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Tag: Homework Solution

  • [Solved] Education assignment

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    Module assignment – 2 years ago

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    Module assignment

    – 2 years ago

  • [Solved] Motor

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    In-depth study guidance and analytical solution covering Motor.

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    Full assignment prompt and step-by-step guidance are included in the downloadable solution file.

  • [Solved] PROOFREADING

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    need help – 2 years ago **files (1)** – ## ESSAY.pdf **## ESSAY.pdf** Gender is a fundamental social construct that is produced and reproduced through everyday interac6ons and ins6tu6onal prac6ces. While parents play an important role in forming children's gender iden66es through clothing, toys, and…

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    need help

    – 2 years ago

    **files (1)**

    – ## ESSAY.pdf

    **## ESSAY.pdf**

    Gender is a fundamental social construct that is produced and reproduced through
    everyday interac6ons and ins6tu6onal prac6ces. While parents play an important role in
    forming children's gender iden66es through clothing, toys, and behavioral expecta6ons,
    schools reinforce and normalize gender norms through bodily discipline and rou6nes.
    Mar6n's research of preschools shows how ins6tu6ons make gender stereotypes seem
    like the standard, while Kane's study of parental influence points out the challenges of
    defying these norms. These two studies together demonstrate how both home and
    educa6onal ins6tu6ons are influen6al in early gender development, making gender
    norms seem inevitable. Despite the seeming inevitability of gender norms, these studies
    show that there are cases of rebellion that ques6on their strict implementa6on.

    Mar6n's (1998) research on preschools reveals that there's a hidden curriculum
    influencing how children move, stand, and behave according to their gender. Teachers
    oKen guide boys and girls toward different behaviors without even realizing it. For
    instance, girls are instructed to maintain a straight posture, keep their bodies contained,
    and exhibit formal behaviors, while boys are allowed greater freedom to move around,
    make noise, and occupy space (Mar6n, 1998, p. 498). Subtle but constant
    reinforcements like these add to the idea that gender differences in behavior are natural
    rather than produced by society. But Mar6n does point out examples when students
    defy expecta6ons, including when boys dress up in feminine clothes and girls aQempt to
    occupy space in ways that are oKen reserved for boys (Mar6n, 1998, p. 500). These acts
    of defiance demonstrate that gender roles are not always strict, even if they are
    frequently received with cri6cism from classmates or teachers.

    Similarly, Kane (2006) looks at how parents influence gender reproduc6on while
    simultaneously aQemp6ng to ques6on tradi6onal standards, par6cularly when raising
    males. Kane discusses several paren6ng styles, including "naturalizers" who think
    gender is determined by biology, and "resisters" who inten6onally challenge
    conven6onal gender norms (Kane, 2006, p. 15). Many parents encourage their
    daughters to par6cipate in sports and other male-related ac6vi6es, but they are far less
    willing to let their sons par6cipate in ac6vi6es that are more closely linked to femininity,
    such as playing with dolls (Kane, 2006, p. 20). This hesitancy comes from societal
    expecta6ons that link masculinity to dominance and heterosexuality. Kane does,
    however, iden6fy parents who purposefully defy these rules by allowing their children
    more freedom in gender expression. These parents demonstrate how it is possible to
    defy gender norms, even in the face of possible social backlash.

    When looking at both Mar6n and Kane’s studies, it is clear that gender norms are really
    deeply rooted in family and ins6tu6onal seZngs, influencing how children experience

    the world around them in significant ways. However, they also show that gender norms
    can be challenged—both parents and children some6mes push back, ques6on, and
    nego6ate their roles. In preschools, kids some6mes challenge bodily discipline, and at
    home, some parents resist tradi6onal gender roles. These instances of resistance, even
    though they are oKen limited by social pressures, show that gender norms are not set in
    stone but are instead formed by constant reinforcement. No6cing these moments of
    resistance is cri6cally important for understanding how change is possible in gender
    socializa6on.

    Overall, the produc6on and reproduc6on of gender are influenced by both parental
    influence and ins6tu6onal prac6ces. Mar6n's research shows how schools impose
    gendered bodily discipline, and Kane's study iden6fies the challenges parents encounter
    when dealing with gender norms. Even though these structures oKen make gender
    differences seem inevitable, instances of resistance in both studies show that gender
    norms can be challenged. It is crucial to recognize these processes in order to challenge
    and eventually change the strict gender norms that influence early childhood
    experiences.

    **## ESSAY.pdf**

    Gender is a fundamental social construct that is produced and reproduced through
    everyday interac6ons and ins6tu6onal prac6ces. While parents play an important role in
    forming children's gender iden66es through clothing, toys, and behavioral expecta6ons,
    schools reinforce and normalize gender norms through bodily discipline and rou6nes.
    Mar6n's research of preschools shows how ins6tu6ons make gender stereotypes seem
    like the standard, while Kane's study of parental influence points out the challenges of
    defying these norms. These two studies together demonstrate how both home and
    educa6onal ins6tu6ons are influen6al in early gender development, making gender
    norms seem inevitable. Despite the seeming inevitability of gender norms, these studies
    show that there are cases of rebellion that ques6on their strict implementa6on.

    Mar6n's (1998) research on preschools reveals that there's a hidden curriculum
    influencing how children move, stand, and behave according to their gender. Teachers
    oKen guide boys and girls toward different behaviors without even realizing it. For
    instance, girls are instructed to maintain a straight posture, keep their bodies contained,
    and exhibit formal behaviors, while boys are allowed greater freedom to move around,
    make noise, and occupy space (Mar6n, 1998, p. 498). Subtle but constant
    reinforcements like these add to the idea that gender differences in behavior are natural
    rather than produced by society. But Mar6n does point out examples when students
    defy expecta6ons, including when boys dress up in feminine clothes and girls aQempt to
    occupy space in ways that are oKen reserved for boys (Mar6n, 1998, p. 500). These acts
    of defiance demonstrate that gender roles are not always strict, even if they are
    frequently received with cri6cism from classmates or teachers.

