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Instructions.pdf

RESEARCH PAPER OUTLINE ASSIGNMENT INSTRUCTIONS

OVERVIEW

For this assignment, you will create a short, working, informal outline of how you plan to formulate your Research Paper Assignment. The outline should be a working outline meaning that it is a beginning point for your research paper. INSTRUCTIONS

Access Jerry Falwell Library and search databases such as Academic Search Complete, ERIC, and Education Research Complete to locate the sources for the outline. In the final version of your paper, you may deviate somewhat from the original outline that you turn in. To complete this assignment, use the provided Research Paper Outline Template. The outline should follow current APA formatting guidelines and should be alphanumeric in form. You may use words and phrases or full sentences. The outline should include the following:

- A title reflecting your chosen topic/issue (must be related to teaching and learning) - A historical summary of the topic - Current research of the topic - Biblical worldview of the topic

Refer to the Research Paper Outline Grading Rubric for more details on the expectations for this assignment. Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

ResearchPaperOutlineTemplate.docx

RESEARCH PAPER OUTLINE 2

Research Paper Outline

Name

School of Education, Liberty University

Author Note

Name

I have no known conflict of interest to disclose.

Correspondence concerning this article should be addressed to

Email:

<Insert Working Title of Research Paper Here>

[The working title should include the topic/issue that you have chosen for your paper.]

I. Historical Description

A. <Insert first subheading of the history of your topic/issue here>

1. <An additional point from this first sub-heading>

2. <An additional point from this first sub-heading>

B. <Insert second subheading of the history of your topic/issue>

1. <An additional point from this second sub-heading>

2. <An additional point from this second sub-heading>

C. <Insert third subheading of the history of your topic/issue>

1. <An additional point from this third sub-heading>

2. <An additional point from this third sub-heading>

[There is not a specific number of sub-headings or additional points required for this section. However, be sure that the amount of detail that you include provides a plan for sufficient development of this section of the paper.]

II. Current Research

A. <Insert first subheading of the current research of your topic/issue here>

1. <An additional point from this first sub-heading>

2. <An additional point from this first sub-heading>

B. <Insert second subheading of the current research of your topic/issue>

1. <An additional point from this second sub-heading>

2. <An additional point from this second sub-heading>

C. <Insert third subheading of the current research of your topic/issue>

1. <An additional point from this third sub-heading>

2. <An additional point from this third sub-heading>

III. Biblical Integration

A. <Insert first subheading of the Biblical integration of your topic/issue here>

1. <An additional point from this first sub-heading>

2. <An additional point from this first sub-heading>

B. <Insert second subheading of the Biblical integration of your topic/issue>

1. <An additional point from this second sub-heading>

2. <An additional point from this second sub-heading>

C. <Insert third subheading of the Biblical integration of your topic/issue>

1. <An additional point from this third sub-heading>

2. <An additional point from this third sub-heading>

EXAMPLE2.pdf

BRIDGING THE STEM GAP 1

How Can We Close the Gender Gap in STEM?

Rosalie-Joy Bruno

School of Education, Liberty University

Author Note

Rosalie-Joy Bruno

I have no known conflict of interest to disclose. Correspondence concerning this article should be addressed to Rosalie-Joy Bruno.

Email: [email protected]

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BRIDGING THE STEM GAP 2

How Can We Bridge the Gender Gap in STEM?

● Topic: How can we as educators in fields of science, technology, engineering, and mechanics encourage females to enter STEM programs post graduation and close the gender gap.

● Galatians 3:28 - “There is neither Jew nor Greek, there is neither slave nor free, there is no male and female, for you are all one in Christ Jesus.”

I. Historical Background of Females in STEM A. Female students traditionally have lower self-esteem in STEM courses.

1. Self Confidence in female math/science students 2. Percentage of female undergrad students in the STEM course work.

B. Higher pressure to succeed on female students. 1. Societies view on women in engineering 2. External pressure from families to achieve more than just career

C. Female students do not see themselves frequently in STEM field. 1. Lack of role models showing you can have a career and family 2. Hidden Figures was more than a movie

II. Current Research on Bridging the Gender Gap in STEM Field A. Higher incentives being offered for women to major in STEM during

undergrad 1. Scholarship money offered for female undergrads 2. Programs designed specifically for girls; ex: Girls Who Code

B. The confidence woman are having in themselves is beginning to match males in STEM fields. 1. Additionally, support from women engineers to bring others up 2. Courses and mentor groups offered to encourage and build confidence

C. Gender gap in the workplace is narrowing 1. Matching male and female candidates entering the workforce 2. Gaps are closing, while some fields remain stagnant.

III. Biblical Integration on Gender Equality A. Galatians 3:28 - “There is neither Jew nor Greek, there is neither slave nor

free, there is no male and female, for you are all one in Christ Jesus.” 1. We are all one in the body of Christ 2. Christ calls for us to encourage and build each other up according to the gifts

and talents He has bestowed upon us B. Genesis 1:27 - “So God created man in his own image, in the image of God

he created him; make female he created them.” 1. We are all image bearers

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BRIDGING THE STEM GAP 3

Bastalich, W., Franzway, S., Gill, J., Mills, J., & Sharp, R. (2007). Disrupting masculinities. Australian Feminist Studies, 22(54), 385–400. https://doi.org/10.1080/08164640701578765

Cory, S. N., & Rezaie, B. (2008). Women and the engineering profession: The stereotypical engineer. Journal of Women and Minorities in Science and Engineering, 14(2), 141–157. https://doi.org/10.1615/jwomenminorscieneng.v14.i2.20

Fernando, D., Cohen, L., & Duberley, J. (2018). What helps? women engineers' accounts of staying on. Human Resource Management Journal, 28(3), 479–495. https://doi.org/10.1111/1748-8583.12192

