Tag: Pedagogical Methods & Classroom Assessment

[Solved] OSH 4308 III

✓ Verified Academic Solution Available

Executive Solution Overview

Please view attachments – 2 years ago **files (2)** – ## OSH4308UnitIII.docx – ## UnitIIIConsultingReporttemplate.docx **## OSH4308UnitIII.docx** As the environmental health and safety (EHS) manager, you have been asked to evaluate an existing operation to determine employee’s current exposure to he…

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Assignment Prompt & Instructions

Please view attachments

– 2 years ago

**files (2)**

– ## OSH4308UnitIII.docx

– ## UnitIIIConsultingReporttemplate.docx

**## OSH4308UnitIII.docx**

As the environmental health and safety (EHS) manager, you have been asked to evaluate an existing operation to determine employee’s current exposure to hexane, which is a chemical used in painting processes.

You are to complete an evaluation of the employee’s current exposure by determining the employee’s exposure to hexane (toxic contaminant) by calculating time-weighted average (TWA) and compare it to the permissible exposure limit (PEL) and modify the PEL, if necessary. If it is necessary to modify the PEL, explain the reasoning why it is to be modified. Once the current exposure has been determined, select the appropriate ventilation system between dilution and local exhaust that is the best choice to control the concentration of the contamination. Ensure that you provide the reasons why you think your selection of ventilation system is the best choice. You are to provide the results in a three-page project report using the Unit III Consulting Report template.

Scenario

An employee working in a room measuring 15 ft x 20 ft x 15 ft sprays paint assembly parts using a paint containing hexane. The PEL for hexane is 500 ppm. The employee wears a half-face, air-purifying respirator, but management would like to install engineering control measures to reduce or eliminate the employee’s exposure to hexane. The options are to:

(1) install a dilution ventilation system, or

(2) install a local exhaust ventilation system.

The employee works a 9-hour shift and has the following exposures:

![](https://www.sweetstudy.com/questions/osh-4308-iii)

For the general dilution ventilation system to work, there must be at least 20 room air changes per hour. The fan which supplies air to this area produces 1,500 cubic feet per minute (cfm) (Q).

In order for the local exhaust ventilation system to remove the contaminant to acceptable concentrations, the capture velocity must be at least 140 feet per minute (fpm). The proposed local exhaust system ventilation system uses a 1.0 feet diameter duct and a fan that provides a total volume of 1,275 cubic feet per minute (cfm). The source of the contamination is located 1.5 feet from the opening of the duct. Determine the appropriate ventilation control and calculate the capture velocity.

Complete your project by following the Unit III Consulting Report template linked above. Ensure you show your equations and all work for determining answers for all three scenarios in the project document. You may either formulate the scenario equations using the Word equation formula toolbar or write out and solve your equations with answers on a separate paper. Then, take a screenshot of your work for each scenario using your phone or similar device and insert it as an image in the document. Make sure your image is clear and legible to read.

No references are required for this assignment; however, if outside sources are used, please adhere to APA Style when creating citations and references for this assignment.

## image1.png

**## UnitIIIConsultingReporttemplate.docx**

1

**Unit III Project**

Student Name

Columbia Southern University

Course Name

Instructor Name

Date

2

**Executive Summary**

On this page, you should summarize the purpose of the calculations or testing (short, concise, and to the point), the major findings (do not discuss the methodology or specifics). The purpose of the executive summary is to give the decision-makers the down and dirty on their problems, options to mitigate or eliminate the issue, and if possible, the estimated costs involved. Do not exceed the purpose of the project. This is especially important if you are being paid as a consultant. Only give the client what they are paying for. This is not from greed, but from a strictly legal standpoint. To do consulting work, you must be covered by insurance, etc., so do not go astray of the contract.

3

**Background (Example Verbiage Only – Tailor this to fit your specific requirement, such as performing calculations for the Environmental Health and Safety (EHS) Manager)**

On March 24, 2018, Be Safe Consulting, Inc. entered a contract to perform the following services:

a) Conduct sampling and analysis for…

b) Provide ventilation measurements on booth exhaust air flow

c) Determine the room air changes in…

Make sure you fully describe what you were instructed or contracted to do and any limitations on that contract, if any.

**Do not write the report in first person. (No use of words such as I, we, our, etc.)**

**Methodology**

Describe in detail, which method, (e.g., equations). was used to determine your results.

**Findings**

Briefly discuss the findings. Insert a table to show air sampling results, with the PEL beside the calculated TWA. (Do not just insert the 8-hour OSHA PEL if employees are working 10-hour shifts. Always calculate the modified PEL in this case.

An example findings section from a report that was prepared for a client as an example:

The results of the samples are as follows:

**Note:** Multiple results are best presented in table format and single results presented using
**Bold Font**

:

**Calculation Results**

| | | |
| — | — | — |
| **Contaminant** | **Concentration (Time-Weighted Average)** | **PEL** |
| | | |

****Results of Option #1 Ventilation System** **Results of Option #2 Ventilation System** **Summary and Conclusions** Summarize all your findings and recommendations in this section. SAMPLING ANALYSIS 5 **References (If Any)** Format all citations and references in proper APA Style. **Appendix A – Calculations for Time-Weighted Average** **Appendix B– Calculations for Permissible Exposure Limit (Modification)** **Appendix C – Calculations for Option #1 Ventilation System** **Appendix D – Calculations for Option #2 Ventilation System****

**## UnitIIIConsultingReporttemplate.docx**

1

**Unit III Project**

Student Name

Columbia Southern University

Course Name

Instructor Name

Date

2

**Executive Summary**

On this page, you should summarize the purpose of the calculations or testing (short, concise, and to the point), the major findings (do not discuss the methodology or specifics). The purpose of the executive summary is to give the decision-makers the down and dirty on their problems, options to mitigate or eliminate the issue, and if possible, the estimated costs involved. Do not exceed the purpose of the project. This is especially important if you are being paid as a consultant. Only give the client what they are paying for. This is not from greed, but from a strictly legal standpoint. To do consulting work, you must be covered by insurance, etc., so do not go astray of the contract.

3

**Background (Example Verbiage Only – Tailor this to fit your specific requirement, such as performing calculations for the Environmental Health and Safety (EHS) Manager)**

On March 24, 2018, Be Safe Consulting, Inc. entered a contract to perform the following services:

a) Conduct sampling and analysis for…

b) Provide ventilation measurements on booth exhaust air flow

c) Determine the room air changes in…

Make sure you fully describe what you were instructed or contracted to do and any limitations on that contract, if any.

**Do not write the report in first person. (No use of words such as I, we, our, etc.)**

**Methodology**

Describe in detail, which method, (e.g., equations). was used to determine your results.

**Findings**

Briefly discuss the findings. Insert a table to show air sampling results, with the PEL beside the calculated TWA. (Do not just insert the 8-hour OSHA PEL if employees are working 10-hour shifts. Always calculate the modified PEL in this case.

An example findings section from a report that was prepared for a client as an example:

The results of the samples are as follows:

**Note:** Multiple results are best presented in table format and single results presented using
**Bold Font**

:

**Calculation Results**

| | | |
| — | — | — |
| **Contaminant** | **Concentration (Time-Weighted Average)** | **PEL** |
| | | |

****Results of Option #1 Ventilation System** **Results of Option #2 Ventilation System** **Summary and Conclusions** Summarize all your findings and recommendations in this section. SAMPLING ANALYSIS 5 **References (If Any)** Format all citations and references in proper APA Style. **Appendix A – Calculations for Time-Weighted Average** **Appendix B– Calculations for Permissible Exposure Limit (Modification)** **Appendix C – Calculations for Option #1 Ventilation System** **Appendix D – Calculations for Option #2 Ventilation System****

**## OSH4308UnitIII.docx**

As the environmental health and safety (EHS) manager, you have been asked to evaluate an existing operation to determine employee’s current exposure to hexane, which is a chemical used in painting processes.

You are to complete an evaluation of the employee’s current exposure by determining the employee’s exposure to hexane (toxic contaminant) by calculating time-weighted average (TWA) and compare it to the permissible exposure limit (PEL) and modify the PEL, if necessary. If it is necessary to modify the PEL, explain the reasoning why it is to be modified. Once the current exposure has been determined, select the appropriate ventilation system between dilution and local exhaust that is the best choice to control the concentration of the contamination. Ensure that you provide the reasons why you think your selection of ventilation system is the best choice. You are to provide the results in a three-page project report using the Unit III Consulting Report template.

