Application: Annotated Booklist and Quality ChecklistThroughout this course, you will be learning about the significant role that literature can play in children's lives. Along with studying each of the genres of children's and adolescent literature, you will be examining specific criteria used for identifying quality and excellence.Based on your growing knowledge in these areas, you will develop:An Annotated Booklist of children's and adolescent literatureA Quality Checklist that can be used to evaluate children's literature in each of the genres that you will studyThese documents will help encapsulate what you have learned and serve as a resource for future reference. Both the Annotated Booklist and the Quality Checklist will be due at the end of Week 5. You will be able to submit these at the end of Week 2 for the instructor’s non-graded feedback.Each week, you will be asked to read/review/annotate a specific number of books, consider the criteria that indicates quality related to the genres that you are studying, and then add these to the appropriate document.In Week 5, you will send in your book list for a grade.If you quickly open and read the Application section for each week, you will see a description of the books you need to review each week.  Here is a short list of what is required each week, to give you an idea of the final length of your Annotated list:3 books for Week 15 book for Week 23-5 poems for Week 31 book for Week 41 book for Week 5The lists you can choose from are explained in the Application directions each week.At the end of Week 5, you will submit both the Annotated Booklist and Quality Checklist you have created during the course to receive a grade on both assignments. The links to these two forms are below:Annotated Booklist Form           (function(){      var f = function(){            if ( window.DWREngine )       {        if( DWREngine._batch )        {        try {DWREngine.endBatch();} catch(ignore) {}        }        try {DWREngine.beginBatch();} catch(ignore) {}       }               page.ContextMenu.hideMenuDiv('d4f0d4067b2342378cb7ec2ae275b2a0');             if ( window.DWREngine )       {         try {DWREngine.endBatch();} catch(ignore) {}       }                };      var f2 = function()      {        if ( page.isLoaded )        {          f();        }        else        {          setTimeout( f2, 500 );        }      }      f2();     })();     
Quality Checklist Form            (function(){      var f = function(){            if ( window.DWREngine )       {        if( DWREngine._batch )        {        try {DWREngine.endBatch();} catch(ignore) {}        }        try {DWREngine.beginBatch();} catch(ignore) {}       }               page.ContextMenu.hideMenuDiv('411b6e1a3d0a4b76a5fed526b479ab97');             if ( window.DWREngine )       {         try {DWREngine.endBatch();} catch(ignore) {}       }                };      var f2 = function()      {        if ( page.isLoaded )        {          f();        }        else        {          setTimeout( f2, 500 );        }      }      f2();     })();     Part 1: Beginning Your Annotated Booklist and Quality ChecklistThis week, you have been introduced to the field of children's and adolescent literature, a field that is offers a multitude of opportunities for learning and growth. You have been reading about two important aspects of this field—quality across the genres and looking through the lens of cultural diversity.Annotated BooklistFor this week's Annotated Booklist, read:One chapter book and one picture book written by Book Creators listed in the "Writers and Illustrators to Look for" booklist (p. 38 of the course text)

One book from the booklists at the end of Chapters 3–9 of the course text that is marked with the sun icon, indicating that it includes some aspect of diversity. However, before you choose a book from this list:
Consider the following quote from your text: "Cultural diversity is wider than race, ethnicity, gender, sexual preference, or exceptionalities; it also involves values, attitudes, customs, beliefs, and ethics" (p. 32).
Take time to think about what defines your personal culture.
Consider choosing a book that was written by someone who shares a cultural background similar to your own in an essential way, or a book whose storyline involves your cultural background in an essential way.After you have read the books, respond to the guiding questions listed on the Annotated Booklist Form.Quality ChecklistBefore you begin writing your checklist, reflect on what you have learned from:Chapter 1 of your text

"10 Quick Ways to Analyze Children's Books for Racism and Sexism"Then, based on what you have learned about children's and adolescent literature this week, use the form to describe in your own words at least five characteristics of quality children's and adolescent literature in general, and five characteristics of quality culturally diverse literature.Note: Evaluating the quality of any book entails not only assessing it for racism and sexism but also making sure that class, sexual orientation, and/or exceptionalities are portrayed without bias.

