Annotated Bibliography Huseby

"Development of a Peer-assisted Learning Strategy in Computer-supported Collaborative Learning Environments for Elementary School Students." Development of a Peer-assisted Learning Strategy in Computer-supported Collaborative Learning Environments for Elementary School Students 42.2 (2011): 214-32. Web. 18 Feb. 2015.

This article talks about how Electronic Peer-Assisted Learning for Kids (EPK) effects learning in the classroom. This method helps students develop better reading skills and with the use of Computer Supported Collaborative Learning (CSCL), students enhance their learning experience. This study divided 40 students into two groups and found that there was no difference in reading comprehension but by using computer supported collaborative tools, they were influenced by the online peer interactions. Students who used online learning showed substantial development in self-concept. All in all, this study found that EPK is an effective tool for improving students reading skills and creates positive reassurance for children.

This is a pretty current article. It is partially related to my topic because with the use of technology becoming a more popular thing every day, knowing that students are improving their skills with the use of computers is important. The intended audience was the readers of the British Journal of Educational Technology. The author is Mengping Tsuei, a professor at the Graduate School of Educational Communications and Technology in Taipei, Taiwan. The purpose of this article is to show how CSCL settings can improve peer learning.

This was a good article for my research because it showed the difference between using and not using computers, and that can make a huge difference in a child’s ability to learn. It also talked about how CSCL can enhance a child’s learning experience. This is good for my argument because teachers need to have more than one way to teach and having students that want to learn is important.

Fisher, Terry R., Peggy Albers, and Temmy G. Frederick. "When Pictures Aren’t Pretty: Deconstructing Punitive Literacy Practices." Sage Journals. Journal of Early Childhood Literacy, 2014. Web. 18 Feb. 2015.

This article talks about pictures drawn throughout a school year by a 6-year-old boy named John. Students tell stories in their pictures and John was no exception. Visual texts provide insight into a child’s mind in order to see how well they are developing language and literacy. In order to create a thriving learning environment for children, teachers must value and confirm what the students bring to the table and the ways they represent themselves. The article talked particularly about what and how John was drawing. The colors, shapes of lines, size, and volume are all important factors when studying his drawings during this time period. The article also talked about how even though these were drawn at different times, they collectively tell a not so pretty story of how John sees himself in these moments. Teachers can make a huge difference in this type of thing if they understand the signs.

This is a very current article. It is very much related to my topic because teachers need to understand signs that their students are showing them when a student is having trouble. The intended audience is readers of the Journal of Early Childhood Literacy. The authors are Teresa R Fisher, Peggy Albers and Temmy G Frederick, Georgia State University College of Education. The information come from the study done and John himself. The purpose of this article is to teach the readers that children use drawings to record and share their thoughts and feelings.

This was a helpful article because it shined a light on the fact that some children can only express their feelings through drawings, and sometimes students really need help and they don’t know how to ask for it. Having a comfortable learning environment for children could be one solution to this problem.

Gottfried, Michael A. "Classmates With Disabilities and Students’ Noncognitive Outcomes." Sage Journals. AERA. Http://eepa.aera.ne, Mar. 2014. Web. 18 Feb. 2015.

This is an article that studies the advantages and disadvantages of having a student with disabilities in the classroom. It states that through the Individuals with Disabilities Education Act (IDEA), students with disabilities are to be treated and educated in the least restraining environment based on needs of each individual. Having a disabled student in the class could either increase other students’ personality skills or help them to understand personal differences, or it could cause negative effects on the learning outcomes of other students due to teachers spending less time teaching and more time helping the disabled student, as well as a possibility of increasing bad school-related health outcomes in students without disabilities, such as attention deficit disorders. By studying students all through school, it may be possible to evaluate the extent of how classmates’ effects can affect one another. Doing this will help students continue success.

This is a current article and relates to my topic very much because knowing how to manage time between each student, with a disability or not, is very important in the classroom. The intended audience is people who are interested in knowing about classmates with disabilities and students’ noncognitive outcomes. The author is Michael A. Gottfried, assistant professor in the School of Education at Loyola Marymount University. The information comes from research done on the topic. The purpose of this article is to give people information about how classroom set ups and individual children can affect the learning process of classmates.

I found this article to be beneficial because it showed the effects of having a disabled child in the classroom and the different ways student can react to it and that is important to know as a teacher. It helps shape my argument because each classroom will handle this situation differently, and having a comfortable learning environment for every student in the class should be a top priority in every school.

HAAPANEN, IRIS. "Nurture and Change: The Establishment of a Dynamic and Responsive Teacher Education Classroom." Nurture and Change: The Establishment of a Dynamic and Responsive Teacher Education Classroom. Policy Futures in Education, 2014. Web. 22 Feb. 2015.

