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Category: Curriculum & Instructional Design

  • [Solved] Week 5 Discussion

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    There are specific steps teachers and children go through when planning a unit that links the arts and literature. This process is usually called “Linking the Arts Through Literature: An Interdisciplinary Unit.” List these steps and give a brief example of what happens during each step of the proces…

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    There are specific steps teachers and children go through when planning a unit that links the arts and literature. This process is usually called “Linking the Arts Through Literature: An Interdisciplinary Unit.” List these steps and give a brief example of what happens during each step of the process.

    Pick any area of the curriculum and develop an appropriate art activity to incorporate into that curriculum area.

    ART TEXTBOOK:

    Read Chapter 5- Handbook for K-8 arts integration: Purposeful planning across the curriculum.

    – [\
    \
    Chapter7.ppt](https://www.sweetstudy.com/files/chapter7-ppt-10594175 "Chapter7.ppt")

    – a month ago

  • [Solved] griffith

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    What is the significance and role of a purpose statement and research questions, and the interrelationship between them? Provide a definition of dependability/reliability, validity/credibility, and the transferability/generalizability for qualitative data as applied in your qualitative research stud…

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    What is the significance and role of a purpose statement and research questions, and the interrelationship between them? Provide a definition of dependability/reliability, validity/credibility, and the transferability/generalizability for qualitative data as applied in your qualitative research study proposal.

    – [\
    \
    DiscussionAssignmentInstructions57.docx](https://www.sweetstudy.com/files/discussionassignmentinstructions57-docx "DiscussionAssignmentInstructions57.docx")

    – a month ago

  • [Solved] 733d2

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    – [Brookhart, S. M., Guskey, T. R., Bowers, A. J., et al. (2016). A century of grading research: Meaning and value in the most common educational measure. _Review of Educational Research, 86_(4), 803-848. This link opens in a new window](https://widgets.ebscohost.com/prod/customlink/proxify/proxify….

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    – [Brookhart, S. M., Guskey, T. R., Bowers, A. J., et al. (2016). A century of grading research: Meaning and value in the most common educational measure. _Review of Educational Research, 86_(4), 803-848. This link opens in a new window](https://widgets.ebscohost.com/prod/customlink/proxify/proxify.php?count=1&encode=1&proxy=https%3A%2F%2Fgo.openathens.net%2Fredirector%2Fphoenix.edu%3Furl%3D&target=https://journals.sagepub.com/doi/full/10.3102/0034654316672069)
    – [Klugman, E. M., & Ho, A. D. (2020). How can released state test items support interim assessment purposes in an educational crisis? _Educational Measurement: Issues & Practice, 39_(3), 65-69. This link opens in a new window](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=trh&AN=145698236&site=ehost-live&scope=site&custid=uphoenix)
    – [Scarlett, M. H. (2018). "Why did I get a C?": Communicating student performance using standards-based grading. _InSight: A Journal of Scholarly Teaching, 13_, 59-75.](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=eric&AN=EJ1184948&site=ehost-live&scope=site&custid=uphoenix)

    Select and read 2 of the Week 2 articles

    – Describe the types of studies conducted.
    – Describe the population and sample size of the studies.
    – Compare the conclusions drawn by the authors relevant to the use of letter grades, standards-based grading, and/or mastery-based grading.

    – a month ago

  • [Solved] 733d1

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    Brookhart and Nitko (2019) suggest that increased teaching, teacher effort, and working more effectively constitute “positive test preparation” because these actions result in increased student learning (p. 779). The authors, however, dissuade the use of high-stakes test preparation strategies such …

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    Brookhart and Nitko (2019) suggest that increased teaching, teacher effort, and working more effectively constitute “positive test preparation” because these actions result in increased student learning (p. 779). The authors, however, dissuade the use of high-stakes test preparation strategies such as coaching and the reallocation of instructional time and resources because they narrow the scope of what is taught in classrooms to cover only sample test items.

    In today's high-stakes testing environment, consider how you, as a K–12 administrator, would respond to Brookhart and Nitko’s assertions.

