Annotated+Bibliography

This page, and the subsequent subpages will be used to house and organize our annotated bib for ED 604. As we include more and more citations, we'll #|continue to expand this section. For now...just organize alphabetically using #|APA citation format.

[|New Haven School District Unified Rules of Conduct]This is the current New Haven school district rules for how to handle basic classroom behaviors, the definitions and classifications of incidents, and their "supposed" consequences. A very useful document for anyone working in New Haven as an intern.

[|A Social Cognitive View of Self-Regulated Academic Learning] This article, although written some time ago, is an easy read and introduction to Social Cognitive Theory, and the aspects of self-efficacy, self-regulation, and reciprocal causation. Written by Barry Zimmerman.

[|__Pointillist, Cyclical, and Overlapping: Multidimensional Facets of Time in Online Learning__] This article presents interesting perspectives about #|online learning, and addresses our conceptions of time within the context of virtual learning spaces.

[|About Beecher Road School PTO. (2010, February 1). Retrieved January 27, 2013, from Beecher Road School Parent Teacher Organization:] This #|website provides informatiAon regarding the Beecher Road School PTO. It discusses what they do and what they are involved with. It also gives parents contact information and any necessary forms they may need.

Bodine, A. (2003). School uniforms, academic achievement, and uses of research. The Journal of Educational Research, 97(2), 67-71. Bodine reevaluates the finding by Brunsma and Rockquemore (1998) that uniforms correlate negatively with student achievement, arguing that “school uniforms have not been demonstrated to affect academic achievement” (p. 70). (Brunsma and Rockquemore stand by their initial conclusion in this response.)

Bonwell, C. C., & Eison, J. A. (1991). Active Learning: Creating Excitement in the Classroom. ERIC Digest. ASHE-ERIC Higher Education Reports, The George Washington University. This article discusses the nature of active learning, the empirical research on its use, the common obstacles and barriers that give rise to college and university faculty members’ resistance to interactive instructional techniques and how faculty, faculty developers, administrators, and educational researchers can make real the promise of active learning.

Brown, D. F. (2003). Urban teachers' use of culturally responsive management strategies. Theory Into Practice, 42(4), 277-282. Considers interview data and existing literature to propose a 3-“themed” model for culturally responsive teaching specifically in urban #|schools.

Bruce, D. (2008). Visualizing literacy: Building bridges with media. Reading & Writing Quarterly, 24(3), 264-282. This article explores the results of a qualitative teacher-researcher study that investigated the skills and strategies employed by four low achieving writers while creating and interpreting music video compositions. The researchers examined to what extent students use complex or sophisticated composition strategies when composing a video. The results show that most students demonstrated a number of complex composition strategies through the reading and composing necessary to build the videos.

<span style="font-family: Arial,Helvetica,sans-serif;">Brunsma, D. L., & Rockquemore, K. A. (1998). Effects of student uniforms on attendance, behavior problems, substance use, and academic achievement. The Journal of Educational Research, 92(1), 53-62. <span style="font-family: Arial,Helvetica,sans-serif;">This study considers the effects of school uniforms on absenteeism, behavior problems, drug use, and student achievement. The authors found that a uniform requirement only correlates with achievement. Surprisingly, they suggest that uniforms have “significant” negative effects on student achievement. (For dissenting analysis of this same data, see: Bodine, 2003.)

<span style="font-family: Arial,Helvetica,sans-serif;">[|CCT Performance Profile. (2010, September 06). Retrieved February 17, 2013, from Connicticut State Department of Education: http://www.sde.ct.gov/sde/lib/sde/pdf/curriculum/cali/mm1_performance_profile_blank_9-6-2010.pdf] <span style="font-family: Arial,Helvetica,sans-serif;">Describes the the indicators for #|effective teaching for domain 2

<span style="font-family: Arial,Helvetica,sans-serif;">Combs, M. (2006). Readers and Writers in Primary Grades: A Balanced and Integrated <span style="font-family: Arial,Helvetica,sans-serif;">Approach: K-4. Pearson Merrill Prentice Hall. <span style="font-family: Arial,Helvetica,sans-serif;">One of the text books for the Elementary track. Great examples of differentiation.

