tag:blogger.com,1999:blog-83955664984011143602024-03-08T05:08:05.798-08:00AnnotopiaHTH GSE Students' Annotations and Reflections on Other People's ResearchStacey Caillierhttp://www.blogger.com/profile/03488170228474942121noreply@blogger.comBlogger614125tag:blogger.com,1999:blog-8395566498401114360.post-25381578717208014422013-11-03T12:49:00.000-08:002013-11-03T12:49:10.305-08:00Number Sense: Rethinking Arithmetic Instruction for Students with Mathematical Disabilities
Gersten, R., & Chard, D. (1999). Number Sense Rethinking Arithmetic Instruction for Students with Mathematical Disabilities. The Journal of special education, 33(1), 18-28.
Abstract
This article draws analogies between phonological awareness and number sense. Although it is written for a specific learning disabilities audience, the information within is useful for anyone who Anonymousnoreply@blogger.com0tag:blogger.com,1999:blog-8395566498401114360.post-30953748922915212982013-10-19T21:44:00.000-07:002013-10-19T21:44:24.340-07:00The Trouble With Rubrics Kohn, A. (2006). The trouble with rubrics. English Journal, 95(4), 12-15.
Summary/Analysis
In this article, Kohn analyses rubrics in regard to the assessment of writing and finds them problematic and insufficient in terms of assessing student work. By comparing them to letter grades or scores he highlights the way that rubrics are used to measure student achievement and/or Anonymousnoreply@blogger.com0tag:blogger.com,1999:blog-8395566498401114360.post-64697516995437961412013-10-15T23:41:00.000-07:002013-10-15T23:42:37.980-07:00Supporting Self-Directed Learners: Five Forms of Feedback
Costa, Arthur L., & Garmston, Robert, J. (2013). Supporting Self-Directed Learners: Five Forms of Feedback. ASCD Express, 8 (18). http://www.ascd.org/ascd-express/vol8/818-costa.aspx.
Summary/Analysis:
This article describes five forms of feedback, ranked in order of effectiveness for developing “student’s capacity for self-directedness:”
1. Reflective questioning.
2. Nonjudgmental Anonymousnoreply@blogger.com0tag:blogger.com,1999:blog-8395566498401114360.post-58940467742458932372013-10-15T19:26:00.000-07:002013-10-15T19:26:02.519-07:00U.S. Elementary and Secondary Schools: Equalizing Opportunity or Replicating the Status Quo?
Rouse, C. E., & Barrow, L. (2006). US Elementary and secondary schools: equalizing opportunity or replicating the status quo?. The Future of Children, 16(2), 99-123.
Summary:
This article looks at the correlation between socioeconomic status and educational success of students. It takes a few factors into account, but focuses on the the nature versus nurture dilemma. The article touches Anonymousnoreply@blogger.com0tag:blogger.com,1999:blog-8395566498401114360.post-62711517421461222502013-10-15T14:04:00.002-07:002013-10-15T14:04:46.365-07:00The Influence of Teacher Background on the Inclusion of Multicultural Education: A Case Study of Two Contrasts
Smith, R. W. (2000). The influence of teacher background on the inclusion of multicultural education: A case study of two contrasts. The Urban Review, 32(2), 155-176.
Summary: The article "The Influence of Teacher Background on the Inclusion of Multicultural Education: A Case Study of Two Contrasts" focuses on effective preparation for teachers in multicultural classrooms. It is critical of Anonymousnoreply@blogger.com0tag:blogger.com,1999:blog-8395566498401114360.post-75988690102044787092013-10-15T11:24:00.002-07:002013-10-15T11:24:18.637-07:00Creative Community Organizing: A Guide For Rabble-Rousers, Activists, and Quiet Lovers of Justice
Kahn, S. (2010). Creative community organizing: A guide for rabble-rousers, activists, and quiet lovers of justice. Berrett-Koehler Store.