Scenario

An employee working in a room measuring 15 ft x 20 ft x 15 ft sprays paint assembly parts using a paint containing hexane. The PEL for hexane is 500 ppm. The employee wears a half-face, air-purifying respirator, but management would like to install engineering control measures to reduce or eliminate the employee’s exposure to hexane. The options are to:

(1) install a dilution ventilation system, or

(2) install a local exhaust ventilation system.

The employee works a 9-hour shift and has the following exposures:

![](https://www.sweetstudy.com/questions/osh-4308-iii)

For the general dilution ventilation system to work, there must be at least 20 room air changes per hour. The fan which supplies air to this area produces 1,500 cubic feet per minute (cfm) (Q).

In order for the local exhaust ventilation system to remove the contaminant to acceptable concentrations, the capture velocity must be at least 140 feet per minute (fpm). The proposed local exhaust system ventilation system uses a 1.0 feet diameter duct and a fan that provides a total volume of 1,275 cubic feet per minute (cfm). The source of the contamination is located 1.5 feet from the opening of the duct. Determine the appropriate ventilation control and calculate the capture velocity.

Complete your project by following the Unit III Consulting Report template linked above. Ensure you show your equations and all work for determining answers for all three scenarios in the project document. You may either formulate the scenario equations using the Word equation formula toolbar or write out and solve your equations with answers on a separate paper. Then, take a screenshot of your work for each scenario using your phone or similar device and insert it as an image in the document. Make sure your image is clear and legible to read.

No references are required for this assignment; however, if outside sources are used, please adhere to APA Style when creating citations and references for this assignment.

## image1.png

**## UnitIIIConsultingReporttemplate.docx**

1

**Unit III Project**

Student Name

Columbia Southern University

Course Name

Instructor Name

Date

2

**Executive Summary**

On this page, you should summarize the purpose of the calculations or testing (short, concise, and to the point), the major findings (do not discuss the methodology or specifics). The purpose of the executive summary is to give the decision-makers the down and dirty on their problems, options to mitigate or eliminate the issue, and if possible, the estimated costs involved. Do not exceed the purpose of the project. This is especially important if you are being paid as a consultant. Only give the client what they are paying for. This is not from greed, but from a strictly legal standpoint. To do consulting work, you must be covered by insurance, etc., so do not go astray of the contract.

3

**Background (Example Verbiage Only – Tailor this to fit your specific requirement, such as performing calculations for the Environmental Health and Safety (EHS) Manager)**

On March 24, 2018, Be Safe Consulting, Inc. entered a contract to perform the following services:

a) Conduct sampling and analysis for…

b) Provide ventilation measurements on booth exhaust air flow

c) Determine the room air changes in…

Make sure you fully describe what you were instructed or contracted to do and any limitations on that contract, if any.

**Do not write the report in first person. (No use of words such as I, we, our, etc.)**

**Methodology**

Describe in detail, which method, (e.g., equations). was used to determine your results.

**Findings**

Briefly discuss the findings. Insert a table to show air sampling results, with the PEL beside the calculated TWA. (Do not just insert the 8-hour OSHA PEL if employees are working 10-hour shifts. Always calculate the modified PEL in this case.

An example findings section from a report that was prepared for a client as an example:

The results of the samples are as follows:

**Note:** Multiple results are best presented in table format and single results presented using
**Bold Font**

:

**Calculation Results**

| | | |
| — | — | — |
| **Contaminant** | **Concentration (Time-Weighted Average)** | **PEL** |
| | | |

****Results of Option #1 Ventilation System** **Results of Option #2 Ventilation System** **Summary and Conclusions** Summarize all your findings and recommendations in this section. SAMPLING ANALYSIS 5 **References (If Any)** Format all citations and references in proper APA Style. **Appendix A – Calculations for Time-Weighted Average** **Appendix B– Calculations for Permissible Exposure Limit (Modification)** **Appendix C – Calculations for Option #1 Ventilation System** **Appendix D – Calculations for Option #2 Ventilation System****

**## OSH4308UnitIII.docx**

As the environmental health and safety (EHS) manager, you have been asked to evaluate an existing operation to determine employee’s current exposure to hexane, which is a chemical used in painting processes.

You are to complete an evaluation of the employee’s current exposure by determining the employee’s exposure to hexane (toxic contaminant) by calculating time-weighted average (TWA) and compare it to the permissible exposure limit (PEL) and modify the PEL, if necessary. If it is necessary to modify the PEL, explain the reasoning why it is to be modified. Once the current exposure has been determined, select the appropriate ventilation system between dilution and local exhaust that is the best choice to control the concentration of the contamination. Ensure that you provide the reasons why you think your selection of ventilation system is the best choice. You are to provide the results in a three-page project report using the Unit III Consulting Report template.

Scenario

An employee working in a room measuring 15 ft x 20 ft x 15 ft sprays paint assembly parts using a paint containing hexane. The PEL for hexane is 500 ppm. The employee wears a half-face, air-purifying respirator, but management would like to install engineering control measures to reduce or eliminate the employee’s exposure to hexane. The options are to:

(1) install a dilution ventilation system, or

(2) install a local exhaust ventilation system.

The employee works a 9-hour shift and has the following exposures:

![](https://www.sweetstudy.com/questions/osh-4308-iii)

For the general dilution ventilation system to work, there must be at least 20 room air changes per hour. The fan which supplies air to this area produces 1,500 cubic feet per minute (cfm) (Q).

In order for the local exhaust ventilation system to remove the contaminant to acceptable concentrations, the capture velocity must be at least 140 feet per minute (fpm). The proposed local exhaust system ventilation system uses a 1.0 feet diameter duct and a fan that provides a total volume of 1,275 cubic feet per minute (cfm). The source of the contamination is located 1.5 feet from the opening of the duct. Determine the appropriate ventilation control and calculate the capture velocity.

Complete your project by following the Unit III Consulting Report template linked above. Ensure you show your equations and all work for determining answers for all three scenarios in the project document. You may either formulate the scenario equations using the Word equation formula toolbar or write out and solve your equations with answers on a separate paper. Then, take a screenshot of your work for each scenario using your phone or similar device and insert it as an image in the document. Make sure your image is clear and legible to read.

No references are required for this assignment; however, if outside sources are used, please adhere to APA Style when creating citations and references for this assignment.

## image1.png

**## UnitIIIConsultingReporttemplate.docx**

1

**Unit III Project**

Student Name

Columbia Southern University

Course Name

Instructor Name

Date

2

**Executive Summary**

On this page, you should summarize the purpose of the calculations or testing (short, concise, and to the point), the major findings (do not discuss the methodology or specifics). The purpose of the executive summary is to give the decision-makers the down and dirty on their problems, options to mitigate or eliminate the issue, and if possible, the estimated costs involved. Do not exceed the purpose of the project. This is especially important if you are being paid as a consultant. Only give the client what they are paying for. This is not from greed, but from a strictly legal standpoint. To do consulting work, you must be covered by insurance, etc., so do not go astray of the contract.

3

**Background (Example Verbiage Only – Tailor this to fit your specific requirement, such as performing calculations for the Environmental Health and Safety (EHS) Manager)**

On March 24, 2018, Be Safe Consulting, Inc. entered a contract to perform the following services:

a) Conduct sampling and analysis for…

b) Provide ventilation measurements on booth exhaust air flow

c) Determine the room air changes in…

Make sure you fully describe what you were instructed or contracted to do and any limitations on that contract, if any.

**Do not write the report in first person. (No use of words such as I, we, our, etc.)**

**Methodology**

Describe in detail, which method, (e.g., equations). was used to determine your results.

**Findings**

Briefly discuss the findings. Insert a table to show air sampling results, with the PEL beside the calculated TWA. (Do not just insert the 8-hour OSHA PEL if employees are working 10-hour shifts. Always calculate the modified PEL in this case.

