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    1. QUESTION

     

    General Requirements:

     

    use APA style for their writing assignments. The APA Style Guide is located in the Student Success Center.

    • Refer to the resource, “Preparing Annotated Bibliographies”

    Directions:    Make a table and put the information inside the table

     

     At least 10 empirical articles

    In the “Literature Review Resources” document, provide the following for each source:

    1.The APA formatted citation.

    2.A brief annotation of the key points of the source.

     

    Following is an example to use for the paper

     

                                                 Literature Review Resources

     

    Number                            Article Information    

    1. Bibliographic Information

    Weidman , J. C., & Stein, E. L. (2003). Socialization of doctoral

    students to academic norms. Research in Higher Education, 44(6),

    641-656.

                                                            Link http://library.gcu.edu:2048/login?url=http://search.ebscohost.com.library.gcu.edu:2048/login.aspx?direct=true&db=ehh&AN=11092904&site=ehost-live&scope=site

    Annotation

    Weidman and Stein (2003) conduct a quantitative study using doctoral students from two unrelated programs. Their hypothesis attempted to discover….Their literature spanned five decades and also provided past by Weidman and Stein. The sample population was lacking for a few reasons (too small, gender, majors, international responses questioned). The research does provide some insight into the importance of socialization and doctoral identity, but the findings are limited by the studies shortcomings. Weidman and Stein’s research is sound and the publishing journal is respected, however the article is dated and may not be applicable as a primary study of note.  

    This annotation example is an edited version. Write more about the content.  Your entries should to be at least 150 words, but no more than 200.

     

    1. Bibliographic Information

     

    Link http://library.g

     

     

 

Subject Essay Writing Pages 12 Style APA

Answer

Literature Review Essay

Annotated bibliography

  1. Al-Mubaid, H. (2014). A New Method for Promoting Critical Thinking in Online Education. International Journal Of Advanced Corporate Learning, 7(4), 34-37.

Link

http://eds.a.ebscohost.com/eds/detail/detail?sid=8403c21f-2fd4-4df5-aecd-d47ca1286461%40sessionmgr4002&vid=0&hid=4105&bdata=JnNpdGU9ZWRzLWxpdmU%3d#AN=99924584&db=bth

Annotation

The critical thinking process is a mental process that involves high level thinking regarding facts or information assimilated through learning in order to arrive at a conclusion or answer. Al-Mubaid (2014), states that critical thinking involves a process of analyzing and evaluating information in order to arrive at a reasonable conclusion on specific issues. The paper addresses a new method of applying and promoting critical thinking in online education. The method presented in the paper has two components with the first component being an individual component and the other component being a team component. The individual component is executed in three steps which are; List, Evaluate and restructure. The team component also has three steps which are: List, discus and evaluate, and integrate and restructure. The two components can be applied in both a regular classroom and an online classroom. Learners are given an opportunity to evaluate learn and discus materials covered in class hence applying critical thinking through the two components. The application of the model during the study led to high levels of critical thinking in learners.

  1. Callaway, S. K. (2012). Innovation in Higher Education: How public universities demonstrate innovative course delivery options. Innovation Journal, 17(2), 1-18.

Link

http://eds.a.ebscohost.com/eds/detail/detail?sid=09874c8a-caa7-480a-8f8e-01b752f52821%40sessionmgr4003&vid=0&hid=4105&bdata=JnNpdGU9ZWRzLWxpdmU%3d#AN=79990651&db=bth

Annotation

This study by Callaway (2012), examined the innovative methods applied by public universities in delivering online courses as well as hybrid courses to their student populations. Students were quizzed on the most effective parts of their courses that they found most interesting. Features such as lectures, discussions, group work among many others were examined to determine the student interest in these aspects of their courses. The study’s main objective was to help public universities create better online programs for their students s compared to new private universities that offer online-only programs to their students. The research revealed that not all courses should be taught online as some courses are best taught in a traditional classroom for ease of students understanding the course content. By offering innovative online programs, public universities will be able to compete with private universities and offer students better learning experiences within their campuses and online. The study reveals the best parts of courses that should be kept as well as the worst parts that should be discarded in an online or partially-online course.

