Teaching Adolescents Case Assignment Expectations
Order ID:89JHGSJE83839 Style:APA/MLA/Harvard/Chicago Pages:5-10 Instructions:
Teaching Adolescents Case Assignment Expectations
The focus of this case question is on teaching adolescents. Case question exp…
The focus of this case assignment is on teaching adolescents. Case Assignment Expectations: After reviewing the information provided in this module, conduct additional research. Be sure to cite all sources and provide a reference list at the end of your paper. LENGTH: 2 Pages. Your answers to the following questions will be assessed in particular: 1. What is the Social Learning Theory and how does it relate to health education? 2. How can the concept of Self-efficacy from the Social Learning Theory be applied to health education of adolescents? Please discuss what the individual needs, and how the health educator can incorporate that into a program.
- Identify and discuss theories or principles that can you combine with the Social Learning Theory in developing effective health education for adolescents. Your paper will be graded on the following factors: Precision – follow all instructions and answer each part of the assignment.
Breadth – show broad knowledge of the module’s topic. Depth – go into detail to show more critical thought about the specific assignment. Clarity – the extent to which you elaborate and include discussion or examples as asked. Critical thinking – thinking that goes beyond simple description, repetition, or quotation, and comes to a relevant conclusion. Original work – the paper is your own work, not copied or paraphrased from any other sources.
Citations are used any time you state a fact or idea that is not common knowledge. Application (for SLP assignments)- the extent to which you apply the information to a real-life situation related to the assignment. BACKGROUND REFERENCES: University of Kansas (2011).
The Community Toolbox. Conducting Focus Groups. Retrieved February 1, 2011 from http://ctb.ku.edu/en/tablecontents/sub_section_main_1018.aspx Zimmerman, B. & Cleary, T. (2006). Adolescents’ Development of Personal Agency. Self-Efficacy Beliefs of Adolescents. Retrieved February 1, 2011 from http://www.des.emory.edu/mfp/ZimmermanClearyAdoEd5.pdf Minnesota Department of Health (2010). Community Engagement. Retrieved February 1, 2011 from http://www.health.state.mn.us/communityeng/needs/focus.htm
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
You Can Also Place the Order at www.collegepaper.us/orders/ordernow or www.crucialessay.com/orders/ordernow Teaching Adolescents Case Assignment Expectations
Teaching Adolescents Case Assignment Expectations