Tag: Pedagogical Methods & Classroom Assessment

[Solved] class 4

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– a month ago **files (3)** – ## Untitleddocument1.docx – ## Fa26SPED625-01AppliedResearchandAssessmentinEducation-9172026-424PM.zip – Chap3.docx **## Untitleddocument1.docx** ## Class 4 Note that the Library Guide will just refer to ED 622; however, it is also for SPED 625. **You can also schedule …

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– a month ago

**files (3)**

– ## Untitleddocument1.docx

– ## Fa26SPED625-01AppliedResearchandAssessmentinEducation-9172026-424PM.zip

– Chap3.docx

**## Untitleddocument1.docx**

## Class 4

Note that the Library Guide will just refer to ED 622; however, it is also for SPED 625.

**You can also schedule a Research Consultation with a librarian. The Research Consultation link is on the library homepage.**

**Please take advantage of this wonderful opportunity to expand your research terms and resources.**

**Welcome to Class 4!**

**For Class 3 you were to complete the following:**

· Due: APA Practice Citing (Wed./Sat. Post)

· Due: Literature Review Evaluation (Sat. Post)

· Due: Post Class 3 Self-Evaluation in Class 3 Assessment Assignment folder (Sat. Post)

**For Class 4:**

Now that you are becoming APA savvy, we will start using your skills as you learn to search the library for resources on your topic.

1. Read Chapter 3: “Selecting a Topic for Your Review” in Galvan (2024) which provides an overview of identifying literature for review.

a. Consider the focus of your research identified in Class 2. Then carefully read “Step 13: Redefine Your Topic More Narrowly” on pages 39 & 40.

b. Then complete this topic starter that narrows the focus of your literature review:

**This paper describes….I will review literature that deals with…**

**_NOTE: Add this sentence to the beginning of the Library Part 1 Assignment that is described below._**

2. Open the ED 622: Library Part 1 Assignment and complete the assignment as directed. Post completed assignment in Library Part 1 Assignment dropbox by Saturday’s posting time. No need for discussion this week.

**Be sure to download, pick up, or interlibrary loan the articles/books that you locate as you will need these for use in Class 6. Please help**

Then post your self-eval for class 4 in Class 4 Assessment Assignment file by Saturday’s posting time.

**The following will be due for Class 4.**

· Due: Read Chapter 3 in Galvan & Galvan (2024). Complete the narrow topic starter: This paper describes….I will review literature that deals with…. (Sat. Post)

· Due: Part 1 Library Assignment (Sat. Post)

· Due: Post Class 4 Self-Evaluation in Class 4 Assessment Assignment folder (Sat. Post)

**## Fa26SPED625-01AppliedResearchandAssessmentinEducation-9172026-424PM.zip**

## ED622Part1-Jan 2026.docx

**ED 622/SPED 625: Library Part 1**

Name:
Research Topic:

**Purpose:** To explore library research tools available, learn efficiencies, and practice utilizing tools through the SMSU McFarland Library to assist with your Master’s in Education research project.

**Instructions:** Review the following parts of the ED622: Research in Education Research Guide (
[https://libguides.smsu.edu/ED622](https://libguides.smsu.edu/ED622)): Welcome, Off-Campus Access, Types of Articles, Search Tips, Articles Databases (including Database Hints & Additional Tools), Cite in APA Format, and Interlibrary Loan. Using what you’ve learned, answer the questions below.

**Notes**:

**APA:** Please note that you will need to refer to your APA text for how to cite. On pages 313-316 in the APA Publication Manual, please find an index with the types of examples listed in Chapter 10. The number following the example is the place in Chapter 10 where you will locate directions and examples for the type of article, webpage, etc., that you need to cite. Please locate the example, look it over carefully, and apply accurately in your work below. You may also look at the APA resources I have provided. An online site that is valuable is the Purdue Owl Online Writing Lab which has a section on APA. Please view this site at
[https://owl.english.purdue.edu/owl/section/2/10/](https://owl.english.purdue.edu/owl/section/2/10/) **Assistance:** If you have library search questions, contact a librarian through the access methods listed on the first page of the Research Guide. ALSO, START REQUESTING ARTICLES YOU FIND THAT WILL BE USEFUL FOR YOUR RESEARCH. These will be needed as we move forward with the research project. Happy Researching!

Use the
**Education Research Complete** database
_(See Recommended Databases tab in Research Guide for link to Education Research Complete or the A-Z Database List on the Library homepage)_ to answer the following questions:

1) Complete a basic search for the topic: culturally responsive teaching

a. Indicate how many
**_Academic Journal_** _(see Source Types filter)_ results are returned:

b. How many Academic Journal results are there if you search for the topic as a phrase?

c. When looking at your answers for
**a and b**, explain why the number of search results are different.

d. Use the date filter to limit to articles published in the last 5 years. How many
**Academic Journal** results remain?

e. From your results, find an article that looks interesting. Use the citation shortcut, copy the APA Citation for that article, and paste it here:

_(See Hint #1 in the Cite in APA tab in Research Guide for information about where to find citation shortcuts)_

f. If the APA citation format is correct, note that. If not, correct the citation and list it here:

**Truncation** is a tool that can be used to expand your research results by using a wildcard symbol for words that can have multiple endings.
_(See Search Tips tab in Research Guide for information about truncation_)

2) Demonstrate how you could use truncation with this search strategy:

culturally responsive teaching

3) Create your own search strategy on the topic you want to research.
_(See Search Strategy in the Search Tips tab; re: an example search strategy is_
_**“information literacy” colleg***; this includes both the words I want to search for and the way I type them in the search box – as a phrase “information literacy”, truncated – colleg* to search for college, collegiate, collegial, etc.)_

a. What search strategy did you use?

b. Searching in
**Education Research Complete**, limit to published in
_“Past 5 Years”_ and Source Type “
_Academic Journal”. How many_ results did you get?

c. Find a full-text article that you might use in your research. Use the citation shortcut, copy the APA Citation for that article, and paste it here:

d. If the APA citation format is correct, note that. If not, correct the citation and list it here:

4) Choose
**one** of the Additional Tools listed under the Article Databases tab and explain how it could be useful to your research process.

5) On a scale of 1-5, please rate how comfortable you are with the Interlibrary Loan process
**and** indicate any questions/concerns you have about Interlibrary Loan.
Rating Scale: 1 = not comfortable; 5 = very comfortable

Spring 2026

## Class 4 Self-Evaluation – Copy.docx

**Name:**

**Date:**

**SPED 625: Class 4 Self-Evaluation Rubric**

**Class Assigned Items. Check the box as completed.**

| | |
| — | — |
| | 1. <br>**Post** ED 622/SPED 625 Part 1 Library Assignment in the Assignment file for Part 1 Library Assignment by Saturday posting time. <br>**Be sure to include narrowed topic at the beginning:** This paper describes….I will review literature that deals with… (Sat. Post) |
| | 2. <br>**Complete and post** the Class 4 Self-Evaluation for this week in Class 4 Self-Evaluation Assignment file by Saturday posting time (Sat. Post) |

**Rubric**

**Content (8 points possible): Check the box for points awarded.**

| | |
| — | — |
| | **Exemplary (8 points):** Gives very specific information, addresses all assignment components, and clearly illustrates critical and reflective thinking. The response/completed work is well thought out. |
| | **Meets Expectations (6 points):** Contains specific information and addresses all assignment components. The response/completed work is relatively detailed and shows some critical and reflective thinking. It is relatively well thought out. |
| | **Developing (4 points):** Has some specific information and addresses many of the assignment components but is not detailed. The response/completed work is poorly thought out. |
| | **Poor (2 points):** Is vague and does not address all assignment components. There is no evidence of having given the assignment real thought. |
| | **Not Apparent (0 points):** No assignment submitted or submitted late. |

**Technical (2 points possible) Check the box for points awarded.**

| | |
| — | — |
| | **Exemplary (2 points):** Execution is excellent. There are no grammar or writing errors. The writing reads easily and is well organized. |
| | **Meets Expectations (1.5 points):** Well executed with few grammar or writing errors. The writing reads easily and is fairly well organized. |
| | **Developing (1 point):** Execution is poor with many grammar or writing errors. The writing is hard to read and poorly organized. |
| | **Poor (0.5 points):** Very poorly written and very difficult to read. No organization is evident; reads like a last-minute effort. |
| | **Not Apparent (0 points):** No assignment submitted or submitted late. |
| **/10** | **Total Points Awarded from Content and Technical Sections** |

**Graduate Student Comments on Week’s Work (must comment):**

## Table of Contents.html

| |
| — |
| |
| Fa26 SPED 625-01 Applied Research and Assessment in Education – Class 4<br> <br>[1. SPED 625 Part 1 Library Assignment: Fall 2026](https://www.sweetstudy.com/questions/ED622Part1-Jan%202026.docx)<br>[2. Class 4 Self-Evaluation](https://www.sweetstudy.com/questions/Class%204%20Self-Evaluation%20-%20Copy.docx) |

**Chap3.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/chap3-docx-10599371)

**Chap3.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/chap3-docx-10599371)

**## Untitleddocument1.docx**

## Class 4

Note that the Library Guide will just refer to ED 622; however, it is also for SPED 625.

