WORKSHOP SPACE: YOUR ANNOTATED BIB

TORDA'S FALL 2024 TEACHING SITE

WORKSHOP SPACE: YOUR ANNOTATED BIB

6/10/2021

Use this space to post one of your annotated bib drafts. We will use this space to workshop each other's annotated bibs in class.

What to post:
1. Post your initial draft of your annotation. Include the citation along with the draft of the actual annotation.
2. Watch as I edit someones annotation.
3. In pairs, read and respond to your partners annotation on the discussion board. Do the following things: cut out unnecessary words, reorder sentences, rework sentences that are clunky and/or just fluff, and, finally, ask questions about what is not clear to you about the argument and methodology that the article makes/uses.

18 Comments

Elizabeth Cheesman

6/10/2021 11:05:00 am

Geffner, R., & Tishelman, A. C. (2011). Child and Adolescent Trauma across the Spectrum of Experience: Underserved Populations and Psychological Abuse. Journal of Child & Adolescent Trauma, 4(2), 87–89. https://doi-org.libserv-prd.bridgew.edu/10.1080/19361521.2011.578913

Swartz, Graham-Bermann, Mogg, Bradley and Monk discuss trauma in children and adolescents within four articles. In the first article, Yahav focuses on community violence, such as war and terrorism. Using ecological and developmental frameworks, Yahav aims to provide knowledge of new and existing ways to intervene with these children.The second article with Swartz, Graham-Bermann, Mogg, Bradley and Monk discuss the cognitive impact of children when exposed to violence, especially intimate partner violence. Using post traumatic stress symptoms, Swartz, Graham-Bermann, Mogg, Bradley and Monk work to relieve anxiety and increase coping strategies. In the third article, Jernigan and Daniel focus on racial trauma and how there are limited studies, only literature review on the impact of race on students. In using a developmental framework, Jernigan and Daniel empanahsze that though racial trauma may not include physical harm, it is still traumatizing. The last article analyzes the responses of children who have experienced violence. Weiss, Waechter, and Wekerle use the Maltreatment and Adolescent Pathways (MAP) Longitudinal Study to view the impact of trauma on intellectual disabilities, those whose challenges’ may not be easily identified and therefore are more prone to be both abused and neglected. This issue promotes the understanding of all trauma, not just physical trauma. Attention must be placed on trauma and will improve youth’s ability to cope with trauma if people incorporate all “developmental, cultural, and ecological perspectives” (Geffner & Tishelman). I find this article useful because it overviews the various aspects and kinds of trauma as well as underlying factors that may cause children to need extra support in schools to cope with trauma.

Elizabeth Cheesman

6/10/2021 12:01:07 pm

Gaffner and Tishelman review recent scholarship on trauma in children and adolescents based in four different realms of experience war and terrorism, domestic violence, racial trauma and mild intellectual disabilities. The authors summarize (first name) Yahav’s research on community violence, such as war and terrorism. Using ecological and developmental frameworks, Yahav aims to provide knowledge of new and existing ways to intervene with traumatized children. Swartz, Graham-Bermann, Mogg, Bradley and Monk research the cognitive impact on children exposed to intimate partner violence. Using post traumatic stress symptoms, Swartz et.al, work to relieve anxiety and support the development of coping strategies among traumatized children. Jernigan and Daniel identify the need for more and better research on the traumatic effects of systemic racism on children and adolescents. Using a developmental framework, they emphasize that though racial trauma may not include physical harm, it is still physiologically and emotionally traumatizing. Finally, Geffener and Tishelman summarize Weiss, Waechter and Wekerle use of the Maltreatment and Adolescent Pathways (MAP) Longitudinal Study to view the impact of trauma experienced by youth managing intellectual disabilities. This population of children and adolescents for whom challenges may not be easily identified and therefore are more prone to be both abused and neglected. This review article explores a wide spectrum of traumatic more obvious physical trauma. As Gefferner and Tisherman ultimately argue, attention must be placed on trauma and will improve youth’s ability to cope with trauma if teachers incorporate all “developments, cultural, and ecological perspectives” (Gaffner & Tishelman). I find this article useful because it provides an overview of the various aspects and kinds of trauma as well as underlying factors that may cause children to need extra support in schools to cope.

