Annotative Bibliography Updated

Monta
Annotative Bibliography: Educational Resources
Al Sultan, A., Henson Jr. H., & Fadde, P. J. (2018). Pre-Service Elementary Teachers' Scientific
Literacy and Self-Efficacy in Teaching Science. IAFOR Journal of
Education, 6(1). https://doi.org/10.22492/ije.6.1.02
This journal article was used in the science goal section. “Studies show that pre-service
elementary teachers need to build more confidence in teaching science and scientific
literacy during their teacher education programs in order for them to successfully teach
science knowledge to their students”
ASIYAI, R. (2014). Students’ Perception of the Condition of Their Classroom Physical Learning
Environment and Its Impact on Their Learning and Motivation. College Student
Journal, 48(4), 716. Retrieved from
https://egan.ezproxy.uas.alaska.edu/login?url=http://search.ebscohost.com/login.aspx?dir
ect=true&db=f6h&AN=100358667&site=eds-live
This journal was used in the Learning Environment goal statement. “The classroom is the
meeting point for students and teachers where teaching and learning takes place” And
“Students’ impression about their classroom can have positive or negative impact on their
learning. They are able to perceive the nature of their classroom environment and their
perception affects their attitude towards learning”

Monta 2
Atwell, N. (2015). In the middle: A lifetime of learning about writing, reading and
adolescents. (3RD ed.). Portsmouth, NH: Heinemann. ISBN 978-0-325-02813-2
This was foundational text for this class, and one that I will refer back to in my
teaching practice. There was a lot of information that was useful and brought up
conversation. Some of the things that I took away from this text included the daily
poem, reading and writing workshops and how to evaluate the workshops and work
of the students. The workshops were explained well and then discussed in class so
that they were easily understood. The Appendices also have worksheets to go with
the guided workshops. Mini-Lessons! I enjoyed how this text described the craft
lessons that discussed procedures, conventions, spelling, etc. I also enjoyed the
second part of the book that talked about writing different genres of text. Usually
students are taught how to write paragraphs for academic writing, but this book
brings up different genres such as fiction and poetry to add to the classroom.
Ayodele, A. O., & Samantha, G. (2018). Using Clusters System as an Effective Teachers’
Professional Development for Improved Instructional Development. Gender &
Behaviour, 16(3), 11963–11969. Retrieved from
http://search.ebscohost.com.ezproxy.uas.alaska.edu/login.aspx?direct=true&db=ofm&A
N=134055086&site=eds-live
This journal was used in the Professionalism goal statement. “Professional development
of teachers is critical to improved classroom teaching and learning to achieve quality
education” And “Teachers are groomed to work together and be actively involved, these
acts make them to reposition themselves for positive changes that can promote their
professional functions”
Monta 3
Barnett, P. E. (2011). Discussions across Difference: Addressing the Affective Dimensions of
Teaching Diverse Students about Diversity. Teaching in Higher Education, 16(6), 669–
679. Retrieved from https://egan.ezproxy.uas.alaska.edu/login?url=http://
search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ949409&site=eds-live
This journal was used in the diversity goal section. “They also need a commitment to
basic values; concern for the rights and welfare of others, commitment to critical self-
reflection or commitment to civil and rational discourse”
Bauml, M. (2016). Is it cute or does it count? Learning to teach for meaningful social studies
in elementary grades. The Journal of Social Studies Research, 40, 55–69. https://doi-
org.ezproxy.uas.alaska.edu/10.1016/j.jssr.2015.02.001
This journal was used in the social studies goal section. “First, social studies instruction
must be meaningful. This requires appealing to students’ interests, capitalizing on
diversity, differentiating according to students’ needs, helping students make connections
between social studies content and their own experiences, and implementing a rich
variety of practical tools.” And “For elementary social studies, practical tools may
include strategies such as graphic organizers, timelines, and document-based questions…
and instructional resources such as primary sources, children’s literature, and textbooks”
Betz, N. E., & Hackett, G. (1986). Applications of self-efficacy theory to understanding career
choice behavior. Journal Social and Clinical Psychology, 4, 279–289.
This journal was used in the science goal statement. “Low science self-efficacy has been
shown to influence the career choice of young women, and it explains, at least in part, the
gender difference in STEM (science, technology, engineering, and mathematics) fields
(Betz & Hackett, 1986)”

Monta 4
Block, B. A., & Russell, W. (2012). Teaching students to think critically about fitness and
wellness choices: by learning how to think, students are more likely to base their
decisions on facts and logic. JOPERD--The Journal of Physical Education, Recreation &
Dance, (7), 46. Retrieved from
ect=true&db=edsgsr&AN=edsgcl.303352198&site=eds-live
This journal was used in the health goal section. “Most unhealthy decisions are made
because people apply inappropriate processes of thinking” And “Fitness and wellness
class content provides a meaningful structure for students, as health content is universal
in nature and applicable to all”
Bozdoğan, A. E. (2011). The Effects of Instruction with Visual Materials on the Development of
Preservice Elementary Teachers' Knowledge and Attitude towards Global Warming.
TOJET: The Turkish Online Journal of Educational Technology, 10(2), 218-233.
Retrieved from http://files.eric.ed.gov/fulltext/EJ932241.pdf
This journal was used in the educational technology goal statement. “In such cases, the
use of technology in the learning process visualizes the lesson, simplifies the teacher's
work, and helps to broaden the students' perspectives (Bozdoğan, 2011). The use of
technology helps students transfer their existing knowledge to new situations by
strengthening the connection among the independent piles of knowledge in their mind,
and includes them in the teaching process (Novak & Krajick, 2006)”
Monta 5
Brevetti, M. (2016). Laughing and Crying through First Year of Teaching. Journal of Thought,
50(1), 37–48. Retrieved from https://egan.ezproxy.uas.alaska.edu/login?url=http://search.
ebscohost.com/login.aspx?direct=true&db=ofm&AN=117087700&site=eds-live
This journal was used in the Content goal statement. “Knowledge held personal
connections when I [Brevetti] could relate it to their interests, backgrounds, and lives”
Brinthaupt, T. (2014). Using a Student-Directed Teaching Philosophy Statement to Assess and
Improve One’s Teaching. Journal of Faculty Development, 28(3), 23. Retrieved from
http://search.ebscohost.com.ezproxy.uas.alaska.edu/login.aspx?direct=true&db=edo&AN
=98249449&site=eds-live
This journal was used in the Philosophy goal statement. “If it is accurate, the [Teaching
Philosophy Statement] TPS provides students with a valid preview of how their teacher
intends to meet the course learning objectives. Sharing the TPS might also help to
personalize the teacher, create a bond between students and teacher, and encourage a
sense of community”
Buck, R., & Snook, B. (2016). Teaching the Arts across the Curriculum: Meanings, Policy and
Practice. International Journal of Education & the Arts, 17(29). Retrieved from
ect=true&db=eric&AN=EJ1120772&site=eds-live
This journal was used in the Art goal statement. “The idea of using the arts to support
learning across the curriculum is not new”

Monta 6
Budge, K. M., & Parrett, W. (2011). Turning High-poverty Schools Into High-performing
Schools. ASCD.
Parrett and Budge, I felt were able to describe the people of poverty well. The people,
whom are in poverty, do not have the same culture and beliefs, just because they have a
similar situation. I found it almost a stereotype to even consider that all people in poverty
thought similarly and did not want to go to school.
Burke, J. (2012). EJ in Focus: Connecting the Classroom, Community, and Curriculum. The
English Journal, (4), 17. Retrieved from
ect=true&db=edsjsr&AN=edsjsr.41415468&site=eds-live
This journal was used in the Parent, Family and Community Connections goal
statement. “The business community, has a vested interest in the schools and will do
what it can to help… their knowledge, their resources, their wisdom”

Monta 7
Cambourne, B. (1995). Toward and Educationally Relevant Theory of Literacy
Learning: Twenty Years of Inquiry. The Reading Teacher, 49(3), 182-190.
doi:10.1598/rt.49.3.1
My parents were very helpful in teaching my how to tie my shoes, but they were also
there to keep me motivated. They knew that I could and held me to high standards
to keep practicing and not to give up. They had a lot of patience.... and it paid off for
them and me! This goes to show that with the strategies that Cambourne describes
and time, things can get accomplished in a way that the student will not resent the
project. I know I was mad and frustrated at that fake shoe, but it was what
ultimately helped me learn how to tie. And now I still remember and use it often. So
the skill was etched inside my mind and I was able to retain it from those teachings.
I look back and realize the struggle was worth it, and I think other learners would do
the same thing. This model also reminds me of the language learning models.
Carlson, T. (1966). The Sharing Period in First Grade. Elementary English, 43(6), 612–14.
Retrieved from https://egan.ezproxy.uas.alaska.edu/login?url=http://search.
ebscohost.com/login.aspx?direct=true&db=eric&AN=ED025501&site=eds-live
This journal was used in the Development goal statement. “A sharing period in the first
grade can provide children with many opportunities for developing both personally and
educationally (e.g. becoming aware of others' attitudes and expressing themselves
orally)” (Carlson, 1966).

