Annotated Bibliography - Resource One

 

For the Final Paper in Week Five, you are required to complete a literature review. For your literature review, you will choose one area of interest to explore in depth. The themes that you may choose to explore are:

• Culturally Relevant Methods
• Anti-Bias Curriculum
• Diverse Family Structures
• Multicultural Education 

Select one theme from above to explore and begin reviewing the literature. Choose one article from the resources provided in the course or find a scholarly source that is relevant to your chosen theme.

 

You will add a second source in Week Three and a third source in Week Four, each of which will be related to the same theme. The annotated bibliography will be submitted each week as a component of your literature review. 

 

Your annotated bibliography must:

• Summarize the content and focus of the article. Be sure to include the main ideas and provide supporting evidence from the article. The summary must be in your own words. 
• Describe the relevance of the source to your chosen theme and its real-world classroom application.
• Evaluate the information presented in the article. What is your reaction to this source? Has it changed your thinking about your topic? Why, or why not?

Your bibliography must include the correct APA reference for your chosen scholarly source and a title page. Visit the Ashford Writing Center (Links to an external site.)

 

Links to an external site.

 for specific direction and review the resources provided on how to complete an annotated bibliography. Also view the Sample Annotated Bibliography (Links to an external site.)

 

Links to an external site.

 for guidance.

 

The Library Guide Link may assist you in your research of the Cultural Competence Topics for your annotated bibliography and final literature review. 

Sample Annotated Bibliography
Some of your courses at Ashford University will require you to write an annotated bibliography.
An annotated bibliography is a working list of references—books, journal articles, online
documents, etc.—that you will use for an essay, research paper, or project.
Although there are no strict formatting guidelines for the annotated bibliography itself, each
reference should be cited in APA format. After each citation, provide a summary of the source,
indicating how it will inform your essay, research paper, or project. Many pertinent ideas and
supporting details come from analyzing and summarizing your sources.
An annotated bibliography helps you get a head start on your assignment, and it encourages you
to focus your topic as you assess each source, choosing the key ideas and sources that are most
valuable for your assignment. Also, you can keep track of your sources as well as the correct
formatting for each reference.
**Note: Many of the references listed here are older sources. Please be aware that some Ashford
classes may require that students use sources that were published within the last five years. Provided below is a sample annotated bibliography.
Annotated
Bibliography Aslanian, C. B. (2001). Adult students today. New York, NY: The College Board. Exceptional resource for statistics on adult learners and their motivation for returning to school.
The author presents a study spanning 20 years that illustrates extensive demographics including
average age, income, travel distance, cost, ethnicity, gender, religion, and field of study. Brookfield, S. (n.d.). Adult learning: An overview. Retrieved March 26, 2002, from
http://www.nl.edu/ace/Resources/Documents/AdultLearning.html Excellent and thorough article covering four major research areas: self-directed learning, critical
reflection, experiential learning, and learning to learn. The author refutes current definitions of adult learning and motivation and proposes instead that culture, ethnicity, and personality have
greater significance than are espoused in the current myths that describe adult learners. This
article is interesting to consider because it diametrically opposes the existing and widely
accepted views on the subject. Donaldson, J. F., Graham, S. W., Martindill, W., & Bradley, S. (2000). Adult undergraduate
students: How do they define their experiences and their success? Journal of Continuing
Higher Education, 48(2) 2-11. Retrieved from the ERIC database. A small study confirming current thinking that adults return to school for primarily external
reasons, e.g., a major life event or career advancement. The research further illustrates that actual
success in learning comes from an internal locus of control that includes life experience,
maturity, motivation, and self-monitoring. Marienau, C. (1999). Self-assessment at work: Outcome of adult learners’ reflections on practice.
Adult Education Quarterly, 49(3), 135. Retrieved from the ProQuest database.
A qualitative study of adults in graduate programs and their use of self-assessment and
experiential learning from the perspectives of performance at work and personal development.
This article is enlightening, for it explores the benefits to the adult learner of self-assessment and
introspection. The concept of purposefulness and the need for the adult learner to connect
learning with concrete experience are discussed. Merriam, S. B., & Caffarella, R. S. (2001). Adult learning theories, principles and applications.
San Francisco, CA: Wiley
This is a textbook used for the training of instructors of adult students. There are several
excellent and pertinent chapters devoted to the self-determination of the adult student and the
need for programs to be designed that allow adults to use their problem-solving skills. Moore, B. L. (1999). Adult student learners. Retrieved April 3, 2002, from
http://www.sa.psu.edu/sara/pulse/adults_65shtml
This website contained a survey of adult learners’ perceptions of their education experience at
Penn State. The study contains a large survey sample and generally confirms the findings of
other studies at major universities. The important information gleaned is that the emphasis on
adult learner programs at historically traditional universities is a much higher priority due to the
increasing population of adult students. Sheldon, K. M., & Houser, M. L. (2001). General motivation for college measure. Journal
of Personality and Social Psychology, 80, 152-165. Retrieved from the OVID
database. This source is a psychosocial instrument designed to measure adult students’ general motivation
for attending college. This instrument is appropriate to my research topic because it profiles adult
students and rates motivation in terms of both intrinsic and extrinsic factors. It supports the
findings in my other sources and adds another component: the pursuit of happiness.

Attachments:

• 1506703009-handoutsa.2_sample_annotated_bibliography.pdf