This article talks about the importance of a nurturing teacher in an elementary classroom. There is nothing better than speaking from the heart while teaching any subject and life skills both in and out of the classroom. Students are more likely to act respectfully, patiently, and understandingly towards others when their teacher models that same type of nurturing behavior. When a teacher understands themselves and teaches from both the mind and the heart, they have a better understanding of how to better present a nurturing classroom environment for both teaching and learning.

This article is from 2014, so it is a current article. It relates to my topic very much because having an environment where student feel safe at nurtured is going to make their learning and my teaching experience much better. The intended audience is teacher who want to become more dynamic and responsive in the classroom. The author is Iris Haapanen, Teacher Education Department at California State University Stanislaus. Information for this article comes from both teachers and students enrolled in teacher’s education courses. The purpose of this article is to give teachers a better understanding of how much a nurturing environment can help students learn and grow as people.

It was a helpful source because it showed how beneficial a nurturing classroom environment would be for both students and teachers. Not only will this be helpful in the classroom, but outside of it as well. When student learn to behave in a respectful and understanding manner, they will treat their peers better.

Leung, Brian P., and Jessica Silberling. Using Sociograms to Identify Social Status in the Classroom 11 (2006): 57-61. California Association of School Psychologists, 2006. Web. 22 Feb. 2015.

There is no doubt that teachers have the biggest impact on the classroom and the child’s schooling experience, but peers affect each other almost the same amount. This article talks about how having or not having friends can make a huge difference in a student’s life, especially at an early age. Often times children will have the same social opinions as their friends so the group together tends to accept or deny the same students. Children who get rejected not only have few to no friends, but also increased levels of loneliness and isolation, causing that child’s confidence to drop, leading to more consequences for that student. By using sociograms, students, especially new students, can be quickly assessed on how they are fitting in.

This is an old article because it was published in 2006. Friendship is extremely important, especially in schools, so I think this is a very fitting source for my topic. The authors of this article are Brian P. Leung and Jessica Silberling from Loyola Marymount University. This article is unbiased and supported by evidence. The purpose of this article is to make clear how having or not having friends in school can have a large impact on children and how sociograms are a good method in figuring out what students are not included.

I found this to be a good source for my research because having or not having friends can make or break a student’s school experience. By paying attention to your students and helping them accept each other, I believe that students will look forward to coming to school because they can see their friends.

Piatt-Jaeger, Sally. "Unity in the Elementary School Classroom: Building Community Through Increasing Positive Social Interactions Between and Among Students." (2011): n. pag. Web. 22 Feb. 2015.

Having a sense of community helps students understand their belongings and control over their environment. Adults have the responsibility as educators or parents to show children the skills that are needed in order to be successful in any environment. This article studied steps from the Toolbox Project, a twelve tool curriculum that symbolize the fundamental ideas of the relationship between self and others, and how it impacted the classroom. Through group discussions and sample writings, there was positive results and by using the Toolbox Project, classrooms can become effective and efficient.

This article was written in 2011, so it is only semi current. This is a very supportive article because both educators and parents are needed in a child’s successful learning development. By having them as a starting point, the classroom environments success will only increase. The author is Sally Piatt-Jaeger, School of Education and Counseling Psychology at Dominican University of California San Rafael in California. The information was supported by a lot of evidence from samples and data. The purpose of this article is to help the reader learn more about how to develop a better community through social interactions between students.

I thought this article was the most supportive one I have found so far. By showing children they are in control of themselves, they have the ability to better the people around them, making the classroom a better place for learning.

Wilson, Carolyn H., Keisha L. Ellerbee, and Silas H. Christian. "Best Practices of Inclusion at the Elementary Level." (2011): n. pag. Web. 22 Feb. 2015.

In this article, they talk about how being included makes a student feel as if they are a part of the school. Children with disabilities need to be accepted and treated just like the rest of the class. Having a community in the classroom is a great way to get everyone to work together and include each other. It is the teacher’s duty to allow social interactions in class, which can lead to a more positive and welcoming learning environment for every child. This article conducted a study of 20 special education teachers who were surveyed on how much their student was being included. The data collected showed that although the overall views on inclusion for general and special education teachers are positive, there were varying opinions.

This article is from 2011, so it is semi current. There will be students with special needs in many classrooms each year so I find this to be a fitting source for my argument. The authors are Carolyn H. Wilson, Ed. D.; Keisha L. Ellerbee, M.Ed., Silas H. Christian, Ph. D. The information for this article comes from the 20 special education teachers who took the survey. The purpose of this article is to shine a light on how important it is to include everyone, including people who are considered different.

This was a helpful source for me because I think that every student should get the best experience they can while in school and everyone needs to learn to accept each other, starting at a very young age. By accepting each other, the learning environment for every student will be safe, fun, and productive.

Annotated Bibliography Peer Review Huseby

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