Assignment 1: Why do young

people misbehave at school?

by Shakunthala Kanan

Submission date: 21-Aug-2017 02:20PM (UT C+1000)

Submission ID: 838336787
File name: 102082_Pedagogy_f or_Positive_Learning_Enviroments_18891342.docx (84.25K)
Word count: 2228
Character count: 13276
 1

Relevant Lit erat ure

well done on analyzing results in terms

of specific factors related to relevant
literature
 2

Int erview process descript ion

Int erview f indings descript ion
Int erview f indings descript ion

Well argued
 Synt hesis

Crit ical Analysis of T hemes

Int erview f indings descript ion

Synt hesis
 Pract ical Implicat ions

Good point

Pract ical Implicat ions

use APA formatting
Assignment 1: Why do young people misbehave at school?
GRADEMARK REPORT

FINAL GRADE GENERAL COMMENTS

Instructor

42
PAGE 1
/0

Comment 1
&

QM Relevant Literature
Well done on making connections to relevant academic literature

Text Comment. well done on analyzing results in terms of specif ic f actors related to
relevant literature

PAGE 2

Comment 2
well done on including a T able but aim f or APA f ormatting

QM Interview process description

PAGE 3

QM Interview f indings description

PAGE 4

QM Interview f indings description

 QM Well argued
Well done on providing a compelling argument

PAGE 5

QM Synthesis
Well done on relating interview f indings to relevant literature

QM Critical Analysis of Themes

well done on evaluating interview f indings and highlighting relevant themes

PAGE 6

QM Interview f indings description

QM Synthesis
Well done on relating interview f indings to relevant literature

PAGE 7

PAGE 8

QM Practical Implications
Well done on highlighting implications f or teaching practice

QM Good point
Well done on raising an important issue

QM Practical Implications
Well done on highlighting implications f or teaching practice

PAGE 9

Text Comment. use APA f ormatting

RUBRIC: 10 20 8 2_RUBRICA1 42 / 50

CRIT ERION 1 7.50 / 8

Provides a literature synthesis which is succinct, relevant, and contemporary. Uses high quality academic
sources. /8

HIGH DISTINCTION Identif ies a variety of high quality, contemporary, academic literature and succinctly
(8) analyses implications of such literature communicating a critical understanding of the
literatures implications f or the assessments key question.

HIGH DISTINCTION Identif ies a variety of high quality, contemporary, academic literature and succinctly
(7.50) analyses implications of such literature communicating a critical understanding of the
literatures implications f or the assessments key question.

HIGH DISTINCTION Identif ies a variety of high quality, contemporary, academic literature and succinctly
(7.50) analyses implications of such literature communicating a critical understanding of the
literatures implications f or the assessments key question.

DISTINCTION Comprehensively identif ies high quality, contemporary, academic literature and
(7) succinctly analyses implications of such literature f or the assessments key question.

DISTINCTION Comprehensively identif ies high quality, contemporary, academic literature and
(6.50) succinctly analyses implications of such literature f or the assessments key question.

DISTINCTION Comprehensively identif ies high quality, contemporary, academic literature and
(6.50) succinctly analyses implications of such literature f or the assessments key question.

CREDIT Literature review: Is current, high quality; AND Appropriately identif ies and analyses
(6) f indings/ suggestions of the literature as they relate to the key question of the
assessment.

CREDIT Literature review: Is current, high quality; OR Appropriately identif ies and analyses
(5.50) f indings/ suggestions of the literature as they relate to the key question of the
assessment.

CREDIT Literature review: Is current, high quality; OR Appropriately identif ies and analyses
(5) f indings/ suggestions of the literature as they relate to the key question of the
assessment.

PASS Literature review: is mostly current & relevant; AND Application and understanding of
(4.50) relevant literature is satisf actory.

PASS Literature review: is mostly current & relevant; OR Application and understanding of
(4) relevant literature is satisf actory.

