Tag: Education

  • [Solved] Literacy Models

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    Purpose of the Assignment Learning to read is not an innate developmental milestone—it is a taught process shaped by instructional models, research, and decades of debate. By examining the top-down and bottom-up models of reading instruction, you will deepen your understanding of how different appro…

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    Assignment Prompt & Instructions

    Purpose of the Assignment

    Learning to read is not an innate developmental milestone—it is a taught process shaped by instructional models, research, and decades of debate. By examining the top-down and bottom-up models of reading instruction, you will deepen your understanding of how different approaches to literacy influence early childhood teaching.

    You will evaluate instructional models, analyze evidence, and apply theoretical concepts to practice, consistent with NAEYC expectations for informed and reflective early childhood professionals.

    Your Tasks

    Part 1 — Written Analysis (500–750 words)

    Respond to each of the following sections using clear, analytical, original writing.

    1. Definitions: Top-Down and Bottom-Up Models

    Define and describe both models of reading instruction and identify major theorists or frameworks associated with each (e.g., Goodman, Moats, Calkins, Hanford, National Reading Panel, Science of Reading).

    Scaffolding Note: When defining the top-down model, go beyond Whole Language. Top-down approaches emphasize how readers use background knowledge, prediction, context, and meaning-making to comprehend text. Focus on the theoretical model itself—not just an instructional program connected to it.

    2. Comparison of the Two Models

    Explain how each model approaches reading instruction, including foundational skills such as phonemic awareness, phonics, vocabulary, fluency, and comprehension.

    3. Strengths and Limitations of Each Model

    Analyze strengths and critiques of both models using historical and contemporary perspectives. Draw from credible ideas presented by Goodman, Moats, Hanford, Wexler, Neaum, or NRP findings.

    4. Joy, Engagement, and Knowledge-Building in Literacy

    Discuss how motivation, meaningful reading experiences, background knowledge, and a sense of joy contribute to reading development.

    Scaffolding Note: While discussing joy or engagement, remain analytical rather than emotional. Avoid general statements such as “I just love books,” and instead explain why joy matters for literacy development and how instructional choices support or diminish it.

    5. Your Position on Effective Reading Instruction

    State which model—or balanced approach—you believe best supports today’s young readers and explain why.

    Part 2 — Applied Component (Choose ONE)

    Choose one simple option to connect reading-model concepts to real practice.

    Write 3–5 sentences for whichever option you choose.

    Option A: Observation — Watch a child during a literacy activity (your child, a friend’s child, a classroom child, or a video) and explain how the interaction reflects a top-down, bottom-up, or hybrid model.

    Option B: Apply a Strategy — Create or describe a small literacy-support strategy aligned with one model and explain its instructional purpose.

    Option C: Teacher Conversation — Speak with a teacher about which literacy approaches they use and why, and summarize what you learned.

    Academic Integrity Note

    You may use AI tools for grammar or clarification, but your writing must reflect your own understanding and synthesis.

    CHS320 Unit 3 Assignment Template

    1. Definitions: Top-Down and Bottom-Up Models

    2. Comparison of the Two Models

    3. Strengths and Limitations of Each Model

    4. Joy, Engagement, and Knowledge-Building

    5. My Position on Effective Reading Instruction

    6. Applied Component (Choose A, B, or C)

    Option A: Observation Summary

    Option B: Applied Strategy Description

    Option C: Teacher Conversation Summary

    7. References (APA 7th Edition)

    Unit 3 Assignment Rubric

    Click on the submission link to see the rubric.

  • [Solved] Catherine Owens- Sun Shine

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    In-depth study guidance and analytical solution covering Catherine Owens- Sun Shine.

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    Assignment Prompt & Instructions

    Full assignment prompt and step-by-step guidance are included in the downloadable solution file.

  • [Solved] PBIS

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    In-depth study guidance and analytical solution covering PBIS.

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    Assignment Prompt & Instructions

    Full assignment prompt and step-by-step guidance are included in the downloadable solution file.

