Click The Link Above To Submit This Assignmentassignment 3 How Can W ✓ Solved

Click the link above to submit this assignment. Assignment 3: How Can We Stop Bullying / Cyberbullying Now? Due Week 10 and worth 260 points Per the text and assigned course readings, bullying in general and cyberbullying in particular are ongoing issues which many students today experience, often with tragic consequences. As an educator, one important job you will have is to develop safeguards against bullying in your classroom. Imagine that you are asked to give a presentation at a conference on a K-12 public school teacher who is preparing to cover the topic of bullying and cyberbullying in your class.

To prepare for the presentation, you first have to do some research on your topic. Write a five to seven (5-7) page paper in which you: 1. Define the terms “bullying†and “cyberbullyingâ€, and specify the main difference(s) between these two terms. 2. Design a lesson which addresses both bullying in general and cyberbullying specifically, focusing on the following elements: a.

Learning objectives of the lesson b. Measurement method(s) use to determine student learning and lesson effectiveness c. Description of lesson type (i.e. lecture, interactive, peer learning activity, etc.) d. Materials needed for the lesson e. Costs and funding for the lesson 3.

Use at least four (4) peer-reviewed academic resources in this assignment. Note: Wikipedia and many Websites do not qualify as academic resources. Peer-reviewed academic resources refer to articles and scholarly journals that are reviewed by a panel of experts or peers in the field. View this video for more information on obtaining peer-reviewed academic resources through your Blackboard course shell. 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 or school-specific 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. The specific course learning outcomes associated with this assignment are: • Analyze how educational theories and practices impact contemporary issues in education. • Survey and analyze issues facing the changing demographics of education. • Evaluate the impact of technological change on contemporary issues in education. • Use technology and information resources to research contemporary issues in education 1/13/2019 • Write clearly and concisely about contemporary issues in education using proper writing mechanics Grading for this assignment will be based on answer quality, logic/organization of the paper, and language and writing skills, using the following rubric.

1/13/2019 EDU 505 – Contemporary Issues in Education COURSE DESCRIPTION Examines theory, research, and practices relating to critical issues faced by educators today. Discusses contemporary concerns in American and global education: National and local initiatives in education, the evolving relationship between schools and communities, impacts of public policy on the educational enterprise, and current social, political, economic, and legal issues influencing schools are explored from American and global perspectives. Evaluates the future of education in both industrial and developing countries, including growth of learning needs and inequities both within and between countries. Emphasizes problem identification, analysis, and remediation, with the latter focusing on “best of breed†innovative practices.

INSTRUCTIONAL MATERIALS Required Resources – Textbook Tozer, S. E., Senese, G., & Violas, P. C. (2013). School and society: Historical and contemporary perspectives (7th ed.). New York, NY: McGraw-Hill.

Required Resources – Articles Baker, B., Sciarra, D., & Farrie, D. (2014). Is School Funding Fair? A National Report Card. Retrieved from Baker, B., & Corcoran, S. (2012). The Stealth Inequities of School Funding: How State and Local School Finance Systems Perpetuate Inequitable Student Spending.

Center for American Progress . Retrieved from Brackemyre, T. (2012). Education to the Masses: The Rise of Public Education in Early America. History Scene . Retrieved from Cobb, N. (2014).

Climate, Culture and Collaboration: The Key to Creating Safe and Supportive Schools. Techniques: Connecting Education and Careers. Retrieved from: Gardner, H. (2011). To improve U.S. education, it’s time to treat teachers as professionals. The Washington Post .

Retrieved from Garrity, C., & Jens, K. (1997). Bully Proofing Your School: Creating a Positive Climate. Intervention in School & Clinic . Retrieved from Hiler, T., & Hatalsky, L.(2014). TEACH Grant Trap: Program to Encourage Young People to Teach Falls Short.

Third Way . Retrieved from Hinduja, S., & Patchin, J. (2015). Cyberbullying Legislation and Case Law: Implications for School Policy and Practice. Retrieved from Indiana University School of Education (2011). Recent School Reform Efforts and Examples of Success in IPS: A Research Brief.

