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ASSIGNMENT 1 DUE Wednesday 8A EST

Literature Review: Paper Assignment Instructions

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Overview

A formal literature review should be approached strategically to ensure a high-quality review of the current literature that includes an analysis and synthesis of known research, knowledge, and thinking that precedes the proposed research. The purpose of a formal literature review is to advance the author’s knowledge about a problem of practice or specific topic and to present the formal literature review as a justification, or argument, for conducting research and to provide the researcher with enough information to make an informed decision regarding the recommendations to improve educational practices.

Instructions

For this assignment, you will use the information from the textbook reading and from the Individual Scholarly Works Template and the Comparative Template(ATACHED BELOW) to write a 5-page literature review on your topic that addresses how the literature informs your problem of practice.

· The first page should be a correctly APA formatted title page that includes the title of your study written as a recommendation.

· The second through fourth pages should be a formal review of the literature related to your topic. This review must have level one and level two headings. Include at least eight peer-reviewed scholarly journal articles using citations. You must use the articles from your Comparative (SEE BELOW). All articles must have been published within the last five years. You may not go over the page limit, and you must meet the page requirement. Write concisely Your voice, as the researcher, must be evident in the paper. You may determine the headings to cover in your literature review based on your topic, and the headings must be logical for the topic chosen.

· The last page must be the Reference page and it must include a minimum of eight scholarly peer-reviewed journal articles.

You must use the information from the textbook reading in Module 7: Week 7 to be successful on this assignment.

INFO TO BE USED BELOW:

Today we are going to talk about creating a literature review outline. An outline for a literature review should begin by incorporating the main topics that you determine to be important during your review of the literature. And that must be covered when you’re writing your literature review. I want to encourage you not to skip this step when researchers omit the step, three things happen. They waste time, their papers disorganized, and it is presented in an illogical manner. So the main points of your outline that you’re going to write will become the main headings for your literature review. So let me show you an example literature review outline. In this very beginning process of the process, you’re going to see the overview, the narrative review, and the summary. These are the three main parts of your literature review and thus your outline. So now let’s look at how to expand this outline to incorporate the information that was learned while reading through the vast amount of, of journal articles that you read. So let’s use the example of How can scores on the Ohio educational assessment for science be improved? So the general outline that we talked about before is now expanded to include more specific information that was discovered during the literature review. So you notice the overviews the same and the summary is the same. But the narrative review, which is the main part, has been expanded to include standardized testing, characteristics of standardized testing, Ohio educational assessment for science, strategies to improve standardized test scores, student motivation, teacher effectiveness, and instructional resources. All of this information was learns in the review of the literature and these will become main headings. So now we’re going to take this outline and we’re going to be more specific with it. So we’re going to develop a specific literature review outline. Now in this next example that I’m going to show you, you’re gonna see that sub-headings for the main headings were added to the outline. So again, the overview is the same. The narrative review is the same. And you have standardized testing characteristics of standardized testing, Ohio educational assessment for science and strategies to improve standardized test scores. Well, under d, strategies to improve standardized test scores, a lot of information was learned about analysis of data, parental involvement, bubble students monitoring progress and instructional practices. So subheadings were added to this section for four 0s. Student motivation. That’s just going to be general information that’s presented. But again, an f, you’re going to see teacher effectiveness. Subheadings are added for teacher effectiveness to include teacher credentials, professional development, new teacher’s class and school size, teacher attendance, substitute teacher qualifications, and instructional resources. All of this is information that pertains, pertains to that heading. So for the above outline, the researchers will compose a literature review that is anywhere from 15 to 30 pages or more. It could be easy for you to see at this point how a literature review could become convoluted and it can very quickly become illogical. Using this amount of information, if an outline is not written first, to guide your thoughts through the writing process. So the most effective strategy for writing a literature review is to create a general outline first, and then to create a more specific detailed outline to include the sub-headings. After year. Fully developed outline is complete, began the process of composing the narrative section of your literature review. Remember that the narrative section of your literature review should present the argument for your proposed research.

COMPARTIVE 1

Central Research Question:

How can the practice of using the General Education Curriculum with Emotional Behavioral Disorders students be improved at Chapman Elementary School?

