B. Annotated Bibliography on Individual Study Topic 20 points Each student will select a specific topic pertaining to family/community engagement in school to be investigated individually and shared with the class. That topic will be related to your project. For example, you might want to focus on parent involvement among the subgroup of parents to which your project pertains OR you might choose to focus on parent involvement in the subject, developmental area or issue you select OR you can focus on one of the components of the project such as communication, community resources, event planning, homework, etc. Individual topics will be identified no later than the second class period. Each individual submits an annotated bibliography (described below) by March 8 (to be returned to you by March 15). Email me an electronic copy and submit a printed copy. Use a bolded asterisk to identify your recommendation(s) for the reading that would be beneficial for the whole class. The annotated bibliography should contain a list of the sources you read or consulted (use formal citation style). Your reading should be a mix of empirical and practical (how to/examples) readings. Annotated Bibliography Procedure: Step 1. Identify your focused topic pertaining to family and/or community and related to your project (due no later than 2/16). Step 2. Identify what you want to know considering your role, interests, responsibilities, & project. Step 3. Start with the research sources provided on Blackboard. Identify likely or promising references that provide background information as well as examples of practical programs (with evaluations). Step 4. For each article you read, enter the citation (so that another person can locate and/or cite it) on the top line. The annotation should include the following information: briefly state what the article is about. Is the article focused on practice or empirical research? If possible, indicate the role and credentials of the source. Your analysis should be conducted in terms of your specific topic and questions: summarize the article in terms of what you learned (step 2). Go beyond the merely descriptive. Identify any assumptions, positions, stakes, or limitations. What recommendations are made for practice that apply to you, your colleagues, and your project? Step 5. Decide whether the article would be valuable for your colleagues to read and/or whether it provides justification for specific practices. Place an asterisk next to recommended reading. In 1-2 sentences explain why this would or would not be valuable for your colleagues. Requirements for sources: Professional or academic sources (e.g. appear in a scholar.google search, in an academic search from NIU library, or on a university, government agency, or professional education association or agency website), 50+ pages of reading (print preview & record page numbers of web material). Paper Example (See Below) 1. Focused Topic: Best Chance Program – The transition from middle school to high school The Best Chance Program at Cary-Grove High School is a ninth grade transition program designed to address the needs of a select group of incoming freshmen. Students are identified by their teachers based on the criteria set by the CG planning team (Counselor, School Psychologist, Teachers, and Administrator). Identifying characteristics might include: issues related to attendance, social/emotional problems, poor homework completion, difficult peer/teacher relationships, poor home life, recent loss, and academic ability to name a few. Students being served through the special education program are not considered for enrollment. 2. What do I want to know? – Who should we be identifying? Are we targeting the right kids? – What are the best practices in working with at-risk freshmen? – What is the role of the teacher, counselor, administrator, parent, and student? – How do we encourage parental involvement in the transition process? – What are the similarities and differences in students and parents perceptions of the transition from middle school to high school? 3. Articles Horwitz, A., Snipes, J., & Council of the Great City, S. (2008). Supporting Successful Transitions to High School. Research Brief. Spring 2008. Council Of The Great City Schools, This research brief documents the common reasons that students fail the ninth grade, highlights key strategies for promoting successful transitions, and provides recommendations for districts and schools to better support student transitions into high school. The authors find that comprehensive reforms, which combine structural changes with purposeful curricular and instructional interventions, can help students have successful transitions into high school, but that structural changes alone are insufficient. Recommendations include: targeting ninth graders for transition interventions, engaging students with challenging academics, developing systems to target interventions to students needs, and strengthening literacy curriculums across all school levels. The article is based on educational theory and offers some practical applications to put into practice. The authors note that the transition period from 8th to 9th grade is a critical, fleeting moment in time in which to address, support, and/or intervene on a students behalf. Like many of the other articles Ive read on the transition period, these authors note that the obstacles are not solely academic, but social and environmental as well. The authors note that students arrive unprepared academically, require orientation programs, and need to be challenged with rigorous coursework that challenges and engages. On our end, we need to provide structural reforms, such as smaller schools and programs that address the social concerns of both students and their parents. Early warning systems (based on data) that track course taking and behavioral patterns is also recommended. This article gives a good overview of the transition period and supports its recommendations with alarming data. Bottoms, G. (2008). Redesigning the ninth-grade experience: Reduce failure, improve achievement, and increase high school graduation rates. Atlanta, GA: Southern Regional Education Board. This report reveals that involving families in conversations about their childrens coursework and postsecondary plans with teachers and advisors is an important element of programs that successfully improve the
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