An example findings section from a report that was prepared for a client as an example:

The results of the samples are as follows:

**Note:** Multiple results are best presented in table format and single results presented using
**Bold Font**

:

**Calculation Results**

| | | |
| — | — | — |
| **Contaminant** | **Concentration (Time-Weighted Average)** | **PEL** |
| | | |

****Results of Option #1 Ventilation System** **Results of Option #2 Ventilation System** **Summary and Conclusions** Summarize all your findings and recommendations in this section. SAMPLING ANALYSIS 5 **References (If Any)** Format all citations and references in proper APA Style. **Appendix A – Calculations for Time-Weighted Average** **Appendix B– Calculations for Permissible Exposure Limit (Modification)** **Appendix C – Calculations for Option #1 Ventilation System** **Appendix D – Calculations for Option #2 Ventilation System****

November 5, 2026
[Solved] K12 CASE STUDY

✓ Verified Academic Solution Available

Executive Solution Overview

– 2 years ago **files (2)** – ## FieldExperiencePlacementChart_Week12.docx – ## K-12StudentCaseStudy.pdf **## FieldExperiencePlacementChart_Week12.docx** ![](https://www.sweetstudy.com/questions/k12-case-study) ## K-12 Student Case Study ### Field Experience Placement Chart **Week 1** | | | | — …

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Assignment Prompt & Instructions

– 2 years ago

**files (2)**

– ## FieldExperiencePlacementChart_Week12.docx

– ## K-12StudentCaseStudy.pdf

**## FieldExperiencePlacementChart_Week12.docx**

![](https://www.sweetstudy.com/questions/k12-case-study)

## K-12 Student Case Study

### Field Experience Placement Chart

**Week 1**

| | |
| — | — |
| Component | Descriptive Details |
| **Student** | |
| **Background data (pre-test)** | |
| **Plan & Intervention Strategies** | |

Page 1 of 1

Page 2 of 2

## image1.png

**## K-12StudentCaseStudy.pdf**

Page 1 of 2

K-12 Student Case Study

General Directions

Please identify a K-12 student (from a racial and ethnic group different from your own) to work
with closely during your 10-hour field experience. Write a 6 to 8-page paper describing your
work with the student. Please use the following format (and label each section in your paper):

1. Analysis and Synthesis

Collect information/data about the student. This information should come from multiple
sources, such as school records, assessments, observations, interviews, referrals,
pretests, etc. Summarize and organize the data in such a manner as to reveal the
student’s strengths, weaknesses, etc.

2. Diagnosis

Describe consistencies and patterns leading to a summary of the problem(s) or
situation(s), possible causes, and other significant and relevant characteristics of the
student. Special attention should be given to the relevance of the student’s diverse
backgrounds in the current educational setting. Link section to research.

3. Interventions

Describe in detail your interventions/strategies in working with the student. What exactly
did you do? The justification of the plan should be guided by research.

4. Evaluation

Results? Were you successful? Describe evidence from your pre and post-test. Include
a decision for termination or referral. Note: Please include an electronic copy of your pre
and post-test questions with your emailed paper; include copies of the pre and post-test
completed by the student with the hard copy of your final paper.

5. Reflection

Describe your experience working with an individual from a racial and ethnic group
different from your own. What were your challenges? What were your successes?

Suggested 8-Week Timeline:

Week 1- Identify the student; obtain parent permission (if needed); collect background data
(including a pretest); diagnose the problem; plan your interventions/strategies; Submit field
experience placement chart to university professor.

Weeks 2 through 6- Implement your interventions/strategies; maintain case notes or anecdotal
records describing your meetings with the student, progress, concerns, etc.

Week 4 Email a mid-term report to your university supervisor (briefly describe whom you are
working with, the student’s issue/concern, what you have done so far, what your plans are over
the next few weeks, etc.).

Week 7 – Collect post-test data; write your paper; Submit your paper to Blackboard link. If your
Case Study is not acceptable, you will receive a course grade of IP (In-Progress). Your
university instructor will provide feedback and, if necessary, remediation.

Page 2 of 2

Scoring Guidelines

Available points: 100

Component Target Proficient Unacceptable

Analysis &
Synthesis

Includes data from 4 or
more sources (sources

are explicitly stated in the
case study); and correlate

to student’s strengths,
weaknesses, etc.

Includes data from 3
sources (sources are

explicitly stated in the case
study); suggest the
student’s strengths,
weaknesses, etc.

Includes data from one to
two sources (sources are

not stated in the case
study); minimal detail of
the student’s strengths,

weaknesses, etc.

Diagnosis Describes consistencies
or patterns leading to a
summary of the problem
or situation; describes

possible causes; includes
other significant

characteristics of the
student as it relates to

his/her diverse
background; and is

supported and cited by
relevant research.

Includes data from 3
sources (sources are

explicitly stated in the case
study); suggest the
student’s strengths,
weaknesses, etc.

Does not identify
consistencies or patterns
leading to the problem or

situation; does not
describe possible causes;

no other significant
characteristics of the

student included

Intervention Includes multiple
sessions; detailed

summary of strategies
and techniques used;

strong plan; and is
supported and cited by

relevant research.

Includes multiple
sessions; detailed

summary of strategies and
techniques used; strong

plan

Does not identify
consistencies or patterns
leading to the problem or

situation; does not
describe possible causes;

no other significant
characteristics of the

student included

Evaluation Detailed summary of
results; includes strong

pre and posttest
evidence; includes

decision for termination or
documentation of

recommendation for
further intervention with

hosting professional.

Includes summary of
results, pre and posttest

evidence, and decision for
termination or

documentation of
recommendation for

further intervention with
hosting professional.

Includes summary of
results, no specific

evidence is provided. No
decision about future plans

for student.

Reflection & Format Thoughtful description of
the experience, the
challenges and the

successes.
Paper is well written;

each section is labeled;
free from grammar or

spelling errors; 6-8 pages
in length

Full description of the
experience, the

challenges, and the
successes.

Paper is well written; each
section is labeled; has
minimal grammar or

spelling errors; 6-8 pages
in length

Minimal description of the
experience, the

challenges, and the
successes.

Paper is poorly written; no
labels used; has many

grammar and/or spelling
errors; less than 6 pages

in length

– K-12 Student Case Study
– General Directions
– Scoring Guidelines

**## K-12StudentCaseStudy.pdf**

Page 1 of 2

K-12 Student Case Study

General Directions

Please identify a K-12 student (from a racial and ethnic group different from your own) to work
with closely during your 10-hour field experience. Write a 6 to 8-page paper describing your
work with the student. Please use the following format (and label each section in your paper):

1. Analysis and Synthesis

Collect information/data about the student. This information should come from multiple
sources, such as school records, assessments, observations, interviews, referrals,
pretests, etc. Summarize and organize the data in such a manner as to reveal the
student’s strengths, weaknesses, etc.

2. Diagnosis

Describe consistencies and patterns leading to a summary of the problem(s) or
situation(s), possible causes, and other significant and relevant characteristics of the
student. Special attention should be given to the relevance of the student’s diverse
backgrounds in the current educational setting. Link section to research.

3. Interventions

Describe in detail your interventions/strategies in working with the student. What exactly
did you do? The justification of the plan should be guided by research.

4. Evaluation

Results? Were you successful? Describe evidence from your pre and post-test. Include
a decision for termination or referral. Note: Please include an electronic copy of your pre
and post-test questions with your emailed paper; include copies of the pre and post-test
completed by the student with the hard copy of your final paper.

5. Reflection

Describe your experience working with an individual from a racial and ethnic group
different from your own. What were your challenges? What were your successes?

Suggested 8-Week Timeline:

Week 1- Identify the student; obtain parent permission (if needed); collect background data
(including a pretest); diagnose the problem; plan your interventions/strategies; Submit field
experience placement chart to university professor.

Weeks 2 through 6- Implement your interventions/strategies; maintain case notes or anecdotal
records describing your meetings with the student, progress, concerns, etc.

Week 4 Email a mid-term report to your university supervisor (briefly describe whom you are
working with, the student’s issue/concern, what you have done so far, what your plans are over
the next few weeks, etc.).

Week 7 – Collect post-test data; write your paper; Submit your paper to Blackboard link. If your
Case Study is not acceptable, you will receive a course grade of IP (In-Progress). Your
university instructor will provide feedback and, if necessary, remediation.

Page 2 of 2

Scoring Guidelines

Available points: 100

Component Target Proficient Unacceptable

Analysis &
Synthesis

Includes data from 4 or
more sources (sources

are explicitly stated in the
case study); and correlate

to student’s strengths,
weaknesses, etc.

Includes data from 3
sources (sources are

explicitly stated in the case
study); suggest the
student’s strengths,
weaknesses, etc.

Includes data from one to
two sources (sources are

not stated in the case
study); minimal detail of
the student’s strengths,

weaknesses, etc.

