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ENGL 1102 Annotated Bibliography RD-2 Morriah Striplin 4/7/14

Stumpf, Stephen; Freedman, Richard. Expected Grade Conversation with Student Rating of Instruction: Individual versus Class Effect. Journal of Educational Phycology 71. (1979): 292302. PsycINFO.Web. 20 March 2014.
Commented [B1]: Please make sure that youre using Times New Roman 12 pt. font. Also, make sure that your sources are organized alphabetically according to authors last names.

The focus of this paper is on the patterns of teacher evaluations in both a classroom group and individual evaluations. The article uses data from previous research articles, as well as its own, to test the hypothesis that individual and group student ratings are closely tied to their expected grades. This pattern is present in both group and individual analysis with both graduate students and undergraduates. I found this article to be very helpful in tying student expectations into student work ethic. Some explanations for student behavior within this article are particularly interesting Stumpf states classes of students may be more influenced by differences in their instructors expected grading policies than individual expected grades. This statement is something I can agree with as courses with too strict of a grading policy or micro-grading tendencies make hardworking students expend energy learning how to achieve the grade rather than learn the material. Micro-grading has a negative effect on the moral of the A and B students, which in turn effects the evaluation of the class. As stated by Powell: Evaluations of both the instructors performance and the course decreased as the strin gency of the grading criteria
Commented [B3]: Always include page numbers with intext citations. Commented [B2]: This summary feels really vague. I dont feel like, having read this, I truly know what the article is about.

increased. I can relate this to my observations, as I observed, students do not want to work hard will tend to avoid classes that are harder. Another point of interest in this article is how they approached their research: as individual vs classes analysis. The article show how classes have a substantial effect on analysis and more stable data in comparison to individual effects which become minimal. This data correlates into the stability of class personality and how class dynamics change as the group processes to higher courses. For instance basic classes have unstable class personalities particularly in larger classes. Large classes can exhibit a split personality disorder because of their size. In contrast, smaller classes and higher-level classes have very stable class dynamics: with fewer people the teacher can interact with the majority of the students individually and the students themselves are in small enough numbers that no activity can go unnoticed by the rest of the class or the teacher. ______________________________________________________________________________
Commented [B5]: This all feels like a continuation of your summary. How does this relate to your own research? How are you going to use this information to your benefit? Commented [B4]: I dont feel like this is a thorough analysis of how this research directly relates to your own.

Davis, Tonya; Durand, Shannon; Fuentes, Lissa; Dacus, Sharon; Blenden, Kara. The Effects of a School Bases Functional Analysis on Subsequent Classroom Behavior. Education and Treatment of Children 37 :95-100. Academic Search Complete. Web. 15 March 2014.

This article is a study focusing on Functional Analysis within a classroom setting and whether or not students participation in the FA have and change in classroom behavior. The author describes the general discontent of school officials to use the FA process for various reasons. The articles experiment on behavior of the students before, during, and after the FA

shows that no discernable negative effects are observed. The article concludes with admitting the limitations of the experiment and how such limitations make large scale study difficult. I found the article overall to be rather scientific in its observations with the focus being disproving that negative effects are the reason FA is not more commonly instituted in public schools. The conciseness of the thesis had given me insight on what my ethnography requires. I found that the parameters of the experiment to be very far removed from my field of concern. While I initially read this article to grasp how changes to classroom behaviors could be observed the group studied was that of young children with disabilities in opposition to my group of college students. What I was able to take from this article is that person to person interactions do have a positive effect on student attentiveness. While in the article group this lead to less negative behavior, for mature subjects I believe this would lead towards greater participation with the class material. This article is very strong in its analysis and presentation of the data not only after the experiment but the setup of the experiment. The article seldom suffers from repetition because of its setup and size so all information is stated in a concise and organized matter. The discussion at the end of the article does a good job in setting the conclusions of the experiment and then goes on into other possible avenues of discussion for a latter research. ______________________________________________________________________________
Commented [B8]: Why is this information relevant? How does it relate to your own research? Commented [B7]: ? Im not sure what youre getting at here. Are you saying that you can use the article or that you cant? Commented [B6]: Again, this summary is extremely vague. Remember that your reader is not necessarily aware of the terms youre using here, so you may need to define them/speak about them in more specific and meaningful ways.

Karabenick, Stuart; Sharma, Rajeev. Perceived Teacher Support of Student Questioning in the College Classroom: Its Relation to Student Characteristics and Role in the Classroom

Questioning Process. Journal of Educational Phycology 86. (90-103). PsycINFO .Web. 24 March 2014.

Commented [B9]: Psychology?

