EDUC 721 Literature Review Assignment Instructions Building from your Thesis and Research Proposal assignments, write a Literature Review paper on a topic within the field of exceptionality in educati

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EDUC 721

Literature Review Assignment Instructions

Building from your Thesis and Research Proposal assignments, write a Literature Review paper on a topic within the field of exceptionality in education. You must use 15–20 scholarly sources (outside of course texts). The body of the review must be 10–15 pages long. Adhere to current APA formatting guidelines and use the Writing Guide provided below for guidance when writing the title, abstract, and reference pages as well as the body of the paper.

There is a Draft link for you to submit your paper and check your plagiarism score before final submission. Be aware that I will be able to see where your plagiarism score comes from. If your score comes from references and quotes then this isn’t an issue.

Writing Guide for Literature Review

I.      Prewriting involves the preparation and arrangement of your ideas before writing them in a paper. Use whatever techniques work for you (e.g. free-writing, brainstorming, listing, outlining, questioning, clustering). Your research and documentation are accomplished during the prewriting stage.

A.   Sources

1.     Generate material from outside sources. You must use 15–20 outside sources for your literature review. These sources MUST be scholarly.

2.     Peer-reviewed sources are preferred (journals and books published at university presses). You can find such sources through Liberty University’s Online Library research portal. The research portal ERIC is one of the most frequently used databases for researching education topics.

3.     Because this research assignment has many possible facets you can explore, you may have the following reasons for using non-peer-reviewed sources:

a.     Online databases of historical texts/documents (where the sponsoring organization, editorial board, and information about the original printed source are clearly identified)

b.     Professional organizations (usually ending in a .org suffix)

c.     Government agencies (ending in a .gov suffix)

d.     Websites with the “.edu” extension are not necessarily reliable ones as many different people have access to posting articles on such sites. Additionally, faculty material published on such sites has not been subject to the rigorous review process required by print publications.

B.    Research

a.     Go through your sources and take notes on information relevant to your topic.

b.     Once you have discovered your purpose for writing, it will direct the rest of your note-taking.

c.     Document! When you are getting ideas from outside sources, you must make special efforts to record all bibliographical information. Make note of the page numbers of the quotations you retrieve. Doing this at the prewriting stage will save you time.

II.    Thesis Statement: For this assignment, you will have already written your thesis statement.

III.  Outline and write your literature review. The way you synthesize and arrange material is unique to you. Your personal interpretations and ideas can be incorporated. Look for gaps in your sources; there may be a point that is not stressed or an obvious conclusion that is overlooked. Dispute with your sources. You are not to accept anything as fact as you are open to exploring all possibilities as a non-biased researcher. Remember to stay aligned with your Research Proposal as well as the guidelines provided by the Writing the Winning Thesis or Dissertation textbook.

IV. Revise, Edit, and Proofread

A.  Check your thesis statement. Does it clearly articulate all the points you have covered in your review? Are any points mentioned that are not covered in your review?

B.  Check your body paragraphs against your thesis (10–15-page review). Are they related to your thesis? Are they analytical?

C.  Check the details of your body paragraphs. Do you have enough support for your topic sentence? Are all the details in each body paragraph directly related to their respective topic sentence? Are the points you are making arranged in such a way that your reader can clearly follow your line of thinking? Do you have too much outside support (so much so that it overwhelms your voice)?

D.  Read your paper carefully (out loud is suggested).

E.   Check your compliance with current APA format. Review in-text documentation and the reference page (using the most current APA manual). Check for any missing citations and correct them if necessary.

