Doctoral Learning Process

Doctoral Learning Process
Doctoral Learning Process

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Doctoral Learning Process

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The purpose of the assignment is to demonstrate your working knowledge of APA format by writing a paper.The doctoral Learning process is uniquely autonomous. It is important to develop individual plans for success and use personal strategies to reach your goals.

General Requirements:

• When writing this paper ensure you are speaking from a formal standpoint and are not using I-statements.

• Doctoral learners are required to use APA style for their writing assignments.

• This assignment uses a rubric and you cannot have more than 10% similarity scores for your paper. 

Directions:

In 750-1,000 words, construct a paper that addresses the following.

1. Discuss learning experiences one may face prior to the doctoral learning experience. Support your discussion with scholarly evidence from the sources provided. 

2. Research the autonomous nature of doctoral learning. Discuss how doctoral programs and learning skills and strategies employed when completing them is different than other learning experience.

3. Conduct a literature review of five scholarly articles related to strategies for success in doctoral programs. The articles cannot be more than 3 years old. 

4. Based upon your research discuss specific strategies you recommend when developing a plan for successful completion of a doctoral program.

Reading materials to be use in completing this paper

2. How Writing Contributes to Learning: New Findings From a National Study and Their Local Application

Read:

Anderson, P., Anson, C. M., Fish, T., Gonyea, R. M., Marshall, M., Menefee-Libey, W., … Weaver, S. (2017). How writing contributes to learning: New findings from a national study and their local application. Peer Review New Frontiers in Writing, 19(1).http://www.aacu.org/peerreview/2017/Winter/Anderson#.WR3xSRCQf_Q.email

The Basics of APA Style Review “The Basics of APA Style” tutorial, located on the American Psychological Association (APA) website. You will use this resource throughout the course for assignments and discussion questions.http://www.apastyle.org/learn/tutorials/basics-tutorial.aspx

Tips on Grammar, Punctuation and Style Read:Harvard College Writing Lab. (1999). Tips on grammar, punctuation and style.https://writingcenter.fas.harvard.edu/pages/tips-grammar-punctuation-and-style

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Doctoral Learning Process

The writing skills that most of us have when compared to the doctoral writing are rudimentary. The writing often focuses on the use of long sentences to communicate an idea. In addition, the sentences lack clauses which are essential to ensure a smooth transition of ideas. Moreover, learners have the weakness of ensuring that each paragraph has one idea. The paragraphs are at times organized in a haphazard manner which makes idea correlation difficult (Maher et al., 2013).

The most common problem in most scholars is the use of passive voice rather than an active voice in presenting their arguments. The use of passive voice makes it easy for scholars to overuse third person instead of the first person (McDougall, Orneles, and Rao, 2015, p.263).

The Doctoral writing is independent of the writing experience that we may have acquired from K-12 through to high-school level. According to Burford (2017), doctoral writing focuses more on what knowledge that a learner had about a particular subject more than their study skills. Moreover, the doctoral writing process falls into two contexts. The first one is a socially communicative process based on an idea. The second one is a rhetorical process created by power relations that focus on social and personal significance (p.29).

Doctoral learning process centers on inculcating the constructive feedback into the writing process. As a learner one needs to detach emotions from the feedback process to enable them to successfully complete the doctoral program. Emotions demotivate the learner from carrying out an overhaul of the entire work to ensure that they deliver authentic work (Collins, 2015, p.53). Moreover, in the doctoral learning process quality supersedes quantity, this is opposite to the other learning experience. The prior learning experience emphasized on the quantity of information when it came to grading. Contrariwise, in the doctoral field, writing is quality oriented based on the idea that one wants to project or discuss (McDougall et al., 2015, p.264).

Additionally, the previous learning experience concentrated on idea generation and writing process. Conversely, the doctoral learning skills is an extensive process that has multiple areas of focus. It involves identifying the subject area, researching intensively, prewriting, followed by writing and finally being ready to rewrite after any feedback from suitable professionals (McDougall et al., 2015, p.263).