Summary: “Creative Community Organizing” is a memoir from former founder of the non-profit Grassroot Leadership, Si Kahn. Aside from being a working musician, Kahn’s experience with community organizing is rooted in the Civil Rights movement, where he firstAnonymousnoreply@blogger.com1tag:blogger.com,1999:blog-8395566498401114360.post-54389835517988223102013-10-14T19:11:00.002-07:002013-10-14T19:11:17.194-07:00Teacher Characteristics and Gains in Student Achievement
Hanushek, Eric. "Teacher characteristics and gains in student achievement: Estimation using micro data." The American Economic Review 61.2 (1971): 280-288.
Summary:
The article “Teacher Characteristics and Gains in Student Achievement” was set out to understand exactly what background experience of teachers has to do with how well or poorly students achieve greatness inside the Anonymousnoreply@blogger.com0tag:blogger.com,1999:blog-8395566498401114360.post-11131383891998825522013-10-13T16:44:00.001-07:002013-10-13T16:44:25.949-07:00In Parent Choice Suit, U.S. Department of Justice on Wrong Side of HistoryFuller, H. and Chavous, K. (2013). In Parent Choice Suit, U.S. Department of Justice on Wrong Side of History. http://www.redefinedonline.org/2013/10/in-school-choice-suit-doj-on-wrong-side-of-history/
This article was of particular interest, after watching and reading discussions of Howard Fuller's with the High Tech schools regarding equity and understanding of race within education. Anonymousnoreply@blogger.com0tag:blogger.com,1999:blog-8395566498401114360.post-78285550472315292202013-09-29T01:37:00.003-07:002013-09-29T01:47:20.141-07:00Perfectionism limits our chances to risk, learn, grow, and succeedMoussavi-Bock, D. (2013). Perfectionism limits our chances to risk, learn, grow, and succeed. Journal Of Staff Development, 34(4), 62-63.
This article is one that I personally need to read because sometimes I am a perfectionist and I stop myself from doing things if I know they won't be perfect. This has caused me to miss some great opportunities. The author writes about Anonymousnoreply@blogger.com0tag:blogger.com,1999:blog-8395566498401114360.post-57747476843089373372013-09-28T23:27:00.000-07:002013-09-29T01:45:06.315-07:00A study of an after-school art programme and critical thinkingLampert, N. (2011). A study of an after-school art programme and critical thinking. International Journal Of Education Through Art, 7(1), 55-67.
Summary/Analysis:
This article is very interesting to me, because I have
been trying to introduce Project Based Learning in Tijuana, Mexico, and it has
been hard for me explaining that a Project is not just a craft. Teachers seem
to believe Anonymousnoreply@blogger.com1tag:blogger.com,1999:blog-8395566498401114360.post-227309028992268392013-09-28T09:16:00.000-07:002012-09-14T16:42:34.572-07:00How To PostHi everyone~
To make this a user-friendly resource for all of us, here are some tips:
1) Sign in at the top right (you can use your HTH gmail login and password) and click on New Post. You'll need to create a separate post for each article/book/chapter you review.
2) Enter the title of the article/book/chapter as the title of your post.
3) Make sure your post includes the full APA citation Stacey Caillierhttp://www.blogger.com/profile/03488170228474942121noreply@blogger.com1tag:blogger.com,1999:blog-8395566498401114360.post-44493820514785772042013-09-26T12:50:00.002-07:002013-09-26T12:50:31.517-07:00From Teacher to Student: The value of teacher education for experienced teachers.
Kunzman, Robert. “From Teacher to Student: The value of teacher education for experienced teachers.” Journal of Teacher Education, 54 (3), May/June 2003, 241-253.
Annotation: Teachers that have been in the classroom for quite a while tend to stop reflecting on practice and run off of instinct, past experiences, and the ease of being in a routine. In order to keep up with the ever progressingAnonymousnoreply@blogger.com0tag:blogger.com,1999:blog-8395566498401114360.post-11677574568067156702013-09-26T12:49:00.000-07:002013-09-26T12:49:10.885-07:00 Job Satisfaction among America's Teachers: Effects of Workplace Conditions, Background Characteristics, and Teacher Compensation. Statistical Analysis Report.
