Best Writer

I will need a relpy to each of the following post
Post 1
Lily Wasson
In order to be effective within the classroom, teachers must develop and hone a set of knowledge and skills related to teaching. Along with this however, potential educators must consider their own beliefs or dispositions which are impacted by one’s morals and values. Bialka (2016) stated, “Dispositions are the union of one’s beliefs and actions” (p. 3). Schools of education, which educate preservice teachers, must place an emphasis on dispositions, as well as providing preservice teachers with important skills and knowledge because dispositions are a critical component of education. By providing a space for teachers to purposefully reflect upon and consider their dispositions before entering the field of education, educators are better able to fuse their set of skills and knowledge with morally sound dispositions.
Like all schools of education, the Liberty University School of Education has a set of dispositions that candidates are expected to display. The Liberty University School of Education refers to their set of dispositions as the ‘SCRIP’ dispositions. Liberty University explains that the mission of their dispositions is to develop educators who are competent and reflect their practices through a Biblical worldview. Personally, I believe that each of the five SCRIP dispositions is critical for one to be a successful teacher. The first of these five dispositions that I feel is critical is social responsibility which requires people to work together for the common good. As an educator, you will not always get along with others or agree with their opinions; however, in a school all parties need to work together for the common good of the students. It is important that students are the priority and not any other drama that may exist. Another crucial disposition for educators is commitment. Educators play a huge role in students’ lives, and it is important that teachers are committed to doing what is right for their students. This does not mean that they have to stay after school every evening creating detailed activities and grading papers; however, it does mean that when making decisions in the classroom, students are always the priority. We have a commitment to our students to always do what is right by them.
In addition to social responsibility and commitment, reflective practices are an important disposition that I believe teachers should possess. Education is constantly changing and not all lessons will be effective. As an educator it is important to always be looking to improve, as that is what will be the most beneficial to students. One must be able to properly reflect upon their own practices and alter their actions to benefit student learning and success. Another crucial disposition for educators is integrity, which consists of having good morals and being honest. Educators should set a positive moral example and be a role model for their students and the community. We want students to grow up to be successful good people, and the example must start with us. Finally, the last disposition that I believe is crucial is professionalism. As an educator, you are a professional; it is important that educators act that way.
Ultimately, dispositions play a key role in teacher education, as they consist of several elements that make a teacher a ‘good’ teacher. Dispositions often are predictive of behaviors and actions and are impacted by morals and values (Bialka, 2016). As such, dispositions play a key role in all teacher education programs. I believe that dispositions are a necessary component of teacher education because one must possess a variety of moral values and beliefs in order to fully commit to being a great teacher. I propose that dispositions be assessed through interactions with professors and within the work that preservice educators produce. You can gain a lot of insight into a person, and their dispositions, simply by talking to them.

