Diversity In Education

Assignment 4: Research Paper Part 3 – The Results

Due Week 9 and worth 240 points

What do reporters, crime scene investigators, and sports broadcasters have in common? All of these occupations are focused on reporting the results from data or information. The final part of your research paper is about the data procedures, reporting, and interpretation of the results of your research topic.

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For this assignment, you will create the last part of your research paper. Build on your paper from Assignments 2 and 3, and integrate feedback from your instructor. You should use the headings below for the sections of your paper.

Write a twelve to fifteen (12-15) page paper (this includes the work you already completed in Assignments 2 and 3) in which you:

These items you should have already completed in Assignments 2 and 3:

1.       Describe the:

a.        Introduction to your topic.

b.       Purpose of your research.

c.        Problem statement.

2.       Summarize the literature you collected related to your topic.

3.       Identify the:

a.        Gap(s) in the literature.

b.       Research question or hypotheses of your topic.

c.        Proposed theory for your research.

4.       Identify two to three (2-3) common themes in the literature.

5.       Contrast the findings and results of the literature.

6.       Include seven to ten (7-10) peer-reviewed quantitative or qualitative articles related to your topic.

These items are new for Assignment 4:

7.       Describe the participants in the study.

8.       If you are conducting quantitative research, describe the instrument participants completed in the study. If you are conducting qualitative research, describe the approach and interview protocol you used.

9.       Explain the procedures that you conducted.

10.   Perform the data analysis.

11.   Summarize your findings.

12.   Interpret the results of the data analysis.

13.   Summarize the findings and limitations of your research.

14.   Address the feedback from your instructor for Assignments 2 and 3.

Your assignment must follow these formatting requirements:

·         Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA format. Check with your professor for any additional instructions.

·         Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.

The specific course learning outcomes associated with this assignment are:

·         Identify a research topic and describe why it can and should be studied.

·         Determine the appropriateness of peer-reviewed literature to support research topics.

·         Use technology and information resources to research issues related to educational research methods.

·         Use quantitative and / or qualitative approaches to create research topics.

·         Analyze research methodologies that support specific research topics.

·         Describe ethical considerations in the research process.

·         Evaluate components of a research proposal.

·         Write clearly and concisely about educational research methods using proper writing mechanics.

·         Determine the appropriate research procedures when designing a quantitative study.

·         Determine the appropriate research procedures when designing a qualitative study.

Click here to view the grading rubric for this assignment.

Grading for this assignment will be based on answer quality, logic/organization of the paper, and language and writing skills, using the following rubric.

