Developing A Negative Attitude Towards Education Paper
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages
Developing A Negative Attitude Towards Education Paper
Task 2: Learn more about your topic and define your research question
due 2 February – end of Week 2
Instructions: Copy and paste your topic from Week 1 (task 2a), search the literature for information about what is known about the topic, what is not known, how common it is, who it affects, etc. Read AT LEAST three articles about the topic. Summarize the findings from the articles that relate to your topic (Task 2b), then decide on your specific research question (Task 2c).
Task 2a. Statement of Problem (copy from Task 1)
Teachers use a limited amount of teaching resources to assist mild and moderate disability students during their classes.
Task 2b1. Article 1 Full reference details using APA6 style Bosibori, R., Ngao, G., Rop, N., & Nyongesa, W., (2015). Effect of Availability of Teaching and Learning Resources on the Implementation of Inclusive Education in Pre-School Centers in Nyamira North Sub-County, Nyamira County, Kenya. Journal of Education and Practice, 6(33):132-141. Summary of findings from article In their well-documented article, Bosibori et al. (2015) discusses the use of limited resources when dealing with learners who have physical and mental challenges. Their study revealed that teachers do not have the required resources to teach disabled children. In this case, it becomes and added challenge to the learners who are already naturally disadvantaged (Bosibori , et al. 2015 p. 136). Lack of enough resources makes it hard for them to understand concepts, because they already needed extra care. The problem starts in the pre-school, exposing the learning to learning difficulties from an early age. The study discussed the impacts of limited resources but did not give solutions to the identified problem.
Task 2b2. Article 2 Full reference details using APA6 style Onyango, W. (2014). Effects of Teaching and Learning Resources on Pre School Learners Transition to Class one: A Case Study of Rachuonyo South Sub-County, Journal of Education Practice, 5(34)
Summary of findings from article In this article, Onyango (2014) argues that most schools especially the public schools do not have the required teaching materials to help the teacher in grade one. Even if the learners are properly equipped in pre-school, they find it hard to deal with primary education because of lack of materials. The teachers are trained to deal with primary school students, but they have no material to teach the students in the transition class. Thus, they directly introduce the primary school workbooks which are hard for the young learners to absorb. Therefore, most of the learners develop a negative attitude towards education as it appears to be very hard. Further, Onyango points out that there is a bigger problem if the teacher is handling physically or mentally challenged learners. The government does not provide them with materials to handle such cases. Therefore, it is very challenging as the teacher is expected to deliver and take care of the disabled children without the resources. As a result, the disabled learners find it harder to get by with the education curriculum, a problem that would be less strict if the teachers had the right materials in the transition grades.
Task 2b3. Article 2 Full reference details using APA6 style Shupikai, Z. et al. (2015). Classroom Challenges: Working with Pupils with Communication Disorders. Journal of Education and Practice, 6(9) Summary of findings from article
According to Shupikai, et al. (2015), most of the learners with communication disorders have a mental problem. However, this mental problem is usually not known when they are in lower grades. In this case, when the learners are in grade 1, the teachers do not understand the condition they have. The only thing they know is that the learners are poor communicators, and that they do not understand the concept introduced properly as compared to the other learners. Shupikai, et al. (2015) note that the main problem associated with this issue is lack of the right teaching materials. The teachers are provided with general materials to teach the normal children. Unfortunately, those with communication disorder which arises from mental disabilities are left with no one to give them the concentration they require. As a result, the disorder worsens and they end up depreciating instead of improving.
Add more boxes if you review more than three articles
Task 2c. Research Question: specific question based on the problem and articles Should learners with physical and mental disability have a different curriculum with different learning materials?
Upload to D2L by 11.59 pm on 2 February (end of Week 2)
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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