analysis, and use be improved?

7. How could grade level collaboration be improved?

8. Describe professional development that would be useful to improve OEA for Science scores.

9. Why do you think the scores are low?

10. How would you solve the problem of low scores on the OEA for Science?

Can You Answer This Question ?

  

Central Question:

How can the gaps in college readiness between students from low-income and underserved communities and those from wealthy and majority groups be eliminated? 

and follow the grading rubic advanced section

Can You Answer This Question ?

For the qualitative questionnaire assignment, this should be designed as the end-product that you could give to a participant. Rationales, citations,references, etc. should not be included since this would not be given to the participant in a live data collection and dont respond to the questions and make sure to follow the advanced part of the grading rubic. 

  

Central Question:

How can the gaps in college readiness between students from low-income and underserved communities and those from wealthy and majority groups be eliminated?

Can you answer this question ?

Criteria Ratings Points

Overview of
Current,
Professional
Issue/Topic

20 to >17.0 pts

Advanced

Candidate fully
explains the topic and
provides a thorough
explanation of the
background of the topic
with support. No direct
quotes are used.

17 to >16.0 pts

Proficient

Candidate explains the
topic and provides an
adequate explanation of
the background of the
topic with support. No
direct quotes are used.

16 to >0.0 pts

Developing

Candidate explains the topic
and provides a minimal
explanation of the
background of the topic with
support. A direct quote is
used.

0 pts

Not
Present

20 pts

Key Issues 20 to >17.0 pts

Advanced

Candidate fully
explains 2 – 3 key
issues surrounding the
topic and provides a
thorough explanation of
each issue with
support. No direct
quotes are used.

17 to >16.0 pts

Proficient

Candidate explains at
least 1 or more than 3 but
less than 5 key issues
surrounding the topic and
provides an adequate
explanation of each issue
with support. No direct
quotes are used.

16 to >0.0 pts

Developing

Candidate explains more
than 5 key issues
surrounding the topic and
provides a minimal
explanation of each issue
with support. No direct
quotes are used.

0 pts

Not
Present

20 pts

Strategic
Plan

40 to >36.0 pts

Advanced

Candidate fully
explains the strategic
plan and provides a
thorough explanation of
the conflict resolution
strategies and skills for
each Key Issue that
was identified with
support. No direct
quotes are used.

36 to >33.0 pts

Proficient

Candidate explains the
strategic plan and
provides an adequate
explanation of the conflict
resolution strategies and
skills for each Key Issue
that was identified with
support. No direct quotes
are used.

33 to >0.0 pts

Developing

Candidate explains the
strategic plan and provides a
minimal explanation of the
conflict resolution strategies
and skills with support. No
direct quotes are used.

0 pts

Not
Present

40 pts

Paper
Formatting
and APA

10 to >9.0 pts

Advanced

Paper is between 6 –
10 pages,
double-spaced, Times
New Roman font.
Paper includes a title
page and references
pages (not included in
the 6 – 10 page limit).
Paper is formatted to
APA standards,
including citations.

9 to >8.0 pts

Proficient

Paper is between 10 – 12
pages, double-spaced,
Times New Roman font.
Paper includes a title page
and references pages (not
included in the 10 – 12
page limit). Paper is
formatted to APA
standards, including
citations. There is less
than 2 errors in APA.

8 to >0.0 pts

Developing

Paper is less than 6 pages
OR more than 12 pages,
double-spaced, Times New
Roman font. Paper includes
a title page and references
pages (not included in the 6
– 10 page limit). Paper is
formatted to APA standards,
including citations. There is
more than 2 errors in APA.

0 pts

Not
Present

10 pts

Professional Issue Grading Rubric | EDUC746_B04_202220

Criteria Ratings Points

Mechanics
and
Sentence
Structure

10 to >9.0 pts

Advanced

Ideas are arranged
logically and clearly
support the purpose.
Sentences are
well-phrased, varied in
length and structure,
and flow smoothly from
one another. Each
paragraph has at least
5 sentences. The
writing is free of errors.

9 to >8.0 pts

Proficient

Ideas are arranged
logically and clearly
support the purpose.
Sentences are
well-phrased, varied in
length and structure, and
flow smoothly from one
another. Each paragraph
has at least 5 sentences.
The writing has at least
one error.

8 to >0.0 pts

Developing

Ideas are arranged logically
and clearly support the
purpose. Sentences are
well-phrased, varied in
length and structure, and
flow smoothly from one
another. Each paragraph
has at least 5 sentences.
The writing has more than
one error.

0 pts

Not
Present

Structure
is not
present.

10 pts

Total Points: 100

Professional Issue Grading Rubric | EDUC746_B04_202220

Can you answer this question ?

1

Part Two: The Reconciliation Plan

Michael Whitener

1. Describe the material issues in this conflict

One of the material issues in this conflict is talking to Erick’s girlfriend without his awareness. Erick found that I spoke to his girl after seeing my photo and following our chats. The other material issue is that his woman respects him less because of our conversations (Phillips, 2017). Erick said that his girlfriend seemed more comfortable talking to me than him. Consequently, he felt so offended, culminating in the current conflict.

2. Describe the personal issues or offenses in this conflict

Some personal issues arise between me and Erick that have escalated the conflict. I have also been blaming Erick and condemning him for talking to his girlfriends without telling them. Erick has always felt infuriated by my comments. Also, I have constantly reminded him about how he mistreats his girlfriend by denying him the freedom to associate with others. On the other hand, Erick reminds me of my family, saying it is in our blood to go for other people’s wives. His statement me feel offended and unwilling to prove my innocence further.

3. Write down everything you can think of that is noble, right, or admirable about the other person in this dispute, including good memories or ways God has blessed you through that person

Erick is one of the best friends I met at high school. I remember the many times we attended college sports together to cheer for our basketball players. He is often cheerful and willing to help where he can. Before the conflict, we had been sharing many secrets which he safeguarded. He often called to check on me and confirm that I was well. I had always admired his generosity as he used to buy some students lunch when they had no cash.

4. What rights, legally or morally, do you have in this situation?

The conflict parting my long-time friend and me is problematic from my point of view, but I still think of myself as having some rights. First, from a legal standpoint, I am innocent, as Erick has not yet confirmed the allegations. Also, Erick has no legal document showing that they are legally married. Therefore, he cannot prove that his wife is the lady I was chatting to in court. Morally, I did not indulge in any love affair with Erick’s girlfriend, something I appreciate.

5. Which of the personal issues or offenses described can you simply overlook? Which of the material issues described can you simply give in on?

On personal issues, I think I can overlook Erick’s conversations with other people’s girlfriends. One of the reasons to ignore the issue is that I do not have enough evidence to prove my allegations. Also, this issue makes Erick more suspicious of my intentions while talking to his girlfriend, and he may be forced to believe that I was after love. Regarding material matters, I may give in on defending my conversation with his girlfriend. I may have to take the entire blame and criticism for him to forgive me.