Title of the first journal article: Equipping Teachers to Meet the Needs of Students with Emotional and Behavioral Disorders.
Title of the second journal article: Classroom Management for Rural Students with or at Risk for Emotional and Behavioral Disorders
What do these articles have in common?The articles were conducted to find a solution in meeting learners’ educational needs with or at risk of EBD. I feel that these articles were specifically made to help these learners. Teachers are faced with different daily challenges in the classrooms. The challenges faced are centered on both behavior and academic performance. Students who struggle to demonstrate academic failure and pro-social behavior were regarded by the two articles since articles tried to describe the connection and their needs (Garwood, 2015). Preventive approaches exemplified by these articles reduced the number of problematic students in the classroom. This knowledge can be used by Chapman Elementary school in the setting of the curriculum and enforcement of positive interactions consistently in the school building and inside the classes. This can help all the staff members become consistent throughout all types per the grade level, which can also be creating a behavior matrix for any classes. It is also essential to have a Behavior Matrix Program that is transparent and school-wide implemented by the school administrators upon proposal (Elam, 2016).Also, what happens at the grade and building levels can significantly impact the classroom discipline and behavior management strategies. Acquired and learned knowledge through the course can be used in professional settings. The behavior and discipline management strategies in the classroom can be implemented in one of the following ways. Students can be counterproductive, increase office referrals, academic failure, and problematic behavior and be allowed to maximize their pro-social skills since these strategies can be significant (Elam, 2016). Lack of accountability and consistency at the grade and building level will make students not to be motivated or prompted to make the correct choices and do as per the expectations of the school (Elam, 2016). Students can be aware of what is expected of them in any room of the school they get into, be aware of consequences that will follow making any mistake and be held accountable for their actions. All this can be achieved when the school buildings implement a school-wide, consistent management program (Garwood, 2015).
How are the results of these two articles different?Elam (2016) based his research on equipping regular education teachers with effective teaching strategies that meet students’ needs with or at risk of EBD. Students’ overall success can be affected by a lack of effective instructional practices, which logically act as a catalyst for favorably reported incidences of misbehavior in these student populations. Teachers need to develop and practice effective instruction, especially when handling students with EBD. This article shows us how paramount it is to integrate effective teaching practices in a classroom because most students often display behaviors and academic deficits that hinder their ability to gain academic skills and knowledge. To impact social action and educational changes in the classroom, Elam (2016) says teachers play a significant role because they act as agents of change, both negative and positive. Therefore, a school like Chapman Elementary School should implement this strategy, and the school administration provides quality support to teachers. The article also emphasizes the importance of school collaborating with parents and other stakeholders in ensuring that the educational needs and the success of students with EBD are accomplished. Additionally, all students should be assessed based on one’s ability because assessment practices drive instruction. The article shows that these assessments are essential, especially to students with EBD, because the binding domain is the instruction domain. I would contend that it is the most fundamental domain while providing EBD students the best likelihood for progress. Teachers should actively offer positive and constructive feedback, introduce strategies that enhance learners’ engagement, and use explicit instruction to design, deliver, and analyze instructional practices.Conversely, Garwood (2015) centered his study on managing a classroom for rural students with or at EBD risk. The article discussed various skills and strategies that they can employ while in the classroom to capture all students’ engagement, including those with EBD. Teachers’ primary goal using these strategies and skills is to create a classroom environment that maximizes prosocial behaviors, ensures optimal performance for every child, and encourages a positive behavior support system. Classroom management is the utmost agent that determines how students with or at risk of EBD would be involved to establish an environment that meets students’ demands at all grade levels. Furthermore, the article demonstrated how a physical classroom can be set to effectively engage and affect each student’s behavior and how the recommended interventions would improve student achievement. Besides, a school like Chapman Elementary should implement strategic or intensive behavioral interventions to support a behavior support system for students with or at risk of EBD.
How does this information relate to your proposed study? Be specific.The necessity that has been expressed by Chapman Elementary has made me focus on the issues that students with or in danger for EBD face. The articles support my study because the school requires additional professional development training sessions and preservice training to render adequate teaching strategies effective to regular education teachers when meeting the needs of EBD students in the local setting. Schools become aware and consistent with any trends and themes in behavior after implementing these strategies. Students have a better sense of what is anticipated from them while there are in school, making them work more tirelessly towards earning any rewards/incentives. There were a variety of strategies, recommendations, and skills concerning meeting students with or at risk of EBD that were attained, and this made me examine how Chapman Elementary School can apply their Behavior Matrix found in their code of conducts and the school-wide behavior interventions. According to my observation, many of these learning skills and strategies have been used in many schools. Still, they have an excellent knowledge of the motivation behind many of the strategies executed. Hopefully, Chapman Elementary School will use these newly learned tactics and techniques in developing a curriculum that will help minimize the number of disciplinary actions and office referrals and, therefore, maximize the student’s pro-social behaviors.
Reference 1Elam, C. M. (2016). Equipping Teachers to Meet the Needs of Students with Emotional and Behavioral Disorders. Retrieved from: https://core.ac.uk/download/pdf/147835424.pdf
Reference 2Garwood, J. (2015). Classroom Management for Rural Students with or at Risk for Emotional and Behavioral Disorders: A Longitudinal Study across Early Elementary School. Retrieved from: file:///C:/Users/CYRO/Downloads/Garwood_unc_0153D_15107.pdf.