PASS Literature review: is mostly current & relevant; OR Application and understanding of
(3) relevant literature is satisf actory.

FAIL Identif ied literature is outdated, irrelevant or f rom non-academic sources. OR

(2.50) T heories mentioned have no empirical support. OR Conclusions drawn are not
supported by the literature cited.
FAIL Identif ied literature is outdated, irrelevant or f rom non-academic sources. OR
(2) T heories mentioned have no empirical support. OR Conclusions drawn are not
supported by the literature cited.

FAIL Identif ied literature is outdated, irrelevant or f rom non-academic sources. OR

(1) T heories mentioned have no empirical support. OR Conclusions drawn are not
supported by the literature cited.

FAIL Criterion not addressed

(0)

CRIT ERION 2 2/2

Provides a clear description of the interview process. Follows ethics protocols and has 6 participants f rom
diverse backgrounds. /2

HIGH DISTINCTION Adheres to ethics protocol. Concisely and coherently describes interview process.
(2) AND Six highly diverse, distinct and relevant participants are interviewed. AND Some
reasoning is given f or the choice of participants.

HIGH DISTINCTION Adheres to ethics protocol. Concisely and coherently describes interview process.
(2) AND Six highly diverse, distinct and relevant participants are interviewed. AND Some
reasoning is given f or the choice of participants.

HIGH DISTINCTION Adheres to ethics protocol. Concisely and coherently describes interview process.
(2) AND Six highly diverse, distinct and relevant participants are interviewed. AND Some
reasoning is given f or the choice of participants.

DISTINCTION Adheres to ethics protocol. Concisely and coherently describes interview process.
(1.50) AND Six highly diverse, distinct and relevant participants are interviewed. AND Some
reasoning is given f or the choice of participants.

DISTINCTION Adheres to ethics protocol. Concisely and coherently describes interview process.
(1.50) AND Six highly diverse, distinct and relevant participants are interviewed. AND Some
reasoning is given f or the choice of participants.

DISTINCTION Adheres to ethics protocol. Concisely and coherently describes interview process.
(1.50) AND Six highly diverse, distinct and relevant participants are interviewed. AND Some
reasoning is given f or the choice of participants.

CREDIT Adheres to ethics protocol. Concisely and coherently describes interview

(1.50) process.AND Six highly diverse, distinct and relevant participants are interviewed.
AND/OR Some reasoning is given f or the choice of participants.

CREDIT Adheres to ethics protocol. Concisely and coherently describes interview

(1.50) process.AND Six highly diverse, distinct and relevant participants are interviewed.
AND/OR Some reasoning is given f or the choice of participants.

CREDIT Adheres to ethics protocol. Concisely and coherently describes interview process. Six
(1.50) highly diverse, distinct and relevant participants are interviewed. Some reasoning is
given f or the choice of participants.

PASS Adheres to ethics protocol. Concisely and coherently describes interview process.
(1) AND Six highly diverse, distinct and relevant participants are interviewed. OR Some
reasoning is given f or the choice of participants.

PASS Adheres to ethics protocol. Concisely and coherently describes interview process.
(1) AND Six highly diverse, distinct and relevant participants are interviewed. OR Some
reasoning is given f or the choice of participants.

PASS Adheres to ethics protocol. Concisely and coherently describes interview process.
(1) AND Six highly diverse, distinct and relevant participants are interviewed. OR Some
reasoning is given f or the choice of participants.

FAIL DOES NOT Adhere to ethics protocol. OR Concisely and coherently describe
(0) interview process.OR Less than six highly diverse, distinct and relevant participants
are interviewed. OR No reasoning is given f or the choice of participants.

FAIL DOES NOT Adhere to ethics protocol. OR Concisely and coherently describe
(0) interview process.OR Less than six highly diverse, distinct and relevant participants
are interviewed. OR No reasoning is given f or the choice of participants.