6. Which listening skills do you have a hard time with: waiting, attending, clarifying, reflecting, or agreeing? Write down some things you will do or say to overcome these weaknesses.

The listening skill I have challenge with when conversing with Erick is agreeing. In most of the meetings to solve our conflicts, I feel that he is blaming me for so many things in his complicated relationship. The more I have disagreed, the more our conflict has worsened, and thus, I need to improve on the skill. One thing I believe I can do to overcome the barrier is being an accommodator, denying my feelings, and being more concerned about his happiness. I will also listen to his arguments carefully to see their rationale before deciding on agreeing or disagreeing.

7. How can you show that you are trying to believe the best about the other person (i.e., making charitable judgments)?

Sometimes people reconcile when they put aside their issues and focus on the point of disagreement. I could prove to believe the best about Erick by showing that I am disappointed with my actions that led to the conflict. I would also pay attention to his concerns and show some regrets for my part in the dispute. The other way is to avoid pointing out Erick’s weaknesses that are not part of our conflict. I can also use phrases that show I care about what happened and that; I did not intend to hurt him.

8. Which worldly weapons have you been using, or are you tempted to use, in this situation?

So far, I have not resorted to any weapon as part of dealing with Erick. However, I thought of physically meeting and beating her girlfriend after Erick discovered that I was chatting with her. I was disappointed because I thought she deleted all the texts every time we spoke so that Erick would not recognize our communication. Sometimes when Erick ignores my defense and appears self-centered, I am tempted to use a knife to eliminate him. However, given our friendship, this will not happen, and hopefully, our issues will end.

9. Have you been using your tongue to bless your opponents or to speak critically of them? How could you breathe grace to them in the days ahead?

I have used my tongue to bless my opponent Erick, with whom I have a dispute. I always wish him the best because he will realize my innocence one day, however long it will take. I am convinced that, since I am innocent, there is no need to criticize him or talk ill about him to my friends. I will forgive him by letting all the personal issues he raised during our discussion go. He spoke negatively about my family taking other people’s wives, and I would not wish to keep that in my heart.

10. To whom can you turn for godly advice and encouragement?

The person I can turn to for godly advice is my grandmother. I have stayed with her for almost a decade, and her guidance has always helped me in tricky situations. She also goes to church every day, and I firmly believe God inspires her counsel. On encouragement, I would talk to my girlfriend. She is always available to offer me a helping hand when everything seems to go against me. She is a wonderful blessing in my life and a great resource in solving my issues with Erick.

11. What can you keep on doing in this situation that is right?

In this conflict, Erick considers me as the cause of every problem. He never perceives his unwillingness to forgive me as an issue keeping us separated. Neither does she see his girlfriend as having played a role during our communication. Therefore, the best thing to do right is to accommodate Erick and his accusations against me. It will not matter how insulting he will become; the important thing is that he remains happy if that will solve the issue.

12. Would it be wiser to communicate in person, on the phone, or using a letter? Why?

I think it would be wiser to communicate with Erick in person than any other means. I prefer in-person communication because we have never agreed on anything every time I have talked to him through the phone (Henderson, 2020). Through face-to-face communication, I can show my regrets for my mistakes and prove that it was unintentional. Also, through the in-person meeting, we can further build trust, reduce tension and strengthen our relationship (Henderson, 2020). All these gains from face-to-face conversations will help us solve our disputes fast.

13. Clearly articulate your plan for resolving this dispute over the next two weeks.

My ongoing dispute with Erick is of no use to both of us, and it needs to come to an end amicably. The first step I plan to undertake is requesting Erick for solutions on how he thinks we can resolve the dispute amicably (The five steps to conflict resolution, 2019). I will organize in-person talks twice during the two weeks and examine his proposed solutions and rationale. Also, I intend to show the highest commitment and collaboration towards solving the dispute. I will involve his girlfriend to testify that our conversations had no hidden agenda.

References

The five steps to conflict resolution. AMA. (2019, July 25). Retrieved February 12, 2022, from https://www.amanet.org/articles/the-five-steps-to-conflict-resolution/

Henderson, I. (2020, April 6). Communication in conflict situations. ACCORD. Retrieved February 12, 2022, from https://www.accord.org.za/lessons/communication-in-conflict-situations/#:~:text=Often%2C%20the%20only%20tool%20we,ability%20to%20talk%20things%20through.&text=Good%20communication%20in%20conflict%20situations,remains%20firm%20on%20important%20points

Phillips, R. (2017, December 5). The material and personal dimensions of conflict. Robin Mark Phillips. Retrieved February 12, 2022, from https://robinmarkphillips.com/conflict-resolution-ken-sande/

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EDUC 746

Personal Conflict Project: Part 3 – Reflections Assignment Instructions

Overview

Throughout this course you will be introduced to different theories, strategies, and skills necessary for conflict resolution. This theoretical underpinning is necessary before you can practically apply any of the concepts you learn in this course. This project will allow you to start to identify a current personal conflict and attempt conflict resolution strategies and reconciliation based on the theories, strategies and skills you encounter. This project has three parts: Part 1 – Identifying the Dispute, Part 2 – Reconciliation Plan, and Part 3 – Reflections.

Instructions

In order to finalize this project, you must reflect on your reconciliation meeting. Due to the sensitive nature of this assignment, full confidentiality will be maintained.

This assignment has two different reflections require. First, you must reflect on your reconciliation meeting. You must fully describe your meeting, strategies you employed, and the outcome of the meeting. Secondly, you must reflect on this assignment as a whole and fully explain what you have learned through this project.

This assignment should be between 2 – 4 pages in length and each paragraph should be a minimum of five sentences. No title page, abstract, or reference section is necessary unless you use citations. If you use any citations, you must properly cite according to current APA standards and include a reference section.

Please note that your final grade on this project is not contingent upon successful reconciliation, but the process you go through during this project.

Can you answer this question ?

PROFESSIONAL ISSUE 1

PROFESSIONAL ISSUE 3

Professional Issue

Author

School of Education, Liberty University

Author Note

I have no known conflict of interest to disclose.

Correspondence concerning this article should be addressed to

Email:

Professional Issue

[Insert a full, complete introduction to the paper here. All paragraphs should be at least 5 sentences. Do not use any direct quotes, but paraphrase and cite throughout. Use current APA standards throughout the paper.]

Overview

[Your Overview section should include provide a solid background on the historical implications of the professional issue. This section should provide your audience with a full understanding of the current, professional issue with support from your research.]

Key Issues

[Your Key Issues section should identify 2 – 3 key issues you have found concerning this current, professional issue. This section should provide your audience with a clear understanding of the key issues. There should be support in this section.]

