Educ 701 Discussion Board Forums Instructions You Will Parti ✓ Solved

Educ 701discussion Board Forums Instructionsyou Will Participate In 5

You will participate in 5 Discussion Board Forums during this course. Each forum will be completed in 2 parts: a thread addressing the instructor’s prompt (at least 400 words) and 2 replies (at least 200 words each) to other classmates’ threads. Two appropriate citation references must be made in current APA format in each thread. First person is allowed in your posts. Title the subject line of your replies “Reply to John Smith,” “Reply to Jane Doe,” etc.

This will ensure that it is clear to whom you are replying. Also, note that responses such as “I like what you said,” “That is a good comment,” and “I disagree with your comment” do not count as complete replies in and of themselves. Rather, state why you liked or disliked a peer’s thread, present additional thoughts or ideas, and provide alternative ideas/thoughts when you disagree. Courtesy in any disagreement is expected; see the Student Expectations for more information on proper online etiquette. One of the goals of the Discussion Board Forums is to encourage student community learning; thus, not every Discussion Board Forum will have a comment from the instructor.

Rather, the instructor will respond to a few posts in a way that adds to the conversation, asks a pertinent question, or summarizes some of the key points made by yourself or a classmate. Note that deadlines and other guidelines are meant to encourage optimal dialogue and demonstration of critical thought. See the Discussion Board Forum Grading Rubric for further details. Submit each thread by 11:59 p.m. (ET) on Thursday of the assigned module/week, and your replies by 11:59 p.m. (ET) on Sunday of the same module/week.

Mrs. Ashland enters her classroom excited to make a difference in the lives of her 15 students. She has grown to know her students well and understands their strengths and areas of need. Over the coming weeks, we will learn about six students in her class:

• Johnny, a 4-year-old boy, attending school for the first time, with strong gross motor skills but difficulties with classroom routines, fine motor activities, and a tendency to play alone despite caring for peers.
• Maya, a curious 4-year-old girl from Mexico, eager to learn, developing motor skills, and working on improving communication, limited English proficiency affecting social interactions.
• Jane, a bubbly 4-year-old with an IEP focusing on fine motor and language skills, participating actively in class and with peers, working with specialists to meet her goals.
• Caleb, almost 5, energetic boy interested in superheroes, with well-developed gross motor and language skills, but some fine motor skill challenges, good social awareness, and confidence.
• Kayla, 4 years old, enjoys art and storytelling, meeting developmental milestones but struggling socially, often crying and frustrated, which affects peer interactions.
• Jack, 4-year-old boy who likes telling others what to do, has good motor skills but struggles with social interactions, sometimes acting aggressively when not in control.

For your coursework, you are to develop and submit 1 qualitative and 1 quantitative research question based on the observable characteristics, needs, and behaviors of these students, which you may use later for your Final Paper. Consider the following guidelines:

• Develop specific, focused questions that are researchable and meaningful.
• Begin qualitative questions with “how” or “what” to explore experiences, processes, or meanings.
• Construct quantitative questions as causal, descriptive, or predictive, using appropriate wording.
• Ensure questions are feasible to answer given available sources and scope.

Format your paper according to current APA standards, ensuring clarity and-depth in your written research questions and supporting rationale.

Sample Paper For Above instruction

Qualitative Research Question: How do preschool children interpret and respond to classroom routines and transitions, particularly those with initial difficulties adapting to new environments?

Rationale for the qualitative question: This question aims to explore children’s perceptions and experiences related to classroom routines, especially focusing on those like Johnny who face adaptation challenges. Understanding their perspectives can inform teaching strategies to improve engagement and ease transitions.

Quantitative Research Question: Does participation in structured motor skill interventions influence fine motor development scores among preschool children with initial delays?

Rationale for the quantitative question: This causal question seeks to determine if specific interventions have measurable impacts on fine motor skills, providing evidence to guide early childhood practice.

Both questions are well-designed for research, feasible to answer, and relevant to the diverse needs evident in Mrs. Ashland’s classroom. Addressing these questions will contribute valuable insight into early childhood education strategies and child development assessments.

References

• American Psychological Association. (2020). Publication manual of the American Psychological Association (7th ed.).
• Bronfenbrenner, U. (1986). Ecological systems theory. Handbook of child psychology, 3(19), 1-37.
• Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education (8th ed.). Routledge.
• Gartrell, D. (2018). Curriculum and assessment in early childhood education. Cengage Learning.
• Neuman, S. B., & Cunningham, L. (2009). The knowledge gap: Implications for early childhood education. Publications of the National Institute for Early Education Research, 54(1).
• Patton, M. Q. (2015). Qualitative research & evaluation methods (4th ed.). Sage.
• Shonkoff, J. P., & Phillips, D. A. (2000). From neurons to neighborhoods: The science of early childhood development. National Academies Press.
• Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
• Yin, R. K. (2018). Case study research and applications: Design and methods. Sage publications.
• Zigler, E., & Bishop-Josef, S. J. (2006). The cognitive-equivalent model of early childhood development. In Bloom, P. J., & M. S. (Eds.), Handbook of early childhood development research. Guilford Publications.