Diagnosis Describes consistencies
or patterns leading to a
summary of the problem
or situation; describes

possible causes; includes
other significant

characteristics of the
student as it relates to

his/her diverse
background; and is

supported and cited by
relevant research.

Includes data from 3
sources (sources are

explicitly stated in the case
study); suggest the
student’s strengths,
weaknesses, etc.

Does not identify
consistencies or patterns
leading to the problem or

situation; does not
describe possible causes;

no other significant
characteristics of the

student included

Intervention Includes multiple
sessions; detailed

summary of strategies
and techniques used;

strong plan; and is
supported and cited by

relevant research.

Includes multiple
sessions; detailed

summary of strategies and
techniques used; strong

plan

Does not identify
consistencies or patterns
leading to the problem or

situation; does not
describe possible causes;

no other significant
characteristics of the

student included

Evaluation Detailed summary of
results; includes strong

pre and posttest
evidence; includes

decision for termination or
documentation of

recommendation for
further intervention with

hosting professional.

Includes summary of
results, pre and posttest

evidence, and decision for
termination or

documentation of
recommendation for

further intervention with
hosting professional.

Includes summary of
results, no specific

evidence is provided. No
decision about future plans

for student.

Reflection & Format Thoughtful description of
the experience, the
challenges and the

successes.
Paper is well written;

each section is labeled;
free from grammar or

spelling errors; 6-8 pages
in length

Full description of the
experience, the

challenges, and the
successes.

Paper is well written; each
section is labeled; has
minimal grammar or

spelling errors; 6-8 pages
in length

Minimal description of the
experience, the

challenges, and the
successes.

Paper is poorly written; no
labels used; has many

grammar and/or spelling
errors; less than 6 pages

in length

– K-12 Student Case Study
– General Directions
– Scoring Guidelines

**## FieldExperiencePlacementChart_Week12.docx**

![](https://www.sweetstudy.com/questions/k12-case-study)

## K-12 Student Case Study

### Field Experience Placement Chart

**Week 1**

| | |
| — | — |
| Component | Descriptive Details |
| **Student** | |
| **Background data (pre-test)** | |
| **Plan & Intervention Strategies** | |

Page 1 of 1

Page 2 of 2

## image1.png

**## K-12StudentCaseStudy.pdf**

Page 1 of 2

K-12 Student Case Study

General Directions

Please identify a K-12 student (from a racial and ethnic group different from your own) to work
with closely during your 10-hour field experience. Write a 6 to 8-page paper describing your
work with the student. Please use the following format (and label each section in your paper):

1. Analysis and Synthesis

Collect information/data about the student. This information should come from multiple
sources, such as school records, assessments, observations, interviews, referrals,
pretests, etc. Summarize and organize the data in such a manner as to reveal the
student’s strengths, weaknesses, etc.

2. Diagnosis

Describe consistencies and patterns leading to a summary of the problem(s) or
situation(s), possible causes, and other significant and relevant characteristics of the
student. Special attention should be given to the relevance of the student’s diverse
backgrounds in the current educational setting. Link section to research.

3. Interventions

Describe in detail your interventions/strategies in working with the student. What exactly
did you do? The justification of the plan should be guided by research.

4. Evaluation

Results? Were you successful? Describe evidence from your pre and post-test. Include
a decision for termination or referral. Note: Please include an electronic copy of your pre
and post-test questions with your emailed paper; include copies of the pre and post-test
completed by the student with the hard copy of your final paper.

5. Reflection

Describe your experience working with an individual from a racial and ethnic group
different from your own. What were your challenges? What were your successes?

Suggested 8-Week Timeline:

Week 1- Identify the student; obtain parent permission (if needed); collect background data
(including a pretest); diagnose the problem; plan your interventions/strategies; Submit field
experience placement chart to university professor.

Weeks 2 through 6- Implement your interventions/strategies; maintain case notes or anecdotal
records describing your meetings with the student, progress, concerns, etc.

Week 4 Email a mid-term report to your university supervisor (briefly describe whom you are
working with, the student’s issue/concern, what you have done so far, what your plans are over
the next few weeks, etc.).

Week 7 – Collect post-test data; write your paper; Submit your paper to Blackboard link. If your
Case Study is not acceptable, you will receive a course grade of IP (In-Progress). Your
university instructor will provide feedback and, if necessary, remediation.

Page 2 of 2

Scoring Guidelines

Available points: 100

Component Target Proficient Unacceptable

Analysis &
Synthesis

Includes data from 4 or
more sources (sources

are explicitly stated in the
case study); and correlate

to student’s strengths,
weaknesses, etc.

Includes data from 3
sources (sources are

explicitly stated in the case
study); suggest the
student’s strengths,
weaknesses, etc.

Includes data from one to
two sources (sources are

not stated in the case
study); minimal detail of
the student’s strengths,

weaknesses, etc.

Diagnosis Describes consistencies
or patterns leading to a
summary of the problem
or situation; describes

possible causes; includes
other significant

characteristics of the
student as it relates to

his/her diverse
background; and is

supported and cited by
relevant research.

Includes data from 3
sources (sources are

explicitly stated in the case
study); suggest the
student’s strengths,
weaknesses, etc.

Does not identify
consistencies or patterns
leading to the problem or

situation; does not
describe possible causes;

no other significant
characteristics of the

student included

Intervention Includes multiple
sessions; detailed

summary of strategies
and techniques used;

strong plan; and is
supported and cited by

relevant research.

Includes multiple
sessions; detailed

summary of strategies and
techniques used; strong

plan

Does not identify
consistencies or patterns
leading to the problem or

situation; does not
describe possible causes;

no other significant
characteristics of the

student included

Evaluation Detailed summary of
results; includes strong

pre and posttest
evidence; includes

decision for termination or
documentation of

recommendation for
further intervention with

hosting professional.

Includes summary of
results, pre and posttest

evidence, and decision for
termination or

documentation of
recommendation for

further intervention with
hosting professional.

Includes summary of
results, no specific

evidence is provided. No
decision about future plans

for student.

Reflection & Format Thoughtful description of
the experience, the
challenges and the

successes.
Paper is well written;

each section is labeled;
free from grammar or

spelling errors; 6-8 pages
in length

Full description of the
experience, the

challenges, and the
successes.

Paper is well written; each
section is labeled; has
minimal grammar or

spelling errors; 6-8 pages
in length

Minimal description of the
experience, the

challenges, and the
successes.

Paper is poorly written; no
labels used; has many

grammar and/or spelling
errors; less than 6 pages

in length

– K-12 Student Case Study
– General Directions
– Scoring Guidelines

**## FieldExperiencePlacementChart_Week12.docx**

![](https://www.sweetstudy.com/questions/k12-case-study)

## K-12 Student Case Study

### Field Experience Placement Chart

**Week 1**

| | |
| — | — |
| Component | Descriptive Details |
| **Student** | |
| **Background data (pre-test)** | |
| **Plan & Intervention Strategies** | |

Page 1 of 1

Page 2 of 2

## image1.png

**## K-12StudentCaseStudy.pdf**

Page 1 of 2

K-12 Student Case Study

General Directions

Please identify a K-12 student (from a racial and ethnic group different from your own) to work
with closely during your 10-hour field experience. Write a 6 to 8-page paper describing your
work with the student. Please use the following format (and label each section in your paper):

1. Analysis and Synthesis

Collect information/data about the student. This information should come from multiple
sources, such as school records, assessments, observations, interviews, referrals,
pretests, etc. Summarize and organize the data in such a manner as to reveal the
student’s strengths, weaknesses, etc.

2. Diagnosis

Describe consistencies and patterns leading to a summary of the problem(s) or
situation(s), possible causes, and other significant and relevant characteristics of the
student. Special attention should be given to the relevance of the student’s diverse
backgrounds in the current educational setting. Link section to research.

3. Interventions

Describe in detail your interventions/strategies in working with the student. What exactly
did you do? The justification of the plan should be guided by research.

4. Evaluation

Results? Were you successful? Describe evidence from your pre and post-test. Include
a decision for termination or referral. Note: Please include an electronic copy of your pre
and post-test questions with your emailed paper; include copies of the pre and post-test
completed by the student with the hard copy of your final paper.

5. Reflection

Describe your experience working with an individual from a racial and ethnic group
different from your own. What were your challenges? What were your successes?

