The Annotated Bibliography Assignment

I have attached example of the assignment. This assignment requires you to develop an annotated bibliography on the topic of Teacher Leadership. This will be an analytical annotated bibliography. I have purposefully left the topic very broad, but want you to be more selective of your research articles for this assignment.
An analytical annotated bibliography “not only summarizes the material, it analyzes what is being said. It examines the strengths and weaknesses of what is presented as well as describing the applicability of the author’s conclusions to the research being conducted” (University of Maryland, 2017, pg. 2).
Guidelines for the assignment:
Minimum of 15 sources cited in APA style format. The work should be double-spaced and indented ½ inch so the only type flush left is the author’s last name. List your annotations alphabetically by author. Each annotation should be 100 -200 words.Use APA style for page set-up, noting the instructions in point 1 above (see example below).The research cited should be empirical research, published in peer-reviewed journals that provide you with the information needed to complete point 4 below.The annotation should contain the following parts:Citation of the workBrief summary of the articleAuthor’s purpose for the researchResearch methodologyStrengths, weaknesses, biases of the researchStatement of how you could use this research to support your own researchCriteria7 pts.5-6 pts3-4 pts.0-2 pts.Analytical SummarySummary is well-developed, provides clear evidence of analysis, and contains ALL parts per aboveSummary shows some development,provides some evidence of analysis, and contains MOST of parts per aboveSummary shows nominal development, only the beginning of analysis, and contains SOME of parts per aboveSummary shows little/no development, is mostly a reiterationof the article, and contains FEW of parts per aboveCriteria3 pts.2 pts.1 pt.0 pts.APA formattingReference has correct APA formatNo more than one APA format error per referenceNo more than three APA format errors per referenceMore than three APA format errors per reference

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Alvarez, B. (2016). The Blame Game: How to Get a Derailed Parent-Teacher
Relationship Back on Track. NEA Today, 50-53.
Brenda Alvarez’s article discussed a number of ways in which parents often
create friction in their relationships with teachers and the ways in which teachers
can handle these difficulties. The most successful schools and classes require
teachers and parents to be on the same page, and teachers need to know how to
successfully handle discrepancies. This is a credible source because the National
Education Association is considered to be one of the top resources for teachers.
Many teachers consider being a member of the National Education Association to
be one of the best ways they can improve their teacher leadership. The article is
very important for my research as it discusses how to improve relationship with
the teachers and other stake-holders.
Cody, A. (2013, October). Two Ways to Lead. Educational Leadership, 71(2), 68-71.
This article in Educational Leadership discusses two types of leadership that are
integral for teachers–collaborative leadership and activist leadership. It explains
that, while it is important for teachers to lead when they are the most qualified, it
is also important for them to take the time to learn from others in areas in which
they are less knowledgeable. One useful way for teachers to participate in this
type of lifelong learning is by being a member of professional organizations
designed to keep teachers’ knowledge of the latest educational practices high.
This type of leadership can also be done on a much smaller scale by discussing
ideas with other teachers within the school who may be somewhat stronger or
weaker at teaching a given subject. I plan to associate the article with my bigger
research interest as it lays the ground work and articulates the challenges of the
the two ways relationships we face.
Collay, M. (2013, October). Teaching is Leading. Educational Leadership, 71(2), 72-76.
This article discussed the fact that “traditional” leadership is not the only type of
leadership that happens in teachers’ lives. It is important for teachers to be
leaders both inside and outside the classroom. It is important for them to be
involved in the community in order to keep the community engaged in student
learning. They should also take advantage of as many professional development
activities outside the classroom as they are able to in order to stay up to date on
the most current educational practices. It was intriguing to read about the many
ways in which teachers can be effective leaders outside the classroom because
much of their improvement as teachers actually happens outside the classroom. I
play to employ the points discussed in handling the bigger challenges of one-way
information communication common in educational system.
Hoerr, T. R. (2013, January). On the Same Page? Educational Leadership, 70(4), 88-89.
This article discusses how important it is for teachers to be sure they are on the
same page as their principals as far as effective teaching practices. It is possible
for teachers and principals to have different ideas of effective teaching, which can
lead to problems down the road. In order to combat these potential difficulties, it
is important for teachers to maintain good communication with their
administrators from the beginning. They need to be sure they understand what
their principal considers to be effective teaching and discuss any discrepancies as
soon as they come up to avoid problems in the future. I find the article important
as it also articulates the regular challenges effective teaching and that is also part
of my bigger research interest.
Litvinov, A. (2016). Strength in Numbers. NEA Today, 36-37.
