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Need By: Friday, May 27, 2022
$20 Now & $20 When completed 
Please see attached documents for further instruction.

PLEASE USE ALL RESOURCES PROVIDED TO FULFILL THE
REQUIREMENTS FOR THIS ASSIGNMENT, PLEASE & THANK
YOU!!!!

Week 3- Part 1 of this assignment is attached, please use the argument already used in this
assignment to complete the other two. Thank you!

Week 5 Assignment –

Solving a Problem Through Education

Overview

This assignment builds upon the outline you submitted in Week 3. Be sure to respond to
instructor feedback in this paper. Keep in mind that this assignment should lay the groundwork
for the Week 10 capstone assignment, in which you will design a curriculum to promote student
learning related to the selected issue. The curriculum will be appropriate to your chosen
track—either K–12 or adult education.

Explain a current issue in education, including how the issue is related to diversity and ethics.
Based on your research, describe facets, topics, or problems related to the issue that can be
addressed through education.

Instructions

Write a 4–5 page paper in which you follow these instructions:

● Explain the significance of the issue and its relevance to K–12 or adult education. Describe the
background, scope, and the stakeholders involved in this issue.

● Analyze how the issue is related to diversity. The diversity issue may be related to educational
programs, the learning institution, educators, learners, the organization, and/or the community.

● Analyze how ethical standards apply to this issue. Cite the source of the code of ethics. Specify
the standards that apply and explain their connection.

● Propose ideas for how the issue can be addressed in a unit of K–12 or adult curriculum. The
following questions will help you generate ideas.

● Based on research, describe problems related to the issue.
● What topics can be addressed that will improve the problem or situation related to this

educational issue?
● What do people need to learn about the issue?

● Use 4–5 sources that are no older than five years to support your writing. Choose sources that
are credible, relevant, and appropriate. Cite each source listed on your source page at least one

time within your assignment. For help with research, writing, and citation, access the library or
review library guides.

Week 7 Assignment – Curriculum Evaluation and Theory Identification

Overview

In this week’s assignment, you will evaluate a unit of K–12 or adult curriculum based on a
specific set of characteristics that mirror the requirements for your final project. Identify a
different unit or module from the one you used for the Week 6 discussion. You will also explore
which learning theory or theories align to the learning activities in this unit. This activity will
prepare you for the Week 10 capstone in which you will design a unit of curriculum or a module
and explain the underlying learning theory.

Note: As you prepare for the Week 10 Capstone Assignment, keep in mind that you cannot use
a previous unit of curriculum that has been submitted for a previous class.

Preparation

● Begin by searching for and selecting the curriculum or module you will evaluate. Select a different
one from the one used in the Week 6 discussion.

● Download the appropriate evaluation checklist. Each checklist provides you with a space to
discuss how learning theory applies to the activities in the curriculum.

● Week 7 K–12 Curriculum Evaluation Checklist and Theory Analysis [DOCX]. (ATTACHED
ADDITIONALLY)

● Week 7 Adult Education Evaluation Checklist and Theory Analysis [DOCX] .(ATTACHED
ADDITIONALLY)

Instructions

Part 1. Curriculum Evaluation

● Evaluate the unit of curriculum based on the categories in the checklist.

https://library.strayer.edu/

https://library.strayer.edu/guides

https://blackboard.strayer.edu/bbcswebdav/institution/EDU/EDU599/220100/Course_Files/cf_Week_7_K-12_%20Curriculum_Evaluation_Checklist_and_Theory_Analysis.docx

https://blackboard.strayer.edu/bbcswebdav/institution/EDU/EDU599/220100/Course_Files/cf_Week_7_Adult_Education_Evaluation_Checklist_%20and_Theory_Analysis.docx

● In each of the Evaluation Criteria rows, use the right-hand column to provide your analysis,
recommend areas for improvement, and/or comments about the quality of the curriculum unit.

Part 2. Theory Identification

● Discuss a learning theory that aligns with learning activities in this unit of K–12 or adult
curriculum.