Application: Annotated Bibliography and Quality ChecklistPart 2: Picture BooksThis week, you learned about the characteristics and qualities of picture books for both younger and older children. You also engaged in and evaluated a read-aloud experience with picture books. Based on what you have learned about this delightful genre, you will continue to add to both your Annotated Booklist and Quality Checklist.Annotated BooklistThis week, you will read and annotate at least five picture books to add to your Annotated Booklist. Before choosing the books, evaluate each book against the quality guidelines, including the quality of the text, the quality of the art, the overall design, as well as appropriateness for the intended age level of its audience. Feel free to use the books that you chose for your read-aloud, as long as they exemplify the standards for quality children's literature.Quality ChecklistBased on what you have learned about picture books this week, add at least five new entries to the "Characteristics of quality picture books" section of your Quality Checklist. Make sure to describe the characteristics in your own words. Based on what you have learned in the first two weeks of this course, add five new entries to the "Characteristics of quality culturally diverse literature" section of your Quality Checklist.Submittal InstructionsThis week, you can submit your Week 1 & Week 2 Annotated Booklist and Quality Checklist for the instructor’s non-graded review. 
Be sure to read the Application assignments for Weeks 1 & 2 as to which genre of books will be listed on your Annotated Booklist.

Discuss the differences between the three major approaches surrounding collection and analysis of data i,e., quantitative, qualitative, and mixed methods.  As well as, describe the design of scientific inquiry that may go with each method i.e., survey, narrative, phenomenological, ethnographic, grounded theory, or case study and why it would be selected. Then address which method and design you think you would prefer to use to conduct research and why.

Requires 250-300 words each forum.

#1

For this week’s forum post, We discuss the three major approaches surrounding collection and analysis of data. The first of the three approaches are quantitative. Quantitative, represents the method of utilizing numeric data and statistics in communicating the results. The second of the three approaches are qualitative. Qualitative represents the method of gathering data in the form of words and descriptions, such as interviews and focus groups, to communicate the results. The third, and final approach surrounding collection and analysis of data is mixed methods. Mixed methods incorporate both of what the quantitative and qualitative approach focus on. Using both numeric data and personal communication (Todd, Nerlich, McKeown, Clarke, p.2,3)

Quantitative

The quantitative method, involves numeric data and statistics to communicate findings. It emphasizes data, measured objectively, because it cannot be disputed. Polls, questionnaires, and surveys are three methods used in the collection of statistical, mathematical, or numerical analysis of data. The primary purpose of quantitative research is to explain a particular event. By gathering a specific type of data, and generalizing it across an area small or wide. The goal, is to determine the relationships between variables, in that given area. Typically, this type of research is used to create graphs and tables of raw data. (Todd, Nerlich, McKeown, Clarke, p.2,3).  This method would involve survey and ethnographic, because both are products of statistical analysis.

Qualitative

The qualitative method, involves gathering data in the form of words and descriptions. It emphasizes to understand the social reality of a given group and cultures as nearly as possible as its participants feel it or live it. The study is conducted in the person or groups natural setting. The goal of the qualitative approach is to understand the “why” behind a particular phenomenon, or behavior, acts the way it does. (Saul McLeon, p.1,2)

This method would involve narrative and case study, because both of those studies involve personal data. Data that is received in the form of words.

Mixed Method

The mixed method, combines both of the approaches, that the quantitative and qualitative method focus on. It emphasizes the collection, analysis, and integrating quantitative and qualitative research. The issue with both qualitative and quantitative research, is that there are weaknesses to only using one method at a time. Mixing the methods allows for an offshoot of the weakness. This method allows for the researcher to gain in breadth and depth of understand and corroboration. (CIRT, p.1)  This method would include Phenomenological, grounded theory, and all of the other methods included since it is a “mixed” method, because this method is “mixed” technically, all other method results could be included in mixed mythology research methods.