<span style="font-family: Arial,Helvetica,sans-serif;">[|Cone, Joan Kernan. "Using classroom talk to create community and learning." English Journal 82.6 (1993): 30+.Academic OneFile. Web. 14 Feb. 2013.] <span style="font-family: Arial,Helvetica,sans-serif;">Joan Kernan Cone’s article “Using classroom talk to create community and learning” focuses on how she classifies two different types of talk in the classroom: social talk and academic talk. Social and academic talk can also be broken into public and private talk. Cone, who is a #|high school English teacher, works with six other teachers throughout a school year to define how to “make talk work” as an academic tool. Cone discusses how she spends the first two weeks of school doing introductions with her students as a way to foster a “warm, polite and safe environment.” Once students feel comfortable with their classmates, she uses this social talk to stimulate academic talk. She uses talk to introduce her AP and other English students to new novels and topics. Her classroom often switches back and forth between talking and writing—which helped her students learn how to argue in a discussion and in writing. Cone and her #|collegues use talk to help students focus and get started on an #|assignment, to help them edit and revise their writing and to allow students share their finished products.

<span style="font-family: Arial,Helvetica,sans-serif;">[|Connecticut State Department of Education. (2010). Common Core of Teaching: Foundational Skills. Retrieved January 25, 2013, from http://www.sde.ct.gov/sde/lib/sde/pdf/educatorstandards/board_approved_cct_2-3-2010.pdf] <span style="font-family: Arial,Helvetica,sans-serif;">This is a link to the Connecticut Common Core of Teaching Document with a breakdown of each domain and what it consists of.

<span style="font-family: Arial,Helvetica,sans-serif;">Cornelius-White, J. (2007). Learner-centered teacher-student relationships are effective: A meta-analysis. Review of Educational Research, 77(1), 113-143. <span style="font-family: Arial,Helvetica,sans-serif;">Analyzes 119 studies (from 1,000 articles), spanning 1948 to 2004, with 1,450 findings and data from 355,325 students to propose variables indicative of “learner-centered” (or student-centered) teachers and positive correlations for student achievement and other outcomes.

<span style="font-family: Arial,Helvetica,sans-serif;">[|Cuban, L., & Shipps, D. (Eds.). (2000). Reconstructing the common good in education: Coping with intractable American dilemmas. Stanford University Press.] <span style="font-family: Arial,Helvetica,sans-serif;">This book is actually a compilation of essays by several educational scholars. The main idea of these essays is how educational reform has abandoned the "common good." In other words, it takes a look at public schools today no longer see the point of education as preparing today's generation to be contributors in a democratic society.

<span style="font-family: Arial,Helvetica,sans-serif;">Deci, E. L., Vallerand, R. J., Pelletier, L. G., & Ryan, R. M. (1991). Motivation and Education: The Self-Determination Perspective. Educational Psychologist, 26(3 & 4), 325-346 <span style="font-family: Arial,Helvetica,sans-serif;">This article defines and theorizes self-determination theory. It also explains intrinsic and extrinsic motivation and internalization, external regulation, introjected regulation, identified regulation, and integrated regulation, and the roles they play regarding student motivation.

<span style="font-family: Arial,Helvetica,sans-serif;">Dewey, J. (1998). Experience and education. Kappa Delta Pi. <span style="font-family: Arial,Helvetica,sans-serif;">Thisbookisthe best concise statement on educationever published by John Dewey, the man acknowledged to be the pre-eminent educational theorist of the twentieth century.

<span style="font-family: Arial,Helvetica,sans-serif;">[|District Overview - Woodbridge School District. (2012, March 26). Retrieved January 27, 2013, from Connecticut State Department of Education]: <span style="font-family: Arial,Helvetica,sans-serif;">This webpage is part of the Connecticut State Department of Education website which provides statistical data about the Beecher Road School and the Woodbridge School District.

<span style="font-family: Arial,Helvetica,sans-serif;">[|Domain #2 Classroom Environment. (n.d.). Retrieved February 16, 2013, from Danielson's Framework for Teaching:] <span style="font-family: Arial,Helvetica,sans-serif;">[] <span style="font-family: Arial,Helvetica,sans-serif;">Describes Charlotte Danielson's framework for teaching

<span style="font-family: Arial,Helvetica,sans-serif;">Fitzgerald, J., & Spiegel, D. L. (1986). Textual Cohesion and Coherence in Children's Writing. Research in the Teaching of English, 20(3), 263-280. <span style="font-family: Arial,Helvetica,sans-serif;">This article from University of North Carolina at Chapel Hill addresses cohesion and coherence in children's writing. It is beneficial for trying to define the concept when analyzing writing and how to apply that definition to analysis.

