Introduction to the Problem Assignment Instructions Overview In the Introduction to the Problem section of an educational report, you will introduce the reader to the problem of practice. A problem of

Introduction to the Problem Assignment Instructions Overview In the Introduction to the Problem section of an educational report, you will introduce the reader to the problem of practice. A problem of
EDUC 816 Introduction to the Problem Assignment Instructions Overview In the Introduction to the Problem section of an educational report, you will introduce the reader to the problem of practice. A problem of practice is any identified educational area that focuses on processes or practices that are observable and measurable and that may be improved upon or solved. The Introduction to the Problem should begin with a clear statement of the problem. Instructions For this assignment, you will use the information from the textbook reading this week to write an Introduction to the Problem that you are interested in solving or improving for your applied research study. This is a 3-page assignment. The first page should be a correctly formatted (current APA style) title page that includes the title of your study. The second page should include a well-developed, and concisely written, Introduction to the Problem for your study. At least one citation from a scholarly peer-reviewed journal article published within the past 5 years must be included. The third page should be a correctly formatted Reference page with at least one reference. See the example provided. You must apply the information from the textbook reading to be successful on this assignment.
Introduction to the Problem Assignment Instructions Overview In the Introduction to the Problem section of an educational report, you will introduce the reader to the problem of practice. A problem of
IMPROVING OEA SCIENCE SCORES Recommendations for Improving Students’ Test Scores on the Ohio Educational Assessment for Science at Hampton High School Liberty Student School of Education, Liberty University In partial fulfillment of EDUC 816 Introduction to the Problem The problem is that approximately half of the students at Hampton High School failed to meet the state’s level of satisfactory performance on the Ohio Educational Assessment (OEA) for Science (ODOE, 2020a). Over the last three academic years, approximately 50% of students failed to meet the ODOE’s expectations on the test (ODOE, 2020b). Specifically, low expectations are defined as students’ performance that “demonstrates an incomplete understanding of essential concepts in science and inconsistent connections among central ideas” (ODOE, 2018, p. 14). Students scoring below 50% on the test are considered to have failed the science assessment (ODOE, 2018). Low scores on the assessment have had a detrimental effect on Hampton High School and have reflected poorly on students, parents, teachers, staff, and administrators, as well as the school board, town governments, and businesses and companies within the region. The benefits of improving students’ performance on the Ohio Educational Assessment (OEA) for Science may include extrinsic aspects, such as scholarship and college placement opportunities for students (Fischer et. Al., 2018), as well as more intrinsic benefits, including an increased sense of pride and ability. In the past, the school has tried to solve this problem by requiring teachers to spend more time teaching concepts covered on the test. Most recently, the school has offered free after-school tutoring for students. Both historically and presently, these efforts have not proven effective as approximately half of the students who took the assessment failed. References Fischer, C., Fishman, B., Dede, C., Eisenkraft, A., Frumin, K., Foster, B., & McCoy, A. (2018). Investigating relationships between school context, teacher professional development, teaching practices, and student achievement in response to a nationwide reform. Teaching and Teacher Education, 72(1), 107–121. Retrieved from https://doi.org/10.1016/j.tate.2018.02.011 Ohio Department of Education. (2018). Achievement level descriptors and score ranges. https://www.Ohio.gov/doe/sites/ohio.gov.doe/files/inline-files/MEA_2018_ALDs%2BCut%20Scores_10-09-18.pdf Ohio Department of Education. (2020a). Ohio assessment and accountability reporting system (OAARS). https://lms.backpack.education/public/Ohio Ohio Department of Education. (2020b). The Ohio educational assessments: Why participation matters. Ohio Department of Education. https://www.ohio.gov/doe/sites/.gov.doe/files/inline-files/Why%20Participation%20Matters-1.pdf
Introduction to the Problem Assignment Instructions Overview In the Introduction to the Problem section of an educational report, you will introduce the reader to the problem of practice. A problem of