Perie, M., & Baker, D. P. (1997). Job Satisfaction among America's Teachers: Effects of Workplace Conditions, Background Characteristics, and Teacher Compensation. Statistical Analysis Report.
Annotation: America’s teachers have different idea of job satisfaction. The elements that go into this feeling are workplace characteristics, teacher background (personal & professional), and Anonymousnoreply@blogger.com0tag:blogger.com,1999:blog-8395566498401114360.post-50626424728078264852013-09-26T12:47:00.002-07:002013-09-26T12:49:20.256-07:00Teacher Educators as Learners: How Supervisors Shape Their Pedagogies by Creating and Using Classroom Videos with Their Student Teachers
Danielowich, R. M., & McCarthy, M. J. (2013). Teacher Educators as Learners: How Supervisors Shape Their Pedagogies by Creating and Using Classroom Videos with Their Student Teachers. Action in Teacher Education, 35(3), 147-164.
Annotation: New teachers need to create a “professional” background in order to take some experience into the classroom. Most of this professional background is Anonymousnoreply@blogger.com0tag:blogger.com,1999:blog-8395566498401114360.post-72365669382288211152013-09-26T12:46:00.002-07:002013-09-26T12:49:26.410-07:00 Faculty Development as Community Building-An approach to professional development that supports Communities of Practice for Online Teaching
Eib, B., & Miller, P. (2006). Faculty Development as Community Building-An approach to professional development that supports Communities of Practice for Online Teaching. The International Review of Research in Open and Distance Learning, 7(2).
Annotation: Faculty building is an ongoing effort to connect and collaborate with counterparts in our school environment. If a faculty is not Anonymousnoreply@blogger.com0tag:blogger.com,1999:blog-8395566498401114360.post-45427011127677562192013-09-26T12:44:00.003-07:002013-09-26T12:49:32.161-07:00The Influence of Teacher Background on the Inclusion of Multicultural Education: A Case Study of Two Contrasts
Smith, R. W. (2000). The influence of teacher background on the inclusion of multicultural education: A case study of two contrasts. The Urban Review, 32(2), 155-176.
Annotation: Effective preparation for teachers in multicultural classrooms is not happening as effectively as it needs to in teaching programs. Backgrounds of teachers (professional) contributes to what is taught, Anonymousnoreply@blogger.com1tag:blogger.com,1999:blog-8395566498401114360.post-41145258524179902602013-09-25T14:57:00.001-07:002013-09-25T14:57:46.256-07:00Thinking, Teaching, and Learning Science outside the Boxes
McComas, W. F. (2009). Thinking, Teaching, and Learning Science outside the Boxes. Science Teacher, 76(2), 24-28.
Summary/Analysis:
This article is looking at redefining the term "interdisciplinary" with relation to the sciences. It begins with the story of researcher Thomas Young, and all his accomplishments. He was referred to as "the last man to know everything" (24). He combined many Anonymousnoreply@blogger.com0tag:blogger.com,1999:blog-8395566498401114360.post-51087158955913535682013-09-25T14:52:00.001-07:002013-09-29T12:40:37.505-07:00The Creative Classroom: The Role of Space and Place Toward Facilitating Creativity
Warner, S. A., & Myers, K. L. (2010). The Creative Classroom: The Role of Space and Place Toward Facilitating Creativity. Technology Teacher, 69(4), 28-34.
Summary: In advocating for a new model of education, Warner believes that traditional classroom spaces and structures are now proving to be obsolete for the 21st century learner. Critical to the development of this new educational model Anonymousnoreply@blogger.com0tag:blogger.com,1999:blog-8395566498401114360.post-43879313144179476082013-09-25T14:50:00.005-07:002013-09-29T12:44:32.960-07:00The Impact of a Junior High School Community Intervention Project
Nelson, Larry P., McMahan, Sarah K. Torres, Tacia. (2012) The Impact of a Junior High School Community Intervention Project: Moving beyond the Testing Juggernaut and into a Community of Creative Learners. School Community Journal, 21(2), 125-144.