<span style="font-family: Arial,Helvetica,sans-serif;">Freiberg, H. J., & Lamb, S. M. (2009). Dimensions of person-centered classroom management. Theory Into Practice, 48(2), 99-105. <span style="font-family: Arial,Helvetica,sans-serif;">Defines “person-centered” (or student-centered) classrooms through a simplified framework. Argues that person-centered classroom management has four dimensions: caring, belonging, safety, and self-discipline.

<span style="font-family: Arial,Helvetica,sans-serif;">Gordon, G. L. (1999). Teacher talent and urban schools. Phi Delta Kappan, 304-307. <span style="font-family: Arial,Helvetica,sans-serif;">Includes a useful distillation of a Gallup Organization study of urban teacher development. Gordon summarizes 11 patterns of thinking, feeling, and acting that were found to be common among effective (urban) teachers.

<span style="font-family: Arial,Helvetica,sans-serif;">Hamre, B. K., & Pianta, R. C. (2006). Student-Teacher Relationships. PearWeb. Retrieved January 25, 2013, from http://www.pearweb.org/conferences/sixth/pdfs/NAS-CBIII-05-1001-005-hamre%20&%20Pianta%20proof.pdf <span style="font-family: Arial,Helvetica,sans-serif;">This article focuses on student-teacher relationships - their importance, uses, and creation. It offers a vast background knowledge on the topic as well as conceptual models, in-depth discussion of the processes at work within student-teacher relationships and problems and implications. Along with describing uses for every day classrooms this article also touches on the topic of "prevention" and how student-teacher relationships can be utilized to prevent disastrous scenarios.

<span style="font-family: Arial,Helvetica,sans-serif;">Huffaker, D. (2005). The educated blogger: Using weblogs to promote literacy in the classroom. AACE Journal, 13(2), 91-98. <span style="font-family: Arial,Helvetica,sans-serif;">The article explores the role of weblogs in promoting literacy engagement and acquisiton in a classroom setting. Weblogs resemble personal journals or diaries and provide opportunities where self-expression and creativity is encouraged. Construction of identity, and involvement in an online community allow learners to use storytelling and literacy skills as tools. The author shares several examples of storytelling and blogging in practice.

<span style="font-family: Arial,Helvetica,sans-serif;">Kaser, C. (2007, May 25). Series on Highly Effective Practices: Classroom Routines. Old dominion university. Retrieved January 25, 2013, fromhttp://education.odu.edu/esse/research/series/routines.shtml <span style="font-family: Arial,Helvetica,sans-serif;">This article is a useful summary and objective look at classroom routine and how it supports the learning process. It describes why routine is used, how it is used, its effects and ways to implement routine into your classroom. The piece itself sites many other sources which the reader may also find useful and informative.

<span style="font-family: Arial,Helvetica,sans-serif;">Kramer, L., & Radey, C. (1997). Improving sibling relationships among young children: A social skills training model. Family Relations, 237-246. <span style="font-family: Arial,Helvetica,sans-serif;">This article is a social skills training model, primarily for sibling relationships, but can also be applied towards a classroom setting.

<span style="font-family: Arial,Helvetica,sans-serif;">Lareau, A. (1987). Social class differences in family-school relationships: The importance of cultural capital. Sociology of education, 73-85. <span style="font-family: Arial,Helvetica,sans-serif;">This article explores the differences in parental involvement in children's education both in the classroom and at home between socioeconomic classes. It looks in particular at two schools: one working class and one upper-middle class in close proximity to each other. It looks at the relationship between family and school.

<span style="font-family: Arial,Helvetica,sans-serif;">McIntosh, P. (1988). White privilege: Unpacking the invisible knapsack. Race, class, and gender in the United States: An integrated study, 4, 165-169. <span style="font-family: Arial,Helvetica,sans-serif;">This article is now considered a ‘classic’ by diversity, multicultural, and critical literacy educators. It has been used in workshops and classes throughout the United States and Canada for many years. While people of color have described for years how whites benefit from unearned privileges, this is one of the first articles written by a white person on the topic.

<span style="font-family: Arial,Helvetica,sans-serif;">Miller, R., & Pedro, J. (2006). Creating respectful classroom environments. Early childhood education journal, 33(5), 293-299. <span style="font-family: Arial,Helvetica,sans-serif;">This article outlines the importance of respectful classroom environments, highlights other literature surrounding the topic, and delves into techniques, and research supporting said techniques, to facilitate such a classroom environment.

