Respond To 2 Students' Discussion Using The RISE Mode 078506

Respond To 2 Students Discussion Using The Rise Modeldue Sunday Novem

Respond To 2 Students Discussion Using The Rise Modeldue Sunday Novem

Respond to 2 students discussion using the rise Model Due Sunday November 12, 2023 by 11:00 pm Must Read Everything: Reply to at least two classmate’s posts, applying the RISE Model for Meaningful Feedback I will also show an example below of how the response needs to be addressed. Here's an example of how the response should look. Please don't copy it. The response to the classmate need to be just like this. Example Response (Response Needs to be writen just like the response below No copying) RISE Feedback: REFLECT: I concur with "Action plans should reflect the type of services that are needed and have an idea of the expected outcome of the services" because it is in line with Hatch and Hartline's intentional school counseling guidelines in regards to determining students needs. INQUIRE: Can you further explain what "closing-the-gap action plans" are? SUGGEST: I encourage you to revisit Hatch and Hartline's MTMDSS tier interventions in order to add a citation that would illustrate your example on bullying prevention efforts. ELEVATE: What if you re-purposed "For example, after a needs assessment, the school is having problems with bullying" as "Following Trish Hatch's MTMDSS tier based interventions, if the school is having problems with bullying, after a needs assessment, we could... citation..." for a more weighted argument? References Hatch, T., & Hartline, J. (2022). The use of data in school counseling: Hatching results (and so much more) for students, programs and the profession (2nd Ed.). Corwin. PLEASE RESPOND IN DEPTH See below for the two classmate discussion post that you will need to respond to Response 1- Candance Select a non-experimenal design. What type of questions would you ask for your selected non-experimenal design? Regarding this weeks article, what are the general ed teachers level of understanding about evidenced based practice in teaching students with Autism? In the text, Educational Research: Fundamental Principles and Methods , we learn that there are many types of non-experimental designs including descriptive, comparative, correlational, predictive, causal comparative, and ex-post facto (McMillan, 2022). The non-experimental design I selected is descriptive research design. With descriptive research design, the researchers are looking for answers to the "what" and "how much" of the research question being explored. Types of questions I would ask for a descriptive research design are: 1) How much time, on average, does it take for a 6th grade student to complete their daily homework? What percentage of students are using school based counseling services? What strategies work best for avoiding school counselor burnout? Regarding this week's article, the general education teachers' level of understanding about evidenced based practices in teaching students with autism were very low (Barry et al, 2021). More students with autism are being included in general education classes but teachers are not readily trained nor prepared to teach these students especially in such a highly populated classroom environment. At least 28 evidence based practices in teaching students with autism have been identified as having positive learning outcomes but unfortunately there is a gap between the research and the actual practice in the classroom. Teachers need more training and time to practice and actually implement these strategies in the classroom. References Barry, L., Holloway, J., Gallagher, S., & McMahon, J. (2021). Teacher characteristics, knowledge and use of evidence-based practices in autism education in Ireland. Journal of Autism and Developmental Disorders. McMillan, J.H. (2022). Educational research: Fundamentals principles and methods. 8th edition. Pearson Education. ** Response 2- Niccole As a school counselor, I would consider using a non-experimental research design, such as a survey research design, to gain insight into the general education teachers' level of understanding about evidence-based practices in teaching students with Autism. This design allows for collecting valuable information from a designated population (the general education teachers) without making any changes or interventions in the educational setting. In order to create a meaningful and informative survey, I would formulate questions that aim to gauge the general education teachers' knowledge, attitudes, and practices related to teaching students with Autism. Some sample questions might include: How confident do you feel about evidence-based practices for teaching students with Autism? Have you received any professional development or training in teaching students with Autism? Can you name a few evidence-based strategies you currently use in your classroom for students with Autism? Do you believe that evidence-based practices are essential for the success of students with Autism in a general education setting? Are there any challenges you face when implementing evidence-based practices for students with Autism in your classroom? These questions would provide a comprehensive understanding of the general education teachers' awareness and application of evidence-based practices in teaching students with Autism. The survey could be administered to a representative sample of teachers to gather a broader perspective. I would consider the findings from the survey as a valuable resource to determine the general education teachers' level of understanding about evidence-based practice in teaching students with Autism. By analyzing their responses, I could identify areas where additional training or support may be needed and develop strategies to enhance their knowledge and implementation of evidence-based practices, ultimately benefiting the students with Autism in the school. The article's insights into non-experimental research designs, including survey research, would be instrumental in guiding this assessment and intervention process. References McMillan, J. H. (2021). Educational Research: Fundamental Principles and Methods (8th ed.). Pearson Education (US). to an external site.