**You can also schedule a Research Consultation with a librarian. The Research Consultation link is on the library homepage.**

**Please take advantage of this wonderful opportunity to expand your research terms and resources.**

**Welcome to Class 4!**

**For Class 3 you were to complete the following:**

· Due: APA Practice Citing (Wed./Sat. Post)

· Due: Literature Review Evaluation (Sat. Post)

· Due: Post Class 3 Self-Evaluation in Class 3 Assessment Assignment folder (Sat. Post)

**For Class 4:**

Now that you are becoming APA savvy, we will start using your skills as you learn to search the library for resources on your topic.

1. Read Chapter 3: “Selecting a Topic for Your Review” in Galvan (2024) which provides an overview of identifying literature for review.

a. Consider the focus of your research identified in Class 2. Then carefully read “Step 13: Redefine Your Topic More Narrowly” on pages 39 & 40.

b. Then complete this topic starter that narrows the focus of your literature review:

**This paper describes….I will review literature that deals with…**

**_NOTE: Add this sentence to the beginning of the Library Part 1 Assignment that is described below._**

2. Open the ED 622: Library Part 1 Assignment and complete the assignment as directed. Post completed assignment in Library Part 1 Assignment dropbox by Saturday’s posting time. No need for discussion this week.

**Be sure to download, pick up, or interlibrary loan the articles/books that you locate as you will need these for use in Class 6. Please help**

Then post your self-eval for class 4 in Class 4 Assessment Assignment file by Saturday’s posting time.

**The following will be due for Class 4.**

· Due: Read Chapter 3 in Galvan & Galvan (2024). Complete the narrow topic starter: This paper describes….I will review literature that deals with…. (Sat. Post)

· Due: Part 1 Library Assignment (Sat. Post)

· Due: Post Class 4 Self-Evaluation in Class 4 Assessment Assignment folder (Sat. Post)

**## Fa26SPED625-01AppliedResearchandAssessmentinEducation-9172026-424PM.zip**

## ED622Part1-Jan 2026.docx

**ED 622/SPED 625: Library Part 1**

Name:
Research Topic:

**Purpose:** To explore library research tools available, learn efficiencies, and practice utilizing tools through the SMSU McFarland Library to assist with your Master’s in Education research project.

**Instructions:** Review the following parts of the ED622: Research in Education Research Guide (
[https://libguides.smsu.edu/ED622](https://libguides.smsu.edu/ED622)): Welcome, Off-Campus Access, Types of Articles, Search Tips, Articles Databases (including Database Hints & Additional Tools), Cite in APA Format, and Interlibrary Loan. Using what you’ve learned, answer the questions below.

**Notes**:

**APA:** Please note that you will need to refer to your APA text for how to cite. On pages 313-316 in the APA Publication Manual, please find an index with the types of examples listed in Chapter 10. The number following the example is the place in Chapter 10 where you will locate directions and examples for the type of article, webpage, etc., that you need to cite. Please locate the example, look it over carefully, and apply accurately in your work below. You may also look at the APA resources I have provided. An online site that is valuable is the Purdue Owl Online Writing Lab which has a section on APA. Please view this site at
[https://owl.english.purdue.edu/owl/section/2/10/](https://owl.english.purdue.edu/owl/section/2/10/) **Assistance:** If you have library search questions, contact a librarian through the access methods listed on the first page of the Research Guide. ALSO, START REQUESTING ARTICLES YOU FIND THAT WILL BE USEFUL FOR YOUR RESEARCH. These will be needed as we move forward with the research project. Happy Researching!

Use the
**Education Research Complete** database
_(See Recommended Databases tab in Research Guide for link to Education Research Complete or the A-Z Database List on the Library homepage)_ to answer the following questions:

1) Complete a basic search for the topic: culturally responsive teaching

a. Indicate how many
**_Academic Journal_** _(see Source Types filter)_ results are returned:

b. How many Academic Journal results are there if you search for the topic as a phrase?

c. When looking at your answers for
**a and b**, explain why the number of search results are different.

d. Use the date filter to limit to articles published in the last 5 years. How many
**Academic Journal** results remain?

e. From your results, find an article that looks interesting. Use the citation shortcut, copy the APA Citation for that article, and paste it here:

_(See Hint #1 in the Cite in APA tab in Research Guide for information about where to find citation shortcuts)_

f. If the APA citation format is correct, note that. If not, correct the citation and list it here:

**Truncation** is a tool that can be used to expand your research results by using a wildcard symbol for words that can have multiple endings.
_(See Search Tips tab in Research Guide for information about truncation_)

2) Demonstrate how you could use truncation with this search strategy:

culturally responsive teaching

3) Create your own search strategy on the topic you want to research.
_(See Search Strategy in the Search Tips tab; re: an example search strategy is_
_**“information literacy” colleg***; this includes both the words I want to search for and the way I type them in the search box – as a phrase “information literacy”, truncated – colleg* to search for college, collegiate, collegial, etc.)_

a. What search strategy did you use?

b. Searching in
**Education Research Complete**, limit to published in
_“Past 5 Years”_ and Source Type “
_Academic Journal”. How many_ results did you get?

c. Find a full-text article that you might use in your research. Use the citation shortcut, copy the APA Citation for that article, and paste it here:

d. If the APA citation format is correct, note that. If not, correct the citation and list it here:

4) Choose
**one** of the Additional Tools listed under the Article Databases tab and explain how it could be useful to your research process.

5) On a scale of 1-5, please rate how comfortable you are with the Interlibrary Loan process
**and** indicate any questions/concerns you have about Interlibrary Loan.
Rating Scale: 1 = not comfortable; 5 = very comfortable

Spring 2026

## Class 4 Self-Evaluation – Copy.docx

**Name:**

**Date:**

**SPED 625: Class 4 Self-Evaluation Rubric**

**Class Assigned Items. Check the box as completed.**

| | |
| — | — |
| | 1. <br>**Post** ED 622/SPED 625 Part 1 Library Assignment in the Assignment file for Part 1 Library Assignment by Saturday posting time. <br>**Be sure to include narrowed topic at the beginning:** This paper describes….I will review literature that deals with… (Sat. Post) |
| | 2. <br>**Complete and post** the Class 4 Self-Evaluation for this week in Class 4 Self-Evaluation Assignment file by Saturday posting time (Sat. Post) |

**Rubric**

**Content (8 points possible): Check the box for points awarded.**

| | |
| — | — |
| | **Exemplary (8 points):** Gives very specific information, addresses all assignment components, and clearly illustrates critical and reflective thinking. The response/completed work is well thought out. |
| | **Meets Expectations (6 points):** Contains specific information and addresses all assignment components. The response/completed work is relatively detailed and shows some critical and reflective thinking. It is relatively well thought out. |
| | **Developing (4 points):** Has some specific information and addresses many of the assignment components but is not detailed. The response/completed work is poorly thought out. |
| | **Poor (2 points):** Is vague and does not address all assignment components. There is no evidence of having given the assignment real thought. |
| | **Not Apparent (0 points):** No assignment submitted or submitted late. |

**Technical (2 points possible) Check the box for points awarded.**

| | |
| — | — |
| | **Exemplary (2 points):** Execution is excellent. There are no grammar or writing errors. The writing reads easily and is well organized. |
| | **Meets Expectations (1.5 points):** Well executed with few grammar or writing errors. The writing reads easily and is fairly well organized. |
| | **Developing (1 point):** Execution is poor with many grammar or writing errors. The writing is hard to read and poorly organized. |
| | **Poor (0.5 points):** Very poorly written and very difficult to read. No organization is evident; reads like a last-minute effort. |
| | **Not Apparent (0 points):** No assignment submitted or submitted late. |
| **/10** | **Total Points Awarded from Content and Technical Sections** |

**Graduate Student Comments on Week’s Work (must comment):**

## Table of Contents.html

| |
| — |
| |
| Fa26 SPED 625-01 Applied Research and Assessment in Education – Class 4<br> <br>[1. SPED 625 Part 1 Library Assignment: Fall 2026](https://www.sweetstudy.com/questions/ED622Part1-Jan%202026.docx)<br>[2. Class 4 Self-Evaluation](https://www.sweetstudy.com/questions/Class%204%20Self-Evaluation%20-%20Copy.docx) |

**Chap3.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/chap3-docx-10599371)

**## Untitleddocument1.docx**

## Class 4

Note that the Library Guide will just refer to ED 622; however, it is also for SPED 625.

