Category: Education & Teaching

Student Replies You will complete 3 scholarly student replies with the following:
1. a minimum of 200 words,
2. demonstrate course-related knowledge,
3. and contain a minimum of 1 citation in current APA format to support assertions
Student Reply 1: Tammy Padalino
I have chosen to use a qualitative design to research the problem in a natural setting with participants (teachers). I wanted to be able to interview and create questions that will provoke a rich data. As a researcher I wanted to be able to identify themes, and patterns that emerged from the data collected. A qualitative study will provide me with the opportunity to dive deep into the personal experiences of the participants in order to explore the problem. Additionally, I am able to develop different methods to collect data such as interview questions, and journal prompts. These open-ended questions and prompts will provide an opportunity for participant’s views and perspectives to be heard. According to Creswell & Poth (2018) Qualitive research empowers participants to share their stories and experiences. The design chosen of this qualitative research is a case study. As defined by Creswell (2014) Case studies are a qualitative design in which the researcher explores an in-depth program, event, activity, process, or one or more individuals. The cases are bound by time and activity and researchers collect detailed information using a variety of data collection procedures over a sustained period of time (PG 241). The best design for the problem I will be researching is a case study design because it allows for the researcher to create various individual data collection tools. In addition, the researcher will be able to describe the feelings and experiences of the participants based on in depth opened ended interview and journal entries. The participants will be describing their individual experiences implementing reading interventions in their classroom. The case study design that I will be using to research the problem is the single-embedded design. I chose the single embedded design for several reasons. First, the single case study design is the most frequently used in qualitative research case studies and it best used when studying a single group of people (Yin, 2014). I will be studying a single group of people, teachers, to study their experiences implementing reading interventions. I chose a single embedded case study design in order to identify emerging themes between participants. The embedded approach to case studies provides exploration between themes across cases (Stake, 2005). The participants in this case study may describe different experiences therefore, it is important for this research to be able to identify these differences and/or themes. Stake, R. E. (2005). The art of case study research. Thousand Oaks, CA: Sage
Yin R. (2014). Case study research and applications: Design and methods (6th ed.). SAGE Publications.
Creswell J. W. (2014). Research design: Qualitative, quantitative, and mixed method approaches (4th ed.). SAGE Publication
Student 2: Bridgette Ojo
For my dissertation, I will explore the lived experiences of student-parents rearing young children aged 5 years and younger in graduate programs.
Problem Statement:
The problem is that student-parents rearing young children are underrepresented in graduate programs. According to the United States Government Accountability Office (GAO), 4.3 million college students in the U.S. enrolled during the 2019-2020 were raising children. However, retention rates among student-parents rearing children in the United States have reduced, as 52 percent of them drop out of college before earning their degree (GAO, 2019). Underrepresented graduate student-parents experience significant challenges and barriers that affect retention while attending higher advanced programs, such as “time poverty” (Conway et al., 2021). Researchers have identified a critical need for the support of student-parents within the higher education setting (Marquez, 2020). Purpose Statement:
The purpose of this transcendental phenomenological study is to understand the lived experiences for student-parents rearing young children aged 5 years and under in graduate programs. At this stage in the research, the lived experiences of graduate student-parents will be generally defined as the unique personal and academic experiences related to balancing both parental responsibilities and academic obligations. The theory guiding this study is the ecological systems theory, aiming to provide insights into how higher education institutions can better support this underrepresented population.
Central Research Question:
What are the experiences of student-parents rearing young children aged 5 years and younger in graduate programs?
Sub-Question One:
What are the challenges graduate student-parents rearing young children aged 5 years and younger face in balancing both academic responsibilities and parental obligations?
Sub-Question Two:
What are the experiences of student-parents rearing young children regarding the availability and accessibility of institutional support services in graduate programs?
Sub-Question Three:
In what ways do student-parents rearing young children aged 5 years and younger perceive their dual roles influencing their overall well-being and academic performance in graduate programs?
References:
Conway K. M., Wladis C., Hachey A. C. (2021). Time poverty and parenthood: Who has time for college? AERA Open. https://doi.org/10.1177/23328584211011608
Links to an external site.
Marquez A. (2020). The graduate student experience: The parents’ perspective (Publication No. 28022805) [Doctoral dissertation, Alliant International University Sacramento]. ProQuest Dissertation Publishing.
U.S. Government Accountability Office. 2019. Higher Education: More Information Could Help Student Parents Access Additional Federal Student Aid. Washington D.C.: Government Accountability Office. https://www.gao.gov/products/GAO-19-522
Links to an external site.
Student 3: George Rouse
Discussion Thread: Research Plan
Problem Statement
The problem is that, while paramedic educators use simulation to increase students’ skill performances in the clinical setting, the transferability of those skills in prehospital environments post-simulation is inconclusive. Low and high fidelity simulation have complemented curricula and instructions in emergency medical service (EMS) education programs for many years. This experiential tool helps educators provide realistic learning experiences to students who encounter different constraints of clinical opportunities (Ferguson et al., 2020; Hernandez et al., 2019). Additionally, simulation helps to deepen students’ conceptual understanding by safeguarding a controlled learning environment for skill practice (Wheeler & Dippenaar, 2020). Existing research confirms that simulation curriculum alignment, institutional support structures for simulation, modifications post pandemic, and resource limitations impact paramedic educators’ utilization and type of simulation in their education programs (Cash et al., 2021; Christensen et al., 2023; Ferguson et al., Seethamraju et al., 2022). The need for novice and veteran educators to be simulation trained has been noted in studies (Seethamruju et al., 2022; Tamas et al., 2019). There is little research regarding students’ skill performances and transferability post-simulation in the prehospital setting over time. By examining these trends, using qualitative approaches, paramedic educators can understand the relationship between simulation type and students’ transferable skill performances post-simulation and beyond.
