We are in Module 3

The goal of the Session Long Project (SLP) Assignments is the completion of an 8- to 10-page paper on a topic of interest that is directly related to your concentration. There are four components to the SLP, and you will complete one component within each module.

Students are expected to incorporate any instructor feedback into each assignment. Instructor feedback received on your SLP 2 should be incorporated into your SLP 3.

SLP Assignment Expectations

SLP 1 included:

1. Introduction: Identify the Topic (1 page)
2. Statement of the Problem (1/2 page)
3. Guiding Question(s) and Strategy (1 page)
4. Reference List

SLP 2 included:

1. Introduction: Identify the Topic (revised)
2. Statement of the Problem (revised)
3. Guiding Question(s) and Strategy (revised)
4. Literature Review (4 – 5 pages)
5. Reference List (update)

SLP 3 includes:

1. Introduction: Identify the Topic (revised)
2. Statement of the Problem (revised)
3. Guiding Question(s) and Strategy (revised)
4. Literature Review (1 – 2 additional pages and revisions)
5. Summary of Findings (1/2 page)
6. Reference List (update)

Literature Review (revised)

Incorporate any instructor feedback, including recommended modifications or additions to the literature review section of your SLP.

Add a Summary of Findings:

• Provide a conclusion for the literature review
• What did you find?
• What themes were apparent across the literature?

MAED SLP Grading Rubric

Assignment-Driven Criteria (10 points): Demonstrates mastery covering all key elements of the assignment in a substantive way.

Critical Thinking (6 points): Demonstrates mastery conceptualizing the problem. Viewpoints and assumptions of experts are analyzed, synthesized, and evaluated. Conclusions are logically presented with appropriate rationale.

Scholarly Writing (3 points): Demonstrates mastery and proficiency in scholarly written communication to an appropriately specialized audience.

Quality of References and Assignment Organization (3 points): Demonstrates mastery using relevant and quality sources and uses appropriate, relevant, and compelling content to support ideas, convey understanding of the topic and shape the whole work.

Citing Sources (3 points): Demonstrates mastery using in-text citations of sources and properly format full source information in the reference list (bibliography).

Timeliness (5 points): Assignment submitted on time or collaborated with professor for an approved extension before the module due date.

Module 3 – Background

Professional Practice and Policy

Required Reading

Websites

Masandu, N. (2016 July 13) How to Write Actionable Policy Recommendations. Retrieved from http://www.researchtoaction.org/2013/07/how-to-wri…

Conclusions and Recommendations. Retrieved from https://www.papermasters.com/conclusions_recommend…

Textbooks

Chapter 1: On Constructing a Framework for Policy Analysis in the Global Era

Bruner, J., & Tatto, M. T. (2012). Learning and Doing Policy Analysis in Education: Examining Diverse Approaches to Increasing Educational Access. Rotterdam: Sense Publishers.

Chapter 1: Three Models of Policy Learning and Policy-Making in 14 – 19 Education

Raffe, D., Stasz, C., Lumby, J., Tuck, R., Yeomans, D., Wright, S., & … Hodgson. (2012). Policy-making and Policy Learning in 14-19 Education. London: Institute of Education Press.

Part I: Practitioner Research and School Practices

Khine, M. S., & Saleh, I. M. (2011). Practitioner Research in Teacher Education: Theory and Best Practices. Frankfurt am Main: Peter Lang AG

Chapter 5: Smart Sentencing

Sword, H. (2012). Stylish Academic Writing. Cambridge: Harvard University Press.

Part 3: Developing Arguments in Your Writing

Fairbairn, G., & Winch, C. (2011). Reading, Writing, and Reasoning: A Guide for Students. Maidenhead, England: McGraw-Hill Education.