  1. Davies, D., Jindal-Snape, D., Collier, C., Digby, R., Hay, P., & Howe, A. (2013). Creative learning environments in education—A systematic literature review. Thinking Skills And Creativity, 8, 80-91.

Link

http://eds.a.ebscohost.com/eds/detail/detail?sid=3134a5aa-d743-46c2-b460-7864f4b18d92%40sessionmgr4003&vid=0&hid=4105&bdata=JnNpdGU9ZWRzLWxpdmU%3d#AN=S187118711200051X&db=edselp

Annotation

This study by Davies, et al, (2013), found little evidence of empirical research on the issue under study, which was the use of creative learning environments in schools. This was after a close examination of 210 literature pieces on the same issue. The six reviewers found little evidence of studies that supported the research objectives during the period between 2005 and 2011. There was plenty of research supporting the development of creative skills in young people and children. These factors include the flexible use of space and time, working outside the confines of the classroom or school and the availability of appropriate materials. These findings assured the reviewers of the importance of earner autonomy within classrooms, which enhanced learner creativity. There was also evidence of learner development and an increase in learner attainment based on the provision of a creative environment by teachers and the school management. The review finding had close implications for policy setting and international research.

  1. Rogers, R. (2012). Leadership communication styles: a descriptive analysis of health care professionals. Journal Of Healthcare Leadership, 47-57.

Link

http://eds.a.ebscohost.com/eds/detail/detail?sid=ef98f8df-0758-4589-8b28-cdd2c93108dd%40sessionmgr4001&vid=0&hid=4105&bdata=JnNpdGU9ZWRzLWxpdmU%3d#AN=edsgcl.345989567&db=edsgao

Annotation

This research study by Rogers (2012), was based on an analysis of the leadership communication styles of various healthcare leader as they are a crucial component of a patients recovery process in a healthcare setting. The researcher studied healthcare leaders such as heads of departments at healthcare facilities as well as supervisors in healthcare setting. The themes that emerged out of these studies include viewpoints on leadership, relationships and decision making. The study researched how healthcare leaders make decisions while saving lives I a healthcare facility and the impact of such decisions on the safety and quick recovery of patients. The viewpoints of various physicians on leadership varied, but the researcher generally assumed that the interviewed physicians knew that they were leaders. On the other hand, most of the nurses interviewed seemed to believe in the concept of servant leadership where the leader was required to serve his team as well as patients. Hospital administrators always considered the big picture view of leadership.

  1. Bower, G. G. (2008). Mentor Functions and Outcomes: Advancing Women within Leadership Positions in the Health and fitness industry. Advancing Women In Leadership, 28, 4-4.

Link

http://eds.a.ebscohost.com/eds/detail/detail?sid=48773662-cf22-4591-a98f-a2bc624f1893%40sessionmgr4005&vid=0&hid=4105&bdata=JnNpdGU9ZWRzLWxpdmU%3d#AN=41772533&db=edo

Annotation

This research study by Bower (2008) was aimed at determining the psychosocial and career mentoring functions performed by mentors who wanted to advance women candidates in positions of leadership within the health and fitness industry. The effect of mentors on women leaders in the fitness and health industry was the subject of this study as the researcher looked for a connection between mentors and women advancing in leadership positions. The study was based on two questions; one question related to the career functions suggested by mentors to women trying to advance in leadership positions within the health and fitness industry. The other question was based on the psychosocial functions recommended by mentors to women on the leadership track in the health and fitness industry.  The career and psychosocial functions identified by mentors were essential to the development of meaningful mentoring relationships, which could have resulted in the advancement of women in leadership position within the health and fitness industry. 

  1. Mustaffa, N., Ibrahim, F., Wan Mahmud, W. A., Ahmad, F., Chang Peng, K., & Mahbob, M. H. (2011). Diffusion of Innovations: The Adoption of Facebook among Youth in Malaysia. Innovation Journal, 16(3), 1-15.

