Order ID:89JHGSJE83839 | Style:APA/MLA/Harvard/Chicago | Pages:5-10 |
Instructions:
Flexible Learning For Disabled Students
Literature Review
EDUC
Literature Review Outline Instructions
For this assignment, you will create a detailed outline that will serve as a guide for your literature review. The outline will follow the basic structure of the project template for the related literature section and be detailed to at least 3-level headings. Your outline must include all relevant citations from your Annotated Bibliography, follow current APA format, and consist of at least 15 empirical, scholarly sources that have been published within the last 5 years. Be sure to select a variety of respected sources you can use in your literature review.
Topic: Flexible learning for disabled students
Specific Guidelines
Overview
A thorough review of the research was conducted to identify studies that explore professional development activities that foster a biblical worldview in K-8 Christian school teachers. This chapter will provide an overview on the existing literature pertaining to the study. The first section will discuss the theories selected as a framework and how they relate to the central phenomenon.
The second section will synthesize the recent literature pertaining to professional development activities followed by studies on K-8 Christian schools. Finally, the review will consider studies regarding biblical worldview development, with a focus on K-8 Christian school teachers. After reviewing the literature, a gap in the literature will emerge and provide a focused area of need for this study.
Summary
Professional development activities are a focus of both public and private schools. With increased accountability demanded from agencies and parents, providing effective programs with quality teachers is a top priority of school leaders. Professional development is used in schools to help build instructional pedagogy, learn best practices, and keep up with the growing demands of education.
Christian schools feel the same challenges as public and charter schools in offering quality PD. Historically, Christian schools have received negative perceptions as being low in academic rigor, and parents may no longer place the spiritual formation of their child as a reason to select a Christian school.
Today, parents desire quality academic programming with a BW in order that their child compete as a 21st-century learner. Therefore, Christian schools must seek PD activities which keep up with best practices and push their teachers towards academic rigor and provide opportunities that foster a biblical worldview in their teachers.
A gap in the literature exists. Little to no study has been conducted to explore professional development activities that foster a biblical worldview in K-8 Christian school teachers. Thus, this study is necessary to provide Christian education stakeholders with relevant information.
This study aims to discover valuable information in efforts for K-8 Christian schools to better foster a biblical worldview in their teachers and staff. With little to no studies focused on K-8 Christian schools, this study will be a much-needed addition to the empirical research currently available.
References
Barbara, S. R. (2014). The development of faith leadership in novice principals. Journal of Catholic Education, 17(2), 25-56.
Capps, D. K., Crawford, B. A., & Constas, M. A. (2012). A review of empirical literature on inquiry professional development: Alignment with best practices and a critique of the findings. Journal of Science Teacher Education, 23(3), 291-318. doi:10.1007/s10972-012-9275-2
Etherington, M. B. (2011). A study of the perceptions and worldviews of mature-age pre-service teachers aged between 31 and 53. Journal of Adult Development, 18(1), 37-49.
Harrison, S., & Allen, J. (2013). Leadership in private Christian schools: Perceptions of administrators. International Christian Community for Teacher Education, 8(1), 20-39.
Flexible Learning For Disabled Students
RUBRIC |
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Excellent Quality 95-100%
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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. |
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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. |
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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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Flexible Learning For Disabled Students