EDUC 816 Introduction to the Problem Grading Rubric Criteria Levels of Achievement Content 80% Advanced Proficient Developing Not Present Quality of Information 32 to 35 points The information is clearly related to the problem of practice and is supported with at least one scholarly citation from a scholarly peer-reviewed journal article published within the past 5-years is included. 29 to 31 points The information is mostly related to the problem of practice and is supported with at least one scholarly citation from a scholarly peer-reviewed journal article published within the past 5-years is included. 1 to 28 points The information is not clearly related to the problem of practice and is not supported with at least one scholarly citation from a scholarly peer-reviewed journal article published within the past 5-years is not included. 0 points Not present Content 41 to 45 points The information in the Introduction to the Problem thoroughly and concisely introduces the reader to the problem of practice. 38 to 40 points The information in the Introduction to the Problem mostly introduces the reader to the problem of practice. 1 to 37 points The information in the Introduction to the Problem does not thoroughly and concisely introduce the reader to the problem of practice. 0 points Not present Structure 20% Advanced Proficient Developing Not Present Mechanics & Format 18 to 20 points Minimal or no grammatical, spelling, and/or punctuation errors are present, and the document is written in current APA format. Contains a title and reference page. At least one reference in included. 17 points A few grammatical, spelling, and/or punctuation errors are present, and/or errors in current APA format are found. Title page has an error(s). At least one reference in included. 1 to 16 points Many grammatical, spelling, and/or punctuation errors are present, and/or errors in current APA format are found. Missing title page or reference page. 0 points Not present
Introduction to the Problem Assignment Instructions Overview In the Introduction to the Problem section of an educational report, you will introduce the reader to the problem of practice. A problem of
In the United States and its schools, culture, language, and ethnic diversity is increasing rapidly. The U.S. Bureau of the Census (2015) projected that 47 percent of the U.S. population will be composed of ethnic groups of color by 2050. In the period of 1991 and 1998, 7.6 million immigrants entered the United States.  The U.S. Bureau of the Census (2015) also estimated that more than one million immigrants will enter the United States every year for the predicted future. From my experience, a problem that I came across is how the established curriculum is not appropriate to use with the ELLs (English Language Learners). At most schools, there is no ENL (English as a New Language) curriculum. When I first started teaching, I had no idea what to where and what to start teaching. There were no guidelines or expectations. I searched high and low and could not locate a curriculum for my English Language Learners. Simple because it does not exist. It was so difficult because I did not have a roadmap for my students. I found myself aimlessly wandering around on the internet looking for worksheets. I believe that ELLs deserve the same rich, compelling, and challenging curriculum that other students receive. ELLs have developed age appropriate-concepts and understandings about the world, as they have experienced it. These students have the same cognitive needs for enriching and challenging and learning experiences that every student does.  Various levels of support in using English should be built into the curriculum to assist ELLs with these compelling and challenging curriculums. As a result of the rapidly growing number of ELLs, currently, there is a high demand for ENL teachers. In America, there is a shortage of educators who can support the need for English language learners (Petrie & Darragh, 2018). At the same time, most teachers who work with ELLs are often underprepared for the job (Song, 2016).  Unfortunately, state and federal policies and teacher preparation programs have not sufficiently prioritized training teachers for ELLs. Therefore, teachers are left unprepared in the classroom. Additionally, when it comes to new teachers, the National Council on Teacher Quality report from 2014 shows that only 24 percent of programs train general elementary teacher applicants in strategies to support ELLs or students not making progress in early reading (Taylor, 2016). When there was a study conducted back in 2016 regarding practices in teacher preparation programs in six states with large Spanish-speaking populations, these states reported a big difference in EL teacher training in the institutions (Taylor, 2016). Consequently, new teachers’ preparation to support ELLs is not how it should be. Reference: Petrie, G. M., & Darragh, J. J. (2018). “This worry machine”: The impact of executive orders on ELL teachers.​ TESOL Journal, 9​(3), 412-430. Song, K. H. (2016). Systematic professional development training and its impact on teachers’ attitudes toward ELLs: SIOP and guided coaching.​ TESOL Journal, 7​(4), 767-799.  Taylor, A. (2017). Expanding the frame: Building transnational alliances for racial and educational justice.​ Peabody Journal of Education, 92(3), 405-424. U.S. Bureau of the Census. (2015). Projections of the size and composition of the U.S. population. Retrieved from https://www.census.gov/content/dam/Census/library/publications/2015/demo/p25-1143.p df