ED/5010 ED5010 ED 5010 UNIT 4 ASSIGNMENT 1

ED 5010 UNIT 4 ASSIGNMENT 1

Assignment 1

Lessons From the Field

Overview

In Unit 3 you interviewed two education professionals about inclusivity and diversity in their educational settings. For this assignment, you will report on what you learned from those educators, analyze your findings, and apply what you learned to your own educational setting.

Assignment Instructions

Create a 3–4 page paper that includes the following. Using your own wording, create a short heading for each bullet point below and organize your responses to each bullet point under the appropriate headings. You may choose to use level-1 APA-formatted headings for this purpose, but you are not required to do so.

• An background statement: Describe the two educators you interviewed (educational setting, grade or age level/subject area, years of teaching experience, diversity of students they teach, and any other information that you think is necessary for a reader to gain a basic understanding of the educators in their professional roles).
• A description of how the educators illustrate the current state of inclusivity and diversity in their settings. Specifically identify and give a brief description (one or two sentences) of at least two key issues related to inclusivity and diversity in educational settings that were revealed in the interviews. Use information given by the interviewees, not your own experience.
• A description of strategies the educators use for creating inclusive learning environments. Identify and give a brief description (one or two sentences) of at least two specific strategies that were revealed in the interview. Use information given by the interviewees, not your own experience.
• A description of strategies the educators use for demonstrating respect toward and valuing students from diverse backgrounds. Identify and give a brief description (one or two sentences) of at least two specific strategies that were revealed in the interview. Use information given by the interviewees, not your own experience.
• An analysis of how well the educators are creating inclusive learning environments for all students. Which one do you believe is more proficient at this skill? Assess the evidence you have to support this view. Focus on the strategies the educators actually use and how effectively the educators use them. Do not, for example, comment on what an educator could do with more available resources. Then, make an overall statement about which educator is more proficient at creating an inclusive learning environment.
• Conclusions or "big ideas" you drew about inclusivity and diversity from your interviews. Use information given by the interviewees and summarize it into at least two big ideas.
• An application of these "big ideas" to your own educational setting. Identify and give a brief description of strategies you can use to apply these "big ideas" in your own setting to promote valuing of diversity.

APA Headings and Seriation

Summary:

APA (American Psychological Association) style is most commonly used to cite sources within the social sciences. This resource, revised according to the 6^th edition, second printing of the APA manual, offers examples for the general format of APA research papers, in-text citations, endnotes/footnotes, and the reference page. For more information, please consult the Publication Manual of the American Psychological Association, (6^th ed., 2^nd printing).

Contributors:Joshua M. Paiz, Elizabeth Angeli, Jodi Wagner, Elena Lawrick, Kristen Moore, Michael Anderson, Lars Soderlund, Allen Brizee, Russell Keck
Last Edited: 2013-04-03 11:48:55

Headings

APA Style uses a unique headings system to separate and classify paper sections. There are 5 heading levels in APA. The 6^th edition of the APA manual revises and simplifies previous heading guidelines. Regardless of the number of levels, always use the headings in order, beginning with level 1. The format of each level is illustrated below:

Thus, if the article has four sections, some of which have subsections and some of which don’t, use headings depending on the level of subordination. Section headings receive level one format. Subsections receive level two format. Subsections of subsections receive level three format. For example:

                    Method (Level 1)

Site of Study (Level 2)

Participant Population (Level 2)

          Teachers. (Level 3)

          Students. (Level 3)

                    Results (Level 1)

Spatial Ability (Level 2)

          Test one. (Level 3)

          Teachers with experience. (Level 4)

          Teachers in training. (Level 4)

          Test two. (Level 3)

Kinesthetic Ability (Level 2)

In APA Style, the Introduction section never gets a heading and headings are not indicated by letters or numbers. Levels of headings will depend upon the length and organization of your paper. Regardless, always begin with level one headings and proceed to level two, etc.

Seriation

APA also allows for seriation in the body text to help authors organize and present key ideas. For numbered seriation, do the following:

On the basis of four generations of usability testing on the Purdue OWL, the Purdue OWL Usability Team recommended the following:

1. Move the navigation bar from the right to the left side of the OWL pages.
2. Integrate branded graphics (the Writing Lab and OWL logos) into the text on the OWL homepage.
3. Add a search box to every page of the OWL.
4. Develop an OWL site map.
5. Develop a three-tiered navigation system.

For lists that do not communicate hierarchical order or chronology, use bullets:

In general, participants found user-centered OWL mock up to be easier to use. What follows are samples of participants' responses:

• "This version is easier to use."
• "Version two seems better organized."
• "It took me a few minutes to learn how to use this version, but after that, I felt more comfortable with it."

Authors may also use seriation for paragraph length text.

For seriation within sentences, authors may use letters:

On the basis of research conducted by the usability team, OWL staff have completed (a) the OWL site map; (b) integrating graphics with text on the OWL homepage; (c) search boxes on all OWL pages except the orange OWL resources (that is pending; we do have a search page); (d) moving the navigation bar to the left side of pages on all OWL resources except in the orange area (that is pending); (e) piloting the first phase of the three-tiered navigation system, as illustrated in the new Engagement section.

Authors may also separate points with bullet lists:

On the basis of the research conducted by the usability team, OWL staff have completed 

• the OWL site map;
• integrating graphics with text on the OWL homepage;
• search boxes on all OWL pages except the orange OWL resources (that is pending; we do have a search page);
• moving the navigation bar to the left side of pages on all OWL resources except in the orange area (that is pending);
• piloting the first phase of the three-tiered navigation system, as illustrated in the new Engagement section.