UMGC Ethical Behavior Diversity And Civil Discourse Essay For your assignment this week, you will write 5–8 page paper, including a literature review, that

UMGC Ethical Behavior Diversity And Civil Discourse Essay For your assignment this week, you will write 5–8 page paper, including a literature review, that examines ethical behavior, diversity, and civil discourse in the context of your particular focus and specialization.

School absenteesim is the focus and specilization

OVERVIEW

Ethical behavior, diversity, and civil discourse are subjects not easily defined for study. We can point to perceived differences between people and cultures; however, that is only the tip of the proverbial iceberg, ignoring the effects of those differences in a given context. Additionally, focus on ethical behavior, diversity, and civil discourse usually requires value comparisons and judgments, rather than a one side versus the other approach. For additional information on these concepts and how they tie into the assignment, see the Week 7 Assignment Background Information [PDF] document.

In the context of the field of education, the effects of ethical behavior, diversity, and civil discourse on individuals and organizations are impossible to ignore. The challenges of adopting a broad view of difference and creating an equitable learning experience for all whom we lead are many, and they are not easily met. However, the professional literature of the field is a rich resource of tools, research, and practical experience and application.

For this assignment, you will review the literature related to ethical behavior, diversity, and civil discourse in the context of your particular focus and specialization and choose one main concern for each of these domains to analyze in the literature review section of your paper. You will apply the skills you started building in the Literature Review assignment in Week 5. Similar to what you did previously, but focused now on the challenges relevant to these domains and inherent to your specialization, you will research and review scholarly, peer-reviewed literature. Going one step further, you will then choose and explain the main challenges in your specialization, as suggested by your review. Note that you are writing a condensed literature review for this assignment.

Reminder: Writing a literature review is a key part of academic work. A literature review is a piece of writing that describes what has been learned about a topic through previous research efforts. A literature review is essentially a report on work previously done in a field, to show an understanding of the context for your own writing. A literature review is not a summary of individual sources in a list, such as in the form of an annotated bibliography. Rather, the literature review paraphrases the findings from the scholarly readings you selected. You will seek the key themes from the different sources, and you will use in-text citations to support the information you learned from the scholarly readings.

See Section 6.11 of the APA Manual for additional detail on citing sources in text. Also refer to Academic Writer for guidance on using proper APA style. See the APA Style and Format section of the Writing Center for instructions on accessing and using Academic Writer.

COMPETENCIES MEASURED

By successfully completing this assignment, you will demonstrate your proficiency in the following course competencies:

Competency 1: Determine how action research and systems thinking apply to professional problems, challenges, or issues in education.
Evaluate challenges posed by issues of ethical behavior, diversity, and civil discourse to a given educational specialization.
Competency 2: Apply information literacy skills to locate and critically evaluate scholarly data, theories, and research.
Analyze scholarly literature focused on the connections among issues of ethical behavior, diversity, and civil discourse and a given educational specialization.
Support arguments with reference to scholarly literature.
Competency 4: Analyze the characteristics of ethical behavior and respect for diversity and civil discourse.
Describe connections among issues of ethical behavior, diversity, and civil discourse and a given educational specialization.
Competency 5: Apply scholarly writing skills.
Organize content so ideas flow logically with smooth transitions.
Reference

American Psychological Association. (2010). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author.

COMPETENCIES MEASURED

By successfully completing this assignment, you will demonstrate your proficiency in the following course competencies:

Competency 1: Determine how action research and systems thinking apply to professional problems, challenges, or issues in education.
Evaluate challenges posed by issues of ethical behavior, diversity, and civil discourse to a given educational specialization.
Competency 2: Apply information literacy skills to locate and critically evaluate scholarly data, theories, and research.
Analyze scholarly literature focused on the connections among issues of ethical behavior, diversity, and civil discourse and a given educational specialization.
Support arguments with reference to scholarly literature.
Competency 4: Analyze the characteristics of ethical behavior and respect for diversity and civil discourse.
Describe connections among issues of ethical behavior, diversity, and civil discourse and a given educational specialization.
Competency 5: Apply scholarly writing skills.
Organize content so ideas flow logically with smooth transitions.
Reference