According to Anderson et al., (2017), there are a number of strategies that are suitable for not only promoting the learning experience but also ensuring success in any discipline. The first one is higher-order learning deals with the establishing the value and application of theoretical knowledge. The second one is integrative learning that requires the learners to compartmentalize ideas from various sources when tackling addressing a particular issue in their doctoral program. This provides an indepth overview of an issue and increases the authenticity of the doctoral program……

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Foundations of Number Sense

Foundations of Number Sense
Foundations of Number Sense

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Foundations of Number Sense

Chapter 1 of the text (Sousa, 2015) addresses the foundations of number sense and how this ability develops in humans. Unlike other animals with number sense, humans are separated by the ability to count, which is influenced by numerous factors including language. Based on this week’s readings, address each of the following:

• Sousa discusses how children learn to count. How did YOU learn to count? Who taught you? Where and when? Did you use your fingers? Do you still use your fingers? 

• Sousa outlines some of the glaring differences between Asian and Western languages when it comes to learning how to count.

o If you teach, or plan to teach, at the elementary level, do you think your students would benefit from learning numbers according to the Asian language patterns? If so, how could you incorporate these patterns without having them learn a new language? If not, what are the drawbacks?

o If you teach, or plan to teach, at the high school or college level, how do you remediate students who struggle with these basic counting and number sense skills?

• Select examples of strategies from pages 26-28 of the text (Sousa, 2015) that you currently use or plan to use. Explain your rationale.

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Foundations of Number Sense

I learned to count by using a counting chart. I recall that I used to point at numbers on the chart during the counting process. Based on Sousa (2015), the brain imaging played a role in my counting process. The image of the numbers enhanced my counting process. I only used my fingers when adding or subtracting mathematical problems and not counting. Presently, I do not use my fingers in the counting process.

My mind has advanced to be able to count large numbers and carry out addition or subtraction without using my fingers. Moreover, technology has made counting much easier as there are calculators in different devices that can be used in the counting process.

I believe that students will benefit at the elementary level to learn numbers according to the Asian language patterns. My perception is based on Sousa (2015), analysis where the Asian students excel in mathematics when compared to students who learn mathematics using the English language. There are different patterns that I will incorporate into my lessons to enhance their understanding without having them learn a new language.

First, I will concentrate on the repetition of concepts. Secondly, I will break down the syllabus into short units. Lastly, I will introduce games and activities that will have them involved in the lessons. The interest and alertness of the students during the mathematics lesson will improve not only their comprehension of numbers but math as a whole…..

Foundations of Number Sense

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What Mathematics Means to Me as a Teacher and Learner

What Mathematics Means to Me as a Teacher and Learner
What Mathematics Means to Me as a Teacher and Learner

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What Mathematics Means to Me as a Teacher and Learner

What Mathematics Means to Me as a Teacher and Learner-week 1

Details:

1. What do YOU need to know and learn in order to teach mathematics effectively?

2. What do your students need to know and learn for long-term mathematics success?

3. Based on this week’s readings and assignments, have you changed your perspective on mathematics education? If so, how? If not, why?

4. Did you discover something thought provoking in this week’s activities or readings? Explain.

Resources for this week:

Chapter 3. Sousa, D. (2015). How the brain learns mathematics (2nd ed.). Thousand Oaks, CA: Corwin Press.

Links – Common Core State Standards: A New Foundation for Student Success – http://www.hunt-institute.org/resources/2012/09/common-core-state-standards-a-new-foundation-for-student-success/

About the Standards – http://www.corestandards.org/about-the-standards/

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What Mathematics Means to Me as a Teacher and Learner

What do you need to know and learn in order to teach mathematics effectively?

As a teacher the effectiveness of using images to enhance the ability of the students to understand the concepts. According to Sousa, (2015), brain imaging increases the ability of the students to understand the concepts that are being taught. Additionally, one should build on the memory of the students. An instructor should make sure that the students can relate the topic to an earlier lesson that they have been taught. It increases their participation level.

Moreover, the teachers need to have a comprehension of the working memory of their students. This enables them to structure their lesson plans effectively by breaking down them into portions. Small portions make it easy for the students to understand the topic. Lastly, the teachers should be able to discern the suitable learning environment and instructional setting applicable to their students (Sousa, 2015). Students with a disability have different needs and levels of understanding to those without disabilities. The teacher should also be able to detect the emotional stability of their students to enhance their learning experience.

What do your students need to know and learn for long-term mathematics success?

Students need to understand that mathematics is dependent subject. It relates to concepts that they have learned in the lower classes. Moreover, mathematics is an active subject that requires the student to participate in the various activities to enhance their comprehension. Also, mathematics is not about memorization but understanding of the basics. Understanding the basics enables them to be able to solve difficult questions (Sousa, 2015).