Retrieved from Klein, A., & Camera, L. (2015). NCLB Rewrite Could Target Mandate on Annual Tests. Education Week . Retrieved from Leachman, M., & Mai, C. (2014). Most States Funding Schools Less Than Before the Recession.

Center on Budget and Policy Priorities . Retrieved from Madison, B. L. (2015). Quantitative Literacy and the Common Core State Standards in Mathematics. Scholar Commons.

Retrieved from NEA Common Core State Standards Toolkit. National Education Association . Retrieved from Noguera, P. (2014). Responding to the Challenges Confronting Black and Latino Males: The Role of Public Policy in Countering the “Crisis†and Promoting Success. InMotion Magazine .

Retrieved from Noguera, P. (2012). The Achievement Gap and the Schools We Need: Creating the Conditions Where Race and Class No Longer Predict Student Achievement. InMotion Magazine . Retrieved from Noguera, P. (2012). “Saving†Black and Latino Boys .

InMotion Magazine . Retrieved from Strauss, V. (2013). Will charter schools survive the confusing charter movement? The Washington Post . Retrieved from What is Cyberbullying? (2015).

Stopbullying.gov . Retrieved from Wolfe, A. (2015). A Critique of ‘The Common Core is a Change for the Better’. ASA Journal of Scholarship and Practice. Retrieved from Supplemental Resources and Strayer University Library Online Databases A comprehensive list of supplemental resources and Strayer University Library Online databases that are recommended and / or useful for this course can be found at the end of this course guide, in the Faculty Notes section.

COURSE LEARNING OUTCOMES 1. Examine the historical context of contemporary issues in education. 2. Analyze how educational theories and practices impact contemporary issues in education. 3.

Identify components of educational perspectives that will serve as the foundation for students’ philosophy of education. 4. Survey and analyze issues facing the changing demographics of education. 5. Evaluate the impact of technological change on contemporary issues in education.

6. Critique issues related to teaching, learning, and assessment within schools. 7. Analyze methods of the procurement, management, and accountability of funding sources for schools. 8.

Use technology and information resources to research contemporary issues in education. 9. Write clearly and concisely about contemporary issues in education using proper writing mechanics. COURSE TOOLS AND TUTORIALS The following tools and tutorials are resources for this course and will help you succeed at exploring research articles. They should be completed within the first week. · Complete the tutorial in the Course Tools tab in your course shell and the required quiz in Week 1 entitled “Genius Navigator†to earn your Genius Navigator Badge.

WEEKLY COURSE SCHEDULE The standard requirement for a 4.5 credit hour course is for students to spend 13.5 hours in weekly work. This includes preparation, activities, and evaluation regardless of delivery mode. Week Preparation, Activities, and Evaluation 1 Preparation · Reading(s) · Chapter 1: Introduction: Understanding School and Society · Chapter 2: Liberty and Literacy: The Jeffersonian Ideal · Brackemyre, T. (2012) Education to the Masses: The Rise of Public Education in Early America. History Scene . Retrieved from · Complete the Course Tools and Tutorials in your course shell Activities · Course Expectations and Introductions · Discussion (20 points) Evaluation · Genius Navigator Quiz (10 points) 2 Preparation · Reading(s) · Chapter 3: School as a Public Institution: The Common-School Era · Chapter 10: Teaching in a Public Institution: The Professionalization Movement · Gardner, H. (2011).

To improve U.S. education, it’s time to treat teachers as professionals. The Washington Post . Retrieved from · Case Study · Terms of Endearment, located in the online course shell Activities · Discussion (20 points) Evaluation · None 3 Preparation · Reading(s) · Chapter 4: Social Diversity and Differentiated Schooling: The Progressive Era · Chapter 6: Diversity and Equity: Schooling and African Americans · Chapter 7: Diversity and Equity: Schooling and American Indians · Noguera, P. (2014) Responding to the Challenges Confronting Black and Latino Males: The Role of Public Policy in Countering the “Crisis†and Promoting Success. InMotion Magazine . Retrieved from · Noguera, P. (2012) The Achievement Gap and the Schools We Need: Creating the Conditions Where Race and Class No Longer Predict Student Achievement.

