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Historical Topic: The historical implications of curriculum and instruction. This paper will discuss how historical changes in curriculum and instruction have affected, impacted, and influenced modern instructional approaches.
Please read all attached instructions. All work must be original.
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FIVE ACADEMIC PEER REVIEWED SOURCES MUST BE USED.
The purpose of the Historical Topic Analysis Assignment is to evaluate historical events, topics, and trends and their related causes and effects, especially in the field of education. The topic will also be addressed from a Biblical worldview perspective integrating current course materials and peer-reviewed journal articles.
Length: This paper is to be at least 1,300 wordsin length from the introductory paragraph to the conclusion. This does not count the title page, abstract, or reference pages.
Citations and References: Cite at least five sources throughout the paper and list them on the reference page. Of the five sources, one of them is required to be the course textbook. You may incorporate articles from your Annotated Bibliography Assignment and other course assignments as appropriate. Other sources may include course videos, academic journal articles, books, and textbooks from other courses
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HISTORICAL TOPIC ANALYSIS ASSIGNMENT INSTRUCTIONS
OVERVIEW
The purpose of the Historical Topic Analysis Assignment is to evaluate historical events,
topics, and trends and their related causes and effects, especially in the field of education. The
topic will also be addressed from a Biblical worldview perspective integrating current course
materials and peer-reviewed journal articles. Candidates are encouraged to explore from a
historical perspective a topic they anticipate might relate to their future capstone or
dissertation project. Candidates research and conduct the analysis. They demonstrate
knowledge of educational ideas of the past, consider the relevance of the topic, analyze the
topic in light of their own educational beliefs, and critically analyze related actions and beliefs.
INSTRUCTIONS
This paper is based on the topic, guiding question, and preliminary thesis statement you submitted
in previous assignments and should be in APA format (see the APA Format Quick Guide).
Length: This paper is to be at least 1,300 words in length from the introductory paragraph to
the conclusion. This does not count the title page, abstract, or reference pages.
Citations and References: Cite at least five sources throughout the paper and list them on the
reference page. Of the five sources, one of them is required to be the course textbook. You
may incorporate articles from your Annotated Bibliography Assignment and other course
assignments as appropriate. Other sources may include course videos, academic journal
articles, books, and textbooks from other courses.
Structure: You have a great deal of latitude in how the paper is structured, but it should follow a
logical progression of thought and the guidelines below. See the Historical Topic Analysis
Grading Rubric for required elements.
Title Page
1.
1.
Pagination: In APA, all pages are numbered. The title page should be page 1.
2.
Title: The title should not be the name of the assignment (i.e., Historical Topic Analysis). It
should be a phrase drawn from the thesis statement in the introductory paragraph. It should
provide the reader a hint of the topic and the main idea supported throughout the paper and
may be phrased in a clever, unique fashion. The first letter of all words should be capitalized
except for articles (e.g. a, an, the), conjunctions (e.g., and, but), and short prepositions (e.g.,
of, about), unless they appear as the first word, which is always capitalized. Center and
boldface your title and position it near the middle of the page or slightly above the middle.
3.
4.
Other Information on Title Page: All other information on the title page should comply
with current APA requirements.
Abstract: The heading of the abstract should be centered and boldfaced.
1.
Place the abstract at the top of a page by itself after the title page.
2.
Do not indent the first line.
3.
The abstract is a brief, comprehensive summary of the contents of the paper. It should
present the main ideas and main conclusions/implications. Including the main ideas
and conclusions in the abstract is much more important than a simple outline of the
structure or headings.
Introduction: Do not use the word “Introduction” as a heading for this section.
5.
1.
The purpose of the introductory paragraph is different from that of the abstract. Do
not simply copy the abstract.
2.
In this section, introduce your thesis statement that will be developed throughout the
paper. It is the main idea you are presenting. Save other supporting ideas for the body
of the manuscript. Do not overload the introductory paragraph with too many
concepts that distract from the key point of the thesis statement.
3.