Monta 8
Cervato, C. cinzia@iastate. ed., & Kerton, C. kerton@iastate. ed. (2017). Improving the Science
Teaching Self-Efficacy of Preservice Elementary Teachers: A Multiyear Study of a
Hybrid Geoscience Course. Journal of College Science Teaching, 47(2), 83–
91. https://doi-org.ezproxy.uas.alaska.edu/10.2505/4/jcst17pass:[_]047_02_83
This journal was used in the Science goal statement. “Low science self-efficacy has been
shown to influence the career choice of young women, and it explains, at least in part, the
gender difference in STEM (science, technology, engineering, and mathematics) fields
(Betz & Hackett, 1986)”
Chen, M.-E., Anderson, J., & Watkins, L. (2016). Parent Perceptions of Connectedness in a Full
Service Community School Project. Journal of Child & Family Studies, 25(7), 2268–
2278. https://doi-org.ezproxy.uas.alaska.edu/10.1007/s10826-016-0398-5
This journal was used in the Parents, Family and Community Connections goal
statement. “Children’s learning is promoted through reciprocal relationship among
families, schools, and communities that occur across these systems (Kim et al. 2012)”
Clark, S. K., Helfrich, S. R., & Hatch, L. (2017). Examining preservice teacher content and
pedagogical content knowledge needed to teach reading in elementary school. Journal of
Research in Reading, 40(3), 219–232. https://doi-
org.ezproxy.uas.alaska.edu/10.1111/1467-9817.12057
This journal was used in the Language Arts goal statement. “A balance between content
and pedagogical knowledge as well as a balance of all components of reading instruction
may be critical factors in determining the levels of overall teacher knowledge needed to
teach children to read”

Monta 9
Colley, B. M. (2012). Teaching Social Studies through the Performing Arts. Educational
Forum, 76(1), 4–12. Retrieved from
This journal was used in the Arts goal statement. “[A study] demonstrates that the arts
can be used to teach higher critical thinking skills and the complexities that surround
social, cultural, economic, and political events in everyday life”
Cothran, D. J., Kulinna, P. H., & Garn, A. C. (2010). Classroom teachers and physical
activity integration. Teaching And Teacher Education, 261381-1388.
doi:10.1016/j.tate.2010.04.003
The most powerful piece that I took away from this study was the fact that there were so
many concerns about the implementation of physical activity into the classroom. Many of
the issues were concerning the amount of time that the teachers had in the classroom with
the students, and trying to get everything in that was required through the curriculum.
Academic multi-tasking was a new term for me, but I can definitely see how that can be a
challenge to balance. I feel that this cautionary tale will be something to review and take
into consideration when I am making my conclusions about adding physical activity into
the classroom to promote focus and build academic success.

Monta 10
Darling-Hammond, L. (2000). Teaching quality and student achievement: A review of state
policy evident. Educational Policy Analysis Archives; 8, 1.
This journal was used in the Content goal statement. “To meet the demands of
accrediting bodies and standards (e.g. INTASC and NCATE), many institutions adopted
the TWS in an effort to move beyond isolating assessment (Darling-Hammond, 2000) to
a more authentic measure to gauge new teacher preparation”
Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional
development. Palo Alto, CA: Learning Policy Institute
This was referenced in the Professionalism goal statement. “Darling-Hammond, Hyler,
and Gardner (2017) “define effective [Professional Development] PD as structured
professional learning that results in changes to teacher knowledge and practices, and
improvements in student learning outcomes” (p. 2)”
Denner, P., Norman, A. D., Salzman, S., Pankratz, R., & Evans, S. (2004). The Renaissance
Partnership Teacher Work Sample: Evidence supporting score generalizability, validity,
and quality of student learning assessment. ATE Yearbook, 12, 23-56.
This journal was used in the Content goal statement. “In their study of the early TWS,
Denner and colleagues (2004) considered the following to judge the quality of learning
goals and assessments developed within the TWS: validity of learning goals, assessment
design in types of questions, alignment of questions to depth of knowledge established in
learning goals, and alignment of assessments to standards and the appropriate depth.
They found a positive relationship between overall performance on the TWS and the
quality of learning goals and assessments”

Monta 11
Denton, D. W., & Sink, C. (2015). Preserving Social Studies as Core Curricula in an Era of
Common Core Reform. Journal of Social Studies Education Research, 6(2), 1–17.
Retrieved from
This journal was used in the Social Studies goal statement. “Examples of integrated
lesson and activities in elementary classrooms take many forms… For example, grade
two students learn about their community by identifying recreational activities, their
geographic location and distance from school, and paint pictures and write poems to
symbolize what the activities mean to them”
Devlin-Scherer, R., Burroughs, G., Daly, J., & McCartan, W. (2007). The Value of the Teacher
Work Sample for Improving Instruction and Program. Action in Teacher Education,
29(1), 51–60. Retrieved from
This journal was used in the Content goal statement. “A significant feature of the TWS is
its ability to facilitate pre-service teacher analysis of individual learner progress and
reflection”
Monta 12
Dewi, E. K., Rusmawati, D., & Ratnaningsih, I. Z. (2015). The Effect of Music and
Motoric Movement Intervention to Increase Attention among Elementary School
Studentsin Semarang Central Java. Procedia Environmental Sciences, 23(Basic
Researches in The Tropical and Coastal Region Eco Developments), 179-185.
doi:10.1016/j.proenv.2015.01.028
This article addresses the fact that students often have a hard time concentrating and
focusing on a given task for a long enough period of time to accomplish a task. The study
that was performed consisted of a control group and two variable groups. Those groups
consisted of a music focus and music with motoric (physical activity) group. The purpose
of the study was to see if there was a benefit to one or both of these implemented ideas on
students’ abilities to concentrate in school and preform better academically. Although
their results did not show a great deal of progress on the post assessment, the variable
groups did provide some benefit in comparison to the control group. This research is a
positive study that would conclude that increasing attention in the classroom would lead
to higher academic success. The study that I want to implement also deals with physical
activity to promote focus and attentiveness in the classroom.

