Which language research goal is achieved when a study enhances the teaching strategies through discovering a new practice?Select one:a.Producing evidence-based practiceb.Establishing credibility in the professionc.Observing accountability for the professiond.Promoting cost-effectiveness through documentation

Teach English Now! encourages participants to make immediate decisions about the effectiveness of the language approaches as they’re presented.1 pointFalseTrue

Research (Project)Brief taskdescriptionYou are to respond to the assessment task by writing an essay addressing concepts in evidence-basedpractice and clinical inquiry.Rationale forassessment taskIndividuals have a right to effective, efficient, and safe care. Contemporary healthcare practice requiresthe use of evidence to improve health outcomes for individuals, families, and populations. It is importantfor healthcare students to understand the relationship between the generation of research evidence andthe delivery of safe and effective care based on evidence. Knowledge and skills in evidence-based practice(EBP) is therefore critical to practicing healthcare professionals.Due Date May 7th, 2024, by 11:59PM AEST (23:59hrs)Assessment Items submitted after the published due date without an approved extension or submittedafter the revised due date where an extension has been granted, will incur a penalty of 5% of the Markawarded to the Student, per Calendar Day late (https://policy.usq.edu.au/documents/14749PL).Length 1500 words +/-10%• Introduction and conclusion section required.• Word count includes in-text referencing and excludes your reference list and table of includedstudies.• No appendices or title pages required.Marks out of:Weighting:Marks out of: 40Weighting: 40%Course Objectivesmeasured2. Explain the research process and the links between research, clinical expertise, patientpreferences and evidence-based practice.3. Define, compare and choose common and appropriate research methodologies, designs andmethods to generate evidence and answer specific research questions.4. Assess and justify the strengths and weaknesses of a published paper, and its relevance toclinical practice.5. Apply key principles and elements in the evidence-based practice process to make andcommunicate safe, effective, and efficient clinical decisions for selected client or contextproblems.Exemplar Information of a general nature will be posted to StudyDesk to facilitate an informed response.Exemplars for some aspects of this assessment will be posted to StudyDesk to facilitate an informedresponseTask informationTask detail The National Health and Medical Research Council defined Level I and Level II evidence as:• Level I: Systematic reviews or meta-analyses of randomised controlled trials• Level II: Randomised controlled trials2As part of the APPLY stage of the EBP, use only Level I and or Level II evidence to clearly answer thefollowing research question: “in adults, which interventions are effective in facilitating the onset andduration of quality sleep in hospitalised patients experiencing sleep difficulties?”Immediately after your introductory paragraph, you must use the relevant evidence to briefly explainthe impact of sleep loss in hospitalised patients on clinical outcomes as a background to your response.In APPLYING the literature, you are to search for and review only Level I and/or Level II evidence about“in adults, which interventions are effective in facilitating the onset and duration of quality sleep inhospitalised patients experiencing sleep difficulties?”You are required to include a table of the included studies that you have read and considered to be onlyLevel I and/or Level II evidence that provides evidence that answers the research question (“in adults,which interventions are effective in facilitating the onset and duration of quality sleep in hospitalisedpatients experiencing sleep difficulties?”) with the following information briefly summarised from eachstudy:• Author• Year• Study design (you should explicitly state the methodology or method used in the study)• Population• Intervention type(s)• Comparator intervention (if applicable)• Outcome(s)You are then required to synthesize only the Level I and/or Level II evidence that you have providedwithin the table of included studies.Then, use the findings from your synthesis of this evidence to make clear recommendations about (“inadults, which interventions are effective in facilitating the onset and duration of quality sleep inhospitalised patients experiencing sleep difficulties?”You must structure your response under the following headings in the order identified below.• Introduction• Background• Table of Included Studies (not included in word count)• Synthesis of the Evidence• Recommendations• Conclusion• ReferencesIn your essay you must not:• Collude with other students or contract someone else to write your essay.• Use Artificial Intelligence (AI) software (e.g., ChatGPT) to write, assist to write, or develop youressay in anywayWriting Style • This assessment piece must be written in the form of a structured response using headingswith an introduction and conclusion section.• Your response must be written in sentence and paragraph form. Bullet points or lists are NOTto be included in your response.• A table of included studies must be included.• Every statement of fact must be supported by a valid reference.Referencing/citations• Referencing style: APA 7th referencing style.• Sources: You are expected to justify every statement of fact with a valid, peer-reviewedreference.• In text citations: You must include in-text citations in the body of your work. Each new point orpiece of evidence must be attributed (via in-text citation) to the source