**You can also schedule a Research Consultation with a librarian. The Research Consultation link is on the library homepage.**

**Please take advantage of this wonderful opportunity to expand your research terms and resources.**

**Welcome to Class 4!**

**For Class 3 you were to complete the following:**

· Due: APA Practice Citing (Wed./Sat. Post)

· Due: Literature Review Evaluation (Sat. Post)

· Due: Post Class 3 Self-Evaluation in Class 3 Assessment Assignment folder (Sat. Post)

**For Class 4:**

Now that you are becoming APA savvy, we will start using your skills as you learn to search the library for resources on your topic.

1. Read Chapter 3: “Selecting a Topic for Your Review” in Galvan (2024) which provides an overview of identifying literature for review.

a. Consider the focus of your research identified in Class 2. Then carefully read “Step 13: Redefine Your Topic More Narrowly” on pages 39 & 40.

b. Then complete this topic starter that narrows the focus of your literature review:

**This paper describes….I will review literature that deals with…**

**_NOTE: Add this sentence to the beginning of the Library Part 1 Assignment that is described below._**

2. Open the ED 622: Library Part 1 Assignment and complete the assignment as directed. Post completed assignment in Library Part 1 Assignment dropbox by Saturday’s posting time. No need for discussion this week.

**Be sure to download, pick up, or interlibrary loan the articles/books that you locate as you will need these for use in Class 6. Please help**

Then post your self-eval for class 4 in Class 4 Assessment Assignment file by Saturday’s posting time.

**The following will be due for Class 4.**

· Due: Read Chapter 3 in Galvan & Galvan (2024). Complete the narrow topic starter: This paper describes….I will review literature that deals with…. (Sat. Post)

· Due: Part 1 Library Assignment (Sat. Post)

· Due: Post Class 4 Self-Evaluation in Class 4 Assessment Assignment folder (Sat. Post)

**## Fa26SPED625-01AppliedResearchandAssessmentinEducation-9172026-424PM.zip**

## ED622Part1-Jan 2026.docx

**ED 622/SPED 625: Library Part 1**

Name:
Research Topic:

**Purpose:** To explore library research tools available, learn efficiencies, and practice utilizing tools through the SMSU McFarland Library to assist with your Master’s in Education research project.

**Instructions:** Review the following parts of the ED622: Research in Education Research Guide (
[https://libguides.smsu.edu/ED622](https://libguides.smsu.edu/ED622)): Welcome, Off-Campus Access, Types of Articles, Search Tips, Articles Databases (including Database Hints & Additional Tools), Cite in APA Format, and Interlibrary Loan. Using what you’ve learned, answer the questions below.

**Notes**:

**APA:** Please note that you will need to refer to your APA text for how to cite. On pages 313-316 in the APA Publication Manual, please find an index with the types of examples listed in Chapter 10. The number following the example is the place in Chapter 10 where you will locate directions and examples for the type of article, webpage, etc., that you need to cite. Please locate the example, look it over carefully, and apply accurately in your work below. You may also look at the APA resources I have provided. An online site that is valuable is the Purdue Owl Online Writing Lab which has a section on APA. Please view this site at
[https://owl.english.purdue.edu/owl/section/2/10/](https://owl.english.purdue.edu/owl/section/2/10/) **Assistance:** If you have library search questions, contact a librarian through the access methods listed on the first page of the Research Guide. ALSO, START REQUESTING ARTICLES YOU FIND THAT WILL BE USEFUL FOR YOUR RESEARCH. These will be needed as we move forward with the research project. Happy Researching!

Use the
**Education Research Complete** database
_(See Recommended Databases tab in Research Guide for link to Education Research Complete or the A-Z Database List on the Library homepage)_ to answer the following questions:

1) Complete a basic search for the topic: culturally responsive teaching

a. Indicate how many
**_Academic Journal_** _(see Source Types filter)_ results are returned:

b. How many Academic Journal results are there if you search for the topic as a phrase?

c. When looking at your answers for
**a and b**, explain why the number of search results are different.

d. Use the date filter to limit to articles published in the last 5 years. How many
**Academic Journal** results remain?

e. From your results, find an article that looks interesting. Use the citation shortcut, copy the APA Citation for that article, and paste it here:

_(See Hint #1 in the Cite in APA tab in Research Guide for information about where to find citation shortcuts)_

f. If the APA citation format is correct, note that. If not, correct the citation and list it here:

**Truncation** is a tool that can be used to expand your research results by using a wildcard symbol for words that can have multiple endings.
_(See Search Tips tab in Research Guide for information about truncation_)

2) Demonstrate how you could use truncation with this search strategy:

culturally responsive teaching

3) Create your own search strategy on the topic you want to research.
_(See Search Strategy in the Search Tips tab; re: an example search strategy is_
_**“information literacy” colleg***; this includes both the words I want to search for and the way I type them in the search box – as a phrase “information literacy”, truncated – colleg* to search for college, collegiate, collegial, etc.)_

a. What search strategy did you use?

b. Searching in
**Education Research Complete**, limit to published in
_“Past 5 Years”_ and Source Type “
_Academic Journal”. How many_ results did you get?

c. Find a full-text article that you might use in your research. Use the citation shortcut, copy the APA Citation for that article, and paste it here:

d. If the APA citation format is correct, note that. If not, correct the citation and list it here:

4) Choose
**one** of the Additional Tools listed under the Article Databases tab and explain how it could be useful to your research process.

5) On a scale of 1-5, please rate how comfortable you are with the Interlibrary Loan process
**and** indicate any questions/concerns you have about Interlibrary Loan.
Rating Scale: 1 = not comfortable; 5 = very comfortable

Spring 2026

## Class 4 Self-Evaluation – Copy.docx

**Name:**

**Date:**

**SPED 625: Class 4 Self-Evaluation Rubric**

**Class Assigned Items. Check the box as completed.**

| | |
| — | — |
| | 1. <br>**Post** ED 622/SPED 625 Part 1 Library Assignment in the Assignment file for Part 1 Library Assignment by Saturday posting time. <br>**Be sure to include narrowed topic at the beginning:** This paper describes….I will review literature that deals with… (Sat. Post) |
| | 2. <br>**Complete and post** the Class 4 Self-Evaluation for this week in Class 4 Self-Evaluation Assignment file by Saturday posting time (Sat. Post) |

**Rubric**

**Content (8 points possible): Check the box for points awarded.**

| | |
| — | — |
| | **Exemplary (8 points):** Gives very specific information, addresses all assignment components, and clearly illustrates critical and reflective thinking. The response/completed work is well thought out. |
| | **Meets Expectations (6 points):** Contains specific information and addresses all assignment components. The response/completed work is relatively detailed and shows some critical and reflective thinking. It is relatively well thought out. |
| | **Developing (4 points):** Has some specific information and addresses many of the assignment components but is not detailed. The response/completed work is poorly thought out. |
| | **Poor (2 points):** Is vague and does not address all assignment components. There is no evidence of having given the assignment real thought. |
| | **Not Apparent (0 points):** No assignment submitted or submitted late. |

**Technical (2 points possible) Check the box for points awarded.**

| | |
| — | — |
| | **Exemplary (2 points):** Execution is excellent. There are no grammar or writing errors. The writing reads easily and is well organized. |
| | **Meets Expectations (1.5 points):** Well executed with few grammar or writing errors. The writing reads easily and is fairly well organized. |
| | **Developing (1 point):** Execution is poor with many grammar or writing errors. The writing is hard to read and poorly organized. |
| | **Poor (0.5 points):** Very poorly written and very difficult to read. No organization is evident; reads like a last-minute effort. |
| | **Not Apparent (0 points):** No assignment submitted or submitted late. |
| **/10** | **Total Points Awarded from Content and Technical Sections** |

**Graduate Student Comments on Week’s Work (must comment):**

## Table of Contents.html

| |
| — |
| |
| Fa26 SPED 625-01 Applied Research and Assessment in Education – Class 4<br> <br>[1. SPED 625 Part 1 Library Assignment: Fall 2026](https://www.sweetstudy.com/questions/ED622Part1-Jan%202026.docx)<br>[2. Class 4 Self-Evaluation](https://www.sweetstudy.com/questions/Class%204%20Self-Evaluation%20-%20Copy.docx) |

**Chap3.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/chap3-docx-10599371)

November 6, 2026
[Solved] griffith

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please see attachment – a month ago **files (1)** – ## EthicsPaperAssignmentInstructions.docx **## EthicsPaperAssignmentInstructions.docx** COUR CJUS 750 ## Ethics Paper Assignment Instructions **Instructions** This paper requires the student to justify their actions when faced with an ethical dilem…

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Assignment Prompt & Instructions

please see attachment

– a month ago

**files (1)**

– ## EthicsPaperAssignmentInstructions.docx

**## EthicsPaperAssignmentInstructions.docx**

COUR

CJUS 750

## Ethics Paper Assignment Instructions

**Instructions**

This paper requires the student to justify their actions when faced with an ethical dilemma. Choose one of the following ethical dilemmas and reflect upon what you would do if you were the researcher.