Monta 13
Donnelly, J. E., Hillman, C. H., Greene, J. L., Hansen, D. M., Gibson, C. A., Sullivan, D.
K., & ... Washburn, R. A. (2017). Physical activity and academic achievement across the
curriculum: Results from a 3-year cluster-randomized trial. Preventive Medicine, 99140-
145. doi:10.1016/j.ypmed.2017.02.006
This article is a great example of how physical activity in the classroom can assist
students in academic success. This study was done over a three year time period
(increasing validity) with control schools and variable schools. The main idea was to
have teachers trained in ways to incorporate physical activity into the classroom on a
daily basis to improve academic success. This article leads me to believe that there is so
much potential that students in the classroom can benefit from physical exercise. The
article does bring up a good point that it was difficult for the teachers to be able to add
this physical exercise to their academic lessons, but there must be a happy medium
somewhere to assist the students. Finding the time seems to be a common theme
throughout all school districts.
Douglass, F., & Quarles, B. (1960). Narrative of the Life of Frederick Douglass: An
American Slave Written by Himself. Cambridge: Harvard University Press.
The first chapter of this text was used in an assignment to use the method of ‘Talk to the
Text.’ The text described Douglass’ life as a child and what he experienced through that
time. This text could be used, with the ‘Talk to the Text’ strategy for students. Another
strategy that would be nicely used for this text is front loading vocabulary for students, as
the historical text included words that are not usually used today.
Monta 14
Duh, M. (2016). Art Appreciation for Developing Communication Skills among Preschool
Children. Center for Educational Policy Studies Journal, 6(1), 71–94. Retrieved from
This journal was used in the Art goal statement. “Several opportunities thus exist for
using various branches of art for the development of the child’s cognitive, affective, and
psychomotor areas. It depends on the teacher whether, in the process of artistic creative
activity, children will develop their potential to the maximum; whether they will develop
new skills through varied methods and forms of learning; and whether they will know
how to observe, interpret, perceive, and thus develop their competences”
Egan, K., & Judson, G. (2009). Values and Imagination in Teaching: With a Special Focus on
Social Studies. Educational Philosophy & Theory, 41(2), 126–140. https://doi-
org.ezproxy.uas.alaska.edu/10.1111/j.1469-5812.2008.00455.x
This journal was used in the Social Studies goal statement. “Teachers have used stories,
images, humor, binary oppositions, a sense of mystery, a sense of reality… [to] routinely
engaging students’ imaginations in learning social studies content”

Monta 15
Enhancing P.E. in Illinois Naperville Central High School. (2013). 1st ed. [pdf]
Naperville: Illinois Public Health Institute, pp.1-3. Available at:
http://iphionline.org/pdf/P.E._Case_Study_Naperville.pdf [Accessed 25 Jan. 2018].
This research sparked my interest in the entire purpose of my research. This was taken
from the PE Curriculum course that I took last semester. The Naperville high school
implements before school PE courses that allow the students to use heart monitors to
reach their target heart rate. The study then continues on to see how the students perform
in school when their target heart rate had been achieved. The staff works with the
students to let them know how meeting their target heart rate helps their brains perform
better in school. This information was mind blowing to me, I can see the benefit in other
schools and just want to help out these students in my host teacher’s classroom. There is
so much potential that they could do if only they had the ability to sit still and focus. It is
for their success that I want to continue on with this research project.
Evans, C., & Weiss, S. L. (2014). Teachers Working Together: How to Communicate,
Collaborate, and Facilitate Positive Behavior in Inclusive Classrooms. Journal of the
International Association of Special Education, 15(2), 142–146. Retrieved from
This journal was used in the Parents, Families, and Community Connections goal
statement. “Effective communication and collaboration between special educators and
their general education colleagues is essential”

Monta 16
Ferris, D. R. (2014). Responding to student writing: Teachers’ philosophies and
practices. Assessing Writing, 19, 6–23. https://doi-
org.ezproxy.uas.alaska.edu/10.1016/j.asw.2013.09.004
This journal was used in the Philosophy goal statement. “A principle or philosophy is
only truly valuable if it is actually applied effectively”
Figg, C., & Jamani, K. J. (2011). Exploring teacher knowledge and actions supporting
technology-enhanced teaching in elementary schools: Two approaches by pre-service
teachers. Australasian Journal of Educational Technology, 27(7), 1227. Retrieved from
ect=true&db=edo&AN=77928279&site=eds-live
This journal was used in the educational technology goal statement. “Teaching with
the tools rather than teaching the tools allows teachers to see more quickly how the tools
can be used to support learning”

Monta 17
Fletcher, R. & Portalupi, J. (2001). Writing workshop, the essential guide.
Portsmouth, NH: Heinemann. ISBN 978-0-325-00362-7
This book was great. I want to keep this book in the forefront of my education texts.
Implementing the writer’s workshop in the proper time and space is essential.
Similar to reading, students should be comfortable when they write to create a good
working environment. In my future classroom, I want to create writing folders for
students to have an area to keep their work, self-evaluations and comments. Mini-
lessons! I loved this part, because it is so versatile and it can be adapted to what the
students need the most. These could include the writing process and incorporating
literature and other information into the writing workshop time. This book brought
up a lot of great discussion in the group as well as connection making times.

Monta 18
Freeman, D.E. & Freeman, Y.S. (2014). Essential linguistics: What you need to know
to teach reading, ESL, spelling, phonics, grammar. (2nd ed.). Portsmouth, NH:
Heinemann. ISBN 978-0-325-05093-5
I found a lot of relevant information for ESL students in this book. I had little prior
knowledge of how to prepare to teach ESL students, so this is extremely helpful. The
background knowledge that was presented in the beginning of the book was helpful
to understand how both speakers and new speakers look at the English language.
Understanding the needs of ESL students was important for me, and it connected
with the UDL that was taught in other classes that I have had. The ways of teaching
phonology, orthography, and morphology to ESL students could also benefit fluent
English speakers in the classroom. I found the section about sounds of letters in the
orthography section very useful, as it made me think back to how all those letters
have different sounds. I teach sounds in RTI so that was beneficial and made
connections for me. I was also able to make some connections again through the
lens of UDL and use cloze reading strategies to gain comprehension for ESL and
fluent English speaking students.
Frig. (2010). TeachFor.Science. Retrieved April 23, 2018, from
http://msfrig.teachforus.org/2010/12/11/my-philosophy-on-science-education/
This journal was used in the Science goal statement. Ms. Frig described in her science
philosophy, “To me, this means allowing the students to either see demonstrations, or
allowing them to have hands-on experiences with the Science as much as possible”
Monta 19
Garvis, S., & Pendergast, D. (2011). An Investigation of Early Childhood Teacher Self-Efficacy
Beliefs in the Teaching of Arts Education. International Journal of Education & the
Arts, 12(9). Retrieved from
This journal was used in the Arts goal statement. “Teacher self-efficacy beliefs about
their capacity to deliver arts education shapes their perceived competence in teaching the
arts, which in turn impacts on the degree and nature of inclusion of arts in the
curriculum”
Green, S. L. (2007). Preparing Special Educators To Work With Diverse Student Populations:
Culturally Responsive Teaching And Its Alignment With The Teaching Of Social
Studies. Black History Bulletin, 70(1), 12–18. Retrieved from
ect=true&db=khh&AN=27417838&site=eds-live
This journal was used in the Diversity goal statement. “Providing culturally relevant
support systems for students with disabilities will help them succeed academically”
Monta 20
Gruber, R., Somerville, G., Bergmame, L., Fontil, L., & Paquin, S. (2016). Original
Article: School-based sleep education program improves sleep and academic
performance of school-age children. Sleep Medicine, 2193-100.
doi:10.1016/j.sleep.2016.01.012
This is a great experiment to conduct in schools. Understanding how sleep affects
students and their abilities is an essential part of preparing a student to learn. This study
broke down how sleep affected students on their report cards. The efficiency of the sleep,
rather than the duration of the sleep had more benefits for the students. This lead them to
higher academic success. Sleep analysis is another important piece to the study of how
students learn and behave in school. The perspective of sleep on academic success has
many benefits to my study, and really the opposite look at how physical exercise can
increase academic success. Very beneficial and will add to my research as another
possible way to gather information on student success.
Haghighi, S.T., & Eskandari, M. (2012). A study on barriers of using information
technology on learning and teaching in elementary schools. Management Science
Letters, (1), 417. Retrieved from https://egan.ezproxy.uas.alaska.edu/login?ur
l=http://search.ebscohost.com/login.aspx?direct=true&db=edsdoj&AN=edsdoj.f7b1d2cf
ed9e4d88b6362358c1629495&site=eds-live
This journal was used in the educational technology goal statement. “Information
technology plays an important role on today's learning programs and there are literally
different information technology methods to improve teaching or learning skills”

