Running head: EXECUTIVE SUMMARY
1
DOC/700 – Week 1 Rubric
Statement of a Problem
CONTENT CRITERIA
Follows directions
Executive Summary template utilized
Paragraph
consisting of 125 words or less
Problem
Problem identified Barely
Problem aligned with program of studies Inknown, as it is not mentioned.
APA FORMATTING
Doctoral Level Title Page
Times New Roman 12 pt
Double Spaced and Indented Paragraphs
5 – 7 sentences per paragraph
APA STYLE
Proper Grammar
Proper punctuation
Total Points
Comments: Follow directions carefully. Refrain from submitting more binformation than
what is due. Label assignment after saving correctly.
Executive Summary
David Johnson III
University of Phoenix
POSSIBLE
POINTS
POINTS
EARNED
15
15
15
15
20
4
20
0
5
5
5
5
5
5
5
4
5
5
100
5
5
63
EXECUTIVE SUMMARY
2
Executive Summary
The most significant issue educators in technology are facing is the lack of education students possess on ways to avoid social media
pitfalls, which can potentially ruin theirs lives Teaching students Internet etiquette is an essential skill students must learn students
need to be taught at a young age.
Identified Problem
The problem is what specifically do students need to learn, how does it need to be taugh, and who should teach it.. This is what
was due this week.
DOC/700 – Week 1 Rubric
Statement of a Problem
CONTENT CRITERIA
Follows directions
Executive Summary template utilized
Paragraph
consisting of 125 words or less
Problem
Problem identified
Problem aligned with program of studies
APA FORMATTING
Doctoral Level Title Page
Times New Roman 12 pt
Double Spaced and Indented Paragraphs
5 – 7 sentences per paragraph
APA STYLE
Proper Grammar
Proper punctuation
Total Points
Comments:
POSSIBLE
POINTS
15
15
20
20
5
5
5
5
5
5
100
POINTS
EARNED
Running head: EXECUTIVE SUMMARY
Executive Summary
David Johnson III
University of Phoenix
1
EXECUTIVE SUMMARY
2
Executive Summary
As educators in technology, the most significant issue we are facing our students were
not appropriately educated on how social media affects and can ruin students lives through
negative posting and circumstances at hand.
This issue goes hand-in-hand with educational technology. Teaching students what is
proper to post on Internet sites is an essential skill that must be learned at a young age. Seventh
graders are the biggest victims and corporate of publishing negative information about their
classmates and other students. Over the last two years, I had an opportunity to teach students
what was appropriate to post on social media sites.
Identified Problem
As a doctoral professional, you will be challenged to leverage your skills as a scholarpractitioner-leader to inform interventions that affect positive change in your professional
discipline. During week 1, you identified a problem in your professional discipline to use as a
focus for the assignments in weeks 2, 3, and 4. After incorporating the feedback from your
facilitator, place your revised identified problem in this section.
Background of the Problem
The foundation for UOP’s doctoral practitioner program is the Scholarship, Practice, and
Leadership (SPL) Model. In week 2’s assignment you utilized the ‘scholarship’ piece of the SPL
Model to provide background to the identified problem by locating and using peer-reviewed
literature to substantiate that the problem exists. After incorporating the feedback from your
facilitator, place your revised week 2 discussion in this section.
Contradictions in the Literature
EXECUTIVE SUMMARY
3
As a ‘practitioner’ in the professional field, you have identified a problem and
substantiated the problem by analyzing peer-reviewed literature. To address biases and/or
counter arguments for the identified problem, week 3’s assignment required you to analyze and
evaluate additional peer-reviewed literature to address contradictions. After incorporating the
feedback from your facilitator, place your revised week 3 discussion in this section.
Implications to Leaders
The final piece of the SPL Model is ‘leadership’, and week 4’s assignment required a
discussion focused on how leaders in your profession might benefit from addressing the problem
to initiate change in the workplace. After incorporating the feedback from your facilitator, place
your revised week 4 discussion in this section.
Reflection on the SPL Model
Throughout DOC/700 you have identified a problem in your professional field, through a
‘scholarship’ lens you provided background to the problem by analyzing peer-reviewed
literature, as a ‘practitioner’ you began building and substantiating an argument by analyzing and
evaluating additional literature, and through a ‘leadership’ lens you synthesized how a leader in
your profession might benefit from addressing the problem or by implementing an organizational
change. In this section, add a self-reflection on your understanding of the SPL Model and how
you might integrate this model into your professional practice. You may use first person in your
self-reflection.
Note: Self-assess each weekly assignment description to ensure you have met the objectives for
each assignment.
References
EXECUTIVE SUMMARY
4
Note: the journal, book, and dissertation sections are examples of how each type of publication
is formatted, and the reference section should not be divided as this seems to indicate. All
references are placed in alphabetical order by authors’ last names.
Formatting of Journal Articles:
Author, A. (2013). Title of article is written in sentence form with proper nouns being
capitalized. Title of Journal in Italics as is the Volume Number, 31(22), 345-354.
Author, B. (2000). Title of article is written in sentence form with proper nouns being
capitalized. Title of Journal in Italics as is the Volume Number, 31(22), 345-354.
Note how the issue number and page numbers are not in italics. Refer to the APA Manual, pp
198-202 for journal article formatting.
Formatting of Books:
Author, C. (1998). Titles of books are written in sentence form and placed in italics. Washington,
DC: American Psychological Association.
Refer to APA Manual, pp 202-205 for book formatting.
