Online Workshop for Annotated Bibliography entries

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Online Workshop for Annotated Bibliography entries

6/22/2020

As you are learning, there are many ways to get and give feedback to writers in our classrooms. If we were in a face-to-face classroom, we would meet as a class and I would ask for volunteers to let me edit their annotation using a doc cam. This is one way to help an entire class all at once. It requires you build a good deal of trust in a class because students are very vulnerable.

In our online and abbreviated class, it makes more sense to not do just one annotation but for all of you to post one annotation and for me to give each of you feedback. This way, you all learn from seeing what my comments are on everyone's annotations.

WHAT YOU SHOULD POST: Take one of your annotations--just one--and post it to the discussion board. I will copy and paste it in a response with my editing. I will try to narrate for you why I made the decisions I made. And I will ask questions when I have them. I suggest that folks read not just your own comments but everyone's comments so that folks can get a more balanced sense of what a strong annotation looks like. This kind of community workshopping can be a very effective teaching tool in a classroom--one that Kittle talks about in her chapter on teaching grammar.

14 Comments

Lydia Theriault

6/23/2020 06:49:17 am

Nowak-Fabrykowski, K., & Piver, P. S. (2008). Caring for Foster Children in the South. Why They Did Not Have Even One Person to Care for Them. Education, 129(2), 192–201.

The researchers in this article sought out foster parents for their suggestions on how teachers can help foster children and their parents. One hundred fifty questionnaires were sent out by the Foster Parents Association and South Carolina Social Services, they received only twenty questionnaires back. This may suggest that foster parents are far too busy in their lives to report, they may fear lash back from the department and as a consequence, lose their ability to continue caring for their foster children, or maybe they are just simply uninterested. Questions such as why people become foster parents, how long children stay in their care, the number of children they accept, and others of this nature were asked. The foster parents wanted teachers to research information about foster care, try to understand what foster children are going though, and realize the lack of appropriate information of foster care and foster children. This article brings to light that sometimes the closest people working with foster children, i.e., teachers like myself have little to no real understanding of the situations surrounding foster care. This issue is of significance to me as it should be for all educators since many of us will have to work with foster care children, and not having an adequate understanding of this can have negative impacts on these children’s lives.

6/25/2020 07:04:17 am

No wasted words.
No filler words
It’s the argument and methodology that matter: verbs carry the weight of that work, The author interviewed, conducted an experiment, provided a literature review, conducted case studies, surveyed, etc.

Nowak-Fabrykowski, K., & Piver, P. S. (2008). Caring for Foster Children in the South. Why They Did Not Have Even One Person to Care for Them. Education, 129(2), 192–201.

Nowak-Kabrykowski and Piver surveyed 20 parents of foster children in order to determine what parents fostering young children (teens? K-12 aged children) want from their teachers. The authors argue that those closest to foster children and families, teachers, are often the least informed about what foster children need to learn and thrive in the classroom. The authors determined ????. The authors sent out 150 questionnaires via South Carolina Social Services but received only 20 back. The authors postulated that the low response was due to a variety of stressors unique to foster family life, these include (see my note below) This issue is of significance to me as it should be for all educators since many of us will have to work with foster care children, and not having an adequate understanding of this can have negative impacts on these children’s lives.

This may suggest that foster parents are far too busy in their lives to report, they may fear lash back from the department and as a consequence, lose their ability to continue caring for their foster children, or maybe they are just simply uninterested. QUESTION: is this in the article? Is it part of the argument or an aside? I can’t tell.

Lydia--I’m trying to determine what the argument of your article is--do the authors tell us what the families want? Is the focus that the families didn’t reply? Knowing what the argument is is the most important part of the annotation.

Maddie Butkus

6/23/2020 11:59:40 am

Marrs, H., Hemmert, E., & Jansen, J. (2007). Trouble in a small school: perception of at-risk students in a rural high school. The Journal of At-Risk Issues, 13(2), 29-35.

The researchers in this article were able to conclude the issues that at-risk students in small rural area high schools seem to face when it comes to school engagement. This study investigated nine students who were interviewed due to being considered at risk for academic failure and high school dropouts. After these interviews were conducted, researchers determined three themes that these at-risk students in a rural area high school were struggling with: Behavioral, Emotional and Cognitive Engagement. More specifically, the issues included within these themes involved the hardships of being able to fit into the dominant social group, the difficulty to overcome the reputation of being a “problem student,” and the complications of trying to stay engaged within the classroom. With all of these issues in mind, this article is able to potentially help researchers and educators try to comprehend the very unique experiences of at-risk students within small, rural area high schools. The information attained from this study is of great importance to me because it allows me to see how these students truly struggle within small rural schools, especially when it comes to student and teacher relationships. Sticking with assumptions that we as teachers can make towards students can not only negatively affect us but also extremely affect students and their motivation / struggle to learn. We as teachers must be mindful to these themes within rural schools not only for at-risk students but also for all students.