Monta 21
Haraway, D. L., & Pease, J. S. (2014). Worthwhile Challenges in the Implementation of Teacher
Work Sample. Curriculum & Teaching Dialogue, 16(1/2), 37–46. Retrieved from
ect=true&db=aph&AN=99391997&site=eds-live
This journal was used in the Content goal statement. “To meet the demands of
accrediting bodies and standards (e.g. INTASC and NCATE), many institutions adopted
the TWS in an effort to move beyond isolating assessment (Darling-Hammond, 2000) to
a more authentic measure to gauge new teacher preparation”

Monta 22
Harvey, S., & Goudvis, A. (2007). Strategies that work: Teaching comprehension for
understanding, engagement, and building knowledge, K-8. Portland, ME:
Stenhouse , Pembroke.
Harvey and Goudvis was a good reference to sum up how students and teachers can use
the text. Teachers have the responsibility to prepare the students for using textbooks in
the future. Teachers should be prepared to support their students when they struggle and
present ways to get past the confusion to use the information. Through a few different
courses I have heard that students build their knowledge on previously known
knowledge. I definitely can see that, it is easier to talk about something that you have
heard of, rather than something you have not. A good way to leading into new knowledge
would be to make a connection that students would be able to make before getting into
the new knowledge. The text brought up anchor lessons that provided good ideas to guide
students to prepare them to read for comprehension. I found the anchor lessons very
helpful and I think they could be applied to many different subjects and grade levels. I
would like to incorporate the analysis of an article or photograph in a daily journal. It
really would not matter if the students knew exactly what was going on, but if they could
get their minds thinking it would give them some direction to be going in their thought
process.
Monta 23
Henriksen, D. (2016). The seven transdisciplinary habits of mind of creative teachers: An
exploratory study of award winning teachers. Thinking Skills and Creativity, 22, 212
–232. https://doi-org.ezproxy.uas.alaska.edu/10.1016/j.tsc.2016.10.007
This journal was used in the Content goal statement. “Teachers are primary mediators of
thinking and learning for their students, and understanding how excellent teachers
function and use thinking skills is an important, albeit often underserved, area of
research”
Hicks, T. (2009). The digital writing workshop. Portsmouth, NH: Heinemann. ISBN
978-0-325-02674-9
The idea of taking the writing process to digital is not a new concept and is the next
logical process for the students of today. The text of this piece was published a while
ago, but still has relevant material. I did not do a lot of digital work on writing until I
started the MAT program. Using wikis and blogs would be a great concept to add
into the classroom, especially in the intermediate grades. The students, more often
than not, are using their ipads and computers to write the texts for the drafts of
their writing already. Technology is only advancing, and not going away. Without
transitioning to the resources online and ready for the classroom would be
detrimental to the students. The students I work with use the Google classroom for a
lot of their work.

Monta 24
Hodges, M. (2015). An Innovative Strategy for Teaching Health-Related Fitness Knowledge in
Elementary Physical Education Classes. Strategies: A Journal for Physical and Sport
Educators, 28(4), 19–25. Retrieved from
This journal was used for the health goal statement. “Students’ health-related fitness
knowledge (HRFK) can be described as the health content in physical education that
encompasses the necessary knowledge for individuals to remain physically active for
life”
Howe, W. A., & Lisi, P. L. (2014). Becoming a multicultural educator: Developing awareness,
gaining skills, and taking action. Thousand Oaks, CA: Sage Publications, Inc.
This journal was used in the Diversity goal statement. “Cultural competence is defined as
the ability to think, act, and feel in ways that are respectful of diversity”
Hummell, L. J. (2018). community connections. Children’s Technology & Engineering, 22(3),
12. Retrieved from
ect=true&db=sch&AN=128284257&site=eds-live
This journal was used in the Parents, Families, and Community Connections goal
statement. “Building regular school-community connections is significant and, if
developed and implemented well, can have lasting positive impacts on the students,
teachers, and community members involved for years to come”

Monta 25
İlter, B. G. (2015). How does Technology Affect Language Learning Process at an Early
Age? Procedia - Social and Behavioral Sciences, 199, 311–316. https://doi-
org.ezproxy.uas.alaska.edu/10.1016/j.sbspro.2015.07.552
This journal was used in the educational technology goal statement. “Technology can
be one of the ways to create real and enjoyable atmosphere for young language learners
when it is used correctly and effectively”
Jackson, N. M. (2018). BRING LIFE TO LEARNING: Connecting instruction to community
service provides a deeper level of student commitment. District Administration, 54(9),
53–56. Retrieved from
ect=true&db=tfh&AN=131583900&site=eds-live
This journal was used in the Parents, Families and Community Connections goal
statement. “Community projects and service learning initiatives allow students to use
their classroom skills to benefit the world around them. In turn, the skills and lessons
learned can boost academic achievement”

Monta 26
Jones, J. (2014, October 06). 6 1 Trait® Rubrics. Retrieved from
http://educationnorthwest.org/traits/traits-rubrics
The Common Core 6+1 Trait (c) Assessment rubrics (which I put in my information
to get to look at the grades 3-12 rubric) are so nicely laid out. It was easy to follow
and therefore I would think easy to implement in the classroom. The traits were
broken down into easy to comprehend formats, as well as the rubric. The rubrics
followed the presented traits, keeping good consistency and ability to transfer over
to use in the classroom. I would think that it would be hard to expect students to
already know how to write proficiently if they have never been taught. So using
these systems and teaching this system will prepare students to become better
writers. The common core standards with examples were also very helpful to see. I
learn well with examples, and so with the students.
Jurs, J., Mangili, L., & Jurs, S. (1990). Preschool children's attitude toward health risk
behaviors. Psychological Reports, 66, 754.
This journal was used in the health goal statement. “Health education
and safety programs are critical components of the elementary school's curriculum (Jurs,
Mangili, & Jurs, 1990; Thomas, Groer, & Droppleman, 1993). These programs can
positively impact negative health habits and behaviors of children that persist throughout
their lives and that are more difficult to change as they grow older”
Monta 27
Kim, E. M., Coutts, M. J., Holmes, S. R., Sheridan, S. M., Ransom, K. A., Sjuts, T. M., &
Rispoli, K. M. (2012). Parent involvement and family-school partnerships: Examining the
content, processes, and outcomes of structural versus relationship-based approaches.
CYFS Working Paper No. 2012-6: Nebraska Center for Research on Children, Youth,
Families and Schools. http:// eds.b.ebscohost.com/ehost/detail/detail?sid=a51201b6-bfc9-
4eb0- 8aa2-3e29309eb685%40sessionmgr112&crlhashurl=login.aspx%
253fdirect%253dtrue%2526db%253deric%2526AN%253dED53
7851%2526site%253dehost-live%2526scope%253dsite&hid=11
4&vid=0&bdata=JnNpdGU9ZWhvc3QtbGl2ZSZzY29wZT1zaX
Rl#db=eric&AN=ED537851
This journal was used in the Parents, Families and Community Connections goal
statement. “Children’s learning is promoted through reciprocal relationship among
families, schools, and communities that occur across these systems (Kim et al. 2012)”
Monta 28
Koechlin, C., & Zwaan, S. (2014). Q tasks: How to empower students to ask questions
and care about answers. Markham, Ontario: Pembroke Limited.
This was another text that I had from a previous course. This text provides different
strategies for students to be able to ask their own questions about education and the
world. In Q-Tasks, I appreciated when the topic of leading through examples came up
with the student research. Sometimes students do not know where to begin on a project if
they have not been taught to do it. Sometimes students can be taught something, but do
not fully understand how to use it. So guided practice is very important. I can see using
this in the classroom, presenting and showing an example of how to ask the right
questions can lead students down a path that will allow them to replicate the process for
future use. The use of organizational documents is useful to be able to replicate a process.
Kuzu, A. (2009). Action research in teacher education and professional development. The
Journal of International Social Research, 2(6), 425-433.
This was referenced in the Professionalism goal statement. “Teachers themselves are also
influenced by the changes and improvements they make. It is seen that participants
involved in an action research consider themselves as more effective teachers and have a
more positive attitude towards their profession” (Atay, 2003; as cited in Kuzu, 2009)”
Monta 29
Lerkkanen, M.-K., Kiuru, N., Pakarinen, E., Poikkeus, A.-M., Rasku-Puttonen, H., Siekkinen,
M., & Nurmi, J.-E. (2016). Child-centered versus teacher-directed teaching practices:
Associations with the development of academic skills in the first grade at school. Early
Childhood Research Quarterly, 36, 145–156. https://doi-
org.ezproxy.uas.alaska.edu/10.1016/j.ecresq.2015.12.023
This journal was used in the Development goal statement. “In the first grade classrooms
in which the teachers deployed a high degree of child-centered teaching practices,
defined as sensitivity to children’s interests, scaffolding learning according to individual
needs, and creating opportunities for active peer engagement, children showed greater
skills development during the academic year than in classrooms characterized by less
child-centered teaching practices” (Lerkkanen, Kiuru, Pakarinen, Poikkeus, Rasku-
Puttonen, Siekkinen, & Nurmi, 2016).
Lesh, B. (2011). Why Won't You Just Tell Us the Answer? Stenhouse.
Amazing resource. I know that the text mainly focused on intermediate historical
thinking, but there are so many techniques that can be used in elementary school as well.
I really like the way that Lesh describes how time lines nicely layout a part of history, but
in reality those time lines could only have been put together after the fact. No one at a
specific time in history knew what had happened before would affect what was going to
happen in the present and the future. He made the argument of ‘doing’ to learn, becoming
hands on in history is just as important as reading to get better at reading, and doing math
problems and science labs to get better at math and science, respectively. Applications
are much easier for me to understand, and I am sure that many of the students that I work
with would also work better getting hands on and minds on work.
Monta 30
Lia Lopes, G., Mariana Callil, V., Maria Helena Morgani de, A., & Fátima Aparecida, C.
(2017). Massage and Storytelling Reduce Aggression and Improve Academic
Performance in Children Attending Elementary School. Occupational Therapy
International, Vol 2017 (2017), doi:10.1155/2017/5087145
There are many factors that lead to student aggression in schools. Two implementations
were looked at in classes to decrease the amount of aggression and increase the academic
performances of the students. The students were put into different class periods; one of
massage, one of story telling and a control group that experienced randomly selected
additional class periods. The students in the massage and story telling groups preformed
better academically and had a reduction in aggression in comparison to the control group.
This study is another way to improve academic success in students. I can see how it
would be very beneficial, but can see that there may be issues in incorporating all of these
into the general education classroom without losing academic curriculum time. The issue
of implementation in classrooms was also seen in other studies.
Looney, L., Perry, D., & Steck, A. (2017). Turning Negatives into Positives: The Role of an
Instructional Math Course on Preservice Teachers’ Math Beliefs. Education, 138(1), 27–
40. Retrieved from
ect=true&db=aph&AN=125376916&site=eds-live
This journal was used in the Math goal statement. “Working with teachers to help them
learn how to effectively teach math to young children, as well as to become math
proficient could help minimize the negativity toward the subject, increase positivity, and
help them to feel more efficacious about the subject matter”

