For my bibliography, I tried using some research avenues that we had not had a guided assignment on. Namely, a web search and using the references in other sources. For the former, I think it was a success; I found a government report that fit into my research question well, and even though it was found on the internet its author still lent credibility to it. For the latter, I used a source from that same report, and while it covered a lot of the same things that the report did (perhaps not surprisingly), it covered it in a slightly different way and with a different focus. They helped to cover the more practical/implementation side of my research question, in addition to the data and academic aspects covered by the other citations. This is also good, because it gives my research more utility to non-professionals (like parents).
Several of my sources noted how the complexity of their research warranted more investigation. I think that applies to my research as well. There is still more to learn and investigate, but I think this is a good base to work from.
The full text of my annotated bibliography follows;
How
can teaching strategies help children with unique learning
circumstances—like bilingualism or autism—and which is the best
way to implement them?
Canedo-Ibarra, S.,
Castello-Escandell, J., Garcia-Wehrle, P., & Morales-Blake, A.
(2010). Precursor models construction at preschool education: An
approach to improve scientific education in the classroom. Review
of Science, Mathematics and ICT Education,
4(1),
41-76. Retrieved from
http://www.ecedu.upatras.gr/review/papers/4_1/4_1_41_76.pdf
This study covered
the use of scientific teaching strategies with 6 year-olds. The paper
opens by introducing the concepts and theoretical background. The
body covers the use of a specific strategy (how children interact
with and create “models”; symbolic representations of concepts),
in the context of physical science and the topic of density. It is
very thorough, both in its explanations of things and in its
outlining of procedures. They conclude that while the complexity of
the subject warrants more study, actively including the children in
the learning process helped them understand the concepts better.
While the journal
uses open source technology, it is attached to the University of
Patras; it’s editing staff consist of university personnel, and its
masthead includes The Laboratory of Sciences, Mathematics, and ICT,
as well as the Department of Educational Sciences. Further, the
University of Barcelona funded the original research.
This is a helpful
resource because it uses repeatable experiments to explore the use
and efficacy of specific teaching strategies. Though the researchers
conclude that more data is needed, this conclusion still answers a
part of my research question.
Hune, J. B., &
Nelson, C. M. (2002). Effects of teaching a problem-solving strategy
on preschool children with problem behavior. Behavioral
Disorders,
27(3),
185-207. ISSN-0198-7429
This
is an article that discusses an experiment involving children with
“problem behavior”, and teaching them problem-solving skills as a
study in how it would affect their behavior. A set of children were
selected by their teachers and then given individual instruction
every day, usually in the form of stories where a given character had
to deal with a problem, and the conclusion indicates that these
sessions helped the children develop more prosocial skills.
As
an article from a peer-reviewed journal, this is reliable
information.
This
article helped me better understand my topic by clearly noting the
procedures and the results of the study; though a study/experiment,
it still used discrete teaching strategies and outcomes.
Like the above, the
concrete conclusions do directly answer my question, even if the
researchers note that more information could be gathered.
Kashinath, S.,
Woods, J., & Goldstein, H. (2006). Enhancing generalized teaching
strategy use in daily routines by parents of children with autism.
Journal
of Speech, Language & Hearing Research,
49(3),
466-485. doi:10.1044/1092-4388(2006/036)
This
is an article that discusses an experiment involving helping parents
incorporate teaching strategies into their daily routines. The
experimenters used video tape to record the parents, and the
strategies varied, each targeting some of the children's skills
listed on their academic growth plans (things like dressing, sand
play, etc.).
As
an article from a peer-reviewed journal, this is reliable
information.
The
article is relevant to my research topic because it provides
practical and carefully monitored analysis of teaching strategies in
action.
Robelia,
B. (1997). Tips for working with ADHD students of all ages. Journal
of Experimental Education, 20(1),
51–53.
This
article covers teaching strategies and practical information when it
comes to working with ADHD. It includes things like how to structure
the room, and how to direct behavior and avoid overly stimulating
situations.
While
it is a bit old, it is from a peer-reviewed journal, and is thus
reliable, if possibly a little outdated. It covers a lot of the same
information as the U.S. Department of Education report below.
Like
many of the other sources on this list, this is relevant to my
research question because it shows the practical side of how to
incorporate teaching strategies into the classroom. It also lists a
lot of references, even if it doesn’t go in depth with its
explanations.
Roberts, T. A.
(2009). No
limits to literacy for preschool English learners.
Thousand Oaks, Calif: Corwin.
This is a book that
discusses teaching strategies and theory in relation to preschoolers
learning English. It focuses on English as Second Language Learners
(ESL), but many of the strategies and theory also apply to native
English speakers/learners.
The book discusses
things like how bilingualism affects children’s learning (Chapter 1
Resources English Language Learners Bring to Literacy Learning) and
what good curriculum needs to include and strategies and topics for
teachers (Chapter 6 Curriculum, Instruction, and Literacy Activity).
The book is recently
published and written by a Professor at CSU Sacramento. Its editors
include numerous professors and other learned individuals, and thus
it is credible information.
This is a useful
resource because it highlights differences between ESL and native
English learners, both in terms in advantages and disadvantages. Many
books often focus on one or the other, and addressing both in the
same text is an outlook I don’t think I’ve seen before. It also
explains several different teaching strategies and curriculum
approaches related to its topic.
U.S.
Department of Education, Office of Special Education and
Rehabilitative Services, Office of Special Education Programs (2006),
Teaching
children with attention deficit hyperactivity disorder: Instructional
strategies and practices. Washington,
D.C. Retrieved from
http://www2.ed.gov/rschstat/research/pubs/adhd/adhd-teaching-2006.pdf
This
article discusses and outlines a lot of different aspects of teaching
ADHD students, including things like common traits of ADHD children,
classroom/environmental concerns, behavioral intervention techniques,
and how to introduce/conclude lessons.
While
the report is written in a fairly practical style, it does use a fair
amount of complex vocabulary, indicating its intent as a
teacher-learning aid. Their conclusion emphasizes that these
techniques and strategies can help all children, not just those with
ADHD.
This
is a report published by the U.S. Department of Education, and while
it does not list a singular author its staff includes multiple
high-level Directors and Secretaries of several different
departments. The reference list is also very thorough and long.
Like
the previous sources, this is a good example of explaining how
teaching strategies work and what they do. While it does not go into
great detail about why these strategies work, this fits with its role
as an instructional tool in addition to being an academic report. It
fits I with my research question thanks to its amount of content, if
not its depth.
Your research topic caught my eye because it correlates to the research I have conducted. I am earning my degree in early childhood education and all the research and facts I can find to better myself so that I can be the best teacher to my students are always important to me. After reading through your annotated bibliography I can tell you have a great deal of useful, credible information that I found rather interesting. I am grateful to have come across your blog because you opened doors for me allowing me to gather more information about my career. Children look up to us and they need positive role models so if we can educate ourselves to understand the variety of ways that children learn so that they can all feel equal and upbeat about learning we will create a safe and educational environment for them, leading them to success!
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