Purpose Statement
The purpose of this transcendental phenomenological study is to describe the experiences of paramedic educators who use simulation to teach students transferable skills in a prehospital clinical setting. Low and high fidelity simulation is used to provide students with realistic learning opportunities in a controlled environment. Additionally, this form of experiential learning tool helps educators overcome the constraints of clinical placement while teaching students transferable skills. The theory guiding this study is Kolb’s (1984) experiential learning theory (ELT), which supports simulation use in paramedic education programs. ELT provides a holistic lens to explore the lived experiences of paramedic educators regarding their use of simulation. This study aims to link the phenomena of paramedic educators, their use of simulation, and lived experiences of teaching students transferable skills post-simulation training.
Research Gap
There is limited research that describes the lived experiences of paramedic educators who use simulation to teach students transferable skills and performances post-simulation. Paramedic educators have a responsibility to ensure students attending their education programs have the required skills and performances that transfer into the clinical setting (Goldberg et al., 2021; Knox et al., 2023). Understanding and describing the lived experiences of novice and veteran paramedic educators who use simulation can help improve curricula, instructions, and simulation training to boost students’ proficiency (Chen et al., 2023; Page et al., 2020; Tamas et al., 2019). Paramedic educators are the backbone of emergency medical service (EMS) education programs, and their lived experiences can offer crucial and practical feedback for positive changes to curricula, instructions, and learning environments. This recognized gap sparks a viable need for this transcendental phenomenological study.
Research Questions
Grounded in the theoretical framework of Kolb (1984), three research questions will guide this transcendental phenomenological study of understanding and describing the lived experiences of paramedic educators who use simulation to teach students transferable skills. Each question will be crafted to capture the essence of the human experiences as they relate to the phenomenon. The research questions include:
RQ1: What are the lived experiences of paramedic educators using simulation to teach students transferable skills?
RQ2: What do paramedic educators perceive to be the most effective instructional strategies and techniques used to help students acquire skills performances that transfer into the clinical setting post simulation?
RQ3: How do paramedic educators describe the barriers faced when incorporating, planning, and executing simulation training to teach students’ transferable skills?
References
Cash, R. E., Leggio, W. J., Powell, J. R., McKenna, K. D., Rosenberger, P., Carhart, E., Kramer, K., March, J. A., Panchal, A. R., & Pandemic Educational Effects Task Force. (2021). Emergency medical services education research priorities during COVID-19: A modified delphi study. Journal of the American College of Emergency Physicians Open, 2(4), e12543.
Chen, T. H., Bentley, S. K., Nadir, N., Beattie, L. K., Lei, C., Hock, S. M., Munzer, B. W., Moadel, T., Paetow, G., Young, A., & Stapleton, S. N. (2023). Workshop in simulation debriefing for educators in medicine: Creation, implementation, and evaluation of a debriefing curriculum for novice simulation educators. AEM Education and Training, 7(Suppl 1), S58-S67. https://doi.org/10.1002/aet2.10869
Links to an external site.
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Christensen, M. D., Obstergaard, D., Stagelund, S., Watterson, L., Chung, H. S., Dieckmann, P. (2023). Embracing multiple stakeholders’ perspectives in defining competent simulation facilitators’ characteristics and educational behaviors: A qualitative study for Demark, Korea, and Australia. Advances in Simulation, 8(1), 1-1. https://doi.org/10.1184/s41077-022-00240-1
Links to an external site.
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Ferguson, J., Astbury, J., Willis, S., Silverthorne, J., & Schafheutle, E. (2020). Implementing, embedding, and sustaining simulation-based education: What helps, what hinders. Medical Education, 54(10), 915-924. https://doi.org/10.1111/medu.14182
Links to an external site.
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Golberg, S., Storie, V., & Eyre, A. (2021). Simulation in Emergency Medical Services. Comprehensive Healthcare Simulation. Emergency Medicine, 189-194.
Hernandez, J., Jeong, E. S., & Chan, T. M. (2019). Prompting paramedics: The effect of simulation on paramedics’ identification of learning objectives. Cureus, 11(8), e5362-e5362. https://doi.org/10.7759/5362
Links to an external site.
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Knox, S., Brand, C., & Sweeney, C. (2023). Perceptions of paramedic educators on assessments used in the first year of a paramedic programme: A qualitative exploration. BMC Medical Education, 23(1), 952.
Kolb, D. (1984). Experiential learning as the scene of learning and development. Prentice Hall.
Paige, J. B., Graham, L., & Sittner, B. (2020). Formal training efforts to develop simulation educators: An integrative review. Simulation in Healthcare, 15(4), 271-281.
Seethamraju, R. R., Stone, K. P., & Shepherd, M. (2022). Factors affecting implementation of simulation-based education after faculty training in a low-resource setting. Simulation in Healthcare, 17(1), e113-e121. https://doi.org/10.1097/SIH0000000000000549
Links to an external site.
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Tamas, E., Sodersved Kallestedt, M., Hult, H., Karlgren, K., & Allvin, R. (2019). Closing the gap: Experienced simulation educators’ role and impact on everyday health care. The Journal of Continuing Education in the Health Profession, 39(1), 36-41. https://doi.org/101097/CEU.0000000000000240
Links to an external site.
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Wheeler B., & Dippenaar, E. (2020). The use of simulation as a teaching modality for paramedic education: A scoping review. British Paramedic Journal, 5(3), 31-43. https://doi.org/10.29045/14784726.2020.15.5.3.31
Links to an external site.
. Assignment will be checked for A/I use and plagiarism.

