Flexible Learning For Disabled Students

September 2, 2022

Flexible Learning For Disabled Students

Order ID	53563633773
Type	Essay
Writer Level	Masters
Style	APA
Sources/References	4
Perfect Number of Pages to Order	5-10 Pages

Description/Paper Instructions

Flexible Learning For Disabled Students

Literature Review

EDUC

Literature Review Outline Instructions

For this assignment, you will create a detailed outline that will serve as a guide for your literature review. The outline will follow the basic structure of the project template for the related literature section and be detailed to at least 3-level headings. Your outline must include all relevant citations from your Annotated Bibliography, follow current APA format, and consist of at least 15 empirical, scholarly sources that have been published within the last 5 years. Be sure to select a variety of respected sources you can use in your literature review.

Topic: Flexible learning for disabled students

Specific Guidelines

The outline must include the following required current APA formatted level-1 and level-2 headings:
Related Literature(level-1 heading). Provide a brief narrative overview of the major content of the outline.
Narrative Review(level-2 heading). Outline major points to be discussed based on relevant literature (each major point should have a level-3 heading).
Theoretical Review(level-2 heading). Outline information pertaining to the major theory(ies) that relates to your topic (each theory discussed should have a level-3 heading).
Summary(level-1 heading). Provide a brief narrative summary at the end of the outline.
End the paper with a reference page of all sources identified in the outline.
The entire outline, including the title page, body, and references, must be at least 6 pages.
The final product must comply with current APA format requirements and must be submitted in a Word document. The outline must be between 1,000–1,500 words, including the title or reference pages.

Overview

A thorough review of the research was conducted to identify studies that explore professional development activities that foster a biblical worldview in K-8 Christian school teachers. This chapter will provide an overview on the existing literature pertaining to the study. The first section will discuss the theories selected as a framework and how they relate to the central phenomenon.

The second section will synthesize the recent literature pertaining to professional development activities followed by studies on K-8 Christian schools. Finally, the review will consider studies regarding biblical worldview development, with a focus on K-8 Christian school teachers. After reviewing the literature, a gap in the literature will emerge and provide a focused area of need for this study.

Summary

Professional development activities are a focus of both public and private schools. With increased accountability demanded from agencies and parents, providing effective programs with quality teachers is a top priority of school leaders. Professional development is used in schools to help build instructional pedagogy, learn best practices, and keep up with the growing demands of education.

Christian schools feel the same challenges as public and charter schools in offering quality PD. Historically, Christian schools have received negative perceptions as being low in academic rigor, and parents may no longer place the spiritual formation of their child as a reason to select a Christian school.

Today, parents desire quality academic programming with a BW in order that their child compete as a 21st-century learner. Therefore, Christian schools must seek PD activities which keep up with best practices and push their teachers towards academic rigor and provide opportunities that foster a biblical worldview in their teachers.

A gap in the literature exists. Little to no study has been conducted to explore professional development activities that foster a biblical worldview in K-8 Christian school teachers. Thus, this study is necessary to provide Christian education stakeholders with relevant information.

This study aims to discover valuable information in efforts for K-8 Christian schools to better foster a biblical worldview in their teachers and staff. With little to no studies focused on K-8 Christian schools, this study will be a much-needed addition to the empirical research currently available.

References

Barbara, S. R. (2014). The development of faith leadership in novice principals. Journal of Catholic Education, 17(2), 25-56.

Capps, D. K., Crawford, B. A., & Constas, M. A. (2012). A review of empirical literature on inquiry professional development: Alignment with best practices and a critique of the findings. Journal of Science Teacher Education, 23(3), 291-318. doi:10.1007/s10972-012-9275-2

Etherington, M. B. (2011). A study of the perceptions and worldviews of mature-age pre-service teachers aged between 31 and 53. Journal of Adult Development, 18(1), 37-49.

Harrison, S., & Allen, J. (2013). Leadership in private Christian schools: Perceptions of administrators. International Christian Community for Teacher Education, 8(1), 20-39.

RUBRIC

QUALITY OF RESPONSE	NO RESPONSE	POOR / UNSATISFACTORY	SATISFACTORY	GOOD	EXCELLENT
Content (worth a maximum of 50% of the total points)	Zero points: Student failed to submit the final paper.	20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking.	30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking.	40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete.	50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing.
Use of Sources (worth a maximum of 20% of the total points).	Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper.	5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6^th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper.	10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6^th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources.	15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6^th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources.	20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6^th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment.
Grammar (worth maximum of 20% of total points)	Zero points: Student failed to submit the final paper.	5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors	10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors	15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage.	20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free.
Structure of the Paper (worth 10% of total points)	Zero points: Student failed to submit the final paper.	3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6^th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6^th edition requirements whatsoever.	5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6^th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper	7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment.	10 points: Student provides a high-caliber, formatted paper. This includes an APA 6^th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.

GET THIS PROJECT NOW BY CLICKING ON THIS LINK TO PLACE THE ORDER

CLICK ON THE LINK HERE: https://www.perfectacademic.com/orders/ordernow

Also, you can place the order at www.collegepaper.us/orders/ordernow / www.phdwriters.us/orders/ordernow

Do You Have Any Other Essay/Assignment/Class Project/Homework Related to this? Click Here Now [CLICK ME]and Have It Done by Our PhD Qualified Writers!!