References
Bialka, C. (2016). Beyond knowledge and skills best practices for attending to dispositions in teacher education programs. Issues in Teacher Education, 25(2), 3.
Post 2
Danielle Nollie
Although NCATE has defined dispositions, there are concerns regarding the validity of utilizing personal dispositions to judge the qualifications of teacher candidates. Schussler (2006) argued that it may be more important to understand exactly what is meant by dispositions and how they fit within the framework of teacher education programs rather than to determine their assessment. What has been pointed out recently is “that little consensus has emerged on what the term ‘dispositions’ specifically means” (Ginsberg & Whaley, 2006, p. 273).
Postgraduate & Doctoral Programs
• Knows
o Research competencies in this class supported skills in confidently communicating, managing multiple tasks, and reflective problem-solving.
• Implements
o Within leadership concentration competencies, I identified gaps in my company’s leadership, identified my potential as a leader, and sought leadership knowledge to develop my skills in the classroom.
o Teaching and Learning concentration competencies I currently have were personally assessed for strengths and needs. I sought administrative support to develop my classroom management skills, organization, and planning. After receiving this support, I learned that teachers require flexibility and adaptability as the field and staff continually change.
• Believes
o Foundations competencies from biblical perspectives continue to be heightened and enlightened. Within the modeling of my biblical worldview, I was made aware of the never-changing grace of God and the servants he has sent to lead his Kingdom. I know I was assigned as an educator, and I believe that with God for me, I can stand the tests of persecution of man and the enemy. I also have been enlightened in my belief that God’s hand is always upon me. Remaining open to collaborative team efforts that are intentional in producing good things has strengthened my views of the field of education. This has reassured me that I am in the right program and field.
________________________________________
Dispositions: S-C-R-I-P
• Social responsibility in education requires me to remain reflective in my practice and assure parents, students, and stakeholders of developmental findings. Parents should be communicated with frequently to ensure they are aware of what is being taught in the classroom, providing them with a means to support at home. Students should be acknowledged concerning their needs aligned to their educational plans being met, reviewed, and implemented as it is due to them. Stakeholders need educators willing to communicate ideas to support schools, districts, and a nation with innovation that seeks student and professional development expansion.
• Commitments have been reflected as a need instead of an assignment. I need commitments that provide clarity to ensure my performance is consistent and expectations are met. Within a school providing clear responsibilities, I should seek feedback to continue to grow in the field of education. When misconceptions arise, all stakeholders involved in professional development should collaborate to determine a means for resolution. This ensures student needs are being met and all efforts have been made to support students and teachers.
• Reflective practice is needed to determine states of instructional effectiveness. Data monitoring should be conducted on a schedule consistent with school expectations to support reflection of student needs and the next steps in instruction.
• Integrity is what I must have when presenting research-based findings to support the effectiveness of instructional strategies/ models being used. Ethical practices support my integrity to maintain professionalism in and outside the classroom.
• Professionalism merges with integrity where it is sound in ethics clearly outlined in district expectations. It also extends into all other competencies, where knowing that education is a professional career requires standards of conduct, attire, communication, and wholesome presentation in spoken and visual communication.
Fruit of the Spirit
• Love for God allows me to love myself. My love for myself will enable me to share the joy with others; the love I carry brings me joy to teach and thrive in life.
• Long-suffering in my spirit allows me to reflect more on my trials and tribulations to confront the day. Although these things may present challenges, God always controls the result. These are learning opportunities and testimonies that I can grow from.
• Faithfulness to the Lord draws on my commitment to the Lord to serve him and maintain my calling to teach in the field of education.
• Goodness is a quality valued in the being of God. For he is God, and he is good. Knowing that I can never attain or interpret the whole goodness of the Lord, he continues to remain good. Knowing this, I seek to show compassion to those needing academic support and guidance. I try to stay a model for what God expects of my behaviors and contributions to society.
• Gentleness is how I carry my spirit, seeking to break barriers in instruction that support students and staff from various backgrounds. Meekness allows my heart to view attacks of ill intent and gives me a spiritual awareness of why an occurrence is happening and the next steps. Temperance in times where I must remain meek encourages me that to God, all the glory must be given for restraint and understanding for all I encounter.
Culturally Real
• Respecting all people supports the understanding that all individuals have different needs. Within special education, research practices should be reflective of individualizing learning opportunities that respect the educational process and target individuals’ developmental needs.
• Exhibiting inclusive practice requires me to engage students in prior knowledge while promoting new understanding. Affording opportunities for students to express themselves academically and socially can encourage their reflections on themselves; to support self-concept.
• Advocating for equity leads to fair treatment of all stakeholders. Using the outlines of the law and district expectations supports personal advocacy and the services due to students to be appropriately implemented.
• Loving unconditionally is what the Lord does. This remains a challenge for me as I view loving unconditionally, as love is still afforded despite the circumstance. Staring with forgiveness and communicating expectations personally and professionally can support a mutual love that may not always be reciprocated. As humans, I believe our love is conditional in specific circumstances. I choose to love my brothers and sisters. I also use the spirit of discernment in all cases.
Schussler (2006) proposed that dispositions are not simply important constructs to possess but are at the very core of “teachers’ decisions to think and act” (p. 252). As such, she emphasizes the importance of continuing to explore dispositions and their role in the actions demonstrated by teacher candidates.
References:
Ginsberg, R. and Whaley, D. 2006. The disposition on dispositions.. The Teacher Educator, 41: 269–275
Schussler, D. 2006. Defining dispositions: Wading through the murky waters.. The Teacher Educator,

I already have the draft, please enhance it and provide more references about belonging to explain and analyze.

