AED 204 AED204 AED/204 ENTIRE COURSE HELP – UNIVERSITY OF PHOENIX

Discussion Question 1 

· Due Date: Day 2 [post to the Main forum]

· Post your response to the following: Other than the obvious obstacles of prejudice and

discrimination (such as, boys getting more attention than girls; minorities in poor schools;

and so forth), name two other factors that have the potential to prevent equality in

education. Elaborate on the two you choose.

Discussion Question 2 

· Resources: Pages 20-23 of Multicultural Education in a Pluralistic Society and

Appendixes B and C

· Due Date: Day 4 [post to the Main forum]

· Post your response to the following: Use the directions in Appendix B to complete the

Cultural Identity Pie Chart template in Appendix C. What does this chart tell others about

your identity? Respond to the similarities and differences between your pie chart and the

pie chart of your classmates.

AED 204 AED204 AED/204 ENTIRE COURSE HELP – UNIVERSITY OF PHOENIX

AED 204 Week 1 CheckPoint Top Ten Characteristics of a Multicultural School

CheckPoint: Top Ten Characteristics of a Multicultural School Environment

Resource: Ch. 1 of Multicultural Education in a Pluralistic Society

Due Date: Day 5 [post to the Individual forum]

Use the lists on p. 7 of the text to create a list of the top ten characteristics of a

multicultural school environment.

· Rank the characteristics in order from most important to least important.

Provide a 100- to 150-word justification for your rankings.

Post your attachment.

AED 204 AED204 AED/204 ENTIRE COURSE HELP – UNIVERSITY OF PHOENIX

AED 204 Week 2 CheckPoint Differences in Socioeconomic Status

CheckPoint: Differences in Socioeconomic Status

· Resource: Page 53 of Multicultural Education in a Pluralistic Society

· Due Date: Day 5 [Individual] forum

· Read the Differences in Socioeconomic Status section on p. 53 of the text.

· Write a 350- to 500-word response addressing the following points:

List three social factors that most impact the scenario.

Justify your answer with an example from the scenario for each selected factor.

Conclude by suggesting a viable solution to the scenario.

· Post your response.

AED 204 AED204 AED/204 ENTIRE COURSE HELP – UNIVERSITY OF PHOENIX

AED 204 Week 2 Assignment Educational Implications of Socioeconomic Status (Appendix D)

Assignment: Educational Implications of Socioeconomic Status Matrix

· Resources: Appendix D and Ch. 2 of Multicultural Education in a Pluralistic Society

· Due Date: Day 7 [Individual] forum

· Use the information provided in Ch. 2 of the text to determine the potential impact of

socioeconomic status on education in the following areas: teacher expectations, student

tracking, equal representation in the curriculum, and financial support for schools.

· Complete the following:

Record relevant information in Appendix D.

Determine what this matrix says about educational equality.

Summarize your conclusions in a 350- to 500-word statement to be included at the

end of the matrix.

· Post your assignment as an attachment.

AED 204 AED204 AED/204 ENTIRE COURSE HELP – UNIVERSITY OF PHOENIX

AED 204 Week 3 DQ 1 and DQ 2

Discussion Question 1 

· Due Date: Day 2 [Main] forum

· Post your response to the following: Based on the reading in Ch. 3 of the text, what

factors do you think most contributed to the Supreme Court’s decision in Brown v. Board 

of Education (1954)? How does this decision continue to impact education today?

Discussion Question 2 

· Due Date: Day 4 [Main] forum

· Post your response to the following: Read the opening scenario on pp. 91-92 of the text.

How would you resolve this situation? What strategies would you use to incorporate

tolerance and sensitivity toward the ethnic values in Ms. Williams’ classroom?

AED 204 AED204 AED/204 ENTIRE COURSE HELP – UNIVERSITY OF PHOENIX

AED 204 Week 3 CheckPoint Personal Statement

CheckPoint: Personal Statement

· Due Date: Day 5 [Individual] forum

· Write a 350- to 500-word statement that reflects on how your ethnicity influences your

personalbehavior, attitudes, and values.

· Post your statement.

AED 204 AED204 AED/204 ENTIRE COURSE HELP – UNIVERSITY OF PHOENIX

AED 204 Week 4 CheckPoint Sexual Harassment Scenario

CheckPoint: Sexual Harassment Scenario

· Resource: Pages 161-163 of Multicultural Education in a Pluralistic Society

· Due Date: Day 5 [Individual] forum

· Read the sexual harassment section on pp. 161-163 and the scenario at the top of p. 162

of the text.

· Answer the questions that follow the scenario at the top of p. 162.

· Post your answers.

AED 204 AED204 AED/204 ENTIRE COURSE HELP – UNIVERSITY OF PHOENIX

AED 204 Week 4 Assignment Debunking Gender Misconceptions

Assignment: Debunking Gender Misconceptions

· Resource: Appendix E

· Due Date: Day 7 [Individual] forum

· Consider that there are many gender misconceptions in education. For example, some

people believe that boys are more suited for and more interested in math and science.