    Similarly, Kane (2006) looks at how parents influence gender reproduc6on while
    simultaneously aQemp6ng to ques6on tradi6onal standards, par6cularly when raising
    males. Kane discusses several paren6ng styles, including "naturalizers" who think
    gender is determined by biology, and "resisters" who inten6onally challenge
    conven6onal gender norms (Kane, 2006, p. 15). Many parents encourage their
    daughters to par6cipate in sports and other male-related ac6vi6es, but they are far less
    willing to let their sons par6cipate in ac6vi6es that are more closely linked to femininity,
    such as playing with dolls (Kane, 2006, p. 20). This hesitancy comes from societal
    expecta6ons that link masculinity to dominance and heterosexuality. Kane does,
    however, iden6fy parents who purposefully defy these rules by allowing their children
    more freedom in gender expression. These parents demonstrate how it is possible to
    defy gender norms, even in the face of possible social backlash.

    When looking at both Mar6n and Kane’s studies, it is clear that gender norms are really
    deeply rooted in family and ins6tu6onal seZngs, influencing how children experience

    the world around them in significant ways. However, they also show that gender norms
    can be challenged—both parents and children some6mes push back, ques6on, and
    nego6ate their roles. In preschools, kids some6mes challenge bodily discipline, and at
    home, some parents resist tradi6onal gender roles. These instances of resistance, even
    though they are oKen limited by social pressures, show that gender norms are not set in
    stone but are instead formed by constant reinforcement. No6cing these moments of
    resistance is cri6cally important for understanding how change is possible in gender
    socializa6on.

    Overall, the produc6on and reproduc6on of gender are influenced by both parental
    influence and ins6tu6onal prac6ces. Mar6n's research shows how schools impose
    gendered bodily discipline, and Kane's study iden6fies the challenges parents encounter
    when dealing with gender norms. Even though these structures oKen make gender
    differences seem inevitable, instances of resistance in both studies show that gender
    norms can be challenged. It is crucial to recognize these processes in order to challenge
    and eventually change the strict gender norms that influence early childhood
    experiences.

  • [Solved] PROOFREADING

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    [>Sociology homework help](https://www.sweetstudy.com/fields/social-science-sociology) Gender is a fundamental social construct that is produced and reproduced through everyday interactions and institutional practices. While parents play an important role in forming children's gender identities thro…

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    Assignment Prompt & Instructions

    [>Sociology homework help](https://www.sweetstudy.com/fields/social-science-sociology)

    Gender is a fundamental social construct that is produced and reproduced through everyday interactions and institutional practices. While parents play an important role in forming children's gender identities through clothing, toys, and behavioral expectations, schools reinforce and normalize gender norms through bodily discipline and routines. Martin's research of preschools shows how institutions make gender stereotypes seem like the standard, while Kane's study of parental influence points out the challenges of defying these norms. These two studies together demonstrate how both home and educational institutions are influential in early gender development, making gender norms seem inevitable. Despite the seeming inevitability of gender norms, these studies show that there are cases of rebellion that question their strict implementation.

    Martin's (1998) research on preschools reveals that there's a hidden curriculum influencing how children move, stand, and behave according to their gender. Teachers often guide boys and girls toward different behaviors without even realizing it. For instance, girls are instructed to maintain a straight posture, keep their bodies contained, and exhibit formal behaviors, while boys are allowed greater freedom to move around, make noise, and occupy space (Martin, 1998, p. 498). Subtle but constant reinforcements like these add to the idea that gender differences in behavior are natural rather than produced by society. But Martin does point out examples when students defy expectations, including when boys dress up in feminine clothes and girls attempt to occupy space in ways that are often reserved for boys (Martin, 1998, p. 500). These acts of defiance demonstrate that gender roles are not always strict, even if they are frequently received with criticism from classmates or teachers.

    Similarly, Kane (2006) looks at how parents influence gender reproduction while simultaneously attempting to question traditional standards, particularly when raising males. Kane discusses several parenting styles, including "naturalizers" who think gender is determined by biology, and "resisters" who intentionally challenge conventional gender norms (Kane, 2006, p. 15). Many parents encourage their daughters to participate in sports and other male-related activities, but they are far less willing to let their sons participate in activities that are more closely linked to femininity, such as playing with dolls (Kane, 2006, p. 20). This hesitancy comes from societal expectations that link masculinity to dominance and heterosexuality. Kane does, however, identify parents who purposefully defy these rules by allowing their children more freedom in gender expression. These parents demonstrate how it is possible to defy gender norms, even in the face of possible social backlash.

    When looking at both Martin and Kane’s studies, it is clear that gender norms are really deeply rooted in family and institutional settings, influencing how children experience the world around them in significant ways. However, they also show that gender norms can be challenged—both parents and children sometimes push back, question, and negotiate their roles. In preschools, kids sometimes challenge bodily discipline, and at home, some parents resist traditional gender roles. These instances of resistance, even though they are often limited by social pressures, show that gender norms are not set in stone but are instead formed by constant reinforcement. Noticing these moments of resistance is critically important for understanding how change is possible in gender socialization.

    Overall, the production and reproduction of gender are influenced by both parental influence and institutional practices. Martin's research shows how schools impose gendered bodily discipline, and Kane's study identifies the challenges parents encounter when dealing with gender norms. Even though these structures often make gender differences seem inevitable, instances of resistance in both studies show that gender norms can be challenged. It is crucial to recognize these processes in order to challenge and eventually change the strict gender norms that influence early childhood experiences.