1. You are interviewing college women who are anorexic, but whose anorexia is no longer active, about their schooling experiences. You have arranged to interview each of your participants at least five times over two consecutive semesters. During the third interview with one participant, just after the winter holidays, you begin to suspect that her anorexia is active again because of her obvious weight loss and a few of her comments. When you ask her how her health is, she replies that she is feeling great. What do you do?

2. You are working on an intellectual biography of a well-respected police chief. Most of your interviews are with the chief who has obviously consented to your request to compose an intellectual biography, including some attention to his formative years. You are reading all of his published works and interviewing some family members as well as significant colleagues. In the process, you uncover some potentially damaging or, at the least, unflattering information about his private life. What do you do?

3. You are inquiring into a refugee resettlement program in a small southern city, with particular interest in educational aspects and community involvement. Through development of rapport and time spent volunteering with the program, you begin to learn how an early immigrant is seemingly taking financial advantage of recent refugees. He is charging for information and services that should be provided through the settlement program and people are going to him, rather than trying to get their needs met through the program. You want to protect the new refugees from exploitation and to report the behavior of the earlier immigrant, yet you also worry that perhaps you do not fully understand what is happening culturally. What do you do?

Write on the potential ethical issues that might arise during the study you choose. What can you do to minimize their potential? What would you do if faced with your ethical concerns?

**Assignment Specifics:**

· Student will write a 10-12 paper (choose from one of the three scenarios above).

· Citations from 10 scholarly sources.

· Citations from any of the Learn material from the assigned module.

· APA format.

Page 1 of 2

**## EthicsPaperAssignmentInstructions.docx**

COUR

CJUS 750

## Ethics Paper Assignment Instructions

**Instructions**

This paper requires the student to justify their actions when faced with an ethical dilemma. Choose one of the following ethical dilemmas and reflect upon what you would do if you were the researcher.

1. You are interviewing college women who are anorexic, but whose anorexia is no longer active, about their schooling experiences. You have arranged to interview each of your participants at least five times over two consecutive semesters. During the third interview with one participant, just after the winter holidays, you begin to suspect that her anorexia is active again because of her obvious weight loss and a few of her comments. When you ask her how her health is, she replies that she is feeling great. What do you do?

2. You are working on an intellectual biography of a well-respected police chief. Most of your interviews are with the chief who has obviously consented to your request to compose an intellectual biography, including some attention to his formative years. You are reading all of his published works and interviewing some family members as well as significant colleagues. In the process, you uncover some potentially damaging or, at the least, unflattering information about his private life. What do you do?

3. You are inquiring into a refugee resettlement program in a small southern city, with particular interest in educational aspects and community involvement. Through development of rapport and time spent volunteering with the program, you begin to learn how an early immigrant is seemingly taking financial advantage of recent refugees. He is charging for information and services that should be provided through the settlement program and people are going to him, rather than trying to get their needs met through the program. You want to protect the new refugees from exploitation and to report the behavior of the earlier immigrant, yet you also worry that perhaps you do not fully understand what is happening culturally. What do you do?

Write on the potential ethical issues that might arise during the study you choose. What can you do to minimize their potential? What would you do if faced with your ethical concerns?

**Assignment Specifics:**

· Student will write a 10-12 paper (choose from one of the three scenarios above).

· Citations from 10 scholarly sources.

· Citations from any of the Learn material from the assigned module.

· APA format.

Page 1 of 2

November 6, 2026
[Solved] greg

✓ Verified Academic Solution Available

Executive Solution Overview

Please see attachment – a month ago **files (1)** – ## awkcu-BIOL100L-WorksheetLabModule3ModifiedFall2022-MicroscopyandtheCell.docx **## awkcu-BIOL100L-WorksheetLabModule3ModifiedFall2022-MicroscopyandtheCell.docx** **BIOL 100L – D1** **Laboratory Module 3** **Microscopy and the Cell** Name Date **S…

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Assignment Prompt & Instructions

Please see attachment

– a month ago

**files (1)**

– ## awkcu-BIOL100L-WorksheetLabModule3ModifiedFall2022-MicroscopyandtheCell.docx

**## awkcu-BIOL100L-WorksheetLabModule3ModifiedFall2022-MicroscopyandtheCell.docx**

**BIOL 100L – D1**

**Laboratory Module 3**

**Microscopy and the Cell**

Name Date

**Section 1**:

**Objectives –** What do you think is the objective of section 1 of this laboratory module? Write the objective in bullet form bellow.
**(1 points)**

· Objective

Did you take the Quiz where you Identified the parts of the Microscope? ___ Yes or ____ No. (
**16 points** that will appear separately in your Gradebook but form part of the total 50 points of this lab.)

**Section 2.**

**Objectives –** What do you think is the objective of section 2 of this laboratory module? Write the objectives in bullet form bellow.
**(4 points)**

· Objective 1

· Objective 2

**Question 1.** Name three differences between Eukaryotic and Prokaryotic Cells
**(5 points)**

**Question 2.** Name three differences between Plant and Animal Cells
**(5 points)**

**Question 3.** In which type of cells do you find Chloroplasts? What is their function?
**(5 points)**

**Question 4.** In which type of cells do you find Mitochondria? What is their function?
**(5 points)**

**Question 5.** In which type of cells do you find Cell membranes? What is their function?
**(5 points)**

**Question 6.** Select three organelles that have not been discussed so far and explain their function. Find a website that has information on each of these organelles and include the citation for each of the 3 websites at the end of your answer
**.** Make sure your citation follows the format given in the Discussion Board Assignments folder of this course.
**(9 points)**

**## awkcu-BIOL100L-WorksheetLabModule3ModifiedFall2022-MicroscopyandtheCell.docx**

**BIOL 100L – D1**

**Laboratory Module 3**

**Microscopy and the Cell**

Name Date

**Section 1**:

**Objectives –** What do you think is the objective of section 1 of this laboratory module? Write the objective in bullet form bellow.
**(1 points)**

· Objective

Did you take the Quiz where you Identified the parts of the Microscope? ___ Yes or ____ No. (
**16 points** that will appear separately in your Gradebook but form part of the total 50 points of this lab.)

**Section 2.**

**Objectives –** What do you think is the objective of section 2 of this laboratory module? Write the objectives in bullet form bellow.
**(4 points)**

· Objective 1

· Objective 2

**Question 1.** Name three differences between Eukaryotic and Prokaryotic Cells
**(5 points)**

**Question 2.** Name three differences between Plant and Animal Cells
**(5 points)**

**Question 3.** In which type of cells do you find Chloroplasts? What is their function?
**(5 points)**

**Question 4.** In which type of cells do you find Mitochondria? What is their function?
**(5 points)**

**Question 5.** In which type of cells do you find Cell membranes? What is their function?
**(5 points)**

**Question 6.** Select three organelles that have not been discussed so far and explain their function. Find a website that has information on each of these organelles and include the citation for each of the 3 websites at the end of your answer
**.** Make sure your citation follows the format given in the Discussion Board Assignments folder of this course.
**(9 points)**

November 6, 2026
[Solved] milla

✓ Verified Academic Solution Available

Executive Solution Overview

Explore **one** of the digital archives linked under Resources in the Module and locate at least one specific primary source. **Prompt Questions:** 1. **The Repository:** What is the stated mission of your chosen archive, and how does its organization shape how you interact with the materials? 2. **…

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Assignment Prompt & Instructions

Explore **one** of the digital archives linked under Resources in the Module and locate at least one specific primary source. **Prompt Questions:**

1. **The Repository:** What is the stated mission of your chosen archive, and how does its organization shape how you interact with the materials?
2. **The Source:** Describe the specific primary source you located. Whose voice or experience is centered?
3. **Power and Silences:** Connecting your source to this week’s readings, how does this archive reflect, challenge, or disrupt institutional power? What voices might still be missing?

– [\
\
DocumentingtheAmericanSouthhomepage.htm](https://www.sweetstudy.com/files/documentingtheamericansouthhomepage-htm-10599439 "DocumentingtheAmericanSouthhomepage.htm")

– a month ago

November 6, 2026
[Solved] a davis

✓ Verified Academic Solution Available

Executive Solution Overview

Please see attachment – a month ago **files (1)** – ## KA21.pdf **## KA21.pdf** KA #2 Black Life During Reconstruction Submission Information: Submission Guidelines: Point Values: ❑ KA #2 = 90 Points – Organizatio n, spelling, and complete sentences will be factored into your grade. Readings (Find …

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Assignment Prompt & Instructions

Please see attachment

– a month ago

**files (1)**

– ## KA21.pdf

**## KA21.pdf**

KA #2

Black Life During Reconstruction

Submission Information:

Submission Guidelines:

Point Values:

❑ KA #2 = 90

Points

– Organizatio

n, spelling,

and

complete

sentences

will be

factored

into your

grade.