Think about other stereotypes that exist related to gender. How do these stereotypes and

misconceptions impact education in the United States? What are your beliefs regarding

ability differences between males and females in general and in education? What

evidence can you present to validate your viewpoint? Also consider the existing laws that

are meant to guarantee equal treatment in education for girls and boys.

For this assignment, address at least three of the following common misconceptions:

Boys are more suited for and more interested in math and science than girls are.

Boys who participate in the arts are more likely to be homosexual.

Girls are more interested in domestic arts than boys are.

Boys are more interested in auto shop and wood shop than girls are.

Boys are more competitive in sports and academics than girls are.

· Check the Main forum to see which discussion cluster your instructor has assigned you

to work with. In this cluster, you and your peers must discuss the impact of at least three

of the above misconceptions on education. You must include information from your

discussion cluster in your Microsoft® PowerPoint® presentation.

· Refer to Appendix E, if you need to, for directions and tips on building a Microsoft®

PowerPoint® presentation.

· Create a 12- to 15-slide Microsoft® PowerPoint® presentation addressing the following

points:

Explain ways to “debunk” three of the five gender misconceptions listed above

based on the results of the peer discussion and your own University Library research.

Explain at least one point made by one of your peers in the discussion cluster.

Cite at least one reference from the University Library in your presentation.

Use 1 to 2 slides for the introduction; 2 to 3 slides for each misconception; and 1 to 2

slides for the conclusion. The reference and title pages do not count in your overall

slide total.

AED 204 AED204 AED/204 ENTIRE COURSE HELP – UNIVERSITY OF PHOENIX

AED 204 Week 5 DQ 1 and DQ 2

Discussion Question 1 

· Due Date: Day 2 [Main] forum

· Post your response to the following: What are some factors that contribute to the

disproportional representation of minority students in special education classes? Explain

your answer.

Discussion Question 2 

· Due Date: Day 4 [Main] forum

· Post your response to the following: Read the scenario on pp. 177-178 of the text.

Imagine you are in Riley’s shoes and how full inclusion of special needs students would

impact the other students as well as the incoming special needs students. Then answer

question 1 at the top of p. 178.

AED 204 AED204 AED/204 ENTIRE COURSE HELP – UNIVERSITY OF PHOENIX

AED 204 Week 5 CheckPoint Equal Inclusion Case Law

CheckPoint: Equal Inclusion Case Law

· Resource: Pages 181-191 of Multicultural Education in a Pluralistic Society

· Due Date: Day 5 [Individual] forum

· List each of the cases and laws affecting the equal inclusion of students with disabilities

from pp. 181-191 of the text.

· Explain, in no more than 150 words per law, what requirements each law places on

educators in their classrooms.

· Post your response.

AED 204 Diversity in the Classroom

AED 204 AED204 AED/204 ENTIRE COURSE HELP – UNIVERSITY OF PHOENIX

AED 204 Week 6 CheckPoint The First Amendment and its Impact on Education

CheckPoint: The First Amendment and its Impact on Education

· Resource: Electronic Reserve Readings for Week 5, located on the student web page

· Due Date: Day 5 [Individual] forum

· List five key educational issues related to the First Amendment from your reading. Briefly

describe how each issue impacts the classroom.

· Post your response.

AED 204 AED204 AED/204 ENTIRE COURSE HELP – UNIVERSITY OF PHOENIX

AED 204 Week 6 Assignment Religious ImpactMatrix

Assignment: Religious Impact Matrix

· Resources: Appendix F; Electronic Reserve Readings for Week 5, located on the student

web page; and the Compare Worldviews Web page at

http://www.teachingaboutreligion.org/WorldviewDiversity/compare.htm 

· Due Date: Day 7 [Individual] forum

· Complete the following:

Assume you are on the school board of your local school district and you are tasked

with the job of strategic planning for issues facing your district.

Complete the matrix in Appendix F to determine the potential response from each of

the religious groups in your community.

Use the attached links in Appendix F to research the basic moral and ethical

principles believed by each group.

Determine how you believe each group would react to the issue based on what you

find.

Provide a brief justification for your answer based on the information you find in the

links for the different religious groups.

Write a 300- to 500-word summary of the significant similarities and differences

among the different religious groups and include it at the end of the matrix.

· Remove the links from the completed assignment before turning it in.

· Post your assignment as an attachment.

AED 204 AED204 AED/204 ENTIRE COURSE HELP – UNIVERSITY OF PHOENIX

AED 204 Week 7 DQ 1 and DQ 2

Discussion Question 1 

· Due Date: Day 2 [Main] forum

· Post your response to the following questions: How should a student’s language

development affect the way instruction and assessments are designed? Why?

Discussion Question 2 

· Due Date: Day 4 [Main] forum

· Post your response to the following: Imagine that you teach in a large, linguistically

diverse school district where nearly 20 different languages are spoken. How might this

degree of language diversity impact your classroom, your school, and your district?