    – 2 years ago

  • [Solved] science help

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    how do I explain this – [\ \ Screenshot2025-02-248.34.41AM.png](https://www.sweetstudy.com/files/screenshot2025-02-248-34-41am-png "Screenshot2025-02-248.34.41AM.png") – 2 years ago

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    how  do I explain this

    – [\
    \
    Screenshot2025-02-248.34.41AM.png](https://www.sweetstudy.com/files/screenshot2025-02-248-34-41am-png "Screenshot2025-02-248.34.41AM.png")

    – 2 years ago

  • [Solved] Art/Illustration

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    Notes & Major Points – 2 years ago **files (3)** – Reading_4-3_.pdf – Reading_4-1_.pdf – Reading_4-2_.pdf **Reading_4-3_.pdf** This file is too large to display. [View in new window](https://www.sweetstudy.com/files/reading-4-3-pdf) **Reading_4-1_.pdf** This file is too large to display. […

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    Notes & Major Points

    – 2 years ago

    **files (3)**

    – Reading_4-3_.pdf
    – Reading_4-1_.pdf
    – Reading_4-2_.pdf

    **Reading_4-3_.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/reading-4-3-pdf)

    **Reading_4-1_.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/reading-4-1-pdf)

    **Reading_4-2_.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/reading-4-2-pdf)

    **Reading_4-2_.pdf**

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    **Reading_4-3_.pdf**

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    **Reading_4-1_.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/reading-4-1-pdf)

    **Reading_4-2_.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/reading-4-2-pdf)

    **Reading_4-3_.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/reading-4-3-pdf)

    **Reading_4-1_.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/reading-4-1-pdf)

    **Reading_4-2_.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/reading-4-2-pdf)

  • [Solved] Conceptual Framework

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    A conceptual framework links constructs and facilitates the development of theory. .In this assignment, you will develop a Conceptual Framework for the following: "Local government managers’ perceptions of transportation issues in their communities." Provide a CONCEPTUAL FRAMEWORK DESIGN IN A FIGURE…

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    A conceptual framework links constructs and facilitates the development of theory.

    .In this assignment, you will develop a Conceptual Framework for the following:

    "Local government managers’ perceptions of transportation issues in their communities."

    Provide a CONCEPTUAL FRAMEWORK DESIGN IN A FIGURE AND DESCRIBE IT IN TEXT.

    Support your framework from the peer-reviewed literature (journal articles and texts) and theories of local manager’s attitudes and perceptions

    – 2 years ago

  • [Solved] PLAGIARISM FREE “A” WORK IN 12 HOURS

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    – 2 years ago **files (2)** – ## ECE660Week2ActionResearchProposalLiteratureEvaluationTemplate.pdf – ## ECE660Week2ActionResearchProposalLiteratureEvaluationTemplate.doc **## ECE660Week2ActionResearchProposalLiteratureEvaluationTemplate.pdf** Using the ECE660 Week 2 Action Research Proposal Literatu…

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    Assignment Prompt & Instructions

    – 2 years ago

    **files (2)**

    – ## ECE660Week2ActionResearchProposalLiteratureEvaluationTemplate.pdf

    – ## ECE660Week2ActionResearchProposalLiteratureEvaluationTemplate.doc

    **## ECE660Week2ActionResearchProposalLiteratureEvaluationTemplate.pdf**

    Using the ECE660 Week 2 Action Research Proposal Literature Evaluation

    Template (ATTACHED) similar to the one you used in the discussion this week,

    complete the below requirements. Keep in mind, in your final action research

    proposal, you will convert the information you added to the tables in the template

    into paragraph form.

    • Select two scholarly, credible, or peer-reviewed full-text articles related to

    your area of focus and research questions.

    o You may use the article you reviewed in the discussion this week as

    one of the two resources required for review and evaluation.

    • Summarize your area of focus and the associated problem statement or

    situation for your action research proposal.

    • Restate your research question.

    Part 1: Article Summary Tables

    For each of the two articles, complete one table with the following information

    below. Each section must be completed and relevant information related to the

    article.

    • CRAAP Test: Evaluate each article for currency, relevancy, authority,

    accuracy, and purpose.

    o Provide the overall score and a narrative with a summary of your

    evaluation.

    • Title, Author, Year: Provide an accurate title, author, and year of publication.

    • RefWorks Link: Include the link to the location of the article saved in your

    RefWorks account.

    • Purpose of the Study: Explain the purpose of the study.

    • Subject/Participants: Discuss the subjects or participants involved in the

    study.

    • Variables: Identify the independent and dependent variables in the study.

    [https://uagc.instructure.com/courses/142830/files/22837186/?wrap=1](https://uagc.instructure.com/courses/142830/files/22837186/?wrap=1)

    [https://uagc.instructure.com/courses/142830/files/22837186/?wrap=1](https://uagc.instructure.com/courses/142830/files/22837186/?wrap=1)

    • Quantitative and/or Qualitative Instruments: Examine the instruments used

    to collect data, including any pertinent information on the validity and

    reliability of the instruments.

    • Interventions: Summarize the interventions used in the study to improve a

    situation or existing challenge that the research addressed.

    • Outcomes/Results: Explain what kind of evidence is used to support his/her

    claims.

    • Implications: Examine the implications and conclusions of the study.

    • Relevance to Proposed Study: Appraise how the study relates to the

    challenge or situation you are interested in improving in your action research

    proposal.

    Part 2: Literature Evaluation Table

    Complete the summary table after completing each of the article summary tables.

    The purpose of this table is for you to synthesize information from the articles you

    reviewed to determine how each one will inform your own action research

    proposal, specifically focusing in the interventions and qualitative and quantitative

    instruments.

