Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages
Advocacy Policy in Early Childhood Education Essay
ECE 673 Advocacy Policy in Early Childhood Education Essay
As principal of Medford Elementary School, Charlene Daniels was quite concerned about the rumors that several students had been bringing powdered aspirin to school and “huffing” the powder in the restroom after lunch and after recess.
At the last faculty meeting, Charlene had discussed her concerns with the faculty and asked them to be more vigilant than usual as students left the cafeteria and returned from recess.
It was this vigilance that led sixth-grade teacher Ralph Smith to her office. “Ms. Daniels, I just saw sixth-grader Lasiandra Davis go into the girls’ restroom next to the cafeteria. I just caught a glimpse, but I am sure I saw a brown paper bag in her hand. I could not follow her into the restroom, but I sent Mrs. Hale to go check.”
Mrs. Hale came out of the restroom just as Charlene and Ralph arrived holding a brown paper bag covered with a white powdery substance. “I found this in the trash can under some papers. When I arrived Lasiandra Davis was the only one in the restroom. She saw me searching the trash can and left the restroom before I could stop her.”
Charlene immediately placed the brown bag with the white substance in a plastic container, called the police, and started her own investigation. The investigation lasted all afternoon, interrupted several classes, and caused several students to miss significant time in the classroom.
All five of the sixth-grade teachers spent considerable time talking to their students trying to get more information. By the end of the day, Charlene was fairly convinced that Lasiandra had indeed been in possession of the paper bag.
She based her conclusions on a couple of students’ testimony that they had seen Lasiandra with a paper bag right before lunch, Lasiandra’s teacher’s observation that Lasiandra had seem “agitated” after lunch the past several days, and Mr. Smith’s belief that he had seen Lasiandra take a brown paper bag into the restroom.
Charlene called Lasiandra to the office and confronted her with the allegations. Lasiandra denied that she had brought powdered aspirin to school. She said that she was not in possession of a paper bag after lunch as Mr. Smith had said, and that she knew nothing about the bag found in the trash.
Charlene informed Lasiandra that she was suspending her for 5 days for “disturbing instruction.” She based this finding on the fact that all sixth-grade classes had been disrupted, that all five of the sixth-grade teachers had participated in the investigation rather than teach their classes, and that she as principal spent all afternoon investigating the incident.
Lasiandra’s mother and father were not happy with Charlene’s decision. Both parents had called Superintendent Johanson. Charlene’s parents and the superintendent had agreed to meet the next day to appeal the suspension.
Respond to the following questions providing a rationale for each response using this week’s assigned reading.
- Can Lasiandra’s parents request a hearing before the local board of education? Why or why not?
- Does Lasiandra have a property of liberty interest that qualifies her for due process protection?
- Have the procedural guidelines for student suspension been met?
- What characteristics of a well-ordered school are missing in this scenario? (Hint: See the three defining characteristics as well as the “Do and Do Not” section in the “Idea of a Well-Ordered School” section of the text.)
The Drug Free School
- Must be at least 1.5 double-spaced pages in length (not including title and references pages) and formatted according to APA style as outlined in the
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.
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Advocacy Policy in Early Childhood Education Essay
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