Barriers to Educational Goals for ELL Students
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Barriers to Educational Goals for ELL Students
Discussion Question 1
What are some of the greatest barriers preventing our schools from meeting the educational goals for ELL students today? What recommendations are offered in your readings that address these barriers? Whom do you see as potential change agents for implementing these recommendations?
Discussion Question 2
Two-way dual immersion programs are gaining popularity in many states. As a future educator, what are your thoughts on this type of program for ELLs? What information from the assigned readings and videos support your opinion?
Attention Deficit Hyperactivity, or ADHD
Choose this one
Discussion Question: Reflect on the disabilities you read about and explain which one would be the most challenging for you to work with. Provide some possible steps you may take in order to feel more prepared to teach students with the particular disability.
Words: 250
RUBRIC
Excellent Quality
95-100%
Introduction 45-41 points
The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.
Literature Support
91-84 points
The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.
Methodology
58-53 points
Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met.
Average Score
50-85%
40-38 points
More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided.
83-76 points
Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration.
52-49 points
Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met.
Poor Quality
0-45%
37-1 points
The background and/or significance are missing. No search history information is provided.
75-1 points
Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration.
48-1 points
There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met
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