Points: 240Assignment 4: Research Paper Part 3 – The Results
CriteriaUnacceptableBelow 70% FFair70-79% CProficient80-89% BExemplary90-100% A
1. Describe the introduction to your topic, purpose of your research, and problem statement.Weight: 2%Did not submit or incompletely described the introduction to your topic, purpose of your research, and problem statement.Partially described the introduction to your topic, purpose of your research, and problem statement.Satisfactorily described the introduction to your topic, purpose of your research, and problem statement.Thoroughly described the introduction to your topic, purpose of your research, and problem statement.
2. Summarize the literature you collected related to your topic.
Weight: 2%
Did not submit or incompletely summarized the literature you collected related to your topic.Partially summarized the literature you collected related to your topic.Satisfactorily summarized the literature you collected related to your topic.Thoroughly summarized the literature you collected related to your topic.
3. Identify the gap(s) in the literature, research question or hypotheses of your topic, and proposed theory for your research.Weight: 2%Did not submit or incompletely identified the gap(s) in the literature, research question or hypotheses of your topic, and proposed theory for your research.Partially identified the gap(s) in the literature, research question or hypotheses of your topic, and proposed theory for your research.Satisfactorily identified the gap(s) in the literature, research question or hypotheses of your topic, and proposed theory for your research.Thoroughly identified the gap(s) in the literature, research question or hypotheses of your topic, and proposed theory for your research.
4. Identify two to three (2-3) common themes in the literature.Weight: 2%Did not submit or incompletely identified two to three (2-3) common themes in the literature.Partially identified two to three (2-3) common themes in the literature.Satisfactorily identified two to three (2-3) common themes in the literature.Thoroughly identified two to three (2-3) common themes in the literature.
5. Contrast the findings and results of the literature.
Weight: 2%
Did not submit or incompletely contrasted the findings and results of the literature.Partially contrasted the findings and results of the literature.Satisfactorily contrasted the findings and results of the literature.Thoroughly contrasted the findings and results of the literature.
6. 7-10 referencesWeight: 5%No references providedDoes not meet the required number of references; some or all references poor quality choices.Meets number of required references; most references high quality choices.Meets number of required references; all references high quality choices.
7. Describe the participants in the study.Weight: 10%Did not submit or incompletely described the participants in the study.Partially described the participants in the study.Satisfactorily described the participants in the study.Thoroughly described the participants in the study.
8. If you are conducting quantitative research, describe the instrument participants completed in the study. If you are conducting qualitative research, describe the approach and interview protocol you used.Weight: 10%Did not submit or incompletely described the instrument participants completed in the study for quantitative research, or did not submit or incompletely described the approach and interview protocol you used for qualitative research.Partially described the instrument participants completed in the study for quantitative research, or partially described the approach and interview protocol you used for qualitative research.Satisfactorily described the instrument participants completed in the study for quantitative research, or satisfactorily described the approach and interview protocol you used for qualitative research.Thoroughly described the instrument participants completed in the study for quantitative research, or thoroughly described the approach and interview protocol you used for qualitative research.
9. Explain the procedures that you conducted.Weight: 10%Did not submit or incompletely explained the procedures that you conducted.Partially explained the procedures that you conducted.Satisfactorily explained the procedures that you conducted.Thoroughly explained the procedures that you conducted.
10. Perform the data analysis.
Weight: 10%
Did not submit or incompletely performed the data analysis.Partially performed the data analysis.Satisfactorily performed the data analysis.Thoroughly performed the data analysis.
11. Summarize your findings.Weight: 5%Did not submit or incompletely summarized your findings.Partially summarized your findings.Satisfactorily summarized your findings.Thoroughly summarized your findings.
12. Interpret the results of the data analysis.Weight: 5%Did not submit or incompletely interpreted the results of the data analysis.Partially interpreted the results of the data analysis.Satisfactorily interpreted the results of the data analysis.Thoroughly interpreted the results of the data analysis.
13. Summarize the findings and limitations of your research.Weight: 5%Did not submit or incompletely summarized the findings and limitations of your research.Partially summarized the findings and limitations of your research.Satisfactorily summarized the findings and limitations of your research.Thoroughly summarized the findings and limitations of your research.
14. Address the feedback from your instructor for Assignments 2 and 3.Weight: 10%Did not submit or incompletely addressed the feedback from your instructor for Assignments 2 and 3.Partially addressed the feedback from your instructor for Assignments 2 and 3.Satisfactorily addressed the feedback from your instructor for Assignments 2 and 3.Thoroughly addressed the feedback from your instructor for Assignments 2 and 3.
15. Writing Mechanics, Grammar, and FormattingWeight: 5%Serious and persistent errors in grammar, spelling, punctuation, or formatting.Partially free of errors in grammar, spelling, punctuation, or formatting.Mostly free of errors in grammar, spelling, punctuation, or formatting.Error free or almost error free grammar, spelling, punctuation, or formatting.
16. Appropriate use of APA in-text citations and reference sectionWeight: 5%Lack of in-text citations and / or lack of reference section.In-text citations and references are provided, but they are only partially formatted correctly in APA style.Most in-text citations and references are provided, and they are generally formatted correctly in APA style.In-text citations and references are error free or almost error free and consistently formatted correctly in APA style.
17. Information Literacy / Integration of SourcesWeight: 5%Serious errors in the integration of sources, such as intentional or accidental plagiarism, or failure to use in-text citations.Sources are partially integrated using effective techniques of quoting, paraphrasing, and summarizing.Sources are mostly integrated using effective techniques of quoting, paraphrasing, and summarizing.Sources are consistently integrated using effective techniques of quoting, paraphrasing, and summarizing.
18. Clarity and Coherence of WritingWeight: 5%Information is confusing to the reader and fails to include reasons and evidence that logically support ideas.Information is partially clear with minimal reasons and evidence that logically support ideas.Information is mostly clear and generally supported with reasons and evidence that logically support ideas.Information is provided in a clear, coherent, and consistent manner with reasons and evidence that logically support ideas.