It is best to place the thesis statement at the end of the introductory paragraph. It is
typically one or two sentences that serve as a transition into the rest of the paper. Some
writers choose to place it as the first sentence of the introduction. Either option is
acceptable as long as the introduction is well written and has a logical progression of
thought.
6.
Summary and Context: Centered in bold with all major words capitalized, enter the first
Level 1 heading of your paper. (Level 2 headings are unnecessary for this short of a
paper.) Use the words “Summary and Context.”
1.
This brief section describes and/or summarizes the topic you have chosen so the reader
understands the setting in which the topic developed. This is a succinct presentation of
events or circumstances that may have influenced the topic.
2.
Include transitions that build a logical progression from the thesis statement in the
introductory paragraph into the topic and its historical context.
3.
Critical Analysis: This Level 1 heading should be formatted the same as the previous one.
Use the words “Critical Analysis.” This section should reflect various perspectives about
the topic, including a Biblical worldview lens.
4.
Conclusion: Use the same Level 1 formatting as you have done with your other headings
above and enter the word “Conclusion” is centered, bold font. Although your conclusion
should include concepts from the thesis statement in the introduction and should have
some alignment with the title of the paper, you should not simply restate the thesis
statement. Wrap up the paper by emphasizing your main idea and draw a clear
conclusion. Typically, a good conclusion does not introduce new information. The
conclusion is where you are to discuss implications about what you have already shared
and relate ideas to current educational issues.
5.
References: Starting at the top of the next page after the end of the manuscript, center in bold
font the heading “References.”
1.
Double-space everything throughout your paper, including the reference page. Do not insert
additional extra lines/spaces.
2.
Using a hanging indent, which means that the first line of every reference is left-justified
with all other lines of the reference indented.
3.
Follow the format below for books. Only initials are used for the author’s first and middle
names. See the APA manual for examples of multiple authors, editors, etc.
Authorlastname, A. B. (2019). Book title in italics with only the first word and proper nouns, like
Christian, capitalized: If there is a subtitle, the first word is capitalized. Publisher.
4.
Follow the format below for journal articles. Both the journal title and the volume number
are italicized. There is no space between the volume and issue numbers. (Sometimes, the
source provides no issue number. If that is the case, simply place a comma after the
italicized volume number.) Page numbers are last without “p.” or “pg.” before them.
Authorlastname, A. B. (2019). Article title in regular font with only the first word and proper nouns,
like European, capitalized: Subtitles may or may not be used. Journal Titles Capitalize All
Major Words Except for the Articles, Conjunctions, and Short Prepositions, 15(2), 41-50.
5.
Regarding APA format for citing the Bible, see Religious Work References on the APA
website. The Bible should be in addition to other required references.
Miscellaneous Tips
First Person Pronouns: Per the APA manual, first-person pronouns are permitted. However, they
should rarely be used and are intended only for conveying an incident about your life story (e.g., “I
was born into poverty”) or explaining the actions you took as a researcher (e.g., “I conducted focus
groups with participants.”) A good writer makes strong declarative statements in third-person plural
(e.g., teachers, parents, leaders, etc.) in terms of “ought” and “should” rather than overusing
redundant statements such as “I believe that,” “I think that,” “to me,” “for me,” etc. Almost always,
sentences are strengthened by simply omitting references to self.
It is considered poor writing to refer to yourself in third-person (e.g., “this author”). It also may
confuse the reader because there are typically multiple authors being discussed within a manuscript.
Academic Integrity: This paper will be screened by plagiarism-checking software, which reports to
the professor the degree to which your paper is similar to other works. The following tips will help
you avoid issues with plagiarism:
6.
Direct Quotes: No more than 10% of your paper should be made up of direct quotes.
Therefore, do more summarizing and paraphrasing than quoting. Short quotes should be in
quotation marks and longer quotes of 40-words or more should be indented. If you do not set
off direct quotes in this manner and/or do not cite them, it is plagiarism.
7.
