EDD 8000 UMGC Reflective Practice and Career Goals Paper This assignment is a compilation of the revised assignments you have developed throughout this cou
EDD 8000 UMGC Reflective Practice and Career Goals Paper This assignment is a compilation of the revised assignments you have developed throughout this course, along with your final reflection. You must revise your previous work from Weeks 3, 5, and 7 to reflect the feedback provided by your instructor. You final paper should include a new introduction and conclusion and reflection components related to each assignment you completed.
INSTRUCTIONS
Before you begin your paper, review the grading criteria in the scoring guide.
Paper Organization
Use the Week 10 Assignment Template [DOCX] to complete the following components:
Title Page
Title your paper: Final Reflection and Feedback Assessment.
Introduction
The opening content should directly follow the title of the paper (repeated from the title page) and should provide an introduction and overview of what is included in this final paper.
Reflective Practice and Career Goals
Professional Purpose and Career Goals.
Professional Attributes and Professional Growth.
Career Center.
Time Management Strategies.
Topic Selection and Literature Review
Overview of Topic.
Topic Relation to Specialization.
Review of the Literature.
Synthesis of the Literature Reviewed.
Ethical Behavior, Diversity, and Civil Discourse
Overview of Focus on Ethical Behavior, Diversity, and Civil Discourse.
Diversity Issue Related to Specialization.
Ethical Behavior Issue Related to Specialization.
Civil Discourse Issue Related to Specialization.
Review of the Literature.
Synthesis of the Literature Reviewed.
Final Reflection
Apply reflective practice to describe your experience writing papers for this course.
Analyze your use of the Writing Center resources.
Analyze your use of feedback from Smarthinking and SafeAssign.
Analyze how you applied feedback from your instructor for the Week 3, 5, and 7 assignments.
Explain how the drafting and revision experiences differed for the Week 3, 5, and 7 assignments.
Compare your comfort with and ability to identify and search scholarly journals relevant to your specialization before and after this course.
Describe how this course helped you to synthesize information gathered in a review of scholarly literature, apply principles of critical thinking to analyze scholarly articles, and communicate in a scholarly, professional writing tone, using current APA style.
Describe any other relevant learning experience during this course.
Conclusion
Summarize how the elements of this final assignment have influenced your thinking about your goals.
Professional growth.
Future courses.
Strategies for program success.
References
Include a minimum of ten peer-reviewed, scholarly references that are also cited in the paper.
Appendices
Include the following at the end of your paper:
Week 3 Writing Revision Matrix.
Week 5 Writing Revision Matrix.
Week 7 Writing Revision Matrix.
Writing Feedback Tool
Your instructor may use the Writing Feedback Tool when grading this assignment. The Writing Feedback Tool is designed to provide you with guidance and resources to develop your writing based on five core skills. You will find writing feedback in the scoring guide for the assignment, once your work has been evaluated.
ASSIGNMENT REQUIREMENTS
In addition to the requirements outlined above, your assignment should meet the following:
Template: Use the Week 10 Assignment Template [DOCX] for this assignment.
Written communication: Written communication is free of errors that detract from the overall message.
APA Formatting: Follow current APA style and formatting for in-text citations.
Include a title page with the following title: Final Reflection and Feedback Assessment.
Double space and use 12-point, Times New Roman font.
Set proper margin justifications: Left-aligned text, 1-inch margins top, bottom, left, and right.
Paginate your paper properly (in the header at the right page margin).
Incorporate appropriate headings and subheadings.
Note the APA Manual (2010) instructions for the running head (Section 8.03): “Use the automatic functions of your word-processing program to generate headers and page numbers for your file. [Do not type these manuscript page headers repeatedly in your word processing file]” (p. 230). Also, “The running head is an abbreviated title that is printed at the top of the pages…. [It] should be a maximum of 50 characters, counting letters, punctuation, and spaces between words. It should appear flush left in all uppercase letters at the top of the title page and all subsequent pages” (p. 229).
Sources: Include a minimum of ten peer-reviewed, scholarly references that are also cited in the paper.
Length: 1525 pages, in addition to the title page and references page.
Portfolio Prompt: You may choose to save this learning activity to your ePortfolio.
COMPETENCIES MEASURED
By successfully completing this assignment, you will demonstrate your proficiency in the following course competencies:
Competency 3: Critically reflect on one’s own professional decisions, attitudes, actions and skills to direct one’s own learning and growth.
Evaluate personal experience with the first assignment.
Evaluate personal experience with the second assignment.