    • Literature Evaluation Table: Use the literature evaluation table to organize

    your decisions regarding which interventions and instruments are the most

    relevant to your own action research proposal, based on your two article

    summaries.

    Part 3: Relevance, Terms and Application

    • Identify one early childhood theory that could be used to support your

    proposal.

    • Define research related terms.

    • Describe what intervention you would suggest and why.

    Research and Resource Expectations

    • A minimum of two scholarly, credible or peer-reviewed sources, in addition

    to the course textbook, are required.

    Next Steps

    • Review your assignment with the Grading Rubric to ensure you have

    achieved the distinguished levels of performance for each criterion. Submit

    the assignment for evaluation no later than Day 7.

    The Action Research Proposal: Literature Evaluation paper

    • Must be six double-spaced pages in length (not including title and references

    pages) and formatted according to APA Style.

    [https://writingcenter.uagc.edu/apa-style](https://writingcenter.uagc.edu/apa-style)

    **## ECE660Week2ActionResearchProposalLiteratureEvaluationTemplate.doc**

    | | |
    | — | — |
    | ACTION RESEARCH PROPOSAL – LITERATURE EVALUATION | 1 |

    | | |
    | — | — |
    | ACTION RESEARCH PROPOSAL – LITERATURE EVALUATION | PAGE |

    **Action Research Proposal – Literature Evaluation**

    [First name] [Last name]

    University of Arizona Global Campus

    ECE660: Action Research and Inquiry in Education

    [Instructor's Name]

    [Due Date]

    **Action Research Proposal – Literature Evaluation**

    **Article Summary Table #1**

    **Table 1**

    _Article Evaluation Table_

    | | |
    | — | — |
    | **Title** | |
    | **Author** | |
    | **Year** | |
    | **RefWorks Link**<br>Include the link to the location of the article saved in your Refworks account. | |
    | **CRAAP Test**<br>Evaluate the article using the <br>[_What is CRAAP?_](https://content.bridgepointeducation.com/curriculum/file/f8a1ef48-2a27-4450-b3d0-242d91015f8d/1/CRAAP%20accessible.pdf) test. | |
    | **Purpose and Main Points**<br>Summarize the purpose and main points of the article. | |
    | **Subjects or Participants**<br>_(Explain the participants of the study.)_ | |
    | **Variables**<br>_(What are the_ [_independent and dependent variables_](http://www.gifted.uconn.edu/siegle/research/variables/variablenotes.htm) _in this study?)_ | |
    | **Instruments**<br>_(Examine the instruments used to collect data, include any pertinent information on the validity and reliability of the instruments)._ | |
    | **Quantitative**<br>(<br>_i.e., test scores, rating scales, rubrics, statistics, teacher-made tests, report cards, attendance statistics, attitude scales, etc.). If quantitative instruments are not used in this study, please state this in your summary of this section._ | |
    | **Qualitative**<br>_(i.e., surveys, questionnaires, portfolios, exhibits, interviews, observation, visual recordings, photography, oral histories or stories, journals, anecdotal notes, researcher journal, etc.) If qualitative instruments are not used in this study, please state this in your summary of this section._ | |
    | **Intervention(s) Used in this Study**<br>_(Summarize what was done to improve a situation or existing challenge that the research addressed.)_ | |
    | **Outcomes or Results**<br>_(Explain what kind of evidence used to support his/her claims – i.e. statistics, charts, stories, historical documents, etc.)_ | |
    | **Implications**<br>_(Based on the results of the study, what conclusions can be drawn?)_ | |
    | **Relevance to Proposed Study**<br>Explain how the information presented is relevant to your action research proposal, specifically your area of focus and research question. | |

    **Article Summary Table #2**

    **Table 2**

    _Article Evaluation Table_

    | | |
    | — | — |
    | **Title** | |
    | **Author** | |
    | **Year** | |
    | **RefWorks Link**<br>Include the link to the location of the article saved in your Refworks account. | |
    | **CRAAP Test**<br>Evaluate the article using the <br>[_What is CRAAP?_](https://content.bridgepointeducation.com/curriculum/file/f8a1ef48-2a27-4450-b3d0-242d91015f8d/1/CRAAP%20accessible.pdf) test. | |
    | **Purpose and Main Points**<br>Summarize the purpose and main points of the article. | |
    | **Subjects or Participants**<br>_(Explain the participants of the study.)_ | |
    | **Variables**<br>_(What are the_ [_independent and dependent variables_](http://www.gifted.uconn.edu/siegle/research/variables/variablenotes.htm) _in this study?)_ | |
    | **Instruments**<br>_(Examine the instruments used to collect data, include any pertinent information on the validity and reliability of the instruments)._ | |
    | **Quantitative**<br>(<br>_i.e., test scores, rating scales, rubrics, statistics, teacher-made tests, report cards, attendance statistics, attitude scales, etc.). If quantitative instruments are not used in this study, please state this in your summary of this section._ | |
    | **Qualitative**<br>_(i.e., surveys, questionnaires, portfolios, exhibits, interviews, observation, visual recordings, photography, oral histories or stories, journals, anecdotal notes, researcher journal, etc.) If qualitative instruments are not used in this study, please state this in your summary of this section._ | |
    | **Intervention(s) Used in this Study**<br>_(Summarize what was done to improve a situation or existing challenge that the research addressed.)_ | |
    | **Outcomes or Results**<br>_(Explain what kind of evidence used to support his/her claims – i.e. statistics, charts, stories, historical documents, etc.)_ | |
    | **Implications**<br>_(Based on the results of the study, what conclusions can be drawn?)_ | |
    | **Relevance to Proposed Study**<br>Explain how the information presented is relevant to your action research proposal, specifically your area of focus and research question. | |

