Annotated Bibliography

Now that you have an outline for your Final Paper, you can start to research it. The Final Paper will serve as the focus of your annotated bibliography. The annotated bibliography is a summary description and personal evaluation of at least seven articles from peer-reviewed or trade journals related to the study of leadership and the topic(s) of your Final Paper. Each summary + evaluation should be 200-250 words in length and should focus on identifying the primary purpose of each article and how it could be used in supporting your dissertation. Typically, each annotation should be 70% summary and 30% personal evaluation that is connected to your research subject. Be sure also to include the intended audience of each journal. Grading will assess the selection of leadership journals, precision in citation, mechanics of summary, and an evaluation of why this article matters to your research/Final Paper. 

 

  1. 1) Adaptive Leadership
  2. 2) Emotional Intelligence
  3. 3) Ethical Leadership
  4. 4) Servant Leadership
  5. 5) Virtuous Leadership)
  6. 6) Transformational Leadership
  7. 7)Authentic Leadership

 

 

 

 

https://owl.purdue.edu/owl/general_writing/common_writing_assignments/annotated_bibliographies/index.html

 

Be sure NOT TO USE any type of OpenAI for this assignment. 

  • Submitted On-time: 10 points (all or none)
  • Number of Sources: 3 points per entry (20)
  • Proper Citation: 2 points per entry (20)
  • Annotation: 5 points per entry (50)
    • Brief Summary: 1
    • Assess: 2
    • Significance to Final Paper: 2

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Annotated Bibliography

Annotated Bibliography

(Author’s name)

(Institutional Affiliation)

Carnine, D. (1976). Effects of two teacher- presentation rates on off- task behavior, answering correctly, and participation. Journal of Applied Behavior Analysis, 9 (2), 239- 53.

This increasingly essential article highlights the essentiality of teacher preparedness as a toll in furthering the achievement of students. The article discusses of off- task behavior, of participation and correct answering during the beginning of reading instruction, in which their effectiveness was measured and recorded for a couple of low- achieving students during two distinct rates of tutor presentation. The study compared the first teacher preparation, which included a presentation done in slow rate and the second kind of preparation, which included a presentation done in a quickened rate designed as an ABABAB. The study indicated that in the first type of preparation there was a delay among the response of the students and the introduction of the following task.

However, in the second type of preparation, which included fast- rate presentation, no delay was observed. The study made use of this study to highlight the importance of teacher preparation in presentation techniques in controlling and improving student behavior, participation and correct answering. According to the study, a number of techniques are available to well- prepared teachers that help them control behavior of students like extinction, rules and social approval. All these are only available to those teachers who are well prepared, and the positive results were well highlighted by the study.

What made this article so essential is the fact that the authors provided a well- documented literature review; a well carried and documented research, its methodologies, results and discussions. All the crucial information contained in the paper was also well- backed by academic research and articles. The extensive bibliography also highlights the quality of the study. The general discussion, as well as, the summary provide a useful overview of the conclusions the researchers draw and could be used in the research article for the purposes of supporting the conclusion.

Maxwell, L. & Clifford, M. (2006). Professional development issues in universal prekindergarten. In E. Zigler, W. Gilliam and Jones (Eds.). A vision for preschool education. NY: Cambridge University Press.

Years of research and studies highlight the need for a universal preschool program in education in the United States to aid in preparing and providing the children of the great nation a sound social and cognitive foundation on which to base their life successes and educational successes. Furthermore, other than enhanced and improved school readiness and enhanced performance in academic, participation in preschool programs of high quality has been associated with a considerable decrease in grade retentions and rates of school dropouts, and cost savings related to a decreased need for remedial services in education and justice.

This book, and mainly this chapter, highlights not only the need for improved universal preschool education systems but also enhanced teacher preparedness and knowledge. The author highlights and describes the educational, social and economic advantages for the country as a whole that might be derived from the development and implementation of universal preschool system in the United States, aided and supported by a program that improves and provides numerous guiding standards upon which such a program can be better based on like calling for improvement in the way teachers are prepared for the classroom.