Strategic Plan

[Your Strategic Plan section should identify 1 strategy, theory, program, and/or skill for each identified Key Issue to assist in mitigating the key issue and seek conflict resolution. This section should make the connection between what you are learning in this course and the current issue. There should be support in this section.]

Conclusion

[Insert your conclusion that summarizes your paper. Do not include any new concepts in this section. Do not use any direct quotes unless from the Bible.]

References

You will only include references that you cited within your paper. You must include the Bible in this section, if you cite or quote from the Bible. At a minimum, you should include your Barsky textbook and at least 14 scholarly journal articles. Make sure all references utilize a hanging indent and follow all current APA requirements.

Example:

Authorlastname, A. B. (2019). Book title in italics with only the first word and proper nouns, like Christian, capitalized: If there is a subtitle, the first word is capitalized. Publisher.

Authorlastname, A. B. (2019). Article title in regular font with only the first word and proper nouns and proper adjectives, like European, capitalized: Subtitles may or may not be used. Journal Titles and Volume Numbers Are Italicized, 15(2), 41-50. https://doi.org/10.1016/j.midw.2013.07.007

New American Standard Bible. (1995). New American Standard Bible Online. https://www.bible.com/versions/100-nasb-new-american-standard-bible/ (Original work published 1960)


Can you answer this question ?

Criteria Ratings Points

Reconciliation
Reflection

20 to >17.0 pts

Advanced

Candidate provides a
full, clear section
detailing the following:
1. The reconciliation
meeting 2. Strategies
employed 3. Outcome
of the meeting

17 to >16.0 pts

Proficient

Candidate provides
adequate section detailing
the following: 1. The
reconciliation meeting
2. Strategies employed
3. Outcome of the meeting

16 to >0.0 pts

Developing

Candidate provides
decent section detailing
the following: 1. The
reconciliation meeting
2. Strategies employed
3. Outcome of the
meeting

0 pts

Not
Present

20 pts

Project
Reflection

20 to >17.0 pts

Advanced

Candidate provides a
full, clear section
detailing a reflection on
the project and lessons
learned throughout this
project.

17 to >16.0 pts

Proficient

Candidate provides an
adequate section detailing a
reflection on the project and
lessons learned throughout
this project.

16 to >0.0 pts

Developing

Candidate provides a
decent section detailing
a reflection on the
project and lessons
learned throughout this
project.

0 pts

Not
Present

20 pts

Paragraph
Length,
Sentence
Structure and
Mechanics

10 to >9.0 pts

Advanced

Sentences are
well-phrased and varied
in length and structure.
Writing displays
introductory and
concluding sentences
that are concise,
interesting and focused.
Each paragraph is at
least five sentences.
The writing is free of
errors.

9 to >8.0 pts

Proficient

Sentences are well-phrased
and there is some variety in
length and structure. Writing
displays clear introductory
and concluding sentences.
Each paragraph is at least
five sentences. There are
1–3 errors, but they do not
represent a major distraction
or obscure meaning.

8 to >0.0 pts

Developing

Some sentences are
awkwardly constructed
so that the reader is
occasionally distracted.
Writing displays vague
introductory and
concluding sentences.
The writing includes
many errors. Each
paragraph is less than
five sentences.

0 pts

Not
Present

10 pts

Total Points: 50

Personal Conflict Project: Part 3 – Reflections Grading Rubric |
EDUC746_B04_202220

Can you answer this question ?

EDUC 746

Professional Issue Assignment Instructions

Overview

You will select a current, professional issue directly related to your profession and write an academic paper that provides a clear overview, key issues surrounding the topic, and a strategic plan. It would be highly beneficial to select a professional issue that you are familiar with through observations within the professional or personal settings. You will be required to utilize at least 15 scholarly sources and will not be permitted to use direct quotes.

Instructions

1. Determine an appropriate, current professional issue/topic directly related to your profession.

2. Research your topic focused on scholarly journal articles that have been peer-reviewed and published within the last five years.

3. Write your paper using the Professional Issue Template

4. Your Overview section should include provide a solid background on the historical implications of the professional issue. This section should provide your audience with a full understanding of the current, professional issue with support from your research.

5. Your Key Issues section should identify 2 – 3 key issues you have found concerning this current, professional issue. This section should provide your audience with a clear understanding of the key issues. There should be support in this section.

6. Your Strategic Plan section should identify 1 strategy, theory, program, and/or skill for each identified Key Issue to assist in mitigating the key issue and seek conflict resolution. This section should make the connection between what you are learning in this course and the current issue. There should be support in this section.

7. This paper must be at least 6 pages, but no more than 10 pages not including the title page or reference pages. (An abstract is not required on this assignment.)

8. The paper must include at least 15 citations to support the overview of the topic, key issues surrounding the topic, and strategic plan for utilizing conflict resolution strategies and skills.

9. Appropriate sources include your textbook, scholarly journal articles published within the last five years, and the Bible.

Your current, professional issue/topic must not include anything related to conflict resolution. Conflict resolution is important for your Strategic Plan section only.

You are not limited to the topics listed below; however, if you need suggestions, here are a few appropriate topics:

· Blended Learning

· Same-Sex Schools/Classrooms/Courses

· Co-Teaching

· Special Education Meetings

· Attrition Rates among Minorities

· Bullying

· Technology in the Classroom

· Online Learning

Can You Answer This Question ?

For the interview transcription assignment references or citations should not  be included or used as this should be a direct transcript of what the participant is saying after you ask each question and use the focus group questions as follow up questions to the three questions on the template and get the response of the person thats being interviewed and make sure to follow the advanced section of the grading rubic.

Can you answer this question ?

4

Part 1: Identifying the Dispute

Michael Whitener

1. Briefly summarize your dispute as you perceive it, placing events in chronological order. Include what you have done to resolve the dispute.

I have a dispute with my closest friend Erick. We got entangled in a confrontation last year on the eve of 25th December. I had been chatting with Erick’s girlfriend before that day though he had never discovered. Despite our frequent conversations, I had no bad intentions, and I saw no wrong in maintaining our conversation. Erick went through her girlfriend’s chats and found our conversation on that fateful day. Though his girlfriend had saved me with a different name, Erick discovered me because of my posted picture.

That was the beginning of our dispute. Erick called me and threatened to deal with me mercilessly for having an affair with her girlfriend. I disowned the accusations, but he still insisted that we were dating. From that moment, I avoided chatting and blocked her girlfriend to avoid more contention. I also tried to reach out personally to Erick to explain my case, but he refused until he recently accepted, and we met. I accepted that chatting with her girlfriend without his knowledge was a mistake, and I would not repeat it. However, Erick is still unwilling to forgive me and end the feud, claiming that he needs more time.