  • [Solved] Education Week 3 Unit 3 EDU 667/767 Reading Assessment/ Writing Assignment

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    **Reading Assignments** – Chapter 3 (Schilling & Tomal text) – MAEP funding article at [http://tpcref.org/mississippi-adequate-education-program-maep/](http://tpcref.org/mississippi-adequate-education-program-maep/) _(if not available, google Mississippi Adequate Education Program and find informati…

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    Assignment Prompt & Instructions

    **Reading Assignments**

    – Chapter 3 (Schilling & Tomal text)
    – MAEP funding article at [http://tpcref.org/mississippi-adequate-education-program-maep/](http://tpcref.org/mississippi-adequate-education-program-maep/) _(if not available, google Mississippi Adequate Education Program and find information relating the history of the fund and method of calculation for allocations to districts)_
    – _Typical District Accounting Manual_ (see appendix section of the _Online Student Module/Syllabus_ located in the course resources)
    – _Typical Budget Calendar_ (see appendix section of the _Online Student Module/Syllabus_ located in the course resources)

    – [\
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    TypicalBudgetCalendar.XLS](https://www.sweetstudy.com/files/typicalbudgetcalendar-xls "TypicalBudgetCalendar.XLS")
    – [\
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    TypicalDistrictAccountingManual.pdf](https://www.sweetstudy.com/files/typicaldistrictaccountingmanual-pdf "TypicalDistrictAccountingManual.pdf")
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    TypicalDistrictAccountingManual.doc](https://www.sweetstudy.com/files/typicaldistrictaccountingmanual-doc "TypicalDistrictAccountingManual.doc")
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    IMG_4597.HEIC](https://www.sweetstudy.com/files/img-4597-heic-10520423 "IMG_4597.HEIC")
    – [\
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    IMG_4593.HEIC](https://www.sweetstudy.com/files/img-4593-heic-10520425 "IMG_4593.HEIC")

  • [Solved] Education Assignment 3 – Activity Plan (Bias, Child with Disability)

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    SEE ATTACHMENT FOR INSTRUCTION **files (1)** – ## Biasinstructions.docx **## Biasinstructions.docx** Bias (or prejudice) mean a strong inclination of the mind or a preconceived opinion about something or someone. A bias may be favorable or unfavorable: bias in favor of or against an idea. Bias can b…

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    Assignment Prompt & Instructions

    SEE ATTACHMENT FOR INSTRUCTION

    **files (1)**

    – ## Biasinstructions.docx

    **## Biasinstructions.docx**

    Bias (or prejudice) mean a strong inclination of the mind or a preconceived opinion about something or someone. A bias may be favorable or unfavorable: bias in favor of or against an idea.  Bias can be shown within classrooms of early childhood.

    You have a classroom of several students. Within the classroom you have a student with a disability.  But you have to be careful not to be bias or show favoritism toward certain students.

    Plan an activity that is
    difficult for a child with a disability to complete successfully.
    **Create a plan to** **simplify** **the activity and break it down into manageable steps. Be creative to show that you are including all students, including the student with a disability, in the class activity. Be sure to give what age group the activity is for.**

    Assignment Requirements:

    · Your paper should be submitted online through CANVAS

    · Your paper should be college quality, typed, double-spaced, and spell-checked with minimal grammatical errors.

    · No extra space between paragraphs

    · Indent each paragraph

    · Your paper must be at least 2 pages in length, but I am happy to read more if you have more to share.

    · Complete in Microsoft Word

    · Add your name, date, course number and assignment name to your document

    · Give your reflection paper structure with an opening paragraph, main body, and conclusion.

    · The opening paragraph may be brief, about 4 to 5 sentences, but it should offer some overall statement of your perspective based on what you’ve learned

    · Include in-text references and a reference page for any materials you cite using APA citation formatting.

    **## Biasinstructions.docx**

    Bias (or prejudice) mean a strong inclination of the mind or a preconceived opinion about something or someone. A bias may be favorable or unfavorable: bias in favor of or against an idea.  Bias can be shown within classrooms of early childhood.

    You have a classroom of several students. Within the classroom you have a student with a disability.  But you have to be careful not to be bias or show favoritism toward certain students.