Bibliography

 “Overview of Mixed Methods”. CIRT. [date accessed] 17 December, 2018. https://cirt.gcu.edu/research/developmentresources/research_ready/mixed_methods/overview

Saul McLeon. “Qualitative vs. Quantitative Research”. Simplypsychology. 2017. [date accessed] 16 December, 2018.

https://www.simplypsychology.org/qualitative-quantitative.html

Zazie Todd, Brigitte Nerlich, Suzanne McKeown, David Clarke. “Mixing Methods in Psychology: The Integration of Qualitative and Quantitative Methods in Theory and Practice.”. Taylor & Francis Group. 2 August, 2004. [date accessed] 16 December, 2018.

https://ebookcentral-proquest-com.ezproxy1.apus.edu/lib/apus/reader.action?docID=199956

#2

Qualitative research is characterized by its aims, which usually relate to understanding aspects of social life. In general, qualitative data uses words rather then empirical data for analysis ( McCusker, & Gunaydin 5).

Qualitative data is too imprecise for instance in analyzing how many people in a certain group or location contracted a specific disease, whereas qualitative data would be helpful in ascertaining information on the well-being of patients such as their experiences or attitudes while being treated by a healthcare worker in a medical facility. (5-6).

Typical methods of gathering qualitative methods would be having the group being surveyed to answer questions like; ‘what,’ ‘how’ or ‘why’. The information from the information gathered for this part of a survey although qualitative therefore subjective, would help the researcher ascertain the general mood or feelings well-being of said patients. This portion of a study would become very useful for a facility like a hospital that is trying to provide better care for its patients in the future. (6-7).

Qualitative research would be a process of gathering data ascertaining information on patient to by answering survey questions like; ‘how many’ or ‘how much’. Then adding statistical data such as the number of patients who died or how long it took to recover along with the medical protocols followed. 

Strengths and weaknesses

The author outlines the strengths and weaknesses of the qualitative and quantitative research but notes the peer-reviewed research can become a debate over the values and strengths of each type of data collection, rather than focusing on the intrinsic values and the need for both systems of data (5-7). For instance, in hospital research, if the research is not curtailed to the overall all well-being of the patients in turn the quantitative data could become askew. In a further example, patients being treated for the same disease in a field hospital with limited comforts such as washroom facilities nearby, or the number of family members available, may not fair as well as a patient being treated for the same illness in a private room with family visiting or the comfort of staying in an air-conditioned room.

The Mixed approach to research has become increasingly recognized, because of the way it encompasses a holistic method, especially when it involves people.  Mixed method design of research by default in the above hospital example would be a more dependable way of exploring the research data.

Finally, the qualitative data may offer a valuable understanding of patients in the focus group, while the empirical values would act as a solid foundation in the study, as in involving the types of medications administered and how often.

In conclusion, qualitative research is an objective way of gathering data as compared to quantitative that is more subjective in its method of compiling information. The mixed approach merges the two types of data creating a holistic approach. 

References

McCusker, K. & Gunaydin S. (2014). U.K. Sage Publishers. Vol> 30(7) 537-542. 

ANY QUESTION PLEASE LET ME KNOW ASAP

 Guided Response: Respond to a minimum of two classmates’ posts. What perceptions did you share? How did your perceptions differ? 

Kaitlin McCarthy

Summative assessment is used to determine a grade. Formative assessment is used “to improve the teaching/learning process” (Lefrançois, 2013, Chapter 1, Section 1, para. 6).  Benjamin Mook from the School of the Future uses mistakes to assess. He takes problems that are answered incorrectly and gives it to his students to determine where the mistake happened (Edutopia, 2011) and then get determine where his students need help based on if they find the “correct” mistakes. Drew Krandall uses exit slips which have been used for quite some time and these exit slips let the teacher know what they need to focus on more, so all students can understand the material completely.