2. Have you been striving earnestly to resolve this dispute or giving only partial efforts to reconcile?

Given my closeness with Erick, I have strived to solve our dispute. I have severally tried to prove that I am sorry by sharing not all the conversations I had with his girlfriend, but that has been fruitful (Walter, 2018). During our meeting, I acknowledged that it was wrong talking to his girlfriend without his knowledge and that, since then, I had blocked her and cut our communication. In most of my conversations with Erick, I remain absolutely humble to him as I seek to solve the dispute. I believe my innocence will be proven though it will take more effort.

3. What questions, doubts, or fears do you have because of this dispute?

One of my fears due to the current dispute between Erick and me is that Erick may damage my reputation by sharing the incident with my friends. The act would cause some people to isolate me even without allowing me to explain myself. I am doubtful whether I will solve the conflict soon. Every time I talk to Erick, he seems so disappointed with me and strongly believes that I had a love affair with his girlfriend. I am also unsure whether his girlfriend is trying to reconcile with him. The question I have is whether I should involve a mediator in solving my conflicts or leave everything to fate.

4. Have you been looking at this dispute as something that happened by chance, as something done to you by someone else, or as something that God allowed in your life for a specific purpose

I look at the dispute as something that God allowed for a purpose. It was not the first time I was talking to my friends’ girlfriend without their knowledge, but it was the first time to be caught up. I think God wants me to avoid interacting with people who can create problems in my life. Also, God allowed it to happen so that I would learn about true and false friends. My pleadings of innocence and my behavior would prompt Erick to forgive me as his friend. However, his unwillingness to let it go has shown that we never trusted each other, and currently, I am just seeking to solve the dispute and not renew our friendship.

5. Using what you currently know about conflict resolution, which response to the conflict have you been using to resolve the dispute?

Based on my understanding of conflict resolution, I think I have been accepting my mistakes that resulted into the dispute. Acceptance is a conflict resolution approach where one or all conflicting parties agree to causing the conflict (Bogue, 2021). It is a method used to prevent de-escalation of the dispute between the disagreeing parties. By embracing acceptance, I managed to prevent more confrontation with Erick despite our existing conflict (Bogue, 2021). I am ready to take the blame as long as I can until we find a solution.

References

Bogue, R. (2021, June 17). Conflict: The importance of acceptance. Thor Projects. Retrieved February 8, 2022, from https://thorprojects.com/blog/archive/2019/12/06/conflict-the-importance-of-acceptance/

Walter, N. (2018, May 3). Summary of “conflict resolution: Theory, research, practice”. Beyond Intractability. Retrieved February 8, 2022, from https://www.beyondintractability.org/bksum/schellenberg-conflict

Can you answer this question ?

Criteria Ratings Points

Quality of
Information

31 to >28.0 pts

Advanced

Each interview question is
supported by the scholarly
literature and includes a citation.

28 to >25.0 pts

Proficient

Each interview question is
somewhat supported by the
scholarly literature and
includes a citation.

25 to >0.0 pts

Developing

Interview
question(s) lack
adequate support
by the scholarly
literature and/or is
missing a citation.

0 pts

Not
Present

31 pts

Content 40 to >36.0 pts

Advanced

Three open-ended interview
question that are related to the
topic are included.

36 to >34.0 pts

Proficient

Two open-ended interview
questions that are related to
the topic are included.

34 to >0.0 pts

Developing

Less than two
open-ended
interview question
that are related to
the topic are
included.

0 pts

Not
Present

40 pts

Mechanics
& Format

29 to >27.0 pts

Advanced

Minimal or no grammatical,
spelling, and/or punctuation
errors are present, and the
document is written in current
APA format. Contains a title
page and a reference page with
at least two references that
were published within the past
five years.

27 to >26.0 pts

Proficient

A few grammatical, spelling,
and/or punctuation errors are
present, and/or errors in
current APA format are
found. Title page and/or
reference page has an
error(s). Includes one
reference published within
the last five years.

26 to >0.0 pts

Developing

Many grammatical,
spelling, and/or
punctuation errors
are present, and/or
errors in current
APA format are
found. Missing title
page and/or
reference page.

0 pts

Not
Present

29 pts

Total Points: 100

Interview Questions Grading Rubric | EDUC816_D12_202220

Can you answer this question ?

EDUC 816

Introduction to the Problem Assignment Instructions

Overview

A problem of practice is any identified educational area that focuses on processes or practices that are observable and measurable and that may be solved or improved. Note that problems are solved, and practices are improved. As the researcher, you will eventually work closely with a site’s leadership to discuss problems that need a solution or practices that need to be improved. This may require several meetings before you can fully define the problem for your study. Though you are not required to meet with leadership at a site for this assignment, you need to consider doing so soon, as this coursework begins your actual Applied Research Report process. As you consider a problem to solve or a practice to improve, keep in mind that you cannot solve all the known problems through this research process. The scope of your research needs to be reasonable. The problem statement must include evidence that the problem exists.

Instructions

The Introduction to the Problem should begin with a clear statement of the problem. For example, “The problem was that 58% of the students at Hampton High School failed to meet the state’s level of satisfactory performance on the OEA for Science” (ODOE, 2020a). Once you have the introductory problem statement written, you should support the statement by citing facts and statistics, unless you included them in the problem statement like the example above. Lay out a convincing case using solid evidence that the problem does, in fact, exist.

For this assignment, you will use the information from the textbook reading this week to write a Problem Statement for your proposed research. This is a 2-page assignment.

· The first page should be a correctly formatted (APA style) title page that includes the title of your proposed study.

· The second page should include a well-developed and concisely written Problem Statement section for your study. Your topic may change at a later date, but for now, you need to choose a topic that you may potentially research.

You must review the example provided and apply the information from the textbook reading this week to be successful on this assignment.

Submit this assignment by 11:59 p.m. (ET) on Sunday of Module 2: Week 2.

Can you answer this question ?

EDUC 816

Interview Questions Assignment Instructions

Overview

Developing interview questions is an essential data collection skill in the applied research process. For this assignment, you will compose three interview questions that will be used to answer the central research question for your study.

Instructions

For this assignment, you will use the information from the textbook reading this week to develop three effective interview questions that will help to answer the central research question for your study. This is a 3-4-page assignment.

· The first page should be a correctly formatted (APA style) title page that includes the title of your study.

· The second page should include the Central Research Question for your study and list three interview questions that will help to answer the central research question of your study. All three questions must be open-ended questions. Do not ask a simple yes-or-no answer question. The three interview questions must be supported by the literature; thus, each interview question must contain at least one citation.

· The last page of the assignment should be a Reference page. At least two references must be included. All references must be peer-reviewed scholarly journal articles published within the last five years.

· See the example.

You must apply the information from the textbook reading this week to be successful on this assignment.