FAIL DOES NOT Adhere to ethics protocol. OR Concisely and coherently describe
(0) interview process.OR Less than six highly diverse, distinct and relevant participants
are interviewed. OR No reasoning is given f or the choice of participants.

FAIL Criterion not addressed

(0)

CRIT ERION 3 7/8

Provides an in-depth, clear and coherent synthesis of main interview f indings. /8

HIGH DISTINCTION Provides an in-depth, critical analysis of the underlying themes most relevant to the
(8) context of the assessment and combines these to provide an overarching insightf ul
proposition which is supported by caref ul use of the participants own statements.

HIGH DISTINCTION Provides an in-depth, critical analysis of the underlying themes most relevant to the
(7.50) context of the assessment and combines these to provide an overarching insightf ul
proposition which is supported by caref ul use of the participants own statements.

HIGH DISTINCTION Provides an in-depth, critical analysis of the underlying themes most relevant to the
(7.50) context of the assessment and combines these to provide an overarching insightf ul
proposition which is supported by caref ul use of the participants own statements.

DISTINCTION Presents succinct and clear analyses of the most relevant themes in ref erence to the
(7) context of the assessment which are supported by caref ul use of the participants
own statements.

DISTINCTION Presents succinct and clear analyses of the most relevant themes in ref erence to the
(6.50) context of the assessment which are supported by caref ul use of the participants
own statements.

DISTINCTION Presents succinct and clear analyses of the most relevant themes in ref erence to the
(6.50) context of the assessment which are supported by caref ul use of the participants
own statements.
CREDIT Presents a clear and succinct summary of main themes relevant to the main context
(6) of the assessment. AND<br />Some quotes or paraphrasing are provided as support
f or f indings.

CREDIT Presents a clear and succinct summary of main themes relevant to the main context
(5.50) of the assessment. OR<br />Some quotes or paraphrasing are provided as support
f or f indings.

CREDIT Presents a clear and succinct summary of main themes relevant to the main context
(5) of the assessment. OR<br />Some quotes or paraphrasing are provided as support
f or f indings.

PASS Provides a simple description of interview f indings. AND Mainly consists of

(4.50) paraphrasing or quoting participants only.<br />AND Findings are listed or not
processed into themes or other in-depth analysis.

PASS Provides a simple description of interview f indings. OR Mainly consists of

(4) paraphrasing or quoting participants only.<br />OR Findings are listed or not
processed into themes or other in-depth analysis.

PASS Provides a simple description of interview f indings. OR Mainly consists of

(3.50) paraphrasing or quoting participants only.<br />OR Findings are listed or not
processed into themes or other in-depth analysis.

FAIL Interview f indings are:<br />Absent OR<br />Very basic<br />OR Poorly
(2.50) summarised<br />OR Do not directly address the scope of the assessment

FAIL Interview f indings are:<br />Absent OR<br />Very basic<br />OR Poorly
(2) summarised<br />OR Do not directly address the scope of the assessment

FAIL Interview f indings are:<br />Absent OR<br />Very basic<br />OR Poorly
(1) summarised<br />OR Do not directly address the scope of the assessment

FAIL Criterion not addressed

(0)

CRIT ERION 4 12 / 15
Comprehensively synthesises f indings by comparing and contrasting f indings f rom interviews and literature
review. /15

HIGH DISTINCTION Provides critical, insightf ul analyses. AND<br />Incorporates both the dif f erences
(15) and/or the similarities between interview f indings and literature review. AND<br />Uses
those points to make a complementary argument about why young people misbehave
at school.

HIGH DISTINCTION Provides critical, insightf ul analyses. AND<br />Incorporates both the dif f erences
(14) and/or the similarities between interview f indings and literature review. OR<br />Uses
those points to make a complementary argument about why young people misbehave
at school.

HIGH DISTINCTION Provides critical, insightf ul analyses. AND<br />Incorporates both the dif f erences
(13) and/or the similarities between interview f indings and literature review. OR<br />Uses
 those points to make a complementary argument about why young people misbehave
at school.