Ideas and Facts: If the idea or fact is not your own, you must cite its source. When not
directly quoting, summarize, or analyze the idea in your own words.
Note: Your assignment will be checked for originality via an online plagiarism tool.
Historical Topic Analysis Grading Rubric | EDUC703_B09_202420
Criteria
Ratings
Points
Coherence: 30 to >27 pts
Introduction,
Thesis
Advanced
Statement,
Conclusion
Title, abstract, introduction,
thesis statement, and
conclusion are
well-constructed, are
coherently aligned, and are
supported throughout the body
of the paper.
27 to >24 pts
24 to >0 pts
0 pts
Proficient
Developing
Not
Present
A thesis statement is
introduced, aligns
with the title and
body of the paper,
and is affirmed in the
conclusion.
The thesis statement is
poorly introduced and
concluded, is vaguely
stated, and/or does not
align with the title and/or
body of the paper.
Body of the
Manuscript
90 to >82 pts
82 to >75 pts
75 to >0 pts
0 pts
Advanced
Proficient
Developing
Not
Present
The topic is clearly
summarized and historically
contextualized. Various
perspectives provide a critical
analysis, including a biblical
worldview lens.
The topic is
summarized. It is
analyzed through a
single perspective.
The summary fails to
convey the significance of
the topic and/or does not
provide historical context.
Opposing perspectives are
not addressed.
30 to >27 pts
27 to >24 pts
24 to >0 pts
0 pts
Advanced
Proficient
Developing
Not
Present
Paper is free of mechanical
and APA errors. 100% of the
length requirement is met.
Few mechanical
and/or APA errors
exist. Length of the
paper is met by 90%
to 99%.
Several mechanical and/or
APA errors exist. Length of
the paper is met by less
than 90%.
APA,
Mechanics,
Length
30 pts
Not
Present
90 pts
Not
Present
30 pts
Not
Present
Total Points: 150
FEDERAL EDUCATION REFORM: THE IMPACT ON STUDENTS
This is an example of real student work and is not a template to follow or a perfect model.
It may not follow all of the current instructions. Feedback comments are included so that
you may see some of the commendations and areas for improvement. However, please see
the current instructions and rubric and follow them rather than this example.
Federal Education Reform: The Impact on Student Achievement
Author Note
1
FEDERAL EDUCATION REFORM: THE IMPACT ON STUDENTS
2
Abstract
Throughout the history of the United States, education policies have switched hands back and
forth between state governments and the federal government. This paper discusses five formal
education policies created and implemented by the US Government. Each of the policies built
upon the one before it and attempted to change the way students were instructed in schools.
Some of the policies offered incentives to states when schools met the government’s
requirements, but other policies punished the states who failed to meet them. The policies were
created to meet the needs of the students they served, but they never quite lived up to their hype.
Lawmakers do not know the inner workings of schools, so teachers, parents, and school staff
need to have say in how their students are educated. Policies should no longer be made by the
federal or state governments but should be handed over to localities. It is time to have a complete
overhaul of the education system, and that time is now.
Keywords: Elementary and Secondary Education Act, Equal Education Opportunity Act,
Every Student Succeeds Act, National Defense Education Act, No Child Left Behind
FEDERAL EDUCATION REFORM: THE IMPACT ON STUDENTS
3
Federal Education Reform: The Impact on Student Achievement
Over the past sixty years, federal policies for education have been implemented and
reformed with the hopes of raising student achievement in the United States for students in
elementary and secondary schools. Newer policies aim to hold teachers and school systems
accountable—either directly or indirectly—for educating students by ensuring that standards set
or approved by the federal government are met. If students fail to meet these standards, teachers
and school systems are typically punished with a reduction in funding. While this approach is
meant to encourage student achievement, reducing funding ultimately circles back around to the
students, and punishes them instead. Reformation of federal education policies are typically part
of presidential election platforms. While education reform attempts to fix the problems of the
previous policies put into effect by a former president, these policies only offer a band-aid
approach to education. A total overhaul of the education system is needed to serve the needs of
the students of the twenty-first century.
