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Pages:
8 pages/β‰ˆ2200 words
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Check Instructions
Style:
APA
Subject:
Education
Type:
Annotated Bibliography
Language:
English (U.S.)
Document:
MS Word
Date:
Total cost:
$ 38.28
Topic:

Literature Review Education Annotated Bibliography

Annotated Bibliography Instructions:

Successful completion of a doctoral dissertation requires significant amounts of independent reading on the research topic. This allows the doctoral learner/researcher to become familiar with the scope of the topic and to identify gaps or tensions within the existing literature on the topic. These gaps and tensions become the source of the dissertation research. In this assignment, you will read and annotate potential sources in your dissertation field of interest. Those demonstrating the most merit to the best of your understanding of the topic at this time should be added to your RefWorks list for potential inclusion in the literature review section of your dissertation.
General Requirements:
Use the following information to ensure successful completion of the assignment:
Locate the assignment submission for "Literature Review Resources" from your previous course. You will add to this document to begin building a running literature review.
It is recommended that you engage in this activity throughout the duration of this course.
Instructors will be scoring your submission based on the number of unique sources identified in the list submitted.
Download the resource "Literature Review Resources Tool" (if needed) and use it to complete the assignment.
Doctoral learners are required to use APA style for their writing assignments. The APA Style Guide is located in the Student Success Center.
Refer to "Preparing Annotated Bibliographies," located in the Student Success Center, for additional guidance on completing this assignment in the appropriate style.
You are not required to submit this assignment to LopesWrite.
Directions:
Read at least 10 empirical articles in your general dissertation field that you have not read previously.
In the "Literature Review Resources" document that you submitted in a previous course, provide the following for each source that you are adding to the document:
The APA-formatted citation.
A brief annotation of the key points of the source.
An indication of whether the source has been added to (Y) or excluded from (N) your RefWorks list.
Highlight the additions to the document so the instructor can readily identify them.

Annotated Bibliography Sample Content Preview:

Dissertation Development: Annotated Bibliography
Student's Name
Institution
Dissertation Development: Annotated Bibliography
Buzick, H., Rhoad-Drogalis, A., Laitusis, C., & King, T. (2019). Teachers' Views of Their Practices Related to Common Core State Standards-Aligned Assessments. ETS Research Report Series, 1-16. Retrieved January 26, 2020, from https://files.eric.ed.gov/fulltext/EJ1238533.pdf
The article by Buzick, Rhoad-Drogalis, Laitusis, and King (2019) provides details about teachers' views in line with their teaching practices as they relate to the Common Core State Standards (CCSS)-aligned assessment. The authors begin by stipulating that aligning the assessment of students with the CCSS will positively influence educators' teaching practices. Drawing on data from five web-based surveys, the researchers examine educators' teaching practices before and after the CCSS were introduced. Teachers from 282 public schools in New Jersey were surveyed. More than half of the students taught by these teachers participated in the regular state assessment. Results indicate that teachers changed their teaching approaches after introducing CCSS to ensure that their students were well prepared for the assessment. Their efforts were directed at facilitating CCSS alignment. The results also reveal that teachers' perspectives on instructional practices concerning CCSS were mostly similar across the study participants. Finally, the study indicates that most teachers were knowledgeable about CCSS and could administer CCSS-aligned assessments.
This study will be added to the RefWorks list because it offers a rich literature source on aligning certain aspects of education and teaching practices with the CCSS.
Abadie, M., & Bista, K. (2018). Understanding the Stages of Concerns: Implementation of the Common Core State Standards on Louisiana Schools. Journal of School Administration Research and Development, 3(1), 57-66. Retrieved January 26, 2020, from https://files.eric.ed.gov/fulltext/EJ1190934.pdf
In their study, Abadie and Bista (2018) examine the main concerns that stakeholders experience in implementing the CCSS. The authors utilize both quantitative and qualitative methods. Quantitative data were obtained through questionnaires, which provided information about participants' experiences and feelings concerning the implementation of CCSS. Qualitative data were obtained through interviews. The study was carried out in a school district in Louisiana. Purposive sampling was employed in selecting the school district and the two schools(one private and one public), and three teachers who participated in the interview. Results indicate that concerns of instability and timeline characterized the implementation process in the public school. Instability stemmed from the lack of clear decision-making concerning the curriculum. Therefore, they had negative experiences with the implementation process, which affected how they delivered content to their students. Implementation in the private school was characterized by stability, manageable timelines, and professional development support. Their experiences with the implementation process were positive, and so was the impact on their students.
This study will not be inc...
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