Gabriel El Khoury

6/10/2021 11:07:11 am

Bensley, Robert J., and Thomas Ellsworth. "Bulimic learning: a philosophical view of teaching and learning." Journal of School Health, vol. 62, no. 8, 1992, p. 386+. Accessed 10 June 2021.

In Robert J. Bensley and Thomas Ellsworth’s article, education is argued to foster an atmosphere of dysfunctional learning, promoting the development of what they term “the bulimic learner,” a student whose sole preoccupation to earn high marks causes them to engage in unhealthy behaviors resembling the binge-purge cycle of bulimia nervosa. Blame is aimed specifically at educators, who, through their overemphasis on test-taking, encourage a “binge-purge cycle” of learning. Once a student has finished an examination, whatever information they had managed to cram (binge) is subsequently purged from the mind and forgotten thereafter. Bensley and Ellsworth speculate as to the prevalence of “the bulimic learner,” the student who crams (binges) information into their head prior to an examination before purging it from their memory. Much of education centers around examination, and the stress and emphasis on perfectionism generated by test-taking and preparation has been identified as detrimental to a student’s well-being. Bensley and Ellsworth suggest to me that an atmosphere that encourages the learner to binge and purge information is indeed a prevalent approach to teaching, and in order to dissuade students from unhealthy behaviors associated with binge-ing and purging information, educators should adopt learning approaches that focus more on the formulation and expression of opinions than on test-taking.

Gabriel El Khoury

6/10/2021 11:53:33 am

Bensley, Robert J., and Thomas Ellsworth. "Bulimic learning: a philosophical view of teaching and learning." Journal of School Health, vol. 62, no. 8, 1992, p. 386+. Accessed 10 June 2021.

In Robert J. Bensley and Thomas Ellsworth’s article, education fosters an atmosphere of dysfunctional learning and promotes what they term “the bulimic learner,” a student whose sole preoccupation to earn high marks causes them to engage in unhealthy behaviors resembling the binge-purge cycle of bulimia nervosa. Blame is aimed specifically at educators. Through their overemphasis on test-taking, educators encourage a “binge-purge cycle” of learning. Once a student has finished an examination, whatever information they had managed to cram (binge) is subsequently purged from the mind and forgotten thereafter. Both scholars speculate as to the prevalence of “the bulimic learner,” and theorize ways of combatting this harmful learning style. Much of education currently centers around examination, and the stress and emphasis on perfectionism generated by test-taking and preparation has been identified as detrimental to student well-being. Bensley and Ellsworth rightly draw attention to the prevalence of this binge-purge cycle approach to learning. In order for educators to dissuade students from unhealthy behaviors associated with binge-ing and purging information, learning approaches that focus more on the formulation, expression of opinions, and problem-solved should be favored over test-taking. This confirms what I feared: education promotes harmful cyclical behavior.

Sarah Egan

6/10/2021 11:09:54 am

Anxiety Disorders: Better Health Through Communication

Rosati, K., & Jenkinson, V. (2001). Anxiety Disorders: Better Health Through Communication. Health Care on the Internet, 5(1), 55.

In this scholarly journal, it discusses how Anxiety disorders are the most common mental disorders found in the United States. Some types of anxiety disorders include: panic disorder, post-traumatic stress syndrome, generalized anxiety disorder, phobias, and obsessive-compulsive disorders. This journal talks about the resources that are available for dealing with mental disorders. The author of this article was inspired to perform research after getting diagnosed with an anxiety disorder. They included educational websites that make the public more aware of treatment options. This article is important because it talks about how many people are estimated to be sufferers of anxiety disorders and that so many treatment options are available just through the Internet. These disorders are impacting people’s everyday life and becoming more well known. As a future teacher, I want to know how to best connect with every student and best support their needs. Anxiety impacts academic achievement significantly because it can make going to school difficult. I believe that it is helpful to know what resources are available for teachers to help know their students better and what to expect if one suffers from an anxiety disorder.

Sarah Egan

6/10/2021 11:53:34 am

In this scholarly journal, it summarizes that anxiety disorders are the most common mental illness found in the United States. Rosati and Jenkinson argue that anxiety disorders such panic disorder, post-traumatic stress syndrome, generalized anxiety disorder, phobias, and obsessive-compulsive disorders affect academic achievement. This journal promotes educational resources that are available in support of coping with mental disorders. Rosati was motivated to perform research after getting diagnosed with an anxiety disorder. The authors include educational websites that make the public more aware of treatment options. This journal states the average number of people estimated to sufferer from anxiety disorders and the treatment options available through the Internet. Anxiety disorders impact people’s everyday life and are becoming more common. Teachers should know how to best connect with every student and best support their basic needs. Anxiety impacts academic achievement significantly because it can make going to school extremely difficult. It is beneficial to know what resources are available for teachers to help know what to expect if a student suffers from an anxiety disorder.

