for Prof.Steward

Bibliography 1

Annotated Bibliography

Dhuha Alshara

EDU695

Instructor:  Orvie Mizzell-Bullock

5-19-2014

An Annotated Bibliography of Education Teaching Among the Youth

Ash, S. L., & Clayton, P. H.(2004). The articulated learning: And approach to guided reflection and assessment. Innovative Higher Education, 29(2), 137-154.

The authors of this article propose the integration of reflection model in studying, they say that it leads students to past unrealistic interpretations of hard topics and where academic mastery is facilitated, which goes hand in hand with civic engagement, personal growth, the meaningful demonstration of learning and critical thinking. The article is available for the learner and also the instructors too; the article has stated that there it is a written product used for summative and formative assessment of students learning.

The use of reflection has been advanced for over the decades, Dewey (1910) gave a description of a reflective thought as, “active persistent and careful consideration of any belief or supposed form of knowledge form of knowledge in the light of the ground that supports it and the further conclusions to which it tends”. (p. 6) Schon (1983) saw reflections as “a continual interweaving of thinking and doing” and (p .281); and he described the “reflective practitioner” as a person who”reflects on the understanding which have been implicit in one’s action which he surfaces, he criticizes and embodies in further action.” Rogers (2001) found an appropriate meaning to reflections, he referred to it as a process that allowed a learner to “integrate the understanding gained into one’s experience in order to enable better choices or actions in the future as well as enhance one’s overall effectiveness”

Fact of the matter remains to be that reflections are important in making a learner perform better but it is very difficult to make it practice as it depends with an individual’s mind-set. Another challenge facing reflections is the lack of support and resources for teachers to assess written products from students on reflection. Telling students to go and reflect is not enough as they need help in connecting their educational work and their basic life assumptions and beliefs. It is only through facing their fears and disbelief that they can start appreciating themselves and through reflections that they can build themselves and perform even better in their academic endeavours. Mechanisms that would encourage students to show their reflections, dreams and ambitions through use of academic knowledge in solving problems and as a show of cognitive development is going to revolutionise the academic performances.

In the University of North Carolina the author and students have come up with a reflection model. The model individuals are asked to learn through reflection on experience; it is based on Bloom’s Taxonomy (Bloom, 1956) and standards of critical thinking (Paul, 1993)

Brown, H. (2004).  Action research in the classroom:  A process that feeds the spirit of the adolescent.  International Journal of Qualitative Methods, 3(1)

The authors of this article has done quite a commendable job on the research question ”what nourishes the spirit of an adolescent in the class room”, this research focused on the inquiry cantered around the student questions that are installed into a holistic interpersonal curriculum. In the light of my presentation, it is through understanding of their youth that you can answer this question. Knowing what drives the adolescents will help in identifying with them and eventually a teacher will have an awesome time with the students in class. One has to recognize the penury of the of literature on in adolescents self and spiritual, this will impact in holding of sessions without arguments and interruptions from the students. This helps in creating an environment for data collection and organization on thematic lines.

The adolescents in class automatically open up in cases where by interconnected components like competencies, encouragement, confidence and self-esteem are part of a holistic teaching concept. From a holistic concept, teacher curriculum directives cannot off set the sole-out come based. Leaning can continue comfortably as long as there is commitment to the process. Nourishing is very important, a constant reminder to the youth will help unleash the energies of the of the entire stake holder in education namely, teacher, students, parents and officials. This process will see to the foundation of the civilized society, which is renewed in all the ways at all levels: community and home school.

Oliver, M. (2011).  Teaching and learning evolution:  Testing the principles of a constructivist approach through action research. Teaching Science, 57(1), 13-18.

