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Graduate Discussion
Rubric
Overview
Your active participation in the discussions is essential to your overall success this term. Discussion questions will help you make meaningful connections
between the course content and the larger concepts of the course. These discussions give you a chance to express your own thoughts, ask questions, and gain
insight from your peers and instructor.
Directions
For each discussion, you must create one initial post and follow up with at least two response posts.
For your initial post, do the following:
Write a post of 1 to 2 paragraphs.
In Module One, complete your initial post by Thursday at 11:59 p.m. Eastern.
In Modules Two through Ten, complete your initial post by Thursday at 11:59 p.m. of your local time zone.
Consider content from other parts of the course where appropriate. Use proper citation methods for your discipline when referencing scholarly or
popular sources.
For your response posts, do the following:
Reply to at least two classmates outside of your own initial post thread.
In Module One, complete your two response posts by Sunday at 11:59 p.m. Eastern.
In Modules Two through Ten, complete your two response posts by Sunday at 11:59 p.m. of your local time zone.
Demonstrate more depth and thought than saying things like “I agree” or “You are wrong.” Guidance is provided for you in the discussion prompt.
Rubric
Critical Elements Exemplary Proficient Needs Improvement Not Evident Value
Comprehension Develops an initial post with an
organized, clear point of view or
idea using rich and significant
detail (100%)
Develops an initial post with a
point of view or idea using
appropriate detail (90%)
Develops an initial post with a
point of view or idea but with
some gaps in organization and
detail (70%)
Does not develop an initial post
with an organized point of view
or idea (0%)
20
Timeliness N/A Submits initial post on time
(100%)
Submits initial post one day late
(70%)
Submits initial post two or more
days late (0%)
10
Engagement Provides relevant and
meaningful response posts with
clarifying explanation and detail
(100%)
Provides relevant response
posts with some explanation
and detail (90%)
Provides somewhat relevant
response posts with some
explanation and detail (70%)
Provides response posts that are
generic with little explanation or
detail (0%)
20
Critical Elements Exemplary Proficient Needs Improvement Not Evident Value
Critical Thinking Draws insightful conclusions
that are thoroughly defended
with evidence and examples
(100%)
Draws informed conclusions
that are justified with evidence
(90%)
Draws logical conclusions (70%) Does not draw logical
conclusions (0%)
30
Writing (Mechanics) Initial post and responses are
easily understood, clear, and
concise using proper citation
methods where applicable with
no errors in citations (100%)
Initial post and responses are
easily understood using proper
citation methods where
applicable with few errors in
citations (90%)
Initial post and responses are
understandable using proper
citation methods where
applicable with a number of
errors in citations (70%)
Initial post and responses are
not understandable and do not
use proper citation methods
where applicable (0%)
20
Total 100%
Outline a research question and hypothesis that interests you, and describe the key variables. This could be the research question you plan to use for your final project, but it does not have to be. What are the key variables? How could these variables be operationalized? Are there any ethical issues that arise when studying this topic? Also, be sure to label the independent and dependent variables. When responding to your classmates, suggest other ways that the variables in their research question could be operationally defined. (Classemates 1 & 2 Below, needs to be responded to with the above instructions regarding classmates)
To complete this assignment, review the
Discussion Rubric PDF
document.
Classmate 1-MK
A research question I am interested in is does the use of Positive Behavioral Interventions and Supports (PBIS) affect a child’s social-emotional development?
My hypotheses are as follows:
H0: PBIS = increase in social-emotional development in school-age children
Ha: PBIS ≠ increase in social-emotional development in school-age children
The key variables of my hypotheses are PBIS (independent variable) and social-emotional development in school-age children (dependent variable).
PBIS can be operationalized as a framework implemented in schools and similar programs to support students’ social, emotional, mental, and behavioral growth (PBIS.org, para. 1). Social-emotional development can be operationalized as learning about one’s self, how to interact with one’s emotions, and how to interact with others.
Ideally, this study would observe a school that currently implements PBIS at their school and one that does not currently implement PBIS at their school. I do not see this as being an ethical issue. The second school being observed has chosen not to implement PBIS. However, a confounding variable could be that the second school is using a different framework to support their students that researchers are unaware of.
Center on PBIS (2023).
What is PBIS? Positive Behavioral Interventions & Supports.
https://www.pbis.org/pbis/what-is-pbis
Classmate 2-NP
For my research question, I am going to talk about the effects of excessive electronic device use amongst children and its effects on child interaction and behavior in today’s society. I feel like this is important because the children of this generation are nothing compared to the now grown children of the older generation. It is often that we see children glued to devices when having to run errands with parents or simply just waiting on the bus to go to school. Not everything that children watch is educational and it shows within their behavior in public or on social media. For instance, today’s children are considered to be lazy and not active because they would rather be locked in their room playing games on their phone, tablet, or computer. Kids today when they go to the park barely know how to be social and talk to other kids because they do not get out of the house very often and all they know is an electronic device.
The key variables in this situation can be measured by the time spent on certain devices, interaction with other children in a public setting, and behavior when that device is taken from them.
They can be operationalized by the type of device, which are, tablets, phones, and computers.
Time spent on devices will be measured by hours per day.
Children ( independent variable)-Age (Toddler to Teenager)
Behavior (dependent variable)- tantrums, ignoring, crying, yelling
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