Summary and Context
There have been a handful of formal policies aimed at improving the education of
elementary and secondary students in the US. In 1958, President Dwight D. Eisenhower signed
the National Defense Education Act (NDEA) into law in response to the fear of losing the space
race—and ultimately the Cold War—against the Soviet Union (Smith, 2020). This Act called for
$28 million over the course of four years to support the education of the US youth in the areas of
mathematics, science, and foreign language, with the hopes of “producing engineers and
scientists capable of developing comparable technologies” to their competitors (Smith, 2020, p.
166). A few years later, President Lyndon B. Johnson, concerned about students living in
poverty, signed the Elementary and Secondary Education Act (ESEA) of 1965 which included
FEDERAL EDUCATION REFORM: THE IMPACT ON STUDENTS
4
the implementation of a program for preschool students (Smith, 2020). Head Start was designed
for families living in poverty and “focused on the holistic development of the child—socially,
physically, and cognitively” along with educational opportunities (Smith, 2020, p. 168). Next
came President Richard Nixon’s 1972 presidential platform which included legislation called the
Equal Educational Opportunity Act (Smith, 2020). This Act was created to “provide $2.5 billion
to help urban schools and to broaden assistance to Latinos, American Indians, and English
language learners” and allowed for state and local governments to support desegregation (Smith,
2020, p. 170). Though the NDEA, ESEA, and the Equal Educational Opportunity Act did not
include accountability measures, the policies that followed increasingly added more
responsibility for teachers and school systems (Smith, 2020).
President Ronald Reagan’s administration in the 1980s provided vouchers for families of
disadvantaged children to redeem at the school of their choice—public or private. The voucher
system was meant to create competition between schools with the expectation that schools would
improve the educational experience for all school children (Smith, 2020). Additionally, under the
Reagan administration, “states were required to increase standards, improve instruction, and
make curriculum reforms,” but were not afforded additional funding to make these changes
(Smith, 2020, p. 172). The next two presidents, George H. W. Bush, piggy-backed off Reagan’s
plan, but made few changes other than increasing the accountability of school systems (Smith,
2020). In 2001, then President George W. Bush signed No Child Left Behind into law which
attempted to close the achievement gap between students in the US and those in Europe and
Asia. NCLB focused on the areas of reading and math, testing requirements for all students, and
teacher proficiency (Adler-Greene, 2019). NCLB put educational standards and assessment
policies in the hands of the states and based funding on states meeting their own goals (Heise,
FEDERAL EDUCATION REFORM: THE IMPACT ON STUDENTS
5
2017). The latest attempt in education reform is the Every Student Succeeds Act (ESSA)
established under the administration of former President Barrack Obama in 2015. ESSA is
geared toward student attendance, school climate, and access to college-level and career-prep
courses. Additionally, English language learners are heavily considered when designing
educational programs and states are held accountable for provide English language acquisition
(Adler-Green, 2019). While the main attention of the federal government is focused on the states
producing the lowest achieving schools and those poor graduation rates, states must continue to
submit their education plans to the federal government for approval (Heise, 2017). Each of these
formal education policies—from the NDEA to the ESSA—were created to improve academic
success for the students of the US, but the question remains, what is the impact of these
programs on student achievement?
Critical Analysis
Calls for education reform have often been the platform presidential hopefuls have based
their campaigns upon. Once elected, some presidents have implemented education policies and
others have tried to pass legislation but were unsuccessful. The last two policies put into effect
have received a lot of criticism, especially NCLB, which has since been replaced by ESSA. The
creation of NLCB assumed that increased student testing would lead to increased student
achievement, and student achievement was based solely on end of year standardized test scores.
NLCB failed to consider the gains students made throughout the year, thus creating a fear of
failure for those it was meant to serve. As a result, school systems and teachers felt threatened
and many qualified teachers quit their jobs due to the pressure of micromanagement and losing
autonomy in their classrooms (Dennis, 2017). NCLB created problems for many states including
them losing full funding from the federal government; as a result, most states adopted the
FEDERAL EDUCATION REFORM: THE IMPACT ON STUDENTS
6
Common Core Standards. These standards, created in 2011, were created by the federal
government and allowed for states to apply for waivers from NCLB legislation (Heise, 2017).
