1Running header: ANNOTATIVE BIBLIOGRAPHY
Annotative Bibliography
Name
Liberty University
2ANNOTATIVE BIBLIOGRAPHY
Gonzalez-Dehass, A. (2016). Nurturing self-regulated learners: Teacher, peer, and parental
support of strategy instruction. The Educational Reform, 294-309.
The article's focus is nurturing self-regulated learners. That includes teachers, peers, and
parents. How teachers have come up short and what they can do to reform their teaching. This
article describes how studying strategies start in the primary grades and follow a child through
college years. It builds it stance on how children learn is as important as what they learn. This
thought differs from the way the education system is ran. The article wants educators to go past
basic skills and focus on higher cognitive processes. It also mentions how our educators need
different professional development to use to help their students learn. It details different learning
strategies in different subject areas. Their goal is to support developmental learning strategies to
advance students in their school career.
Altuna, J. (2015). Analysis of the use of digital technologies in schools that implement different
learning theories. Journal of Educational Computing Research, 205-227.
This article discusses where learning theories and technology meet. After describing how
learning theories were developed and the teaching methods that are used for these theories. The
article looks at 21 schools that were in this project. It focuses on the constructivism and
behaviorism theories, and how they work together in schools. It points out how instructional
software is used with behaviorism theories, and constructivism theories are used in internet based
resources. Lastly, the article state that teachers need to be trained in both technological and
theoretical areas on teaching in order to reach all students. It emphasizes that no one student
learns the same and both methods needs to be adapted in order to have a successful classroom.
3ANNOTATIVE BIBLIOGRAPHY
Jensen, E. (2013). How poverty affects classroom engagement. Educational Leadership, 24-30.
The article focuses on seven reasons that low-income household are more likely to
struggle academically. It points out that these differences occur between middle-class and low-
income students. Those differences are health and nutrition, vocabulary, effort, hope and the
growth mind-set, cognition, relationships, and distress. The article defines each difference and
gives data from research on why it pulled these seven. For each reason, the article also provides
ways to approach these issues and how to make your classroom free from judgment and reach all
children. The main underlining point is to get to know your students well. Focusing on these
seven could improve learning and engagement in a classroom.
Hoy, A. (2013). Theories of learning and teaching in TIP. Theory Into Practice, 52:9-21.
Theories of Learning and Teaching in TIP focuses on four learning theories and how they
are use in Theory Into Practice (TIP). They article gives a brief description of TIP. The theories
that are used in this article are, behavioral theories, cognitive theories, constructive theories, and
sociocultural theories. Hoy (2013) describes each of these theories and how they have developed
over the past 50 years in TIP. One of her main points is that no one single theory will work in a
classroom. These theories are compared and contrasted to show the benefits and the negatives of
each. She briefly touches on how these theories will have to be modified in very near future for
online and virtual classrooms.
4ANNOTATIVE BIBLIOGRAPHY
Ricks, S. (2016). Theoretical principles to guide the teaching of adjectives to children who
struggle with word learning: Synthesis of experimental and naturalistic research
with principles of learning theory. Language, Speech, and Hearing Services in Schools, 181-
190.
This article examines how students with specific language impairment (SLI) learn
adjectives and decipher adjectives versus children with non SLI. It discusses why adjective
Lin, S.-Y. (2014). Rural educators perception of parent involvement in public schools. The Rural
Educator, 40-58.
Rural Educator Perceptions of Parent Involvement in Public Schools focuses on the
parental involvement is schools and where the strengths and weaknesses are. It is broken down
into several sections that include, ethnicity and culture as a form of parental involvement,
traditional parental involvement in children's education, family-school-community partnerships,
ecological perspectives, and the outcome of each of these. It also details the challenges that face
rural schools and how they adapt. The biggest challenge this article tries to cover is the
perceptions that teachers have on parental involvement in rural schools and how it correlates to
the development of children. [Shu14] says, "effective parental involvement requires teachers
and administrators to re-examine existing concepts and structures as well as strategies used to
engage parents. In doing so, they must also address existing assumptions about engaging parents
in student learning and development particularly when dealing with parents from culturally
diverse backgrounds who may have differing concepts and expectations of parental
involvement."
5ANNOTATIVE BIBLIOGRAPHY
acquisitions are difficult for children with learning challenges. It also, suggest that teachers use
various learning theories to help children with SLI. There are three principles that it suggest
using when helping children develop adjective learning skills. They are using familiar stimuli,
using informative contexts, and use many exemplars. [Sam16] suggest that more research needs
to be done in order to prove the effectiveness and combination of these theories and principles,
but this is a solid foundation.