Suggested 8-Week Timeline:

Week 1- Identify the student; obtain parent permission (if needed); collect background data
(including a pretest); diagnose the problem; plan your interventions/strategies; Submit field
experience placement chart to university professor.

Weeks 2 through 6- Implement your interventions/strategies; maintain case notes or anecdotal
records describing your meetings with the student, progress, concerns, etc.

Week 4 Email a mid-term report to your university supervisor (briefly describe whom you are
working with, the student’s issue/concern, what you have done so far, what your plans are over
the next few weeks, etc.).

Week 7 – Collect post-test data; write your paper; Submit your paper to Blackboard link. If your
Case Study is not acceptable, you will receive a course grade of IP (In-Progress). Your
university instructor will provide feedback and, if necessary, remediation.

Page 2 of 2

Scoring Guidelines

Available points: 100

Component Target Proficient Unacceptable

Analysis &
Synthesis

Includes data from 4 or
more sources (sources

are explicitly stated in the
case study); and correlate

to student’s strengths,
weaknesses, etc.

Includes data from 3
sources (sources are

explicitly stated in the case
study); suggest the
student’s strengths,
weaknesses, etc.

Includes data from one to
two sources (sources are

not stated in the case
study); minimal detail of
the student’s strengths,

weaknesses, etc.

Diagnosis Describes consistencies
or patterns leading to a
summary of the problem
or situation; describes

possible causes; includes
other significant

characteristics of the
student as it relates to

his/her diverse
background; and is

supported and cited by
relevant research.

Includes data from 3
sources (sources are

explicitly stated in the case
study); suggest the
student’s strengths,
weaknesses, etc.

Does not identify
consistencies or patterns
leading to the problem or

situation; does not
describe possible causes;

no other significant
characteristics of the

student included

Intervention Includes multiple
sessions; detailed

summary of strategies
and techniques used;

strong plan; and is
supported and cited by

relevant research.

Includes multiple
sessions; detailed

summary of strategies and
techniques used; strong

plan

Does not identify
consistencies or patterns
leading to the problem or

situation; does not
describe possible causes;

no other significant
characteristics of the

student included

Evaluation Detailed summary of
results; includes strong

pre and posttest
evidence; includes

decision for termination or
documentation of

recommendation for
further intervention with

hosting professional.

Includes summary of
results, pre and posttest

evidence, and decision for
termination or

documentation of
recommendation for

further intervention with
hosting professional.

Includes summary of
results, no specific

evidence is provided. No
decision about future plans

for student.

Reflection & Format Thoughtful description of
the experience, the
challenges and the

successes.
Paper is well written;

each section is labeled;
free from grammar or

spelling errors; 6-8 pages
in length

Full description of the
experience, the

challenges, and the
successes.

Paper is well written; each
section is labeled; has
minimal grammar or

spelling errors; 6-8 pages
in length

Minimal description of the
experience, the

challenges, and the
successes.

Paper is poorly written; no
labels used; has many

grammar and/or spelling
errors; less than 6 pages

in length

– K-12 Student Case Study
– General Directions
– Scoring Guidelines

November 5, 2026
[Solved] Vision for Learning Article Critique 5

✓ Verified Academic Solution Available

Executive Solution Overview

– 2 years ago **files (1)** – ## ArticleCritiqueGuidelinesRubric3.pdf **## ArticleCritiqueGuidelinesRubric3.pdf** Page 1 of 2 Article Critique General Directions Using all library databases available, locate a journal article related to school leadership. Read it carefully and reflect on it, then fo…

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Assignment Prompt & Instructions

– 2 years ago

**files (1)**

– ## ArticleCritiqueGuidelinesRubric3.pdf

**## ArticleCritiqueGuidelinesRubric3.pdf**

Page 1 of 2

Article Critique

General Directions

Using all library databases available, locate a journal article related to school leadership. Read it
carefully and reflect on it, then follow the attached guidelines and rubric to help craft your
critique. Articles should not be older than two years old.

Reading and Thinking:

• Read the article SLOWLY. Don't criticize anything just yet. Try to really understand the
author's logic rather than questioning it.

• Mark key points and transitions as you read. Try to isolate at least one central point in
each paragraph.

• Review introductory and closing sections closely. Think about how the author moves
from opening statements to conclusions via the body of the article.

Writing:

• Begin your written analysis with a blanket statement summarizing what the author does
in the article. Sometimes the author explicitly gives you his or her agenda in the
introduction and/or in the conclusion. You should be able to relay this in one or (maybe)
two sentences.

• Summarize the key ideas used by the author in achieving his or her agenda. Look at the
parts of the article you have marked. Try to indicate how the author progresses from
idea to idea in the article.

• List important evidence used to support key ideas in the article. Indicate why the author
finds this evidence convincing.

Critiquing:

• Carefully describe any biased, illogical, or inappropriate use of evidence in the
article. Take into account the author's purpose and perspective, as any apparent misuse
of evidence may be attributable to these factors.

• Note any avoidable lack of evidence in the article.

• Note the strong points of the article.

Finalizing:

• Proofread your writing. Read it aloud. Try to use active verbs and concise modifiers.

• Verify that your analysis would be helpful to someone who hadn't read the article. Don't
assume that your reader can intuit what you mean by anything.

Grading Rubric

Component Unacceptable Acceptable Target

At the top of the page,
write your article

Reference has more
than 1 APA error.

(0 points)

Reference follows APA
format, with 1 error.

(1 point)

Reference carefully
follows APA format,

Page 2 of 2

Component Unacceptable Acceptable Target

reference in APA
format.

with no errors.
(2 points)

Summary
Key points and

evidence to support
those points is clearly

presented

Summary of article is
inadequate or too

brief; does not identify
main points; fails to
include appropriate
evidence to support

points. (0 points)

Acceptable summary
of information that

describes the article’s
premise; evidence is
included. (2 points)

Excellent summary of
relevant information
that clearly describe
the article’s premise;
evidence is included.

(4 points)

Critique Incomplete critique;
lacks reflection and

sound analysis of the
chosen article; no

clear connections are
made to evidence

gather from the article.
(0 points)

Complete critique;
shows an adequate

level of reflection and
analysis; may lack

connections to
evidence gathered

from the article.
(2 points)

Complete, well-formed
critique; shows a

thoughtful, reflective,
in-depth analysis of

chosen article.
(4 points)

Professional
Presentation

Writing involves many
grammatical errors

(more than 3).
(0 points)

Writing involves few
grammatical errors (no
more than 2). (1 point)

Writing is free of all
writing errors.

(2 points)

– Article Critique
– General Directions
– Grading Rubric

**## ArticleCritiqueGuidelinesRubric3.pdf**

Page 1 of 2

Article Critique

General Directions

Using all library databases available, locate a journal article related to school leadership. Read it
carefully and reflect on it, then follow the attached guidelines and rubric to help craft your
critique. Articles should not be older than two years old.

Reading and Thinking:

• Read the article SLOWLY. Don't criticize anything just yet. Try to really understand the
author's logic rather than questioning it.

• Mark key points and transitions as you read. Try to isolate at least one central point in
each paragraph.

• Review introductory and closing sections closely. Think about how the author moves
from opening statements to conclusions via the body of the article.

Writing:

• Begin your written analysis with a blanket statement summarizing what the author does
in the article. Sometimes the author explicitly gives you his or her agenda in the
introduction and/or in the conclusion. You should be able to relay this in one or (maybe)
two sentences.

• Summarize the key ideas used by the author in achieving his or her agenda. Look at the
parts of the article you have marked. Try to indicate how the author progresses from
idea to idea in the article.

• List important evidence used to support key ideas in the article. Indicate why the author
finds this evidence convincing.

Critiquing:

• Carefully describe any biased, illogical, or inappropriate use of evidence in the
article. Take into account the author's purpose and perspective, as any apparent misuse
of evidence may be attributable to these factors.

• Note any avoidable lack of evidence in the article.

• Note the strong points of the article.

Finalizing:

• Proofread your writing. Read it aloud. Try to use active verbs and concise modifiers.

• Verify that your analysis would be helpful to someone who hadn't read the article. Don't
assume that your reader can intuit what you mean by anything.

Grading Rubric

Component Unacceptable Acceptable Target

At the top of the page,
write your article

Reference has more
than 1 APA error.

(0 points)

Reference follows APA
format, with 1 error.