Formative assessments are FOR learning because the teacher wanted to get the information in the assessments in order for the students to learn more. Ben Mook takes the students mistakes and uses it as a question to pose to students later. This brings their thinking to what they did that was wrong and how to correct it. Drew Krandall uses his exit slips to determine where his students are at and if there are any misunderstandings, he can then plan how to deal with those.

Mr. Mook took his class into the stairwell and asked them to use their knowledge and apply it to real life. He also took the time at the end of the lesson to go around the classroom to see the students’ work. The worksheet that Mr. Krandall gave to use students regarding multiplication was how he determined if the students were understanding the information or not. He also rewarded them verbally by telling them how good of a job they did and rewarded them with a bubble clap, which I love.

The connections I see are that both teachers are using their assessments to see where the students are and then to shape how they bring information back up again. For example, Ben took some incorrect answers and brought them to the attention of his students a few days after the initial lesson was done and saw if the students could identify the incorrect answers and turn them into correct ones. He also took students into the stairwell to make a real-life connection to slopes in mathematics. This could continue and turn into a summative assessment. For Mr. Krandall’s classroom, I could see him turning the exit slip strategy and using the same subject and turning that into a test. One thing I enjoyed seeing was he always reassured his students when the work was not a test. Students are always asking, “Will it be on the test?” and instead of the students focusing on the experience, they are focusing on the work instead.

References

Edutopia. (2011). Keeping it relevant and "authentic" [Video File]. Retrieved from

http://www.edutopia.org/stw-assessment-authentic-relevant-lessons-video

Lefrançois, G. R. (2013). Of learning and assessment [Electronic Version]. Retrieved fromhttps://content.ashford.edu/

Teaching Channel. (2013). Assess and plan with exit tickets. Retrieved from

https://www.teachingchannel.org/videos/teacher-assessment-strategy

Cara Stanley

  Both teachers in the videos we watched modeled formative assessments.  Formative assessments are created for learning, in order to improve the teaching and learning process (Lefrancois, 2013).  Mr. Mook took real-life situations and made them work for his math class.  He was able to ask questions that were relatable to the students at School of the Future so that they could see the bigger picture.  Mr. Crandall used Exit Tickets to get a snapshot of what his students were understanding.  He was able to quickly assess whether what level of comprehension his students had of his lessons.

                The evidence I saw and heard regarding formative assessments being assessments for learning in Mr. Crandall’s class was obvious to the students and to an outsider.  While he was reviewing what he had seen on the students' Exit Tickets, he pointed out one student who had excelled and had him explain a more advanced step that Mr. Crandall was going to explain in the next step.  He was explaining to the students step by step and once he saw that they were ready to move on, he allowed a student to segue into that.  Mr. Mook took a more smooth approach to showing assessment for learning. Once he saw that his students were understanding the concept he was teaching, he added a little bit more while allowing it to become something real and tangible.

                Mr. Mook was able to determine the current progress of his students in relation to mastering their standard by watching groups work in progress, it appeared to me that he monitored work while it was taking place and addressed situations head-on.  He then brought the point to the group without pointing fingers and allowed the group to work through the problem together.  Mr. Crandall looked at the Exit Tickets and created his game plan from there.  He pointed out positives and worked through missing points with a student who needed a little extra help.  By doing this, he was reinforcing learning and motivating his students, which is one of the main components of ongoing formative and diagnostic assessment (Lefrancois, 2013).

                For both teachers, I can see that they are teaching a portion of their unit for a summative assessment.  They were both taking individual pieces of a unit and breaking it down so students could build it up on their own.  I liked that Mr. Mook was giving the students the tools they needed in order to troubleshoot moving forward, as in, if they were stuck on a problem, they could solve it backward and forwards.  Mr. Crandall broke his lesson down for his students and was step by step getting to the bigger picture.  I liked that for young students.  I think both teachers were moving towards a unit summative.