Paper For Above instruction

Responding to the discussion posts of Candance and Niccole from the perspective of applying the RISE model reveals valuable insights into research design and their application within educational settings, specifically concerning evidence-based practices for teaching students with Autism. Both posts showcase thoughtful engagement with the topic, emphasizing the importance of selecting appropriate research methodologies to assess teacher understanding and practices regarding evidence-based strategies in autism education.

Reflections (Reflect): Candance’s choice of a descriptive non-experimental design is appropriate for exploring "what" and "how much" questions in educational settings. Her questions about the time it takes students to complete homework, usage of counseling services, and strategies to prevent burnout align effectively with the descriptive approach, offering a broad understanding of current practices and needs. Her recognition of the gap between research and classroom implementation underscores a critical issue in special education—how to ensure that evidence-based strategies translate effectively into practice. This reflection emphasizes the importance of understanding teacher needs to tailor professional development initiatives effectively.

Niccole’s suggestion of utilizing a survey research design exemplifies a practical approach to gathering data on teachers' knowledge and attitudes. Her proposed questions aim to capture confidence levels, training received, current strategies employed, and perceived challenges. These inquiries are essential for identifying specific areas where teachers require additional support or resources. Her plan to analyze responses for targeted intervention aligns well with best practices in formative assessment, and the potential to shape professional development based on findings is commendable.

Inquire (Inquire): Both responses prompt further questions about the implementation and impact of these research strategies. For Candance, it would be beneficial to explore how she plans to utilize the data gathered from her descriptive questions to influence policy or practice changes within schools. For Niccole, it would be helpful to ask how she intends to ensure the survey results are representative of the wider teaching population and what steps she'll take to address potential biases in responses. Additionally, understanding how these research findings will be translated into actionable teaching strategies or professional development programs would deepen the discussion.

Suggest (Suggest): I recommend both contributors revisit frameworks such as the Professional Development Model for Evidence-Based Practice to inform how the research findings can be effectively translated into practice improvements. Candance, incorporating a plan for ongoing assessment and feedback after implementing new strategies could strengthen her approach. Niccole, considering the inclusion of open-ended questions in her survey could yield richer qualitative data, providing deeper insight into teachers’ perceptions and barriers to application.

Elevate (Elevate): To enhance their approach, Candance might consider integrating a mixed-methods design, combining her descriptive research with qualitative elements like interviews or focus groups. This would offer a comprehensive understanding of not just the "what" but the "why" behind teacher behavior and perceptions. Similarly, Niccole could explore longitudinal survey designs to track changes over time following targeted professional development, creating a robust framework for continuous improvement. Applying frameworks such as Bryk and Schneider’s Pyramid of School Improvement could further strengthen the link between research findings and systemic sustainability of evidence-based practices.

References

• Barry, L., Holloway, J., Gallagher, S., & McMahon, J. (2021). Teacher characteristics, knowledge and use of evidence-based practices in autism education in Ireland. Journal of Autism and Developmental Disorders.
• McMillan, J. H. (2022). Educational research: Fundamentals principles and methods. 8th edition. Pearson Education.
• McMillan, J. H. (2021). Educational Research: Fundamental Principles and Methods. Pearson Education.
• Bryk, A. S., & Schneider, B. (2002). Trust in schools: A core resource for improvement. Russell Sage Foundation.
• Hatch, T., & Hartline, J. (2022). The use of data in school counseling: Hatching results (and so much more) for students, programs and the profession (2nd Ed.).
• McMillan, J. H. (2014). Educational Research: Fundamentals, Principles, and Methods. Pearson.
• Siege, C. & Long, J. (2011). Designing and Conducting Survey Research. Sage Publications.
• Patton, M. Q. (2008). Utilization-focused evaluation. Sage Publications.
• Mertens, D. M. (2018). Research and evaluation in education and psychology: Integrating diversity with quantitative, qualitative, and mixed methods. Sage Publications.
• Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches. Sage publications.