Link

http://eds.a.ebscohost.com/eds/detail/detail?sid=5092d37a-9f83-41ba-918b-7171b0f6a3f9%40sessionmgr4001&vid=0&hid=4105&bdata=JnNpdGU9ZWRzLWxpdmU%3d#AN=70967934&db=bth

Annotation

This research study by Mustaffa, et al, (2011), was focused on finding out reasons why people adopt social innovations such as Facebook and what motivates them to stay connected to the social media network. The study used the survey method on Malaysian youth to determine their motivations for joining Facebook and spending a significant amount of time on the social network. The study also analyzed factors that led to the adoption or rejection of Facebook among youths as the popularity of the social network increased in Malaysia. The study revealed that youth in Malaysia were heavily influenced by their peers in joining Facebook and spending time on the social network. Peer pressure was discovered as a key factor in determining the adoption of Facebook and the time spent on the social network. It was also discovered that most Malaysian youth had adopted Facebook and spent a significant amount of their time interacting with friends on the social network.

  1. Denzin, N. K. (2009). The elephant in the living room: or extending the conversation about the politics of evidence. Qualitative Research, 9(2), 139-160.

Link

http://eds.a.ebscohost.com/eds/detail/detail?sid=17c922ae-7e12-4959-b1f0-77e916c8dd6f%40sessionmgr4004&vid=0&hid=4105&bdata=JnNpdGU9ZWRzLWxpdmU%3d#AN=37197550&db=aph

Annotation

This research study by Denzin (2009), focused on the controversies that surround evidence-based research methods. The study was based around these controversies and used a critical pedagogy framework to address the issue surrounding the evidence-based framework. The standards for assessing the quality associated with evidence-based practice results in the politics of evidence and truth. The study review moral and ethical guideline of assessing the truth behind evidence-based research. There is a growing international conflict between qualitative and quantitative research with western countries favoring return to a neo-positive qualitative research framework. This means that the support for evidence-base research is dwindling in some quarters as some researchers prefer other methods of conducting their research. Evidence-based decision-making can be largely attributed to a wide adoption of qualitative research methods that lend evidence to each of the decisions made by policy makers. This means that evidence-based research practice should be promoted at all levels of leadership in order to enhance evidence-based decision making.

  1. Bailey, S., Hendricks, S., & Applewhite, S. (2015). Student Perspectives of Assessment Strategies in Online Courses. Journal Of Interactive Online Learning, 13(3), 112-125.

Link

http://eds.a.ebscohost.com/eds/detail/detail?sid=7ceb0991-2f4b-4936-95ac-a08edcb3861a%40sessionmgr4003&vid=0&hid=4105&bdata=JnNpdGU9ZWRzLWxpdmU%3d#AN=103343166&db=edo

Annotation

This research study by Bailey, Hendricks and Applewhite (2015), was based on assessment of student engagement in an online course and the student response to various strategies adopted as part of the teaching experiment conducted by the researchers. The study took into consideration various aspects of online learning and measured the keener response to strategies such as response to video, open discussions, paired discussions, the use of social media such as Twitter among others. The responses to the different strategies indicated that the students preferred teaching methods that applied modern technologies and were less interested in traditional teaching methods. Therefore, the students would be engaged more with the technologically advanced teaching methods as opposed to the traditional teaching methods, which left the students less engaged in the class. The measurement of student experiences was in terms of their enjoyment as well as their engagement in the teaching activities. The level of belief that the students had in the course resulting in the accumulation of relevant knowledge was also a crucial factor.

  1. Howard, L., Tang, T., & Jill Austin, M. (2015). Teaching Critical Thinking Skills: Ability, Motivation, Intervention, and the Pygmalion Effect. Journal Of Business Ethics, 128(1), 133-147.