This article describes the importance of considering education during election
seasons. It discussed the 2016 presidential candidates and their stances on
educational issues, as well as the importance of education in local and state
governments. The government often does not understand what type of policies
are needed to most effectively help students, and many of their attempts at
creating policies eventually do students more harm than good. Teachers should
communicate with the government, and particularly their legislators, as much as
possible in order to help them to understand what is needed in education and what
should be required of educators. It is a credible source because the National
Education Association is one of the nation’s primary organizations devoted to
advancing teacher leadership. The article was crucial for my research interest as it
connects education with everyday challenges.
Litvinov, A. (n.d.). Unite for Students and Schools. NEA Today, 58-60.
“Unite for Students and Schools” discusses the importance of keeping the entire
community involved in students’ education. Teachers are not the only people
who play a part in education; it is a joint effort between teachers, parents, and the
rest of the community. However, the article addresses the topic of teacher
leadership because teachers have the responsibility of making parents aware of
the necessity of their involvement in their children’s education. This source, and
others like it, may be useful to me in the future to help me impress upon parents
that the most successful schools and classes are those in which parents are also
committed to their children’s education. As broader interest in education and
community invovement, the article is important for its theoretical and pratical
Nazareno, L. (2013, October). Portrait of a Teacher-Led School. Educational Leadership,
71(2), 50-54.
This article describes a unique situation in which a school does not have a
principal. Instead, teachers collaborate to lead the school to be the best it can be.
This is something that is important for teachers to be aware of in case they ever
find themselves teaching in a similar situation. Though it is unlikely that I will
ever find myself teaching without a principal, the article was enlightening because
it shows how much more teachers can be doing as leaders than many do. If all
teachers put as much effort into leadership as these teachers who were in charge
of running their school, many schools could be more effective. Though the level
of leadership these teachers exhibit is less essential in most situations, all teachers
can learn something from this school. Since the article disucsses the possible
challenges someone can expect in the teaching and learning process, the article
becomes important for my bigger research.
Perez, F. (2016). Teachers Visit Washington to Tell Senate to Get to Work. NEA Today,
This article elaborates on the ways in which teachers can keep the government
informed about advancing educational practices. One of the best forms of teacher
leadership is making sure that the people who create educational policies have the
best understanding possible of what is best for students’ education. Because the
government has not been doing the best job of creating educational policies that
benefit students in recent years, it is critical for teachers to continue to lead by
staying in touch with both local and national governments. Many professional
education organizations continually encourage teachers to stay in contact with
their legislators in particular as much as possible. On theoretical level, this article
helps me to associate the leadership with policy makers.
Sahlberg, P. (2013, October). Teachers as Leaders in Finland. Educational Leadership,
71(2), 36-40.
This article is important because it describes another country’s perspective on
education. It is important for the best teachers to know more than just American
education because having a broader concept of education helps them to determine
with more accuracy what the best educational practices are. The United States is
not the leading country in literacy, graduation rates, or other educational statistics,
so it is enlightening to look at the practices and policies of countries with more
successful statistics than the United States. Being aware of what teaching
strategies are used in other countries can help Americans to improve our own
schools. Although the article discusses the case of Finland, it helps me to
associate it with my research.
Heibert, E. H. (2013, January). What Happens to the Basics? Educational Leadership,
70(4), 49-53.
This article discusses the potential negative aspects of the Common Core. It
explains that, while teaching the basic things that students will be tested on
matters, it is also very important to teach things that interest students and keep
them engaged in learning, even though those particular things may not be on the
standardized tests. Standardized testing ends up determining funding for schools,
among other consequences, and its insistence on improving every year does many
schools more harm than good, even though it sounds like a good idea in theory.
Despite these challenges, students learn and retain material best when they are
interested in what they are learning, so it is important for teachers to find a
balance between teaching to the test and teaching content that will uniquely
engage their students. Such cases have been common pratice during my teaching
profession and I want to explore it in my research now.
Coggins, C. (2013, October). Teachers with Drive. Educational Leadership, 71(2), 42-45.
Because teaching is not always easy, it is important for teachers to be able to
successfully continue doing what they do when they run into difficulties.
“Teachers with Drive” discusses some of the ways in which teachers can continue
to strive for success in all circumstances. In today’s schools, teachers face many
difficulties that range from challenging parents and communities who are not
interested in the learning process to struggles with Common Core standards and
being forced to teach to the test. I found it interesting to read about how these
problems affect nearly all schools, but it was very inspiring because it described
how a number of teachers have overcome these obstacles.
Day, C. (2017, May-August). School Leadership as an influence on Teacher
Quality. University of Nottingham, England, vol. 21, no. 2.