Submit this assignment by 11:59 p.m. (ET) on Sunday of Module 3: Week 3.

Can you answer this question ?

Recommendations for Solving the Problem of Low Scores on the Ohio Educational Assessment for Science at Hampton High School

Liberty Student

School of Education, Liberty University

In partial fulfillment of EDUC 816.

Author Note

Student Name

I have no known conflict of interest to disclose.

Correspondence concerning this article should be addressed to Student Name

Email: student@liberty.edu

2

OEA FOR SCIENCE TEST SCORES 4

Interview Questions Example

Central Research Question

How can the problem of students’ low scores on the Ohio Educational Assessment for Science be solved at Hampton High School in Ohio?

Interview Questions

1. What skills are assessed with the OEA for Science?

The purpose of this question was to determine educators’ awareness of how the OEA for Science is aligned with Next Generation Science Standards (NGSS). Understanding the alignment of an assessment with standards in terms of rigor and content is critical to ensuring the assessment accurately measures students’ abilities with the material and skills (Carnegie Mellon University, 2019). By asking this question, the researcher seeks to learn how familiar teachers are with which skills and concepts are assessed on the OEA.

2. How are these skills incorporated through students’ 9-12 curriculum map?

This question aimed to determine educators’ familiarity with the standards included on the OEA for Science and how they are incorporated into the science course offerings at Hampton High School. Ensuring that all concepts to be assessed are taught at an appropriate level of rigor throughout the courses that all students are required to take is necessary to provide students the academic experiences necessary to be successful on the test (Drake & Burns, 2018). Likewise, understanding the vertical alignment of science course offerings at Hampton High School may create a cohesive experience for students prior to taking the assessment (Case & Zucker, 2019).

3. How do the day-to-day instructional strategies in your classroom prepare students for the assessment?

This question sought to uncover the extent to which teachers work to teach standards within their course. Teaching the standards helps to ensure that the instructional practices are aligned with both the content and the rigor required of the standards (Wiggins & McTighe, 2020).

References

Carnegie Mellon University. (n.d.). Why should assessments, learning objectives, and instructional strategies be aligned? https://www.cmu.edu/teaching/assessment/basics/alignment.html

Case, B., & Zucker, S. (2019). Horizontal and vertical alignment [Policy Report]. Pearson. https://images.pearsonassessments.com/images/tmrs/tmrs_rg/HorizontalVerticalAlignment.pdf?WT.mc_id=TMRS_Horizontal_and_Vertical_Alignment

Drake, S. M., & Burns, R. G. (2019). Meeting standards through integrated curriculum. ASCD.

Wiggins, G. P., & McTighe, J. (2020). Understanding by design (2nd ed.). ASCD

OEA FOR SCIENCE TEST SCORES

1

Recommendations for

Solving the Problem of Low

Scores on the Ohio Educational

Assessment for Science at Hampton High School

Liberty Student

School

of

Education

,

Liberty University

In partial fulfillment of EDUC 816

.

Author Note

Student Name

I have no known conflict of interest to disclose.

Correspondence concerning this article should be addressed to

Student Name

Email:

student

@liberty.edu

OEA FOR SCIENCE TEST SCORES 1

Recommendations for Solving the Problem of Low Scores on the Ohio Educational

Assessment for Science at Hampton High School

Liberty Student

School of Education, Liberty University

In partial fulfillment of EDUC 816.

Author Note

Student Name

I have no known conflict of interest to disclose.

Correspondence concerning this article should be addressed to Student Name

Email: student@liberty.edu

Can you answer this question ?

Criteria Ratings Points

Quality of
Information

31 to >28.0 pts

Advanced

The introduction to the
problem section begins with
an accurate problem
statement.

28 to >25.0 pts

Proficient

The introduction to the
problem section begins
with a mostly accurate
problem statement.

25 to >0.0 pts

Developing

The introduction to the
problem section does not
begin with an accurate
problem statement.

0 pts

Not
Present

31 pts

Content 40 to >36.0 pts

Advanced

The introduction to the
problem section includes
evidence of the problem and
support from the literature.

36 to >33.0 pts

Proficient

The introduction to the
problem section includes
limited evidence of the
problem and support from
the literature.

33 to >0.0 pts

Developing

The introduction to the
problem section does not
include sufficient
evidence of the problem
and/or support from the
literature is lacking.

0 pts

Not
Present

40 pts

Mechanics
& Format

29 to >26.0 pts

Advanced

Minimal or no grammatical,
spelling, and/or punctuation
errors are present, and the
document is written in
current APA format.
Contains a title page.

26 to >23.0 pts

Proficient

A few grammatical,
spelling, and/or
punctuation errors are
present, and/or errors in
current APA format are
found. Title page has an
error(s).

23 to >0.0 pts

Developing

Many grammatical,
spelling, and/or
punctuation errors are
present, and/or errors in
current APA format are
found. Missing title page.

0 pts

Not
Present

29 pts

Total Points: 100

Introduction to the Problem Assignment Grading Rubric |
EDUC816_D12_202220

Can you answer this question ?

1

OEA FOR SCIENCE TEST SCORES

Recommendations for Solving the Problem of Low Scores on the Ohio Educational Assessment for Science at Hampton High School

Liberty Student

School of Education, Liberty University

In partial fulfillment of EDUC 816

Author Note

Student Name

I have no known conflict of interest to disclose.

Correspondence concerning this article should be addressed to Student Name

Email: student@liberty.edu

Introduction to the Problem

The problem was that 58% of the students at Hampton High School failed to meet the state’s level of satisfactory performance on the OEA for Science (ODOE, 2020a). Low academic achievement was defined as students’ “incomplete understanding of essential concepts in science and inconsistent connections among central ideas” (ODOE, 2018b, p. 14). Students who score below 50% on the test were considered to have failed the OEA for Science assessment (ODOE, 2018b). Low scores on the assessment had a detrimental effect on Hampton High School and have reflected poorly on students, parents, teachers, staff, and administrators, as well as the school board, town governments, businesses, and companies within the region. In the past, school leadership tried to solve this problem by requiring teachers to spend more time teaching concepts covered on the test. Most recently, the school offered free after-school tutoring for students. Both historically and presently, these efforts have proven ineffective, as approximately half the students who took the assessment failed

References

Ohio Department of Education. (2020a). Ohio assessment and accountability reporting system (OAARS). https://lms.backpack.education/public/Ohio

Ohio Department of Education. (2020b). The Ohio educational assessments: Why participation matters. Ohio Department of Education. https://www.ohio.gov/doe/sites/.gov.doe/files/inline-files/Why%20Participation%20Matters-1.pdf

.