InMotion Magazine . Retrieved from · Noguera, P. (2012) “Saving†Black and Latino Boys . InMotion Magazine . Retrieved from Activities · Discussion (20 points) Evaluation · Assignment 1: Case Study – Terms of Endearment (260 points) 4 Preparation · Reading(s) · Chapter 5: Diversity and Equity Today: Schooling Girls and Women · Chapter 12: Diversity and Equity Today: Defining the Challenge · Chapter 13: Diversity and Equity Today: Meeting the Challenge Activities · Discussion (20 points) Evaluation · None 5 Preparation · Reading(s) · Chapter 8: National School Reform: The Early Cold War Era · Hiler, T., & Hatalsky, L. Erickson (2014).

TEACH Grant Trap: Program to Encourage Young People to Teach Falls Short. Third Way . Retrieved from · Indiana University School of Education (2011). Recent School Reform Efforts and Examples of Success in IPS: A Research Brief. Retrieved from · Strauss, V. (2013).

Will charter schools survive the confusing charter movement? The Washington Post . Retrieved from · Case Study · Turn It Around!, located in the online course shell Activities · Discussion (20 points) Evaluation · None 6 Preparation · Reading(s) · Chapter 11: Differentiated Schooling, Labor Market Preparation, and Contemporary School Reform: The Post-Cold War Era · Klein, A., & Camera, L. (2015). NCLB Rewrite Could Target Mandate on Annual Tests. Education Week .

Retrieved from · Video · Review the video titled “No Child Left Behind: A Decade of Failure†(3 min 42 s), located in the online course shell. You may also view the video at . Activities · Discussion (20 points) Evaluation · Assignment 2: Case Study – Turn It Around! (260 points) 7 Preparation · Reading(s) · NEA Common Core State Standards Toolkit. National Education Association . Retrieved from . · Madison, B.

L. (2015) Quantitative Literacy and the Common Core State Standards in Mathematics. Scholar Commons. Retrieved from · Wolfe, A. (2015) A Critique of ‘The Common Core is a Change for the Better’. ASA Journal of Scholarship and Practice. Retrieved from Activities · Discussion (20 points) Evaluation · None 8 Preparation · Reading(s) · Baker, B., Sciarra, D., & Farrie, D. (2014).

Is School Funding Fair? A National Report Card. Retrieved from · Baker, B., & Corcoran, S. (2012). The Stealth Inequities of School Funding: How State and Local School Finance Systems Perpetuate Inequitable Student Spending. Center for American Progress .

Retrieved from · Leachman, M. & Mai, C. (2014). Most States Funding Schools Less Than Before the Recession. Center on Budget and Policy Priorities . Retrieved from Activities · Discussion (20 points) Evaluation · None 9 Preparation · Reading(s) · Garrity, C., & Jens, K. (1997). Bully Proofing Your School: Creating a Positive Climate.

Intervention in School & Clinic . Retrieved from · Cobb, N. (2014). Climate, Culture and Collaboration: The Key to Creating Safe and Supportive Schools. Techniques: Connecting Education and Careers. Retrieved from: Activities · Discussion (20 points) Evaluation · None 10 Preparation · Reading(s) · What is Cyberbullying? (2015) Stopbullying.gov .

Retrieved from · Hinduja, S, and Patchin, J. (2015). Cyberbullying Legislation and Case Law: Implications for School Policy and Practice. Retrieved from Activities · Discussion (20 points) Evaluation · Assignment 3: How Can We Stop Bullying / Cyberbullying Now? (260 points) 11 Preparation · Reading(s): None Activities · Discussion (10 points) Evaluation · None GRADING SCALE – GRADUATE Assignment Total Points % of Grade Genius Navigator Quiz (untimed and unlimited attempts) % Assignment 1: Case Study – Terms of Endearment % Assignment 2: Case Study – Turn It Around % Assignment 3: How Can We Stop Bullying / Cyberbullying Now? % Participation (10 discussions worth 20 points apiece and Week 11 discussion worth 10 points) % Totals 1,% Points Percentage Grade 900–1,% – 100% A 800–% – 89% B 700–% – 79% C Below 700 Below 70% F © 2016 Strayer University.