References

Elam, C. M. (2016). Equipping Teachers to Meet the Needs of Students with Emotional and Behavioral Disorders.

Garwood, J. (2015). Classroom Management for Rural Students with or at Risk for Emotional and Behavioral Disorders: A Longitudinal Study across Early Elementary School.

COMPARATIVE 2

Central Research Question:

How can the practice of using the General Education Curriculum with Emotional Behavioral Disorders students be improved at Chapman Elementary School?

Title of the first journal article: General Education Teachers’ Perceptions About Inclusion of Students with Emotional-Behavioral Disabilities.
Title of the second journal article: The Experiences and Practices of Educators that Teach Students with EBD.
The two articles have shown teachers with different perceptions and experiences can accommodate students with EBD and how they can attain in the classroom and feel included in the curriculum. Both articles have described how a school like Chapman Elementary can design a curricular, curriculum, and teaching pedagogies that suit EBD students’ needs. The first aim of the articles is to make sure students with disabilities are effectively accommodate and become successful in their academic performance. The direct theme cutting across every reading is to create an inclusive classroom that will help students with EBD improve their academic performance and improving their behaviors. Many of the benefits of an inclusion classroom would be making sense of higher expectations with learning disabilities, providing general education access, and building friendships with their friends.The articles have made me realize a difference in academic performance for students without learning disabilities compared to EBD students. Students without EBD perform better than students with EBD. A classroom that does not make students develop a sense of belonging predisposes them to poor academic performance. Conversely, students receiving support from teachers, peers, and their parents perform better because they feel they are part of the learning environment. Chapman elementary school could implement a curriculum that allows them to adapt to a blended setting instead of a standard traditional classroom. These articles’ results supported my hypothesis, and the authors that EBD learners can adapt better and perform well once they become part and parcel of the classroom.
How are the results of these two articles different?There are no meaningful variations between the two articles because the primary goal was to create an inclusive classroom that centers its attention on EBD students. However, there was a difference in terms of what research design was used and how the study was conducted. For example, Patton’s study clearly stated the research questions, but Bond’s reading did not provide a reading direction. The research questions identified by Patton exemplified the perceptions teachers have towards their EBD students. At the same time, Bond’s article showed how teachers’ experience with EBD students influences their teaching delivery and interactions. Patton emphasized how school administrators can work with different stakeholders to develop measures and solutions to how students with EBD needs should be fulfilled. As such, Patton aimed to answer four fundamental questions in his work: Patton investigated the general relationship teachers have with special educators in accommodating students with behavioral and emotional disabilities in their co-taught inclusion setting.1. He wanted to understand how a school like Chapman Elementary can provide quality support and resources to general education educators in their co-taught inclusion classroom with EBD students.2. How the perceptions of teachers change when handling students with EBD in a co-taught classroom.3. The author wanted to understand the definition of EBD from educators.I realized that these research questions rhymed with my project questions since they all narrow down to classroom inclusivity and improve EBD students’ academic performance. On the contrary, Bond’s work differed from Patton’s because he used a quantitative tradition to interpret results using a phenomenological process that examined teacher’s practices and experiences who teach EBD students. The underlying goal by Bond is to identify teaching practices that can be passed on to other educators and that administrators can employ to enhance teaching and education for EBD learners.
How does this information relate to your proposed study? Be specific.Information presented in the articles touched on practical issues in the modern education system where children with disabilities are affected. I have come to value this information as a school teacher. The collaboration of the Administrators of Chapman Elementary school can help make sure there is an environment that is diverse, safe, inviting, and where students can study. I have learned that the treatment of students with disabilities differs from school to school; this is because the peers and the staff are different in how they relate to each other and how they approach different situations. In a healthy environment in a school, it should be essential to ensure that all learners are not segregated and capable of learning and interacting in the same arena. This should be on whether they have IEPs. I learned that some schools in the past used to divide their population more often, which creates an atmosphere that is divisive, resulting in bullying behavior among students. The student’s outcome for both the regular and students with disabilities can also be decreased by the divisive atmosphere.Institutions need to offer professional development opportunities to staff members because most feel like they lack Special Education students training. I recently spoke to a school counselor who mentioned that she had noticed an increase in students’ cruelty of disabilities. Support to help develop the institution’s staff should be increased to match the rise in the brutality of disabilities being presented by students. Peer tutoring idea was one thing that I started taking into consideration. This can help the student do the tutoring in learning how to interact with classmates with respect. I also had concerns about the students feeling uncomfortable when being tutored by a peer, which would make them feel inferior. With the school administration’s support, implementing a peer program like that would have many benefits. There is an after-school mentoring program that I am currently part of, and we are handling both students with and without disabilities, and the two groups have been interacting with so much ease. Programs like this will help blend the two groups, leading to good outcomes for learners both academically and socially. Programs like these can change the educational climate and the world at large.
Paste the reference and link to the first article here.Patton, A. (2018). General Education Teachers’ Perceptions About Inclusion of Students with Emotional-Behavioral Disabilities. retrieved from:https://scholarworks.waldenu.edu/cgi/viewcontent.cgi?article=6090&context=dissertations
Paste the reference and link to the second article here.Bond, M. (2017). The experiences and practices of educators that teach students with EBD (Doctoral dissertation, Northeastern University). Retrieved from:https://repository.library.northeastern.edu/files/neu:cj82qm28m/fulltext.pdf