    – Describe how Brookhart and Nitko’s assertion might apply to your school or school district.
    – Share specific examples of how you might work with faculty to provide a learning environment that is not high stakes test centered. Include at least 3 steps that must be taken to ensure that this conversation with your faculty might result in improved teaching and learning at the classroom level

    – a month ago

  • [Solved] Sensory Imagery and Nostalgia in Walcott’s “Bleecker Street, Summer”

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    **Overview:** In Derek Walcott’s poem _"Bleecker Street, Summer,"_ the speaker weaves together vivid sensory details, urban scenes, and personal longing to evoke a specific mood and atmosphere. https://www.poetryfoundation.org/poems/57109/bleecker-street-summer https://www.poetryfoundation.org/poets…

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    **Overview:** In Derek Walcott’s poem _"Bleecker Street, Summer,"_ the speaker weaves together vivid sensory details, urban scenes, and personal longing to evoke a specific mood and atmosphere.

    https://www.poetryfoundation.org/poems/57109/bleecker-street-summer

    https://www.poetryfoundation.org/poets/derek-walcott

    **Instructions**

    1. Read Walcott’s poem _"Bleecker Street, Summer,"_ and take careful notes.
    2. Submit your initial post answering the prompt below by **Sept. 10, at 11:59 P.M. PROVIDE BETWEEN 100-150 WORDS IN YOUR POST.**

    **Discussion Prompt**

    **Sensory & Musical Imagery:** Walcott mixes auditory cues ("rare flutes," "street accordions," "water-cries of children") with tactile and scent-based imagery ("tangled sheets," "damp flesh," "dusk in the nostrils"). How do these varied sensory elements work together to establish the overall tone of the poem?

    – a month ago

  • [Solved] Power, Tradition, and Voice in Jamaica Kincaid’s “Girl”

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    **Overview:** In Jamaica Kincaid’s "Girl," the entire story is constructed as a single, relentless sentence spoken primarily by a mother figure to her daughter. Through a rapid stream of advice, instructions, and warnings, the speaker attempts to shape the girl into a respectable woman while imposin…

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    **Overview:**  In Jamaica Kincaid’s "Girl," the entire story is constructed as a single, relentless sentence spoken primarily by a mother figure to her daughter. Through a rapid stream of advice, instructions, and warnings, the speaker attempts to shape the girl into a respectable woman while imposing heavy societal and cultural expectations.

    https://www.lyceumagency.com/speakers/jamaica-kincaid/

    **Instructions**

    1. Read Kincaid’s "Girl", and take careful notes.
    2. Submit your initial post answering the prompt below by **Sept. 10, at 11:59 P.M. PROVIDE BETWEEN 100-150 WORDS IN YOUR POST.**

    **Discussion Prompt**

    **Structure and Form:** Kincaid writes the entire text as a single, semi-colon-punctuated sentence with only brief interruptions from the daughter. How does this structural choice impact your reading experience and reflect the dynamic between mother and daughter?

    – [\
    \
    GirlbyJamaicaKincaid.pdf](https://www.sweetstudy.com/files/girlbyjamaicakincaid-pdf "GirlbyJamaicaKincaid.pdf")

    – a month ago

  • [Solved] Education Unit 4 Writing Assignment EDU 646/746

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    – a month ago **files (2)** – ## Document13.docx – Screenshot2026-09-07140337.png **## Document13.docx** Read the Case Study that is located at the beginning of Chapter 7 in the Stader text, entitled That’s Not Fair. Write a position paper, selecting a viewpoint for or against suspension and expulsi…

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    – a month ago

    **files (2)**

    – ## Document13.docx

    – Screenshot2026-09-07140337.png

    **## Document13.docx**

    Read the Case Study that is located at the beginning of Chapter 7 in the Stader text, entitled That’s Not Fair. Write a position paper, selecting a viewpoint for or against suspension and expulsion for addressing school safety issues (refer back to Chapter 5 for due process and other information relative to suspension and expulsion). Describe the events that transpired in this case study, connecting relevant case law to the major issues that are inherent within it. Support your argument by citing appropriate NELP standards, court cases, laws, legal principles, etc.

    **Screenshot2026-09-07140337.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/screenshot2026-09-07140337-png)

    **Screenshot2026-09-07140337.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/screenshot2026-09-07140337-png)

    **## Document13.docx**

    Read the Case Study that is located at the beginning of Chapter 7 in the Stader text, entitled That’s Not Fair. Write a position paper, selecting a viewpoint for or against suspension and expulsion for addressing school safety issues (refer back to Chapter 5 for due process and other information relative to suspension and expulsion). Describe the events that transpired in this case study, connecting relevant case law to the major issues that are inherent within it. Support your argument by citing appropriate NELP standards, court cases, laws, legal principles, etc.