Critical reflection is an important requirement and a common practice in early childhood profession which helps educators improve, change or re-examine current practice, perspectives, thinking and skills. Critical reflection means regularly identifying and exploring our own thoughts, feelings, and experiences and then deciding about how they fit in with the ideas, concepts, and theories that you are aware of, learning more about what others have been discussing and sharing.

In this reflection, explore not only your own thoughts, events and experiences that have occurred, but also examine them from different perspectives and consider whether this might in fact change your approach or own perspective. You may find it helpful to use a reflective framework such as the ‘So What? Model or the DATA model outlined in the O’Connor and Diggins’ readings. Meaningful reflection will allow for consistent evaluation of your actions and approaches to early learning and an early childhood educator role.

Assessment Criteria

An ongoing reflection on your practice in relation to children’s learning is demonstrated and well-articulated.
Important questions concerned with actions or environment or activities – and why you would choose to do those things the way you would and how theories and perspectives might have informed your approach, are posed and discussed.
Scholarly conventions are employed throughout, including referencing APA, clear expression, accuracy of grammar, and spelling.

Presume that in all cases these fifth-grade teachers responsible for teaching history are professional and want the best for their students. How do you evaluate their approaches?

Ron sees the textbook as the curriculum he is to teach. He says “I feel a responsibility to do this. Experts decided that this textbook was the most important. And who am I to say that it is not so?” Ron uses media and various instructional strategies to help students learn what is needed to do well on state tests.
Even for her fifth graders, Kim wants her students to be aware of how historians go about their work. She looks for primary sources, even though they have to be short and within the understanding of her students. Her class identified the Declaration of Independence as a primary source document. They spent days going over the meaning of the various parts of the document with an emphasis on why the particular ideas were there and what was left out.
Sue has set up an economic simulation of life in Virginia. She hopes that during the debriefing time and afterward, students will identify the economic problems that the nation is facing today.Presume that in all cases these fifth-grade teachers responsible for teaching history are professional and want the best for their students. How do you evaluate their approaches?

Ron sees the textbook as the curriculum he is to teach. He says “I feel a responsibility to do this. Experts decided that this textbook was the most important. And who am I to say that it is not so?” Ron uses media and various instructional strategies to help students learn what is needed to do well on state tests.
Even for her fifth graders, Kim wants her students to be aware of how historians go about their work. She looks for primary sources, even though they have to be short and within the understanding of her students. Her class identified the Declaration of Independence as a primary source document. They spent days going over the meaning of the various parts of the document with an emphasis on why the particular ideas were there and what was left out.
Sue has set up an economic simulation of life in Virginia. She hopes that during the debriefing time and afterward, students will identify the economic problems that the nation is facing today.Presume that in all cases these fifth-grade teachers responsible for teaching history are professional and want the best for their students. How do you evaluate their approaches?

Ron sees the textbook as the curriculum he is to teach. He says “I feel a responsibility to do this. Experts decided that this textbook was the most important. And who am I to say that it is not so?” Ron uses media and various instructional strategies to help students learn what is needed to do well on state tests.
Even for her fifth graders, Kim wants her students to be aware of how historians go about their work. She looks for primary sources, even though they have to be short and within the understanding of her students. Her class identified the Declaration of Independence as a primary source document. They spent days going over the meaning of the various parts of the document with an emphasis on why the particular ideas were there and what was left out.
Sue has set up an economic simulation of life in Virginia. She hopes that during the debriefing time and afterward, students will identify the economic problems that the nation is facing today.Presume that in all cases these fifth-grade teachers responsible for teaching history are professional and want the best for their students. How do you evaluate their approaches?

Ron sees the textbook as the curriculum he is to teach. He says “I feel a responsibility to do this. Experts decided that this textbook was the most important. And who am I to say that it is not so?” Ron uses media and various instructional strategies to help students learn what is needed to do well on state tests.
Even for her fifth graders, Kim wants her students to be aware of how historians go about their work. She looks for primary sources, even though they have to be short and within the understanding of her students. Her class identified the Declaration of Independence as a primary source document. They spent days going over the meaning of the various parts of the document with an emphasis on why the particular ideas were there and what was left out.
Sue has set up an economic simulation of life in Virginia. She hopes that during the debriefing time and afterward, students will identify the economic problems that the nation is facing today.Presume that in all cases these fifth-grade teachers responsible for teaching history are professional and want the best for their students. How do you evaluate their approaches?