6/23/2020 12:26:14 pm

No wasted words.
No vague verbs.
Cut down adjectives and adverbs.

Marrs et al investigate nine students identified as at risk of academic failure attending a rural high school in the Midwest. Three themes about how these students perceive themselves and the high school experience emerged from their interviews as reasons for why these students were at risk of academic failure or dropping out: Behavioral, or hardships endured while trying to fit into dominant social groups; Emotional, or the difficulty to overcome the reputation of being a “problem student;” and, finally, Cognitive Engagement, or the complications of trying to stay engaged within the classroom. Marrs et al offer some suggestions for how to counter these negative perceptions through classroom and extracurricular engagements with the population. This article helps researchers and educators comprehend the unique experiences of at-risk students within small, rural area high schools. The information attained from this study is of great importance to me because it allows me to see how these students struggle, especially when it comes to student and teacher relationships. Sticking with assumptions that we as teachers can make towards students can not only negatively affect us but also affect students and their motivation / struggle to learn.

TEST for wether your annotation is working or not: What are they arguing and how do they make the argument.

Paige Couture

6/23/2020 01:20:38 pm

Hernandez, Michael. “Social Justice Projects in the Classroom.” Edutopia, George Lucas Educational Foundation, 24 June 2016, www.edutopia.org/blog/social-justice-projects-in-classroom-michael-hernandez.

In, “Social Justice Projects in the Classroom” by Michael Hernandez stresses the importance of educating children on racial intolerance. As educators, we have been role models for children to become successful in life. The downfall is that tests and curriculum have been the only tools that are given to children. It is human nature that literacy should also include culture and tolerance, especially those who live in diverse backgrounds. This is important to know because as future educators, we can incorporate this new information into our classroom. Here, Hernandez provides examples of how educators can make the classroom an appropriate culture setting through literacy. He states that most problems arise from lack of empathy. Which is true, considering all the political labels and problems in the world. If everyone showed more empathy, there may be more acceptance to the type of political views one believes in. There are many ways to teach children empathy. Hernandez provides the following: Paper Ball Toss, reading poetry, social justice projects, blogging and social media. For those children who are in Kindergarten or younger, the best way to educate empathy is storytelling. A good book is “You, Me, Empathy” written by Jayneen Sanders. This is specifically about children learning empathy for those who are diverse. After reading the story, a lesson plan that connects with the book will enhance the topic. Young students can pick a partner and just have a conversation with them, that will help them dig deeper into their lives. What type of foods they eat for dinner, the type of clothing material they wear, etc. It is okay for students to not do anything special for their culture. If students are raising questions, it shows respect and acceptance of others.

6/25/2020 07:23:13 am

Paige--

No reason to repeat the article title. That’s a waste of words.
And, as I’ve been saying, no wasted words, strong verbs, etc.

Hernandez, Michael. “Social Justice Projects in the Classroom.” Edutopia, George Lucas Educational Foundation, 24 June 2016, www.edutopia.org/blog/social-justice-projects-in-classroom-michael-hernandez.

In your original, we are three lines in and we don’t understand yet what he is arguing about teaching racial tolerance. Is the author arguing that because teachers occupy the space of role models to our students, the classroom can not simply be a place for curriculum about academic content but needs to incorporate emotional and cultural literacy. And he argues that this is important for students from diverse backgrounds especially for for all students because we live in a diverse world?

Here is a rewrite that brings your annotation closer to where it needs to be (notice my questions in bold:
Hernandez stresses the importance of educating children on racial intolerance (intolerance or tolerance?). The author argues that because teachers occupy the space of role models to our students, the classroom can not simply be a place for curriculum about academic content but needs to incorporate emotional and cultural literacy. What is Hernandez basing his argument on? That is the methodology. We need that information. Is it a lit review? Is it an examination of school curricula? How has he decided that racial tolerance is not being taught in the classroom? Hernandez provides examples of how educators can make the classroom an appropriate culture setting through literacy. He locates the reason for this lack of culturally appropriate curriculum arise from a lack of empathy (here I am not sure what you are telling me. Is the lack of empathy a problem with teachers? With the curriculum? Or is it that students aren’t empathetic and that’s what we have to teach? Unclear). Hernandez provides a series of possible classroom exercises and lessons to help students build empathy (I’m not clear on the age range).

Also: we don’t need the long list of things he suggests for the classroom. If people want to know that they’ll read the article. What’s missing from your entry is your significance and the wider significance of this sort of research. This could be your significance: As future educators, we can incorporate this new information into our classroom.