    **Literature Evaluation Table**

    **Table 3**

    _Literature Evaluation Summary_

    | | | | |
    | — | — | — | — |
    | | **Title/Author** | **Year** | **How will this article inform your action research proposal? Describe the intervention(s) and/or instruments that are relevant to the problem you are addressing with your action research.** |
    | 1 | | | |
    | 2 | | | |

    **Relevance, Terms and Application**

    **References**

    **## ECE660Week2ActionResearchProposalLiteratureEvaluationTemplate.doc**

    | | |
    | — | — |
    | ACTION RESEARCH PROPOSAL – LITERATURE EVALUATION | 1 |

    | | |
    | — | — |
    | ACTION RESEARCH PROPOSAL – LITERATURE EVALUATION | PAGE |

    **Action Research Proposal – Literature Evaluation**

    [First name] [Last name]

    University of Arizona Global Campus

    ECE660: Action Research and Inquiry in Education

    [Instructor's Name]

    [Due Date]

    **Action Research Proposal – Literature Evaluation**

    **Article Summary Table #1**

    **Table 1**

    _Article Evaluation Table_

    | | |
    | — | — |
    | **Title** | |
    | **Author** | |
    | **Year** | |
    | **RefWorks Link**<br>Include the link to the location of the article saved in your Refworks account. | |
    | **CRAAP Test**<br>Evaluate the article using the <br>[_What is CRAAP?_](https://content.bridgepointeducation.com/curriculum/file/f8a1ef48-2a27-4450-b3d0-242d91015f8d/1/CRAAP%20accessible.pdf) test. | |
    | **Purpose and Main Points**<br>Summarize the purpose and main points of the article. | |
    | **Subjects or Participants**<br>_(Explain the participants of the study.)_ | |
    | **Variables**<br>_(What are the_ [_independent and dependent variables_](http://www.gifted.uconn.edu/siegle/research/variables/variablenotes.htm) _in this study?)_ | |
    | **Instruments**<br>_(Examine the instruments used to collect data, include any pertinent information on the validity and reliability of the instruments)._ | |
    | **Quantitative**<br>(<br>_i.e., test scores, rating scales, rubrics, statistics, teacher-made tests, report cards, attendance statistics, attitude scales, etc.). If quantitative instruments are not used in this study, please state this in your summary of this section._ | |
    | **Qualitative**<br>_(i.e., surveys, questionnaires, portfolios, exhibits, interviews, observation, visual recordings, photography, oral histories or stories, journals, anecdotal notes, researcher journal, etc.) If qualitative instruments are not used in this study, please state this in your summary of this section._ | |
    | **Intervention(s) Used in this Study**<br>_(Summarize what was done to improve a situation or existing challenge that the research addressed.)_ | |
    | **Outcomes or Results**<br>_(Explain what kind of evidence used to support his/her claims – i.e. statistics, charts, stories, historical documents, etc.)_ | |
    | **Implications**<br>_(Based on the results of the study, what conclusions can be drawn?)_ | |
    | **Relevance to Proposed Study**<br>Explain how the information presented is relevant to your action research proposal, specifically your area of focus and research question. | |

    **Article Summary Table #2**

    **Table 2**

    _Article Evaluation Table_

    | | |
    | — | — |
    | **Title** | |
    | **Author** | |
    | **Year** | |
    | **RefWorks Link**<br>Include the link to the location of the article saved in your Refworks account. | |
    | **CRAAP Test**<br>Evaluate the article using the <br>[_What is CRAAP?_](https://content.bridgepointeducation.com/curriculum/file/f8a1ef48-2a27-4450-b3d0-242d91015f8d/1/CRAAP%20accessible.pdf) test. | |
    | **Purpose and Main Points**<br>Summarize the purpose and main points of the article. | |
    | **Subjects or Participants**<br>_(Explain the participants of the study.)_ | |
    | **Variables**<br>_(What are the_ [_independent and dependent variables_](http://www.gifted.uconn.edu/siegle/research/variables/variablenotes.htm) _in this study?)_ | |
    | **Instruments**<br>_(Examine the instruments used to collect data, include any pertinent information on the validity and reliability of the instruments)._ | |
    | **Quantitative**<br>(<br>_i.e., test scores, rating scales, rubrics, statistics, teacher-made tests, report cards, attendance statistics, attitude scales, etc.). If quantitative instruments are not used in this study, please state this in your summary of this section._ | |
    | **Qualitative**<br>_(i.e., surveys, questionnaires, portfolios, exhibits, interviews, observation, visual recordings, photography, oral histories or stories, journals, anecdotal notes, researcher journal, etc.) If qualitative instruments are not used in this study, please state this in your summary of this section._ | |
    | **Intervention(s) Used in this Study**<br>_(Summarize what was done to improve a situation or existing challenge that the research addressed.)_ | |
    | **Outcomes or Results**<br>_(Explain what kind of evidence used to support his/her claims – i.e. statistics, charts, stories, historical documents, etc.)_ | |
    | **Implications**<br>_(Based on the results of the study, what conclusions can be drawn?)_ | |
    | **Relevance to Proposed Study**<br>Explain how the information presented is relevant to your action research proposal, specifically your area of focus and research question. | |

    **Literature Evaluation Table**

    **Table 3**

    _Literature Evaluation Summary_

    | | | | |
    | — | — | — | — |
    | | **Title/Author** | **Year** | **How will this article inform your action research proposal? Describe the intervention(s) and/or instruments that are relevant to the problem you are addressing with your action research.** |
    | 1 | | | |
    | 2 | | | |

    **Relevance, Terms and Application**

    **References**

    **## ECE660Week2ActionResearchProposalLiteratureEvaluationTemplate.pdf**

    Using the ECE660 Week 2 Action Research Proposal Literature Evaluation

    Template (ATTACHED) similar to the one you used in the discussion this week,

    complete the below requirements. Keep in mind, in your final action research

    proposal, you will convert the information you added to the tables in the template

    into paragraph form.