All Rights Reserved. This document contains Strayer University confidential and proprietary information and may not be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University. EDU 505 STUDENT GUIDE ) Page 4 of 8 Click the link above to submit this assignment. Assignment 2: Case Study - Turn it Around! Due Week 6 and worth 260 points Review the case study titled “Turn it Aroundâ€, in which Dr.

P. De Gogy, a newly hired superintendent of a small rural school district, must develop a plan to address and correct a myriad of issues and challenges within the district. Next, imagine that you are Dr. Gogy and are preparing to present the plan you have developed to the school board. Write a ten to fifteen (10-15) slide presentation in which you: 1.

Determine the main challenges that the Rocky Road School District is currently facing. Develop a three (3) year strategic plan to address these challenges. Examine the actions you will take to address each of these challenges. 2. Identify the main resources that you will need in each of the following areas in order to implement the plan – economic, social / community, political, and staffing.

3. Take a position on whether or not it is feasible for you to turn this school district around within the length of your five (5) year contract. Provide support and a rationale for your position. 4. Use at least four (4) peer-reviewed academic resources in this assignment.

Note: Wikipedia and many Websites do not qualify as academic resources. Peer-reviewed academic resources refer to articles and scholarly journals that are reviewed by a panel of experts or peers in the field. View this video for more information on obtaining peer-reviewed academic resources through your Blackboard course shell. Your assignment must follow these formatting requirements: • Present your plan using a presentation software tool with at least ten (10) content slides in your presentation. • Include a cover slide containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. Note: This slide does not count towards the ten to fifteen (10-15) slide requirement. • Include a References slide at the end of the presentation.

References must be in APA format. Note: This slide does not count towards the ten to fifteen (10-15) slide requirement. • Develop a creative, appealing presentation for a professional audience, using two to three (2-3) colors, two to three (2-3) fonts, and two to three (2-3) visuals in your presentation. • Provide clear and thorough audio narration of the presentation slides as if you were delivering the speech. Note: If you do not have access to a microphone, then you should provide detailed speaker notes to accompany each slide that emphasize and embellish the key points in your presentation. • Check with your instructor for any additional requirements or specifications. The specific course learning outcomes associated with this assignment are: • Analyze how educational theories and practices impact contemporary issues in education. • Survey and analyze issues facing the changing demographics of education. • Critique issues related to teaching, learning, and assessment within schools.

1/13/2019 • Analyze methods of the procurement, management and accountability of funding sources for schools. • Use technology and information resources to research contemporary issues in education • Write clearly and concisely about contemporary issues in education using proper writing mechanics Grading for this assignment will be based on answer quality, logic/organization of the paper, and language and writing skills, using the following rubric. 1/13/2019

Paper for above instructions

Introduction

Bullying and cyberbullying are significant issues affecting K-12 students today, with devastating psychological and socio-emotional consequences for the victims. Bullying involves aggressive, intentional harm inflicted by one student (or group) upon another in a repeated manner (Olweus, 1993). Meanwhile, cyberbullying refers to harmful actions carried out using electronic means, such as social media, messaging apps, and websites, which can be particularly damaging due to its pervasive nature (Hinduja & Patchin, 2015). This paper aims to provide a thorough understanding of bullying and cyberbullying, develop a lesson plan to combat these issues, and identify the necessary resources to ensure its efficacy.

Definitions of Bullying and Cyberbullying

Bullying

Bullying is characterized by repetitive aggressive behavior involving an imbalance of power. This behavior manifests in various forms, including physical aggression (hitting, kicking), verbal harassment (teasing, threats), and social exclusion (spreading rumors, isolating individuals) (Olweus, 1993). The key elements of bullying are: (1) intent to harm, (2) repetitive actions, and (3) a power imbalance between the bully and the victim (American Psychological Association, 2010).