I found this book in one of the college’s online libraries. I found it after searching for the word teacher preparation in the title field and arranged the following results by most relevant and most recently published. Needless to say, I found more than one book that looked useful in the catalog but this particular book was one of the most useful, information wise, once I got a chance to look at it on the shelves. This book is an incredible contribution to the topic as it gathers information from numerous authors, who also cite other essential sources in education. I found it increasingly refreshing and informative for the paper.

NRC (2001). Eager to learn: educating our preschoolers. Committee on early childhood pedagogy. B. Bowman, M. Donovan and M. Burns (Eds.). Commission on behavioral and social sciences and education. Washington: National Academy Press.

This chapter is about the education provided to children between the ages of five and two. The chapter emphasizes more on the programs provided in other areas other than at home like head start, preschool and childcare centers. The article highlights different kinds of critical points in educating children, and one particular part that seemed crucial to the paper has to do with the preparation of the professionals responsible for early childhood students. According to the authors, the history of teacher preparation is as wide as other facets of early childhood programs. In the US, there has been no national or state certification or standards process for teachers of young students. They assert that before the 1960s, few states included teacher qualifications in their standards of licensing; the article indicates that the field of teacher preparation is still characterized by teachers with basic training and preparation.

The authors indicate that there is a significant mismatch between the compensation and preparation of average teachers in early childhood and the growing expectations of policy makers and parents. The article asks teachers of young students to promote and embrace high standards of achievement among all students, to respond appropriately and sensitively to a broad range of diverse needs of their students, develop and implement complex pedagogy, have an excellent understanding of the subject matter of what they teach, engage and participate in serious reflection of their practices and work in collaboration with families and colleagues. According to the authors, these are some of the most essential signs of teacher preparedness in early childhood programs.

As it is obvious, this was one of the most relevant articles I found for the preparation of this paper. The reason I say this I sbecause the article brings out the role of professionals who deal with young and small children in making sure that these children achieve as high as the can because the teacher are well- preapered and are ready

Sutherland, S. & Wehby, H. (2001). Exploring the relationship between increased opportunities to respond to academic requests and the academic and behavioral outcomes of students with EBD. Remedial and Special Education, 22 (2), 113- 21.

Stayton, V., Miller, P. & Dinnebeil, L. (2002). Personnel preparation in early childhood special education. New York: Wesley and Sons.

Wagner, M. et al. (2005). The children and youth we serve: a national picture of the characteristics of students with emotional disturbances receiving special education. Journal of emotional and behavioral disorders, 13 (2), 79- 95.

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Annotated Bibliography

An annotated bibliography is a very efficient tool for selecting appropriate professional literature for literature reviews and research. For this assignment, you will select 8-10 sources to review learning communities (communities of practice) in the Topic/Organization (education, business, service agency, etc.) to analyze in this course.

It is recommended that you review current (1-5 year old) full-text professional journals for this assignment. You may use the Internet, but no more than 5 sources should be from websites. An annotated bibliography is different from a literature review in that it is not a running narrative. Instead, it is a collection of summaries of selected works IN A SELECTED Topic. In other words, each listing in the annotated bibliography will have complete bibliographical information and a short summary of the content (about 200-350 words each). 

The notion is that an annotated bibliography acts as a precursor to a literature review or a source of the first phase of information for a research project (Assignments 2 & 3 in this Course). There is no need for a reference list at the end of the assignment. The rubric for grading follows. NOTE: It is highly recommended that you read chapters 2, 3, 4, and 5 in Using Sources Effectively by Harris, R.A. (2014) listed in Section VI, Materials and Resources of the MSL 685 Syllabus.

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Annotated Bibliography

An annotated bibliography is a very efficient tool for selecting appropriate professional literature for literature reviews and research. For this assignment, you will select 8-10 sources to review learning communities (communities of practice) in the Topic/Organization (education, business, service agency, etc.) to analyze in this course.

It is recommended that you review current (1-5 year old) full-text professional journals for this assignment. You may use the Internet, but no more than 5 sources should be from websites. An annotated bibliography is different from a literature review in that it is not a running narrative. Instead, it is a collection of summaries of selected works IN A SELECTED Topic. In other words, each listing in the annotated bibliography will have complete bibliographical information and a short summary of the content (about 200-350 words each). 

