Reply To At Least 2 Classmates' Posts, Adding Substantive Co ✓ Solved

Reply to at least 2 classmates' posts, adding substantive conte

Reply to at least 2 classmates' posts, adding substantive content to the research subtopic and using constructive feedback.

Include the following in your reply: At least 2 peer-reviewed scholarly articles from the JLF Library. Weekly course materials may not be used in this assignment (i.e., textbooks, articles, videos, etc.).

At least 2 multimedia sources from the internet from reputable sources (properly credited and referenced).

Use of at least 2 Bloom’s Taxonomy skills included, and at least 1 use HOTS.

Graduate level writing style (i.e., formal tone, proper grammar, sentence structure, paragraph style and length, and current APA writing format).

Current APA format (i.e., citations, references, headings, person tense, writing style, etc.).

Reference Book: Inaba, D. S., & Cohen, W. E. (2014). Uppers, downers, all arounders: Physical and mental effects of psychoactive drugs (8th ed.). Medford, OR: CNS Productions, Inc. ISBN: .

Paper For Above Instructions

References

Inaba, D. S., & Cohen, W. E. (2014). Uppers, downers, all arounders: Physical and mental effects of psychoactive drugs (8th ed.). Medford, OR: CNS Productions, Inc.

Anderson, L. W., & Krathwohl, D. R. (Eds.). (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy. Boston, MA: Allyn & Bacon.

Bloom, B. S., Engelhart, M. W., Furst, E. J., Hill, W. H., & Krathwohl, D. R. (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive Domain. New York, NY: Longmans, Green.

Krathwohl, D. R. (2002). A revision of Bloom's taxonomy: An overview. Theory into Practice, 41(4), 212-218.

Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in online learning networks: A framework for research and practice. The Internet and Higher Education, 2(1-2), 1-16.

Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2010). Evaluation of evidence-based practices in online learning: A meta-analysis and review of online learning studies. U.S. Department of Education.

Nicol, D. J., & Macfarlane-Dick, D. (2006). Formative assessment and self-regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199-218.

Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112.

Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches. Thousand Oaks, CA: SAGE.

American Psychological Association. (2020). Publication manual of the American Psychological Association (7th ed.). Washington, DC: American Psychological Association.

Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2010). Evaluation of evidence-based practices in online learning: A meta-analysis and review of online learning studies. U.S. Department of Education.

References

  1. Bloom, B. S., Engelhart, M. W., Furst, E. J., Hill, W. H., & Krathwohl, D. R. (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive Domain. New York, NY: Longmans, Green.
  2. Anderson, L. W., & Krathwohl, D. R. (Eds.). (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy. Boston, MA: Allyn & Bacon.
  3. Krathwohl, D. R. (2002). A revision of Bloom's taxonomy: An overview. Theory into Practice, 41(4), 212-218.
  4. Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in online learning networks: A framework for research and practice. The Internet and Higher Education, 2(1-2), 1-16.
  5. Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2010). Evaluation of evidence-based practices in online learning: A meta-analysis and review of online learning studies. U.S. Department of Education.
  6. Nicol, D. J., & Macfarlane-Dick, D. (2006). Formative assessment and self-regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199-218.
  7. Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112.
  8. Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches. Thousand Oaks, CA: SAGE.
  9. American Psychological Association. (2020). Publication manual of the American Psychological Association (7th ed.). Washington, DC: American Psychological Association.
  10. Inaba, D. S., & Cohen, W. E. (2014). Uppers, downers, all arounders: Physical and mental effects of psychoactive drugs (8th ed.). Medford, OR: CNS Productions.

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