Summary: This two year study examines the impact of involvement from the adult community on a high risk junior high school in the southwest Anonymousnoreply@blogger.com0tag:blogger.com,1999:blog-8395566498401114360.post-75908701866489407812013-09-25T14:49:00.005-07:002013-09-29T12:45:08.738-07:00Reflection: Linking Service and Learning
Eyler, J. (2002). Reflection: Linking service and learning—Linking students and communities. Journal of Social Issues, 58(3), 517-534.
Eyler advocates not only for service learning, but for thoughtful and involved reflection throughout the entire process. Service projects do not naturally guarantee deep reflection or personal connection on the students part. A teacher must purposefully Anonymousnoreply@blogger.com0tag:blogger.com,1999:blog-8395566498401114360.post-69798151271088775322013-09-25T14:48:00.002-07:002013-09-29T12:46:03.343-07:00Research on K-12 School Based Service-Learning
Billig, S. H. (2000). Research on K-12 school-based service-learning. Phi Delta Kappan, 81(9), 658-664.
This article analyzes the impact of servicelearning on individual students and school culture. Advocating for the potential power of such a curriculum, Billig argues that service learning creates more civically minded students who perform higher on standardized tests and develop more Anonymousnoreply@blogger.com0tag:blogger.com,1999:blog-8395566498401114360.post-38658964397636628392013-09-25T14:46:00.005-07:002013-09-29T12:42:57.571-07:00Critical Community Building: Beyond Belonging
Bettez, Silvia Cristina. Critical Community Building: Beyond Belonging. Educational Foundations 25(3), 3-19.
Originally a speech given by Bettez, this article focuses on how schools and organizations can better engage the surrounding community. Bettez states that in order to build healthy and open community connections, organizations first must actively listen to the needs of that community. Anonymousnoreply@blogger.com0tag:blogger.com,1999:blog-8395566498401114360.post-16831653113939010592013-09-25T14:45:00.005-07:002013-09-29T12:42:03.620-07:00Four Misconceptions about Authentic Learning
Cronin, J. F. (1993). Four Misconceptions about Authentic Learning. Educational Leadership, 50(7), 78-80.
Summary: This short article by John Cronin cautions teachers interested in project based learning of the pitfalls that come with “authentic learning”. Cronin states that the central idea behind “authentic learning” is that a student’s experience in school closely reflects his experience Anonymousnoreply@blogger.com1tag:blogger.com,1999:blog-8395566498401114360.post-86483058198491101922013-09-25T14:37:00.000-07:002013-09-25T17:28:26.470-07:00 Circle justice: A creative arts approach to conflict resolution in the classroom
Gibbons, K. (2010). Circle justice: A creative arts approach to conflict resolution in the classroom. Art Therapy, 27(2), 84-89.
This article describes an eight-week art therapy project focused on developing conflict resolution skills in a sixth-grade classroom. After introducing the community setting, the author reviews literature about the importance of conflict resolution education andAnonymousnoreply@blogger.com2tag:blogger.com,1999:blog-8395566498401114360.post-43655463418233518962013-09-25T14:22:00.003-07:002013-09-25T14:22:43.886-07:00When Students Do Not Feel Motivated for Literacy Learning: How a Responsive Classroom Culture Helps.
Oldfather, P. (1994). When Students Do Not Feel Motivated for Literacy Learning: How a Responsive Classroom Culture Helps. Reading Research Report No. 8.
This study of a fifth/sixth-grade whole language classroom explores the connections between teacher responsiveness, student motivation, and the development of empathy during literacy tasks. The article suggests that responsive Anonymousnoreply@blogger.com0