Lauren Wrigley

6/10/2021 11:14:13 am

Pauline Garcia-Reid, C. H. P. (n.d.). Parent and Teacher Support Among Latino Immigrant Youth: Effects on School Engagement and School Trouble Avoidance - Pauline Garcia-Reid, Christina Hamme Peterson, Robert J. Reid, 2015. SAGE Journals. https://journals.sagepub.com/doi/10.1177/0013124513495278.

In her article, Garcia-Reid explores the effects of parental and teacher support on school engagement and trouble avoidance among middle school, Latino immigrant adolescents. She evaluates an experiment using a study population method, in which these students were evaluated over a three-year span, for data on their school engagement and trouble avoidance. The study measured progress from a student success profile and self-evaluations, and analysis of the results proved a positive influence on these variables from parental and teacher supports. Her analysis also offers implications for school-based interventions for the underserved population that these students come from. This article will add to the conversation of teaching and parental perspectives toward newly immigrated students as well as ways in which instruction can be improved when teaching this population.

Lauren Wrigley

6/10/2021 11:56:35 am

In her article, Garcia-Reid explores the effects of parental and teacher support on school engagement and trouble avoidance among middle school, Latino immigrant adolescents. She evaluates an experiment using a study population method, in which these students were evaluated on their school engagement and trouble avoidance. The study measured data from a student success profile based on student self-evaluations, and analysis of the results proved a positive influence on these variables from parental and teacher supports. Her analysis also offers implications for school-based interventions for the underserved population that these students represent. This article will add to the conversation of teaching and parental perspectives toward newly immigrated students as well as ways in which instruction can be improved when teaching this population. Her analysis and inclusion of previous studies on recently immigrated Latino adolescents provided me with a clearer understanding of factors that contribute to this underserved population of students.

Aliyah Pires

6/10/2021 11:15:22 am

Eric Rosen argues that students with incarcerated parents experience stressors when it come to the academic environment including anxiety, fear, guilt, shame, distrust, dependency and difficulty developing relationships and personal identity. Children who have had to witness and deal with parents being incarcerated have detrimental and environmental impacts. Collaboration with the school and its community can provide students support to decrease any developmental or academic delays as a result of parental incarceration. Rosen uses research from scholars to support his argument that in order to alleviate these consequences at the school level, several classroom strategies and school-based interventions can be implemented to assist students with recovery. This article brings together key aspects to children's academic success due to parents being incarcerated along with ways educators and communities to assist in the development of these students.

Aliyah Pires

6/10/2021 11:32:39 am

Rossen, E. A. (2020). In Supporting and educating traumatized students: a guide for school-based professionals (pp. 105–115). essay, Oxford University Press.

Aliyah Pires

6/10/2021 11:53:31 am

Rossen, E. A. (2020). In Supporting and educating traumatized students: a guide for school-based professionals (pp. 105–115). essay, Oxford University Press.

Eric Rosen argues that students with incarcerated parents experience stressors when it come to the academic environment including anxiety, fear, guilt, shame, distrust, dependency and difficulty developing relationships and personal identity. Students have trouble connecting with the academic environment causing higher suspension and dropout rates. These symptoms ultimately cause children who had to witness and deal with parents being incarcerated to have detrimental and environmental impacts. Collaboration with the school and its community can provide students support to decrease any developmental or academic delays as a result of parental incarceration. Rosen uses research from scholars to support his argument that in order to alleviate these consequences at the school level, several classroom strategies and school-based interventions can be implemented to assist students with recovery. This article brings together key aspects to children's academic success due to parents being incarcerated along with ways educators and communities to assist in the development of these students.

