Flexible Learning for Disabled Students Project

Flexible Learning for Disabled Students Project

Instructions/Descriptions

Flexible Learning for Disabled Students Project

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For this assignment, you will create a detailed outline that will serve as a guide for your literature review. The outline will follow the basic structure of the project template for the related literature section and be detailed to at least 3-level headings.

Your outline must include all relevant citations from your Annotated Bibliography, follow current APA format, and consist of at least 15 empirical, scholarly sources that have been published within the last 5 years. Be sure to select a variety of respected sources you can use in your literature review.

Topic: Flexible learning for disabled students

Specific Guidelines

• The outline must include the following required current APA formatted level-1 and level-2 headings:
• Related Literature (level-1 heading). Provide a brief narrative overview of the major content of the outline.
• Narrative Review (level-2 heading). Outline major points to be discussed based on relevant literature (each major point should have a level-3 heading).
• Theoretical Review (level-2 heading). Outline information pertaining to the major theory(ies) that relates to your topic (each theory discussed should have a level-3 heading).
• Summary (level-1 heading). Provide a brief narrative summary at the end of the outline.
• End the paper with a reference page of all sources identified in the outline.
• The entire outline, including the title page, body, and references, must be at least 6 pages.
• The final product must comply with current APA format requirements and must be submitted in a Word document. The outline must be between 1,000–1,500 words, including the title or reference pages.

Overview

A thorough review of the research was conducted to identify studies that explore professional development activities that foster a biblical worldview in K-8 Christian school teachers. This chapter will provide an overview on the existing literature pertaining to the study. The first section will discuss the theories selected as a framework and how they relate to the central phenomenon.

The second section will synthesize the recent literature pertaining to professional development activities followed by studies on K-8 Christian schools. Finally, the review will consider studies regarding biblical worldview development, with a focus on K-8 Christian school teachers. After reviewing the literature, a gap in the literature will emerge and provide a focused area of need for this study.

Summary

Professional development activities are a focus of both public and private schools. With increased accountability demanded from agencies and parents, providing effective programs with quality teachers is a top priority of school leaders. Professional development is used in schools to help build instructional pedagogy, learn best practices, and keep up with the growing demands of education.

Christian schools feel the same challenges as public and charter schools in offering quality PD. Historically, Christian schools have received negative perceptions as being low in academic rigor, and parents may no longer place the spiritual formation of their child as a reason to select a Christian school.

Today, parents desire quality academic programming with a BW in order that their child compete as a 21st-century learner. Therefore, Christian schools must seek PD activities which keep up with best practices and push their teachers towards academic rigor and provide opportunities that foster a biblical worldview in their teachers.

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A gap in the literature exists. Little to no study has been conducted to explore professional development activities that foster a biblical worldview in K-8 Christian school teachers. Thus, this study is necessary to provide Christian education stakeholders with relevant information.

This study aims to discover valuable information in efforts for K-8 Christian schools to better foster a biblical worldview in their teachers and staff. With little to no studies focused on K-8 Christian schools, this study will be a much-needed addition to the empirical research currently available.

References

Barbara, S. R. (2014). The development of faith leadership in novice principals. Journal of Catholic Education, 17(2), 25-56.

Capps, D. K., Crawford, B. A., & Constas, M. A. (2012). A review of empirical literature on inquiry professional development: Alignment with best practices and a critique of the findings. Journal of Science Teacher Education, 23(3), 291-318. doi:10.1007/s10972-012-9275-2

Etherington, M. B. (2011). A study of the perceptions and worldviews of mature-age pre-service teachers aged between 31 and 53. Journal of Adult Development, 18(1), 37-49.

Harrison, S., & Allen, J. (2013). Leadership in private Christian schools: Perceptions of administrators. International Christian Community for Teacher Education, 8(1), 20-39.

Flexible Learning for Disabled Students Project

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