(1 point)

Reference carefully
follows APA format,

Page 2 of 2

Component Unacceptable Acceptable Target

reference in APA
format.

with no errors.
(2 points)

Summary
Key points and

evidence to support
those points is clearly

presented

Summary of article is
inadequate or too

brief; does not identify
main points; fails to
include appropriate
evidence to support

points. (0 points)

Acceptable summary
of information that

describes the article’s
premise; evidence is
included. (2 points)

Excellent summary of
relevant information
that clearly describe
the article’s premise;
evidence is included.

(4 points)

Critique Incomplete critique;
lacks reflection and

sound analysis of the
chosen article; no

clear connections are
made to evidence

gather from the article.
(0 points)

Complete critique;
shows an adequate

level of reflection and
analysis; may lack

connections to
evidence gathered

from the article.
(2 points)

Complete, well-formed
critique; shows a

thoughtful, reflective,
in-depth analysis of

chosen article.
(4 points)

Professional
Presentation

Writing involves many
grammatical errors

(more than 3).
(0 points)

Writing involves few
grammatical errors (no
more than 2). (1 point)

Writing is free of all
writing errors.

(2 points)

– Article Critique
– General Directions
– Grading Rubric

November 5, 2026
[Solved] Vision for Learning Article Critique 4

✓ Verified Academic Solution Available

Executive Solution Overview

– 2 years ago **files (1)** – ## ArticleCritiqueGuidelinesRubric3.pdf **## ArticleCritiqueGuidelinesRubric3.pdf** Page 1 of 2 Article Critique General Directions Using all library databases available, locate a journal article related to school leadership. Read it carefully and reflect on it, then fo…

Instant Solution Download
$6.99

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

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Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →

Assignment Prompt & Instructions

– 2 years ago

**files (1)**

– ## ArticleCritiqueGuidelinesRubric3.pdf

**## ArticleCritiqueGuidelinesRubric3.pdf**

Page 1 of 2

Article Critique

General Directions

Using all library databases available, locate a journal article related to school leadership. Read it
carefully and reflect on it, then follow the attached guidelines and rubric to help craft your
critique. Articles should not be older than two years old.

Reading and Thinking:

• Read the article SLOWLY. Don't criticize anything just yet. Try to really understand the
author's logic rather than questioning it.

• Mark key points and transitions as you read. Try to isolate at least one central point in
each paragraph.

• Review introductory and closing sections closely. Think about how the author moves
from opening statements to conclusions via the body of the article.

Writing:

• Begin your written analysis with a blanket statement summarizing what the author does
in the article. Sometimes the author explicitly gives you his or her agenda in the
introduction and/or in the conclusion. You should be able to relay this in one or (maybe)
two sentences.

• Summarize the key ideas used by the author in achieving his or her agenda. Look at the
parts of the article you have marked. Try to indicate how the author progresses from
idea to idea in the article.

• List important evidence used to support key ideas in the article. Indicate why the author
finds this evidence convincing.

Critiquing:

• Carefully describe any biased, illogical, or inappropriate use of evidence in the
article. Take into account the author's purpose and perspective, as any apparent misuse
of evidence may be attributable to these factors.

• Note any avoidable lack of evidence in the article.

• Note the strong points of the article.

Finalizing:

• Proofread your writing. Read it aloud. Try to use active verbs and concise modifiers.

• Verify that your analysis would be helpful to someone who hadn't read the article. Don't
assume that your reader can intuit what you mean by anything.

Grading Rubric

Component Unacceptable Acceptable Target

At the top of the page,
write your article

Reference has more
than 1 APA error.

(0 points)

Reference follows APA
format, with 1 error.

(1 point)

Reference carefully
follows APA format,

Page 2 of 2

Component Unacceptable Acceptable Target

reference in APA
format.

with no errors.
(2 points)

Summary
Key points and

evidence to support
those points is clearly

presented

Summary of article is
inadequate or too

brief; does not identify
main points; fails to
include appropriate
evidence to support

points. (0 points)

Acceptable summary
of information that

describes the article’s
premise; evidence is
included. (2 points)

Excellent summary of
relevant information
that clearly describe
the article’s premise;
evidence is included.

(4 points)

Critique Incomplete critique;
lacks reflection and

sound analysis of the
chosen article; no

clear connections are
made to evidence

gather from the article.
(0 points)

Complete critique;
shows an adequate

level of reflection and
analysis; may lack

connections to
evidence gathered

from the article.
(2 points)

Complete, well-formed
critique; shows a

thoughtful, reflective,
in-depth analysis of

chosen article.
(4 points)

Professional
Presentation

Writing involves many
grammatical errors

(more than 3).
(0 points)

Writing involves few
grammatical errors (no
more than 2). (1 point)

Writing is free of all
writing errors.

(2 points)

– Article Critique
– General Directions
– Grading Rubric

**## ArticleCritiqueGuidelinesRubric3.pdf**

Page 1 of 2

Article Critique

General Directions

Using all library databases available, locate a journal article related to school leadership. Read it
carefully and reflect on it, then follow the attached guidelines and rubric to help craft your
critique. Articles should not be older than two years old.

Reading and Thinking:

• Read the article SLOWLY. Don't criticize anything just yet. Try to really understand the
author's logic rather than questioning it.

• Mark key points and transitions as you read. Try to isolate at least one central point in
each paragraph.

• Review introductory and closing sections closely. Think about how the author moves
from opening statements to conclusions via the body of the article.

Writing:

• Begin your written analysis with a blanket statement summarizing what the author does
in the article. Sometimes the author explicitly gives you his or her agenda in the
introduction and/or in the conclusion. You should be able to relay this in one or (maybe)
two sentences.

• Summarize the key ideas used by the author in achieving his or her agenda. Look at the
parts of the article you have marked. Try to indicate how the author progresses from
idea to idea in the article.

• List important evidence used to support key ideas in the article. Indicate why the author
finds this evidence convincing.

Critiquing:

• Carefully describe any biased, illogical, or inappropriate use of evidence in the
article. Take into account the author's purpose and perspective, as any apparent misuse
of evidence may be attributable to these factors.

• Note any avoidable lack of evidence in the article.

• Note the strong points of the article.

Finalizing:

• Proofread your writing. Read it aloud. Try to use active verbs and concise modifiers.

• Verify that your analysis would be helpful to someone who hadn't read the article. Don't
assume that your reader can intuit what you mean by anything.

Grading Rubric

Component Unacceptable Acceptable Target

At the top of the page,
write your article

Reference has more
than 1 APA error.

(0 points)

Reference follows APA
format, with 1 error.

(1 point)

Reference carefully
follows APA format,

Page 2 of 2

Component Unacceptable Acceptable Target

reference in APA
format.

with no errors.
(2 points)

Summary
Key points and

evidence to support
those points is clearly

presented

Summary of article is
inadequate or too

brief; does not identify
main points; fails to
include appropriate
evidence to support

points. (0 points)

Acceptable summary
of information that

describes the article’s
premise; evidence is
included. (2 points)

Excellent summary of
relevant information
that clearly describe
the article’s premise;
evidence is included.

(4 points)

Critique Incomplete critique;
lacks reflection and

sound analysis of the
chosen article; no

clear connections are
made to evidence

gather from the article.
(0 points)

Complete critique;
shows an adequate

level of reflection and
analysis; may lack

connections to
evidence gathered

from the article.
(2 points)

Complete, well-formed
critique; shows a

thoughtful, reflective,
in-depth analysis of

chosen article.
(4 points)

Professional
Presentation

Writing involves many
grammatical errors

(more than 3).
(0 points)

Writing involves few
grammatical errors (no
more than 2). (1 point)

Writing is free of all
writing errors.

(2 points)

– Article Critique
– General Directions
– Grading Rubric

November 5, 2026
[Solved] Vision for Learning Article Critique 3

✓ Verified Academic Solution Available

Executive Solution Overview

– 2 years ago **files (1)** – ## ArticleCritiqueGuidelinesRubric3.pdf **## ArticleCritiqueGuidelinesRubric3.pdf** Page 1 of 2 Article Critique General Directions Using all library databases available, locate a journal article related to school leadership. Read it carefully and reflect on it, then fo…

Instant Solution Download
$6.99

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.
Order on TutorsGallery →

Assignment Prompt & Instructions

– 2 years ago

**files (1)**

– ## ArticleCritiqueGuidelinesRubric3.pdf

**## ArticleCritiqueGuidelinesRubric3.pdf**

Page 1 of 2

Article Critique

General Directions

Using all library databases available, locate a journal article related to school leadership. Read it
carefully and reflect on it, then follow the attached guidelines and rubric to help craft your
critique. Articles should not be older than two years old.