OEA FOR SCIENCE TEST SCORES

1

Recommendations for

Solving the Problem of Low

Scores on the Ohio Educational

Assessment for Science at Hampton High School

Liberty Student

School

of

Education,

Liberty University

In partial fulfillment of EDUC 816

Author Note

Student Name

I have no known conflict of interest to disclose.

Correspondence concerning this article should be addressed to

Student Name

Email:

student

@liberty.edu

OEA FOR SCIENCE TEST SCORES 1

Recommendations for Solving the Problem of Low Scores on the Ohio Educational

Assessment for Science at Hampton High School

Liberty Student

School of Education, Liberty University

In partial fulfillment of EDUC 816

Author Note

Student Name

I have no known conflict of interest to disclose.

Correspondence concerning this article should be addressed to Student Name

Email: student@liberty.edu

Can you answer this question ?

1

OEA FOR SCIENCE TEST SCORES


Recommendations for Solving the Problem of Low Scores on the Ohio Educational Assessment for Science at Hampton High School

Liberty Student

School of Education, Liberty University

In partial fulfillment of EDUC 816

Author Note

Student Name

I have no known conflict of interest to disclose.

Correspondence concerning this article should be addressed to Student Name

Email: student@liberty.edu

Interview Transcription Example

General Information Questions

Participant’s Name

Mrs. Marion

Date/Time

November 14, 2021, 2:00 PM

Site

Liberty High School

Method

Face-to-Face

Participant Demographics

Current Age

39

Gender

Female

Race/Ethnicity

Caucasian, Non-Hispanic

Occupation

Ninth-grade teacher

Interview Questions

Interviewer: What is a current problem in your school or educational setting would you like to see solved?

Interviewee: The problem that I see as most prominent at our school currently is the need to teach and communicate with students who do not speak the English language. We have had a recent influx of students from Mexico and Honduras and communication is a challenge. We struggle to communicate with both the students and their families. This year, we have had 14 new students enroll in our school. Last year, we had 22 new students enroll who could not speak English. This problem has caused a huge setback in teaching all students since so much time has been devoted to trying to solve this problem. Currently, we have two teacher who somewhat speak Spanish, but there is only so much that these two teachers are able to do with so many students and families who need a translator. We truly want to help these students and their families, but it is certainly a struggle.

Interviewer: What do you believe is the best way to solve this problem?

Interviewee:
Continue with transcribing the interview. Each response requires at least 100 words of transcription.

Interviewer: What role will data play in solving the problem?

Interviewee:
Continue with transcribing the interview…

Can you answer this question ?

Recommendations for Solving the Problem of Low Scores on the Ohio Educational Assessment for Science at Hampton High School

Liberty Student

School of Education, Liberty University

Author Note

Student Name

I have no known conflict of interest to disclose.

Correspondence concerning this article should be addressed to Student Name

Email: student@liberty.edu

2

OEA FOR SCIENCE TEST SCORES 4

Likert Scale Survey Questions

Central Research Question

How can the problem of students’ low scores on the Ohio Educational Assessment for Science be solved at Hampton High School?

Survey Questions

1. Teachers regularly participate in meaningful data analysis conversations.

5

4

3

2

1

Strongly Agree

Agree

Neutral

Disagree

Strongly Disagree

This question sought to identify the level of engagement between teachers specifically related to data analysis. When teachers discuss data gathered from common lessons and assessments, the conversations can provide insight regarding which instructional strategies have been effective, allowing teachers to learn from one another in an effort to improve their own practice (DuFour, 2019). This collaborative aspect of teacher interaction may improve the instructional quality of courses, leading to improved test scores on standardized assessments.

2. Professional development that serves the instructional needs of teachers is provided.

5

4

3

2

1

Strongly Agree

Agree

Neutral

Disagree

Strongly Disagree

This question was intended to pinpoint the alignment of professional development with the efforts of teachers in the science department at Hampton High School. Responsive professional development can help to build teachers’ effectiveness by delivering timely and targeted training to build their skillset and improve instructional practices (American University, 2018).

3. Teachers in the science department at Hampton High School have high attendance rates.

5

4

3

2

1

Strongly Agree

Agree

Neutral

Disagree

Strongly Disagree

This question sought to determine the attendance rate of teachers within the science Department of Hampton High School. When teachers frequently miss school, the achievement of students is severely compromised (Okeke et al., 2020).

References

American University. (2018, May 4). What makes professional development effective for teachers? https://soeonline.american.edu/blog/what-makes-professional-development-for-teachers-effective

DuFour, R. (2019). What is a “professional learning community”? Educational Leadership, 61(8), 6–11.

Okeke, C. I. O., Shumba, J., Rembe, S., & Sotuku, N. (2020). Demographic variables, work-stimulated stressors and coping strategies of pre-school educators: A concept paper. Journal of Psychology, 6(1), 91–101.

Can you answer this question ?

Criteria Ratings Points

Quality of
Information

15 to >13.0 pts

Advanced

Three survey questions are
supported by the scholarly
literature and include a
citation. The Central
Research question is
included.

13 to >12.0 pts

Proficient

Two survey questions are
supported by the scholarly
literature and/or include a
citation. The Central
Research question is
included.

12 to >0.0 pts

Developing

Less than two survey
questions are supported
by the scholarly literature
and/or do not include a
citation, or the Central
Research question is not
included.

0 pts

No
Marks

15 pts

Content 20 to >17.0 pts

Advanced

Three well-written Likert
scale survey questions that
are related to the topic are
included. The questions are
not written to solicit a yes/no
response (the scale
addresses the survey
questions).

17 to >16.0 pts

Proficient

Two well-written Likert
scale survey questions
that are related to the
topic are included. The
questions are not written
to solicit a yes/no
response (the scale
addresses the survey
questions).

16 to >0.0 pts

Developing

Less than two Likert
scale survey questions
that are related to the
topic are included. The
questions are not written
to solicit a yes/no
response (the scale
addresses the survey
questions).

0 pts

Not
Present

20 pts

Mechanics
& Format

15 to >13.0 pts

Advanced

Minimal or no grammatical,
spelling, and/or punctuation
errors are present, and the
document is written in current
APA format. Contains a title
page and reference page
with at least two references.
Level one and level two
headings are included.

13 to >12.0 pts

Proficient

A few grammatical,
spelling, and/or
punctuation errors are
present, and/or errors in
current APA format are
found. Title page and/or
the reference page
contain an error(s). Level
one and/or level two
headings are included.

12 to >0.0 pts

Developing

Many grammatical,
spelling, and/or
punctuation errors are
present, and/or errors in
current APA format are
found. Missing title page
and/or reference page.
Level one headings are
included, or headings are
missing.

0 pts

Not
Present

15 pts

Total Points: 50

Survey Prompt Assignment Rubric | EDUC816_D12_202220

Can you answer this question ?