Readings (Find them in the module):

The Reconstruction Era : Read and Produce an outline:

• Read & Select an academic Blog Post from “Early Black Congressman

& Civil Rights.”

https://history.house.gov/Education/NHD/NHD-2026/NHD-

Reconstruction/

• Read: HBCU List

o Choose one and write a brief 150 word history of it.

• HBCU Medical Schools During Reconstruction

• https://pmc.ncbi.nlm.nih.gov/articles/instance/2569729/pdf/jnma0

0196-0027.pdf

• The Role of the Black Church

• https://www.journalofthecivilwarera.org/2020/08/beyond-speeches-

and-leaders-the-role-of-black-churches-in-the-reconstruction-of-the-

united-states/

• Pioneering Black Millionaires During Reconstruction

[https://history.house.gov/Education/NHD/NHD-2026/NHD-Reconstruction/](https://history.house.gov/Education/NHD/NHD-2026/NHD-Reconstruction/)

[https://history.house.gov/Education/NHD/NHD-2026/NHD-Reconstruction/](https://history.house.gov/Education/NHD/NHD-2026/NHD-Reconstruction/)

[https://pmc.ncbi.nlm.nih.gov/articles/instance/2569729/pdf/jnma00196-0027.pdf](https://pmc.ncbi.nlm.nih.gov/articles/instance/2569729/pdf/jnma00196-0027.pdf)

[https://pmc.ncbi.nlm.nih.gov/articles/instance/2569729/pdf/jnma00196-0027.pdf](https://pmc.ncbi.nlm.nih.gov/articles/instance/2569729/pdf/jnma00196-0027.pdf)

[https://www.journalofthecivilwarera.org/2020/08/beyond-speeches-and-leaders-the-role-of-black-churches-in-the-reconstruction-of-the-united-states/](https://www.journalofthecivilwarera.org/2020/08/beyond-speeches-and-leaders-the-role-of-black-churches-in-the-reconstruction-of-the-united-states/)

[https://www.journalofthecivilwarera.org/2020/08/beyond-speeches-and-leaders-the-role-of-black-churches-in-the-reconstruction-of-the-united-states/](https://www.journalofthecivilwarera.org/2020/08/beyond-speeches-and-leaders-the-role-of-black-churches-in-the-reconstruction-of-the-united-states/)

[https://www.journalofthecivilwarera.org/2020/08/beyond-speeches-and-leaders-the-role-of-black-churches-in-the-reconstruction-of-the-united-states/](https://www.journalofthecivilwarera.org/2020/08/beyond-speeches-and-leaders-the-role-of-black-churches-in-the-reconstruction-of-the-united-states/)

• https://www.investopedia.com/first-black-millionaires-5218612

• The Black Lawmen of Reconstruction

• https://naucenter.as.virginia.edu/blog-page/black-lawmen-

reconstruction

• *Chapter1: Promoters and Settlers in The Black Towns; Normal L.

Crockett.

• https://muse.jhu.edu/book/83996/pdf/download

The Reconstruction Era:

*Early Black Congressmen & Civil Rights + Congress Investigates KKK Violence During Reconstruction

→ Choose an academic blog post and create a brief outline of its key points.

\* Black Medical Schools During Reconstruction

→ Abstract & Introduction

→ Early African American Physicians

→ The Flexner Report

→ The Medical School Sections (List the schools and provide a few bullet points on them)

→ Conclusion

*HBCU List

→ Choose one HBCU

→ Visit the HBCUs website; select their history tabs

→ Write 150 words about their founding; history; and importance.

\* Black Churches During Reconstruction

→ Document the most important key points.

→ Overall argument regarding the importance of the Black Church during this era.

→ Document key historical details used to support this argument

[https://www.investopedia.com/first-black-millionaires-5218612](https://www.investopedia.com/first-black-millionaires-5218612)

[https://naucenter.as.virginia.edu/blog-page/black-lawmen-reconstruction](https://naucenter.as.virginia.edu/blog-page/black-lawmen-reconstruction)

[https://naucenter.as.virginia.edu/blog-page/black-lawmen-reconstruction](https://naucenter.as.virginia.edu/blog-page/black-lawmen-reconstruction)

[https://muse.jhu.edu/book/83996/pdf/download](https://muse.jhu.edu/book/83996/pdf/download)

\* Black Banking & Racial Violence Against Black Wealth

→ Introduction: Outline the overall argument the article is making.

→ The Genesis

→ Success

→ Problems

→ Echoes Today

\* Pioneering Black Millionaires During Reconstruction

→ William Leidesdorff

→ John Stanly

→ Jeremiah Hamilton

→ Mary Ellen Pleasant

→ Robert Reed Church

→ Madam C.J. Walker

→ Daniel Murray

→ Black Capitalism Scholarship

→ FAQs

→ The Bottom Line

*The Black Lawmen of Reconstruction

→ Document a few bullet points on the roles Black Lawmen occupied.

→ Write a few sentences on the historical significance of Black Lawmen during the Reconstruction

Era.

*Chapter1: Promoters and Settlers in The Black Towns; Normal L. Crockett.

→ Create a bulleted list and document the Black Towns Crockett Discusses.

→ What messages were promoters of Black Towns echoing about the importance of Black Townships

during this era?

→ What does the history of Promoters and Settlers of Black Townships reveal about what Black

Americans lost during slavery? What does this chapter reveal about their strategies to attain what

was lost during slavery?

→ Overall, What are the historical significances of the Black Towns Movement?

[https://www.investopedia.com/first-black-millionaires-5218612#toc-william-leidesdorff-a-forerunner-in-black-entrepreneurship](https://www.investopedia.com/first-black-millionaires-5218612#toc-william-leidesdorff-a-forerunner-in-black-entrepreneurship)

[https://www.investopedia.com/first-black-millionaires-5218612#toc-john-stanly-black-business-leadership-in-early-america](https://www.investopedia.com/first-black-millionaires-5218612#toc-john-stanly-black-business-leadership-in-early-america)

[https://www.investopedia.com/first-black-millionaires-5218612#toc-jeremiah-hamilton-the-richest-black-person-in-the-19th-century](https://www.investopedia.com/first-black-millionaires-5218612#toc-jeremiah-hamilton-the-richest-black-person-in-the-19th-century)

[https://www.investopedia.com/first-black-millionaires-5218612#toc-mary-ellen-pleasant-millionaire-and-the-mother-of-civil-rights](https://www.investopedia.com/first-black-millionaires-5218612#toc-mary-ellen-pleasant-millionaire-and-the-mother-of-civil-rights)

[https://www.investopedia.com/first-black-millionaires-5218612#toc-robert-reed-church-pioneering-black-wealth-in-the-south](https://www.investopedia.com/first-black-millionaires-5218612#toc-robert-reed-church-pioneering-black-wealth-in-the-south)

[https://www.investopedia.com/first-black-millionaires-5218612#toc-madam-cj-walker-first-female-self-made-black-millionaire](https://www.investopedia.com/first-black-millionaires-5218612#toc-madam-cj-walker-first-female-self-made-black-millionaire)

[https://www.investopedia.com/first-black-millionaires-5218612#toc-daniel-murray-advocate-for-black-wealth-and-success](https://www.investopedia.com/first-black-millionaires-5218612#toc-daniel-murray-advocate-for-black-wealth-and-success)

[https://www.investopedia.com/first-black-millionaires-5218612#toc-insights-into-black-capitalism-scholarship](https://www.investopedia.com/first-black-millionaires-5218612#toc-insights-into-black-capitalism-scholarship)

[https://www.investopedia.com/first-black-millionaires-5218612#toc-who-was-the-first-black-millionaire](https://www.investopedia.com/first-black-millionaires-5218612#toc-who-was-the-first-black-millionaire)

[https://www.investopedia.com/first-black-millionaires-5218612#toc-the-bottom-line](https://www.investopedia.com/first-black-millionaires-5218612#toc-the-bottom-line)

2.) Post Reading Reflection Journal:

→ What are your remaining thoughts, feelings, questions, etc., after engaging with these materials?

→ What similarities exist between this era and our current time?

→ Why do you think the study of this era is particularly important during our current times?

**## KA21.pdf**

KA #2

Black Life During Reconstruction

Submission Information:

Submission Guidelines:

Point Values:

❑ KA #2 = 90

Points

– Organizatio

n, spelling,

and

complete

sentences

will be

factored

into your

grade.

Readings (Find them in the module):

The Reconstruction Era : Read and Produce an outline:

• Read & Select an academic Blog Post from “Early Black Congressman

& Civil Rights.”

https://history.house.gov/Education/NHD/NHD-2026/NHD-

Reconstruction/

• Read: HBCU List

o Choose one and write a brief 150 word history of it.

