How long will it take?

Using the GCU eLibrary, research a minimum of four articles that address the legal and ethical implications for classroom management related to the rights and responsibilities of students, parents, and teachers.

In an essay of 1,250-1,500 words:

1. Clearly identify and summarize each article.

2. Reflect on what you read in each. How will it make a difference in the way you manage your classroom?

Early Childhood Education students should focus on Birth to Age 5/Pre-K and K to Age 8/Grade 3. Elementary Education students should focus on Grades K-8. Secondary Education students should focus on Grades 7-12.

Does not reflect on the information from specific articles.

Reflects on the information from specific articles, but reflection lacks depth of insight.

Implications are adequately described and an opinion is expressed.

Implications are described clearly with anecdotes.

Does not reflect on the information from specific articles.

Reflects on the information from specific articles, but reflection lacks depth of insight.

Implications are adequately described and an opinion is expressed.

Implications are described clearly with anecdotes.

1
Unsatisfactory
0.00%

2
Less Than Satisfactory
65.00%

3
Satisfactory
75.00%

4
Good
85.00%

5
Excellent
100.00%

75.0 %Content

20.0 %Legal and Ethical Implications: Reflection Regarding Students

Does not reflect on the information from specific articles.

Reflects on the information from specific articles, but reflection lacks depth of insight.

Reflection indicates legal and ethical implications for classroom management as it relates to students.

Implications are adequately described and an opinion is expressed.

Implications are described clearly with anecdotes.

20.0 %Legal and Ethical Implications: Reflection Regarding Parents

Reflection indicates legal and ethical implications for classroom management as it relates to parents.

15.0 %Legal and Ethical Implications: Reflection Regarding Teachers

Reflection indicates legal and ethical implications for classroom management as it relates to teachers.

20.0 %Informing Personal Classroom Management System

Does not include ways in which this informs a personal classroom management system.

Analysis of the implications of legal and ethical issues regarding the rights of students, teachers and parents for classroom management is sketchy and lacks depth of insight.

Essay contains an analysis of how legal and ethical issues regarding the rights of students, teachers and parents inform a personal classroom management system.

Analysis is clear and concisely presented.

Analysis draws specific conclusions about how these implications affect the student’s personal classroom management system.

15.0 %Organization and Effectiveness

5.0 %Argument Logic and Construction

Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is in part or wholly incoherent.

Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic.

Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose.

Argument is strong, showing logical progressions. Firm control of the technique of argumentation is evident. Smooth progression of claims

The argument presents a clear, convincing and persuasive claim in a distinctive and compelling manner.

5.0 %Language Use and Audience Awareness (includes sentence construction, word choice, etc.)

Inappropriate word choice and/or sentence construction, lack of variety in language use. Writer appears to be unaware of audience. Use of “primer prose” indicates writer either doesn’t apply figures of speech or uses them inappropriately.

Some distracting and/or inconsistencies in language choice (register), sentence structure, and/or word choice are present. Sentence structure may be sporadic. The writer exhibits some lack of control in using figures of speech appropriately.

Sentence structure is correct and occasionally varies. Language is appropriate to the targeted audience for the most part.

The writer is clearly aware of audience; uses a variety of sentence structures and appropriate vocabulary for the target audience; uses figures of speech to communicate clearly.

The writer uses a variety of sentence constructions, figures of speech, and word choice in unique and creative ways that are appropriate to purpose, discipline, and scope.

5.0 %Essay Structure, Paragraph Development, and Transitions

Paragraphs and transitions consistently lack unity and coherence. There are no apparent connections between paragraphs. Transitions are inappropriate to purpose and scope. Organization is disjointed.

Some paragraphs and transitions may lack logical progression of ideas, unity, coherence, and/or cohesiveness. Some degree of organization is evident.

Paragraphs are generally competent, but ideas may show some inconsistency in organization and/or in their relationships to each other.

A logical progression of ideas between paragraphs is apparent. Paragraphs exhibit a unity, coherence, and cohesiveness. Topic sentences and concluding remarks are used as appropriate to purpose, discipline, and scope.

There is a sophisticated construction of the essay. Ideas universally progress and relate to each other. The writer has been careful to use paragraph and transition construction to guide the reader.

10.0 %Mechanics and Format

5.0 %Mechanics of Writing (includes spelling, punctuation, grammar)

Surface errors are pervasive enough that they impede communication of meaning.

Frequent and repetitive mechanical errors distract the reader.

Some mechanical errors or typos are present, but are not overly distracting to the reader.

Prose is largely free of mechanical errors, although a few may be present.

Writer is clearly in control of standard, written American English.

3.0 %Evaluating and Documenting Sources (includes use of appropriate style, correct in-text and citation format, etc)

Plagiarism; rarely follows any documentation format correctly; uses non-credible sources

Uses documentation, but frequent formatting/citation errors are present; some sources have questionable credibility

Sources used are credible and documented appropriately to the discipline; formatting and citation is usually correct, but some lack of control is apparent.

Documentation is appropriate and formatting/citation is correct, although a few errors/typos may be present; most sources are authoritative.

There are virtually no errors in documentation format or citation; all sources are authoritative.

2.0 %APA Format and Style Requirements

APA format and style are not evident.

Title page is present but is missing APA elements. In-text citations, where necessary, are used, but they are formatted inaccurately and/or not referenced.

All key elements of an APA title page are present. In-text citations and a reference section are present with few format errors. Mechanics of writing are reflective of APA style.

Essay elements are theoretically supported with accurate citations and references.

A broad understanding of APA format and style is evident in use of level headings and lists, for example.