    • Select two scholarly, credible, or peer-reviewed full-text articles related to

    your area of focus and research questions.

    o You may use the article you reviewed in the discussion this week as

    one of the two resources required for review and evaluation.

    • Summarize your area of focus and the associated problem statement or

    situation for your action research proposal.

    • Restate your research question.

    Part 1: Article Summary Tables

    For each of the two articles, complete one table with the following information

    below. Each section must be completed and relevant information related to the

    article.

    • CRAAP Test: Evaluate each article for currency, relevancy, authority,

    accuracy, and purpose.

    o Provide the overall score and a narrative with a summary of your

    evaluation.

    • Title, Author, Year: Provide an accurate title, author, and year of publication.

    • RefWorks Link: Include the link to the location of the article saved in your

    RefWorks account.

    • Purpose of the Study: Explain the purpose of the study.

    • Subject/Participants: Discuss the subjects or participants involved in the

    study.

    • Variables: Identify the independent and dependent variables in the study.

    [https://uagc.instructure.com/courses/142830/files/22837186/?wrap=1](https://uagc.instructure.com/courses/142830/files/22837186/?wrap=1)

    [https://uagc.instructure.com/courses/142830/files/22837186/?wrap=1](https://uagc.instructure.com/courses/142830/files/22837186/?wrap=1)

    • Quantitative and/or Qualitative Instruments: Examine the instruments used

    to collect data, including any pertinent information on the validity and

    reliability of the instruments.

    • Interventions: Summarize the interventions used in the study to improve a

    situation or existing challenge that the research addressed.

    • Outcomes/Results: Explain what kind of evidence is used to support his/her

    claims.

    • Implications: Examine the implications and conclusions of the study.

    • Relevance to Proposed Study: Appraise how the study relates to the

    challenge or situation you are interested in improving in your action research

    proposal.

    Part 2: Literature Evaluation Table

    Complete the summary table after completing each of the article summary tables.

    The purpose of this table is for you to synthesize information from the articles you

    reviewed to determine how each one will inform your own action research

    proposal, specifically focusing in the interventions and qualitative and quantitative

    instruments.

    • Literature Evaluation Table: Use the literature evaluation table to organize

    your decisions regarding which interventions and instruments are the most

    relevant to your own action research proposal, based on your two article

    summaries.

    Part 3: Relevance, Terms and Application

    • Identify one early childhood theory that could be used to support your

    proposal.

    • Define research related terms.

    • Describe what intervention you would suggest and why.

    Research and Resource Expectations

    • A minimum of two scholarly, credible or peer-reviewed sources, in addition

    to the course textbook, are required.

    Next Steps

    • Review your assignment with the Grading Rubric to ensure you have

    achieved the distinguished levels of performance for each criterion. Submit

    the assignment for evaluation no later than Day 7.

    The Action Research Proposal: Literature Evaluation paper

    • Must be six double-spaced pages in length (not including title and references

    pages) and formatted according to APA Style.

    [https://writingcenter.uagc.edu/apa-style](https://writingcenter.uagc.edu/apa-style)

    **## ECE660Week2ActionResearchProposalLiteratureEvaluationTemplate.doc**

    | | |
    | — | — |
    | ACTION RESEARCH PROPOSAL – LITERATURE EVALUATION | 1 |

    | | |
    | — | — |
    | ACTION RESEARCH PROPOSAL – LITERATURE EVALUATION | PAGE |

    **Action Research Proposal – Literature Evaluation**

    [First name] [Last name]

    University of Arizona Global Campus

    ECE660: Action Research and Inquiry in Education

    [Instructor's Name]

    [Due Date]

    **Action Research Proposal – Literature Evaluation**

    **Article Summary Table #1**

    **Table 1**

    _Article Evaluation Table_

    | | |
    | — | — |
    | **Title** | |
    | **Author** | |
    | **Year** | |
    | **RefWorks Link**<br>Include the link to the location of the article saved in your Refworks account. | |
    | **CRAAP Test**<br>Evaluate the article using the <br>[_What is CRAAP?_](https://content.bridgepointeducation.com/curriculum/file/f8a1ef48-2a27-4450-b3d0-242d91015f8d/1/CRAAP%20accessible.pdf) test. | |
    | **Purpose and Main Points**<br>Summarize the purpose and main points of the article. | |
    | **Subjects or Participants**<br>_(Explain the participants of the study.)_ | |
    | **Variables**<br>_(What are the_ [_independent and dependent variables_](http://www.gifted.uconn.edu/siegle/research/variables/variablenotes.htm) _in this study?)_ | |
    | **Instruments**<br>_(Examine the instruments used to collect data, include any pertinent information on the validity and reliability of the instruments)._ | |
    | **Quantitative**<br>(<br>_i.e., test scores, rating scales, rubrics, statistics, teacher-made tests, report cards, attendance statistics, attitude scales, etc.). If quantitative instruments are not used in this study, please state this in your summary of this section._ | |
    | **Qualitative**<br>_(i.e., surveys, questionnaires, portfolios, exhibits, interviews, observation, visual recordings, photography, oral histories or stories, journals, anecdotal notes, researcher journal, etc.) If qualitative instruments are not used in this study, please state this in your summary of this section._ | |
    | **Intervention(s) Used in this Study**<br>_(Summarize what was done to improve a situation or existing challenge that the research addressed.)_ | |
    | **Outcomes or Results**<br>_(Explain what kind of evidence used to support his/her claims – i.e. statistics, charts, stories, historical documents, etc.)_ | |
    | **Implications**<br>_(Based on the results of the study, what conclusions can be drawn?)_ | |
    | **Relevance to Proposed Study**<br>Explain how the information presented is relevant to your action research proposal, specifically your area of focus and research question. | |