<span style="font-family: Arial,Helvetica,sans-serif;">[|Moran,M. (2013, January). In Connecticut, Two Sides Of A Deep Economic Divide. Retrieved from http://www.npr.org/2013/01/17/169509521/in-connecticut-two-sides-of-a-deep-economic-divide] <span style="font-family: Arial,Helvetica,sans-serif;">I found this article really interesting because it talks about how the disparity between the upper and lower classes in Connecticut is getting wider. This would be a really great article to reference if you were writing a paper about the opportunity gap in Connecticut. They mention once or twice how economics in our state will continue to impact the younger generations of society, and that the poorer children will probably remain poor, while wealthier children in better schools will continue on to be wealthy.

<span style="font-family: Arial,Helvetica,sans-serif;">O’Brien, D., Beach, R., & Scharber, C. (2007). “Struggling” middle schoolers: Engagement and literate competence in a reading writing intervention class. Reading Psychology, 28(1), 51-73. <span style="font-family: Arial,Helvetica,sans-serif;">This article shares the results from a two-year study examining the effects of multimedia sources on struggling readers and writers. The study examined seventh and eighth grade students to look at two areas: “how do students’ perceptions of value and purpose of media-rich projects” affect their engagement; and how do the media-rich projects affect sense of community, agency, self-efficacy, etc. Results suggest participants found working with multimodal texts to be more engaging than normal classroom practice. However, because the students were in a remedial class, because they felt that they were deficient, this had a significant impact on their success; and their view of success.

<span style="font-family: Arial,Helvetica,sans-serif;">O’Brien, D. (2001, June). “At-risk” adolescents: Redefining competence through the multiliteracies of intermediality, visual arts, and representation. Reading Online, 4(11). Retrieved June 5, 2009, from http://www.readingonline.org/newliteracies/obrien/ <span style="font-family: Arial,Helvetica,sans-serif;">This article examines the label of “at-riskness” of adolescent students and the changes that occur as a result of multimedia, new literacies and multiliteracies. The author suggests that new media, and multiliteracies call for a redefining of these labels and to view adolescents as willing and able critiquers of current media. The author suggests that educators need to bring these labeled students into the community of peers and explore the experiences that they have with media.

<span style="font-family: Arial,Helvetica,sans-serif;">Osterman, K.F. (2000). Students’ need for belonging in the school community. Review of Educational Research, 70, 323-367 <span style="font-family: Arial,Helvetica,sans-serif;">This article focuses on research pertaining to students’ sense of acceptance within the school community to address three questions: Is this experience of belongingness important in an educational setting? Do students currently experience school as a community? And how do schools influence students' sense of community? Theoretically, the review reflects a social cognitive perspective on motivation. The findings suggest that although schools adopt organizational practices that neglect and may actually undermine students’ experience of membership in a supportive community, students' experience of acceptance influences multiple dimensions of their behavior.

<span style="font-family: Arial,Helvetica,sans-serif;">Responsive Classroom. (2011, March 11). Retrieved January 27, 2013, from Woodbridge School District Beecher Road School: <span style="font-family: Arial,Helvetica,sans-serif;">This webpage explains the responsive classroom strategies that Beecher Road School practices and what it entails. It explains how the strategies have helped improve the educational program provided by the Woodbridge School District.

<span style="font-family: Arial,Helvetica,sans-serif;">Richards, J. C., & Bohlke, D. (2011). Creating Effective Language Lessons. New York:

<span style="font-family: Arial,Helvetica,sans-serif;">Cambridge University Press. <span style="font-family: Arial,Helvetica,sans-serif;">This eBook is an overview of a language lesson focusing on what lessons should provide and a general outline of learning goals and objectives.

<span style="font-family: Arial,Helvetica,sans-serif;">[|Strategic School Profile 2009-10. (2010). Retrieved January 27, 2013, from Connecticut State Department of Education:] <span style="font-family: Arial,Helvetica,sans-serif;">This is a PDF that gave statistical data on Woodbridge School District from the 2009 school year. It provided information such as different programs, ethnic diversity of students and the breakdown of the financial budget for the school year.