American Psychological Association. (2010). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author. Running head: ALL UPPER CASE
1
Title of Your Paper
Learner Name
EDD8000
Name of Course
Telephone:
Email:
Instructor:
ALL UPPER CASE
2
Title Your Paper
Please match your title page and the title on page 2. Do not use the actual word,
Introduction, to title your paper. Begin writing your opening section under your paper title to
introduce your paper. Your opening section should include the main themes of your paper with
integrated literature support. Review the MEAL plan to help you with paragraph structure
throughout your paper. Your opening section should also include what you will specifically
address in your paper.
Level 1 Heading
You can use a Level 1 heading to begin the body of your paper. Make sure your
paragraphs are fully developed with at least three fully developed sentences with integrated
literature support. Try to avoid placing one reference at the very end of your paragraphs.
Integrate the literature so the reader understands what part of the paragraph is supported by the
citation. Make sure you include citation(s) from the literature. Whenever words such as
literature, research, study, or studies are mentioned in a narrative, you should cite literature
examples. If the word is plural, then at least two citations are needed. If the word is singular, then
one is needed.
Level 2 Heading
Begin your Level 2 content with a fully developed paragraph and provide leverage from
the literature to support your statements, assertions, claims, rationale, etcetera. With any
subheadings, such as Level 2, 3, etcetera, you need at least two of each subheading. If you plan
to use Level 2 headings, make sure your Level 1 includes content before creating a Level 2.
Level 2 headings should serve as an expansion of your Level 1 content and provide more details.
ALL UPPER CASE
3
Level 2 Heading
Again, if you use Level 2 headings, make sure you have at least two Level 2 headings. As
a scholarly writing tip, try to avoid colloquial expressions, slang, conversational writing, and
anthropomorphisms. Anthropomorphisms give inanimate objects human attributes. You want to
make sure your writing is precise and clear in your intent to demonstrate your scholarly tone (See
APA 6th ed. pp. 68‒71). Be careful when using the word this. Make sure the reader will know
what you mean by this. Sometimes, the word this can be ambiguous and should be avoided as a
stand-alone pronoun. Try to avoid stand-alone pronouns such as this, that, those, etcetera (See
APA 6th ed. p. 68).
Level 1 Heading
You may decide to use only Level 1 headings in your papers, especially if your papers
are only a few pages. Practice writing in third person during your doctoral program. You do not
need to refer to yourself when you are the one writing the paper, unless the paper calls for use of
first person. When you write in third person, focus on demonstrating your analysis and voice
through the literature. Leverage the literature to support your position and rationale. Please refer
to Smarthinking or our Writing Center to help you with writing in third person.
Conclusion
Make sure you include a conclusion in your course papers. A conclusion helps you
summarize and emphasize the main themes in your paper. Review your paper to make sure you
addressed all basic writing and APA errors. You can also send sections of your paper to
Smarthinking to address more specific writing questions you have. Review all the writing tips,
resources, and links provided for you in the courseroom and on Campus.
ALL UPPER CASE
4
References (examples)
Bojinova, E., & Oigara, J. (2013). Teaching and learning with clickers in higher education.
International Journal of Teaching and Learning in Higher Education, 25(2), 154‒165.
Furco, A., & Moely, B. E. (2012). Using learning communities to build faculty support for
pedagogical innovation: A multi-campus study. The Journal of Higher Education, 83(1),
128‒153.
Kerby, M. (2015). Toward a new predictive model of student retention in higher education.
Journal of College Student Retention: Research, Theory & Practice, 17(2), 138‒161. doi:
10.1177/1521025115578229
Kopcha, T., Ding, L., Neumann, K., & Choi, I. (2016). Teaching technology integration to K-12
educators: A ‘gamified’ approach. TechTrends: Linking Research & Practice to Improve
Learning, 60(1), 62‒69. doi:10.1007/s11528-015-0018-z
Long, T. (2016). Influence of international service learning on nursing students’ self efficacy
towards cultural competence. Journal of Cultural Diversity, 23(10), 28‒33.
Simonet, D. V., & Tett, R. P. (2013). Five perspectives on the leadership-management
relationship. Journal of Leadership & Organizational Studies, 20(2), 199‒213.
Writing Revision Matrix – Week 7 Assignment
Name:
Page
Instructor Feedback
Learner Response to Feedback
1
Week 7 Assignment – Feedback Summary
2
Week 7 Assignment Background Information
Ethical Behavior
Of all the courses I have taken, at all levels, this course has no boundaries. What I mean
is all the materials we have read, the discussions we have had and the lessons I have
learned, directly impact all I will study and all I will do. . . . Ethics courses should not be
only for students who are interested in going on to law school or medical school. [They]
should be for students who are interested in becoming citizens. . . . If anyone ever
challenges the relevance of a course such as this in an educational leadership
curriculum, [he or she is] not an educated individual. (Graduate student in educational
leadership) (Shapiro & Stefkovich, 2011, p. 3)
Shapiro and Stefkovich offer insightful perspectives via this student quote included in the
preface of their work, as true today as when they wrote this several years ago.
For further insights into ethical leadership, you may review and consider Peter Northouse’s
ideas as you prepare to complete this assignment:

Dunaetz, D. (2018). Leadership Ethics (chap 13) leadership by Northouse, 8th ed.
[Video]. Retrieved from https://www.youtube.com/watch?v=T2pHatE7Pk&feature=youtu.be
In addition, you may check out the following from the National Education Association:

National Education Association. (n.d.). Diversity toolkit. Retrieved from
http://www.nea.org/tools/diversity-toolkit.html
Diversity
As you develop this element of the assignment, consider the following from the National
Education Association (n.d., para. 1–3):
Diversity can be defined as the sum of the ways that people are both alike and different.
The dimensions of diversity include race, ethnicity, gender, sexual orientation, language,
culture, religion, mental and physical ability, class, and immigration status. The field of
education includes diverse professional job categories ranging from classroom teachers
to education support professionals to higher education faculty to retired professionals.
While diversity itself is not a value-laden term, the way that people react to diversity is
driven by values, attitudes, beliefs, and so on. Full acceptance of diversity is a major
principle of social justice.
The concept of diversity presents both extraordinary promise and daunting challenges
for education employees. On the one hand, educators and students have more
opportunities than ever to learn about different experiences, languages, and cultures,
whether through classroom curriculum, the Internet, or a conversation with a peer or a
neighbor. This learning enriches us and prepares us for life in our 21st century, global
society.
On the other hand, the education community faces growing challenges related to
diversity, such as the academic achievement gaps between students of diverse
backgrounds; racial segregation and resegregation in our schools; gender inequalities
and sex discrimination; bullying and harassment of students who identify as gay, lesbian,
1
bisexual or transgender; educating students with disabilities; staggering disparities in
educational resources based on class or income; access to education for immigrants;
respecting students of all religious backgrounds; and so forth. Institutional hurdles such
as high-stakes testing and the lack of resources for “nonessential” subjects make
addressing the issue of diversity even more challenging. (National Education
Association, 2019)
Civil Discourse
As you develop this element of the assignment, consider the following:
In fall 2016, more than 20 million students will enroll across more than 4 million colleges
and universities in the U.S. One in four students will be members of a minority group,
and approximately one million will be international students. These students will interact
with approximately four million administrators and faculty and staff members in a
diversity of settings. Most of these students will easily transition into a life of academics
and social interactions. For others, insults, aggressions, and lack of inclusion are a
reality; and these experiences will shape their interactions and perceptions
[emphasis added] . . . on the challenges facing the nation and world and considering the
role that post-secondary education plays in improving civil discourse nationally and
creating safe spaces for dialogue and personal growth. (Moris, 2016, p. 361)
[C]could we individually and collectively in every department, college, and administrative
unit resolve to make a difference—to role-model and ask our students to be kind, show
compassion, be inclusive and fair, and extend a hand of friendship? Maybe our
academic words, like social justice, just do not resonate. Perhaps people forget that
words have power and can cause long-lasting pain or can provide encouragement.
While we may study and advocate for equity, perhaps we should say that this campus
and my class will discuss challenging topics; but we will be characterized by the
following values: to listen, to reflect, to show compassion, to think critically, and to care
about this community of learners. I know: it sounds like Robert Fulghum’s (1988), All I
Really Need to Know I Learned in Kindergarten. However, sometimes simple guidelines
work best. (Morris, 2016, p. 362)
Civil Discourse in the Classroom—based on lessons tested in diverse classrooms
across the United States and proven effective with a wide range of students and topics—
will introduce educators to basic tools for teaching civil discourse. It is not subjectspecific; on the contrary, the tools of argumentation and discussion lend themselves to
any subject in any classroom. Although it is primarily designed for young adolescents,