    **Article Summary Table #2**

    **Table 2**

    _Article Evaluation Table_

    | | |
    | — | — |
    | **Title** | |
    | **Author** | |
    | **Year** | |
    | **RefWorks Link**<br>Include the link to the location of the article saved in your Refworks account. | |
    | **CRAAP Test**<br>Evaluate the article using the <br>[_What is CRAAP?_](https://content.bridgepointeducation.com/curriculum/file/f8a1ef48-2a27-4450-b3d0-242d91015f8d/1/CRAAP%20accessible.pdf) test. | |
    | **Purpose and Main Points**<br>Summarize the purpose and main points of the article. | |
    | **Subjects or Participants**<br>_(Explain the participants of the study.)_ | |
    | **Variables**<br>_(What are the_ [_independent and dependent variables_](http://www.gifted.uconn.edu/siegle/research/variables/variablenotes.htm) _in this study?)_ | |
    | **Instruments**<br>_(Examine the instruments used to collect data, include any pertinent information on the validity and reliability of the instruments)._ | |
    | **Quantitative**<br>(<br>_i.e., test scores, rating scales, rubrics, statistics, teacher-made tests, report cards, attendance statistics, attitude scales, etc.). If quantitative instruments are not used in this study, please state this in your summary of this section._ | |
    | **Qualitative**<br>_(i.e., surveys, questionnaires, portfolios, exhibits, interviews, observation, visual recordings, photography, oral histories or stories, journals, anecdotal notes, researcher journal, etc.) If qualitative instruments are not used in this study, please state this in your summary of this section._ | |
    | **Intervention(s) Used in this Study**<br>_(Summarize what was done to improve a situation or existing challenge that the research addressed.)_ | |
    | **Outcomes or Results**<br>_(Explain what kind of evidence used to support his/her claims – i.e. statistics, charts, stories, historical documents, etc.)_ | |
    | **Implications**<br>_(Based on the results of the study, what conclusions can be drawn?)_ | |
    | **Relevance to Proposed Study**<br>Explain how the information presented is relevant to your action research proposal, specifically your area of focus and research question. | |

    **Literature Evaluation Table**

    **Table 3**

    _Literature Evaluation Summary_

    | | | | |
    | — | — | — | — |
    | | **Title/Author** | **Year** | **How will this article inform your action research proposal? Describe the intervention(s) and/or instruments that are relevant to the problem you are addressing with your action research.** |
    | 1 | | | |
    | 2 | | | |

    **Relevance, Terms and Application**

    **References**

    **## ECE660Week2ActionResearchProposalLiteratureEvaluationTemplate.pdf**

    Using the ECE660 Week 2 Action Research Proposal Literature Evaluation

    Template (ATTACHED) similar to the one you used in the discussion this week,

    complete the below requirements. Keep in mind, in your final action research

    proposal, you will convert the information you added to the tables in the template

    into paragraph form.

    • Select two scholarly, credible, or peer-reviewed full-text articles related to

    your area of focus and research questions.

    o You may use the article you reviewed in the discussion this week as

    one of the two resources required for review and evaluation.

    • Summarize your area of focus and the associated problem statement or

    situation for your action research proposal.

    • Restate your research question.

    Part 1: Article Summary Tables

    For each of the two articles, complete one table with the following information

    below. Each section must be completed and relevant information related to the

    article.

    • CRAAP Test: Evaluate each article for currency, relevancy, authority,

    accuracy, and purpose.

    o Provide the overall score and a narrative with a summary of your

    evaluation.

    • Title, Author, Year: Provide an accurate title, author, and year of publication.

    • RefWorks Link: Include the link to the location of the article saved in your

    RefWorks account.

    • Purpose of the Study: Explain the purpose of the study.

    • Subject/Participants: Discuss the subjects or participants involved in the

    study.

    • Variables: Identify the independent and dependent variables in the study.

    [https://uagc.instructure.com/courses/142830/files/22837186/?wrap=1](https://uagc.instructure.com/courses/142830/files/22837186/?wrap=1)

    [https://uagc.instructure.com/courses/142830/files/22837186/?wrap=1](https://uagc.instructure.com/courses/142830/files/22837186/?wrap=1)

    • Quantitative and/or Qualitative Instruments: Examine the instruments used

    to collect data, including any pertinent information on the validity and

    reliability of the instruments.

    • Interventions: Summarize the interventions used in the study to improve a

    situation or existing challenge that the research addressed.

    • Outcomes/Results: Explain what kind of evidence is used to support his/her

    claims.

    • Implications: Examine the implications and conclusions of the study.

    • Relevance to Proposed Study: Appraise how the study relates to the

    challenge or situation you are interested in improving in your action research

    proposal.

    Part 2: Literature Evaluation Table

    Complete the summary table after completing each of the article summary tables.

    The purpose of this table is for you to synthesize information from the articles you

    reviewed to determine how each one will inform your own action research

    proposal, specifically focusing in the interventions and qualitative and quantitative

    instruments.

    • Literature Evaluation Table: Use the literature evaluation table to organize

    your decisions regarding which interventions and instruments are the most

    relevant to your own action research proposal, based on your two article

    summaries.

    Part 3: Relevance, Terms and Application

    • Identify one early childhood theory that could be used to support your

    proposal.

    • Define research related terms.

    • Describe what intervention you would suggest and why.

    Research and Resource Expectations

    • A minimum of two scholarly, credible or peer-reviewed sources, in addition

    to the course textbook, are required.

    Next Steps

    • Review your assignment with the Grading Rubric to ensure you have

    achieved the distinguished levels of performance for each criterion. Submit

    the assignment for evaluation no later than Day 7.

