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RES-820-RS-Dissertation Development Discussion Assignment

RES-820-RS-Dissertation Development Discussion AssignmentRES-820-RS-Dissertation Development Discussion AssignmentIn RES-815 you selected five empirical articles to begin working on your proposed dissertation topic. For this assignment you will select 10 new empirical articles on your proposed dissertation topic to annotate and then to complete a reflection section.General Requirements:Use the following information to ensure successful completion of the assignment:Locate the “Dissertation Development Template” in the topic Resources for this topic.This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.Doctoral learners are required to use APA 7th style for their writing assignments.Refer to the Publication Manual of the American Psychological Association for specific guidelines related to doctoral level writing. The Manual contains essential information on manuscript structure and content, clear and concise writing, and academic grammar and usage. RES-820-RS-Dissertation Development Discussion AssignmentORDER A PLAGIARISM-FREE PAPER HEREDirections:Use the Dissertation Development Template to annotate 10 new empirical articles for your proposed dissertation topic.Complete the reflection section that follows the annotated bibliography in the template to do the following:State how the potential topic aligns with your program of study.Justify the feasibility of the intended study. RES-820-RS-Dissertation Development Discussion AssignmentWrite a problem statement for your proposed study using the guidelines in the template.Briefly defend the need for the proposed study.Propose a conceptual/theoretical framework for the intended study.Reflect on the significance of the proposed study.Defend your selection of articles and annotations.Topic of ResearchBaker, V. L., & Pifer, M. J. (2011). The role of relationships in the transition from doctor to independent scholar. Studies in Continuing Education, 33(1), 5-17. 2010.515569For this assignment select ten empirical, peer-reviewed research articles that are current and relevant to your dissertation topic. Provide a reference and an annotation (150-250 words) that includes important details about the article for each of the sources.Annotations are descriptive and critical assessments of literature that help researchers evaluate texts and determine relevancy in relation to a research project. Ultimately, it is a note-taking tool that fosters critical thinking and helps you evaluate the source material for possible later use. Instead of reading articles and forgetting what you have read, you have a convenient document full of helpful information. An annotated bibliography can help you see the bigger picture of the literature you are reading. It can help you visualize the overall status of the topic, as well as where your unique question might fit into the field of literature.Your sources should not be Class Resources, dissertations, books, reports, conference papers, legal documents, book reviews, editorials, newspaper articles, magazine articles, and other sources that are not peer-reviewed. RES-820-RS-Dissertation Development Discussion Assignment  DegreeProvide a sentence identifying your degree program and emphasis area.Research FocusProvide one sentence that discusses how your topic area aligns with your degree and emphasis area.Feasibility of Research ProblemProvide one sentence that justifies the feasibility of your proposed research project.Problem StatementA problem statement emerges from reading and studying the literature around a topic. In RES 815 you discussed what is known, what needs to be known, and what is the significance of the potential problem you are investigating. Now you will organize this into different sections below. In this section, begin with the Problem Statement with a declarative problem statement based on the Identification of a problem space and your review of the literature in your field. Choose one of the formats below to write a one-sentence problem statement.It is not known how or why…Based on what is known in literature, _____ is still unknown/what still needs to be understood is…While the literature indicates ____________, it is not known in (school/district/organization/community) if __________.RES-820-RS-Dissertation Development Discussion AssignmentNeed for StudyNext, discuss why this is an important problem that needs to be investigated, that is, what is the benefit of studying this specific problem? (150-250 words)Conceptual/Theoretical FrameworkIn the articles that you selected review the conceptual or theoretical frameworks that the authors used. Choose the one that seem the most promising to use in your own research. Discuss how this framework shows potential for helping you to investigate your problem space. Using the reference page, what would be the seminal work that the author(s) used that relates to the theoretical framework. (150-250 words)RES-820-RS-Dissertation Development Discussion AssignmentSignificanceChoose one of the articles you selected and discuss how their findings were significant to their problem area. How might examining the significance sections of articles help you prepare to write this section of your own proposal? How do you think your study will be significant to your field? (150-250 words) Defense of Article SelectionThe selection of the articles you choose to include is essential in developing an understanding of the literature on your topic. For this assignment you selected ten empirical articles that are important to your understanding of the problem. In this section, defend your selection of your ten articles for the annotated bibliography. Why were these ten articles important enough to annotate? How do these align with your research focus? Are they