Cyberbullying

Cyberbullying, on the other hand, occurs in the virtual realm and is described as the use of technology to harass, embarrass, or intimidate another individual (Hinduja & Patchin, 2015). It includes behaviors such as sending threatening emails, posting hurtful comments on social media, and sharing private information without consent. Unlike traditional bullying, cyberbullying can happen 24/7, leaving victims without respite and amplifying emotional distress (Kowalski et al., 2014).

Main Differences

While both bullying and cyberbullying share the common goal of inflicting harm and the elements of repetitive actions and power imbalance, their contexts differ significantly. Bullying typically occurs in person and can be more easily defined by physical encounters while cyberbullying transcends physical boundaries via digital platforms and is often anonymous, which makes it more challenging to address (Hinduja & Patchin, 2015).

Lesson Plan Design

Lesson Overview

The proposed lesson will raise awareness about bullying and cyberbullying, instill empathy in students, and present strategies to combat these issues.

Learning Objectives

1. Define bullying and cyberbullying and identify their differences.
2. Recognize the emotional and social impacts of bullying on both victims and perpetrators.
3. Learn and practice strategies to intervene safely and effectively in bullying situations.

Measurement Methods

- Pre-lesson Questionnaire: Assess prior knowledge of bullying and cyberbullying.
- Post-lesson Test: Evaluate understanding of definitions, consequences, and intervention strategies.
- Reflection Journals: Students will maintain a journal to reflect on their thoughts and feelings related to the topic throughout the lesson.

Description of Lesson Type

The lesson will be interactive, combining lectures, group discussions, and role-play activities. This variation pays attention to diverse learning styles and encourages student engagement (Brackemyre, 2012).

Materials Needed

1. Presentation slides (PowerPoint) outlining core concepts and statistics on bullying and cyberbullying.
2. Videos depicting real-life scenarios of bullying and potential solutions (e.g., testimonials from victims).
3. Handouts detailing intervention strategies and resources available for victims.
4. Access to a digital platform (Google Classroom/Padlet) for students to anonymously share questions or concerns to foster an open dialogue.

Costs and Funding

The estimated budget for materials includes printing handouts and possibly purchasing licensing for videos, totaling around 0. This cost could be covered through school funding, community grants focused on anti-bullying initiatives, or PTA fundraising (Cobb, 2014).

Conclusion

Addressing the issues of bullying and cyberbullying is imperative in fostering a safe and supportive school environment. By defining these concepts, creating a targeted lesson plan, and utilizing available resources, educators can implement effective strategies to combat these pervasive issues. Continuous evaluation of intervention strategies and fostering open conversations can help schools develop a comprehensive approach to tackle bullying effectively.

References

1. American Psychological Association. (2010). Bullying in Schools.
2. Brackemyre, T. (2012). Education to the Masses: The Rise of Public Education in Early America. History Scene.
3. Cobb, N. (2014). Climate, Culture and Collaboration: The Key to Creating Safe and Supportive Schools. Techniques: Connecting Education and Careers.
4. Hinduja, S., & Patchin, J. W. (2015). Cyberbullying Legislation and Case Law: Implications for School Policy and Practice.
5. Kowalski, R. M., Giumetti, G. W., & Schroer, W. J. (2014). Bullying in the Digital Age: A Critical Review and Meta-Analysis of Cyberbullying Research among Youth. Psychological Bulletin, 140(4), 1073.
6. Olweus, D. (1993). Bullying at School: What We Know and What We Can Do. Blackwell Publishing.
7. StopBullying.gov. (2015). What is Cyberbullying?
8. Wolfe, A. (2015). A Critique of ‘The Common Core is a Change for the Better’. ASA Journal of Scholarship and Practice.
9. Noguera, P. (2012). The Achievement Gap and the Schools We Need: Creating the Conditions Where Race and Class No Longer Predict Student Achievement. InMotion Magazine.
10. Noguera, P. (2014). Responding to the Challenges Confronting Black and Latino Males: The Role of Public Policy in Countering the “Crisis” and Promoting Success. InMotion Magazine.
This presentation addresses how to effectively combat bullying and cyberbullying through the proposed lesson plan and provides foundational understanding pertinent for educators today. By instilling awareness and empowering students as allies against bullying, schools can cultivate an environment in which every student feels safe and valued.