Strayer university north charlotte campus

If you have ever asked a question, wondered why something is as it is, or tried to understand an event, you have engaged in research. For this assignment, you will create the first part of your research paper. You should use the headings below for the sections of your paper.

For this assignment, you will craft the framework of your research using the articles you collected and summarized from Assignment 1 and / or other articles you found that relate to your research topic. Assignments 2, 3, and 4 will all build on each other to create one comprehensive research paper. Each time you submit an assignment, your instructor will provide feedback that you can use moving forward with the other parts of the research paper.

Write a four to five (4-5) page paper in which you:

Describe the:
Introduction to your topic.
Purpose of your research.
Problem statement.
Summarize the literature you collected related to your topic.
Identify the:
Gap(s) in the literature.
Research question or hypotheses of your topic.
Proposed theory for your research.
Include at least six (6) peer-reviewed quantitative or qualitative articles related to your topic.
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 format. Check with your professor for any additional instructions.
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 and the reference page are not included in the required assignment page length.

Running head: THE SCAVENGER HUNT 1

THE SCAVENGER HUNT 6

The Scavenger Hunt

Jasmin Brown

Dr. Jewell Winn

EDU 508

April 22, 2018

The Scavenger Hunt

Dynamics of Higher education and Low-income Students

In recent times, it has been noted that there is an increasing concentration of wealthy students in the highly selective colleges and universities nationwide. The authors of this study wanted to analyze if this selection had any effect on the outcome of students in specific SES (Socioeconomic status) communities (Bastedo & Jaquette, 2011). The study begins by appreciating the fact that expensive schools regardless of level offer higher quality education compared to the others. This in mind, they continue to state that the quality of education may be a contributor to socioeconomic status (Bastedo & Jaquette, 2011). Nonetheless, the researchers analyzed performance data of wealthy institutions and compared them with the data from other low-end institutions. The data was encouraging; the data was collected from early 1972 to 2004 (Bastedo & Jaquette, 2011). The range gave the study meaning as it had over three decades to compare performance and create a generalized tally. The outcome showed that from the 1970s, equality in education has been slowly progressing. The data mainly concentrated on test and course scores (Bastedo & Jaquette, 2011). As a conclusion, the authors stated that much is still to be done to reduce the inequality in education. Reduction in inequality will lead to the development of low-income communities and the overall result will be the benefit of the nation as a whole.

Education and Enhancement in Social and Emotional Learning

This study was developed to analyze how the enhancement of specific educational practices enhanced the social and emotional learning of students. The study focused on over 200 school-based SEL (Social and Emotional Learning) programs. The number of participants involved was a collective of over 200,000 kindergarten, middle, and high school students (Durlak, Weissberg, Dymnicki, Taylor, & Schellinger, 2011). The research was necessitated because the current program relied on psychological information that can be regarded as being outdated. Moreover, advancements in the medical sector have made some lessons in the program redundant as no scientific evidence has shown any improvements with its applicability. By dividing the participants to create a control and application group, the study went for over two decades. It only focused on four practices that were regarded as essential in the development of students perception of society, and their peers (Durlak, Weissberg, Dymnicki, Taylor, & Schellinger, 2011). The results were that the improved program demonstrated significant results in terms of social and emotional dexterities, increased academic performance, and an 11-point-percentile in overall success. Though the research was instrumental, it was only to be added to the increasing number of empirical data that is being developed to help the healthy development of children (Durlak, Weissberg, Dymnicki, Taylor, & Schellinger, 2011). This would be achieved by implementing improved SEL programming in the typical educational practice.

What is next for K12?

The purpose of the paper is to identify and recommend the implementation of computational practices in the current K12 program. The researchers have identified that the current K12 program is practically outdated; this is supported by the fact that minimal changes have been implemented from its inception (Lye & Koh, 2014). Moreover, technology has advanced to the sense that schools may soon become redundant, as it would promote learning from home. Nevertheless, computational programming refers to the use of computer science in solving daily activities and school-related activities. The need for computer programming has been fueled by the recent increment in user-friendly educational programs (Lye & Koh, 2014). The researchers wanted to explore the applicability of this concept in the K-12 concept by analyzing over 20 interventions studies. The concept is to work by asking the students to verbalize their thought process then using specific protocols while programming, their activity could be captured and analyzed (Lye & Koh, 2014). The qualitative data is then guided using predetermined past and present programming studies. However, the researchers conclude that though the notion is innovative and can be applied, several technological setbacks have to be overcome before it is to be implemented (Lye & Koh, 2014). Nonetheless, the data support its applicability and overall benefit for both parents and educators.

Disproportionality in Special Education

Education is a compulsory necessity for any child in the United States of America up to the age of 17 years. However, the same cannot be stated for those with special needs. The article was developed to understand the inequality that exists between English speaking and linguistically diverse students who have special needs (Sullivan, 2011). Individuals with special needs can at times be easily identified by their physical behavior or medical history. Nevertheless, those with less obvious disabilities such as learning disorders descriptive and regression statistics and analyses respectively, coupled with multilinguistic have higher chances of being classified as having continuous mental retardation. This is highly fueled by racial and cultural inequality at the district level (Sullivan, 2011). The researchers identified that a standard system would promote equality, however, it may face extreme hindrance due to the varying policies and systems in the various educational districts across the nation. The data collected identified that white peers did not share the same problem as multilinguistic individuals. The overall result is the notion of segregation from the other (Sullivan, 2011). The researchers, on the other hand, were in support of equality and therefore identified the areas and policies that necessitated change. The expected result would be a proportional future for both cultures.

References

Bastedo, M., & Jaquette, O. (2011). Running in Place: Low-Income Students and the Dynamics of Higher Education Stratification. Educational Evaluation And Policy Analysis, 33(3), 318-339. http://dx.doi.org/10.3102/0162373711406718

Durlak, J., Weissberg, R., Dymnicki, A., Taylor, R., & Schellinger, K. (2011). The Impact of Enhancing Students’ Social and Emotional Learning: A Meta-Analysis of School-Based Universal Interventions. Child Development, 82(1), 405-432. http://dx.doi.org/10.1111/j.1467-8624.2010.01564.x

Lye, S., & Koh, J. (2014). Review on teaching and learning of computational thinking through programming: What is next for K-12?. Computers In Human Behavior, 41, 51-61. http://dx.doi.org/10.1016/j.chb.2014.09.012

Sullivan, A. (2011). Disproportionality in Special Education Identification and Placement of English Language Learners. Exceptional Children, 77(3), 317-334. http://dx.doi.org/10.1177/001440291107700304