Moreover, it increases their ability to manipulate the various aspects of mathematics either in form of simple or word problems. Additionally, Mathematics requires regular practice to reinforce the concepts taught in the minds of the ready. Regular practice will increase their proficiency in manipulating various problems that are presented to them. Finally, mathematics is a fun subject that requires an open mind and readiness from the students to enable them to perform effectively.

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Introduction of the Common Core State Standards

Introduction of the Common Core State Standards
Introduction of the Common Core State Standards

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Introduction of the Common Core State Standards

Details:

The most recent attempt to increase student learning and achievement in our educational system was the introduction of the Common Core State Standards. This collaborative effort was designed to bring together a set of comprehensive standards that focused on getting students “college and career ready.”

Based on information in the video Common Core State Standards: A New Foundation for Student Success (Hunt Institute, 2011), the website About the Standards (Common Core State Standards Initiative, 2015), and any other credible sources you choose, answer the following questions:

  • Who collaborated to write the standards?o What is your reaction to the representatives involved?
  • What did the writers of the standards aim to achieve in regards to mathematics instruction and learning?
  • What major differences do you notice between the CCSSM and previous standards used by your school or district?

Links:
Common Core State Standards: A New Foundation for Student Success – http://www.hunt-institute.org/resources/2012/09/common-core-state-standards-a-new-foundation-for-student-success/
About the Standards – http://www.corestandards.org/about-the-standards/

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Introduction of the Common Core State Standards

Who collaborated to write the standards?

The introduction of the Common Core State Standards resulted from the collaboration between the National Governors Association and various state education chiefs of at least 42 states (The Hunt Institute, 2012).

What is your reaction to the representatives involved?

The representatives involved in the writing of the standards present a holistic representation of interested parties in the education system. The project involves the Council of Chief State School Officers, the National Governors Association Center for Best Practices and a variety of other experts in various fields of business and knowledge (The Hunt Institute, 2012). This provides a sufficient mix and representation to ensure the quality development of standards as well as efficient delivery of the same (Common Core Standards Initiative, 2016).

 What did the writers of the standards aim to achieve in regards to mathematics instruction and learning?

With regard to the teaching and learning of Mathematics, the standards aim to achieve greater coherence of the teaching and learning of the curriculum. In this case, the learners and instructors ought to make sense of the problems, gain the ability to think in the abstract, understand arguments and provide meaningful critique, gain the proficiency to model with math, express regularity in repeated reasoning, and use appropriate tools strategically (Common Core State Standards Initiatives , 2011)…..

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Learning to Calculate Essay Paper

Learning to Calculate
Learning to Calculate

Learning to Calculate

Details:

Learning how to multiply can be an extremely difficult aspect of mathematics education. As described in the text (Sousa, 2015), the shift students encounter as they move from counting strategies to the rote learning of arithmetic facts can cause a major upheaval in their thought process.

Keeping this shift in mind, complete the following:

• Based on the information in the text (Sousa, 2015), analyze the multifaceted issue of how American students struggle with multiplication tables and why educators should pay particular attention to student experiences and thought processes while learning them. 

• If you teach, or plan to teach, at the elementary level, how do you believe that multiplication tables should be taught? Is it necessary to memorize them? Why or why not?

• If you teach, or plan to teach, at the high school or college level, how do student experiences with multiplication table learning impact students at this level? 

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Learning to Calculate

Based on the information in the text (Sousa,2015). Analyze the multifaceted issue of how American students struggle with multiplication tables and why educators should pay particular attention to student experiences and thought processes while learning them?

The use language in teaching mathematics makes the learning of multiplication difficulties. The addition and subtraction calculations the students are able to associate numbers which makes it easy for them to solve questions. Additionally, there is a consistent pattern that makes the students able to carry backward and forward calculations. Contrariwise multiplications are difficult because the brain is unable to find a sequence that they can relate to. The dissociative aspects of multiplication make learning of the mathematical tables hard (Sousa, 2015). Students have different learning styles that forms a foundation in their arithmetic learning. Paying attention to the learning styles makes them progress to multiplication from addition and subtraction with ease.

If you teach or plan to teach at the elementary level, how do you believe multiplication tables should be taught? If necessary to memorize them? Why or why not?

I believe at the elementary level; the teacher should focus on counting skills of the students. The counting skills are essential in solidifying the learners’ confidence in mathematics. They then can progress to multiplication tables using mathematical charts. In addition, they can start with small figures before progressing to complex ones (Sousa, 2015)…..