Evaluate personal experience with the third assignment.
Evaluate the impact of personal experience with the course as a whole and how it has influenced individual thoughts about and understanding of professional goals, future courses, and strategies for program success.
Competency 5: Apply scholarly writing skills.
Develop engaging text with varied sentence structure and sound grammatical structure.
Integrate appropriate use of scholarly sources, evidence, and APA citation style.
Organize content so ideas flow logically with smooth transitions.
Reference
American Psychological Association. (2010). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author. Running head: ETHICAL BEHAVIOR, DIVERSITY AND CIVIL DISCOURSE
Ethical Behavior, Diversity, And Civil Discourse
Institutional affiliation
Date
1
ETHICAL BEHAVIOR, DIVERSITY AND CIVIL DISCOURSE
2
Introduction
School absenteeism is a significant challenge in most schools or educational institutions.
It is a habit of not attending school or class programs without genuine or legitimate reasons.
School absenteeism is a truant behavior which contributes significantly towards poor student
performance in school. Students who fail to attend classes for their goals tend to lag behind other
learners, which negatively their performance school. It occurs as a result of an array of ideas.
One, it occurs due to adolescent phobic. During the adolescence stage, many developmental
changes in the body become noticeable. Some of the developmental changes include turbulent
emotions, period onset, pimples, and others. Developmental changes scare learners away from
school. Also, students fail to attend classes due to a lack of interest.
Students lacking interests are unlikely to participate in the classes. Lack of attention
could be prompted by difficulty in the course content, which makes it hard for learners to
understand pushing them away from school. A teacher approach is another factor that contributes
to learners absenteeism. A teacher could be applying strategies that are too punitive, which
makes learners lose interest. Therefore, teachers should avoid the punitive approach. Some
other factors that contribute to learners absenteeism include private coaching, health challenges,
and etcetera. Application of ethical behavior, diversity, and civil discourse in education offer
opportunities and challenges. Understanding ethical practice, diversity, and public discourse
allows educators to understand students and people they are working with together. More so, it
enables educators to understand and effectively address the absenteeism issue.
ETHICAL BEHAVIOR, DIVERSITY AND CIVIL DISCOURSE
3
Application of Ethical Behavior, Diversity and Civil Discourse in School Absenteeism
Ethical Behavior
The term ethical behavior is derived from two different terms, which are “ethical,” which
comes from ethics and behavior.” Intuitively, ethics analyzes morally right practices and
characters. According to Bates (2019), ethics define morally right behaviors and characteristics
acceptable by society. It is mainly concerned with the kinds of values and morals an individual
holds that the community or culture believes they are appropriate. Therefore, ethical behavior is
the code of conduct that aligns with established acceptable practices. On the other, unethical
behavior is associated with damages and pervasiveness of poor ethics. In the education context,
ethical behavior stimulates learners, teachers, and other staff that create a culture that fosters
excellence. In their research, Robinson, Lee, Dearing, & Rogers, (2018) focus on how educators
can model the moral behaviors morals. Bates (2019) believes modeling ethical behaviors reduce
unacceptable behavior such as school absenteeism and school truancy.
Numerous studies analyze how changes in behaviors may impact school absenteeism. In
their study, evaluated how adapted behavior education programs influence chronic absenteeism
in school. Adapted behavioral education aims at modeling moral and acceptable behaviors
among students, which is focused on building a positive student-adult relationship. Robinson,
Lee, Dearing, & Rogers (2018) found that the program reduced absenteeism by 0.43 percent.
Bates (2019) argues that practical teaching approaches are critical in reducing school
absenteeism. The school absenteeism is more likely to high when teachers apply more punitive
strategies. Like Bates (2019), Robinson, Lee, Dearing, & Rogers, (2018), encourage teachers to
ETHICAL BEHAVIOR, DIVERSITY AND CIVIL DISCOURSE
4
use more collaborative education strategies. Therefore, educators should focus on more
problem-solving techniques to increase learners interests in the course concepts.
Bates (2019) evaluates how ethics can be applied to improve learners’ readiness. He
suggests that educators should not focus on ethical instrumental activities. Learners tend to
choose a course of action when their knowledge is more prominent, less uncertain, or limited.