• HBCU Medical Schools During Reconstruction

• https://pmc.ncbi.nlm.nih.gov/articles/instance/2569729/pdf/jnma0

0196-0027.pdf

• The Role of the Black Church

• https://www.journalofthecivilwarera.org/2020/08/beyond-speeches-

and-leaders-the-role-of-black-churches-in-the-reconstruction-of-the-

united-states/

• Pioneering Black Millionaires During Reconstruction

[https://history.house.gov/Education/NHD/NHD-2026/NHD-Reconstruction/](https://history.house.gov/Education/NHD/NHD-2026/NHD-Reconstruction/)

[https://history.house.gov/Education/NHD/NHD-2026/NHD-Reconstruction/](https://history.house.gov/Education/NHD/NHD-2026/NHD-Reconstruction/)

[https://pmc.ncbi.nlm.nih.gov/articles/instance/2569729/pdf/jnma00196-0027.pdf](https://pmc.ncbi.nlm.nih.gov/articles/instance/2569729/pdf/jnma00196-0027.pdf)

[https://pmc.ncbi.nlm.nih.gov/articles/instance/2569729/pdf/jnma00196-0027.pdf](https://pmc.ncbi.nlm.nih.gov/articles/instance/2569729/pdf/jnma00196-0027.pdf)

[https://www.journalofthecivilwarera.org/2020/08/beyond-speeches-and-leaders-the-role-of-black-churches-in-the-reconstruction-of-the-united-states/](https://www.journalofthecivilwarera.org/2020/08/beyond-speeches-and-leaders-the-role-of-black-churches-in-the-reconstruction-of-the-united-states/)

[https://www.journalofthecivilwarera.org/2020/08/beyond-speeches-and-leaders-the-role-of-black-churches-in-the-reconstruction-of-the-united-states/](https://www.journalofthecivilwarera.org/2020/08/beyond-speeches-and-leaders-the-role-of-black-churches-in-the-reconstruction-of-the-united-states/)

[https://www.journalofthecivilwarera.org/2020/08/beyond-speeches-and-leaders-the-role-of-black-churches-in-the-reconstruction-of-the-united-states/](https://www.journalofthecivilwarera.org/2020/08/beyond-speeches-and-leaders-the-role-of-black-churches-in-the-reconstruction-of-the-united-states/)

• https://www.investopedia.com/first-black-millionaires-5218612

• The Black Lawmen of Reconstruction

• https://naucenter.as.virginia.edu/blog-page/black-lawmen-

reconstruction

• *Chapter1: Promoters and Settlers in The Black Towns; Normal L.

Crockett.

• https://muse.jhu.edu/book/83996/pdf/download

The Reconstruction Era:

*Early Black Congressmen & Civil Rights + Congress Investigates KKK Violence During Reconstruction

→ Choose an academic blog post and create a brief outline of its key points.

\* Black Medical Schools During Reconstruction

→ Abstract & Introduction

→ Early African American Physicians

→ The Flexner Report

→ The Medical School Sections (List the schools and provide a few bullet points on them)

→ Conclusion

*HBCU List

→ Choose one HBCU

→ Visit the HBCUs website; select their history tabs

→ Write 150 words about their founding; history; and importance.

\* Black Churches During Reconstruction

→ Document the most important key points.

→ Overall argument regarding the importance of the Black Church during this era.

→ Document key historical details used to support this argument

[https://www.investopedia.com/first-black-millionaires-5218612](https://www.investopedia.com/first-black-millionaires-5218612)

[https://naucenter.as.virginia.edu/blog-page/black-lawmen-reconstruction](https://naucenter.as.virginia.edu/blog-page/black-lawmen-reconstruction)

[https://naucenter.as.virginia.edu/blog-page/black-lawmen-reconstruction](https://naucenter.as.virginia.edu/blog-page/black-lawmen-reconstruction)

[https://muse.jhu.edu/book/83996/pdf/download](https://muse.jhu.edu/book/83996/pdf/download)

\* Black Banking & Racial Violence Against Black Wealth

→ Introduction: Outline the overall argument the article is making.

→ The Genesis

→ Success

→ Problems

→ Echoes Today

\* Pioneering Black Millionaires During Reconstruction

→ William Leidesdorff

→ John Stanly

→ Jeremiah Hamilton

→ Mary Ellen Pleasant

→ Robert Reed Church

→ Madam C.J. Walker

→ Daniel Murray

→ Black Capitalism Scholarship

→ FAQs

→ The Bottom Line

*The Black Lawmen of Reconstruction

→ Document a few bullet points on the roles Black Lawmen occupied.

→ Write a few sentences on the historical significance of Black Lawmen during the Reconstruction

Era.

*Chapter1: Promoters and Settlers in The Black Towns; Normal L. Crockett.

→ Create a bulleted list and document the Black Towns Crockett Discusses.

→ What messages were promoters of Black Towns echoing about the importance of Black Townships

during this era?

→ What does the history of Promoters and Settlers of Black Townships reveal about what Black

Americans lost during slavery? What does this chapter reveal about their strategies to attain what

was lost during slavery?

→ Overall, What are the historical significances of the Black Towns Movement?

[https://www.investopedia.com/first-black-millionaires-5218612#toc-william-leidesdorff-a-forerunner-in-black-entrepreneurship](https://www.investopedia.com/first-black-millionaires-5218612#toc-william-leidesdorff-a-forerunner-in-black-entrepreneurship)

[https://www.investopedia.com/first-black-millionaires-5218612#toc-john-stanly-black-business-leadership-in-early-america](https://www.investopedia.com/first-black-millionaires-5218612#toc-john-stanly-black-business-leadership-in-early-america)

[https://www.investopedia.com/first-black-millionaires-5218612#toc-jeremiah-hamilton-the-richest-black-person-in-the-19th-century](https://www.investopedia.com/first-black-millionaires-5218612#toc-jeremiah-hamilton-the-richest-black-person-in-the-19th-century)

[https://www.investopedia.com/first-black-millionaires-5218612#toc-mary-ellen-pleasant-millionaire-and-the-mother-of-civil-rights](https://www.investopedia.com/first-black-millionaires-5218612#toc-mary-ellen-pleasant-millionaire-and-the-mother-of-civil-rights)

[https://www.investopedia.com/first-black-millionaires-5218612#toc-robert-reed-church-pioneering-black-wealth-in-the-south](https://www.investopedia.com/first-black-millionaires-5218612#toc-robert-reed-church-pioneering-black-wealth-in-the-south)

[https://www.investopedia.com/first-black-millionaires-5218612#toc-madam-cj-walker-first-female-self-made-black-millionaire](https://www.investopedia.com/first-black-millionaires-5218612#toc-madam-cj-walker-first-female-self-made-black-millionaire)

[https://www.investopedia.com/first-black-millionaires-5218612#toc-daniel-murray-advocate-for-black-wealth-and-success](https://www.investopedia.com/first-black-millionaires-5218612#toc-daniel-murray-advocate-for-black-wealth-and-success)

[https://www.investopedia.com/first-black-millionaires-5218612#toc-insights-into-black-capitalism-scholarship](https://www.investopedia.com/first-black-millionaires-5218612#toc-insights-into-black-capitalism-scholarship)

[https://www.investopedia.com/first-black-millionaires-5218612#toc-who-was-the-first-black-millionaire](https://www.investopedia.com/first-black-millionaires-5218612#toc-who-was-the-first-black-millionaire)

[https://www.investopedia.com/first-black-millionaires-5218612#toc-the-bottom-line](https://www.investopedia.com/first-black-millionaires-5218612#toc-the-bottom-line)

2.) Post Reading Reflection Journal:

→ What are your remaining thoughts, feelings, questions, etc., after engaging with these materials?

→ What similarities exist between this era and our current time?

→ Why do you think the study of this era is particularly important during our current times?