NCLB was replaced by ESSA in 2015 and changed the accountability measures states
were required to meet under NCLB. Under ESSA, teachers are now encouraged to learn from
each other and enhance their skills through professional development. They are also able to
decide how to best manage their classrooms and what materials should be used in their
classrooms. Testing is used to guide learning but is not the only factor used in determining
growth (Dennis, 2017). Additionally, ESSA lays out regulations for states to address the needs of
students in special education and poor students, but states are not held accountable as they were
under NCLB (Adler-Greene, 2019). ESSA has eliminated the Common Core Standards waivers
and has afforded states increased authority over educational policy. Parents who have called for
increased choice on how their children are educated have been heard and parental decision on
where their children attend school has increased dramatically. As a result, charter and magnet
schools, school voucher programs for private schools—secular and religious, homeschooling,
and online education have been generated (Heise, 2017).
The impact of federal education programs such as NCLB and ESSA on student
achievement has not produced the intended results. The problem with these education laws is
that the federal lawmakers do not directly understand the issues schools, teachers, and students
face, as they are not in classroom. Also, though students are constantly evolving, policymakers
keep implementing similar methods and calling them new (Adler-Greene, 2019). The Bible
instructs parents to “train up a child in the way he should go: and when he is old, he will not
depart from it” (The King James Study Bible, 1988/2017, Proverbs 22:6). Though this passage is
directed at parents, students spend a lot of time throughout their formative years in school, with
FEDERAL EDUCATION REFORM: THE IMPACT ON STUDENTS
7
their teachers. Decisions regarding education should come from the local level, and parents
should be involved in making policy. Fourteen years passed between NCLB and ESSA, and is it
already time for another education reform, but this time at a local level.
Conclusion
The purpose of education policy is to improve student achievement, and education reform
is meant to fix the problems of the policy implemented before it. Education policies have
typically been left up to the states, but occasionally the federal government steps in and tries to
make improvements. However, neither state made policy nor federal reforms has made a huge
difference in educating the youth of the United States. The dynamics of schools in one district
can be drastically different from another district and can change from one year to the next.
Therefore, each school needs to have some authority on how best to educate the students in their
building. Yes, there needs to be some form of checks and balances, and yes, accountability
measures need to be in place, but overall education policy should be a local decision.
FEDERAL EDUCATION REFORM: THE IMPACT ON STUDENTS
8
References
Adler-Greene, L. (2019). Every Student Succeeds Act: Are schools making sure every student
succeeds? Touro Law Review, 35(1), 11–23. https://search-ebscohostcom.ezproxy.liberty.edu/login.aspx?direct=true&db=a9h&AN=136464935&site=ehostlive&scope=site
Dennis, D. V. (2017). Learning from the past: What ESSA has the chance to get right. Reading
Teacher, 70(4), 395–400. https://doi-org.ezproxy.liberty.edu/10.1002/trtr.1538
Heise, M. (2017). From No Child Left Behind to Every Student Succeeds: Back to a future for
education federalism. Columbia Law Review, 117(7), 1859-1896. https://searchebscohostcom.ezproxy.liberty.edu/login.aspx?direct=true&db=a9h&AN=133451475&site=ehostlive&scope=site
The King James Study Bible. (2017). Thomas Nelson. (Original work published 1988)
Smith, S. J. (2020). Windows into the history and philosophy of education. Kendall Hunt.
INSERT ABBREVIATED TITLE OF 50 CHARACTERS OR LESS
Replace This Title: Ensure It Aligns with Your Thesis Statement
Claudia S. Sample
School of Education, Liberty University
Author Note
Claudia S. Sample
I have no known conflict of interest to disclose.