According to Bates (2019), improving learners “readiness” calls for applications of ethics that
do not emphasize the idealization of timelessness. Institutional ethics endorses the locus of
reality. Bates (2019) argues that ethics gives learners freedom, thought, and actions to act “here
and now” without the constraints of the past. Children’s educational opportunities are not
enhanced by improvement of accountability or assessment policy; they are; therefore, it relies on
that prompt actions made by adults interacting with children. A study by Robinson, Lee, Dearing,
& Rogers (2018) proves the integration of ethical behavior in education settings is critical in
reducing school absenteeism.
Despite ethics being instrumental in education, it presents some challenges. The view of
ethical behavior in school remains controversial and differs from one culture to the other, and
one person to another. It may appear challenging to apply the uniform moral principle to all
people. Some learners, teachers, and other staffs have a different view on ethical behavior. It
would be appropriate to define which ethical approaches will apply in certain areas.
Application of Diversity in School Absenteeism
According to Bozec (2017), diversity is an attribute that can be used to differentiate
individuals or groups of people. Diversity is the demographic characteristic that can is used to
identify a particular group of people. There are various demographic characteristics that are used
ETHICAL BEHAVIOR, DIVERSITY AND CIVIL DISCOURSE
5
to differentiate a given group of people, which include age, sex, gender, ethnicity, disability,
religion, education, and so on. It allows people to view the surrounding environment in a
different way. It will enable people to celebrate and embrace their values. The power of
diversity can be unleashed by recognizing and accepting individuals from diverse backgrounds.
As highlighted by Bozec (2017), diversity contributes significantly to the success of education.
On the other hand, differences may negatively impact education success if not well addressed.
Bozec (2017) highlights that there is diversity is quite visible in the field of education. There are
diverse institutions, professional institutions ranging from support staff to classroom teachers.
Although diversity is crucial in learning, the way people react in variety is influenced by
attitudes, values, beliefs, and etcetera. The acceptability of diversity in education settings differ
from one group of people to the other.
There are quite a few researches that focus on the
impact of diversity in educational settings. Hymel & Katz (2019) focus on the effects of
education on leaners’ values. The difference has a positive effect on the core values of both
educators and students. It improves the representation of minority groups like African
Americans, Latinos, women, Muslims, Hindus, and other minority groups. One of the core
values of diversity in educational settings is that it eliminates impartiality. It ensures that all
learners are given equal chances to acquire knowledge and express themselves. Therefore, no
community, race, or gender will likely be favored. It eliminates the barriers to women, racial and
ethnic minorities, and so on. Like Bozec (2017), Hymel, & Katz (2019) support that diversity
increases the proportion of representation of all people in the school settings. Initially, the
education institutions were un-proportionally represented. For instance, the racial and ethnic
minorities, as well as the women, were under-represented. It improves fairness and transparency
since it allows all learners to access their share in education and acquire knowledge.
ETHICAL BEHAVIOR, DIVERSITY AND CIVIL DISCOURSE
6
Alger (2013) evaluates how diversity reduces school absenteeism and encourages
performance. Impacts of the variety of students’ achievements attract binary opinions from varied
groups of people and researchers. Some researchers argue that diversity in the organization is
more likely to improve learners’ performance. In specific, Alger (2013) explains that diversity
increases learners’ performance as it exposes them to different ideas. Bozec (2017) concludes
that diversity increases learners’ performance as it creates equips with different strategies they
can apply while reading. Similarly, it gives them exposure to diverse knowledge, which expands
the understanding. Furthermore, Alger (2013) highlights diversity improves the teacher’s
productivity. Productivity is necessary for teachers to boost the performance of the learners. It
helps the teacher to apply practical methods aimed at increasing learners’ performance as well as
their efficiency.
Some researchers focus on the impact of diversity on the learners’ creativity. Azorín,
Ainscow, Sánchez, & Goldrick, S. (2019) state that diversity increases learners’ engagement with
education materials and creativity. Creativity involves generating new ideas in the organization,
while innovativeness consists of applying new ideas to improve the learners’ knowledge
acquisition and performance. Empirical studies have shown that there is a positive relationship
between diversity and creativity. Other studies have shown that age diversity is more effective in
creative tasks. Alger (2013) supports that diversity brings a variety of skills, ideas that are
critical in education.