November 6, 2026
[Solved] Lesson Takeaway

✓ Verified Academic Solution Available

Executive Solution Overview

– a month ago **files (1)** – ## LessonTakeAway09172026.docx **## LessonTakeAway09172026.docx** **_Choose two ideas from this week’s content that changed, challenged, or confirmed how you think about student critical thinking skills. Connect each idea to a specific learning or teaching experience yo…

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Assignment Prompt & Instructions

– a month ago

**files (1)**

– ## LessonTakeAway09172026.docx

**## LessonTakeAway09172026.docx**

**_Choose two ideas from this week’s content that changed, challenged, or confirmed how you think about student critical thinking skills. Connect each idea to a specific learning or teaching experience you have had. What does that experience help you notice about Bloom’s Taxonomy, Depth of Knowledge, or cognitive rigor that you might not have considered before? How might it affect a future instructional decision?_**

**Main takeaway**

**The article’s main point is that Bloom’s Taxonomy and Webb’s Depth of Knowledge (DOK) work best when used together in lesson planning. Bloom’s helps teachers determine what kind of thinking students should do, while DOK helps teachers determine how deeply and complexly students must engage with the task. Using both can create lessons that move students beyond memorization toward critical thinking, problem-solving, independence, and real-world application.**

**1. Bloom’s Taxonomy vs. Webb’s DOK**

**The article distinguishes the two frameworks:**

| | | |
| — | — | — |
| **Framework** | **Main focus** | **Purpose** |
| **Bloom’s Taxonomy** | **Cognitive skills** | **Helps teachers move students from basic knowledge toward understanding, application, analysis, evaluation, and creation** |
| **Webb’s DOK** | **Complexity/depth of the task** | **Helps teachers determine how much cognitive engagement, reasoning, and sustained thinking a task requires** |

**Bloom’s is described as more sequential, while DOK is not necessarily a staircase of development. Instead, DOK asks how complex the task itself is.**

**2. The four levels of Webb’s DOK**

**The article identifies four DOK levels:**

1.
**DOK 1 – Recall and Reproduction**
**Students recall facts, definitions, information, or procedures.**

2.
**DOK 2 – Skills and Concepts**
**Students apply information and perform tasks requiring more mental processing.**

3.
**DOK 3 – Strategic Thinking**
**Students must plan, reason, analyze, or solve problems.**

4.
**DOK 4 – Extended Thinking**
**Students engage with a complex problem over an extended period and integrate multiple ideas.**

**The DOK diagram on page 2 visually shows these four levels and provides examples of verbs and activities associated with increasing complexity.**

**3. How the two frameworks can work together**

**The article gives a climate-change example.**

**A lesson might begin with:**

·
**Bloom’s Understand + DOK 2: Students explain causes of climate change.**

·
**Bloom’s Analyze + DOK 3: Students examine the effects of climate change on ecosystems.**

·
**Bloom’s Create + DOK 4: Students design a community awareness campaign about climate change.**

**The important idea is that the teacher is increasing both the cognitive skill and the depth of the task.**

**4. Examples for different subjects**

**The article applies the approach to several types of lessons.**

**Persuasive writing:**
**Students might first identify characteristics of persuasive writing, then analyze persuasive techniques, and eventually write and present their own persuasive essays.**

**History:**
**Students could:**

·
**Remember important historical events.**

·
**Understand by summarizing those events.**

·
**Analyze by examining their causes and effects.**

**This demonstrates how teachers can gradually increase the complexity of student work.**

**5. Differentiation is an important part of the approach**

**One of the article's practical points is that teachers do not have to give every student the exact same level of task complexity.**

**For example, in a project-based activity:**

·
**Students needing more support might create a poster or basic presentation at approximately Bloom’s Understand/DOK 2.**

·
**More advanced students might conduct deeper research and create digital products such as infographics or videos at DOK 4.**

**The article says teachers can adjust task complexity and scaffolding according to students' needs while still encouraging growth.**

****6. The sample lesson plan: Endangered Languages****

****A major portion of the article provides a 90-minute Year 3 lesson on endangered languages.****

****The objectives are explicitly organized around DOK:****

**·**
****DOK 1: Identify and list characteristics and examples of endangered languages.****

**·**
****DOK 2: Compare challenges and strategies for preserving endangered languages.****

**·**
****DOK 3: Research and evaluate the significance of an endangered language and present findings.****

****The lesson includes:****

**·**
****A Green Door Game warm-up.****

**·**
****Listening and discussion involving the Khorezm dialect and Sylbo, a whistling language.****

**·**
****Comprehension and critical-thinking questions.****

**·**
****A rotating-partner Fluency Wheel discussion.****

**·**
****Group research.****

**·**
****A jigsaw activity, where students teach findings to students from other groups.****

**·**
****Vocabulary work involving Khorezm dialect words.****

**·**
****A 3-2-1 exit ticket.****

**·**
****A creative homework assignment involving a short TikTok video about the dialect or culture.****

****The lesson is a good illustration of the article's overall argument: students aren't simply memorizing information; they are listening, discussing, researching, comparing, evaluating, presenting, and creating.****

****7. The article emphasizes 21st-century skills****

****Combining Bloom's and DOK is presented as particularly useful for project-based learning (PBL).****

****The article connects this approach with skills such as:****

**·**
****Critical thinking****

**·**
****Problem-solving****

**·**
****Adaptability****

**·**
****Collaboration****

**·**
****Digital literacy****

**·**
****Student independence****

**·**
****Real-world application****

****It also specifically mentions the 4 C's in connection with project-based learning.****

****8. The most important distinction to remember****

****A simple way to remember the article is:****

****Bloom's = What type of thinking?****
****DOK = How deep or complex is the thinking required by the task?****

****So, simply using a higher-level Bloom's verb does not automatically make an assignment high DOK. The actual task students have to complete determines its depth and complexity.****

****Bottom line****

****The article argues that effective lesson planning should go beyond asking, “What do I want students to learn?” Teachers should also ask, “What kind of thinking will students use, and how deeply will they have to engage with the content?”****

****Bloom's Taxonomy provides the cognitive-skill structure; Webb's DOK adds the dimension of depth and complexity. Together, they can help teachers create lessons that are appropriately challenging, differentiated, engaging, and connected to real-world problems.****

**## LessonTakeAway09172026.docx**

**_Choose two ideas from this week’s content that changed, challenged, or confirmed how you think about student critical thinking skills. Connect each idea to a specific learning or teaching experience you have had. What does that experience help you notice about Bloom’s Taxonomy, Depth of Knowledge, or cognitive rigor that you might not have considered before? How might it affect a future instructional decision?_**

**Main takeaway**

**The article’s main point is that Bloom’s Taxonomy and Webb’s Depth of Knowledge (DOK) work best when used together in lesson planning. Bloom’s helps teachers determine what kind of thinking students should do, while DOK helps teachers determine how deeply and complexly students must engage with the task. Using both can create lessons that move students beyond memorization toward critical thinking, problem-solving, independence, and real-world application.**

**1. Bloom’s Taxonomy vs. Webb’s DOK**

**The article distinguishes the two frameworks:**

| | | |
| — | — | — |
| **Framework** | **Main focus** | **Purpose** |
| **Bloom’s Taxonomy** | **Cognitive skills** | **Helps teachers move students from basic knowledge toward understanding, application, analysis, evaluation, and creation** |
| **Webb’s DOK** | **Complexity/depth of the task** | **Helps teachers determine how much cognitive engagement, reasoning, and sustained thinking a task requires** |

**Bloom’s is described as more sequential, while DOK is not necessarily a staircase of development. Instead, DOK asks how complex the task itself is.**

**2. The four levels of Webb’s DOK**

**The article identifies four DOK levels:**

1.
**DOK 1 – Recall and Reproduction**
**Students recall facts, definitions, information, or procedures.**

2.
**DOK 2 – Skills and Concepts**
**Students apply information and perform tasks requiring more mental processing.**

3.
**DOK 3 – Strategic Thinking**
**Students must plan, reason, analyze, or solve problems.**

4.
**DOK 4 – Extended Thinking**
**Students engage with a complex problem over an extended period and integrate multiple ideas.**

**The DOK diagram on page 2 visually shows these four levels and provides examples of verbs and activities associated with increasing complexity.**

**3. How the two frameworks can work together**

**The article gives a climate-change example.**

**A lesson might begin with:**

·
**Bloom’s Understand + DOK 2: Students explain causes of climate change.**

·
**Bloom’s Analyze + DOK 3: Students examine the effects of climate change on ecosystems.**

·
**Bloom’s Create + DOK 4: Students design a community awareness campaign about climate change.**

**The important idea is that the teacher is increasing both the cognitive skill and the depth of the task.**

**4. Examples for different subjects**

**The article applies the approach to several types of lessons.**

**Persuasive writing:**
**Students might first identify characteristics of persuasive writing, then analyze persuasive techniques, and eventually write and present their own persuasive essays.**

**History:**
**Students could:**

·
**Remember important historical events.**

·
**Understand by summarizing those events.**

·
**Analyze by examining their causes and effects.**

**This demonstrates how teachers can gradually increase the complexity of student work.**

**5. Differentiation is an important part of the approach**

**One of the article's practical points is that teachers do not have to give every student the exact same level of task complexity.**

**For example, in a project-based activity:**

·
**Students needing more support might create a poster or basic presentation at approximately Bloom’s Understand/DOK 2.**

·
**More advanced students might conduct deeper research and create digital products such as infographics or videos at DOK 4.**

**The article says teachers can adjust task complexity and scaffolding according to students' needs while still encouraging growth.**