    Plan an activity that is
    difficult for a child with a disability to complete successfully.
    **Create a plan to** **simplify** **the activity and break it down into manageable steps. Be creative to show that you are including all students, including the student with a disability, in the class activity. Be sure to give what age group the activity is for.**

    Assignment Requirements:

    · Your paper should be submitted online through CANVAS

    · Your paper should be college quality, typed, double-spaced, and spell-checked with minimal grammatical errors.

    · No extra space between paragraphs

    · Indent each paragraph

    · Your paper must be at least 2 pages in length, but I am happy to read more if you have more to share.

    · Complete in Microsoft Word

    · Add your name, date, course number and assignment name to your document

    · Give your reflection paper structure with an opening paragraph, main body, and conclusion.

    · The opening paragraph may be brief, about 4 to 5 sentences, but it should offer some overall statement of your perspective based on what you’ve learned

    · Include in-text references and a reference page for any materials you cite using APA citation formatting.

  • [Solved] Module 3: Discussion Question Chapter 6

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    What other socializing agents can you think of besides those discussed in the chapter? Textbook Title: Child, family, and community: Family-Centered Early Care and Education Author(s)/Editor(s): Gonzalez-Mena, J. (2017) Publisher: Pearson Edition: 7th ISBN: 97034289984

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    Assignment Prompt & Instructions

    What other socializing agents can you think of besides those discussed in the chapter?

    Textbook Title: Child, family, and community: Family-Centered Early Care and Education

    Author(s)/Editor(s): Gonzalez-Mena, J. (2017)

    Publisher: Pearson

    Edition: 7th

    ISBN: 97034289984

  • [Solved] Education Homework

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    Due the 25th – [\ \ IMG_1654.png](https://www.sweetstudy.com/files/img-1654-png-10521189 "IMG_1654.png") – [\ \ IMG_1656.jpeg](https://www.sweetstudy.com/files/img-1656-jpeg-10521191 "IMG_1656.jpeg") – [\ \ IMG_1655.png](https://www.sweetstudy.com/files/img-1655-png-10521193 "IMG_1655.png")

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    Assignment Prompt & Instructions

    Due the 25th

    – [\
    \
    IMG_1654.png](https://www.sweetstudy.com/files/img-1654-png-10521189 "IMG_1654.png")
    – [\
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    IMG_1656.jpeg](https://www.sweetstudy.com/files/img-1656-jpeg-10521191 "IMG_1656.jpeg")
    – [\
    \
    IMG_1655.png](https://www.sweetstudy.com/files/img-1655-png-10521193 "IMG_1655.png")

  • [Solved] need help

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    Hello, I need help with a 4 page assignment

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    Assignment Prompt & Instructions

    Hello, I need help with a 4 page assignment

  • [Solved] Can you answer the question ?

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    The school im using is Meadowfield Elementary School in Columbia, South Carolina **files (3)** – ## DataCollectionApproachApprovalExample.docx – ## DataCollectionApproachApprovalAssignmentInstructions1.docx – ## DataCollectionApproachApprovalGradingRubric.pdf **## DataCollectionApproachApprovalExamp…

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    Assignment Prompt & Instructions

    The school im using is Meadowfield Elementary School in Columbia, South Carolina

    **files (3)**

    – ## DataCollectionApproachApprovalExample.docx

    – ## DataCollectionApproachApprovalAssignmentInstructions1.docx

    – ## DataCollectionApproachApprovalGradingRubric.pdf

    **## DataCollectionApproachApprovalExample.docx**

    EDUC 880

    **Candidate’s Proposed Project Title**

    Candidate Name

    Date

    Central research question of the applied research report goes here.

    Approach 1: Semi-structured interviews

    The first approach will be semi-structured interviews conducted with five participants. The participants will be teachers employed at the school.

    Approach 2: Quantitative surveys

    The second approach will be a quantitative Likert scale survey using the Google Forms platform. The participants will be a minimum of 15 students selected from various grade levels.

    Approach 3: Focus group

    The third approach will be one focus group using open-ended questions. The participants will be five parents selected from among the parents with students who attend the school.