The author used an example of taking tenth grade students and taught them about a certain topic like evolution and Darwinism. Diagnostic tests were carried out in order to determine the misconception s and challenges people go through while studying evolution. The children were taught on other evolutionary new concepts, this was through a series of different explorations of different conceptual models, structured questions were provided, and these were tackled in groups. Students were interviewed and given personal pen need questions before close of the semester. The interview results, the open ended questions and the group work questions, all are used by the teacher to collect personal data on his research. The findings of the research indicated that children do not quickly assimilate the new scientifically accepted models for evolution. However, if timely measures are put I place where students would be asked randomly questions on evolution by the teachers.

Children should be reminded on the educational path they have taken, they have to informed of better ways to improve their grades and performance in schools. Testing of these principals should be done to students regularly in order to improve the children while conducting his action research.

CHIŞIU, C. (2013). The Role of Motivation in School Evaluation. Teachers and Students - Partners in the Assessment Process. Romanian Journal For Multidimensional Education / Revista Romaneasca Pentru Educatie Multidimensionala, 5(2), 119-129.

When it comes down to personality structure of a student especially a young one, a huge contribution is school evaluation, this article discovers and experiments the humanistic psychology where a student and a teacher join forces to prove what h or she would know. Also their knowledge would be put to the test and accumulated by the student. In the fourth form, under various conditions these conditions are to be covered and examined test papers to determine how well it can be carried out, this is done without receiving any grade. The assessments are announced, grades are unannounced with evolution, and all this is taken into account at of the school situation. Many samples are used for the evolutions, aiming for foundation where competencies and core content curriculum. As for the results, they were used to interpreted and demonstrate that performance and motivation are what increases the real conditions in achieving assessment. It was confirmed by the experiment that when students or subject where aware that they were judged their performances and actions will be subject to assessment. Also, it was conformed that when both teacher and students worked together their success rate and better results. Students should be aware of the school experience and their purposes in order to strive for the best results in school.

Hoyle, Craig D. ; O'Dwyer, Laura M.;  Chang, Quincy , Regional Educational Laboratory Northeast & Islands . 69 pp.

In this article the Maine Department of education, was urged to use longitudinal data so they can understand how and whether school and students characteristics are related with students work performances on the Maine High school assessment also known as the MHSA. The reason for their interest on the subject and factors connected with changes in their test scores from grades 10 to 1th grade. The Maine High School Assessment, which also works with college Boards SAT tests, in very sensitive categories of writing, reading, science and math assessment, this is carried out in the spring of 11th grade, to check the yearly progress of students assessment. The Maine High School Assessment measures the reading, writing, math and science scores from 11th grade students along with their characteristics development as well. The Maine High School Assessment achieves this through the multilevel regression models. This model checks out characteristics, and poor achievements of student. This study has found that significant relationships between the scores of the assessments scores of the subjects in math, reading, science and writing. The list is as follows Appendices include: (1) Data and assessments used in the report; (2) Literature review; (3) Methodology; (4) Confidence intervals for testing differences; (5) Multilevel regression model results; (6) Predicted differences across Maine High School Assessment domains for student and school characteristics; and (7) Predictors of Maine High School Assessment domain scores when Preliminary SAT scores are excluded from the model.

References

Ash, S. L., & Clayton, P. H.(2004). The articulated learning: And approach to guided reflection and assessment. Innovative Higher Education, 29(2), 137-154.

Brown, H. (2004).  Action research in the classroom:  A process that feeds the spirit of the adolescent.  International Journal of Qualitative Methods, 3(1)

CHIŞIU, C. (2013). The Role of Motivation in School Evaluation. Teachers and Students - Partners in the Assessment Process. Romanian Journal For Multidimensional Education / Revista Romaneasca Pentru Educatie Multidimensionala, 5(2), 119-129.

Hoyle, Craig D.; O'Dwyer, Laura M.; Chang, Quincy, Regional Educational Laboratory Northeast & Islands. 69 pp.

Oliver, M. (2011).  Teaching and learning evolution:  Testing the principles of a constructivist approach through action research. Teaching Science, 57(1), 13-18.