Diversity in Education K-12; Educators being more diverse when Creating Lesson Plans & Teaching

EDU 508

Introduction

In contemporary times, the classroom has become diverse (Cousik, 2015). Further, many education institutions within the country have made significant efforts to promote diversity in their domains. However, it has been noted that attaining such diversity is complicated as there are many challenges that have to be overcome. Many institutions have resorted to identifying, and seeking solutions to these challenges in a bid to incorporate diversity in the classroom and beyond. In seeking ways to promote diversity, there are two areas that are important to attaining desired success; identifying how diversity affects the classroom, and finding ways to promote an inclusive learning environment (Cousik, 2015).

For educators, a diverse classroom necessitates a few changes in the nature of their lesson plans and teaching technique. This work is intended to highlight some of these challenges. To successful do so, it will present the need and advantages of promoting an inclusive environment and present the challenges that can prevent that from happening. Further, it will utilize different resources to provide empirical evidence to the practice. The main reason for promoting inclusive learning environments is based on the benefits that exist, and the opportunities that can be exploited.

Purpose of the Research

The main purpose of this research paper is to promote inclusive learning environments. It focuses on presenting the ways and approaches that educators can adopt to facilitate diversity in their classrooms. The benefits associated with classroom diversity are embedded al through the release paper. However, more emphasis has been paid to the role of educators in the process. It is important to highlight the benefits associated with promoting diversity, and the roles that different stakeholders have to play. This research paper incorporates these benefits and responsibilities in its content. However, the role of educators in this process is more elaborate and significant. As a result, this work mainly focuses on how educators can promote inclusive learning environments.

In trying to promote inclusive teaching, this paper introduces some of the common challenges that educators may face. It presents a number of the current system is structured and the ways educators can overcome of the common challenges.  It also presents other meanings and representations of the current system of learning in order to make room for possible changes. In modern times, educators are required to be cognizant of best practices relating to teaching diverse classrooms. For most part, this requires a shift in the way lessons are planned and how teaching is performed (Fine-davis, 2014). This work highlights these changes.

Problem Statement

Most studies of classroom diversity focus on different forms of marginalization; gender, race, sexual orientation, and social status. Although these form part of diversity, the most perverse form of diversity comes from the fact that learners come from distinct backgrounds, experienced, and cultures (Fine-davis, 2014). As a result of these differences, students and educators have very differing expectations on learning. For instance, there are different assumptions about what typical students should know. In this setup, educators have more incentive to facilitate the best possible learning results.

An inclusive learning environment allows for the best possible outcomes. The role of an educator is essential in promoting diversity. Identifying and thinking though perceptions of difference and how they affect learning will allow for an inclusive class setup (Fine-davis, 2014).

The main problem that the research paper aims to look into is in incorporating specific tips in addressing differences to attain an inclusive learning environment. There are different approaches to promoting an inclusive classroom. These approaches are the focus of the research paper. As situations are different, the specific approaches differ. The main area of focus should hence be to determine the key aspects of teaching that enable and recognize diverse classrooms.

Summary of Literature

The literature used in this research came from different sources.

Boykin (2014) tries to recognize and nurture talents from a culturally-diverse learning environment. He notes that in the recent past, localized formative assessments have been used as major drivers to reform the education section. Further, there has been repeated use of large scale educational assessments to attain the same objective. Boykin cites that there are other important considerations that should be taken into account. Notably, it is important to take account of assessments that do not exclude some learners on the basis that they do not constitute the mainstream of the society. This is cited as one of the major ways education is wasting human talent. Boykin (2014) presents the view that there should be emphasis on assessments for learning as opposed to assessments of learning.