Brianna Walsh

6/24/2020 09:00:30 am

1. Misco, T. (2018). Culturally Responsive Curriculum and Pedagogy in the Commonwealth of the Northern Mariana Islands. International Journal of Multicultural Education, 20(2), 81–100.
The article explores Culturally Responsive Pedagogy in the Northern Marina Islands and examines how the teachers view the curriculum which is the U.S. school model. Since the schools are so diverse, there are varying degrees of success due to the implementation and lack of for culturally responsive teaching. Thomas Misco (2018) conducted his study by using open ended questionnaires, and onsite interviews for middle and high school social studies teachers. He noticed that many teachers in the middle school and high schools had trouble straying away from the fully American model of teaching and failed to bridge the gap between student’s home and school life. This was especially seen in high schools by teachers who have been working for years and refused to adjust their teaching to meet the needs of diverse groups of students. Many of the high schools lacked culturally relevant teaching and many times “subject matter was taught as culturally unfamiliar” (Misco, 2018, 4). Many teachers reported finding it hard to make meaningful connections with students and communicate with parents because there was so many diverse cultures in the class. This article is useful because one day I may be teaching in a diverse school and need to be aware of other students’ culture, do my best to make meaningful connections, and implement culturally responsive teaching into my curriculum so the students can be successful.

6/25/2020 07:40:31 am

Misco, T. (2018). Culturally Responsive Curriculum and Pedagogy in the Commonwealth of the Northern Mariana Islands. International Journal of Multicultural Education, 20(2), 81–100.

Misco explores Culturally Responsive Pedagogy in the Northern Mariana Islands and examines how teachers view the curriculum modeled after the US classroom. MIsco argues that since the schools are so diverse, there are varying degrees of success due to the implementation and lack of for culturally responsive teaching. Misco conducted his study by using open ended questionnaires, and onsite interviews for middle and high school social studies teachers. He noticed that many teachers in the middle school and high schools had trouble straying from the American model of teaching and failed to bridge the gap between student’s home and school life. This was especially seen in high schools by teachers who have been working for years and refused to adjust their teaching to meet the needs of diverse groups of students. Many of the high schools lacked culturally relevant teaching and many times “subject matter was taught as culturally unfamiliar” (Misco, 2018, 4). Many teachers reported finding it hard to make meaningful connections with students and communicate with parents because there was so many diverse cultures in the class. This article is useful because one day I may be teaching in a diverse school and need to be aware of other students’ culture, do my best to make meaningful connections, and implement culturally responsive teaching into my curriculum so the students can be successful.

This is a strong annotation folks. A good model. I cut some adverbs and adjectives. I did have one question: does the author provide any ideas for how to solve this or is the writer’s main job here to point this out?

Ali Nolan

6/24/2020 10:45:48 am

6/25/2020 07:56:17 am

Hall, Jonathan. “WAC/WID in the Next America: Redefining Professional Identity in the Age of the Multilingual Majority.” WAC Journal, vol. 20, Nov. 2009, pp. 33–49. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&db=mzh&AN=2015870183&site=ehost-live.

Hall focuses on the ways in which multilingual students learn, and how that learning may change when they are introduced to monolingual classrooms. Often times we are too caught up in our own perception, (what does this mean--who is we here/ and what is this perception ?) which negatively impacts students when their perspectives are not taken into consideration.Hall argues that students, regardless of bilingual or multilingual status, have points (this is a vague term--what do mean by a point? Some developmental stage? Some assignment? Experiences in the classroom?) in which they fall off. This could be due to added stress, or a heavier workload that is more cognitively rigorous because multilingual students are working in their second language. Hall proposes that we should be challenging our students, but not over-burdening them because that will prompt them to shut down. Teaching students of multilingual backgrounds is rough work, and requires teachers to be hyper aware of their students. One of the ways that Hall presents researching multilingual populations is by sampling a range of student populations. (I’m not clear how this is working here. Are you saying that Hall thinks this is research that needs to be done? That a teacher should be doing that? Or is this HIS methodology?If so, this should appear higher up in the annotation) Hall hopes that we can learn more about the cultural and linguistic backgrounds of multilingual students, as well as their education and academic achievements. (here too, not clear what you mean--isn’t their education and academic achievement part of background. And what is the difference between these two things) The overarching question in teaching those from multilingual backgrounds that are present in classes with those who are monolingual is how teachers can create lessons and activities that are seamless between the two (seamless between the two what? Student populations in the classroom?) Instructional methods, Hall argues, should be inclusive to all. One of the ways that becomes fluid is by having a curriculum that is adaptable to both mono and multilingual students. (this essentially says the same thing as the sentence above it. Can you say what is significant to you and to other teachers? What does it offer us).