Ron sees the textbook as the curriculum he is to teach. He says “I feel a responsibility to do this. Experts decided that this textbook was the most important. And who am I to say that it is not so?” Ron uses media and various instructional strategies to help students learn what is needed to do well on state tests.
Even for her fifth graders, Kim wants her students to be aware of how historians go about their work. She looks for primary sources, even though they have to be short and within the understanding of her students. Her class identified the Declaration of Independence as a primary source document. They spent days going over the meaning of the various parts of the document with an emphasis on why the particular ideas were there and what was left out.
Sue has set up an economic simulation of life in Virginia. She hopes that during the debriefing time and afterward, students will identify the economic problems that the nation is facing today.Presume that in all cases these fifth-grade teachers responsible for teaching history are professional and want the best for their students. How do you evaluate their approaches?

Ron sees the textbook as the curriculum he is to teach. He says “I feel a responsibility to do this. Experts decided that this textbook was the most important. And who am I to say that it is not so?” Ron uses media and various instructional strategies to help students learn what is needed to do well on state tests.
Even for her fifth graders, Kim wants her students to be aware of how historians go about their work. She looks for primary sources, even though they have to be short and within the understanding of her students. Her class identified the Declaration of Independence as a primary source document. They spent days going over the meaning of the various parts of the document with an emphasis on why the particular ideas were there and what was left out.
Sue has set up an economic simulation of life in Virginia. She hopes that during the debriefing time and afterward, students will identify the economic problems that the nation is facing today.Presume that in all cases these fifth-grade teachers responsible for teaching history are professional and want the best for their students. How do you evaluate their approaches?

Ron sees the textbook as the curriculum he is to teach. He says “I feel a responsibility to do this. Experts decided that this textbook was the most important. And who am I to say that it is not so?” Ron uses media and various instructional strategies to help students learn what is needed to do well on state tests.
Even for her fifth graders, Kim wants her students to be aware of how historians go about their work. She looks for primary sources, even though they have to be short and within the understanding of her students. Her class identified the Declaration of Independence as a primary source document. They spent days going over the meaning of the various parts of the document with an emphasis on why the particular ideas were there and what was left out.
Sue has set up an economic simulation of life in Virginia. She hopes that during the debriefing time and afterward, students will identify the economic problems that the nation is facing today.Presume that in all cases these fifth-grade teachers responsible for teaching history are professional and want the best for their students. How do you evaluate their approaches?

Ron sees the textbook as the curriculum he is to teach. He says “I feel a responsibility to do this. Experts decided that this textbook was the most important. And who am I to say that it is not so?” Ron uses media and various instructional strategies to help students learn what is needed to do well on state tests.
Even for her fifth graders, Kim wants her students to be aware of how historians go about their work. She looks for primary sources, even though they have to be short and within the understanding of her students. Her class identified the Declaration of Independence as a primary source document. They spent days going over the meaning of the various parts of the document with an emphasis on why the particular ideas were there and what was left out.
Sue has set up an economic simulation of life in Virginia. She hopes that during the debriefing time and afterward, students will identify the economic problems that the nation is facing today.

Research Topic:
“The Impact of Student Loan Debt on College Graduates: Should the Canadian Government Provide More Financial Assistance?”

This topic takes a clear stance that the government should provide more financial assistance to college graduates struggling with student loan debt. This argument can be supported by statistics and research on the rising cost of tuition, the burden of student loan debt on graduates, and the potential economic benefits of providing relief
to those with outstanding loans.

The research could involve surveying recent college graduates about their experiences with student loan debt and the impact it has had on their lives, as well as analyzing data on the costs of higher education and the economic benefits of investing in education. The findings could then be used to make a case for increased government support for college graduates, whether through loan forgiveness, reduced interest rates, or other financial assistance programs.

Providing more financial assistance to Canadian college graduates can have positive social and economic implications. Graduates with less debt are more likely to invest in their education and careers, contribute to the economy through spending and taxation, and engage in civic and community activities.

Take examples from countries where post-secondary education is free. Compare it to Canada.
6 serious sources are needed, so they need to be taken by google scholar articles or even books (textbooks/articles) relevant to the topic. These sources need to be reliable.