The notion is that an annotated bibliography acts as a precursor to a literature review or a source of the first phase of information for a research project (Assignments 2 & 3 in this Course). There is no need for a reference list at the end of the assignment. The rubric for grading follows. NOTE: It is highly recommended that you read chapters 2, 3, 4, and 5 in Using Sources Effectively by Harris, R.A. (2014) listed in Section VI, Materials and Resources of the MSL 685 Syllabus.

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Annotated Bibliography

Description of the Assignment

An annotated bibliography is an alphabetical list of information sources (such as journal articles), formatted like a bibliography or a reference list, accompanied by a commentary, or annotation, for each source. The purpose of an annotated bibliography is to learn about a topic through a critical review of literature and encourage a deeper engagement with literature to develop analytical skills

This assignment presents a method for examining several theories important and useful to the nurse practitioner role. 

Preparing the Assignment

  1. For this assignment, you will use the five theories/models listed below:
    • Health Belief Model
    • Transtheoretical Model of Behavioral Change
    • Social Cognitive Theory
    • Family Systems Theory
    • Family Assessment and Intervention Model
  2. Search the library for literature. Locate one article related to each selected theory or model.
    • Use only scholarly sources as defined for the NP program: A US based peer -reviewed journal for clinicians (MD/DO/NP/PA) published in the past five years or the latest clinical practice guideline (CPG).
  3. Prepare an annotated entry for each source. Begin with the full APA citation of the source, followed by 2-3 paragraphs:
    • Summarize the article.
    • Describe how the article relates to the chosen theory/model.
    • Reflect on how the article could (or could not) be relevant to future Nurse Practitioner practice.

Criteria for Format and Special Instructions

  1. The paper should include a separate title page using APA format. No reference page is necessary as the references will be incorporated into the body of the bibliography.
  2. Entries should be alphabetized by author.
  3. A minimum of 5 (five) scholarly references must be used. Required textbooks for this course, and Chamberlain College of Nursing lesson information may NOT be used as scholarly references for this assignment. Be aware that information from .com websites may be incorrect and should be avoided.
  4. References are current – within a 5-year time frame unless a valid rationale is provided and the instructor has approved them.
  5. In-text citations are not required in the annotated bibliography.
  6. Rules of grammar, spelling, word usage, and punctuation are followed and consistent with formal, scientific writing.

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Annotated Bibliography

  1. For this assignment, choose from the theories/models presented in the weekly lesson.
  2.  
    • Health Belief Model
    • Transtheoretical Model of Behavioral Change
    • Social Cognitive Theory
    • Family Systems Theory
    • Family Assessment and Intervention Model
    • Praxis Theory of Suffering

 

  • * choose any theory
  •  
  1. Search the library for literature. Locate 5 (five) articles related to the selected theories. You may use no more than two articles related to each theory/model.
  2.  
    • Sources should be related to nursing practice using the selected theory/model.
    •  
    • Sources should be scholarly, relevant to the theory/model and to nursing, and published within the past 5 years. If source is older than 5 years, 
    •  
  3. Prepare an annotated entry for each source. Begin with the full APA citation of the source, followed by 2-3 paragraphs:
    •  
    • Summarize the article.
    •  
    • Describe how the article relates to the chosen theory/model.
    •  
    • Reflect on how the article could (or could not) be relevant to future Nurse Practitioner practice.

 

Criteria for Format and Special Instructions

  1.  
  2. The paper should include a separate title page using APA format. No 
  3. reference page is necessary as the references will be incorporated into the body of the bibliography.
  4.  
  5. Entries should be alphabetized by author.
  6.  
  7. A minimum of 5 (five) scholarly references must be used. Required textbooks for this course, a
  8.  
  9. References are current – within a 5-year time frame unless a valid rationale is provided and the instructor has approved them.
  10.  
  11. In-text citations are not required in the annotated bibliography.
  12. Rules of grammar, spelling, word usage, and punctuation are followed and consistent with formal, scientific writing.