Formatting of Dissertations:
Author, A.A. (2003). Title of doctoral dissertation (Doctoral dissertation). Retrieved from
ProQuest (or the name of the database). (Order number or AN number)
Refer to APA Manual, p 207 for dissertation/theses formatting.
DOI Numbers
Digital Object Identifiers (DOI) is a fairly new system and journal articles have been, or are in
the process, of being identified with a doi number. As an author, one of your responsibilities is to
see if an article has been assigned a doi number, and if not, then you need to provide a direct link
to the article, instead of providing a URL to a secured database. APA stated to avoid providing a
URL to a secured database, such as ProQuest, EbscoHost, contentproxy.phoenix.edu, etc. If your
reader is interested in researching one of your references and doesn't have access to a secured
database, then that individual will not be able to 'easily' locate the article.
EXECUTIVE SUMMARY
5
Sometimes we must hunt a little to find a doi number or a direct link. When you see 'searchproquest' in a link, then you know the link is to a secured database, and a database the 'average'
person will not have access too. The APA Manual provides more information on how to locate
doi numbers for articles on pages 189-192, but the basics are:
Crossref
Use Crossref Metadata: https://search.crossref.org (you will want to create a bookmark for easy
access in the future, as you will be using this frequently)
When you click on the link, you will see a search bar. Copy/paste, or type in, the title of the
article and hit 'enter'. If the article you are using has been assigned a doi number, the article will
usually be the first one listed in the results. If your article doesn't show up in the search, then
that article has not been assigned a doi number yet.
Journal Website
If the above doesn’t provide a doi number, APA provided 2 examples in section 7.01, subsection
3: Journal article without DOI (when DOI is not available). Please refer to the examples in the
manual on page 199.
More information on the use of doi numbers is in the APA Manual on pages 188-192.
Running head: EXECUTIVE SUMMARY
6
Appendix
Analytical Framework
Topics
Criteria
-
References
Example
Topics
Criteria
Best practices
Tech in math classes
(look for specific technology
applications used in math classes)
Prof. development
(look for literature focused on
PD best practices specifically for
math educators)
Nspire Navigator software increased
levels of interactivity: engagement
and dialogue about math problems
(Lucas, 2013)
Interactive technology fosters
identity development by use of
student communities (Lucas, 2013)
Teacher-Leaders:
Problem-Solving Cycle (PSC)
model using video-based
discussions in PD to implement
math curriculum incorporates
collaborative work, can be
tailored to goals, interests, and
needs (Borko, 2017).
Flipped classroom: integration of
videos for individual learning prior
(homework) to interactive learning
(classroom) (Bergmann & Sams,
2014).
Types of professional
development
Achievement levels: high schools
(look for Pre/post achievement levels:
Use of specific technology, i.e.,
flipped classrooms, different software
applications, etc.)
-
EXECUTIVE SUMMARY
Achievement levels for the
state of Texas
7
Before technology integration, HS
grade levels showed a decrease in
math scores in 2015 compared to
2013 (Caverly, 2017).
Flipped Classroom: student grades
10% higher than traditional
classroom for bottom third of class
(Caverly, 2017)
References
Bergmann, J. & Sams, A. (2014). The flipped classroom. Computer Science Education, 17(3), 24-27. Retrieved from
https://www.acsi.org/Documents/Professional%20Development/CSE17.3%20-%20Bergmann%20-%20The%20Flipped%20Classroom.pdf
Borko, H., Carlson, J., Mangram, C., Anderson, R., Fong, A., Million, S……MuroVilla, A. (2017). The role of video-based discussion in model for
preparing professional development leaders. International Journal of STEM Education, 4-29. DOI: 10.1186/s40594-017-0090-3
Caverly, G. (2017). A technology leader's role in initiating a flipped classroom in a high school math class (Doctoral dissertation). Available from
ProQuest Dissertations & Theses Global. (#10745078).
Lucas, R. (2013). Restructuring high school math learning spaces with interactive technology and transformative pedagogy (Doctoral
dissertation). Available from ProQuest Central; ProQuest Dissertations & Theses Global. (# 3601712).
Paragraphing with the MEAL Plan
M-
Main Idea
Every paragraph should have one main idea. If you find that your paragraphs have more than one
main idea, separate your paragraphs so that each has only one main point. The idea behind a
paragraph is to introduce an idea and expand upon it. If you veer off into a new topic, begin a new
paragraph.
E - Evidence or Examples
Your main idea needs support, either in the form of evidence that buttresses your argument or
examples that explain your idea. If you don’t have any evidence or examples to support your main
idea, your idea may not be strong enough to warrant a complete paragraph. In this case, reevaluate your idea and see whether you need even to keep it in the paper.
A - Analysis
Analysis is the heart of academic writing. While your readers want to see evidence or examples
of your idea, the real “meat” of your idea is your interpretation of your evidence or examples:
how you break them apart, compare them to other ideas, use them to build a persuasive case,
demonstrate their strengths or weaknesses, and so on. Analysis is especially important if your
evidence (E) is a quote from another author. Always follow a quote with your analysis of the
quote, demonstrating how that quote helps you to make your case. If you let a quote stand on its
own, then the author of that quote will have a stronger voice in your paragraph (and maybe even
your paper) than you will.
L -
Link
Links help your reader to see how your paragraphs fit together. When you end a paragraph, try to
link it to something else in your paper, such as your thesis or argument, the previous paragraph or
main idea, or the following paragraph. Creating links will help your reader understand the logic and
organization of your paper, as well as the logic and organization of your argument or main points.
Reference
Duke University (2006). Paragraphing: The MEAL plan. Retrieved from https://twp.duke.edu/uploads/assets/meal_plan.pdf
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