Correspondence concerning this article should be addressed to Claudia S. Sample
Email: [email protected]
1
INSERT ABBREVIATED TITLE OF 50 CHARACTERS OR LESS
Abstract
Do not indent the abstract. Per APA, this is a brief, comprehensive summary of the contents of
the manuscript. It may range in length from 150 to 250 words in length.
Keywords: main words, primary, necessary, search terms
2
INSERT ABBREVIATED TITLE OF 50 CHARACTERS OR LESS
3
Insert the Same Title Here as Is on Your Title Page
Begin typing your introduction here. The purpose of the introductory paragraph is to
introduce your thesis statement. Typically, the thesis statement is the last sentence of this oneparagraph introduction and serves as a transition into the rest of the paper. The thesis statement is
the main idea of the paper—the main point you are making.
Summary and Context
See assignment directions regarding what to enter here. Cite your sources. If you mention
an author’s name in the body of the paragraph, which is not required, insert the publication year
after the first time you mention the author’s name in your paragraph. If you do not incorporate an
author’s name into your paragraph, include it parenthetically prior to the publication year as in
this example: (Garcia, 2020).
Direct quotes should be rare and are not required. Generally, they should make up 10% or
less of any manuscript. Citations are not just for direct quotes but are also for ideas—to indicate
to the reader where you found the idea. Here is one way to cite a direct quote: Gutek (2018) was
correct in his observation that “Freire was a doer as well as a thinker” (p. 463). Note that there is
no period before the citation; it appears after it. Here is a second way to cite a direct quote: As at
least one historian has noted, “Freire’s liberation pedagogy heavily influenced critical theory”
(Gutek, 2018, p. 463). Page or paragraph numbers are required for all citations of direct quotes.
Each paragraph should have a clear topic sentence. All topic sentences should support the
thesis statement of the paper. Paragraphs serve to support the topic sentence of the paragraph.
Ensure there is a logical progression in your writing and that you use appropriate transitions from
one idea to the next.
INSERT ABBREVIATED TITLE OF 50 CHARACTERS OR LESS
4
There should be no extra lines or spaces throughout the body of the manuscript.
Sometimes Microsoft Word automatically inserts lines after headings, paragraphs, or sections. If
you do not know how to remove these, simply do an internet search of your question: “How do I
remove extra lines in Microsoft Word?”
Critical Analysis
See assignment directions regarding what to enter in this section. Notice that the headings
are all Level 1 headings and are all centered and bolded per APA format. In such a short paper,
you should not need Level 2 headings.
Here is one way to cite the Bible: John 3:16 states, “For God so loved the world” (New
International Version, 1978/2011). Here is another way: The pastor opened the Bible and read,
“For God so loved the world” (New International Version, 1978/2011, John 3:16). The
translation is required only for the first direct quote of Scripture in the manuscript. However, if
the subsequent Scripture quotes are from a different translation, the translation must be included
every time it switches in the manuscript.
Conclusion
A good conclusion does not simply restate the thesis statement from the introductory
paragraph, but it most definitely reiterates it by reminding the reader that the points that have
already been made sufficiently support what was hinted at in the title, presented in the abstract,
and introduced in the first paragraph. New support for the thesis should not be introduced in the
conclusion. However, you may draw conclusions, identify trends, and discuss implications for
current issues.
INSERT ABBREVIATED TITLE OF 50 CHARACTERS OR LESS
5
References
Notice how the examples below have a hanging indention. Everything in APA is to be double
spaced, including the abstract, lengthy quotations, and the reference list. Nothing is single
spaced.
Authorlastname, A. B. (2019). Book title in italics with only the first word and proper nouns, like
Christian, capitalized: If there is a subtitle, the first word is capitalized. Publisher.
Authorlastname, A. B. (2019). Article title in regular font with only the first word and proper
nouns and proper adjectives, like European, capitalized: Subtitles may or may not be
used. Journal Titles and Volume Numbers Are Italicized, 15(2), 41-50.
https://doi.org/10.1016/j.midw.2013.07.007
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