V.   Submit the final draft of your paper by the deadline stated.

EDUC 721 Literature Review Assignment Instructions Building from your Thesis and Research Proposal assignments, write a Literature Review paper on a topic within the field of exceptionality in educati
EDUC 721 Literature Review Assignment Instructions Building from your Thesis and Research Proposal assignments, write a Literature Review paper on a topic within the field of exceptionality in education. You must use 15–20 scholarly sources (outside of course texts). The body of the review must be 10–15 pages long. Adhere to current APA formatting guidelines and use the Writing Guide provided below for guidance when writing the title, abstract, and reference pages as well as the body of the paper. There is a Draft link for you to submit your paper and check your plagiarism score before final submission. Be aware that I will be able to see where your plagarism score comes from. If your score comes from references and quotes then this isn’t an issue. Writing Guide for Literature Review Prewriting involves the preparation and arrangement of your ideas before writing them in a paper. Use whatever techniques work for you (e.g. freewriting, brainstorming, listing, outlining, questioning, clustering). Your research and documentation are accomplished during the prewriting stage. Sources Generate material from outside sources. You must use 15–20 outside sources for your literature review. These sources MUST be scholarly. Peer-reviewed sources are preferred (journals and books published at university presses). You can find such sources through Liberty University’s Online Library research portal. The research portal ERIC is one of the most frequently used databases for researching education topics. Because this research assignment has many possible facets you can explore, you may have the following reasons for using non-peer-reviewed sources: Online databases of historical texts/documents (where the sponsoring organization, editorial board, and information about the original printed source are clearly identified) Professional organizations (usually ending in a .org suffix) Government agencies (ending in a .gov suffix) Websites with the “.edu” extension are not necessarily reliable ones as many different people have access to posting articles on such sites. Additionally, faculty material published on such sites has not been subject to the rigorous review process required by print publications. Research Go through your sources and take notes on information relevant to your topic. Once you have discovered your purpose for writing, it will direct the rest of your note-taking. Document! When you are getting ideas from outside sources, you must make special efforts to record all bibliographical information. Make note of the page numbers of the quotations you retrieve. Doing this at the prewriting stage will save you time. Thesis Statement: For this assignment, you will have already written your thesis statement. Outline and write your literature review. The way you synthesize and arrange material is unique to you. Your personal interpretations and ideas can be incorporated. Look for gaps in your sources; there may be a point that is not stressed or an obvious conclusion that is overlooked. Dispute with your sources. You are not to accept anything as fact as you are open to exploring all possibilities as a non-biased researcher. Remember to stay aligned with your Research Proposal as well as the guidelines provided by the Writing the Winning Thesis or Dissertation textbook. Revise, Edit, and Proofread A. Check your thesis statement. Does it clearly articulate all the points you have covered in your review? Are any points mentioned that are not covered in your review? B. Check your body paragraphs against your thesis (10–15-page review). Are they related to your thesis? Are they analytical? C. Check the details of your body paragraphs. Do you have enough support for your topic sentence? Are all the details in each body paragraph directly related to their respective topic sentence? Are the points you are making arranged in such a way that your reader can clearly follow your line of thinking? Do you have too much outside support (so much so that it overwhelms your voice)? D. Read your paper carefully (out loud is suggested). E. Check your compliance with current APA format. Review in-text documentation and the reference page (using the most current APA manual). Check for any missing citations and correct them if necessary. Submit the final draft of your paper by the deadline stated.
EDUC 721 Literature Review Assignment Instructions Building from your Thesis and Research Proposal assignments, write a Literature Review paper on a topic within the field of exceptionality in educati
EDUC 721 Literature Review Grading Rubric Criteria Levels of Achievement Content (70%) Advanced Proficient Developing Not present Content 66 to 70 points The sources are all clearly related to the problem and research question. Each source citation is relevant, accurate, and of good quality. 61 to 65 points The problem and research question are covered by the sources, but their relationship to the project is somewhat unclear. Each source citation is somewhat relevant, accurate, and of good quality. 1 to 60 points The problem and research question are not covered by the sources, and/or the sources are unclear in their relationship to the topic. The source citations included, if any, are of low quality, and lack relevance and accuracy. 0 points Not present. Timeframe 28 to 30 points At least 8 journal articles are current and have been published within the last 5 years. 26 to 27 points Fewer than 8 journal articles are current and have been published within the past 5 years. 1 to 25 points Fewer than 6 journal articles are current and have been published within the past 5 years. 0 points Not present. Variety, Level of Writing, and Authority 38 to 40 points A variety of scholarly sources are included in the bibliography, and they are all written at the appropriate scholarship level for this paper’s purpose. 35 to 37 points Mostly 1 or 2 source types (e.g., Internet sites, books, etc.) are used in the bibliography, and most sources are written at the appropriate scholarship level for this paper’s purpose. 1 to 34 points The sources are not varied or are inappropriate for this paper’s purpose. Few of the sources appear to be scholarly. 0 points Not present. Structure (30%) Advanced Proficient Developing Not present Current APA 28 to 30 points A title, abstract, and reference page and a minimum of 15-20 sources are included. The title, abstract, and reference pages, and sources are formatted in current APA style. 