Running Head: Annotated Bibliography
Annotated
Bibliography
Francione Sousa Neff
EDUC 500
Professor Joan Cox
Liberty University
3/25/2018
1
Annotated Bibliography 2
Annotated Bibliography
Baumfield, V. (2016). Making a difference in the religious education classroom: Integrating
theory and practice in teachers' professional learning. British Journal of Religious
Education, 38(2), 141-151. 10.1080/01416200.2016.1139889
The article shows how theory should be integrated in the classroom in positive ways. It
shows that there is reason and evidence to specific curriculum development, which develops
knowledge of practice. It reports that it becomes an issue when teachers misconstrue their
knowledge and what they think. There are ways to incorporate religions education adequately in
the classroom which are discussed through some examples presented.
Gillard, S., Gillard, S., & Pratt, D. (2015). A pedagogical study of intrinsic motivation in the
classroom through autonomy, mastery, and purpose. Contemporary Issues in Education
Research (CIER), 8(1), 1. 10.19030/cier.v8i1.9045
The author shows the result of the experiment of Daniel Pink in the book, Drive: The
Surprising Truth about What Motivates Us. Pinks theory answer the questions in the source:
What if the micromanagement came to a halt? What if an obscure and different teaching
philosophy was adopted? Pink theory was divided into three parts which are: Autonomy, mastery
and Purpose. Having autonomy, the person will work harder to achieve their objective. Mastery,
the person has the skills and abilities that allow the person to do the task well. Purpose will allow
the person to accomplish their objective. Pink theory was tested by researchers in a Master ‘s
level advanced Educational Psychology course. Results of the experiment show that students did
more work, wrote longer papers, and developed more intellectually.
Annotated Bibliography
Myers, D., Freeman, J., Simonsen, B., & Sugai, G. (2017). Classroom management with
exceptional learners. TEACHING Exceptional Children, 49(4), 223-230.
10.1177/0040059916685064
3
Lee, C., & Picanco, K. E ( 2013). Accommodations diversity by analyzing practices of teaching (
ADAPT). Teacher Education and Special Education, 36(2), 123-144. Doi:
10.1177/0888406413483327
This article shows the diversity of special education students and explain how the k 12
teachers can adapt their class to accommodate student’s needs in the process of learning. The
article analyzes some theories and explain how to implement those theory in the classroom. In
short it is a guide for the teachers to use effective practices to help learners of different types
achieve success in the classroom.
McCarthy, M. (2016). Experiential learning theory: From theory to practice. Journal of Business
& Economics Research (Online), 14(3), 91.
This article is an examination of Kolb’s (1984) Experimental Learning Theory and
Learning Style Inventory. It has the explanation of the Experimental Learning Cycle and the
Learning Style. It explains personality types, examines how the person sees the world and how
the person acts in the process of making decisions. Learning Style Inventory is an educational
tool to help understand the learning process through experience. The article provides some
example of activities the teachers can use in their classes to create an environment of learning
through experiences.
Siegle, D. (2014). Technology: Differentiating instruction by flipping the classroom. Gifted
Child Today, 37(1), 51-55. 10.1177/1076217513497579
Annotated Bibliography4
This article provides, describes, and shows examples of empirically supported practices that
general and special teachers can use to manage effectively their classroom. Some of those
practices are how to establish teaching routines and expectation, providing behavior specific
praise and error corrections. It explains that when the classroom management practices are
implemented correctly, and consistently it has the power to improves the student’s behavior and
academic outcomes. According to the author all students are benefited with those practices and
resources, including the students with disabilities.
The author discusses about the flip strategy. In the flipped classroom teachers can create videos
and interactive lessons. The classwork can be accomplished at home. The flip strategy allows
teachers to work with differentiation instruction for gifted and talented students. The key to using
the flip strategy in the classroom is to provide the student an effective learning experience in the
classroom as well in the home. The article also explain that teachers might have possible
problems flipping the class as an example the students need to have access to a computer and
internet to be able to access the lessons outside of school, the students need motivation to be able
to complete their home assignment, the teachers do not always have time and skill to create the
lessons for students to watch at home. The author gives some solutions for those problems and
tips for teaches who wants to begin the flip strategy in the classroom.
Annotated Bibliography
References
5
Gillard, S., Gillard, S., & Pratt, D. (2015). A pedogeological study of intrinsic motivation in the
classroom through autonomy, mastery, and purpose. Contemporary Issues in Education
Research (CIER), 8(1), 1. 10.19030/cier. v8i1.9045
Lee, C., & Picanco, K. E (2013). Accommodations diversity by analyzing practices of teaching
(ADAPT). Teacher Education and Special Education, 36(2), 123-144. Doi:
10.1177/0888406413483327
McCarthy, M. (2016). Experiential learning theory: From theory to practice. Journal of Business
& Economics Research (Online), 14(3), 91.
Myers, D., Freeman, J., Simonsen, B., & Sugai, G. (2017). Classroom management with
exceptional learners. TEACHING Exceptional Children, 49(4), 223-230.
10.1177/0040059916685064
Siegle, D. (2014). Technology: Differentiating instruction by flipping the classroom. Gifted
Child Today, 37(1), 51-55. 10.1177/1076217513497579