****6. The sample lesson plan: Endangered Languages****

****A major portion of the article provides a 90-minute Year 3 lesson on endangered languages.****

****The objectives are explicitly organized around DOK:****

**·**
****DOK 1: Identify and list characteristics and examples of endangered languages.****

**·**
****DOK 2: Compare challenges and strategies for preserving endangered languages.****

**·**
****DOK 3: Research and evaluate the significance of an endangered language and present findings.****

****The lesson includes:****

**·**
****A Green Door Game warm-up.****

**·**
****Listening and discussion involving the Khorezm dialect and Sylbo, a whistling language.****

**·**
****Comprehension and critical-thinking questions.****

**·**
****A rotating-partner Fluency Wheel discussion.****

**·**
****Group research.****

**·**
****A jigsaw activity, where students teach findings to students from other groups.****

**·**
****Vocabulary work involving Khorezm dialect words.****

**·**
****A 3-2-1 exit ticket.****

**·**
****A creative homework assignment involving a short TikTok video about the dialect or culture.****

****The lesson is a good illustration of the article's overall argument: students aren't simply memorizing information; they are listening, discussing, researching, comparing, evaluating, presenting, and creating.****

****7. The article emphasizes 21st-century skills****

****Combining Bloom's and DOK is presented as particularly useful for project-based learning (PBL).****

****The article connects this approach with skills such as:****

**·**
****Critical thinking****

**·**
****Problem-solving****

**·**
****Adaptability****

**·**
****Collaboration****

**·**
****Digital literacy****

**·**
****Student independence****

**·**
****Real-world application****

****It also specifically mentions the 4 C's in connection with project-based learning.****

****8. The most important distinction to remember****

****A simple way to remember the article is:****

****Bloom's = What type of thinking?****
****DOK = How deep or complex is the thinking required by the task?****

****So, simply using a higher-level Bloom's verb does not automatically make an assignment high DOK. The actual task students have to complete determines its depth and complexity.****

****Bottom line****

****The article argues that effective lesson planning should go beyond asking, “What do I want students to learn?” Teachers should also ask, “What kind of thinking will students use, and how deeply will they have to engage with the content?”****

****Bloom's Taxonomy provides the cognitive-skill structure; Webb's DOK adds the dimension of depth and complexity. Together, they can help teachers create lessons that are appropriately challenging, differentiated, engaging, and connected to real-world problems.****

November 6, 2026
[Solved] Education Biology in the News” Assignments greg

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Executive Solution Overview

The purpose of this activity is to encourage students to apply concepts learned in the course to understanding biology topics that are currently in the news. In your response, you should include links to a web or newspaper article, a magazine or a video that you find interesting and that is currentl…

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Assignment Prompt & Instructions

The purpose of this activity is to encourage students to apply concepts learned in the course to understanding biology topics that are currently in the news.

In your response, you should include links to a web or newspaper article, a magazine or a video that you find interesting and that is currently a topic of discussion. The news item must have some biological importance or implication. Environmental issues, epidemics or vaccines being developed are always good choices.

– a month ago

November 6, 2026
[Solved] Chapter two (3)

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Executive Solution Overview

– a month ago **files (2)** – ## Feedback.pdf – annotated-ChapterTwo2.Revised12028129.docx2028129.pdf **## Feedback.pdf** Darlene, I've left you some final commentary for this point in time. There are a few areas to tidy up and then we can move on to the next chapter. We will come back to all chapte…

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Assignment Prompt & Instructions

– a month ago

**files (2)**

– ## Feedback.pdf

– annotated-ChapterTwo2.Revised12028129.docx2028129.pdf

**## Feedback.pdf**

Darlene,

I've left you some final commentary for this point in time. There are a few areas to tidy up and
then we can move on to the next chapter. We will come back to all chapters at the end of the
journey to do another pass for clarity, scholarly voice, and to dive deeper into APA compliance,
especially for your reference.

Knock this out and I'll mark approved and we will move on!

Dr. Johnson

**annotated-ChapterTwo2.Revised12028129.docx2028129.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/annotated-chaptertwo2-revised12028129-docx2028129-pdf)

**annotated-ChapterTwo2.Revised12028129.docx2028129.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/annotated-chaptertwo2-revised12028129-docx2028129-pdf)

**## Feedback.pdf**

Darlene,

I've left you some final commentary for this point in time. There are a few areas to tidy up and
then we can move on to the next chapter. We will come back to all chapters at the end of the
journey to do another pass for clarity, scholarly voice, and to dive deeper into APA compliance,
especially for your reference.

Knock this out and I'll mark approved and we will move on!

Dr. Johnson

**annotated-ChapterTwo2.Revised12028129.docx2028129.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/annotated-chaptertwo2-revised12028129-docx2028129-pdf)

**## Feedback.pdf**

Darlene,

I've left you some final commentary for this point in time. There are a few areas to tidy up and
then we can move on to the next chapter. We will come back to all chapters at the end of the
journey to do another pass for clarity, scholarly voice, and to dive deeper into APA compliance,
especially for your reference.

Knock this out and I'll mark approved and we will move on!

Dr. Johnson

**annotated-ChapterTwo2.Revised12028129.docx2028129.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/annotated-chaptertwo2-revised12028129-docx2028129-pdf)

November 6, 2026
[Solved] Lorem

✓ Verified Academic Solution Available

Executive Solution Overview

Research consistently demonstrates that family involvement significantly improves children's reading achievement. One way teachers can bridge classroom instruction and home practice is through a **Take-Home Book Bag System** that provides families with decodable texts, clear expectations, and simple…

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Assignment Prompt & Instructions

Research consistently demonstrates that family involvement significantly improves children's reading achievement. One way teachers can bridge classroom instruction and home practice is through a **Take-Home Book Bag System** that provides families with decodable texts, clear expectations, and simple strategies to support beginning readers.

Using the examples provided in class and on pages 90, 91, 92, 93 (Take-Home Book System, Book Bag Buddies, Parent Information Sheet, and Error-Correction Bookmark), you will design your own evidence-based Book Bag program for an elementary classroom. Yes, you have to use these pages from textbook.

Your project should reflect the Science of Reading, emphasize family partnerships, and provide practical tools that families can easily use at home.

**Part 1: Teacher Implementation Plan (20 points)**

Slide deck describing your classroom Book Bag System.

Include:

– Grade level
– Why you selected that grade
– How often books will be sent home
– How students will check books in and out
– How books will be organized
– How you will select appropriate decodable books
– Expectations for students and families
– Procedures for missing or damaged books
– How you will motivate students to participate
– How this system supports classroom phonics instruction

Include references to the Science of Reading and why repeated reading of decodable text builds:

– decoding
– automaticity
– fluency
– confidence

******FOR YOUR BOOK BAG**** Everything past part 1 will be created and included in your book bag.**

**Part 2: Parent Information Letter (15 points)**

Create a one-page parent letter introducing your Book Bag Program.

Your letter should:

– Explain the purpose of the program
– Explain why decodable books are different from predictable books
– Describe family expectations
– Explain how often children should read
– Encourage positive reading routines
– Use family-friendly language (avoid educational jargon)
– Be visually appealing

**Part 3: Student & Parent Contract (10 points)**

Use the contract from 7 Mighty Moves Reading Resources pg. 182 for both the student and caregiver to sign. With it, please include the Error Correction Procedure Book Mark on pg. 183. Please also review pg. 92 of the 7 Mighty Moves textbook (NOT THE RESOURCE GUIDE) and include the QR Code Tips for Parents Video.

**Part 4: Reading Log (10 points)**

Design a weekly reading log.

Include:

– Student name
– Book titles
– Date
– Parent initials
– Number of readings
– Optional comments

The reading log should encourage students to reread each book at least three times.

**Part 5: Material for Book Bag (5 points)**

-Include a decodable book with grade appropriate skill

-"If Lost Please Return to" label

-1 Trade Book suggestion to go with your decodable reader

– [\
\
Bagbookemergent.pdf](https://www.sweetstudy.com/files/bagbookemergent-pdf "Bagbookemergent.pdf")
– [\
\
IMG_1885.jpeg](https://www.sweetstudy.com/files/img-1885-jpeg-10599795 "IMG_1885.jpeg")
– [\
\
IMG_1878.jpeg](https://www.sweetstudy.com/files/img-1878-jpeg "IMG_1878.jpeg")
– [\
\
IMG_1882.jpeg](https://www.sweetstudy.com/files/img-1882-jpeg "IMG_1882.jpeg")
– [\
\
IMG_1881.jpeg](https://www.sweetstudy.com/files/img-1881-jpeg-10599801 "IMG_1881.jpeg")
– [\
\
IMG_1879.jpeg](https://www.sweetstudy.com/files/img-1879-jpeg-10599803 "IMG_1879.jpeg")
– [\
\
IMG_1880.jpeg](https://www.sweetstudy.com/files/img-1880-jpeg-10599805 "IMG_1880.jpeg")
– [\
\
IMG_1884.jpeg](https://www.sweetstudy.com/files/img-1884-jpeg-10599807 "IMG_1884.jpeg")

– a month ago

November 6, 2026
[Solved] stud 1

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Executive Solution Overview

In-depth study guidance and analytical solution covering stud 1.

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Assignment Prompt & Instructions

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

November 6, 2026