Nonetheless, some researchers like Hong & Garbarino (2012) argue that differences may result
in a crisis in education settings, which contributes to poor performance and an increase in school
absenteeism. Rigby (2012) explains that diversity does more harm to the organization than the
suggested benefits. As a result, to stereotypes held by contemporary society, some learners and
ETHICAL BEHAVIOR, DIVERSITY AND CIVIL DISCOURSE
7
education employees may feel uncomfortable working or interact with people of a different race,
ethnicity, religion, age, social class, and so on. According to Rigby (2012), diversity in education
contributes to bullying, thus increasing the problem of school absenteeism. Hong & Garbarino
(2012) highlight that bullying is a common problem in school. It is an ethical problem that
remains emergent despite numerous interventions undertaken by the school management. School
bullying takes place in different forms, including insulting, intimidating, and the use of malicious
behavior towards minority students. It associated with harming the mental wellbeing of a student
targeted. Hong, & Garbarino, (2012) highlight that bullying incorporates abuses, belittling
comments, insults, and continuous criticism, which make a learner affected become depressed,
and have an inferiority complex. As a result, they may lose interest in attending classes.
Application of Civil Discourse in School absenteeism
The education setting comprises different students from diverse ethnic, racial, national,
gender, and religious backgrounds. Leskes (2013). highlights that minority students account for
25 percent of the total population. Minority students interact with learners from other
backgrounds. Leskes (2013) highlights civil discourse involves engaging learners in the
education process to improve their understanding. Public discourse is mainly applied in the
education settings where learners are engaged in decagons topic, teaching strategies, essential
teaching tools that will enhance their learning experience.
Conclusion
School absenteeism is a habit of not attending school or class programs without genuine
or legitimate reasons. School absenteeism is a truant behavior which contributes significantly
towards poor student performance in school. Students who fail to attend classes for their own
ETHICAL BEHAVIOR, DIVERSITY AND CIVIL DISCOURSE
8
reasons tend to lag behind other learners, which negatively their performance school.
Application of ethical behavior, diversity, and civil discourse in education offer opportunities
and challenges. Understanding ethical conduct, diversity, and public discourse allow educators to
understand students and people they are working with together. More so, it enables educators to
understand and effectively address the absenteeism issue (Leskes, 2013).
ETHICAL BEHAVIOR, DIVERSITY AND CIVIL DISCOURSE
9
References
Bates, A. (2019). Readiness for School, Time, and Ethics in Educational Practice. Studies in
Philosophy and Education, 38(4), 411-426.
Robinson, C. D., Lee, M. G., Dearing, E., & Rogers, T. (2018). Reducing student absenteeism in
the early grades by targeting parental beliefs. American Educational Research
Journal, 55(6), 1163-1192.
Bozec, G. (2017). Citizenship and diversity in education in France: Public controversies, local
adaptations, and commitments. Citizenship education and global migration: Implications for
theory, research, and teaching, 185-208.
Hong, J. S., & Garbarino, J. (2012). Risk and protective factors for homophobic bullying in
schools: An application of the social-ecological framework. Educational Psychology
Review, 24(2), 271-285.
Rigby, K. (2012). Bullying in schools: Addressing desires, not only behaviors. Educational
Psychology Review, 24(2), 339-348.
Hymel, S., & Katz, J. (2019). Designing classrooms for diversity: Fostering social
inclusion. Educational
Psychologist, 54(4), 331-339.
Azorín, C. M., Ainscow, M., Sánchez, P. A., & Goldrick, S. (2019). A tool for teacher reflection
on the response to diversity in schools. Profesorado, Revista de Currículum y Formación
del
Profesorado, 23(1), 11-36.
Alger, J. R. (2013). A supreme challenge: Achieving the educational and societal benefits of
diversity after the Supreme Court’s Fisher decision. Journal of Diversity in Higher
Education, 6(3), 147.
ETHICAL BEHAVIOR, DIVERSITY AND CIVIL DISCOURSE
Leskes, A. (2013). A plea for civil discourse: Needed, the academys leadership. Liberal
Education, 99(4), 44-51.
10
7/26/2020
Final Reflection and Feedback Assessment Scoring Guide
Final Reflection and Feedback Assessment Scoring Guide
Due Date: End of Week 10
Percentage of Course Grade: 20%.
CRITERIA
NON-PERFORMANCE
BASIC
PROFICIENT
DISTINGUISHED
Evaluate personal
experience with the
first assignment.
18%
Does not describe
personal experience
with the first
assignment.
Describes personal
experience with the
first assignment.
Evaluates personal
experience with the
first assignment.
Evaluates personal
experience with the first
assignment and makes
connections to a chosen
specialization.
Evaluate personal
experience with the
second assignment.
18%
Does not describe
personal experience
with the second
assignment.
Describes personal
experience with the
second assignment.
Evaluates personal
experience with the
second assignment.
Evaluates personal
experience with the
second assignment and
makes connections to a
chosen specialization.