Monta 31
Lu Chi. (2000). The art of writing: Lu Chi’s wen fu (S. Hamill, translator).
Minneapolis, MN: Milkweed. ISBN 978-1-57131-412-3
This book reminds me of the writing workshop. In the poems, Lu Chi (translated by
Hamill) describes each stage of thought and step in writing. I would love to use
these poems in an older-grade writing workshop. I do not know if they would be as
beneficial in a fourth grade as they might be an eighth grade workshop, but I think
all students would enjoy the different format of the process. The writing process
seems to usually be about writing paragraphs or other formal pieces of writing, this
text could even describe how to brainstorm for poetry as well. I particularly liked
the Five Criteria section. This section requires a lot of thinking on the part of the
reader, but can be used in a writer’s workshop easily. Looking forward to
incorporating this text someday.
Lucey, T. A., Shifflet, R. A., & Weilbacher, G. A. (2014). Patterns of Early Childhood,
Elementary, and Middle-Level Social Studies Teaching: An Interpretation of Illinois
Social Studies Teachers’ Practices and Beliefs. Social Studies, 105(6), 283–290.
https://doi.org/10.1080/00377996.2014.945641
This journal was used in the Social Studies goal statement. “Elementary teachers viewed
other forms of instruction, such as class projects and discussion as more effective while
secondary teachers considered lecture as more effective”

Monta 32
Macià, M., & García, I. (2016). Review: Informal online communities and networks as a source
of teacher professional development: A review. Teaching and Teacher Education, 55,
291–307. https://doi-org.ezproxy.uas.alaska.edu/10.1016/j.tate.2016.01.021
“Although courses are the most popular formula, teachers who undertake professional
development activities that involve individual and collective research, peer observation
and participation in professional networks tend to implement active teaching practices
involving projects, group work and the use of new technologies (OECD, 2014)” And “It
is not uncommon for teachers in search of new ideas or willing to try new methodologies
to look for collaboration opportunities and support outside the school”
Martens, P., Martens, R., Doyle, M. H., Loomis, J., & Aghalarov, S. (2012). Learning From
Picturebooks: Reading and Writing Multimodally in First Grade. Reading Teacher, 66(4),
285–294. https://doi-org.ezproxy.uas.alaska.edu/10.1002/TRTR.01099
This journal was used in the Language Arts goal statement. “Picture books are one type
of multimodal text; the meaning of the whole involves the weaving together of multiple
modes, including the linguistic (written text), visual (illustrations), spatial (evident in the
design, layout, and composition), and gestural (found in the positions and movement in
the illustrations)”
McGregor, G., & Voglesberg, R. T. (1998). Inclusive schooling practice: Pedagogical and
research foundations. Baltimore, MD: Paul H. Brookes
This journal was used in the Diversity goal statement. “An inclusive education refers to a
service for students with disabilities providing education in their neighbourhood school
and general education classes with supplementary aids and supports to assure the child’s
success academically, behaviourally, and socially”

Monta 33
Merriam-Webster: America's most-trusted online dictionary. (n.d.). Retrieved from
http://www.merriam-webster.com/dictionary
According to Merriam-Webster, success is defined as a favorable or desired outcome.
Moline, S. (2012). I see what you mean: Visual literacy K-8. Portland, Me.: Stenhouse.
This is a wonderful text, I have used pieces of it for many courses. For this class we
reviewed how to present and read different graphs. Chapter five really made me
happy, I saw many different ways that maps could be used to connect students to
their world. The personal maps and the classroom maps are something that I have
seen before, and something that I have done. Connections between how we see
something in comparison to how it really is can let students know their place in the
world. The students could draw what their room, house, town, country and globe
look like in their eyes and then see real maps or Google Earth and compare. That
would be a fun way to introduce human geography to students of all grades (it could
be a yearly thing and see how it changes).
Montroy, J. J., Bowles, R. P., Skibbe, L. E., McClelland, M. M., & Morrison, F. J. (2016). The
Development of Self-Regulation across Early Childhood. Developmental
Psychology, 52(11), 1744–1762. Retrieved from https://egan.ezproxy.uas.alaska.
edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=E
J1118151&site=eds-live
This journal was used in the Development goal statement. “Self-regulation depends on
the coordination of many processes across levels of function, with children’s ability to
draw on, integrate, and manage these multiple processes increasing across developmental
time” (Montroy, Bowles, Skibbe, McClelland, & Morrison, 2016).