AED 204 AED204 AED/204 ENTIRE COURSE HELP – UNIVERSITY OF PHOENIX

AED 204 Week 7 CheckPoint Legal and Ethical Issues Confronting the Education

CheckPoint: Legal and Ethical Issues Confronting the Education of English Language

Learners

· Due Date: Day 5 [Individual] forum

· Consider that in recent years several states have abandoned bilingual education, but

advocacy groups have argued that something must be done to help English Language

Learners master necessary competencies.

· Complete an Internet search to find at least two instances of conflicts between the legal

and ethical issues confronting the education of English Language Learners. For example,

some states have ceased funding for bilingual education and may not instruct the ELL

students in their native languages.  However, the issue still remains that the schools are

responsible for instructing ELL students and those students have to learn English in order

to succeed in school. How do schools meet the needs of the ELL students without

breaking state laws?

· Cite the URLs for the selected instances according to APA guidelines.

· Summarize both sides of each issue in 350 to 500 words.

· Post your summary.

AED 204 AED204 AED/204 ENTIRE COURSE HELP – UNIVERSITY OF PHOENIX

AED 204 Week 8 CheckPoint Identifying Signs of Abuse, Drug Use, and Suicidal

CheckPoint: Identifying Signs of Abuse, Drug Use, and Suicidal Tendencies in Students

· Resource: Ch. 8 of Multicultural Education in a Pluralistic Society

· Due Date: Day 5 [Individual] forum

· Complete the following points:

Find reputable Web sites on the Internet that list signs to look for when children and

adolescents are being abused, using drugs, and have suicidal tendencies.

Create a list of key signs that can signify to an educator that a student is potentially

being abused, using drugs, or having suicidal tendencies.

Provide a brief 100- to 150-word explanation of what you would do if you saw these

signs in your students.

· Include an APA citation for each Web site used.

· Post your list and explanation.

AED 204 AED204 AED/204 ENTIRE COURSE HELP – UNIVERSITY OF PHOENIX

AED 204 Week 8 Assignment Creating an At-Risk Program

Assignment: Creating an At-Risk Program

· Resources: Ch. 8 of Multicultural Education in a Pluralistic Society and Appendix E

· Due Date: Day 7 [Individual] forum

· Imagine that you have been asked to serve on the advisory board for a new, alternative

school program in your school district. The advisory board must specify the factors that

will be considered in determining which students qualify for the program and they must

create a plan that can be presented to the school board for approval and potential

implementation at the beginning of the school year two years from now.

· Create a plan for identifying potential students for the new at-risk program by completing

the following points:

Consider the following question in your plan: Because you do not have the

resources to serve an entire at-risk population, how will you focus your resources to

create the greatest impact for your community?

Use at least three sources—other than the text for this course—to support your plan.

Cite your sources according to APA guidelines.

Construct either a 1,050- to 1,400-word paper or a 15- to 20-slide Microsoft®

PowerPoint® presentation (with presenter’s notes), addressing each of the following

questions in your plan:

What part of the at-risk population will the program serve?

How will students be identified for the program?

How will the program address the needs of the students?

What additional social resources are available in the community that can be

utilized for greater success?

What are the potential positive impacts for the district, students, and community?

What are the necessary steps for implementing the program?

AED 204 AED204 AED/204 ENTIRE COURSE HELP – UNIVERSITY OF PHOENIX

AED 204 Week 9 Capstone DQ

Capstone Discussion Question  

· Due Date: Day 3 [Main] forum

· Post 350- to 500-word response to the following: You have the ability to choose three or

four books for your students. Based on what you have learned in this course, how can

you assess the level of bias and stereotypes in the contents of these texts? What are

your criteria? Is there a level of bias you feel is acceptable? If so, how can that be

addressed with your students?

AED 204 AED204 AED/204 ENTIRE COURSE HELP – UNIVERSITY OF PHOENIX

AED 204 Week 9 Final Project Creating a Plan for a Culturally Diverse

   · Resources: Appendix A and all reading assignments for the course

· Due Date: Day 7 [Individual] forum

· Consider that each person in the education profession should continually add items to

his or her professional portfolio to represent his or her educational philosophy and beliefs.

Often, paraprofessional educators forget that the atmosphere of the classroom is as

important as the instructional content being delivered to the students. It is your

responsibility to support the rules for student behavior and interaction. For the final

project, create a plan for addressing the needs and issues in a multicultural classroom to

add to your portfolio.

· Summarize your multicultural plan in a paper of 1,050 to 1,400 words, by addressing the

following points:

Assume that the cultural make up of your classroom includes at least five different

ethnic and religious groups.

Address how and why you would create an atmosphere of tolerance, acceptance,

and caring in your classroom environment.

Create a plan that includes a comprehensive discussion of the issues covered in this

course that are most applicable to your geographic area.

Include a description of a plan for a culturally balanced bulletin board that could be

used in your class to focus on either on a traditional Western holiday or a

multicultural celebration at your school. You may also include clip art to illustrate your

plans.