Write a reflection paper of “Newjack.”

A reflection paper is not meant to be a regurgitation of information presented in the book. Do not provide me with a review of the book’s content. Rather, provide your own thoughts, opinions, and unique insight from the information learned in your reading—in short, your reaction to the information.

Each reflection paper must be at least 4 pages in length (or roughly 1600-2000 words). It should be focused and concise (remember, you only have 1600-2000 words), clearly setting out your organized reactions to the reading. It should be well-organized by utilizing descriptive headings to organize your paper. Failure to reflect on the material and provide thoughts and opinions on the substantive content in the book will result in loss of points. Point loss may also result from failing to adhere to the requirements and for papers with grammatical, spelling, and organizational issues.

You are required to draw from any of the sources presented thus far in this class, which include:
*Notes from class
*Readings assigned (textbook, online periodicals, primary sources)
*Film clips assigned and/or shown in class (YouTube, etc.)

Taking into consideration our journey into Ethnic Studies, especially with respect to Native Americans, please respond to the following question:
Discuss the course of European colonization in the Americas by taking into consideration Columbus and his establishment and the immediate impact on the native population in the Caribbean. Also, explain the importance of Bartolome de las Casas and discuss the impact of disease on Natives in the era of colonization and today. Finally, define resistance, as stated in our lecture, and discuss Native American resistance in North America during the 17th and 18th centuries.

Paper requirements:
*Please make sure to respond in paragraph/essay form. You do not need to provide an incredibly large introduction for your responses. A four-sentence thesis (what’s your argument for this paper) and then go straight into your response.
*Please make sure to respond in a MINIMUM of THREE FULL (MAXIMUM OF FOUR) double-spaced, 12pt font, Times New Roman or Calibri format, 1-inch margins (MAX) pages.
*Please make sure to check for spelling (spell-check) before submitting.
*No works cited needed.
*Please provide your response in PDF/Word format.
*Please use ONLY sources provided from this class. We have more than enough sources to utilize for our micro-midterm.
*Please cite in your response using in-text citations. Here are examples, though there are other sources:
(Race in America, pg. XX) (Knowledge for Justice, pg. XX) (De las Casas, Primary Source) (How the US Stole Thousands of Children, YouTube) (In-Person Lecture, date)You are required to draw from the sources presented thus far in this class, which includes:
*Notes from class
*Readings assigned (textbook, online periodicals, primary sources)
*Film clips assigned and/or shown in class (YouTube, etc.)

For this essay, you will write a synthesis essay where you explore and explain the relationship between several sources without comparing & contrasting. A synthesis is a blending of voices: you discuss an idea or issue using multiple sources to support either your point of view or the point of view of one of the sources, using the other sources to show agreement or disagreement with that source’s claims. For this essay, you must use at least three (3) of the readings multiple times in your essay. You may use additional outside sources, but they are not required. Your goal is to use multiple sources per paragraph, showing connections between their ideas and your own, using They Say/I Say style templates to integrate sources.

For this unit, we will read and discuss the following essays:

“Why We Binge-Watch Stuff We Hate” by Brittaney Levine Beckmann (SOL, pp. 436–438)
“Creating the Myth” by Linda Seger (SOL, 463–471)
“Music is Supposed to Unify Us. Is the Streaming Revolution Fragmenting Us Instead?” (SOL, pp 553–535)
“The Narrative Experiment That is the Marvel Cinematic Universe” by Maya Phillips (SOL, pp. 472–476)
“Why the West Loves Sci-Fi and Fantasy: A Cultural Explanation” by Christine Folch (SOL, pp. 459–462)

Write an essay that explores an issue or idea that arises in one of the readings or across the readings, repeatedly referencing and synthesizing the other readings you decide to include as part of your discussion. In order to do this, you must first find common threads between the readings (they exist, I promise!) and map out the relationships between them. We will do this in the Source Matrix exercise.

Your goals in this essay are to demonstrate you can select, organize, and sequence material from multiple sources and synthesize that material in an essay using a point-by-point essay structure instead of an author-by-author essay structure. You will need to summarize, quote, and paraphrase all the sources you use in your paper and use MLA-style in-text citations. You will also need to create a correctly formatted Works Cited entry.