Monta 34
Novak, A. M., & Krajick, J.S. (2006). Scientific Inquiry and Nature of Science. Implications for
Teaching, Learning, and Teacher Education, Science & Technology Education Library,
25.
Obenchain, K. M., & Morris, R. V. (2015). 50 social studies strategies for K-8
classrooms. Boston: Pearson.
This was a really well documented resource, with ideas to use in all grades. I appreciated
how the text described using different teaching/learning techniques, which included
transmission strategies as well as using graphic organizers. Establishing multiple
perspectives is very important in a social studies classroom. So many good ideas,
including discovering historical characters, providing students with meaningful field
trips, and even introducing graphic novels in the social studies setting. I loved the mini-
society that I had in fifth grade, and I think it would be amazing to add it to the
curriculum of my own classroom. So many different aspects can be learned for students,
and it is very memorable. I still remember it fourteen years later. The text also discussed
wikis. I have been learning about digital writing in the intermediate literacy course, and I
think this is a great way to introduce the writing process to students in our age of
technology.
Monta 35
O'Connor, M. A., & Daly, I. J. (2017). Selecting effective intervention strategies for
escape-maintained academic-performance problems: Consider giving 'em a break!.
Journal Of School Psychology, doi:10.1016/j.jsp.2017.09.003
This article reviews different interventions for students who are struggling with
mathematics. This study looked at elementary school students who were serviced by
Response-to-Intervention (RTI) to increase their academic success in math. The students
were provided different implementations to aid them in their academic success, and each
of them benefitted from different programs on a case-by-case basis. This article could be
beneficial for my research in the fact that academic success was achieved by
implemented different methods of application for students to improve their academic
success. Even though the implementations were in different forms rather than physical
activity, the students still found academic success.
Our Philosophy. (2011). Retrieved April 23, 2018, from
http://www.elementaryschoolscience.org/our-philosophy/
This journal was used in the Science goal statement. “Guided questioning is the best
teacher of all, helping students to develop critical thinking skills”

Monta 36
Owen, S. M. (2015). Teacher Professional Learning Communities in Innovative Contexts: “Ah
Hah Moments,” “Passion” and “Making a Difference” for Student Learning. Professional
Development in Education, 41(1), 57–74. Retrieved from
This journal was used in the Content goal statement. “Another teacher in another school
indicated individual students with significant issues becoming passionate about their
learning following the teacher introducing new pedagogies such as improved questioning
and also learning new techniques for dealing with disengaged students”
Park, S., Stone, S. I., & Holloway, S. D. (2017). School-based parental involvement as a
predictor of achievement and school learning environment: An elementary school-level
analysis. Children & Youth Services Review, 82, 195–206. https://doi-
org.ezproxy.uas.alaska.edu/10.1016/j.childyouth.2017.09.012
This journal was used in the Learning Environment goal statement. “Parents may be
willing and able to influence the school's learning environment… volunteerism may be
beneficial to creating positive school learning environments”
Pike, B., Bradley, F., & Mansfield, J. (1997). Philosophy of Teaching: Developing a Statement
That Thrives in the Classroom. The Clearing House, 70(3), 125. Retrieved from
http://search.ebscohost.com.ezproxy.uas.alaska.edu/login.aspx?direct=true&db=edsjsr&
AN=edsjsr.30189265&site=eds-live
This journal was used in the Philosophy goal statement. “An interesting, creative, and
caring teacher's philosophy statement does not come from thin air; it evolves from a
range of reflections and insights about students and the learning process”
Monta 37
Pirrie, A. M., & Lodewyk, K. R. (2012). Investigating links between moderate-to-
vigorous physical activity and cognitive performance in elementary school students.
Mental Health And Physical Activity, 593-98. doi:10.1016/j.mhpa.2012.04.001
This article dives directly into seeing the benefits of physical activity on academic
success in students. Students were collaboratively compared based upon standardized test
scores to see if their abilities in cognitive processes such as planning, attention,
simultaneous processing and successive processing were affected by physical activity.
After the program was initiated and monitored, the students’ scores showed progress in
advancement of their planning skills (the student’s individual ability to problem solve),
leading to higher test scores in that area. This article will be very helpful in showing that
other studies of physical activity can assist students in advancing some of their academic
scores successfully.
Rivard, M.-C., Deslandes, R., & Beaudoin, C. (2011). Collaboration within the Context of the
Healthy School Approach (HSA): The Case of a Disadvantaged Elementary School in
Quebec. Canadian Journal of Education, 34(4), 158–176. Retrieved from
ect=true&db=ofm&AN=72015046&site=eds-live
This journal was used in the health goal statement. “The responsibility for health belongs
not only to schools, but to families and communities as well”

Monta 38
Saied Bishara. (2018). Active and traditional teaching, self-image, and motivation in learning
math among pupils with learning disabilities. Cogent Education, Vol 5, Iss 1 (2018), (1).
https://doi-org.ezproxy.uas.alaska.edu/10.1080/2331186X.2018.1436123
This journal was used in the Math goal statement. “Math is perceived as difficult and
boring, and prone to failure during the very first years of formal education. The source of
the difficulties and lack of interest is a result of the current teaching methods.” And
“Math content is usually identified with rigid rules, terms and principles and sometimes
the pupils are required to remember rules, principals, terms, ways to find solutions,
comparison, relationships, math statements, and formulas without understanding them”
Sarama, J. & Clements D.H. (2009). Teaching Math in the Primary Grades: The Learning
Trajectories Approach. YC Young Children, 64(2), 63. Retrieved from
ect=true&db=edsjsr&AN=edsjsr.42730409&site=eds-live
This journal was used in the Math goal statement. “A useful tool in understanding and
supporting the development of children's mathematical reasoning is a math learning
trajectory. There are learning trajectories for mathematics at all age levels, from birth
throughout the school years, and for learning all kinds of content - from specific math
concepts such as number and operations to specific science concepts like understanding
electricity”
Monta 39
Saritas, E. (2016). Relationship between Philosophical Preferences of Classroom Teachers and
Their Teaching Styles. Educational Research and Reviews, 11(16), 1533–1541.
Retrieved from
http://search.ebscohost.com.ezproxy.uas.alaska.edu/login.aspx?direct=true&db=eric&AN
=EJ1111496&site=eds-live
This journal was used in the Philosophy goal statement. “Philosophy helps us to be
interested in personal beliefs and values, understand who we are and the reason of our
existence and to some extent where we go” And “Educational philosophy studies the
theoretical bases on which the available educational practices are based, and criticize
them”
Science Scope. (2018). Engineering a classroom that works for all: Classroom management tips
for students with learning differences. Science Scope, 42(1), 16. Retrieved from
This journal was used in the Learning Environment goal statement. “Classroom
management is one of, if not the most important thing to consider when determining how
your classroom will run in the upcoming year. To ensure all students meet success,
establish predictable routines and procedures, give concise directions, use visuals, and
use repetition and reinforcement regularly”

Monta 40
Sipra, M.A. (2013). Fostering Communicative Competence through Technology. International
Journal of Applied Linguistics and English Literature, (3), 124. https://doi-
org.ezproxy.uas.alaska.edu/10.7575/aiac.ijalel.v.2n.3p.124
This journal was used in the educational technology goal statement. “Teachers can take
advantage of learners’ interests in the latest technology by designing project-based tasks”
Skiba, R., Ormiston, H., Martinez, S., & Cummings, J. (2016). Teaching the Social Curriculum:
Classroom Management as Behavioral Instruction. Theory Into Practice, 55(2), 120–128.
Retrieved from
This journal was used in the Learning Environment goal statement. “A teacher’s ability
or failure to develop a positive classroom climate, and find ways to deescalate rather than
escalate student behavior, also has important consequences for students” And “Classroom
management is defined, then, as a collection of teaching strategies that promote the self-
regulation of behavior by students, to enable them to take full advantage of available
learning time”
Monta 41
Sotiropoulou-Zormpala, M. (2012). Aesthetic Teaching: Seeking a Balance between Teaching
Arts and Teaching through the Arts. Arts Education Policy Review, 113(4), 123.
https://doi.org/10.1080/10632913.2012.719419
This journal was used in the Arts goal statement. “Researchers found that engagement
with the arts could promote not only aesthetic development, but also holistic growth and
personality balance.” And “Aesthetic teaching activities can improve and encourage more
comprehensive implementation of arts education in a school by allowing teachers to
adopt concurrently the virtues of both “teaching arts” and “teaching through the arts”
approaches and can help teachers and students generate new knowledge—in other words,
redefine themselves and their world”
State, T. M. 1.., Simonsen, B., Hirn, R. G. ., & Wills, H. (2019). Bridging the Research-to
Practice Gap Through Effective Professional Development for Teachers Working With
Students With Emotional and Behavioral Disorders. Behavioral Disorders, 44(2), 107–
116. https://doi-org.ezproxy.uas.alaska.edu/10.1177/0198742918816447
This journal was used in the Professionalism goal statement. “Darling-Hammond, Hyler,
and Gardner (2017) “define effective [Professional Development] PD as structured
professional learning that results in changes to teacher knowledge and practices, and
improvements in student learning outcomes” (p. 2)”