DISTINCTION Analyses and incorporates both the dif f erences and/or the similarities between
(12) interview f indings and literature review.<br />AND It uses those points to make a
meaningf ul argument about why young people misbehave at school.

DISTINCTION Analyses and incorporates both the dif f erences and/or the similarities between
(11.50) interview f indings and literature review.<br />AND It uses those points to make a
meaningf ul argument about why young people misbehave at school.

DISTINCTION Analyses and incorporates both the dif f erences and/or the similarities between
(11) interview f indings and literature review. AND/OR<br />It uses those points to make a
meaningf ul argument about why young people misbehave at school.

CREDIT Analyses the dif f erences and/or the similarities between interview f indings and
(10) literature review.

CREDIT Analyses the dif f erences and/or the similarities between interview f indings and
(10) literature review.

CREDIT Analyses the dif f erences and/or the similarities between interview f indings and
(10) literature review.

PASS A basic analysis of dif f erences and/or the similarities between interview f indings and
(9.50) literature review is outlined. AND<br />Basic answer to the assessment question why
do young people misbehave at school.

PASS A basic analysis of dif f erences and/or the similarities between interview f indings and
(9) literature review is outlined. OR<br />Basic answer to the assessment question why
do young people misbehave at school.

PASS A basic analysis of dif f erences and/or the similarities between interview f indings and
(8) literature review is outlined. OR<br />Basic answer to the assessment question why
do young people misbehave at school.

FAIL Comparison/ contrast:<br />Is absent OR<br />Consists of a repetition of the

(7) f indings f rom interviews and literature review.

FAIL Comparison/ contrast:<br />Is absent OR<br />Consists of a repetition of the

(6) f indings f rom interviews and literature review.

FAIL Comparison/ contrast:<br />Is absent AND/OR<br />Consists of a repetition of the

(4) f indings f rom interviews and literature review.

FAIL Criterion not addressed

(0)

CRIT ERION 5 11.50 / 15

Provides implications f or praxis including personal awareness and teaching practice. /15

HIGH DISTINCTION Provides critical, explicit and relevant implications f or personal awareness and
(15) teaching practice of the f indings. AND<br /> Provides explicit examples of applications
f or personal practice in the classroom. AND<br />and whole school.

HIGH DISTINCTION Provides critical, explicit and relevant implications f or personal awareness and
(14) teaching practice of the f indings.AND<br /> Provides explicit examples of applications
f or personal practice in the classroom. OR<br />and whole school.

HIGH DISTINCTION Provides critical, explicit and relevant implications f or personal awareness and
(13) teaching practice of the f indings.AND/OR<br /> Provides explicit examples of
applications f or personal practice in the classroom OR<br />and whole school.

DISTINCTION Provides explicit and relevant implications of the f indings f or personal awareness and
(12) teaching practice. AND<br />Provides explicit examples of applications f or personal
practice.

DISTINCTION Provides explicit and relevant implications of the f indings f or personal awareness and
(11.50) teaching practice. AND<br />Provides explicit examples of applications f or personal
practice.

DISTINCTION Provides explicit and relevant implications of the f indings f or personal awareness and
(11) teaching practice. AND/OR<br />Provides explicit examples of applications f or
personal practice.

CREDIT Provides general examples of applications f or personal practice in the classroom.

(10)

CREDIT Provides general examples of applications f or personal practice in the classroom.

(10)

CREDIT Provides general examples of applications f or personal practice in the classroom.

(10)

PASS Provides a f ew general personal implications of the f indings. AND<br />Provides a

(9.50) number of general teaching implications of the f indings.

PASS Provides a f ew general personal implications of the f indings. AND/OR<br />Provides a

(9) number of general teaching implications of the f indings.

PASS Provides a f ew general personal implications of the f indings. OR<br />Provides a

(8) number of general teaching implications of the f indings.