the curriculum can be adapted for students of any age. (Teaching Tolerance, n.d.)
References
Morris, L. (2016). Collective action for civil discourse. Innovative Higher Education, 41(5), 361–
363. DOI:10.1007/s10755-016-9376-5
National Education Association. (n.d.). Diversity toolkit introduction. Retrieved from
http://www.nea.org/tools/diversity-toolkit-introduction.html
Shapiro, P. J., & Stfkovich, J. A. (2011). Ethical leadership and decision making in education:
Applying theoretical perspectives to complex dilemmas. New York, NY: Routledge.
2
Teaching Tolerance. (n.d.). Civil discourse in the classroom. Retrieved from
https://www.tolerance.org/magazine/publications/civil-discourse-in-the-classroom
3
Studies in Philosophy and Education (2019) 38:411–426
https://doi.org/10.1007/s11217-018-9643-2
Readiness for School, Time and Ethics in Educational Practice
Agnieszka Bates1
Published online: 26 November 2018
© The Author(s) 2018
Abstract
‘Taking time seriously’ is an enduring human concern and questions about the nature of
time bear heavily on the meaning of childhood. In the context of the continuing debates on
readiness for school, ‘taking time seriously’ has contributed to policies on ‘early interventions’ which claim to support children in reaching their full potential but limit this potential
when enacted in practice. Much of current policymaking takes the meaning of time for
granted within a ‘quantitative’ view of time as a neutral, standardised parameter. In everyday educational practice, this view of time may lead to an excessive preoccupation with
assessing standardised characteristics of ‘school ready’ children, who are expected to follow a uniform path of development predetermined by their biological clock. However, the
quantitative view of time has been challenged both in philosophical and scientific thought
by an understanding of time as complex, irreversible and emergent in the present. George
Herbert Mead’s ‘philosophy of the present’ and Ilya Prigogine’s ‘arrow of time’ point to
important implications of a ‘complex’ view of time for readiness for school as an event
rather than a fixed set of characteristics that children should possess upon entry to primary
school. Engaging in educational practice as it unfolds in the present also calls for ethics
that are not focused on adhering to fixed moral universals but on our actions ‘here and
now’ and attending to the ethical meaning that arises in children’s responses to our actions.
Keywords Readiness for school · Time · Ethics · Complexity · G.H. Mead · Prigogine
Children only get one chance at education and every child deserves the
opportunity to reach their full potential… childhood is short, and when it comes
to a child’s education, there’s no time to waste.
(Nicky Morgan, Department for Education 2016a, p. 4)
Introduction
The concern about time articulated by the former English Education Secretary Nicky
Morgan is shared by policymakers in many countries. The idea that ‘there’s no time to
waste’ often surfaces as an ‘urgent’ need to reform education and ‘swiftly’ tackle ‘underperformance’ (DfE 2016a). In the international policy space, every 3 years the ‘ticking
* Agnieszka Bates
agnieszka.bates@uea.ac.uk
1
School of Education and Lifelong Learning, University of East Anglia (UEA), Norwich, UK
13
Vol.:(0123456789)
412
A. Bates
clock’ of PISA confers prestige on education systems whose 15-year-olds have ‘outperformed’ others in the Programme for International Student Assessment (OECD 2015).
In the UK, a poor PISA result generates intense media pressure to improve, with headlines such as: ‘Clock ticking for Welsh schools with just two years until Pisa tests’ (Evans
2013) and ‘Pisa: ‘Five years left’ to save Scottish curriculum after shocking result’ (Seith
2016). In 2017, the Organisation for Economic Co-operation and Development (OECD)
developed a new international comparative study centred on assessments of five-year-olds
within four domains of: ‘emerging literacy, emerging numeracy, self-regulation, empathy
and trust’ (OECD 2017, p. 17). Motivated by belief in ‘early intervention’, this new ‘baby
PISA’ (Pence 2017; Moss and Urban 2017) has drawn early childhood into a global standardised assessment regime that is unable to see children’s educational experience ‘through
any other lens than the one provided by PISA’ (Urban 2017, p. 20). In this context, time of
which there is none ‘to waste’, becomes a pedagogical resource from which maximum performance has to be extracted to ensure predetermined future benefits.