Criteria Ratings Points

Quality of
Information

31 to >28.0 pts

Advanced

Each question is supported by
the scholarly literature and
includes a citation.

28 to >25.0 pts

Proficient

Each question is somewhat
supported by the scholarly
literature and includes a
citation.

25 to >0.0 pts

Developing

Question(s) lack
adequate support
by the scholarly
literature and/or is
missing a citation.

0 pts

Not
Present

31 pts

Content 40 to >36.0 pts

Advanced

Three open-ended interview
question that are related to the
topic are included.

36 to >33.0 pts

Proficient

Two open-ended interview
questions that are related to
the topic are included.

33 to >0.0 pts

Developing

Less than two
open-ended
interview question
that are related to
the topic are
included.

0 pts

Not
Present

40 pts

Mechanics
& Format

29 to >26.0 pts

Advanced

Minimal or no grammatical,
spelling, and/or punctuation
errors are present, and the
document is written in current
APA format. Contains a title
page and a reference page with
at least two references that
were published within the past
five years.

26 to >23.0 pts

Proficient

A few grammatical, spelling,
and/or punctuation errors are
present, and/or errors in
current APA format are
found. Title page and/or
reference page has an
error(s). Includes one
reference published within
the last five years.

23 to >0.0 pts

Developing

Many grammatical,
spelling, and/or
punctuation errors
are present, and/or
errors in current
APA format are
found. Missing title
page and/or
reference page.

0 pts

Not
Present

29 pts

Total Points: 100

Focus Group Questions Assignment Grading Rubric |
EDUC816_D12_202220

Can you answer this question ?

EDUC 816


Interview Transcription Template


General Information Questions



Participant’s Name





Date/Time





Site





Method





Participant Demographics



Current Age





Gender





Race/Ethnicity





Occupation






Interview Questions



Interviewer: What is a current problem in your school or educational setting that would you like to see solved?




Interviewee:



Interviewer: What do you believe is the best way to solve this problem?




Interviewee:

Interviewer: What role will data play in solving the problem?

Interviewee:

Can you answer this question ?

Criteria Ratings Points

Quality of
Information

31 to >29.0 pts

Advanced

Interview transcription
template is used. General
Information Questions and
Demographic Questions
were completely filled in.
The three interview
questions from Module 4
are included and
answered.

29 to >25.0 pts

Proficient

Interview transcription
template is used. General
Information Questions and
Demographic Questions
were mostly filled in. Two
interview questions from
Module 4 are included
and mostly answered.

25 to >0.0 pts

Developing

Interview transcription
template is not used.
General Information
Questions and
Demographic Questions
were not completely filled in.
The three interview
questions from Module 4
are missing and not
answered.

0 pts

Not
Present

31 pts

Content 40 to >36.0 pts

Advanced

Three open-ended
interview question that are
related to the topic are
included and are
thoroughly answered.
Each transcription
provided is more than 100
words.

36 to >33.0 pts

Proficient

Two open-ended interview
questions that are related
to the topic are included
and are mostly answered.
Two transcriptions are
more than 100 words.

33 to >0.0 pts

Developing

Less than two open-ended
interview question that are
related to the topic are
included and are not
specifically answered. Less
than two transcriptions are
more than 100 words.

0 pts

Not
Present

40 pts

Mechanics
& Format

29 to >26.0 pts

Advanced

Minimal or no
grammatical, spelling,
and/or punctuation errors
are present, and the
document is written in
current APA format.
Contains a title page.
Template is accurately
completed.

26 to >24.0 pts

Proficient

A few grammatical,
spelling, and/or
punctuation errors are
present, and/or errors in
current APA format are
found. Title page contains
an error(s). Template was
somewhat followed.

24 to >0.0 pts

Developing

Many grammatical, spelling,
and/or punctuation errors
are present, and/or errors in
current APA format are
found. Missing title page.
Template not used.

0 pts

Not
Present

29 pts

Total Points: 100

Interview Transcription Grading Rubric | EDUC816_D12_202220

Can you answer this question ?

EDUC 816

Focus Group Questions Assignment Instructions

Overview

When developing focus group questions, skillfully compose the questions with the purpose of solving a problem or improving a practice. Developing quality focus group questions requires that you focus on soliciting information that will help you solve the problem of the research. Focus groups are similar to interviews but include more than one participant at the same time, thus developing focus groups questions requires the researcher to be aware of the possible responses to the questions. For this assignment, you will compose three focus group questions that will be used to answer the central research question for your study.

Instructions

For this assignment, you will use the information from the textbook reading this week to develop three effective focus group questions that will help to answer the central research question for your study. These questions must be different than the interview questions and they must be pertinent to a group question and answer session. This is a 3-4-page assignment.

· The first page should be a correctly formatted (APA style) title page that includes the title of your study.

· The second page should include the Central Research Question for your study and list three focus group questions that will help to answer the central research question of your study. All three questions must be open-ended questions. Do not ask a simple yes-or-no answer question. The three questions must be supported by the literature; thus, each interview question must contain at least one citation.

· The last page of the assignment should be a reference page. At least two references must be included. All references must be peer-reviewed scholarly journal articles published within the last five years.

You must apply the information from the textbook reading this week to be successful on this assignment.

Submit this assignment by 11:59 p.m. (ET) on Sunday of Module 4: Week 4.

Can you answer this question ?

EDUC 816

Interview Transcription Assignment Instructions

Overview

Interviewing participants is an important data collection method for applied research. Interviewing techniques need to be practiced and developed to help you prepare for the actual interview data collection for your research. Additionally, transcribing interviews is an important part of data analysis, as this is how codes and themes develop. For this assignment, you will interview one participant and transcribe the interview.

Instructions

You will conduct an interview and transcribe the interview for this assignment. You must use the template which includes three interview questions for this assignment. Choose someone to interview (preferably someone in an educational setting). Then, complete the Interview Transcription Template as noted below.

Include the following guidelines for this assignment:

· Add a correctly formatted title page.

· Use the Interview Transcription Template for this assignment.

· Complete the General Information Questions section with the participant’s name, the date and time of the interview, the site of the study, and the method (face-to-face interview, Teams, WebEx, Skype, phone, etc.).

· Complete the Participant Demographics section, including the participant’s current age, gender, race/ethnicity, and occupation.

· Complete the Interview Questions section by writing the responses to the three open-ended interview questions provided on the template.

· You must actually conduct this interview with the participant named on the template.

· You may record the interview using a smart phone or other recording device. Then, you will transcribe the participants responses to the three interview questions into the Interview Questions section of the template.

· Each interview question should produce more than 100-word answers. If an answer is given that is less than 100 words, you should ask a follow up question to obtain a more detailed answer.

Can you answer this question ?