current and relevant? (250-500 words)Relationship Between Cognition and Instruction in Knowledge Transference: A Case of the Autism Spectrum Disorder LearnerDillon, R. F., & Sternberg, R. J. (Eds.). (1988). Cognition and instruction. Academic Press. Retrieved from authors look at the definition and elements within cognition and instructions as separate yet complimenting disciplines. To identify the relationship of focus with the two, the authors point out that processing in reading, writing, curriculum design, reasoning, and reformation must be recognized. There is understanding and derivation of proscriptive ways in which teaching and cognitive components can be related to mental activity—as such, delving into the translation of different learning showcases high order skills acquisition. The authors have added value as a need for information processing and thus a requisite in transforming knowledge or its transference. Therefore, there is a question of style and its applicability to different audiences in examining the educational considerations and their effect on the learners. The authors contextualize the scientific merit of cognitive studies and its application to the transference of knowledge.RES-820-RS-Dissertation Development Discussion AssignmentHaskell, R. E. (2000). Transfer of learning: Cognition and instruction. Elsevier.The author looks at education, educators, and psychologists as the major stakeholders in the transference of learning and thus significant in imparting change. As discussed, the teaching and that transfer of knowledge across cuts multiple disciplines so that neglecting one can be detrimental to the development of the other. This is a simplistic way of explaining the reasoning, personal growth., social policy, and thinking allowing meaningful early experiences to be laid out. However, majorly, the author points out that by the early 2000s, research pointed to a lack of transference of knowledge in classrooms and thus a failure in the fundamentality of meaning and basic level implementation of cognition and instruction. The author draws attention to the models of knowledge transfer and its loss, looking at formative historical education and thus a call for their revision. The perspective is an earlier understanding of knowledge on language comprehension and the interaction in the learning environment.Carnahan, C. R., Williamson, P. S., & Christman, J. (2011). Linking cognition and literacy in students with an autism spectrum disorder. Teaching Exceptional Children, 43(6), 54-62.In this article, the authors have a fascinating insight into the development of cognition and instruction in the transference of knowledge to ASD students. By focusing on the cognitive style, the foundation of learning, and the differences in ASD learners, the authors highlight that quality of life can only be weighed based on individual needs. The documentation of the student’s difficulty comprehending provides insight into aspects of decoding the student use and thus applicable teaching models. This way, the article approaches determinants of student communication differences as a graphic element of categorizing the student’s limitation and reconfiguring teaching methods. The focus of the discussion delivers suggestions to the supporting details of comprehension, facilitating a look at the style of reading as a part of the learning process hence educating on the need for an individual-based approach in education.RES-820-RS-Dissertation Development Discussion AssignmentVan Eylen, L., Boets, B., Steyaert, J., Evers, K., Wagemans, J., & Noens, I. (2011). Cognitive flexibility in autism spectrum disorder: Explaining the inconsistencies? Research in Autism Spectrum Disorders, 5(4), 1390-1401.Right from the start, the article tackles consistency as an essential part of instruction and thus a facilitator sin cognitive development on ASD individuals. Using Wisconsin Card Sorting Task (WCST) as the location of focus, the authors point out the deficiencies of limiting tasks by pointing out that disengagement is attained when a switch is required. By allocating this deficiency to a specific performing activity, the authors understand the exact need for instruction. Pointing this out, there is a sensitization of the need for requirements to be apparent and thus an assessment o capability of individuals with ASD. In bringing this out, the authors reveal cognitive flexibility impairments in individuals with ASD. This limitation should be recognized during instruction delivery, thus adjusting knowledge transference through explicitness.Richey, J. A., Damiano, C. R., Sabatino, A., Rittenberg, A., Petty, C., Bizzell, J., … & Dichter, G. S. (2015). Neural mechanisms of emotion regulation in autism spectrum disorder. Journal of autism and developmental disorders, 45(11), 3409-3423.This article contributes to the discussion by pointing out the definition of Autism spectrum disorder (ASD). The author’s point that emotional regulation is deficient within those with ASD is a challenge that must be faced during the modulation of responses. Approaching this from an experimental point of view, the authors look at neural activity for cognitive reappraisal in high functioning ASD adults. The result indicated that instruction increasing positive and negative emotions did not affect the dorsolateral prefrontal cortex activation. This verified the mechanistic impairment of the dynamic response in ASD individuals. An indication that the comorbid internalizing and externalizing disorders are at high rates within individuals with ASD, the authors characterize these individuals’ cognitive functional capabilities, hence their limits. The focus is on a generalization of the reaction and comprehension on instruction; therefore, standardization of difficulty criteria analysis for the ASD learners is founded on