Running head: ANNOTATED BIBLIOGRAPHY 1
Jeanette Custer
EDUC 500- Liberty University
February 17th, 2019
Annotated Bibliography
ANNOTATED BIBLIOGRPAHY 2
Kinskey, M. (2018). Using action research to improve science teaching self-efficacy. International
Journal of Science Education, 40:15, 1795-1811. doi: 10.1080/09500693.2018.1502898
The main purpose of this article is to inform the readers about science teachers utilizing
and improving self efficacy within their classrooms. It explains the progression of who
implemented the idea of self-efficacy and then how certain others built off the main basis of the
idea. Certain studies were developed and implemented to identify certain areas of focus that were
in need of attention. Data collection, analyzing and interpreting data, developing an action plan
were the key component in acknowledging how action research could improve. Different
researchers evaluated 5 different themes to result in discovering the conclusion of engaging in
action research. The main components that were focused on were: promoting positive mastery
experiences, influencing positive mastery experiences, common barriers that had negative
influences on physiological states, verbal persuasion during the action process, and vicarious
experiences. These particular evaluations resulted in if we facilitate different methods of science
directions and instructions it will lead teachers to have a higher sense of self-efficacy within their
classrooms.
Duran, D., & Topping, K. (2017). Learning by Teaching. London: Routledge, https://doi-
org.ezproxy.liberty.edu/10.4324/9781315649047
The general purpose of this book is to help teachers and educators understand that there are
multiple ways to learn and to grow by teaching. There are different evidence-based strategies that
teachers use and those concepts can be found throughout this book. According to the author
teaching in the age of knowledge can be challenging. It is with a fast speed that teachers need to
ANNOTATED BIBLIOGRPAHY 3
try to keep up with every changing concept of knowledge in the classroom. Teachers need to
learn to adapt to the different circumstances; and this is how the several different levels of
learning by teaching came about. The multiple levels given for learning by teaching are: teaching
others informally, teaching in formal education, and teaching others and learning oneself. The
author finds that the levels of learning by teaching can be reached by building knowledge, asking
questions, listening actively, promoting cooperation and evaluating teacher performance.
Maita, M., Mareovich, F., & Peralta, O. (2014). Intentional Teaching Facilitates Young Children's
Comprehension and Use of a Symbolic Object. The Journal of Genetic
Psychology, 175:5, 401-415. doi: 10.1080/00221325.2014.941320
The main purpose of this article is the author wants the reader to understand how children
come to grasp the symbolic nature of objects that they have been exposed too from an early age.
To be able to understand a child’s comprehension of the symbolic function of an object, the
author conducted three experiments to try to determine if a level of comprehension could be met.
All three experiments involved different aged children, materials and procedures. All of the
experiments ended with different results. The author tells us that with the results and the present
research that it can be possible to teach young children early on regarding symbolic function of
an object. Corrective feedback, according to the article, can be a wonderful took that can child to
asses the situation and learn from it. Communication and interaction between adults and children
can help bring about symbolic functions within the classroom.
Johnson, B., Jones, M. (2016). Learning on Your Feet. New York: Routledge, https://doi-
org.ezproxy.liberty.edu/10.4324/9781315665559
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Murawski, W., & Scott, K. (2015). What really works in elementary education. Thousand Oaks,
California: Corwin.
This book discusses multiple facets regarding what is viable and teachable in elementary
education. The authors focus on three very important areas in which she focuses on specific
areas: content, instruction and specific populations. Different strategies are implemented for each
of the specific areas of focus. The complex methods for each strategy according to the author, are
relatable in some aspect. It takes a community of teachers, family and peers to make sure that
these ideas and concepts work in the classroom. This book talks about different universal
In this book you will find discussion about integrating physical activity into the
classrooms. Determining if it is helpful and does it actually work? With research it is found that
students spend most of their time sedentary within the classrooms. This can cause for sluggish
reactions, unfocused students, and boredom. According to the author, implementing different
ideas and strategies of physical activity may help the students become more focused and
engaged. The author provides strategies to learn to incorporate movement into the classroom.
Treadmills in the classroom, active work stations, and outdoor learning are just to name a few.
The article also addresses concerns with integrating movement into the classroom. Taking baby
steps to see what works for your classroom is one of his suggestions. The article provides ways
to help students focus, reduce stress, and incorporate teamwork into their schedules. Students do
better when they are active throughout the day. Taking all into consideration this may be
something worth considering to incorporate into the classroom.
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teaching techniques that can be incorporated. Working together for a common goal and building
effective strategies is the general idea of this book.
DeLuca, C., Ogden, H., & Pero, E. (2015). Reconceptualizing Preservice Teacher Education
Examining an Integrated-Curriculum Approach. The New Educator, 11:3, 227-250
This article shares importance regarding teacher education programs within North
America. The author searches to find if there is an alterative option for courses in particular
subject areas for teachers. Most often teachers are required to take separate curriculum courses.
There are limitations to utilizing only the required courses in the classroom. The author evaluates
those limitations and then searches to implement new ideas identified as “curriculum clusters” as
the approach. The author identifies there are different multiple benefits to having an integrated
approach in the classroom. Utilizing the curriculum clusters are found to improve relationships
between teachers and their students. The article informs that there is an emphasis on utilizing
pedagogy within the curriculum in the classroom. Even if curriculum clusters are implemented
there will continue to be challenges within the classroom to make sure that teachers are all on the
same page to work towards an integrated approach.