Fernando, D., Cohen, L., & Duberley, J. (2019). Navigating sexualised visibility: A study of british women engineers. Journal of Vocational Behavior, 113, 6–19. https://doi.org/10.1016/j.jvb.2018.06.001

Gill, J., Sharp, R., Mills, J., & Franzway, S. (2008). Istillwanna be an engineer! women, education and the Engineering Profession. European Journal of Engineering Education, 33(4), 391–402. https://doi.org/10.1080/03043790802253459

Hatmaker, D. M. (2012). Engineering identity: Gender and professional identity negotiation among women engineers. Gender, Work & Organization, 20(4), 382–396. https://doi.org/10.1111/j.1468-0432.2012.00589.x

Holman Bible Publishers. (2017). The holy bible: Christian standard bible: Holman Bibles.

Saavedra, L., Araújo, A. M., Manuel de Oliveira, J., & Stephens, C. (2014). Looking through glass walls: Women engineers in Portugal. Women's Studies International Forum, 45, 27–33. https://doi.org/10.1016/j.wsif.2014.04.005

Singh, R., Fouad, N. A., Fitzpatrick, M. E., Liu, J. P., Cappaert, K. J., & Figuereido, C. (2013). Stemming the tide: Predicting women engineers' intentions to leave. Journal of Vocational Behavior, 83(3), 281–294. https://doi.org/10.1016/j.jvb.2013.05.007

Watts, J. H. (2009). ‘allowed into a man's world’ meanings of work-life balance: Perspectives of Women Civil Engineers as ‘minority’ workers in Construction. Gender, Work & Organization, 16(1), 37–57. https://doi.org/10.1111/j.1468-0432.2007.00352.x

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G r o w i n g N u m b e r s P a g e | 1

Growing Special Education Student Numbers Impede Implementation

of Services and Support

EDUC 735

Sheena Kopecky

Liberty University

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G r o w i n g N u m b e r s P a g e | 2

Topic:

-Describe the impact growing special education student numbers has on the

implementation of services and support in the classroom.

-This includes the burn out rate of special education teachers as well.

Historical Summary

- History of Special Education (laws, curriculum, class view)

-what were numbers like then (when laws were integrated)

-what did Sped Curriculum look like then

-what was the classroom, schedule, and class demographics like

- Special Education Reform (what changed over time)

-special education evolution (good and bad)

-curriculum now, class demographics now, numbers now

- Outlook of Special Education (how was it viewed then compared to now)

-special education viewed by others then, compared to now.

Current Research

- Special Education numbers (reasons, assessments, disabilities)

o Why the increase?

o Is it because of more detailed/reliable testing?

o More disability categories and programs to fill?

- Special Education Resources (the lack there of in many cases)

o What’s available now?

o What’s still lacking now?

- Special Education Teacher burn out (reasons, issues, problem solving)

o What is the burnout rate?

o Why are teachers becoming burnt out?

o What could reduce the numbers of teachers leaving?

o How to problem solve for growing sped numbers in public schools.

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G r o w i n g N u m b e r s P a g e | 3

References

Couvillon, M. A., Yell, M. L., & Katsiyannis, A. (2018). Endrew F. v. Douglas County School

District (2017) and special education law: What teachers and administrators need to

know. Preventing School Failure, 62(4), 289–299. https://doi-org.proxygsu-

scol.galileo.usg.edu/10.1080/1045988X.2018.1456400

Fowler, S. A., Coleman, M. R. B., & Bogdan, W. K. (2019). The State of the Special Education

Profession Survey Report. Teaching Exceptional Children, 52(1), 8–27. https://doi-

org.proxygsu-scol.galileo.usg.edu/10.1177/0040059919875703

Freeman, L. A., & Taylor, N. (2019). The Changing Landscape of IS Education: An Introduction to

the Special Issue. Journal of Information Systems Education, 30(4), 212–216.

Hjörne, E. (2016). The narrative of special education in Sweden: History and trends in policy and

practice. Discourse: Studies in the Cultural Politics of Education, 37(4), 540–552.

https://doi-org.proxygsu-scol.galileo.usg.edu/10.1080/01596306.2015.1073017

Kolbe, T., & University of Colorado at Boulder, N. E. P. C. (2019). Funding Special Education:

Charting a Path That Confronts Complexity and Crafts Coherence. In National Education

Policy Center. National Education Policy Center.

Laughlin, M. K., Murata, N. M., & McDougall, D. (2019). Effects of an adapted physical

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G r o w i n g N u m b e r s P a g e | 4

education training package on special education teacher instruction. Behavioral

Interventions, 34(1), 89–101. https://doi-org.proxygsu-

scol.galileo.usg.edu/10.1002/bin.1653

McKittrick, L., Lake, R., Sharma, R., & Center on Reinventing Public Education (CRPE). (2019).

Special Education and School Choice in Washington, D.C. In Center on Reinventing Public

Education. Center on Reinventing Public Education.

Spaulding, L. S., & Pratt, S. M. (2015). A Review and Analysis of the History of Special Education

and Disability Advocacy in the United States. American Educational History Journal,

42(1/2), 91–109.

Yuen, M., Lee, C., Tse, A. C., Liu, J., Wong, M. Y., & Ho, A. H. (2019). New Initiative in Special

Education in Macao: A Curriculum Reform Project. International Journal of Special

Education, 34(1), 40–50.

Zirkel, P. A. (2020). An Updated Primer of Special Education Law. Teaching Exceptional Children,

52(4), 261.265.https://doiorg.proxygsuscol.galileo.usg.edu/10.1177/0040059919878671

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