Reading and Thinking:

• Read the article SLOWLY. Don't criticize anything just yet. Try to really understand the
author's logic rather than questioning it.

• Mark key points and transitions as you read. Try to isolate at least one central point in
each paragraph.

• Review introductory and closing sections closely. Think about how the author moves
from opening statements to conclusions via the body of the article.

Writing:

• Begin your written analysis with a blanket statement summarizing what the author does
in the article. Sometimes the author explicitly gives you his or her agenda in the
introduction and/or in the conclusion. You should be able to relay this in one or (maybe)
two sentences.

• Summarize the key ideas used by the author in achieving his or her agenda. Look at the
parts of the article you have marked. Try to indicate how the author progresses from
idea to idea in the article.

• List important evidence used to support key ideas in the article. Indicate why the author
finds this evidence convincing.

Critiquing:

• Carefully describe any biased, illogical, or inappropriate use of evidence in the
article. Take into account the author's purpose and perspective, as any apparent misuse
of evidence may be attributable to these factors.

• Note any avoidable lack of evidence in the article.

• Note the strong points of the article.

Finalizing:

• Proofread your writing. Read it aloud. Try to use active verbs and concise modifiers.

• Verify that your analysis would be helpful to someone who hadn't read the article. Don't
assume that your reader can intuit what you mean by anything.

Grading Rubric

Component Unacceptable Acceptable Target

At the top of the page,
write your article

Reference has more
than 1 APA error.

(0 points)

Reference follows APA
format, with 1 error.

(1 point)

Reference carefully
follows APA format,

Page 2 of 2

Component Unacceptable Acceptable Target

reference in APA
format.

with no errors.
(2 points)

Summary
Key points and

evidence to support
those points is clearly

presented

Summary of article is
inadequate or too

brief; does not identify
main points; fails to
include appropriate
evidence to support

points. (0 points)

Acceptable summary
of information that

describes the article’s
premise; evidence is
included. (2 points)

Excellent summary of
relevant information
that clearly describe
the article’s premise;
evidence is included.

(4 points)

Critique Incomplete critique;
lacks reflection and

sound analysis of the
chosen article; no

clear connections are
made to evidence

gather from the article.
(0 points)

Complete critique;
shows an adequate

level of reflection and
analysis; may lack

connections to
evidence gathered

from the article.
(2 points)

Complete, well-formed
critique; shows a

thoughtful, reflective,
in-depth analysis of

chosen article.
(4 points)

Professional
Presentation

Writing involves many
grammatical errors

(more than 3).
(0 points)

Writing involves few
grammatical errors (no
more than 2). (1 point)

Writing is free of all
writing errors.

(2 points)

– Article Critique
– General Directions
– Grading Rubric

**## ArticleCritiqueGuidelinesRubric3.pdf**

Page 1 of 2

Article Critique

General Directions

Using all library databases available, locate a journal article related to school leadership. Read it
carefully and reflect on it, then follow the attached guidelines and rubric to help craft your
critique. Articles should not be older than two years old.

Reading and Thinking:

• Read the article SLOWLY. Don't criticize anything just yet. Try to really understand the
author's logic rather than questioning it.

• Mark key points and transitions as you read. Try to isolate at least one central point in
each paragraph.

• Review introductory and closing sections closely. Think about how the author moves
from opening statements to conclusions via the body of the article.

Writing:

• Begin your written analysis with a blanket statement summarizing what the author does
in the article. Sometimes the author explicitly gives you his or her agenda in the
introduction and/or in the conclusion. You should be able to relay this in one or (maybe)
two sentences.

• Summarize the key ideas used by the author in achieving his or her agenda. Look at the
parts of the article you have marked. Try to indicate how the author progresses from
idea to idea in the article.

• List important evidence used to support key ideas in the article. Indicate why the author
finds this evidence convincing.

Critiquing:

• Carefully describe any biased, illogical, or inappropriate use of evidence in the
article. Take into account the author's purpose and perspective, as any apparent misuse
of evidence may be attributable to these factors.

• Note any avoidable lack of evidence in the article.

• Note the strong points of the article.

Finalizing:

• Proofread your writing. Read it aloud. Try to use active verbs and concise modifiers.

• Verify that your analysis would be helpful to someone who hadn't read the article. Don't
assume that your reader can intuit what you mean by anything.

Grading Rubric

Component Unacceptable Acceptable Target

At the top of the page,
write your article

Reference has more
than 1 APA error.

(0 points)

Reference follows APA
format, with 1 error.

(1 point)

Reference carefully
follows APA format,

Page 2 of 2

Component Unacceptable Acceptable Target

reference in APA
format.

with no errors.
(2 points)

Summary
Key points and

evidence to support
those points is clearly

presented

Summary of article is
inadequate or too

brief; does not identify
main points; fails to
include appropriate
evidence to support

points. (0 points)

Acceptable summary
of information that

describes the article’s
premise; evidence is
included. (2 points)

Excellent summary of
relevant information
that clearly describe
the article’s premise;
evidence is included.

(4 points)

Critique Incomplete critique;
lacks reflection and

sound analysis of the
chosen article; no

clear connections are
made to evidence

gather from the article.
(0 points)

Complete critique;
shows an adequate

level of reflection and
analysis; may lack

connections to
evidence gathered

from the article.
(2 points)

Complete, well-formed
critique; shows a

thoughtful, reflective,
in-depth analysis of

chosen article.
(4 points)

Professional
Presentation

Writing involves many
grammatical errors

(more than 3).
(0 points)

Writing involves few
grammatical errors (no
more than 2). (1 point)

Writing is free of all
writing errors.

(2 points)

– Article Critique
– General Directions
– Grading Rubric

November 5, 2026
[Solved] work

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In Week 1 of this course (see below), you were asked to schedule a meeting with your faculty advisor to discuss the role of the professional therapist and to support your development in marriage and family therapy. Please attach a summary of this meeting as your assignment submission this week. Use …

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Assignment Prompt & Instructions

In Week 1 of this course (see below), you were asked to schedule a meeting with your faculty advisor to discuss the role of the professional therapist and to support your development in marriage and family therapy. Please attach a summary of this meeting as your assignment submission this week.

Use the following guidelines to structure the meeting with your faculty advisor:

– Get acquainted.
– Introduce yourself to your faculty advisor. Provide a brief personal and professional history.
– Ask your faculty advisor about his or her experience as a marriage and family therapist.
– Discuss the knowledge, skills, and abilities that are essential for success both as a graduate learner and as a marriage and family therapist.
– Identify major milestones in the marriage and family therapy program (for example, residency, practicum, and internship) and steps to support preparation early in the program.
– Be prepared to discuss three academic or professional goals for the next 12 months.

Address learner dispositions as assessed throughout the program.

– 2 years ago

November 5, 2026
[Solved] Help

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**Topic 2 DQ 1** Research your state’s early intervention program. What are the criteria for children to qualify for early intervention services? Share one service or resource available to early childhood educators and how you would use this in your professional practice. Share one service available…

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Assignment Prompt & Instructions

**Topic 2 DQ 1**

Research your state’s early intervention program. What are the criteria for children to qualify for early intervention services? Share one service or resource available to early childhood educators and how you would use this in your professional practice. Share one service available to families and how families would apply for the service. Explain how the service would benefit children in the intended age range.

**Topic 2 DQ 2**

What is meant by “school readiness”? Explain how early intervention programs support school readiness. Support your response with research.

– 2 years ago

November 5, 2026
[Solved] Categories

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– 2 years ago **files (1)** – ## Categories.pdf **## Categories.pdf** Overview of Summative In addition to the list of strategies you will include in this first iteration of your Instructional playbook, you will also need to develop the categories that serve as the headings in the Table of Contents….

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Assignment Prompt & Instructions

– 2 years ago

**files (1)**

– ## Categories.pdf

**## Categories.pdf**

Overview of Summative

In addition to the list of strategies you will include in this first iteration of your Instructional playbook, you will also
need to develop the categories that serve as the headings in the Table of Contents. You will annotate which area each
strategy supports, the one-pager for each strategy, and the checklist to support the implementation. While you will
not do this for all of the strategies you have identified, you should create this version with at least 10 strategies that
represent at least two different categories, and be sure to include strategies that would support improvement for the
student outcomes identified in the initiative.