Please note that all articles for weekly discussions are current scholarly articles that will assist you in future research. In addition, you will need to find one extra scholarly article for this discussion to support your thoughts. No books and no trade journals can be used, only current scholarly journals (past 5 to 7 years) that are labelled academic, peer-reviewed, or refereed journals. All references must align with in-text citations and be complete with all information (i.e., authors, date, title, source) to include the DOI or the URL. This will help faculty retrieve the source to determine if the source meets the requirements of the submission.
For this week’s discussion, I would like you to read the attached scholarly article on leadership. Please discuss the following, as you should have at least one paragraph per question/statement, as every paragraph must have at least 5 to 6 academic level sentences:
1. The purpose of Channing’s (2020) research study was to better understand how leadership is taught and learned. Channing presented six research questions; you will select two of the six research questions and explain why they are relevant to you as a leader. Please review the discussion section of the article to align your response.
2. Whether you choose the dissertation or strategic research project pathway, you will need to learn about theoretical frameworks. As a result, what did you learn about the leadership development theoretical framework presented by Channing? You will notice on page 137 of the article, Channing mentioned many theorists: (a) Kolb, (b) Lewin, (c) Dewey, (d) Vygotsky, (e) Guthrie and Jones, and (f) Bandura, which would be theories to research. When researching theorists and theoretical frameworks, it will be acceptable to use sources from any published year.

Task 1: Critical analysis of a text. Length: 4-5 pages (APA format)
Instructions:
Select a complex text, such as a philosophical essay, a news article, or an academic article.
Apply the critical thinking strategies discussed in the course to analyze the text in depth.
Identify and evaluate assumptions, biases, and logical fallacies within the text.
Discuss how this analysis contributes to your ability to question and evaluate information critically.
Include appropriate APA citations and references for the chosen text and any additional sources used.
IMPORTANT
THE UNIVERSITY IS USING DIFFERENT PROGRAMS TO SUPERVISE THE PLAGIARISM AND AI .
THEY RETURNING ALL THE DOCUMENTS THAT AI IS IN SOLVE SO PLEASE AVOID THE BOTH.
I need this assignment as soon as possible .Thanks

What does literacy look like in the workplace; why does it matter? How does it differ according to context, requirements and expectations of the job role and job context, and the influence, if any, of technology and literacy on job mobility?