Emma Healy

6/10/2021 11:15:59 am

Emma Healy

6/10/2021 11:54:37 am

Brown, E. C. (2020). School counselor conceptualizations of the needs of children of
incarcerated parents. Children and Youth Services Review, 112. https://doi-org.libserv-prd.bridgew.edu/10.1016/j.childyouth.2020.104936

In Brown’s article, she presents the idea that CIP, children of incarcerated parents, endure challenges behaviorally, academically, and socially more so than non-CIP students. She considers the major factors of loss they experience such as family connections, family stability, and social acceptance. She analyzes the potential negative perceptions on CIP students from schools, educators, and classmates. To make her argument, Brown derives a study with school counselors regarding how their observations of CIP students impact their education. The fifteen selected school counselors collectively found that CIP students often struggled academically, behaviorally, and had poor attendance records. I find this article beneficial because it affirms the specific needs that CIP students require in a classroom that otherwise may be overlooked.

David Golden

6/10/2021 11:18:12 am

The Education of Immigrant Children

Tamer, Mary. “The Education of Immigrant Children.” Harvard Graduate School of Education, 11 Dec. 2014, www.gse.harvard.edu/news/uk/14/12/education-immigrant-children.

In this Harvard journal it discusses how immigrant children are effected by governments and they may possibly overcome hardship. Some of the greatest challenges that immigrant children face in the United States schooling system are the language gaps. The journal talks about how their development are constantly stunted by neglect. Their language development is often very demanding and many schools do not emphasize English language learning. The article is important because it emphasizes what schools can do to mediate these challenges. I believe that it is vitally important to have equal access to language learning in our schooling system.

David Golden

6/10/2021 12:07:18 pm

In this Mary Tamer's journal she discusses how immigrant children are effected by governments and they may possibly overcome hardship. Some of the greatest challenges that immigrant children face in the United States schooling system are the language gaps. The journal talks about how their development are constantly stunted by neglect. Their language development is often very demanding and many schools do not emphasize English language learning. Tamer's argument emphasizes how a child's language development can impact their schooling. Tamer maintains that it is vitally important for every student to have an equal access to language learning in our school system. I find this article to be vitally important as it goes over the hardships that many immigrant children face.

Alexis Medeiros

6/10/2021 11:22:15 am

Alexis Medeiros

6/10/2021 11:59:05 am

Soltero-González, L. (2007). The Hybrid Literacy Practices of Young Immigrant Children: Lessons Learned from an English-Only Preschool Classroom. Bilingual Research Journal, 31(1/2), 75–93. https://doi-org.libserv-prd.bridgew.edu/10.1080/15235880802640581
This is a qualitative case study conducted by Lucinda Soltero-González. It focuses on Mexican preschool immigrants in an Arizona classroom. Arizona’s Proposition 203 left political pressures within the classroom because it altered language instruction as early as the preschool classroom setting. The Arizona Proposition geared this study. The purpose of this study is to examine the literary practices of emerging recently immigrated bilingual students in the preschool class setting.The social attitudes, educational policies and schooling practices of immigrant students in the U.S. were monitored in emerging bilingual children. The article also focuses on literary practices and the influence they have on students in the classroom. The author also contrast hybridity to investigate children’s literacy in the perspective of a bilingual student. Findings revealed that emerging bilingual children can find ways to draw on hybrid practices and multiple literacies in two languages between student-centered social spaces. The study also concluded that teachers need to implement a diverse perspective in order to engage all students by providing a wide range of literacies. Further research is still needed in this subject area. There is a great need for change within the classroom setting to include all students regardless of background or understanding of the English language. If further research is conducted in various places more teachers and educators would be more educated in the topic and see the need to implement diverse literacy within their classroom to reach all students. I believe that this article is a useful tool within the classroom setting as it emphasizes the need that teachers need to implement all types of literacy to include all types of students.

Tenneh

6/10/2021 11:24:44 am

"How to Cope with Disappointment | World of Psychology." World of Psychology. N.p., 2013. Web. 27 Oct. 2016.

www.tandfonline.com/action/cookieAbsent

People think that disappointment is one of the life’s most uncomfortable feelings. Disappointment contains other emotions like “anger, hurt, and sadness”. Sometimes, those emotions by themselves are easier to deal with, but disappointment can leave you at a loose end. Disappointment can hover at the front of your mind and niggle at the back, bringing you a gray perspective on life even if you’re trying to forget about it. The word niggle means to “cause slight but persistent annoyance, discomfort, or anxiety.”

WORKSHOP SPACE: YOUR ANNOTATED BIB

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