References

Elam, C. M. (2016). Equipping Teachers to Meet the Needs of Students with Emotional and Behavioral Disorders.

Garwood, J. (2015). Classroom Management for Rural Students with or at Risk for Emotional and Behavioral Disorders: A Longitudinal Study across Early Elementary School.

Literature Review: Paper Grading Rubric

CriteriaLevels of Achievement
Content 80%AdvancedProficientDevelopingNot Present
Scholarly Tone31 to 34 pointsLevel one and two headings are coherently aligned with the research topic and are supported throughout the body of the paper using scholarly literature and written in a scholarly tone.29 to 30 pointsLevel one headings are coherently aligned with the research topic and are mostly supported throughout the body of the paper using scholarly literature and somewhat written in a scholarly tone.1 to 28 pointsSome headings are missing or are not coherently aligned with the research topic and are not well supported throughout the body of the paper using scholarly literature. Lacks scholarly tone.0 pointsNot present
Content79 to 86 pointsAll sources are peer-reviewed and clearly related to the topic. The topic is well-developed and an argument for the research is presented. The authors voice is heard throughout the paper.72 to 78 pointsSeven sources are peer-reviewed and clearly related to the topic. The topic is mostly well-developed and an argument for the research is somewhat presented. The authors voice is somewhat heard throughout the paper.1 to 71 pointsLess than 7 sources are peer-reviewed. Some sources are not clearly related to the topic. The topic lacks development and an argument for the research is vaguely presented. The authors voice is vaguely heard throughout the paper.0 pointsNot present
Structure: 20%AdvancedProficientDevelopingNot Present
Current APA, Mechanics, Format & Length28 to 30 pointsPaper is free of mechanical and current APA errors. 100% of the length requirement is met. Articles were published within the past 5-years.25 to 27 pointsFew mechanical and/or current APA errors exist. Length of the paper is met by 90% to 99%. Some articles were published within the past 5-years.1 to 24 pointsSeveral mechanical and/or current APA errors exist. Length of the paper is met by less than 90%. Few articles were published within the past 5-years.0 pointsErrors are pervasive.

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