Georgii-Hemming’s (2017) article looks into the role of education and particularly on quality as a source of political activism. The quality of education is a constant concern to politicians as it is viewed as an indication of the future of the country. Georgii-Hemming introduces traditional and philosophical aspects of learning, and discusses how the emphasis on quantitative measures of quality education influences pluralism and diversity in the education system.

Guo (2012) tries to redefine the learning process by presenting the view that the environment is crucial to the process and general development. Specifically, the author focuses on the knowledge that is presented into the learning environment by immigrant parents. The general assumption is that people know information that can be presented to other through learning. In the article, the varying values, language, culture, religion, and educational background of immigrant parents is presented as a haven for knowledge and learning opportunities. Guo (2012) presents such parents as possible avenues to enrich the learning environment.

In the final resource used for the research, Pashby (2014) analysis classroom diversity in Canada. The author intends to present the interesting comparison on how citizenship and diversity are presented to youth and to adult immigrants. The article offers a critical analysis of the extent to which current discourses reflect, revise, or reassert those that were prominent in the past. It is important to understand the role of diversity in learning about citizenships in order to highlight the areas that need improvement. Canada is a very diverse country, and it is important for the education system to take this into account in the way it imparts knowledge and skills.

There are gaps in the literature. To begin with, none of the literature used provided direct information relevant to the research topic. Rather, they contribute to specific areas of the research topic. An action research design will be used in this case. The proposed theory will be that an inclusive classroom is essential for effective learning. The research will try to prove that educators can play a key role in promoting diversity.

References

Boykin, A. W. (2014). Human Diversity, Assessment in Education and the Achievement of

            Excellence and Equity. The Journal of Negro Education, 83(4), 499-521.

Cousik, R. (2015). Cultural and functional diversity in the elementary classroom: strategies for

            teachers. Journal for Multicultural Education, 9(2), 54-67.

Fine-davis, M. (2014). Equality and Diversity in the Classroom: A Comparison of Students’ and

Teachers’ Attitudes in Six European Countries. Social Indicators Research, 119(3), 1319-1334.

Georgii-Hemming, E. (2017). What is Quality? The Political Debate on Education and its

Implications for Pluralism and Diversity in Music Education. Philosophy of Music Education, 25(1), 67-86.

Guo, Y. (2012). Diversity in Public Education: Acknowledging Immigrant Parent Knowledge.

            Canadian Journal of Education, 35(2), 120-140.

Pashby, K. (2014). Discovering, Recovering, and Covering-up Canada: Tracing Historical

Citizenship Discourses in K–12 and Adult Immigrant Citizenship Education. Canadian Journal of Education, 37(2), 1-26.

The Literature Review

EDU 508

Common Themes in the literature

Methodology

There has been diversity in education based on the methodologies that are used by teachers. Teachers use different methods to teach in classroom. There are teachers who use the lecture method. This is where a teacher comes to class and lecture the students but do not give farther clarification. There are other methods like question and answer methods. In this methodology, the teacher prepares question based on a particular topic and goes to the classroom. Students are expected to answer the questions prepared by the teacher. Other methods include discussion. This methodology can be used together with question and answers. The teacher only gives direction on what the students are expected to do. Students then discuss in class or they can form discussion groups. This method of discussion is the most efficient method of teaching in classroom. This is because all the students participate in the group discussion.

Changing or advancing technologies

The presence of technology has both positive and negative effect on education. It has improved the sector of education and increased the number of those people who can acquire education without coming to class physically. As result of technology, there has been an existence of e-learning. This type of education called e-learning has enabled many people to acquire education through technology which they do online learning. Online learning is done without the student coming to class. Student only logs into the account and attend classes online. Assignments are done and submitted online until the student graduate. That therefore becomes one of the ways of diversity of education. The existence of technology has also made research easier. Students are able to carry out research using electronic gadgets or devices.  These technologies have also affected students negatively. Most students spend most of their precious time in the social media engaging in activities that are not productive. Some of the students end up in drug addiction or learn activities which end up eroding their life.

