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Title of Paper Student Name Institution Course/Number Due

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Double click your mouse anywhere in this paragraph to replace this text with your introduction. Often the most important paragraph in the entire essay, the introduction grabs the reader's attention—sometimes a difficult task for academic writing. When writing an introduction, some approaches are best avoided. Avoid starting sentences with “The purpose of this essay is . . .” or “In this essay I will . . .” or any similar flat announcement of your intention or topic.

Level One Heading Replace the level one heading with the words for your heading. The heading must be in bold font. Headings are a necessary part of helping your audience track the sub-topics discussed in the body of the essay or report. Be sure to indent the first line of each paragraph between five and seven spaces by pressing the Tab key one time on the keyboard. In addition, remember to double space the entire paper using the double space functionality in Word. This template is already formatted for double spacing.

In addition, keep in mind an academic essay should contain at least five paragraphs, which includes the introduction (introductory paragraph), the body (which is generally at least 3 paragraphs), and the conclusion (generally one paragraph). Most well-developed paragraphs contain at least 3-5 sentences, one of which is the topic sentence. Limit each body paragraph to one sub-topic.

Level Two Heading Replace the level two heading with the words for your heading. The heading must be in bold font.

Conclusion The closing paragraph is designed to bring the reader to your way of thinking if you are writing a persuasive essay, to understand relationships if you are writing a comparison/contrast essay, or simply to value the information you provide in an informational essay. The closing paragraph summarizes the key points from the supporting paragraphs without introducing any new information.

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EDD8010 Foundations of Doctoral Studies in Education

Month Day, year Title Your Paper Please match your title page and the title on page 2. Do not use the actual word, Introduction, to title your paper. Begin writing your opening section under your paper title to introduce your paper. Your opening section should include the main themes of your paper with integrated literature support.

Review the MEAL plan to help you with paragraph structure throughout your paper. Your opening section should also include what you will specifically address in your paper.

Level 1 Heading You can use a Level 1 heading to begin the body of your paper. Make sure your paragraphs are fully developed with at least three fully developed sentences with integrated literature support. Try to avoid placing one reference at the very end of your paragraphs. Integrate the literature so the reader understands what part of the paragraph is supported by the citation. Make sure you include citation(s) from the literature. Whenever words such as literature, research, study, or studies are mentioned in a narrative, you should cite literature examples. If the word is plural, then at least two citations are needed. If the word is singular, then one citation is needed.

Level 2 Heading Begin your Level 2 content with a fully developed paragraph and provide leverage from the literature to support your statements, assertions, claims, rationale, et cetera. With any subheadings, such as Level 2, 3, et cetera, you need at least two of each subheading. If you plan to use Level 2 headings, make sure your Level 1 includes content before creating a Level 2. Level 2 headings should serve as an expansion of your Level 1 content and provide more details.

Level 2 Heading Again, if you use Level 2 headings, make sure you have at least two Level 2 headings. As a scholarly writing tip, try to avoid colloquial expressions, slang, conversational writing, and anthropomorphisms. Anthropomorphisms give inanimate objects human attributes. You want to make sure your writing is precise and clear in your intent to demonstrate your scholarly tone. Be careful when using the word this. Make sure the reader will know what you mean by this.

Sometimes, the word this can be ambiguous and should be avoided as a stand-alone pronoun. Try to avoid stand-alone pronouns such as this, that, those, et cetera.

Level 1 Heading You may decide to use only Level 1 headings in your papers, especially if your papers are only a few pages. Practice writing in third person during your doctoral program. You do not need to refer to yourself when you are the one writing the paper unless the paper calls for the use of first person. When you write in third person, focus on demonstrating your analysis and voice through the literature. Leverage the literature to support your position and rationale.

Please refer to Smarthinking or our Writing Center to help you with writing in third person.

Conclusion Make sure you include a conclusion in your course papers. A conclusion helps you summarize and emphasize the main themes in your paper. Review your paper to make sure you addressed all basic writing and APA errors. You can also send sections of your paper to Smarthinking to address more specific writing questions you have. Review all the writing tips, resources, and links provided for you in the courseroom and on Campus.

Paper For Above Instructions

The transformation of educational leadership through the lens of ethical behavior and civil discourse is paramount in today’s diverse academic settings. Educational leaders, often acting as role models, are tasked with embodying the principles of ethics and fostering environments where civil discussions can proliferate. This paper will explore how ethical behavior influences educational leadership and the importance of nurturing civil discourse among diverse student populations.