 

Part 2

 

Write 1-2 paragraphs reflecting on theories used as a nurse practitioner:

 

As you contemplate your future NP practice, how do you view your role in using theory in practice?

Which of the theories “spoke” to you? What are some barriers you see to implementing theory in practice?

 

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Annotated Bibliography

Instructions:

This is an individual assignment. You will create an annotated bibliography. You are expected to plan your own timeline for completing this assignment.

In this course, there are numerous resources; there are assigned weekly readings, valuable “Optional Audio and/or Visual Items” (button on L-hand side of the site), databases that may be new to you, and scholarly references located through your literature searches. As you save, bookmark, and/or reference any of these items for this course, you may consider placing them in the annotated bibliography. Further, consider what may be of use to you in the remainder of the program (e.g., Capstone course, 49800) and your professional career. For example, you will need to create a PICO question in this course. Any EBP resources you use now many be of use to you during your Capstone project as well, as the project is an EBP project and you will be required to create a PICO question then as well. Therefore, consider placing those resources in your annotated bibliography as well. This assignment is intended to create something for you to refer to during this course as you work on the assigned project as well as to take with you at the end of this course. As such, it should hold value to you.

Each of your annotations should summarize, assess, and reflect. Please see the Purdue OWL website for further information on how to create a summary and evaluation of each resource:  Annotated Bibliographies and Samples. Well-informed opinions are encouraged in each annotation; if you find a website that isn’t user-friendly, for example, state that in your evaluation of the resource. Including such evaluations in your annotated bibliography will ensure that your future self will be well-informed.

Prior to your list of annotations, write a brief paragraph at the beginning of your document that describes your rationale for selecting included annotations. There is no minimum or maximum number of annotations. There is no required content or resources that must be included. The intent is to have a repository of resources deemed useful by you and for you. 

Present your Annotated Bibliography in a scholarly and professional manner (i.e., APA formatting and no errors in spelling or grammar).

 

I included 4 articles that you can use for this assignment. 

I requested 3 pages, if you end up with more pages, let me know so I can adjust the pay. No more than 5 pages please.

 

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Annotated Bibliography

Annotated Bibliography

Question descriptionAn annotated bibliography begins the preliminary research process. The document will serve as an ongoing list of sources that will support your Final Research Paper. Each of the sources should be cited in APA format (for help, click on APA Formatting Instructions for Microsoft Word (Links to an external site.)Links to an external site.) and should include a two-paragraph summary, or annotation, of the resource contents and how you intend to use the information within your paper. Be sure to utilize the information from this week’s Argument and Thesis Workshop discussion, and refer to Research Paper Guidelines for additional support. Before beginning, please review the Model Annotated Bibliography and utilize the Week 1 Assignment Template.

To fulfill the research component of this assignment, you must

  • Conduct several searches using any of the databases in the Ashford University Library.
  • Select at least five credible and scholarly, peer-reviewed sources from your library search that support the topics and arguments you plan to present in your Final Research Paper.

To fulfill the written component of this you must

  • Include a title page that is formatted in proper APA style.
  • List APA-style references in alphabetical order along with your unique paragraph summaries.
  • Annotation paragraphs must be original and cannot be copied from abstracts or other summaries. Copied-and-pasted annotations may receive a zero grade.

Format your assignment according to APA style (Links to an external site.)Links to an external site. as outlined in the Ashford Writing Center. Your annotated bibliography should be double-spaced with one-inch margins and use 12-point Times New Roman font.

Your annotations should contain

  • A complete summary, in your own words, of the information presented in the article.
  • Your analysis of the best use of this information in your paper, written in your own words.
  • Identification of a possible topic sentence and/or claim the information will support.

The bibliography must be 500 to 700 words in length and formatted according to APA style as outlined in the Ashford Writing Center (Links to an external site.)Links to an external site..

Submission Information: Complete the tasks above and save the document as a Microsoft Word or PDF file. Submit your assignment via the Assignment Submission button. Please use a naming convention for your assignment files that includes your last name and the week number. So, your Annotated Bibliography assignment should bear a file name that looks like: smithENG122w1.docx or smithENG122w1.pdf.

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