A focus on a predetermined future also underpins traditional definitions of readiness for
school that identify children’s developmental capabilities, considered crucial for a smooth
home-school transition, such as age-specific social, emotional and motor development,
language, cognition and learning skills (Kagan et al. 1995). More recently, the United
Nations Children’s Fund (UNICEF) has tried to shift focus from children’s capabilities to
caring environments that enhance a more holistic development of the child. This broader
approach, informed by socio-cultural theory (Gardiner and Kosmitzki 2002; Rogoff 2003),
views readiness for school as a ‘good start in life’, within nurturing, safe environments
that enable children to be ‘physically healthy, emotionally secure, socially competent and
able to learn’ (UNICEF 2012, p. 6). However, a reductive concern about children’s capabilities at the time of home-school transition prevails in countries where policymakers
prioritise a quantitative view of time, captured here through the metaphor of the ‘ticking
clock’ of PISA.1 In the USA for example, actions taken in response to the recommendation by the National Educational Goals Panel (1991, p. vi) that, by the year 2000, ‘all children in America will start school ready to learn’ have included opening a governmentfunded Office of School Readiness (Alabama) to get four to five-year-olds ‘school ready’.
In England, readiness for school has been reduced to ‘baseline assessment’, a single score
of children’s performance in communication, language, literacy and mathematics, carried out in the first weeks of school and used to monitor future performance (DfE 2014,
2017). These approaches rely on ‘early interventions’, in the belief that ‘earlier is better’
and that intervention requires a formal, centrally designed curriculum to be ‘transmitted
and formally assessed’ (Bingham and Whitbread 2012, p. 14). Children are assumed here
to follow a uniform path of development, predetermined by their biological clock and captured by the dominant discourse of developmental psychology (Wood and Hedges 2016).
Within these debates, school readiness has thus been conceptualised either as a fixed set
of characteristics of ‘school ready’ children or as the ‘appropriate’ socio-cultural contexts
and relationships that enhance the development of such characteristics.2 Both of these
1
The metaphor of the ‘ticking clock’ of PISA is used in this paper to represent ‘quantitative’ time and
associated imperatives of speed, urgency, and acceleration of time. These meanings are also connected to
‘clocking practices’ in early childhood education (Pacini-Ketchabaw 2012) and the material-discursive significance of the clock as ‘an apparatus’ that produces particular material effects in Early Years classrooms.
2
There is no scope to detail here the long history of debates on school readiness since tests of ‘reading
readiness’ were introduced in the USA in the 1920s as a measure of children’s overall ‘readiness’ to start
school (May and Campbell 1981). School readiness gained renewed attention in the 1990 s, with models
13
Readiness for School, Time and Ethics in Educational Practice
413
conceptualisations, however, impose ostensibly ‘objective’ attributes and temporal boundaries which are abstracted from time as subjectively ‘lived’. By reducing the complexity of
‘temporal matters’ (Alhadeff-Jones 2017) to the logics of urgency, speed and ‘early intervention’, they limit the way time may be experienced and learned by children. In elevating
efficient time management and performance outcomes to fixed moral universals, they also
give rise to instrumentalist relationships in educational practice.
This paper sets a path yet to be fully explored in contemporary notions of readiness
for school by examining their underpinning view of time. It also seeks to contribute to
the study of time in education, which continues to be a ‘fragmented and underdeveloped
scientific territory’ (Alhadeff-Jones 2017, p. 33). Looming large in the current debate on
readiness for school has been the Enlightenment view of the child as innocent, malleable
and ready to mature with time (Hendrick 1997; Ryan 2011). To better understand the idea
of children’s readiness to mature with time, we therefore need to examine the notion of
time itself and the predominant view, from the Enlightenment period onwards, of time as
a universal, neutral parameter, divided into equal portions of itself in the form of standardised units such as hours, days, weeks or years. Although this most basic, ‘quantitative
approach’ to time (Bouto…
Purchase answer to see full
attachment