    **Screenshot2026-09-07140337.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/screenshot2026-09-07140337-png)

    **## Document13.docx**

    Read the Case Study that is located at the beginning of Chapter 7 in the Stader text, entitled That’s Not Fair. Write a position paper, selecting a viewpoint for or against suspension and expulsion for addressing school safety issues (refer back to Chapter 5 for due process and other information relative to suspension and expulsion). Describe the events that transpired in this case study, connecting relevant case law to the major issues that are inherent within it. Support your argument by citing appropriate NELP standards, court cases, laws, legal principles, etc.

    **Screenshot2026-09-07140337.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/screenshot2026-09-07140337-png)

  • [Solved] Education Unit 4 EDU 646/746 Reading Assignment/ Discussion 1

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    ## Unit 4 – **Reading Assignments** – Chapters 6 – 7 (Stader text) – Student Searches and School Safety – Bible (KJV) – Romans 2:13, James 1:25 **Unit 4: Discussion Question** Student Searches – Discuss the policies and practices of your school related to student searches. Include a discussion of th…

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    ## Unit 4

    – **Reading Assignments**
    – Chapters 6 – 7 (Stader text) – Student Searches and School Safety
    – Bible (KJV) – Romans 2:13, James 1:25

    **Unit 4: Discussion Question**

    Student Searches

    – Discuss the policies and practices of your school related to student searches. Include a discussion of the inclusion or omission of overt policies. What do your policies cover, e.g., drug dogs, random drug tests, locker searches, metal detectors? Interview a school official regarding student searches. Describe a specific search/seizure incident that the administrator observed or dealt with that caused difficulty and how it was resolved.

    – a month ago

  • [Solved] assitant needed mus Kenniqua

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    please see attachment – a month ago **files (1)** – ## GradedAssignmentPassivev.ActiveListening.docx **## GradedAssignmentPassivev.ActiveListening.docx** **Graded Assignment #2:** Passive v. Active Listening Now that we’re entering Week 3, you may have better insight into your own listening habits. …

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    please see attachment

    – a month ago

    **files (1)**

    – ## GradedAssignmentPassivev.ActiveListening.docx

    **## GradedAssignmentPassivev.ActiveListening.docx**

    **Graded Assignment #2:** Passive v. Active Listening

    Now that we’re entering Week 3, you may have better insight into your own listening habits. Write a 300 word essay about your experiences with passive and active listening. Describe a time that you know you were passively listening to a piece of music and compare and contrast it to a time where you were actively listening to music. (This essay is due by Sunday evening at 11:59pm at the end of this week).

    *Define active listening.

    *What was your passive listening experience like? Where were you? What were you doing, and what was the music that was playing?

    * What was your active listening experience like? Where were you? What were you doing, and what was the music that you were focused upon? What elements in the music did you focus in upon that you might have missed before taking this class?

    *Describe the differences between those two experiences?

    * What caused you to actively listen to the one piece of music?

    *What did you discover about that music that you had not noticed before?

    **Rubric**:

    | | |
    | — | — |
    | Includes title of musical work, composer and musician information, and is a minimum of 300 words. | **15pts** |
    | Answers all of the questions using full sentences, following proper grammar and spelling rules | **10pts** |
    | **Total** | **25pts** |

    **## GradedAssignmentPassivev.ActiveListening.docx**

    **Graded Assignment #2:** Passive v. Active Listening

    Now that we’re entering Week 3, you may have better insight into your own listening habits. Write a 300 word essay about your experiences with passive and active listening. Describe a time that you know you were passively listening to a piece of music and compare and contrast it to a time where you were actively listening to music. (This essay is due by Sunday evening at 11:59pm at the end of this week).

    *Define active listening.

    *What was your passive listening experience like? Where were you? What were you doing, and what was the music that was playing?

    * What was your active listening experience like? Where were you? What were you doing, and what was the music that you were focused upon? What elements in the music did you focus in upon that you might have missed before taking this class?

    *Describe the differences between those two experiences?

    * What caused you to actively listen to the one piece of music?

    *What did you discover about that music that you had not noticed before?

    **Rubric**:

    | | |
    | — | — |
    | Includes title of musical work, composer and musician information, and is a minimum of 300 words. | **15pts** |
    | Answers all of the questions using full sentences, following proper grammar and spelling rules | **10pts** |
    | **Total** | **25pts** |

  • [Solved] Discussion 2 AM

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    In-depth study guidance and analytical solution covering Discussion 2 AM.

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    Assignment Prompt & Instructions

    Full assignment prompt and step-by-step guidance are included in the downloadable solution file.