Areas critical to this deliverable are:

● Table of Contents with at least 10 strategies sorted into appropriate categories

● The one-pager for each strategy

● The supporting checklist to help teachers with the implementation.

APA style and formatting should be used for all aspects of the submission.

– Overview of Summative

**## Categories.pdf**

Overview of Summative

In addition to the list of strategies you will include in this first iteration of your Instructional playbook, you will also
need to develop the categories that serve as the headings in the Table of Contents. You will annotate which area each
strategy supports, the one-pager for each strategy, and the checklist to support the implementation. While you will
not do this for all of the strategies you have identified, you should create this version with at least 10 strategies that
represent at least two different categories, and be sure to include strategies that would support improvement for the
student outcomes identified in the initiative.

Areas critical to this deliverable are:

● Table of Contents with at least 10 strategies sorted into appropriate categories

● The one-pager for each strategy

● The supporting checklist to help teachers with the implementation.

APA style and formatting should be used for all aspects of the submission.

– Overview of Summative

November 5, 2026
[Solved] week 1 edu 599 discusion

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refer to the attached document – 2 years ago **files (2)** – ## week1edu599.docx – ## week1edu599.docx **## week1edu599.docx** Explain how you believe a Masters in Education (M.Ed.) degree and education courses will help reach goals in a teacher career. Think about an issue that is going on in educa…

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Assignment Prompt & Instructions

refer to the attached document

– 2 years ago

**files (2)**

– ## week1edu599.docx

– ## week1edu599.docx

**## week1edu599.docx**

Explain how you believe a Masters in Education (M.Ed.) degree and education courses will help reach goals in a teacher career.

Think about an issue that is going on in education, Consider whether that same issue is relevant to teaching or whether you would like to address a current emerging issue. Throughout this course, you will be researching an issue in education and designing a curriculum about the issue later in the weeks.

Share a link to a current article about an issue in education or training that is relevant to your school, organization, or community. Provide the article citation and link in SWS format.

Explain why the article is relevant to your profession or community and discuss how the topic and issues presented are relevant to the education community.

**We do not use APA format, we do not use the word "References" instead use "Sources" for the title. Also, we use the Strayer Writing Standards when listing the articles under the sources page, list them in numerical order to match the order in which you introduced the in-text citations. Then list the full article using the following four items as follows: Source 1. The Author's First and Last Name. Year of Publication (No parenthesis). Title of the Article (No Italics).**

**## week1edu599.docx**

Explain how you believe a Masters in Education (M.Ed.) degree and education courses will help reach goals in a teacher career.

Think about an issue that is going on in education, Consider whether that same issue is relevant to teaching or whether you would like to address a current emerging issue. Throughout this course, you will be researching an issue in education and designing a curriculum about the issue later in the weeks.

Share a link to a current article about an issue in education or training that is relevant to your school, organization, or community. Provide the article citation and link in SWS format.

Explain why the article is relevant to your profession or community and discuss how the topic and issues presented are relevant to the education community.

**We do not use APA format, we do not use the word "References" instead use "Sources" for the title. Also, we use the Strayer Writing Standards when listing the articles under the sources page, list them in numerical order to match the order in which you introduced the in-text citations. Then list the full article using the following four items as follows: Source 1. The Author's First and Last Name. Year of Publication (No parenthesis). Title of the Article (No Italics).**

**## week1edu599.docx**

Explain how you believe a Masters in Education (M.Ed.) degree and education courses will help reach goals in a teacher career.

Think about an issue that is going on in education, Consider whether that same issue is relevant to teaching or whether you would like to address a current emerging issue. Throughout this course, you will be researching an issue in education and designing a curriculum about the issue later in the weeks.

Share a link to a current article about an issue in education or training that is relevant to your school, organization, or community. Provide the article citation and link in SWS format.

Explain why the article is relevant to your profession or community and discuss how the topic and issues presented are relevant to the education community.

**We do not use APA format, we do not use the word "References" instead use "Sources" for the title. Also, we use the Strayer Writing Standards when listing the articles under the sources page, list them in numerical order to match the order in which you introduced the in-text citations. Then list the full article using the following four items as follows: Source 1. The Author's First and Last Name. Year of Publication (No parenthesis). Title of the Article (No Italics).**

**## week1edu599.docx**

Explain how you believe a Masters in Education (M.Ed.) degree and education courses will help reach goals in a teacher career.

Think about an issue that is going on in education, Consider whether that same issue is relevant to teaching or whether you would like to address a current emerging issue. Throughout this course, you will be researching an issue in education and designing a curriculum about the issue later in the weeks.

Share a link to a current article about an issue in education or training that is relevant to your school, organization, or community. Provide the article citation and link in SWS format.

Explain why the article is relevant to your profession or community and discuss how the topic and issues presented are relevant to the education community.

**We do not use APA format, we do not use the word "References" instead use "Sources" for the title. Also, we use the Strayer Writing Standards when listing the articles under the sources page, list them in numerical order to match the order in which you introduced the in-text citations. Then list the full article using the following four items as follows: Source 1. The Author's First and Last Name. Year of Publication (No parenthesis). Title of the Article (No Italics).**

**## week1edu599.docx**

Explain how you believe a Masters in Education (M.Ed.) degree and education courses will help reach goals in a teacher career.

Think about an issue that is going on in education, Consider whether that same issue is relevant to teaching or whether you would like to address a current emerging issue. Throughout this course, you will be researching an issue in education and designing a curriculum about the issue later in the weeks.

Share a link to a current article about an issue in education or training that is relevant to your school, organization, or community. Provide the article citation and link in SWS format.

Explain why the article is relevant to your profession or community and discuss how the topic and issues presented are relevant to the education community.

**We do not use APA format, we do not use the word "References" instead use "Sources" for the title. Also, we use the Strayer Writing Standards when listing the articles under the sources page, list them in numerical order to match the order in which you introduced the in-text citations. Then list the full article using the following four items as follows: Source 1. The Author's First and Last Name. Year of Publication (No parenthesis). Title of the Article (No Italics).**

**## week1edu599.docx**

Explain how you believe a Masters in Education (M.Ed.) degree and education courses will help reach goals in a teacher career.

Think about an issue that is going on in education, Consider whether that same issue is relevant to teaching or whether you would like to address a current emerging issue. Throughout this course, you will be researching an issue in education and designing a curriculum about the issue later in the weeks.

Share a link to a current article about an issue in education or training that is relevant to your school, organization, or community. Provide the article citation and link in SWS format.

Explain why the article is relevant to your profession or community and discuss how the topic and issues presented are relevant to the education community.

**We do not use APA format, we do not use the word "References" instead use "Sources" for the title. Also, we use the Strayer Writing Standards when listing the articles under the sources page, list them in numerical order to match the order in which you introduced the in-text citations. Then list the full article using the following four items as follows: Source 1. The Author's First and Last Name. Year of Publication (No parenthesis). Title of the Article (No Italics).**

**## week1edu599.docx**

Explain how you believe a Masters in Education (M.Ed.) degree and education courses will help reach goals in a teacher career.

Think about an issue that is going on in education, Consider whether that same issue is relevant to teaching or whether you would like to address a current emerging issue. Throughout this course, you will be researching an issue in education and designing a curriculum about the issue later in the weeks.

Share a link to a current article about an issue in education or training that is relevant to your school, organization, or community. Provide the article citation and link in SWS format.

Explain why the article is relevant to your profession or community and discuss how the topic and issues presented are relevant to the education community.

**We do not use APA format, we do not use the word "References" instead use "Sources" for the title. Also, we use the Strayer Writing Standards when listing the articles under the sources page, list them in numerical order to match the order in which you introduced the in-text citations. Then list the full article using the following four items as follows: Source 1. The Author's First and Last Name. Year of Publication (No parenthesis). Title of the Article (No Italics).**

November 5, 2026
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– [\ \ Notes_250408_235301.pdf](https://www.sweetstudy.com/files/notes-250408-235301-pdf "Notes_250408_235301.pdf") – 2 years ago

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Assignment Prompt & Instructions

– [\
\
Notes_250408_235301.pdf](https://www.sweetstudy.com/files/notes-250408-235301-pdf "Notes_250408_235301.pdf")

– 2 years ago

November 5, 2026