● Provide examples from the curriculum and explain how they align to the learning theory.
● Reflect on the applicability of the learning theory to the curriculum.

This course requires the use of Strayer Writing Standards.

Adult Education Evaluation Checklist and Learning Theory Analysis
Complete the Week 7 Assignment on this template.
Part 1. Introduction
Provide the title of the curriculum unit, its source, and a short explanation of why you chose it
for evaluation.
Part 2: Curriculum Evaluation Checklist
In each of the Evaluation Criteria rows, check Met or Not Met. Then use the right-hand
column to provide your analysis, recommend areas for improvement, and/or comment
about the quality of the curriculum unit. Complete this column in each row.

Evaluation Criteria Met Not Met
Analysis, Areas for
improvement,
Comments

• Identifies the
audience that
this unit was
designed for.
Provides
summary
demographic
information.

• Includes
learning
objectives that
are SMART.

• Describes
learning
activities that
promote
learner
engagement
with teacher/
instructor/
trainer,
materials, and
other
participants.

• Explains the
value or
relevance of
the lesson. In
other words,
explains what
content or
knowledge
can be
achieved
using this
knowledge.

• Discusses the
learning
environment
in which the
lesson will be
delivered.

• Provides a list
of materials
needed to
deliver the
lesson or
training.

• Reflects the
diverse needs
of learners in
the design of
learning
activities.

• Develops a
lesson that
reflects a
culturally
responsive
content (the
curriculum or
training is
relevant to
participants’
education,
culture, life
experience,
background,
etc.).

• Demonstrates
ethical
standards in
the content
and delivery
of the
curriculum or
training.

• Provides
multiple
assessments
to evaluate
participants’
learning.

Evaluation Criteria Met Not Met
Analysis, Areas for
improvement,
Comments

• Identifies the
audience that
this unit was
designed for.
Provides
summary
demographic
information.

• Includes
learning
objectives that
are SMART.

• Describes
learning
activities that
promote
learner
engagement
with teacher/
instructor/
trainer,
materials, and
other
participants.

• Explains the
value or
relevance of
the lesson. In
other words,
explains what
content or
knowledge
can be
achieved
using this
knowledge.

• Discusses the
learning
environment
in which the
lesson will be
delivered.

• Provides a list
of materials
needed to
deliver the
lesson or
training.

• Reflects the
diverse needs
of learners in
the design of
learning
activities.

• Develops a
lesson that
reflects a
culturally
responsive
content (the
curriculum or
training is
relevant to
participants’
education,
culture, life
experience,
background,
etc.).

• Demonstrates
ethical
standards in
the content
and delivery
of the
curriculum or
training.

• Provides
multiple
assessments
to evaluate
participants’
learning.

Evaluation Criteria Met Not Met
Analysis, Areas for
improvement,
Comments

• Identifies the
audience that
this unit was
designed for.
Provides
summary
demographic
information.

• Includes
learning
objectives that
are SMART.

• Describes
learning
activities that
promote
learner
engagement
with teacher/
instructor/
trainer,
materials, and
other
participants.

• Explains the
value or
relevance of
the lesson. In
other words,
explains what
content or
knowledge
can be
achieved
using this
knowledge.

• Discusses the
learning
environment
in which the
lesson will be
delivered.

• Provides a list
of materials
needed to
deliver the
lesson or
training.

• Reflects the
diverse needs
of learners in
the design of
learning
activities.

• Develops a
lesson that
reflects a
culturally
responsive
content (the
curriculum or
training is
relevant to
participants’
education,
culture, life
experience,
background,
etc.).

• Demonstrates
ethical
standards in
the content
and delivery
of the
curriculum or
training.

• Provides
multiple
assessments
to evaluate
participants’
learning.

Part 3: Learning Theory
Complete the following in 200–300 words:

• Discuss a learning theory that aligns with the learning activities in this unit of curriculum.
• Provide examples from the curriculum. Explain how they align to the learning theory.
• Reflect on the applicability of the learning theory to the curriculum.