5

Recommendations for Solving Equity Gaps at James Monroe High School, Virginia

Michael Whitener

School of Education, Liberty University

In partial fulfillment of EDUC 816

Interview Questions

Central Question:

How can the gaps in college readiness between students from low-income and underserved communities and those from wealthy and majority groups be eliminated?

Interview Questions

1. What parameters/Indicators are used to determine whether a student is college-ready or not?

The question is crucial in identifying whether the instructors are aware of the factors that contribute to college readiness among the students. Several indicators influence college readiness. Such parameters are combined before understanding whether a high school student is college-ready. Some indicators accurately show students’ college preparedness, while others give a false picture. Leeds & Mokher (2019) showed that using placement tests to assign students to developmental courses results in frequent misplacement. The authors used data from Florida. They concluded that it might be preferable to choose cutoffs that minimize misplacement than to use new metrics (Leeds & Mokher, 2019). Also, they proposed that each state use metrics that are unique to their contexts in determining college readiness among students.

From the answer obtained, the researcher will understand whether the metrics used in determining college readiness at the school reflect its contexts. Understanding the connection between the metrics used to determine college readiness and the school will enable the researcher to understand the cause of low college readiness for students from low-income and underserved communities. (Leeds & Mokher, 2019) also, mention grade point average [GPA]) and placement test scores as other misplaced measures of college readiness. Thus, the first interview question seeks to understand whether the nature of rating college readiness at the school is appropriate by identifying the parameters used.

2. How are the college readiness metrics incorporated into the curriculum at the high school level?

The question is essential in understanding whether the school curriculum is designed to help the learners prepare for college education. Across the United States, the education policy requires high schools to prepare graduating students for college. Therefore, the responsibility of preparing students for college is given to instructors. Castellano et al., 2016 studied the effects of Programs of Study (POS) on preparing students for college and careers. Using the structural equation analysis method, they tested the effects of POS enrollment, participation in CTE course sequence on GPA, and graduation (Castellano et al., 2016). The findings showed that enrollment in POS increased the graduation rate among the learners and led to high retention (Castellano et al., 2016). Therefore, the second interview question will help the researcher understand whether the problems in college readiness result from the existing curriculum. Responses to the question will help develop the best way to prepare the students for college education. Also, the researcher will be able to determine whether the teaching methods relating to college preparedness are exclusive or inclusive. Sometimes, the metrics may be biased to favor some students while sidelining others. In the end, favored students will perform better than others. Thus, the nature of incorporating college preparedness in the curriculum is critical in understanding whether there are any biases.

3. What are some of the possible causes of low college readiness for students from low-income and underserved communities?

The purpose of the question is to understand learner or school-specific dynamics that could be contributing to poor college preparedness for high school students. (Leeds & Mokher, 2019) noted in their study relying on metrics like test scores can lead to poor preparedness and misplaced. If the school uses test scores to determine college preparedness, some students are placed at a disadvantage. The researcher will also comprehend whether issues like discrimination are possible causes of poor college preparedness for marginalized learners at the school.

The question will also be critical in understanding the variation in other internal school metrics between students from low-income and underserved communities and those from majority groups. As hinted, there are metrics that stakeholders use to estimate students’ college readiness. When the respondent responds to this question, it is easy to make a follow-up and identify the key areas that make learners from underserved communities be poorly prepared for college. For instance, if the school uses test scores to measure college readiness, the researcher will narrow it down to the specific subjects included in the study. Furthermore, the researcher may want to understand whether each learner has equal access to the required learning materials. Using the tests scores, the researcher may also analyze whether the teaching methods embrace learner diversity or are exclusive. From that angle, it is possible to understand what variables influence test score outcomes and how they can be mediated to reduce the college preparedness gap. Another reason for asking the question is to understand whether the affected learners are to blame for their failures or their teachers need to be held accountable. Also, the response to the question will aid the researcher in determining whether the existing interventions to increase college preparedness are viable. Every appropriate solution starts with comprehensively understanding the problem’s origin.

References

Castellano, M. E., Richardson, G. B., Sundell, K., & Stone, J. R. (2016). Preparing students for college and career in the United States: The effects of career-themed programs of study on High School Performance. Vocations and Learning, 10(1), 47–70. https://doi.org/10.1007/s12186-016-9162-7

Leeds, D. M., & Mokher, C. G. (2019). Improving indicators of college readiness: Methods for optimally placing students into multiple levels of postsecondary coursework. Educational Evaluation and Policy Analysis, 42(1), 87–109. https://doi.org/10.3102/0162373719885648

Can you answer this question ?

EDUC 701

Course Project: Annotated Bibliography Assignment Instructions

Choose the research question you developed in Course Project: Identifying a Problem Assignment. You will complete a total of three annotated bibliography assignments during the course that will serve as the research foundation of your final paper:

1. Course Project: Annotated Bibliography Sources 1 – 5 Assignment

2. Course Project: Annotated Bibliography Sources 6 – 10 Assignment

3. Course Project: Annotated Bibliography Source 11-15 Assignment

Each Course Project: Annotated Bibliography Assignment must follow current APA format and consist of at least 5 scholarly sources. Each Course Project: Annotated Bibliography Assignment must have a title page with a running head and page numbers. No abstract is required. At least 3 of your scholarly resources must be current empirical, peer-reviewed journal articles. All sources must be directly related to your Research Question. Be sure to select a variety of respected sources you can use in your paper (e.g., journal articles, books, e-books, scholarly websites, etc.).

Each source citation must be followed by an annotation. The annotations are designed to help you and your instructor better understand how your sources connect to your Research Question and Problem. The annotation is not a normally required component of current APA format; rather, it is a specific additional requirement for this assignment. Note the following requirements for your annotated bibliography:

· An annotated bibliography is a list of citations for all resources you used.

· Each citation is followed by a brief (150–200 words), descriptive, and evaluative paragraph (the annotation).

· The purpose of the annotation is to inform the reader of the relevance, accuracy, and quality of the sources cited.

Do not cut and paste from your sources, as this constitutes plagiarism. Most of the time, this occurs as an innocent oversight on the part of the candidate. Regardless of the reason, in the event of plagiarism, you will receive 0 points for the entire assignment per Liberty University’s policy on academic dishonesty.

It is highly recommended that you use the Jerry Falwell Library resources. You will find many tips for formatting in current APA style, navigating databases, locating resources for citation, and returning the best results for your online searches through the Education Resource Guide: EDUC 701 link in the Course Project: Annotated Bibliography Assignment page. Additionally, the Education Department has a Library Liaison who is available to assist you in all matters pertaining to conducting your research, including what constitutes an acceptable article (reputable professional, scholarly journals, and/or informational venues that deal with the content of this course). The Library Liaison’s contact information is located in the Education Resource Guide: EDUC 701.


Format the paper in current APA format and see the grading rubric for specific grading criteria.