Link

http://eds.a.ebscohost.com/eds/detail/detail?sid=6f61f4bb-b76f-47c0-8f86-49e5428bb36e%40sessionmgr4002&vid=0&hid=4105&bdata=JnNpdGU9ZWRzLWxpdmU%3d#AN=102012555&db=bth

Annotation

The research study used a Solomon four-group design to investigate the effect of a case-based critical thinking intervention on students’ critical thinking skills (CTA). There was a random assignment of 31 sessions of business classes (N = 659 students) to four groups and the collection of data from three sources: in-class performance (CTA), Internet surveys (learning and motivational goals) and university records (ACT, GPA, and demographic variables). The 2 by 2 ANOVA results showed no significance between subject differences. Contrary to the expectations, students improved their critical thinking skills, with or without the intervention. Female and Caucasian students improved their critical thinking skills, but males and non-Caucasian did not. Positive performance goals and negative mastery goals enhanced and decreased improvements of their CTA scores, respectively. ACT and age are related to pre- and post-test. Gender (male) is related to pre-test. GPA is related to post-test. Results shed light on the Pygmalion effect, the Galatea effect, ability, motivation, and opportunity as signals for human capital, and business ethics.

 

 

 

  1. Toni, N., & Makura, A. H. (2015). Using Reflective Practice For A More Humane Higher Education. South African Journal Of Higher Education, 29(3), 42-55.

Link

http://eds.a.ebscohost.com/eds/detail/detail?sid=cfb2e9b3-d7d6-41d8-86d6-b8b418528639%40sessionmgr4004&vid=0&hid=4105&bdata=JnNpdGU9ZWRzLWxpdmU%3d#AN=110022558&db=edo

Annotation

The importance of this paper was to determine how often university lecturers use reflective thinking to create a more humane higher education. The importance of reflective reasoning on the quality of higher education delivered by university lecturers is noted as an important aspect of a lecturer’s performance in class. Toni and Makura (2015), share their research findings on how frequently lecturers apply reflective thinking on their work in order to create more human courses for their students. The research intended to discover why lecturers teach what they teach, the way they teach it keeping in mind the caliber of students that they teach in class. The article goes deeper into the daily challenges experienced by lecturers as they endeavor to impart knowledge on their students. The lecturers share their challenges and offer reflective thinking as a viable method of ensuring that their students learn all that they can during classroom sessions and reduces the challenges associated with teaching.

 

References

Al-Mubaid, H. (2014). A New Method for Promoting Critical Thinking in Online Education. International Journal Of Advanced Corporate Learning, 7(4), 34-37.

Bailey, S., Hendricks, S., & Applewhite, S. (2015). Student Perspectives of Assessment Strategies in Online Courses. Journal Of Interactive Online Learning, 13(3), 112-125.

Bower, G. G. (2008). Mentor Functions and Outcomes: Advancing Women within Leadership Positions in the Health and fitness industry. Advancing Women In Leadership, 28, 4-4.

Callaway, S. K. (2012). Innovation in Higher Education: How public universities demonstrate innovative course delivery options. Innovation Journal, 17(2), 1-18.

Davies, D., Jindal-Snape, D., Collier, C., Digby, R., Hay, P., & Howe, A. (2013). Creative learning environments in education—A systematic literature review. Thinking Skills And Creativity, 8, 80-91.

Denzin, N. K. (2009). The elephant in the living room: or extending the conversation about the politics of evidence. Qualitative Research, 9(2), 139-160.

Howard, L., Tang, T., & Jill Austin, M. (2015). Teaching Critical Thinking Skills: Ability, Motivation, Intervention, and the Pygmalion Effect. Journal Of Business Ethics, 128(1), 133-147.

Mustaffa, N., Ibrahim, F., Wan Mahmud, W. A., Ahmad, F., Chang Peng, K., & Mahbob, M. H. (2011). Diffusion of Innovations: The Adoption of Facebook among Youth in Malaysia. Innovation Journal, 16(3), 1-15.

Rogers, R. (2012). Leadership communication styles: a descriptive analysis of health care professionals. Journal Of Healthcare Leadership, 47-57.

Toni, N., & Makura, A. H. (2015). Using Reflective Practice For A More Humane Higher Education. South African Journal Of Higher Education, 29(3), 42-55.

 

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