K–12 Curriculum Evaluation Checklist and Learning Theory Analysis
Complete the Week 7 Assignment on this template.
Part 1. Introduction
Provide the title of the curriculum unit, its source, and a short explanation of why you chose it
for evaluation.
Part 2: Curriculum Evaluation Checklist
In each of the Evaluation Criteria rows, check Met or Not Met. Then use the right-hand
column to provide your analysis, recommend areas for improvement, and/or comment
about the quality of the curriculum unit. Complete this column in each row.

Evaluation Criteria Met Not Met
Analysis, Areas for
improvement,
Comments

• States the
grade level
that this unit
was designed
for. Provides
the state/
district
standards or
benchmarks.

• Includes
learning goals
that are
consistent
with state and
district
standards.

• Describes
learning
activities that
promote
learner
engagement
with teacher,
materials, and
other learners.

• Explains the
value or
relevance of
the lesson. In
other words,
explains what
content or
knowledge
can be
achieved
using this
knowledge.

• Discusses the
learning
environment
in which the
lesson will be
delivered.

• Provides a list
of materials
needed to
deliver the
lesson.

• Designs a
lesson that
can meet the
diverse needs
of learners.

• Develops a
lesson that
reflects a
culturally
responsive
content (the
lesson is
relevant to
students’
culture, life
experience,
background,
etc.).

• Demonstrates
ethical
standards in
the content
and delivery
of the lesson.

• Provides
multiple
assessments
to evaluate
students’
learning.

Evaluation Criteria Met Not Met
Analysis, Areas for
improvement,
Comments

• States the
grade level
that this unit
was designed
for. Provides
the state/
district
standards or
benchmarks.

• Includes
learning goals
that are
consistent
with state and
district
standards.

• Describes
learning
activities that
promote
learner
engagement
with teacher,
materials, and
other learners.

• Explains the
value or
relevance of
the lesson. In
other words,
explains what
content or
knowledge
can be
achieved
using this
knowledge.

• Discusses the
learning
environment
in which the
lesson will be
delivered.

• Provides a list
of materials
needed to
deliver the
lesson.

• Designs a
lesson that
can meet the
diverse needs
of learners.

• Develops a
lesson that
reflects a
culturally
responsive
content (the
lesson is
relevant to
students’
culture, life
experience,
background,
etc.).

• Demonstrates
ethical
standards in
the content
and delivery
of the lesson.

• Provides
multiple
assessments
to evaluate
students’
learning.

Evaluation Criteria Met Not Met
Analysis, Areas for
improvement,
Comments

• States the
grade level
that this unit
was designed
for. Provides
the state/
district
standards or
benchmarks.

• Includes
learning goals
that are
consistent
with state and
district
standards.

• Describes
learning
activities that
promote
learner
engagement
with teacher,
materials, and
other learners.

• Explains the
value or
relevance of
the lesson. In
other words,
explains what
content or
knowledge
can be
achieved
using this
knowledge.

• Discusses the
learning
environment
in which the
lesson will be
delivered.

• Provides a list
of materials
needed to
deliver the
lesson.

• Designs a
lesson that
can meet the
diverse needs
of learners.

• Develops a
lesson that
reflects a
culturally
responsive
content (the
lesson is
relevant to
students’
culture, life
experience,
background,
etc.).

• Demonstrates
ethical
standards in
the content
and delivery
of the lesson.

• Provides
multiple
assessments
to evaluate
students’
learning.

Part 3: Learning Theory
Complete the following in 200–300 words:

• Discuss a learning theory that aligns with learning activities in this unit of curriculum.
• Provide examples from the curriculum. Explain how they align to the learning theory.
• Reflect on the applicability of learning theory in curriculum design.