FAIL Discussion of implications:<br />Is absent OR<br />Very basic<br />OR Unrelated to
(7) the literature review and/or interviews.<br />

FAIL Discussion of implications:<br />Is absent OR<br />Very basic<br />OR Unrelated to
(6) the literature review and/or interviews.<br />

FAIL Discussion of implications:<br />Is absent AND/OR<br />Very basic<br />Unrelated to

(4) the literature review and/or interviews.<br />

FAIL Criterion not addressed

(0)
CRIT ERION 6 2/2
Presents work prof essionally, with clear academic writing and APA 6 ref erencing style within the word limit.
/2

HIGH DISTINCTION Communicates in an ef f ective and understandable manner. AND<br />Appropriate use
(2) of English writing conventions. AND<br />Within word length; AND<br />Generally
accurate APA f ormatting.

HIGH DISTINCTION Communicates in an ef f ective and understandable manner. AND<br />Appropriate use
(2) of English writing conventions. AND<br />Within word length; AND<br />Generally
accurate APA f ormatting.

HIGH DISTINCTION Communicates in an ef f ective and understandable manner. AND<br />Appropriate use
(2) of English writing conventions. AND<br />Within word length; AND<br />Generally
accurate APA f ormatting.

DISTINCTION Communicates in an ef f ective and understandable manner. AND<br />Appropriate use

(1.50) of English writing conventions. AND<br />Within word length; AND/OR <br />Generally
accurate APA f ormatting.

DISTINCTION Communicates in an ef f ective and understandable manner. AND<br />Appropriate use

(1.50) of English writing conventions. AND<br />Within word length; AND/OR <br />Generally
accurate APA f ormatting.

DISTINCTION Communicates in an ef f ective and understandable manner. AND<br />Appropriate use

(1.50) of English writing conventions. AND<br />Within word length; AND/OR <br />Generally
accurate APA f ormatting.

CREDIT Communicates in an ef f ective and understandable manner.AND<br />Appropriate use

(1.50) of English writing conventions.AND<br />Within word length; <br />OR Generally
accurate APA f ormatting.

CREDIT Communicates in an ef f ective and understandable manner.AND<br />Appropriate use

(1.50) of English writing conventions.AND<br />Within word length; <br />OR Generally
accurate APA f ormatting.

CREDIT Communicates in an ef f ective and understandable manner.AND<br />Appropriate use

(1.50) of English writing conventions.AND<br />Within word length; <br />OR Generally
accurate APA f ormatting.

PASS Communicates in an ef f ective and understandable manner.<br />Appropriate use of

(1) English writing conventions.<br />Within word length; <br />Generally accurate APA
f ormatting.

PASS Communicates in an ef f ective and understandable manner.<br />Appropriate use of

(1) English writing conventions.<br />Within word length; <br />Generally accurate APA
f ormatting.

PASS Communicates in an ef f ective and understandable manner.<br />Appropriate use of

(1) English writing conventions.<br />Within word length; <br />Generally accurate APA
f ormatting.
FAIL DOES NOT Communicates in an ef f ective and understandable manner.<br
(0) />Inappropriate use of English writing conventions.<br />outside word length; <br
/>Generally inaccurate APA f ormatting.

FAIL DOES NOT Communicates in an ef f ective and understandable manner.<br

(0) />Inappropriate use of English writing conventions.<br />outside word length; <br
/>Generally inaccurate APA f ormatting.

FAIL DOES NOT Communicates in an ef f ective and understandable manner.<br

(0) />Inappropriate use of English writing conventions.<br />outside word length; <br
/>Generally inaccurate APA f ormatting.

FAIL Greater than or less than 10% of word limit will

(0)
Assignment 1: Why do young people misbehave at school?
ORIGINALITY REPORT

0 %
SIMILARIT Y INDEX
0%
INT ERNET SOURCES
0%
PUBLICAT IONS
0%
ST UDENT PAPERS

PRIMARY SOURCES

Exclude quotes Of f Exclude matches < 3%

Exclude bibliography On