    The Action Research Proposal: Literature Evaluation paper

    • Must be six double-spaced pages in length (not including title and references

    pages) and formatted according to APA Style.

    [https://writingcenter.uagc.edu/apa-style](https://writingcenter.uagc.edu/apa-style)

    **## ECE660Week2ActionResearchProposalLiteratureEvaluationTemplate.doc**

    | | |
    | — | — |
    | ACTION RESEARCH PROPOSAL – LITERATURE EVALUATION | 1 |

    | | |
    | — | — |
    | ACTION RESEARCH PROPOSAL – LITERATURE EVALUATION | PAGE |

    **Action Research Proposal – Literature Evaluation**

    [First name] [Last name]

    University of Arizona Global Campus

    ECE660: Action Research and Inquiry in Education

    [Instructor's Name]

    [Due Date]

    **Action Research Proposal – Literature Evaluation**

    **Article Summary Table #1**

    **Table 1**

    _Article Evaluation Table_

    | | |
    | — | — |
    | **Title** | |
    | **Author** | |
    | **Year** | |
    | **RefWorks Link**<br>Include the link to the location of the article saved in your Refworks account. | |
    | **CRAAP Test**<br>Evaluate the article using the <br>[_What is CRAAP?_](https://content.bridgepointeducation.com/curriculum/file/f8a1ef48-2a27-4450-b3d0-242d91015f8d/1/CRAAP%20accessible.pdf) test. | |
    | **Purpose and Main Points**<br>Summarize the purpose and main points of the article. | |
    | **Subjects or Participants**<br>_(Explain the participants of the study.)_ | |
    | **Variables**<br>_(What are the_ [_independent and dependent variables_](http://www.gifted.uconn.edu/siegle/research/variables/variablenotes.htm) _in this study?)_ | |
    | **Instruments**<br>_(Examine the instruments used to collect data, include any pertinent information on the validity and reliability of the instruments)._ | |
    | **Quantitative**<br>(<br>_i.e., test scores, rating scales, rubrics, statistics, teacher-made tests, report cards, attendance statistics, attitude scales, etc.). If quantitative instruments are not used in this study, please state this in your summary of this section._ | |
    | **Qualitative**<br>_(i.e., surveys, questionnaires, portfolios, exhibits, interviews, observation, visual recordings, photography, oral histories or stories, journals, anecdotal notes, researcher journal, etc.) If qualitative instruments are not used in this study, please state this in your summary of this section._ | |
    | **Intervention(s) Used in this Study**<br>_(Summarize what was done to improve a situation or existing challenge that the research addressed.)_ | |
    | **Outcomes or Results**<br>_(Explain what kind of evidence used to support his/her claims – i.e. statistics, charts, stories, historical documents, etc.)_ | |
    | **Implications**<br>_(Based on the results of the study, what conclusions can be drawn?)_ | |
    | **Relevance to Proposed Study**<br>Explain how the information presented is relevant to your action research proposal, specifically your area of focus and research question. | |

    **Article Summary Table #2**

    **Table 2**

    _Article Evaluation Table_

    | | |
    | — | — |
    | **Title** | |
    | **Author** | |
    | **Year** | |
    | **RefWorks Link**<br>Include the link to the location of the article saved in your Refworks account. | |
    | **CRAAP Test**<br>Evaluate the article using the <br>[_What is CRAAP?_](https://content.bridgepointeducation.com/curriculum/file/f8a1ef48-2a27-4450-b3d0-242d91015f8d/1/CRAAP%20accessible.pdf) test. | |
    | **Purpose and Main Points**<br>Summarize the purpose and main points of the article. | |
    | **Subjects or Participants**<br>_(Explain the participants of the study.)_ | |
    | **Variables**<br>_(What are the_ [_independent and dependent variables_](http://www.gifted.uconn.edu/siegle/research/variables/variablenotes.htm) _in this study?)_ | |
    | **Instruments**<br>_(Examine the instruments used to collect data, include any pertinent information on the validity and reliability of the instruments)._ | |
    | **Quantitative**<br>(<br>_i.e., test scores, rating scales, rubrics, statistics, teacher-made tests, report cards, attendance statistics, attitude scales, etc.). If quantitative instruments are not used in this study, please state this in your summary of this section._ | |
    | **Qualitative**<br>_(i.e., surveys, questionnaires, portfolios, exhibits, interviews, observation, visual recordings, photography, oral histories or stories, journals, anecdotal notes, researcher journal, etc.) If qualitative instruments are not used in this study, please state this in your summary of this section._ | |
    | **Intervention(s) Used in this Study**<br>_(Summarize what was done to improve a situation or existing challenge that the research addressed.)_ | |
    | **Outcomes or Results**<br>_(Explain what kind of evidence used to support his/her claims – i.e. statistics, charts, stories, historical documents, etc.)_ | |
    | **Implications**<br>_(Based on the results of the study, what conclusions can be drawn?)_ | |
    | **Relevance to Proposed Study**<br>Explain how the information presented is relevant to your action research proposal, specifically your area of focus and research question. | |

    **Literature Evaluation Table**

    **Table 3**

    _Literature Evaluation Summary_

    | | | | |
    | — | — | — | — |
    | | **Title/Author** | **Year** | **How will this article inform your action research proposal? Describe the intervention(s) and/or instruments that are relevant to the problem you are addressing with your action research.** |
    | 1 | | | |
    | 2 | | | |

    **Relevance, Terms and Application**

    **References**

  • [Solved] business case

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  • [Solved] Article

    ✓ Verified Academic Solution Available

    Executive Solution Overview

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    Instant Solution Download

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    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

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    Assignment Prompt & Instructions

    Full assignment prompt and step-by-step guidance are included in the downloadable solution file.