Audience
Assume you are writing for an academic audience that is unfamiliar with the topic you are writing about. This will force you to both accurately introduce your topic and develop your thesis with adequate claims and supporting evidence.

Style & Format
5–7 pages (no less than 5, no more than 7), double spaced, in MLA format, plus a Works Cited page. Papers without in-text citations and a Works Cited will receive an F (you must have both to avoid the F). A Works Cited page does not count in your page total.

You have analyzed various social problems in this course. In an essay assignment (1,500–2,000 words), use the social problem you identified in Topic 2 to address the following prompts. Use three to five scholarly sources from the GCU library:

Detail your social problem, proving why it is a social problem with supporting evidence.

Analyze the impact of social phenomenon (for instance, social inequality, social deviance) on a social problem from macro and micro perspectives.

Explain which theoretical perspective best aligns with your selected social problem (conflict, functionalist, and symbolic interactionism)

Identify a social movement that has occurred in response to your identified social problem. Detail the type of social movement and what change the social movement has created.

Identify your own possible solutions to your selected social problem that are more effective than current solutions, based on research you’ve collected.

Does your solution align with the Christian worldview perspective? Why or why not?

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.

The purpose of this assignment is for you to closely read Luke 5:17-31 and to come up with a big impression – an idea or a lesson you can take away from it.

Required paragraphs:
Introduction paragraph with thesis statement
Background paragraph
evidence – some research required
3 body paragraphs
choose 3 or more – depends on your ideas & length of paper
evidence will be from your biblical text
Conclusion paragraph

Introduction：
Use a DEDUCTIVE pattern
General
↓
Specific
Length: 3-4 sentences:
Hook – catch the reader’s attention with the general topic.
Include the BIG IMPRESSION key word
This could be a quote from a famous person, a quote from the Bible, or an interesting statement.
Introduce the topic – explain the key word and idea in the hook; give the importance of this in today’s situation/society
Connecting sentence – connect the ideas with the Bible story – mention characters or events in the story
Thesis statement – very specific with a roadmap to show your reader what your main points will be.
thesis statement model：Biblical passage shows/reveals/highlights + BIG IMPRESSION through ________, ________, and ________. (ideas from biblical passage).

Background Paragraph:
Introduce the genre and the author
Describe the historical context while the author wrote this book
WHEN – time period
WHERE – location
WHAT was happening at that time (ex. what happened right before or right after this story)
Present the major themes that are found in the whole book (not just your story)
This is the last sentence in the background paragraph. It is a transition from the background to the specific ideas for your paper.
Use the key words of the theme in this sentence. BUT do not just repeat the thesis statement.
the reference sources must be:
https://www.biblica.com/resources/scholar-notes/niv-study-bible/intro-to-luke/
https://www.esv.org/resources/esv-global-study-bible/introduction-to-luke/

Body paragraph pattern:
must use my evidences and paragraph keywords, and 1 paragraph includes 2 evidences

body paragragh 1:
paragragh keyword: Jesus’ forgiveness of the paralytic
Two evidences:
“And the power of the Lord was with Jesus to heal the sick” (Luke, 5:17)

“When they could not find a way to do this because of the crowd, they went up on the roof and lowered him on his mat through the tiles into the middle of the crowd, right in front of Jesus. When Jesus saw their faith, he said, “Friend, your sins are forgiven.” (Luke, 5:18-19)

body paragraph 2:
paragragh keyword: Jesus’ approach struck fear into the hearts of people
Two evidences:
But I want you to know that the Son of Man has authority on earth to forgive sins.” So he said to the paralyzed man, “I tell you, get up, take your mat and go home.” (Luke, 5: 24)

Everyone was amazed and gave praise to God. They were filled with awe and said, “We have seen remarkable things today.” (Luke, 5:26)

body paragraph 3:
paragragh keyword: Jesus’ view of sinners
Two evidences:
But the Pharisees and the teachers of the law who belonged to their sect complained to his disciples, “Why do you eat and drink with tax collectors and sinners?” (Luke, 5:30)

Jesus answered them, “It is not the healthy who need a doctor, but the sick (Luke, 5: 31)