Educational Negligence

Taya Hervey-McNutt

Strayer University

EDU: 599 Capstone

Dr. Joe Canada

May 18, 2022

Educational Negligence

The key to success has always been associated with education in America. Needless to
say that any elements that negatively impact education are handled with great urgency and
seriousness. Among the many issues facing education that negatively influences students is
educational negligence. “A legal definition of educational malpractice is yet to be codified, but
the term can be assumed to involve professional negligence or the failure to provide services that
can reasonably be expected (1).” Not only can a child’s school life get negatively impacted by
educational negligence, but also the learner’s future ambitions and career preference. Educational
negligence is a serious problem that can take several forms, from a failure to provide an
acceptable standard of teaching to ignoring non-attendance or not catering to special educational
needs.

The Connection Between Educational Negligence and Diversity
In a study done in South Korea, numerous culturally and linguistically diverse teenagers

had been subjected to maltreatment resulting in many students choosing to drop out. Child
neglect, peer relationships, student-teacher interactions, and dropping out of school all increased
linearly over time, according to the result of the research study (2). This evidence supports the
argument that neglecting a child has a direct and long-term effect on peer connections and
student-teacher relationships, as well as an increased risk of dropping out of school. It was
observed that positive peer relationships and student-teacher relationships have a direct effect on
the chance of dropping out of school. Both peer interactions and student-teacher ties mediated
the relationship between school neglect and dropout on a cross-sectional basis.

As depicted in the findings of this research, among a diverse student population, creating
positive relationships with peers and teachers every year could reduce the negative effect that
neglect can have in leading a student to drop out of school (2).

How Ethical Standards Relate to Educational Negligence
School administrators must provide a solid foundation for success that is built on the

abilities of teachers and other professionals who interact with students ethically. When making
decisions, effective school administrators balance the demands of children and their own
personnel. In order to accomplish this, a healthy energy balance between current activity and the
building of unity must be maintained by responding equally to the diverse demands of students
and teachers. According to the aforementioned argument, a school administration, including
instructors, that fails to fulfill its obligation to ensure that students’ needs are met violates ethical
standards.

Problems Related to Educational Negligence
Carelessness in education is related to a variety of issues, one of which is changes in

student behavior in class. For instance, a child’s performance may deteriorate, or they may earn
lower grades than previously earned. The student begins receiving grades that are significantly

lower than the class average or demonstrates performance abilities that are significantly lower
than those of other children their age (3). Another issue related to educational neglect is the
inability to complete assigned work. As a result, the learner may continue to struggle with
learning as well as low self-esteem.

Solutions Through Learning
The issue of educational negligence can be addressed by following up on those students

who have been affected by educational maltreatment. For example, the teacher can ensure every
student in the class has completed their assignment. Consequently, teachers need to make sure
they attend their lessons and never afford to miss them (4). By attending every lesson, teachers
ensure they have covered the required course content, and students are in a better place to
improve performance. Educational negligence is a serious problem in education that has an effect
on the future of learners. Parents and teachers need to work together to ensure students’ needs get
met in order for them to succeed in their academics.

References

1. Harris, J., John, III, & Carter, David G. (1980). ERIC. Educational Malpractice: The
Concept, the Public, the Schools and the Courts. 21, ED194963

2. Choe, D. (2021). Longitudinal relationships amongst child neglect, social relationships,
and school dropout risk for culturally and linguistically diverse adolescents. Child Abuse
& Neglect, 112, 104891. https://doi.org/10.1016/j.chiabu.2020.104891

3. James, B. (2020). Restorative Justice Liability: School Discipline Reform and Right to
Safe Schools. University of Memphis Law Review, Forthcoming, Pepperdine University
Legal Studies Research Paper, (2020/19).

4. Tanure Alves, M. L., Haegele, J. A., & Duarte, E. (2018). “We can’t do anything”: The
experiences of students with visual impairments in physical education classes in Brazil.
British Journal of Visual Impairment, 36(2), 152-162.
https://doi.org/10.1177%2F0264619617752761

https://doi.org/10.1016/j.chiabu.2020.104891