Impacts of School Leaders and Educators
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
Impacts of School Leaders and Educators
prolonged impacts of school leaders and educators in Title 1, schools in Harlem, NY. The study will examine leadership and educators. The proposed study focuses on the distinctive difference of leadership and how it contributes to student improvement, which contributes to teacher performance. Apply this study to the present study, it aids in understanding the different leadership styles that will be implemented to find the overall solution. Teacher Leadership – Behaviors have willingly undertaken by teachers which serve to improve the quality of education for students, to enhance the practice of fellow teachers, to alleviate the leadership responsibilities of the principal, and to create a more enriching educational environment throughout the school (Angelle, & DeHart, 2011). Examining the relationship between educators and leadership will be conducive to address and manage teacher stress. Comment by Roxanne Williams: You have some misalignment, here, with the purpose of your study. You stated earlier: The purpose of this proposed qualitative narrative inquiry study is to understand the stories of public 6th-8th grade teachers who have experienced stress related to their jobs in Harlem, New York. Comment by Roxanne Williams: ? What other study? Comment by Roxanne Williams: your purpose statement does not mention leadership style investigation Comment by Roxanne Williams: unclear
References Comment by Roxanne Williams: Please see my week 8 first submission feedback on your reference entries
Angelle, P. S., & DeHart, C. A. (2011). Teacher Perceptions of Teacher Leadership: Examining Differences by Experience, Degree, and Position. NASSP Bulletin, 95(2), 141–160. https://doi.org/10.1177/0192636511415397
Creswell, J. W., & Creswell, J. D. (2017). Research design (5th ed.). SAGE Publications.
Clandinin, D. & Rosiek, J. (2007). Mapping a landscape of narrative inquiry: borderland spaces and tensions. In Handbook of narrative inquiry: Mapping a methodology (pp. 35-76). SAGE Publications, Inc.
Connelly, F. M., & Clandinin, D. J. (2006). Narrative inquiry. In Green, J. L., Camilli, G., & Elmore, P. B. (Eds.). (2006). Handbook of complementary methods in education research. Routledge
Gold, Y., & Roth, R. A. (1993). Teachers managing stress and preventing burnout : The professional health solution. ProQuest Ebook Central https://ebookcentral.proquest.com
Jackson, L. & Rothmann, S. 2005. Work-related wellbeing of educators in a district of the
North-West Province. Perspectives in Education, 23(3): 107–122.
Larrivee, B. (2012). Cultivating teacher renewal : Guarding against stress and burnout. ProQuest Ebook Central https://ebookcentral.proquest.com
Oberle, E. & Schonert-Reichl, K.A. 2016. Stress contagion in the classroom? The link between classroom teacher burnout and morning cortisol in elementary school students. Social Science and Medicine, 159: 30–37. https://doi.org/10.1016/j.socscimed.2016.04.031 .
Suh, R. (2018). Teacher Burnout. Teacher Burnout — Research Starters Education, 1–5.
Van der Vyver, C. P., Kok, T., & Conley, L. N. (2020). The Relationship between Teachers Professional Wellbeing and Principals’ Leadership Behaviour to Improve Teacher Retention.
Perspectives in Education, 38(2), 86–102. https://doi.org/10.18820/2519593X/pie.v38.i2.06
Yin, R. K. (2014). Case study research (5th ed.). Thousand Oaks, CA: Sage.
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 6th 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 6th 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 6th 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 6th 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 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th 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 6th 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 6th 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
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