This is a strong annotation as well. The thing we all have to be careful about is using precise language that doesn't leave room for us to guess at what the author actually meant. You'll see in the above, that's what I had the most questions about.

Hannah Dziadyk

6/24/2020 11:32:29 am

Miller, Rann. “Our Schools Were Racist Before COVID-19. Here's How They Could Get Worse.” Progressive.org, 8 Apr. 2020, progressive.org/public-school-shakedown/schools-racist-before-covid-19-miller-200407/.

This article written by Rann Miller highlights that racism is not new especially in the schools. This author makes the point that the education system needs to be better when it comes to racism and address it better in schools. Teachers should all be educated in this subject and students should be educated with this heavy topic. In this article is states that "The reality is that black children are freuently over disciplined, underserved, and sent to schools in dangerous conditions". We have to remember that these students are the future of America and we need these students to be treated equally with other students. As teachers they need to put this issue on the spot and having the school system put this as a priority and have the schools at all levels be educated on this topic and everyone aware of this and having it be an emphasis especially in schools which should be an equally safe environment for all students to learn and grow. Educators must be aware of the racism within their school building and school policies prior to Covid-19 crisis and how the impact of that racism can be compounded because of the new realities for students, both inside and outside the classroom.

6/25/2020 08:21:51 am

Miller, Rann. “Our Schools Were Racist Before COVID-19. Here's How They Could Get Worse.” Progressive.org, 8 Apr. 2020, progressive.org/public-school-shakedown/schools-racist-before-covid-19-miller-200407/.

Miller argues that that racism is not especially new in schools. (question here--is he saying that schools are racist institutions? That students and teachers are victims and perpetrators of racism? Is a topic being taught about in schools? It’s not clear) Ran points out that "The reality is that black children are frequently over disciplined, underserved, and sent to schools in dangerous conditions", and further argues that the education system needs to be better when it comes to racism and address it better in schools. (You’ll notice that I moved your quote up to the opening because it helps us to determine what the article is actually about--institutionalized racism in schools and how it affects Black and Brown students in the classroom. Teachers should all be educated in this subject (what does that mean? Trained in antiracist pedagogies? Trained in unconscious bias and how that affects classroom practices?) and students should be educated with this heavy topic. (here again, in what way? Because it seems like the article is about how schools are racist--are you suggesting that we teach students that schools are racist? How they are impacted by that racism? That racism exists? That’s not clear) We (who do you mean by we? Other teachers?) have to remember that these students are the future of America and we need these students to be treated equally with other students. As teachers they need to put this issue on the spot and having the school system put this as a priority and have the schools at all levels be educated on this topic and everyone aware of this and having it be an emphasis especially in schools which should be an equally safe environment for all students to learn and grow. This last sentence could be much reduced. Teachers need to be aware of institutional racism and how it affects their own classrooms--even when they themselves don’t identify as racist. Educators must be aware of the racism within their school building and school policies prior to Covid-19 crisis and how the impact of that racism can be compounded because of the new realities for students, both inside and outside the classroom.

I thikn it’s clear what I’m asking you to do. The word racism doesn’t help me to understand the argument of your article. So you need to be more precise. This is something that any strong annotation needs to address and something I would add to my list of what makes a strong annotation.

alexa parham

6/27/2020 06:41:58 pm

Wutich, A., & Brewis, A. (2014). Food, Water, and Scarcity: Toward a Broader Anthropology of Resource Insecurity. Current Anthropology, 55(4), 444-468. doi:10.1086/677311

This article highlights food and water insecurities, which are both two of the biggest resources that communities need to subsist. Food and water shortages challenge our world and many people face issues with not having enough food or water to support their families, all over the world. This article provides anthropological research on these resources to identify these issues specifically. Wutich and Brewis analyze community level, household level, and individual level issues. These include the causes of food and water insecurity, how to cope with these insecurities within your family, and also emotional and mental health during these insecurities. This article relates to 'real people' in communities and families, and connects closely to the issues in our own communities where students come to school with no food or water.

Kaylee Tavares

6/29/2020 03:40:37 pm

Ramírez, R., López, L. M., & Ferron, J. (2019). Teacher Characteristics That Play a Role in the Language, Literacy and Math Development of Dual Language Learners. Early Childhood Education Journal, 47(1), 85–96. https://doi-org.libserv-prd.bridgew.edu/10.1007/s10643-018-0907-9
This work discusses the importance of having culturally responsive teachers when educating students who are inquiring English as a second language. The more culturally competent a teacher is, the more progress the students generally make in their literacy. Additionally, there is a positive correlation between the number of years teachers have spent teaching emerging bilinguals and the amount of progress students make that year.

Online Workshop for Annotated Bibliography entries

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