Evaluate personal
experience with the
third assignment.
18%
Does not describe
personal experience
with the third
assignment.
Describes personal
experience with the
third assignment.
Evaluates personal
experience with the
third assignment.
Evaluates personal
experience with the third
assignment and makes
connections to a chosen
specialization.
Evaluate the impact
of personal
experience with the
course as a whole
and how it has
influenced
individual thoughts
about and
understanding of
professional goals,
future courses, and
strategies for
program success.
16%
Does not describe
the impact of
personal experience
with the course as a
whole and how it has
influenced individual
thoughts about and
understanding of
professional goals,
future courses, and
strategies for
program success.
Describes the
impact of personal
experience with the
course as a whole
and how it has
influenced individual
thoughts about and
understanding of
professional goals,
future courses, and
strategies for
program success.
Evaluates the impact
of personal
experience with the
course as a whole
and how it has
influenced individual
thoughts about and
understanding of
professional goals,
future courses, and
strategies for
program success.
Evaluates the impact of
personal experience with
the course as a whole and
how it has influenced
individual thoughts about
and understanding of
professional goals, future
courses, and strategies
for program success, and
makes connections to a
chosen specialization.
Develop engaging
text with varied
sentence structure
and sound
grammatical
structure.
10%
Develops text with
meaning that is
unclear due to
sentence structure.
Develops engaging
text with varied
sentence structure
and sound
grammatical
structure, but
frequent errors
sometimes disrupt
the meaning of the
text.
Develops engaging
text with varied
sentence structure
and sound
grammatical
structure.
Develops complex and
concise text that conveys
clear meaning, with strong
grammar, usage, word
choice, spelling, and
mechanical decisions.
Integrate
appropriate use of
scholarly sources,
evidence, and APA
citation style.
10%
Does not integrate
APA citation style in
the text and
references page.
Integrates APA
citation style in the
text and references
page, but formatting
is often incorrect.
Integrates
appropriate use of
scholarly sources,
evidence, and APA
citation style in the
text and references
page.
Integrates appropriate use
of scholarly sources,
evidence, and APA
citation style in the text
and references page and
effectively paraphrases
and summarizes to
represent ideas from
external sources.
https://prsc.capella.edu/bbcswebdav/institution/EDD/EDD8010/200100/Scoring_Guides/u10a1_scoring_guide.html
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7/26/2020
Final Reflection and Feedback Assessment Scoring Guide
CRITERIA
NON-PERFORMANCE
BASIC
PROFICIENT
DISTINGUISHED
Organize content so
ideas flow logically
with smooth
transitions.
10%
Does not organize
content so that ideas
flow logically with
transitions.
Organizes content
with some logical
flow, but some
transitions are
missing or unclear.
Organizes content
so ideas flow
logically with smooth
transitions.
Organizes content so
clarity is enhanced and all
ideas flow logically with
clear main ideas,
sufficient evidence,
analysis, and linking
information.
https://prsc.capella.edu/bbcswebdav/institution/EDD/EDD8010/200100/Scoring_Guides/u10a1_scoring_guide.html
2/2
Running head: FINAL REFLECTIONS
1
Final Reflection and Feedback Assessment
Learner Name
EDD8000
Name of Course
Telephone:
E-mail:
Instructor:
FINAL REFLECTIONS
2
Final Reflection and Feedback Assessment
Reflective Practice and Career Goals
Professional Purpose and Career Goals
Professional Attributes and Professional Growth
Career Center
Time Management Strategies
Topic Selection and Literature Review
Overview of Topic
Topic Relation to Specialization
Review of the Literature
Synthesis of the Literature Reviewed
Ethical Behavior, Diversity, and Civil Discourse
Overview of Focus on Ethical Behavior, Diversity, and Civil Discourse
Diversity Issue Related to Specialization.
Ethical Behavior Issue Related to Specialization.
Civil Discourse Issue Related to Specialization
Review of the Literature
Synthesis of the Literature Reviewed
Final Reflection
FINAL REFLECTIONS
3
Conclusion
References
FINAL REFLECTIONS
4
Change Matrix Week 3 Assignment
Page
Instructor Feedback
Learner Response to Feedback
FINAL REFLECTIONS
5
Change Matrix Week 5 Assignment
Page
Instructor Feedback
Learner Response to Feedback
FINAL REFLECTIONS
6
Change Matrix Week 7 Assignment
Page
Instructor Feedback
Learner Response to Feedback
FINAL REFLECTIONS
7
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