Learning to Calculate

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Curriculum Development and Implementation

Curriculum Development and Implementation
Curriculum Development and Implementation

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Curriculum Development and Implementation 

Order Instructions:

Assume that you are the curriculum designer for a school district. The school board has requested that several teams develop proposals for new curricula to meet newly established state standards. You and your team must develop the first proposal to provide as a pilot or model for the other teams. You have to first identify a specific curriculum area not currently used in the school district that would greatly benefit the students in the district. Use the Internet as well as your textbook to develop a pilot curriculum for a specific discipline area (reading, math, science, etc.) or grade level (K-12) at a local school district.

Assignment: Curriculum Development and Implementation. 

1. Write an eight (8) page paper in which you:

  1. Summarize the following aspects of Assignments 1 and 2: 

a. Describe the specific curriculum area and grade level(s) for the pilot curriculum
b. Describe at least four (4) core instructional goals for the curriculum
c. Review the various approaches to be used for the planned curriculum as well as potential cultural influences
d. Review the strategy for incorporating critical thinking skills into the planned curriculum using Bloom’s Taxonomy

2. Develop at least three (3) student learning outcomes for each of the core instructional goals in the planned curriculum. (Note: Student learning outcomes must support accomplishment of their respective core instructional goal and be stated in a manner that is observable and measurable. The student learning outcomes must also support development of critical thinking skills consistent with Bloom’s Taxonomy. A brief article on writing student learning outcomes or objectives, “Writing learning objectives: Beginning with the end in mind,” may be found here.

3. Outline a least one (1) instructional lesson or exercise that could be used to facilitate mastery of one of the three (3) student learning outcomes listed. (Note: The instructional lesson outline should include instructor activities to promote mastery of the learning outcome and develop critical thinking skills. The outline should also include student activities that promote critical thinking and accomplishment of the learning outcome.)

4. Propose at least one (1) way the students for which the lesson is designed will use technology as part of the lesson, providing a rationale for the technology. Propose at least one (1) way in which technology will be used to deliver the lesson, providing a rationale for the technology.

5. Create an implementation plan for the curriculum in the form of a PowerPoint presentation of at least eight (8) slides. Include (a) a summary of the development process (Assignments 1 and 2), (b) the instruction lesson outline, (c) an implementation timetable, and (d) the human and capital resources needed for successful implementation. (Note: The PowerPoint, which is not part of the page count, will be presented to the District School Board.)

6. Use at least three (5) relevant, scholarly references published in the last seven (7) years. (May use references already used in this paper.) (Note: Wikipedia and other non-government Websites do not qualify as scholarly resources. 

7. Your assignment must follow these formatting requirements:Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA.

Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page, PowerPoint presentation, and the reference page are not included in the required assignment page length.

The specific course learning outcomes associated with this assignment are:

  • Identify the key elements of curriculum design and development..
  • Compare the philosophical foundations of curriculum.
  • Consider how psychological foundations play a role in the development of curriculum..
  • Analyze the relationship of social foundations to K-12 curriculum..
  • Develop the strategies and techniques to support curriculum planning.
  • Design curriculum plan for a current or future school setting..
  • Create implementation approaches for curriculum..
  • Use technology and information resources to research issues in curriculum planning..
  • Write clearly and concisely about curriculum design and development using proper writing mechanics.

Curriculum Development and Implementation

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Diagnosing Difficulties in Learning Mathematics

Diagnosing Difficulties in Learning Mathematics
Diagnosing Difficulties in Learning Mathematics

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Diagnosing Difficulties in Learning Mathematics

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In chapter 7 of the text (Sousa, 2015), seven prerequisite skills for learning mathematical concepts are described. These skills can be the key to unlocking a student’s mathematical abilities.

* Discuss the prerequisite skills to learning mathematical concepts. Do you agree with this list? If so, what experiences have you had that validated them? If not, what skills would you add or remove from this list? Why? See page 161 in the text (Sousa, 2015).

* How would you use these skills to diagnose and remediate a student’s difficulty with mathematics?

* You may use an example from your own classroom and insert your own, time-tested strategies.

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Diagnosing Difficulties in Learning Mathematics

What type of study skills methods do you teach your mathematics students, if any? Do you use Barton & Heidema’s SQRCQ? RIDD? SQR3? If you do not teach study skills, why do you choose not to do so?