Lefrançois, G. R. (2013). Of learning and assessment [Electronic Version]. Retrieved from https://content.ashford.edu/

Review the case examples corresponding to your specialization below Responding to Ethical and Legal Issues – Case Study, and then elect an ethical decision-making model. To aid in selection, first review pages 14–17 of the Ethical, Legal, and Professional Issues in Counseling text and the unit readings. You can also choose an ethical decision-making model from a current, peer-reviewed article in a professional counseling journal of your choice. Some examples include "A Practitioner's Guide to Ethical Decision Making" (Forester-Miller & Davis, 2016) and the Intercultural Model (Luke, Goodrich, & Gilbride, 2013)

• Analyze the effectiveness of the selected decision-making model and provide an example of how it might be used to resolve legal or ethical dilemmas when working with students or clients from diverse backgrounds.
• Utilize your chosen decision-making model to the case you reviewed. If you were the counselor working with this case, discuss how you would apply each step of the ethical decision-making model you have selected to respond effectively to these legal and ethical issues.
  • Include specific examples to illustrate the actions you would take at each step.
  • Include the specific ethical standards and state laws that you would consult when determining your response to the situation. How would these laws and standards influence the choices you might make in responding to the situation?
  • Describe how you would demonstrate developmental and cultural sensitivity when addressing the legal and ethical issues presented. Use specific examples to illustrate your ideas.
• Explain how your personal values and beliefs impact your understanding of the situation and the choices you might make when deciding how to respond to the legal and ethical issues that may arise in working with the client or student.
  • Include at least two examples of specific values and beliefs you hold that may influence your reactions to this case and the actions you may take.
  • Present at least two specific strategies that you will develop to address the influence that your personal values and beliefs may have on ethical decision making with clients or students.

Submission Requirements

Your paper should meet the following requirements:

• Written communication: Develop accurate written communication and thoughts that convey the overall goals of the assignment and do not detract from the overall message. Your paper should demonstrate graduate-level writing skills.
• References: Your reference list must include at least six sources. You must use current APA style to list your references. Refer to the APA Style and Format for more information.
• Number of pages: The length of your paper should be 8–10 double-spaced pages. Note: Page count does not include cover page or references.
• Formatting: Use current APA formatting, including correct in-text citations, proper punctuation, double-spacing throughout, proper headings and subheadings, no skipped lines before headings and subheadings, proper paragraph and block indentation, no bolding, and no bullets. Refer to the APA Style and Format for more information.

SCHOOL COUNSELING

Marty is a 10-year-old boy whose family moved to the United States from South America two years ago. Marty's father was promoted to a new job, so Marty needed to transfer to a different school in the middle of the year. Marty is having a difficult time making this transition. He is small for his age and has a speech impairment that can make it challenging for others to understand him. Marty is not confident in social situations and has not had an easy time developing relationships with others in his class. He usually spends his time alone during recess and lunch and he's reluctant to join in class projects or discussions.

Over the past few weeks Marty has become more withdrawn. He does not respond to his teacher's encouragement to participate in class and has not been completing his school assignments. On one occasion, the teacher found that Marty had been drawing graphic pictures of people being injured throughout his notebook. Yesterday, Marty was seen sitting alone on the playground scratching his skin with a safety pin. His marks were superficial, but the behavior was concerning enough to ask the school counselor to meet with Marty.

During the counseling session, Marty discloses that he is being bullied by several boys at the school. They have taken his lunch money, ripped up his notebooks, and punched him in the back and stomach. The boys have warned Marty if he tells anyone, they will break into his house and hurt his little sister, so he refuses to identify them.

Marty also reveals that he had a similar problem at his previous school where an older boy bullied him repeatedly for several months and, on two occasions, grabbed Marty's genitals in a manner that made Marty very uncomfortable. Marty has never told anyone about this and is terrified that his parents, teachers and other students will find out. He breaks into tears and begs his counselor to keep everything he's said a secret.