Monta 42
Stobaugh, R. R., Tassell, J. L., & Norman, A. D. (2010). Improving Preservice Teacher
Preparation through the Teacher Work Sample: Exploring Assessment and Analysis of
Student Learning. Action in Teacher Education, 32(1), 39–53. Retrieved from
This journal was used in the Content goal statement. “In their study of the early TWS,
Denner and colleagues (2004) considered the following to judge the quality of learning
goals and assessments developed within the TWS: validity of learning goals, assessment
design in types of questions, alignment of questions to depth of knowledge established in
learning goals, and alignment of assessments to standards and the appropriate depth.
They found a positive relationship between overall performance on the TWS and the
quality of learning goals and assessments”

Monta 43
Strickland, D., Ganske, K., Monroe, J. K. (2001 or 2002). Supporting struggling readers
And writers: Strategies for classroom intervention 3 – 6. Portland, ME: Stenhouse.
ISBN 978-1-57110-055-9
This is probably my favorite text for this class. I found out a lot about instruction
from this book and the class to work with students who are struggling. I found the
processes fascinating to help students who struggle. Daniel Kullander and I worked
on a project to look at the strategies to assist struggling readers. Then I used some of
these tips in my CCKI section on reluctant readers. I use one of the strategies with
some students in my RTI section, the literature circle. I used this process when I was
in school many times in the fourth, fifth and sixth grade. Again UDL would fit in well
with many of these topics with ease, creating differentiated and multi-leveled
instruction is very important. Scaffolding is huge in my personal philosophy and this
was described here as well. I had not realized that the ‘think-aloud’ process had an
actual name! I have used this strategy and remember it from my own days in school.
Very useful and I will continue to use it in all content areas.

Monta 44
Stylianou, M., Kulinna, P. H., van der Mars, H., Mahar, M. T., Adams, M. A., &
Amazeen, E. (2016). Before-school running/walking club: Effects on student on-task
behavior. Preventive Medicine Reports, 3196-202. doi:10.1016/j.pmedr.2016.01.010
The presentation of this research was very good. The idea of having a before school
walking/running club provided the opportunity for students to get in structured focus time
without interrupting the academic learning time. The study was analyzed by a pedometer
and direct observation. Their results were positive that there was an affect of physical
activity on students’ academic success. The layout of this research is similar to how I
would like to structure my research. I want to look at the ten-minute recess that the
students have after their snack break, so that it does not interfere with the provided
curriculum. This will be a primary source that I reference frequently.
Sumarni, S., & Pd., M. (2013). The Role of Educators in Introduce Technology in Early
Childhood through Science Activities. Procedia - Social and Behavioral Sciences, 103,
1161–1170. https://doi-org.ezproxy.uas.alaska.edu/10.1016/j.sbspro.2013.10.443
This journal was used in the educational technology goal statement. “Advances in
technology closely related to science, with the development of science, the technology
will also be growing rapidly. Therefore science is a great way to introduce technology to
children”
Sumrall, W., & Sumrall, K. (2018). Understanding by Design. Science and Children, 56(1), 48
–54. Retrieved from https://egan.ezproxy.uas.alaska.edu/login?url=http://search.
ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1187970&site=eds-live
This journal was used in the Content goal statement. “A main tenet of the UBD model
involves starting at the end rather than at the beginning of the planning process”
Monta 45
Tanic, M., Nikolic, V., Stankovic, D., Kondic, S., Zivkovic, M., Mitkovic, P., & Kekovic, A.
(2015). Interconnection between physical environment and pedagogical process in
elementary schools in Niš, Serbia. Current Science (00113891), 108(7), 1228. Retrieved
from
This journal was used in Learning Environment goal statement. “School children and
teachers are inevitably involved in the creation of a unified ‘social space’ through various
forms of activities in the pedagogical process. Therefore, it is necessary to consider the
optimal configuration of physical environment from the perspective of teachers, and in
particular, school children who are the subjects of modern pedagogical process”
Tanir, A. K., Ilhan, A. C., Ozer, A., & Deniz, Z. (2012). Teaching Visual Arts in Primary School
Teaching Departments with Postmodern Art Education Approach. Procedia - Social and
Behavioral Sciences, 51, 1044–1049. https://doi-
org.ezproxy.uas.alaska.edu/10.1016/j.sbspro.2012.08.285
This journal was used in the Arts goal statement. “Visual arts education should have a
characteristic of aiming at developing senses, the power of expression and imagery and
creativity”
Monta 46
Thomas, S. P., Groer, M., &; Droppleman, P. (1993). Physical health of today's school children.
Educational Psychology Review, 5(1), 5-33
their lives and that are more difficult to change as they grow older”
Unlu, Z. K., Dokme, I., & Tufekci, A. (2015). An Action Research on Teaching Science through
Technology Supported Inquiry - based Learning: A Pilot Study. Procedia - Social and
Behavioral Sciences, 186, 46–52. https://doi.org/10.1016/j.sbspro.2015.04.183
Monta 47
Utley, C. A., Reddy, S. S., Delquadri, J. C., Greenwood, C. R., Mortweet, S. L., & Bowman, V.
(2001). ClassWide Peer Tutoring: An Effective Teaching Procedure For Facilitating the
Acquisition of Health Education and Safety Facts with Students with Developmental
Disabilities. Education & Treatment of Children, 24(1), 1. Retrieved from
ect=true&db=pbh&AN=4686864&site=eds-live
their lives and that are more difficult to change as they grow older” And “In addition to
prevention instruction, making young children aware of dangers in their home and school
environments and helping them to increase their knowledge about safety issues needs to
become a priority in the school's curriculum”
Wang, L. (2018). On the Content of the Pre-service Teachers’ Teaching Reflection in the
Practicum. Theory and Practice in Language Studies, (9), 1195. Retrieved from
http://search.ebscohost.com/login.aspx?direct=true&db=edsglr&AN=edsgcl.556572180
&site=eds-live
This journal was used in the Philosophy goal statement. “Teaching reflection is a critical
way to promote teachers' development. By reflecting, teachers can find out the teaching
problems, check their teaching behaviors and improve their teaching ability”
Monta 48
Watkins, P., & Watkins, S. (2011). Predictors of Teacher Candidate Success in Developing a
Capstone Project: The Teacher Work Sampling (TWS) Methodology. Critical Questions
in Education, 2(2), 84–92. Retrieved from
This journal was used in the Content goal statement. “Teacher candidates must
understand their community of learners, design the learning experiences around that
community, and analyze outcomes through assessments designed around the learning
goals. These require structure and guidance that provide a scaffold for planning,
implementing and assessing”
Weaver, C. (2009). Reading process: Brief edition of reading process and practice (3rd
ed.). Portsmouth, NH: Heinemann. ISBN 978-0-325-02843-9.
Very useful text, the text was well laid out and easy to read. The IRI Reading Profile
Project was strongly connected to the text. In the sections discussing the miscue
analysis, I was able to see how the process was done and in class the text was put to
work. I believe because I actually performed the process and used the graphics from
the text, I fully understood what the book was trying to describe. I do not think that I
can say the same for other texts that I have read. The text was not just useful to
make the reader profile, but also to discuss what could be done after that. There are
strategies for phonics, reading fluency and using scaffolding processes of ‘think-
aloud’.
Monta 49
Webster, C. A., Zarrett, N., Cook, B. S., Egan, C., Nesbitt, D., & Weaver, R. G. (2017).
Movement integration in elementary classrooms: Teacher perceptions and implications
for program planning. Evaluation And Program Planning, 61134-143.
doi:10.1016/j.evalprogplan.2016.12.011
The national standard of children having 60 minutes a day of physical activity is brought
up in national schools curriculums. Teachers have a lot of responsibility to their students,
parents, teachers and the community. In this study, the teachers were asked to record how
the integration of physical activity was through out the time period of the study. The
purpose was to see how best to organize the curriculum to get students interacting. The
physical activity curriculum was placed into the classrooms, but did not over stress the
time boundaries of a given subject. The teachers overall were happy with the results and
the benefits that were brought by the physical activity, but also it had its challenges. The
challenges included the amount of time (which I have seen in classroom teachers in my
host school), the limited resources and trying to balance it with what was already going
on in the curriculum.
Monta 50
Yamamoto, T., Matsumoto, Y., & Bernard, M. E. (2017). Effects of the cognitive
-behavioral You Can Do It! Education program on the resilience of Japanese elementary
school students: A preliminary investigation. International Journal Of Educational
Research, 8650-58. doi:10.1016/j.ijer.2017.08.006
This preliminary research of a Japanese elementary school was looking at how emotional
disorders can affect attendance in schools. A program was implemented called, “You Can
Do It! Education” which produced beneficial results in the experimental group. The
results from this program could benefit my study as students’ abilities can be correlated
with the amount of school that is missed, thus affecting academic performance. The
experimental group performed better than the control group in academic performance.
Even though this is a different implementation, it still assisted in bettering the academic
performance of elementary school students.
Yigit, C., & Bagceci, B. (2017). Teachers’ Opinions Regarding the Usage of Action Research in
Professional Development. Journal of Education and Training Studies, 5(2), 243–252.
Retrieved from
http://search.ebscohost.com.ezproxy.uas.alaska.edu/login.aspx?direct=true&db=eric&AN
=EJ1133840&site=eds-live
This journal was used in the Professionalism goal statement. “Teacher research enables
teachers to be involved in designing and implementing researches serving as productive
professional development experiences” And “Teachers themselves are also influenced by
the changes and improvements they make. It is seen that participants involved in an
action research consider themselves as more effective teachers and have a more positive
attitude towards their profession” (Atay, 2003; as cited in Kuzu, 2009)”