    **## DataCollectionApproachApprovalAssignmentInstructions1.docx**

    EDUC 880

    **Data Collection Approach Approval Assignment Instructions**

    **Overview**

    This assignment is linked to the development of your capstone project.

    **Instructions**

    The candidate will submit a document listing and briefly describing the three data collection approaches and proposed participants for their applied research report. These three approaches must be approved by the instructor before writing the Chapter Three Procedures sections of the prospectus later in this course.

    Begin this assignment by carefully reading the SOE Applied Research (Capstone) Project Requirements, which can be found in the SOE Doctoral Community course within Canvas. Open the SOE Doctoral Community Canvas course and click on Applied Research Project Template and then SOE Applied Research (Capstone) Project Requirements – 3rd edition. This document contains the requirements for each data collection approach and participants.

    There must be at least one qualitative and one quantitative approach included. No approach may be used more than once. The first approach must be an interview with a minimum of five participants. The second and third approaches must be drawn from the remaining five approaches described in the course textbook (focus groups, quantitative surveys, qualitative questionnaires, observations, or documents). The draft will be only one page and include the title of the candidate’s proposed project, the candidate’s name, the date, the central research question, and the three data collection approaches, along with 1-2 sentences briefly describing each approach and participants. Writing must conform to the rules of grammar and proper APA formatting.

    **See the Data Collection Approach Approval Example provided on the assignment page.**

    Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

    **## DataCollectionApproachApprovalGradingRubric.pdf**

    Criteria Ratings Points

    Section
    Content

    33 to >29 pts

    Advanced

    Includes all items
    required by the
    instructions. Effectively
    addresses all required
    content areas. Content
    is addressed in a
    substantive manner. Is
    1 page in length.

    29 to >27 pts

    Proficient

    Includes most items
    required by the instructions.
    Adequately addresses most
    required content areas.
    Most content is addressed
    in a substantive manner. Is
    more than 1 page in length.

    27 to >0 pts

    Developing

    Includes some items
    required by the
    instructions. Inadequately
    addresses required
    content areas. Content is
    not addressed in a
    substantive manner. Is
    more than 1 page in
    length.

    0 pts

    Not
    Present

    Not
    present.

    33 pts

    Information
    Literacy

    20 to >17 pts

    Advanced

    Three different
    approaches are listed
    and include brief
    descriptions with 1-2
    sentences each.
    Interviews are listed
    first.

    17 to >16 pts

    Proficient

    Three approaches are
    listed, but do not include
    brief descriptions with 1-2
    sentences each. Interviews
    are listed first.

    16 to >0 pts

    Developing

    One or two approaches
    are listed, but do not
    include brief descriptions
    with 1-2 sentences each.
    Interviews are not listed
    first.

    0 pts

    Not
    Present

    Not
    present.

    20 pts

    Grammar,
    Spelling, &
    Current
    APA
    Formatting

    22 to >19 pts

    Advanced

    Spelling and grammar
    are correct. Sentences
    are complete, clear, and
    concise.

    19 to >17 pts

    Proficient

    There are some spelling
    and grammar errors.
    Sentences are presented
    well.

    17 to >0 pts

    Developing

    Spelling and grammar
    errors distract the reader.
    Sentences are incomplete
    or unclear.

    0 pts

    Not
    Present

    The
    thread
    has not
    been
    submitted.

    22 pts

    Total Points: 75

    Data Collection Approach Approval Grading Rubric |
    EDUC880_D15_202620

    **## DataCollectionApproachApprovalGradingRubric.pdf**

    Criteria Ratings Points

    Section
    Content

    33 to >29 pts

    Advanced

    Includes all items
    required by the
    instructions. Effectively
    addresses all required
    content areas. Content
    is addressed in a
    substantive manner. Is
    1 page in length.

    29 to >27 pts

    Proficient

    Includes most items
    required by the instructions.
    Adequately addresses most
    required content areas.
    Most content is addressed
    in a substantive manner. Is
    more than 1 page in length.

    27 to >0 pts

    Developing

    Includes some items
    required by the
    instructions. Inadequately
    addresses required
    content areas. Content is
    not addressed in a
    substantive manner. Is
    more than 1 page in
    length.

