Paper, Order, or Assignment Requirements
This assignment is designed to address multiple components of CEC/NCATE professional standards related to individual learning differences, instructional strategies, the learning environment, instructional planning, and/or professional/ethical practice. After an instructional or behavioral problem is identified related to student characteristics, the classroom environment, social interactions, or current levels of performance, preservice or practicing teachers should investigate the professional literature to identify an instructional practice that could be used to address the stated problem. This intervention must show evidence of success with learners exhibiting the same types of learning or social characteristics or performance patterns identified. Professional practice requires teachers to be familiar with current research and to recognize the importance of implementing evidence-based instructional and behavioral interventions. Consequently, this assignment helps preservice or practicing teachers to add to their level of knowledge of research-based assessment and instructional practices while learning a strategy for investigating the literature, synthesizing information, and presenting information in a cohesive, professional manner. The preservice or practicing teacher must think critically and respond professionally in order to develop a sound plan for enhancing student achievement or promoting positive behavior. This assignment is designed to encourage professional activity and to help promote life-long learning.
CEC Content Standards Addressed:
Standard 3: Individual Learning Differences
Standard 4: Instructional Strategies
Standard 5: Learning Environments and Social Interactions
Standard 9: Professional and Ethical Practice
The research-validated practices written assignment addresses the following dimensions of the Clemson University Eugene T. Moore School of Education Conceptual Framework: beliefs, knowledge, practice, communication, and integration. Specifically, the student should read professional literature related to response to intervention, integrate information across sources, determine whether research-validated practices support a potential solution, and present the topic in a professional and ethical manner, adhering to dissemination guidelines provided by the American Psychological Association (6th ed.).
Scoring Guide Interpretation
Introduction: 4 points
Main Body: 15 points Target: 22-25 points
Discussion: 4 points Acceptable: 19-21 points
APA Style: 2 points Unacceptable: 0-18 points
Total: 25 points
Component Point Value Points Earned Comments
Introduction: typically a one- or two-paragraph lead-in to the paper in which topic and purpose are outlined.
• Topic or Problem—definition and general description
• Rationale—presents a case for why this problem/topic should be investigated
• Purpose—states explicitly the purpose of the paper
• Content—provides a statement that outlines the content addressed in the paper and/or
• Organizational Structure—provides an statement to indicate how information is organized/presented in paper
Main Body: typically details the problem and describes the literature base to support the suggested intervention. Describes the procedures involved in the intervention. Often one page per reference cited is general “rule of thumb” used to help determine overall length of paper and the level of detail to be included (roughly 5-7 pages of text for your strategies paper).
• Detailed information or explanation in support of the paper’s thesis
• Develop several main points related to the topic
• Describe any relevant individual studies (subjects, purpose of investigation, treatment procedures, dependent measures, results)
• Compare/contrast instructional procedures or methodologies presented by different sources
• Integrate information and/or results across sources
• Appropriate interpretation(s) based on evidence presented/reviewed
• Paraphrase/summarize information from source—avoid use of any direct quotations
• Cite specific articles (by author and year) when paraphrasing information or expressing idea taken from source
• Use only primary sources for citations in text
• Use of headings/subheadings to show organizational structure 15
Discussion: A summary of the paper that discusses
• Brief summary of main points or thesis
• Implications for practice and relevance to the field
• Suggestions for further research (based on evidence presented)—or limitations of existing information
• Reflective of information presented in the main body but avoidance of introduction of “new” information 4
APA Style: The writing of the paper must adhere to APA-style guidelines
• Use of “person-first” language
• Use of professional language (no trite or colloquial expressions)
• Use “third person” (he/she/they) and active voice (“The researchers examined…” not “It was investigated by…”)
• Citations within text are presented accurately by APA standards
• All references listed appropriately at the end of the paper according to APA style
• All references at the end are cited within the text of the paper
• Use of appropriate APA conventions for title sheet, running head, page numbers
Resources: 1) EFFECTIVE MATHEMATICS INSTRUCTION ( Ellen PeterJohxzn Lloy, Ted Hasselbring Laura Goi, John Bransford Marci Stein) 2) LembkeSteckerCBMCOI07 3)Curriculum-Based Measurement for Reading, Spelling, and Math: How to do it and Why MICHELLE K. HOSP AND JOHN L. HOSP 4) Monitoring Student Progress in Individualized Educational Programs Using Curriculum-Based Measurement Pamela M. Stecker Clemson University 5) Effective Mathematics Instruction, Volume III • Issue I • 2008 ￼By Kathlyn Steedly, Ph.D., Kyrie Dragoo, M.Ed., Sousan Arafeh, Ph.D., & Stephen D. Luke, Ed.D. 6) Monitoring Student Progress in Individualized Educational Programs Using Curriculum-Based Measurement Pamela M. Stecker Clemson University 7) Using Data-Based Individualization to Intensify Mathematics Intervention for Students With Disabilities Sarah R. Powell and Pamela M. Stecker 8) Reviews of Collections of Programs, Curricula,Practices, Policies, and Tools: Evaluated According to Evidence Compiled by Judy Smith‐Davis, Ph.D. 9) Using CBM for Progress Monitoring Lynn S. Fuchs and Douglas Fuchs 10) Formative evaluation of academic progress: how much growth can we expect?Fuchs, Lynn S., Fuchs, Douglas, Hamlett, Carol L.
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