research evidence.RES-820-RS-Dissertation Development Discussion Assignment  DegreeMy program is Doctor of Philosophy in General Psychology with an emphasis in Cognition & Instruction.Research FocusThe primary interest of philosophy is understanding reality through looking at the nature of knowledge and existence. The idea is that knowledge can only be understood by knowing how the transference of information is possible. By looking at language comprehension, interaction in learning, and the potential impact of limitation, cognitive and instruction. It points to the addition of value through arguing comprehension, presentation, and processing, hence what successful implementation should be like.RES-820-RS-Dissertation Development Discussion AssignmentFeasibility of Research ProblemMany therapy models apply to the autistic learner, including cognitive behavior therapy to improve depression and group-based cognitive-behavioral intervention to improve social-cognitive functioning in ASD individuals (Russell et al.,2020). The different qualitative data available in research provide a basis for further understanding instruction and improvement. Data on ASD individuals and studies are readily available to provide enough comparative and justification for the analysis.Problem StatementKnowledge transference requires that the relationship of acquisition processes of knowledge, implementation of instruction facilitated through reasoning, curriculum design, reformation, reading, mathematics, and writing is adequate for basic skills development—the challenges of ASD individuals on fundamentals necessary for interacting with reality which has been studied extensively. Individual needs through instruction required to facilitate cognitive development, especially in present education models, lacks attention. Therefore, this paper looks at the relationship between cognition and instruction in knowledge transference and the implementation of successful teaching models. Using the ASD learner, the meaning of cognition when limitations are present and the instruction process would be analyzed to understand the success in facilitating cognitive development and effective instructing model of knowledge transfer.RES-820-RS-Dissertation Development Discussion AssignmentDefense of Article Selection (250)When there is a problem, recommending interventions can only be accessible because the intervention’s impact has been carefully studied and understood. This means looking at its historical setting by showing the initial point of discussion. Dillon et al. (1988), by giving a point of reference in the 1980s, allows for comprehension of the progressive thinking advancement of the study in line with student demographic differentiation and its necessity. It is a relook at the success of cognition and instruction compared to the expected outcomes, hence the relationship between cognition and instruction as implemented for the learner. This is supported by a comparative analysis of whether implementation has been successful now. By looking at growth and policy that have stimulated growth in the school learning environment (Haskell, 2000). Considering programs like ESL and segregation of students with a challenge in school today, the book can be used to understand whether the success of model revisitation has been observed. As seen with the case study of ASD students to point out that models of cognition and instruction can be different from one case to another in the case of Connor, the actual definition of what reading and comprehension can look like is different (Carnahan et al., 2011) An effective implementation of cognition and instructions on a practical level can exist in the education systems for successful knowledge transference. This gives an essential context to the collaboration of the initial assumption that cognitive development in ASD learner requires explicit implementation of instructions and thus point to the differences from other students that an ASD learner would have (Van Eylen et al., 2011). The discussion of specification of teaching models during knowledge transference is an essential need for advancement of the teaching models with the uniqueness of the ASD learner as an exceptional circumstance that requires the development of controls of predictability. In this way, the outcomes could be more efficient with considerably higher success rates in the learner’s cognitive development (Richey et al., 2015).RES-820-RS-Dissertation Development Discussion Assignment   ReferencesCarnahan, C. R., Williamson, P. S., & Christman, J. (2011). Linking cognition and literacy in students with an autism spectrum disorder. Teaching Exceptional Children, 43(6), 54-62. Retrieved from, R. F., & Sternberg, R. J. (Eds.). (1988). Cognition and instruction. Academic Press. Retrieved from, R. E. (2000). Transfer of learning: Cognition and instruction. Elsevier. Retrieved from, J. A., Damiano, C. R., Sabatino, A., Rittenberg, A., Petty, C., Bizzell, J., … & Dichter, G. S. (2015). Neural mechanisms of emotion regulation in autism spectrum disorder. Journal of autism and developmental disorders, 45(11), 3409-3423. Retrieved from Eylen, L., Boets, B., Steyaert, J., Evers, K., Wagemans, J., & Noens, I. (2011). Cognitive flexibility in autism spectrum disorder: Explaining the inconsistencies? Research in Autism Spectrum Disorders, 5(4), 1390-1401. Retrieved from, A., Gaunt, D. M., Cooper, K., Barton, S., Horwood, J., Kessler, D., Metcalfe, C., Ensum, I., Ingham, B., Parr, J. R., Rai, D., & Wiles, N. (2020). The feasibility of low-intensity psychological therapy for depression co-occurring with autism in adults: The Autism Depression Trial (ADEPT) – a pilot randomized controlled trial. Autism, 24(6), 1360–1372. RES-820-RS-Dissertation Development Discussion Assignment

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