    0 pts

    Not
    Present

    Not
    present.

    33 pts

    Information
    Literacy

    20 to >17 pts

    Advanced

    Three different
    approaches are listed
    and include brief
    descriptions with 1-2
    sentences each.
    Interviews are listed
    first.

    17 to >16 pts

    Proficient

    Three approaches are
    listed, but do not include
    brief descriptions with 1-2
    sentences each. Interviews
    are listed first.

    16 to >0 pts

    Developing

    One or two approaches
    are listed, but do not
    include brief descriptions
    with 1-2 sentences each.
    Interviews are not listed
    first.

    0 pts

    Not
    Present

    Not
    present.

    20 pts

    Grammar,
    Spelling, &
    Current
    APA
    Formatting

    22 to >19 pts

    Advanced

    Spelling and grammar
    are correct. Sentences
    are complete, clear, and
    concise.

    19 to >17 pts

    Proficient

    There are some spelling
    and grammar errors.
    Sentences are presented
    well.

    17 to >0 pts

    Developing

    Spelling and grammar
    errors distract the reader.
    Sentences are incomplete
    or unclear.

    0 pts

    Not
    Present

    The
    thread
    has not
    been
    submitted.

    22 pts

    Total Points: 75

    Data Collection Approach Approval Grading Rubric |
    EDUC880_D15_202620

    **## DataCollectionApproachApprovalExample.docx**

    EDUC 880

    **Candidate’s Proposed Project Title**

    Candidate Name

    Date

    Central research question of the applied research report goes here.

    Approach 1: Semi-structured interviews

    The first approach will be semi-structured interviews conducted with five participants. The participants will be teachers employed at the school.

    Approach 2: Quantitative surveys

    The second approach will be a quantitative Likert scale survey using the Google Forms platform. The participants will be a minimum of 15 students selected from various grade levels.

    Approach 3: Focus group

    The third approach will be one focus group using open-ended questions. The participants will be five parents selected from among the parents with students who attend the school.

    **## DataCollectionApproachApprovalAssignmentInstructions1.docx**

    EDUC 880

    **Data Collection Approach Approval Assignment Instructions**

    **Overview**

    This assignment is linked to the development of your capstone project.

    **Instructions**

    The candidate will submit a document listing and briefly describing the three data collection approaches and proposed participants for their applied research report. These three approaches must be approved by the instructor before writing the Chapter Three Procedures sections of the prospectus later in this course.

    Begin this assignment by carefully reading the SOE Applied Research (Capstone) Project Requirements, which can be found in the SOE Doctoral Community course within Canvas. Open the SOE Doctoral Community Canvas course and click on Applied Research Project Template and then SOE Applied Research (Capstone) Project Requirements – 3rd edition. This document contains the requirements for each data collection approach and participants.

    There must be at least one qualitative and one quantitative approach included. No approach may be used more than once. The first approach must be an interview with a minimum of five participants. The second and third approaches must be drawn from the remaining five approaches described in the course textbook (focus groups, quantitative surveys, qualitative questionnaires, observations, or documents). The draft will be only one page and include the title of the candidate’s proposed project, the candidate’s name, the date, the central research question, and the three data collection approaches, along with 1-2 sentences briefly describing each approach and participants. Writing must conform to the rules of grammar and proper APA formatting.

    **See the Data Collection Approach Approval Example provided on the assignment page.**

    Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

    **## DataCollectionApproachApprovalGradingRubric.pdf**

    Criteria Ratings Points

    Section
    Content

    33 to >29 pts

    Advanced

    Includes all items
    required by the
    instructions. Effectively
    addresses all required
    content areas. Content
    is addressed in a
    substantive manner. Is
    1 page in length.

    29 to >27 pts

    Proficient

    Includes most items
    required by the instructions.
    Adequately addresses most
    required content areas.
    Most content is addressed
    in a substantive manner. Is
    more than 1 page in length.

    27 to >0 pts

    Developing

    Includes some items
    required by the
    instructions. Inadequately
    addresses required
    content areas. Content is
    not addressed in a
    substantive manner. Is
    more than 1 page in
    length.