Gaps in diversity

However, much diversity is good, it can also affect classroom. This is because most of the discussion on diversity usually focuses on the forms of marginalization in terms of class, race, sexual orientation and gender given the significance of these difference forms. Students of the university go to the lecture halls or rooms with different sets of experiences, backgrounds, world views and cultural contexts. Nevertheless, diversity issues play major roles in how teachers and students view classroom importance and should take place in classroom. Example the resources the typical student have and what they should know and their knowledge before is always very important. Sometimes students may have a feeling that they do not belong I the setting of classroom and such feelings can affect their participation. What majorly disrupt the attention or the participation of the students are other distractions and the feeling of inadequacy. Teachers may not have the right or flawed assumptions of the capabilities of the students or either sometimes they can assume that the performance of the students are standard and uniform. Teachers themselves may feel on the ascriptive traits they have such as differences based on privilege and class. Thinking and identifying different notions and how classrooms are affected by those notions allowing both teachers and students to see classrooms as a place that is inclusive and good for learning.

Summary of Literature

The literature used in this research came from different sources.

Boykin (2014) tries to recognize and nurture talents from a culturally-diverse learning environment. He notes that in the recent past, localized formative assessments have been used as major drivers to reform the education section. Further, there has been repeated use of large scale educational assessments to attain the same objective. Boykin cites that there are other important considerations that should be taken into account. Notably, it is important to take account of assessments that do not exclude some learners on the basis that they do not constitute the mainstream of the society. This is cited as one of the major ways education is wasting human talent. Boykin (2014) presents the view that there should be emphasis on assessments for learning as opposed to assessments of learning.

Georgii-Hemming’s (2017) article looks into the role of education and particularly on quality as a source of political activism. The quality of education is a constant concern to politicians as it is viewed as an indication of the future of the country. Georgii-Hemming introduces traditional and philosophical aspects of learning, and discusses how the emphasis on quantitative measures of quality education influences pluralism and diversity in the education system.

Guo (2012) tries to redefine the learning process by presenting the view that the environment is crucial to the process and general development. Specifically, the author focuses on the knowledge that is presented into the learning environment by immigrant parents. The general assumption is that people know information that can be presented to other through learning. In the article, the varying values, language, culture, religion, and educational background of immigrant parents is presented as a haven for knowledge and learning opportunities. Guo (2012) presents such parents as possible avenues to enrich the learning environment.

In the final resource used for the research, Pashby (2014) analysis classroom diversity in Canada. The author intends to present the interesting comparison on how citizenship and diversity are presented to youth and to adult immigrants. The article offers a critical analysis of the extent to which current discourses reflect, revise, or reassert those that were prominent in the past. It is important to understand the role of diversity in learning about citizenships in order to highlight the areas that need improvement. Canada is a very diverse country, and it is important for the education system to take this into account in the way it imparts knowledge and skills.

There are gaps in the literature. To begin with, none of the literature used provided direct information relevant to the research topic. Rather, they contribute to specific areas of the research topic. An action research design will be used in this case. The proposed theory will be that an inclusive classroom is essential for effective learning. The research will try to prove that educators can play a key role in promoting diversity.

Reference

Boykin, A. W. (2014). Human Diversity, Assessment in Education and the Achievement of

            Excellence and Equity. The Journal of Negro Education, 83(4), 499-521.

Cousik, R. (2015). Cultural and functional diversity in the elementary classroom: strategies for

            teachers. Journal for Multicultural Education, 9(2), 54-67.

Fine-davis, M. (2014). Equality and Diversity in the Classroom: A Comparison of Students’ and

Teachers’ Attitudes in Six European Countries. Social Indicators Research, 119(3), 1319-1334.

Georgii-Hemming, E. (2017). What is Quality? The Political Debate on Education and its

Implications for Pluralism and Diversity in Music Education. Philosophy of Music Education, 25(1), 67-86.

Guo, Y. (2012). Diversity in Public Education: Acknowledging Immigrant Parent Knowledge.

            Canadian Journal of Education, 35(2), 120-140.

Pashby, K. (2014). Discovering, Recovering, and Covering-up Canada: Tracing Historical

Citizenship Discourses in K–12 and Adult Immigrant Citizenship Education.Canadian Journal of Education, 37(2), 1-26.

 
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