The type of study skills that I teach my students is the use of the SQR3 method. The method is an acronym for survey, question, read recite and review. I selected the method because it provides my students with an opportunity to ascertain the valuable ideas and facts that are present in the textbook. Moreover, they can easily note down the difficult areas that they encounter and be able to review at a later time. The process enables the students to master their content and comprehend the concepts or units that are taught in class (Palilonis and Butler, 2015).

Furthermore, the study method is segregated into three aspects before class that deals with survey and question. In addition, the second deals with after class which involves read and recite. Finally, the last one is done before the next class which is review. It provides students with an opportunity to inquire from the students or I as the instructor before we progress to the next unit (Palilonis and Butler, 2015)….

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Teaching for Learning Assignment

Teaching for Learning
Teaching for Learning

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Teaching for Learning

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This week’s discussion posts have explored the difference between the traditional classroom and the sense-making classroom. It is important to consider another issue. Standardized testing is prevalent in the educational system, and the results of these tests often drive educational reform. As an educator, you must consider the effects of standardized testing on your instruction.

Think about the differences between teaching for a test and teaching for each student’s learning. Or, are there differences? Explain your position in 2 pages using key concepts you have learned in this course.

Link from this week: http://www.pbs.org/wgbh/frontline/film/inside-the-teenage-brain/

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Teaching for Learning

Think about the differences between teaching for a test and teaching for each student’s learning or are there differences?

Education is about ensuring that the students are able to acquire information and skills that sharpens their understanding of concepts, hence making them knowledgeable. The introduction of tests is done to ensure that students are able to comprehend their lessons with respect to the curriculum. This therefore means that there are differences between teaching for a test and teaching for each student’s learning in the education system. Teaching for a test refers to a form of teaching where the curriculum is manipulated to prepare the students to take part and pass standardized tests.

The teaching for a test focuses on the outcome rather than the process of learning. Teaching for a test emphasis on the memorization of concepts instead of comprehension. The memorization aspect makes the students shallow leaners. Moreover, it hinders the capability of the students to handle real life challenges that they are supposed to as a result of learning (Sousa, 2015).

Contrariwise, teaching for learning deals with instructors focusing on the entire body of knowledge and skills that makes them comprehend the basic concepts. Additionally, when it comes to the teaching for each students learning especially in mathematics they are able to master concepts that they can build upon. Mathematics is interconnected and this requires a student to comprehend the lower levels before progressing to higher levels (Sousa, 2015). When instructors focus on the teaching for a test they provide the students with rote skills that deter them from easily relating basic concepts as they advance through their education.

The teaching for a test is detrimental in the long run as it focuses on the scores that the students are getting rather than sharpening their acumen when it comes to learning. In the long run this presents challenges to the students when they enter the job market. The students with very impressive grades are unable to think critically when it comes to solving problems. Moreover, it is a misrepresentation of the students learning on a particular topic. The students acquire rudimentary skills that are unable to assist them in solving complex problems that they encounter in the course of their education (Jerald, 2017)…..

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Establishing my Academic and Career path

Establishing my Academic and Career path
Establishing my Academic and Career path

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Establishing my Academic and Career path

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Establishing My Academic and Career Path

As you begin the transition from academic courses to career opportunities, reflect on how the strategies already discussed can help to guide you through the process. Consider the degree path you have chosen and what additional skills or activities you should engage in beyond the academic learning in your courses to be successful. What initiatives and goals do you have for this career? Begin and continue to establish your academic journey and career goals.

Research where to find career openings in your chosen field, (Public Administration) select a position you might be interested in, and identify the qualifications and experience required. Identify these requirements as you progress through the coursework provided in your program.

Take initiative to inquire and explore as you make connections with your coursework and career goals. Some items to consider further are membership in a professional association, the use of Internet job boards for research into future trends, licensure compliance throughout the country/world, and occupational conditions such as location, shifts worked, required equipment, or safety standards.

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Listed below are some suggestions related to the types of information that you may want to include in this section of the document:

1) Who? Who would make up my network (e.g., peers, instructors, professionals, colleagues) essential to success in my chosen field in relation to this particular course?

2) What? What are my findings from researching competencies and/or certification requirements for my specific job role in relation to this course?

3) When? When should I begin to make the connection between my course of study and my career goals?

4) Where? Where does this course fit in my career goals? Where could I schedule an interview or internship to bridge the theory in my course with the practice of a job in the field?

5) Why? Why are peer-reviewed articles important and what is the significance of them in a career in health care?

6) How? How does this course relate to the requirements of my career goals? How can I make a link between the course and career experience that I need?

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