    0 pts

    Not
    Present

    Not
    present.

    33 pts

    Information
    Literacy

    20 to >17 pts

    Advanced

    Three different
    approaches are listed
    and include brief
    descriptions with 1-2
    sentences each.
    Interviews are listed
    first.

    17 to >16 pts

    Proficient

    Three approaches are
    listed, but do not include
    brief descriptions with 1-2
    sentences each. Interviews
    are listed first.

    16 to >0 pts

    Developing

    One or two approaches
    are listed, but do not
    include brief descriptions
    with 1-2 sentences each.
    Interviews are not listed
    first.

    0 pts

    Not
    Present

    Not
    present.

    20 pts

    Grammar,
    Spelling, &
    Current
    APA
    Formatting

    22 to >19 pts

    Advanced

    Spelling and grammar
    are correct. Sentences
    are complete, clear, and
    concise.

    19 to >17 pts

    Proficient

    There are some spelling
    and grammar errors.
    Sentences are presented
    well.

    17 to >0 pts

    Developing

    Spelling and grammar
    errors distract the reader.
    Sentences are incomplete
    or unclear.

    0 pts

    Not
    Present

    The
    thread
    has not
    been
    submitted.

    22 pts

    Total Points: 75

    Data Collection Approach Approval Grading Rubric |
    EDUC880_D15_202620

    **## DataCollectionApproachApprovalExample.docx**

    EDUC 880

    **Candidate’s Proposed Project Title**

    Candidate Name

    Date

    Central research question of the applied research report goes here.

    Approach 1: Semi-structured interviews

    The first approach will be semi-structured interviews conducted with five participants. The participants will be teachers employed at the school.

    Approach 2: Quantitative surveys

    The second approach will be a quantitative Likert scale survey using the Google Forms platform. The participants will be a minimum of 15 students selected from various grade levels.

    Approach 3: Focus group

    The third approach will be one focus group using open-ended questions. The participants will be five parents selected from among the parents with students who attend the school.

    **## DataCollectionApproachApprovalAssignmentInstructions1.docx**

    EDUC 880

    **Data Collection Approach Approval Assignment Instructions**

    **Overview**

    This assignment is linked to the development of your capstone project.

    **Instructions**

    The candidate will submit a document listing and briefly describing the three data collection approaches and proposed participants for their applied research report. These three approaches must be approved by the instructor before writing the Chapter Three Procedures sections of the prospectus later in this course.

    Begin this assignment by carefully reading the SOE Applied Research (Capstone) Project Requirements, which can be found in the SOE Doctoral Community course within Canvas. Open the SOE Doctoral Community Canvas course and click on Applied Research Project Template and then SOE Applied Research (Capstone) Project Requirements – 3rd edition. This document contains the requirements for each data collection approach and participants.

    There must be at least one qualitative and one quantitative approach included. No approach may be used more than once. The first approach must be an interview with a minimum of five participants. The second and third approaches must be drawn from the remaining five approaches described in the course textbook (focus groups, quantitative surveys, qualitative questionnaires, observations, or documents). The draft will be only one page and include the title of the candidate’s proposed project, the candidate’s name, the date, the central research question, and the three data collection approaches, along with 1-2 sentences briefly describing each approach and participants. Writing must conform to the rules of grammar and proper APA formatting.

    **See the Data Collection Approach Approval Example provided on the assignment page.**

    Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

    **## DataCollectionApproachApprovalGradingRubric.pdf**

    Criteria Ratings Points

    Section
    Content

    33 to >29 pts

    Advanced

    Includes all items
    required by the
    instructions. Effectively
    addresses all required
    content areas. Content
    is addressed in a
    substantive manner. Is
    1 page in length.

    29 to >27 pts

    Proficient

    Includes most items
    required by the instructions.
    Adequately addresses most
    required content areas.
    Most content is addressed
    in a substantive manner. Is
    more than 1 page in length.

    27 to >0 pts

    Developing

    Includes some items
    required by the
    instructions. Inadequately
    addresses required
    content areas. Content is
    not addressed in a
    substantive manner. Is
    more than 1 page in
    length.