Which example(s) of evidence demonstrate(s) focus area 2.3: Use curriculum assessment and reporting knowledge to design learning sequences and lesson plans?Group of answer choicesDesigns relevant assessment tasks that inform ongoing learning and teachingDevelops logical sequences of learning and teaching that have been informed by relevant assessmentExhibits empathy and understanding of cultural differencesBuilds on prior knowledge and experience in developing learning sequences and lesson plans

make a formal yet creative research introduction of the research title pre- service teachers proficiency in lesson planning in four paragraph where in the first paragraph is focusing only on the background of the study which is all about lesson planning consist of five sentences, on the second paragraph is the three existing related study with author citation together with year along with its reference each and on the third paragraph is consist of clearly stated research gap and on the fourth paragraph is the research objectives and its purpose why to conduct this study

The focus of action research is to improve your teacher practice (McNiff and Whitehead, 2011 p.14). To conduct an action research project, the teacher will need to identify what the focus area of their teaching practice will be that needs improvement. In this case we will be focusing on improving questioning techniques to enhance the learning outcomes of learners. According to McNiff and Whitehead (2011, p.10) action research follows a cyclical process that involves ‘observe-reflect-act-evaluate-modify-move in new direction’. This cycle showcases how practitioners can improve continuously on their own practices based on their reflection and evaluation of these actions. Rossouw (2015, p.9) explains that the cycle process involves ‘developing, planning, acting, observing and reflecting’ than with the results, re-planning what further action can take place. The first cycle ‘developing’ will focus on the educator to reflect on their questioning pedagogy, and to identifying the problem within their questioning pedagogy, and what they would like to change within this issue (Rossouw, 2015 p.9-10). For example, first I identify the focus, as educator I would like to increase learners’ engagement and participation during carpet time (morning ring). Now I can formulate a question towards my problem, how can different types of questioning methods impact my learner’s participation and engagement in my classroom? Cycle two ‘planning’, Rossow (2015, p.11-12) suggests that the educator can reach out to other educators or stakeholders to gain insight on other educators questioning methods and how you as the research can implement these suggestions to investigate these options within your classroom. Rassow continuous by explaining how the researcher can review literature to explore questioning strategies and frameworks, as this will help to ground the researcher actions in proven practices. After gathering ideas, the plan needs to be established. Rassow (2025, p.11) explains that you as researcher will formulate a clear problem statement, the plan should focus on the practice that was identified within the problem statement. The plan should include the questioning techniques that will be implemented, such as open-ended questions, higher-order questions or waiting time strategies. Cycle three ‘action’ can then be implemented by taking the planning and implementing these suggested questioning strategies in your lessons (Rassow, 2015 p.11). Implementing different changes in your questioning strategies will take place over a designated time frame. During the ‘action’ cycle, data must be collected by keeping notes on the experiences or findings while using these new strategies. The researcher can observe their own practices by taking notes on the learners’ reactions and behaviours during the implementation of the new questioning strategies, known as qualitative data collection. When working with older learners, surveys can be used to collect feedback, known as quantitative data collection. Cycle four ‘observation’, explained by Rassow (2015, p.12) is when you reflect on the that observed and collected. The researcher will identify new and old patterns in the learners’ behaviours and engagement. Then in the final cycle ‘reflecting’ the educator will compare the new results with the problem statement to determine if the new strategies had an impact (Rassow, 2015 p.11). The researcher will reflect on what worked, what did not work and investigate the reasons why it worked or did not work. Thereafter, adjustments can be made and decide if the action research should continue, expand or if new strategies should be implemented. does this explain action research process for educators wanting to improve questioning pedagogy?