26 to 27 points A title, abstract, and reference page and at least 12 sources are included. Only a few current APA formatting errors are present in the title, abstract, reference pages, and/or sources. 1 to 25 points A title, abstract, or reference page is not included, fewer than 10 sources are cited, and/or the title, abstract, or reference pages and/or sources are not formatted in current APA style. 0 points Not present. Mechanics 28 to 30 points Correct spelling and grammar are used throughout the assignment. There are 0-1 errors in grammar or spelling that do not distract the reader from the content. 26 to 27 points There are occasional errors in grammar or spelling. There are 1-2 errors in grammar or spelling that rarely distract the reader from the content. 1 to 25 points There are 3 or more errors in grammar or spelling that do distract the reader from the content. 0 points Not present. Page 2 of 2
EDUC 721 Literature Review Assignment Instructions Building from your Thesis and Research Proposal assignments, write a Literature Review paper on a topic within the field of exceptionality in educati
Running Head: EFFECTS OF DISABILITY LABELS DURING CLASSROOM EFFECTS OF DISABILITY LABELS DURING CLASSROOM Name: Kelly-Ann Riddell Dr. Waipa Institution: Liberty University Date: February 21, 2021 Research topic: EFFECTS OF DISABILITY LABELS DURING CLASSROOM LEARNING Introduction The learning process does not only involve use of books in a classroom because there are several other aspects that are involved to ensure that the learner is comfortable while learning around others. (Rynders, 2019). At the same time, learners have different abilities which in most cases depend on their IQ. Some of the other learners have the ability to learn without any problem but the major problem is that they are slow learners hence they require more time than others. Disability labelling might also occur in such a classroom hence affecting learners’ abilities which also discourages them to take part in classroom learning activities just like all other students. The educator should always expect to find such types of students in a classroom setting which means that they must be willing to clearly understand the best way of handling the differences. Abstract This research aims at assessing how disability labelling affects different learners in a classroom setting. As noted earlier, there are different types of students in the classroom. The major issue is that other students might look down upon learners who are facing some difficulties in their learning process. Educators might also ignore their contribution in the classroom learning. All the above discourages them hence affecting their learning process. The research will target different learners from different schools and also learning levels so that to determine some of the problems that they go through while learning with others in the classroom. Research question: Does disability labelling affect the education performance of special education students? Literature Review The cognitive learning theory tries to assess the importance of mental processes in a learning process. How one thinks highly determines the results that they will give at the end of their education process. If one thinks that they have the ability to capture something in a learning process, their minds become open to the learning process hence helping them to achieve the learning goal. (Greene & colleges, 2020). Behaviourism learning theory on the other hand points out that a student’s behaviour is determined by their learning environment. There are different external forces that surrounds a learner. The forces highly influence their learning outcome as they create a behaviour pattern with the mind of the learner. A positive reinforcement within a classroom setting is vital in ensuring that the learner achieves the learning goal. Research Rationale A good performance from a learner depends on the type of motivation that the learner gets from different people within their classroom setting. Example, a learner who is always encouraged to work hard because they can make it will always possess an intrinsic motivation as they believe that they will perform. On the other hand, a learner who receives negativity from those around him or her will always view themselves as less able when it comes to competing with others. A learner with self-confidence will always believe that they can achieve more hence they will work hard. At the same time, they will actively take part in the classroom setting. On the other hand, a learner who has been made to believe that they are failures through being denied opportunities to take part in classroom might not give their best which might affect their performance. Research Methods Participants: Race, ethnicity and religion shall not be used to determine the type of samples that will be used in the research process. However, gender will be used as boys and girls face different issues that affect their learning processes differently, hence affecting their performance. The learners’ age will also be considered so that to determine the extent to which they are affected depending on their ages. Sampling Method: Simple Random sampling method will be used to pick leaners. The method will be appropriate in collecting this type of data as it discourages any form of biasness. Sample size: The research will target 30 students whereby 15 will be boys and 15 girls so that to ensure that there is a gender balance. Setting: The research shall involve field research so that to interact with the learners directly. This will help in collecting all the necessary set of data directly from them. At the same time, the researcher shall note their non-verbal communication processes which will also be important for the research. Conclusion It is important to note that all ethical procedures shall be used while handling the samples. This shall also involve the ethical processes of involving minors in a research. The research is set to assess how the labelling affects the classroom learning and its results shall be used to justify the hypothesis. References: Bernacki, M. L., Crompton, H., & Greene, J. A. (2020). Towards convergence of mobile and psychological theories of learning. Contemporary Educational Psychology, 60, 101828. Rynders, D. (2019). Battling Implicit Bias in the IDEA to Advocate for African American Students with Disabilities. Touro L. Rev., 35, 461.

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