    0 pts

    Not
    Present

    Not
    present.

    33 pts

    Information
    Literacy

    20 to >17 pts

    Advanced

    Three different
    approaches are listed
    and include brief
    descriptions with 1-2
    sentences each.
    Interviews are listed
    first.

    17 to >16 pts

    Proficient

    Three approaches are
    listed, but do not include
    brief descriptions with 1-2
    sentences each. Interviews
    are listed first.

    16 to >0 pts

    Developing

    One or two approaches
    are listed, but do not
    include brief descriptions
    with 1-2 sentences each.
    Interviews are not listed
    first.

    0 pts

    Not
    Present

    Not
    present.

    20 pts

    Grammar,
    Spelling, &
    Current
    APA
    Formatting

    22 to >19 pts

    Advanced

    Spelling and grammar
    are correct. Sentences
    are complete, clear, and
    concise.

    19 to >17 pts

    Proficient

    There are some spelling
    and grammar errors.
    Sentences are presented
    well.

    17 to >0 pts

    Developing

    Spelling and grammar
    errors distract the reader.
    Sentences are incomplete
    or unclear.

    0 pts

    Not
    Present

    The
    thread
    has not
    been
    submitted.

    22 pts

    Total Points: 75

    Data Collection Approach Approval Grading Rubric |
    EDUC880_D15_202620

  • [Solved] edwards

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Please see attachments any use of AI will result in automatic 0 **files (1)** – ## Professorfeedback.docx **## Professorfeedback.docx** Professor feedback Shaquanna, I cannot remember if we spoke over the phone regarding your topic, but I have several concerns about this proposal. While your proposa…

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    Assignment Prompt & Instructions

    Please see attachments any use of AI will result in automatic 0

    **files (1)**

    – ## Professorfeedback.docx

    **## Professorfeedback.docx**

    Professor feedback

    Shaquanna,

    I cannot remember if we spoke over the phone regarding your topic, but I have several concerns about this proposal. While your proposal addresses a critically important and underexamined issue of sexual victimization among formerly incarcerated individuals and the implementation of the Prison Rape Elimination Act (PREA), your project raises substantial concerns regarding specificity, feasibility, data access, and especially IRB implications that must be carefully addressed before it can be considered dissertation-ready.

    First, while the topic is compelling, the proposal lacks sufficient specificity. The research aim is broadly framed as exploring “lived experiences” of sexual victimization and perceptions of PREA, but it does not clearly delineate the scope of the study. For example, it is unclear whether the focus is on a specific type of correctional facility (e.g., prisons vs. jails), a particular geographic region, or a defined timeframe of incarceration. Additionally, key constructs such as “implementation of PREA” and “perceptions of effectiveness” are not operationally clarified. In phenomenological research, it is especially important to clearly define the phenomenon of interest and the boundaries of the experience being studied. Without this, the project risks becoming overly diffuse and difficult to manage analytically.

    Second, feasibility presents a significant challenge. The target population, formerly incarcerated individuals who have experienced sexual victimization, is both highly specific and difficult to access. Recruiting participants who are willing to disclose such deeply personal and traumatic experiences may prove challenging and time-intensive. Furthermore, phenomenological studies typically require smaller, carefully selected samples, but even achieving enough participants (e.g., 8–15 individuals) may be difficult given the sensitivity of the topic. The proposal would benefit from identifying a realistic recruitment strategy, such as partnerships with reentry programs, advocacy organizations, or community-based nonprofits that serve formerly incarcerated populations.

    Third, data access is closely tied to feasibility and remains underdeveloped in the proposal. There is no clear indication of how participants will be identified or recruited, nor how the researcher will establish trust with this vulnerable population. Additionally, because the study relies on retrospective self-reports, there may be issues related to recall bias or uneven experiences across different facilities and time periods. While these are not disqualifying, they should be acknowledged and addressed in the design. Clarifying whether the study will include any triangulation (e.g., policy documents, PREA reports) would also strengthen the project.