<span style="font-family: Arial,Helvetica,sans-serif;">Taub, J. (2002). Evaluation of the Second Step violence prevention program at a rural elementary school. School Psychology Review, 31(2), 186–200. <span style="font-family: Arial,Helvetica,sans-serif;">This article focuses on the effectiveness of the Second Step Violence Prevention Program, implemented in a rural elementary school with a population of mostly poor, white students. A yearlong longitudinal evaluation with students in the third through sixth grades was conducted to assess the effectiveness of the intervention. Results and implications are discussed. <span style="font-family: Arial,Helvetica,sans-serif;">"Town of East Haven." CERC Profile East Haven 2009. CERC, n.d. Web. 22 Mar. 2013. <[|www.townofeasthavenct.org/pdf/reports/cerc-profile-easthaven2009.pdf]>. <span style="font-family: Arial,Helvetica,sans-serif;">Demographic profile for the town of East Haven, 2009.

<span style="font-family: Arial,Helvetica,sans-serif;">"Town of East Haven." CERC Profile East Haven 2012. CERC, n.d. Web. 22 Mar. 2013. <[]>. <span style="font-family: Arial,Helvetica,sans-serif;">Demographic profile for the town of East Haven, 2012.

<span style="font-family: Arial,Helvetica,sans-serif;">Valli, L., & Buese, D. (2007). The Changing Roles of Teachers in an Era of High-Stakes Accountability. American Educational Research Journal, 44(3), 519-558. Retrieved March 2, 2013, from http://www.jstor.org/stable/30069427 <span style="font-family: Arial,Helvetica,sans-serif;">This text highlights teacher roles and how they have changed in the era of high-stakes accountability. Valli also outlines differentiated instruction, expansion, intensification, and teaching practice.

<span style="font-family: Arial,Helvetica,sans-serif;">Van de Walle, J. A., Karp, K., & Bay-Williams, J. M. (2007). Elementary and middle school mathematics: Teaching developmentally. (8th ed.) Pearson. <span style="font-family: Arial,Helvetica,sans-serif;">Text from the Elementary track on teaching mathematics. Great resource for Educational Psychology in action.

<span style="font-family: Arial,Helvetica,sans-serif;">Weinstein, C., Curran, M., & Tomlinson-Clarke, S. (2003). Culturally responsive classroom management: Awareness into action. Theory Into Practice, 42(4), 269-276. <span style="font-family: Arial,Helvetica,sans-serif;">Outlines three prerequisites for culturally responsive teaching, and then presents specific strategies for fostering a culturally responsive classroom environment.

<span style="font-family: Arial,Helvetica,sans-serif;">[|Welcome to Woodbridge School District. (2012, November 1). Retrieved January 27, 2013, from Woodbridge School District Beecher Road School:] <span style="font-family: Arial,Helvetica,sans-serif;">This website is the Woodbridge School District main website that provides the viewer information on the Beecher Road School, Student Handbook, Curriculum, Policies and contact information for parents.

<span style="font-family: Arial,Helvetica,sans-serif;">"Why is feedback important? - University of Reading." University of Reading in the top 1% of universities worldwide. N.p., n.d. Web. 17 Feb. 2013. <http://www.reading.ac.uk/internal/engageinfeedback/Whyisfeedbackimportant/efb-WhyIsFeedbackImportant.aspx>. <span style="font-family: Arial,Helvetica,sans-serif;">This short article summarizes why feedback is an essential part of learning. It also references to other sources outlining teaching processes, research, and models.

<span style="font-family: Arial,Helvetica,sans-serif;">[|Woodbridge Connecticut. (2012). Retrieved January 27, 2013, from City-Data] <span style="font-family: Arial,Helvetica,sans-serif;">City-data.com is a website that provides statistical data regarding all towns/cities/fellowships in the United States. It gives a breakdown of information from diversity of population, economic and geographical information.

<span style="font-family: Arial,Helvetica,sans-serif;">[|Woodbridge School District - Program Enrollment - Free/Reduced Lunch. (2012, March 26). Retrieved January 27, 2013, from Connecticut State Department of Education]: <span style="font-family: Arial,Helvetica,sans-serif;">This webpage is part of the State Department of Education website that provides yearly information regarding the enrollment of the Free/Reduced Lunch program provided by the state of Connecticut.

<span style="font-family: Arial,Helvetica,sans-serif;">[|Woodbridge Connecticut. (2013). Retrieved January 27, 2013, from About Woodbridge]: [] <span style="font-family: Arial,Helvetica,sans-serif;">This website provides information about the town of Woodbridge. Information that is provided including all demographic information, such as location, size and population.