I will need a relpy to two post
Post 1
Sarah Heath
In chapter 1, the author begins by defining research as the steps required to gather and analyze information to improve comprehension of topics of interest (Creswell & Guetterman, 2019). It is important as it broadens one’s knowledge base, improves practice standards, and assists policymakers in debates. Creswell and Guetterman (2019) propose six steps in research completion, including developing a hypothesis, performing a literature review, determining the reason for the research, gathering data, interpreting data collected, and assessing research/report results. The authors detail the differences between qualitative and quantitative research. Quantitative studies define a relationship between variables, consist of narrow hypotheses, provide numeric information, and develop their report using an unbiased approach. Qualitative studies use more open-ended research questions, utilize fewer literature reviews to justify a problem, gather data on images and descriptions, and develop more subjective reports. Finally, the authors discuss the ethics involved in research. To ensure humans and animals are treated ethically in research, the government mandated guidelines to follow.

Chapter 17 begins with defining action research as research completed to obtain information to improve procedures, instruction, and learning components (Creswell & Guetterman, 2019). Action research is used to solve specific problems. There are two types of action research- practical and participatory. Practical action research involves an action plan to focus on local concerns. Participatory action research uses life changing strategies to focus on social concerns. Eight steps recommended to complete action based research include determining the best design, identifying a target problem, detecting resources for a solution, planning a method for data collection and beginning collecting data, analyzing the data, developing a plan for a solution, and implementing the plan.
My understanding of action research is that this type of research is completed to solve a specific concern and provide a solution to this problem. This type of research allows the researcher to take ‘action’ regarding a problem they have identified and act to solve the problem in their findings.
My understanding of traditional research is that researchers are less closely involved in the problem that has been identified. This type of research is based on theory and focuses on developing conclusions rather than providing solutions.
Action and traditional research are similar because they both gather data to develop a solution to an identified problem. They are different because traditional research is often an individual not involved in working to provide solutions to a theory. Action research involves an inside person working to solve an occurring problem.
Creswell, J. W., & Guetterman, T. C. (2019). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. (6th ed.). Prentice Hall.

Post 2

Chari Moorehead
Chapter 1 focuses on traditional research. The key points I observed are that there are 3 steps to research which include causes you to pose a question, collect data to answer the question then present an answer to the question. Research prompts us to obtain more knowledge about the topic or subject we or providing the research for. Research also provides the information to help us gain more practice, it provides information for training and develops strategies to help us investigate our chosen topics. Research gives us new ideas to ponder upon. This helps us to evaluate how we implement those ideas. Research is what helps us connect with other educators who are considering similar studies. Research is what helps policymakers gather information needed in their debate process. Sometimes research can be so vague that it’s hard to obtain the specific information to report. There are six steps to the research process which are to identify the problem, review literature, specify the purpose, collect data, analyze and interpret data, and report and report a evaluate. Research has two huge pathways called qualitative research and quantitative research. quantitative research identifies the problem while qualitative research requires you to know the variables in need to explore what they are. both qualitative and quantitative research follow the big step research process. Qualitative research does not use statistics to analyze data, they analyze words or images. Quantitative data analysis uses statistical data using numbers. there are several research designs connected to qualitative and quantitative research. These designs are called experimental, correlational, survey, grounded theory, ethnographic, narrative research mixed methods and action research. Skills you need in order to conduct and design research is to be able to solve puzzles kind when thing your attention span, use, using library resources, knowing how to write, edit, and do more writing. The key points of Chapter 17 were about action research design. Action research design is ” a systematic procedure completed by individuals in an educational setting to gather information about an subsequently improved the ways in which their particular educational setting operates, how they teach, and how well their students learn” (Mills, 2018). you use action research when you have a specific educational problem. Action research also helps educators to reflect on their personal practices. Action research is used as a means of conducting research around issues that affect the communities. There are three stages of action research development. those three stages include the identification of a process for addressing those societal issues, practice and the need to and to involve people like teachers in the solution of identifying their own problems and helping the community bring forth action to approach the problem in the group setting to assume the responsibility for their own change. The two types of action research designs are practical and participatory.

Traditional research can focus on education, community, people, places and many other areas while action research focuses on education. Both traditional and action research use the qualitative and quantitative research.

Reference

Mills, G. E. (2018). Action research: A guide for the teacher researcher (6th ed.). New York: Pearson.