Understanding Ethical Behavior in Educational Leadership

Ethical behavior in educational leadership extends beyond basic compliance with laws and regulations. It encompasses a commitment to integrity, fairness, and accountability (Shapiro & Stefkovich, 2011). Educational leaders must recognize their influence on both faculty and students and cultivate an ethos of ethical conduct. The core principles of ethical leadership are built upon respect for individuals and the communities they serve. According to Dunaetz (2018), ethical leadership is essential for creating inclusive educational environments that acknowledge and honor diversity.

Importance of Civil Discourse

Civil discourse is an essential component in promoting effective communication within educational contexts. It involves engaging in discussions where differing perspectives are respected and valued. Morris (2016) highlights that civil discourse is critical for facilitating understanding among a diverse student population, ultimately enhancing the educational experience. Educational leaders should encourage an environment where students feel safe to express their opinions, engage critically with diverse viewpoints, and develop the skills necessary for meaningful dialogue.

Diversity as a Foundation for Ethical Leadership

Diversity in education represents a rich tapestry of cultural, social, and intellectual perspectives. The National Education Association (2019) emphasizes that acceptance of diversity is a critical principle of social justice. Educational leaders must embrace this diversity and understand the unique challenges it brings, such as addressing achievement gaps and fostering inclusive curricula. Leaders equipped with an understanding of diversity can better advocate for policies and practices that support all students and create institutional frameworks that celebrate differences.

Strategies for Integrating Ethical Behavior and Civil Discourse

To integrate ethical behavior and civil discourse within educational institutions, leaders can adopt several strategies. First, professional development programs must include training on ethical decision-making and effective communication skills. For instance, workshops designed around case studies can foster critical thinking and engage faculty in discussions about ethical dilemmas in education (Kerby, 2015). Furthermore, institutions should create safe spaces for students to practice civil discourse, perhaps by establishing forums and discussion groups that focus on current social issues.

Another strategy is the implementation of a mentorship program where experienced educators model ethical behavior and promote civil discourse among new teachers and staff. Simonet & Tett (2013) argue that mentorship plays a critical role in helping educators navigate complex ethical landscapes and develop a voice in promoting inclusive practices.

Case Studies Highlighting Ethical Leadership

Several case studies illustrate the consequences of ethical leadership within educational settings. For example, the examination of educational reform efforts by school leaders reveals that those who maintained high ethical standards fostered environments conducive to collaboration and student engagement (Long, 2016). In contrast, leaders who neglected ethical considerations often faced increased conflicts and decreased morale among faculty and students.

Conclusion and Recommendations

In conclusion, ethical behavior and civil discourse are vital for effective educational leadership, particularly in addressing the challenges of diversity in today’s classrooms. Educational leaders must actively engage in ethical practices and promote environments that encourage open dialogue among students. By implementing training programs and creating supportive spaces, leaders can significantly improve the educational experience for all stakeholders.

References

• Bojinova, E., & Oigara, J. (2013). Teaching and learning with clickers in higher education. International Journal of Teaching and Learning in Higher Education, 25(2), 154–165.
• Dunaetz, D. (2018). Leadership Ethics. In P. Northouse (Ed.), Leadership: Theory and Practice (8th ed.) [Video]. YouTube.
• Furco, A., & Moely, B. E. (2012). Using learning communities to build faculty support for pedagogical innovation: A multi-campus study. The Journal of Higher Education, 83(1), 128–153.
• Kerby, M. (2015). Toward a new predictive model of student retention in higher education. Journal of College Student Retention: Research, Theory & Practice, 17(2), 138–161.
• Kopcha, T., Ding, L., Neumann, K., & Choi, I. (2016). Teaching technology integration to K–12 educators: A 'gamified' approach. TechTrends: Linking Research & Practice to Improve Learning, 60(1), 62–69.
• Long, T. (2016). Influence of international service learning on nursing students’ self-efficacy towards cultural competence. Journal of Cultural Diversity, 23(10), 28–33.
• Morris, L. (2016). Collective action for civil discourse. Innovative Higher Education, 41(5), 361–363.
• National Education Association. (n.d.). Diversity toolkit. Retrieved from http://nea.org
• Shapiro, P. J., & Stefkovich, J. A. (2011). Ethical leadership and decision making in education: Applying theoretical perspectives to complex dilemmas. Routledge.
• Simonet, D. V., & Tett, R. P. (2013). Five perspectives on the leadership-management relationship. Journal of Leadership & Organizational Studies, 20(2), 199–213.