Part 1: Discussion prompt
Clearly and succinctly detail a summary of your research plan. Be sure to include the following:
Statement of the problem
Purpose statement (see the corresponding section in the Qualitative Dissertation Template)
Research questions
Research Topic Information:
Qualitative Research Design: Impact of Under-representation of African American Male Administrators on Retention of African American Male Educator
Central Research Question:
To what extent does the under-representation of African American male administrators in K-12 leadership impact the retention of African American male educators?
Sub Questions:
How does the lack of African American male leaders in K-12 schools affect African American male educators’ job satisfaction and willingness to stay?
What challenges and supports do African American male educators encounter in K-12 schools, influenced by the presence (or absence) of African American male leaders in leadership roles?
The student will post one thread of 350-400 words For Discussion: Problem Statement, students must support their assertions with 3-5 scholarly citations in the current APA format. Any sources cited must have been published within the last five years.
Assignment will be checked for A/I use and plagiarism. PLEASE USE THE QUALITATIVE DISSERTATION TEMPLATE AS A GUIDE
ATTACHEMENTS:
QUALITATIVE DISSERTATION TEMPLATE

Toy Description (3 points)
Describe the toy What is it called?
What does it look like? (Include pictures!)
How do you play with it?
What ages is it designed for?
Research (10 points) Describe the cognitive skill and age group your group chose to focus on.
Describe what you learned about this cognitive skill from lecture. Be specific!! (please cite specific facts from one lecture and include APA formatted in-text citations)
Describe what you learned about this cognitive skill based on the research you did. (please include in-text citations in the slides when discussing past research)
Describe how the information you learned about your cognitive skill is relevant for your toy.
Evaluation of Toy (4 points) Do you think the toy enhances the cognitive skill you selected?
Is it a good purchase? Will you recommend it to parents or teachers? Why or why not?
What are the strengths and limitations of the toy? Should any improvement be made?
Citations (3 points) Must cite one research study and at least one lecture
All citations and references should be formatted according to APA guidelines
link of the toy project I’m working on https://a.co/d/5mvzSU2

Based on your readings and the examples in the chapter, design an effective school tri-fold brochure for your school. Reflect upon the 10 components of an effective school-community relations plan. Consider using Word or Publisher. If you want to use a more advanced design application, save it as a pdf before you submit it.

1) Doctoral learners commonly exert intense effort in choosing a topic; it requires a significant amount of time and focused effort reading literature from one or more fields of study. Looking back at the readings presented in this course and reflecting on the ideas presented there including the three new dissertation concepts introduced: Need for Study, Significance, and Theoretical Framework, how does reading literature and in particular reading a literature review section contribute to formulating a clearer understanding of these three concepts? Explain.
2) During RES-815 and RES-820, you have read and annotated 15 articles that could become part of your dissertation’s literature review. As you move forward into your content-specific courses, how do you intend to independently expand your list of resources in preparation for defending your topic selection at your first residency? How will this work eventually develop into your research proposal? What is your plan to use the upcoming courses to continue to develop your literature review? Explain.
At least a 150 each