   Respond to at least three of your classmates’ postings.  ( greet my peers please)

Deja Carthon

Hello Everyone,

My name is Deja, and I have to daughters Genesis and Halo. I have resided in Columbus, OH for the past nine years and graduated from The Ohio State University with a B.S. in Human Ecology. I have no direct experience has a teacher, but I have been working in schools for the past six years as a Site Manager for an after-school program. It was not until this past year where I decided I wanted to get into education and become a principal. 

The MAED Program Learning Outcomes that I believe will be most beneficial and contribute to my career goals are Engage in continuous professional growth through leadership in educational environments and the demonstration of legal and ethical behavior in professional practices. Use knowledge of subject matter and central concepts of the discipline(s) to create technology-enriched learning environments that promote learner achievement and innovation. My long-term career goal is to become a principal at a middle or high school. Being able to grow professionally through leadership will help me develop and maintain the skills I need to be a successful principal of a building and a great leader. I also believe using knowledge of subject matter, and central concepts of discipline to create technology-enriched learning environments that promote leaner achievement and innovation will help me create an environment to enhance learning and growth for my students and teachers. 

Assessments are necessary for education because they keep students and teachers on track and can be used as guides for the teacher to know what information their students are gaining. Assessment can also be used for students to understand what areas they are struggling in and what areas they are doing well. Assessments are also critical in education because it helps the teacher set goals for their students and selves. 

Kaitlin McCarthy

My name is Kaitlin McCarthy. I’m engaged to my fiancé and we have a one-year-old puppy together, Maverick. I currently work and reside in Keene, New Hampshire but am moving to Charlotte, NC at the end of January. Right now, I am the afternoon infant teacher in a Waldorf setting.

After reading the Program Learning Outcomes of the MAED program, I have decided that I am most intrigued by: Design appropriate and challenging learning experiences informed by analysis of how learners develop individually across the cognitive, linguistic, social, emotional, and physical patterns to promote student learning and growth. This outcome, I believe, relates to me the most because I want to teach the younger years such as infants to preschool-aged children.

Assessment is important because it tells the teacher where the student/child is at academically and what the teacher needs to do to help improve the students’ knowledge of certain subjects. The assessment also tells the teacher where the child is in the cognitive realm. This happens often for me in the infant classroom as I am always assessing to see if the child is reaching certain milestones. The assessment then helps me discover what I need to do to make sure the child is sustaining themselves and continuing to grow and not being pushed back.

Cara Stanley

Hi, all.  My name is Cara Stanley and I am a married, mother of four.  I am in my first year teaching at a middle school in rural Georgia.  But this is my fifth year at the school; I was a paraprofessional for the previous four years.  I expected teaching to be drastically different than being a paraprofessional, but in reality, I think I overestimated the differences.  But I teach Critical Thinking with Current Events, it’s a trial program that replaced Social Studies in 6th and 7th grade, and I have no standards and no formal assessments.  So, that could be part of the ease of my position.  My reason for working so hard and pushing through is my children, they are my world.  I have been a parent since I was 19, and at 37 I still can’t think of anything better in the world.

The learning outcome that most intrigues me is: Design appropriate and challenging learning experiences informed by analysis of how learners develop individually across the cognitive, linguistic, social, emotional, and physical patterns to promote student learning and growth.  I want to be a teacher who reaches all her students, not just the ones who learn easily.  As a paraprofessional, all my students were special education and I lived for the “AHA” moments.  By being able to design appropriate and challenging learning experiences that serve a variety of learners, I will definitely be the best teacher I can be.

My understanding of assessment is that assessment is a check for understanding.  Formatives should be used as progress checks mostly for the teacher, a way to see if they should reteach, move forward, or differentiate more.  A summative assessment is given once the students have a grasp on the concepts, and more often than not students should feel confident when going into them.