This article focuses on Student-teacher interactions within a classroom and how those interactions effect student participation and work ethic in class. The conclusion of the article is that small and medium sized classes find their teachers very supportive of student questioning. The ending conclusion is almost unanimously supported by the articles experiment. I found this article overall to be very useful and its experiment being in direct correlation to many of my classroom observations concerning student and teacher questioning. The article uses the mindset that A form of academic help seeking, asking questions can be a proactive learning strategy that signifies student involvement and self-regulation rather than dependency. I find this to be in p arallel with my observations and in agreement with my own research, as in my observations the higher level classroom students asked almost three times the number of questions as the lower class. Also the teacher answered all the questions regardless of which class it was. I believe this hypothesis can go further as students and class groups that ask more questions are more proactive in their learning than a class with less questions. This articles hypothesis is further studied in three separate studies i n order to minimize inconsistencies due to too small a research pool. A minor hypothesis of the article is that teachers will likewise be responsive to students who seek help by asking questions appropriately in the classroom. While I believe this hypothesis is I found little evidence in my own classroom observations. Whether this was because of the teacher or the lack of haphazard
Commented [B10]: I get almost no feel for this piece based solely off this summary.

questions in the observed students is unknown. Regardless my own observations show that the teacher answered all the during class questions with the same enthusiasm. Overall I found this article to be very insightful and in line with my own research and observations. ______________________________________________________________________________
Commented [B11]: This is the strongest analysis Ive seen thus far. You do a nice job of staying in conversation with the scholar the entire time, and I can tell that you can use this research to your benefit. In revision try to make all of your analyses as fully developed as this one.

SLIKOVI, Ana; MASLI SERI, Darja. Work Stress among University Teachers: Gender and Position Differences. Archives of Industrial Hygiene & Toxicology / Arhiv za Higijenu Rada I Toksikologiju 62.4 (2011) 299-307. Academic Search Complete. Web. 31 March 2014.

This article was originally made in Croatia and was translated into English. The article focuses on college professor stress and how such stress varies between gender and position differences. After a series of analysis the article comes to the conclusion that women have more stress then me, for most teacher positions the brunt of stress comes from technical conditions of work and work organization, and lastly and surprisingly for me full professors suffer from the least amount of stress out of all the teaching positions. I found this article, while having little to do with my observations, to be very helpful in answering one of my minor questions about teaching: Do teachers suffer from stress? And does stress correlate with teachers positions? This article directly addr esses these questions, namely the correlation question. The article concludes that: Assistant professors, associate professors, and full professors reported greater stress related to material and technical conditions of work and work organization than assistants. I can agree with this conclusion
Commented [B12]: I think this is your strongest summary thus far.

because I have seen that the Assistant and associate professors are generally the ones who teach the majority of the classes, usually several different classes at a time. As well as teaching they also manage classes such as labs and other things primarily taught by TAs. Additionally the article states that Full professors, reported lower exposure to stress at work than associate professors, assistant professors, and assistants . I find this to be an interesting statement, as one would expect the full time workers to have more work. I will have to investigate further in order to ascertain any reason behind this conclusion. ______________________________________________________________________________
Commented [B13]: I think you could have developed more fully here.

Venezia, Andrea. Transitions from high school to college. The Future of Children 23.1 (2013). 117-136. PsycINFO. Web. 1 April 2014.

This article focuses on the readiness of high school students for the college workload. The author also goes into variables such as high school quality and other noncircular variables such as parental expectations. Despite the broad baseline due to these variables the article shows through data from other sources that the majority of students are not prepared for the college curriculum. The article then discusses several systems designed to help transition highs cool students and their effectiveness. I found this article overall to be very informative. I agreed with the articles claim that most high school students are unready for college. I have seen through the early classes into the higher courses that the majority of the students do not proceed to the next level of

education, and I myself recall having a lot of trouble adapting to the college workload and expectations. I do have some disagreements with this article, particularly on how effective the systematic programs can be. While the author does admit to the fact that studies have shown mixed results in this regard I believe that programs such as dual-enrollment have their own issues that corrupts effectiveness. I propose that a flaw in the argument is that they take students as a whole, rather than separated into their letter grades. While all students will face difficulties adjusting I am curious about how the mentality of the A and B students about college compare to the C students.
Commented [B14]: I think I see what youre getting at here, but Im not positive.

Morriah , While I think that this draft definitely has its strengths, Im leaving it feeling a bit confused. On a small scale, there are some issues with MLA and quoting. Make sure that youre always using page numbers with in-text citations and, further, make sure that when you include a quote you explain it in a way that makes sense to your reader. More importantly, however, are your summaries and analyses. While some of your summaries are strong, I have a hard time understanding the information youre trying to present in others. This could be due to the language you use, but it might also be due to the very little information you give your reader. The purpos of the summary is to give a short, concise (though somewhat detailed) overview of the piece so that the reader can orient themselves to something theyve presumably never read before. I dont really see that happening here. Your analyses, too, are somewhat inconsistent. There are some places where you tell your reader exactly how the scholars research benefits your own, and those places are great. There are other places, though, where you mention that the article doesnt help you or that you cant use it. Why include that information? Why choose that article in the first place? Remember that you should always use the scholars work to back up your own.