This research paper addresses the existing arguments on poor teacher quality.
School leadership is an inevitable function that should take the blame on the
unsatisfactory teacher quality. Instructors are aware of the ethical and professional
mandates designated to them of shaping students’ performance and in overall promote
economic growth; however, there exist internal and individual factors that limit their
effectiveness since they lose the enthusiasm and commitment. The critical segments of
teacher quality are professional independence, investments and commitment and
competency need close scrutinizing for the ultimate desired goals. Most influential docket
is that of the institution leadership headed by a principal thus more attention should be
present to ensure the heads perform their responsibilities appropriately.
Furthermore, to ameliorate teacher quality there must be healthy relationships
among the school leaders, the state, students and not limiting other stakeholders. Also,
the paper seeks to indicate the current trends in the world such as advancement in
technology. The teaching practices by educators should widely blend with the real world
so that students can comfortably relate with the classroom work. Improved teacher
quality implies increased efficiency. Overall this helps broaden my perspective
theoretically and practically which is also very important in my research,=.
Educational leadership on the Chinese mainland: A case study of two secondary
schools in Beijing
The purpose of the article is examining the traits of principals as educational
leaders within schools who greatly impact institutional performance. With the present
deterioration in quality of education in Chinas’ mainland leaders from the ministry of
education have grown interest in addressing the issue and they strongly concur with the
sample principals that reforms on the curriculum is the appropriate solution. The research
involves two heads of schools. Both principals vigorously abide by the State’s curriculum
leadership structure. One of the principals employs the leadership approach of being
paternal, who dictates the tasks for general teachers within the school setting and in some
cases their private activities. The other school chief applies the leadership style of
assigning authoritative powers and designations to junior teachers.
The middle managers are barriers to achievements since they are stereotypic in
going by the principal’s perspectives of making decisions to improve educational
performance. Middle managers and general instructors within the school need to be part
of the decision making; through this the goals of efficient distributed leadership will
exist. Therefore principals and other stakeholders should perform their roles accordingly
to yield fruitful education. Although the article discusses the case of Beijing school, yet it
is important to draw parallelism and is crucial for my research.
Flecknoe, S. J., Choate, J. K., Davis, E. A., Hodgson, Y. M., Johanesen, P. A.,
Macaulay J. O., … & Rayner, G.M. (2017). Redefining Academic Identity in an Evolving
Higher Education Landscape, Journal of University Teaching & Learning Practice, 14(2).
The purpose of academics within higher education continues to evolve
dynamically throughout the 21st century from the olden structure to the present. This
paper focuses on one of the new incentives, Education-Focused programs that are
subjective tools for standard teaching quality and in-depth research yielding into radical
achievements in the milestones of academics. The researchers from bioscience field did
the project in an Australian University, one of the centers of quality research, to relate
between the current academic strategy and the past practices. The study is explicitly done
with the inclusion of identifying gaps in research and challenges arising from past written
literature. The paper seeks to show the relevant perceptions in reforming the traditional
curriculum and promoting leadership in education with the consent of the current
uncertainties in the globe. Also, the paper enlightens the higher education institutions to
invest in the new academic approaches that are students’ career-focused and provides
conducive teaching and learning surrounding to enhance the attainment of academic
objectives. That also makes the article important in providing theoretical frame for my
Miškolci, J., Armstrong, D., Spandagou I. (2016). Teachers’ Perceptions of the
Relationship between Inclusive Education and Distributed Leadership in two Primary
Schools in Slovakia and New South Wales (Australia), journal of Teacher Education for
Sustainability, vol. 18, no. 2, pp. 55-65.
This article is essential in apprehending Teacher Leadership as it explicitly
identifies the correlation of distributed leadership and inclusive education. Depending on
the outlook of the interactive relationship of the two controversies have emerged as some
people bases their views on the positive outcomes while others concentrate on the
detrimental impacts. The study cases in the paper are two non-private schools; they were
selectively picked by an outside research group who through interviews collected
information. Both schools practically comprehend the application of the practices of
distributed leadership and inclusive education. The outcome was that in both institutions
distributed leadership is the collection of procedures that is staff-centered, as inclusive
education is a group of ambitions that is student-centered. Additionally, the paper
focuses on addressing the significant influences of the concept of social-political
environment which will favor or discourage the progress of the inclusive education
practices. The latter requires maximum mitigation since it mostly involves negative
aspects. Consequently, for successful intertwining of the two concepts all stakeholders in
education must work in cooperation efforts to realize the desired ambitions within the
education sector. As the article discusses the correlation between teachers and stakeholders, it provides a bigger theoretical and practical solutions to my bigger research

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