    IRB implications are substantial and represent one of the most critical aspects of this proposal. This study involves a highly vulnerable population discussing sensitive topics related to sexual victimization and trauma. As such, it will almost certainly require full IRB review. Key ethical concerns include the potential for re-traumatization during interviews, the need for trauma-informed interviewing practices, and the provision of appropriate support resources (e.g., counseling referrals) for participants. Informed consent procedures must be especially robust, ensuring that participants fully understand the nature of the study and their right to withdraw at any time. Confidentiality is also paramount; given the small and potentially identifiable sample, the researcher must implement strong safeguards to protect participant identity. Additionally, if participants discuss specific institutions or incidents, there may be legal or reporting considerations that need to be clarified.

    Finally, while the proposal identifies a gap in the literature, it would benefit from a clearer articulation of its theoretical or conceptual framework. Phenomenology provides a methodological approach, but the study would be strengthened by engaging with theories related to institutional trust, trauma, or power dynamics within correctional settings. This would help move the analysis beyond description toward deeper interpretation.

    **## Professorfeedback.docx**

    Professor feedback

    Shaquanna,

    I cannot remember if we spoke over the phone regarding your topic, but I have several concerns about this proposal. While your proposal addresses a critically important and underexamined issue of sexual victimization among formerly incarcerated individuals and the implementation of the Prison Rape Elimination Act (PREA), your project raises substantial concerns regarding specificity, feasibility, data access, and especially IRB implications that must be carefully addressed before it can be considered dissertation-ready.

    First, while the topic is compelling, the proposal lacks sufficient specificity. The research aim is broadly framed as exploring “lived experiences” of sexual victimization and perceptions of PREA, but it does not clearly delineate the scope of the study. For example, it is unclear whether the focus is on a specific type of correctional facility (e.g., prisons vs. jails), a particular geographic region, or a defined timeframe of incarceration. Additionally, key constructs such as “implementation of PREA” and “perceptions of effectiveness” are not operationally clarified. In phenomenological research, it is especially important to clearly define the phenomenon of interest and the boundaries of the experience being studied. Without this, the project risks becoming overly diffuse and difficult to manage analytically.

    Second, feasibility presents a significant challenge. The target population, formerly incarcerated individuals who have experienced sexual victimization, is both highly specific and difficult to access. Recruiting participants who are willing to disclose such deeply personal and traumatic experiences may prove challenging and time-intensive. Furthermore, phenomenological studies typically require smaller, carefully selected samples, but even achieving enough participants (e.g., 8–15 individuals) may be difficult given the sensitivity of the topic. The proposal would benefit from identifying a realistic recruitment strategy, such as partnerships with reentry programs, advocacy organizations, or community-based nonprofits that serve formerly incarcerated populations.

    Third, data access is closely tied to feasibility and remains underdeveloped in the proposal. There is no clear indication of how participants will be identified or recruited, nor how the researcher will establish trust with this vulnerable population. Additionally, because the study relies on retrospective self-reports, there may be issues related to recall bias or uneven experiences across different facilities and time periods. While these are not disqualifying, they should be acknowledged and addressed in the design. Clarifying whether the study will include any triangulation (e.g., policy documents, PREA reports) would also strengthen the project.

    IRB implications are substantial and represent one of the most critical aspects of this proposal. This study involves a highly vulnerable population discussing sensitive topics related to sexual victimization and trauma. As such, it will almost certainly require full IRB review. Key ethical concerns include the potential for re-traumatization during interviews, the need for trauma-informed interviewing practices, and the provision of appropriate support resources (e.g., counseling referrals) for participants. Informed consent procedures must be especially robust, ensuring that participants fully understand the nature of the study and their right to withdraw at any time. Confidentiality is also paramount; given the small and potentially identifiable sample, the researcher must implement strong safeguards to protect participant identity. Additionally, if participants discuss specific institutions or incidents, there may be legal or reporting considerations that need to be clarified.

    Finally, while the proposal identifies a gap in the literature, it would benefit from a clearer articulation of its theoretical or conceptual framework. Phenomenology provides a methodological approach, but the study would be strengthened by engaging with theories related to institutional trust, trauma, or power dynamics within correctional settings. This would help move the analysis beyond description toward deeper interpretation.