Part 1: Discussion prompt
Respond to the following discussion prompt: Discuss and reflect on your sense of preparedness to successfully complete your dissertation, and what you will have to give up or stop doing to be successful. Discuss any concerns you might have, and the steps you will take to address them.
The chapter discusses a variety of risk factors. Considering the research presented, compose an argument for improving persistence from a biblical perspective. Include at least 2 scripture references to support your assertions.
Each thread must be:
1. a minimum of 500 words and a minimum of three paragraphs,
2. demonstrate course-related knowledge,
3. and contain a minimum of 1 citation in current APA format to support assertions
Part 2: Student Replies You will complete 3 scholarly student replies with the following:
1. a minimum of 200 words,
2. demonstrate course-related knowledge,
3. and contain a minimum of 1 citation in current APA format to support assertions
Student Replies: Student 1
Kimberly Johnson
Before the course, I struggled to choose which type of research I would do. At first, I believed that my topic was suited for quantitative research. After taking EDUC 915, I knew that would not be the correct choice. I came out of that course confused and thinking that I needed to change my topic. During the duration of this course, I began to feel a little more confident in my research abilities. I was able to find some great sources and I was able to express my facts with detail. I was able to show a lot of knowledge for my research topic and present to the audience in a way that could be understood. I struggled with writing the research design portion of Chapter 3. Overall, I do feel more prepared to be successful in the dissertation process. This class has given me the tools needed to be able to revise the issue that I have had in my research form. It has also given me the ability to take deep dives into research to be able to find the evidence needed to be successful. My concerns in completing the dissertation have nothing to do with my ability as a scholar or a writer. One thing that I realized with this course was that I have a lot of things going on around me. I have a full time job as a SPED teacher that requires an abundance of paperwork. I am a wife and a mother to two elementary age children. I am one of the caretakers for my parents, which both have mobility issues. We also had a few family emergencies mixed into all of this. I am depended on by a number of people. This semester was a wake up call for me about learning to balance life, ask for help or support, or just learn that some things will have to be put on hold for what is important. How I intended to address this situation is to ask for my support from my family and manage my time more wisely. I can not be all things to all people. Mesack Dieudonne
Student 2:
The rigorousness and extensiveness of a Ph.D. program have significantly intimidated me initially. Unbeknown to me was the level of reading and time consumed to complete assignments with the exquisite details they entail, such as in-depth literature reviews, complex data analysis, and rigorous academic writing standards. I confess to being mortified by it. New intellectual, physical, and social routines were adopted and reinforced to pass classes successfully. Thankfully, those routines become second nature, allowing me to be comfortable with the required intellectual acuteness worthy of the program. Producing a draft of chapter three of my dissertation is an encouraging accomplishment in pursuing a Ph.D., which is a long journey. Previous classes, especially this one, have prepared me to tackle and complete my dissertation. Part of that preparation is the increased confidence level, critical thinking, and writing skills, attainable through each completed assignment, professors’ guidance and comments, and peers’ feedback, which further solidified my progress. While acknowledging progress in that journey, I also understand that preparation is not completed and will never be fully completed. Thus, I am humbly excited to learn as much as possible in the remaining classes. The laboriousness and tediousness aspect of a dissertation demands an even higher commitment to conducting and producing a valid and credible research study, according to the highest known standards. My responsibilities, such as husband and father, teaching and leading pastor, conference speaker, writer, and adjunct professor, and how to handle them all concern me deeply. Addressing this critical concern is essential to be successful in this endeavor. As part of a plan, I am prepared to make significant sacrifices. I intend to limit any speaking engagements significantly, if not declining them all, pause my writing activities, stop teaching for a few semesters, and even reduce my involvement in congregational teaching to focus more on writing my dissertation. These inexhaustive steps will be conducive to gathering much of my focus on the daunting task. Besides sleeping early, when possible, and waking up at midnight to study and write, these reinforced routines will provide a peaceful environment where I can study, write, and be most productive. I cannot afford to be a part-time husband and father to my wife and son, respectively. Therefore, I will seek a balance between my family responsibilities and conducting my research study, which my family and I agreed on before entering the program, as I benefit from their unconditional support.
These established steps, though important, will be unlikely to guarantee a smooth dissertation writing process, as I expect the unexpected. However, I am confident in adapting and adjusting to unforeseen situations. With the help of professors and the dissertation committee, I am sure that any unforeseen challenges can be overcome, ensuring that the dissertation process is completed and adds to the body of knowledge about the phenomenon under study. Assignment will be checked for A/I use and plagiarism.

Reflective Paper, cannot exceed 2 (two) pages
Reflective Paper.
Include: Introduction of the abuse and definition using the course textbook
Include: Statistics of the type of abuse and how it is a risk to the community
Include: Introduction of the Theory and its assumptions defined properly. Use proper reference
University’s Library Database course textbook (ONLY)
Include: Use the theory to hypothesizes a starting point to break the cycle of abuse (using a scholarly source with original theorist research from the University’s database ONLY)
Include: Explain the organization and its P-I-E resources to break the cycle of abuse
Include: In text citation using APA format, cohesive and grammatically properly formatted, and included reference page adheres to APA
Provided 2 scholarly articles, google slides on topic and the chapter about our topic which is Child Sexual Abuse Of LGBTQ+