Monta 51
Yi-Hsiang Pan, Hung-Shih Chou, Wei-Ting Hsu, Chiung-Huang Li, & Yuh
-Lin Hu. (2013). Teacher Self-Efficacy and Teaching Practices in the Health and Physical
Education Curriculum in Taiwan. Social Behavior & Personality: An International
Journal, 41(2), 241–250. https://doi-
org.ezproxy.uas.alaska.edu/10.2224/sbp.2013.41.2.241
This journal was used in the health goal statement. “Students acquire good attitudes
about, and knowledge of, health-related concepts, including self-recognition, emotional
management, interpersonal skills, and life values”
Zaretsky, V. (2016). Vygotsky's Principle "One Step in Learning - One Hundred Steps In
Development": From Idea To Practice. Kulʹturno-Istoričeskaâ Psihologiâ, Vol 12, Iss 3,
Pp 149-188 (2016), (3), 149. doi:10.17759/chp.2016120309
Under Vygotsky’s theory of proximal development zones, he brought the idea to expand
students’ learning abilities by encouraging them to go beyond what they are comfortable
with to something new.

Monta 52
Zinn, H. (1990). A people's history of the United States. New York: Harper & Row.
Appreciated this text for the way it was laid out. This text went through the major
aspects of American History, including the founding of the English colonies, the
Revolutionary War, the American Civil War, World Wars, the Cold War, Vietnam,
and the War in Iraq. I was excited to actually read a text that described some history
that I lived through; it was really interesting though. The model that was used read
this text, Read Around the Text, was great for this piece of work. The images were
extremely helpful and provided almost as much information as the text did. I would
use this as a supplementary text to the curriculum textbook when I have a future
classroom. I also took away from this text the interesting information that was
incorporated in and around the different wars.

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Annotative Bibliography: Educational Resources

Literacy and Self-Efficacy in Teaching Science. IAFOR Journal of

Education, 6(1). https://doi.org/10.22492/ije.6.1.02

science knowledge to their students”

Journal, 48(4), 716. Retrieved from

perception affects their attitude towards learning”

adolescents. (3RD ed.). Portsmouth, NH: Heinemann. ISBN 978-0-325-02813-2

Professional Development for Improved Instructional Development. Gender &

Behaviour, 16(3), 11963–11969. Retrieved from

of teachers is critical to improved classroom teaching and learning to achieve quality

Barnett, P. E. (2011). Discussions across Difference: Addressing the Affective Dimensions of

679. Retrieved from https://egan.ezproxy.uas.alaska.edu/login?url=http://

reflection or commitment to civil and rational discourse”

must be meaningful. This requires appealing to students’ interests, capitalizing on

diversity, differentiating according to students’ needs, helping students make connections

include strategies such as graphic organizers, timelines, and document-based questions…

choice behavior. Journal Social and Clinical Psychology, 4, 279–289.

gender difference in STEM (science, technology, engineering, and mathematics) fields

(Betz & Hackett, 1986)”

Dance, (7), 46. Retrieved from

in nature and applicable to all”

Preservice Elementary Teachers' Knowledge and Attitude towards Global Warming.

TOJET: The Turkish Online Journal of Educational Technology, 10(2), 218-233.

Retrieved from http://files.eric.ed.gov/fulltext/EJ932241.pdf

technology helps students transfer their existing knowledge to new situations by

50(1), 37–48. Retrieved from https://egan.ezproxy.uas.alaska.edu/login?url=http://search.

Brinthaupt, T. (2014). Using a Student-Directed Teaching Philosophy Statement to Assess and

learning across the curriculum is not new”

thought similarly and did not want to go to school.

English Journal, (4), 17. Retrieved from

what it can to help… their knowledge, their resources, their wisdom”

Cambourne, B. (1995). Toward and Educationally Relevant Theory of Literacy

Learning: Twenty Years of Inquiry. The Reading Teacher, 49(3), 182-190.

Retrieved from https://egan.ezproxy.uas.alaska.edu/login?url=http://search.

educationally (e.g. becoming aware of others' attitudes and expressing themselves

orally)” (Carlson, 1966).

Teaching Self-Efficacy of Preservice Elementary Teachers: A Multiyear Study of a

Hybrid Geoscience Course. Journal of College Science Teaching, 47(2), 83–

gender difference in STEM (science, technology, engineering, and mathematics) fields

(Betz & Hackett, 1986)”

statement. “Children’s learning is promoted through reciprocal relationship among

pedagogical content knowledge needed to teach reading in elementary school. Journal of

Research in Reading, 40(3), 219–232. https://doi-

and pedagogical knowledge as well as a balance of all components of reading instruction

teach children to read”

Forum, 76(1), 4–12. Retrieved from

social, cultural, economic, and political events in everyday life”

activity integration. Teaching And Teacher Education, 261381-1388.

the classroom to promote focus and build academic success.

Darling-Hammond, L. (2000). Teaching quality and student achievement: A review of state

policy evident. Educational Policy Analysis Archives; 8, 1.

the TWS in an effort to move beyond isolating assessment (Darling-Hammond, 2000) to

a more authentic measure to gauge new teacher preparation”

development. Palo Alto, CA: Learning Policy Institute

This was referenced in the Professionalism goal statement. “Darling-Hammond, Hyler,

and Gardner (2017) “define effective [Professional Development] PD as structured

improvements in student learning outcomes” (p. 2)”

Partnership Teacher Work Sample: Evidence supporting score generalizability, validity,

and quality of student learning assessment. ATE Yearbook, 12, 23-56.

design in types of questions, alignment of questions to depth of knowledge established in

quality of learning goals and assessments”

symbolize what the activities mean to them”