Aragorn, Steven R. “An Investigation of Factors Influencing Classroom Motivation for Postsecondary American Indian/Alaskan Native Students.” Journal of American Indian Education 41, no.1 (2002):1-18. EBSCOhost (accessed March 7, 2010).
Bowd, Alan D. “Ten years after the Hawthorn Report: Changing psychological implications for the education of Canadian native peoples.” Canadian Psychological Review/Psychologie canadienne 18, no. 4 (October 1977): 332-345. PsycARTICLES, EBSCOhost (accessed February 17, 2010).
Chiago, Robert K. “Making Education Work for the American Indian.” Theory Into Practice 20, no. 1 (Winter81 1981): 20.Academic Search Complete, EBSCOhost (accessed March 7, 2010).
This article focuses on education with First Nations people in Canada through a psychologic and sociologic view. Despite the age of this article, it does briefly provide education of how it has changed. And it provides accurate evidence through aspects of remedial, supplementary and instrumental models of education.
Gilliard, Jennifer, and Rita Moore. “An Investigation of How Culture Shapes Curriculum in Early Care and Education Programs on a Native American Indian Reservation.” Early Childhood Education Journal 34, no. 4 (February 2007): 251-258. Education Research Complete, EBSCOhost (accessed February 8, 2010).
This article claims the purpose as answering the question of how family and community culture shape the curriculum, specifically on the Flathead Indian Reservation. Looking at three early tribal care and education programs, the researchers collected data through observation and interviews.
Guillory, Raphael and Mimi Wolverton. “Its All About Family: Native American Student Persistence in Higher Education.” American Indian Quarterly 79, no. 1 (February 2008): 58-87. The Journal of Higher Education, Project MUSE (accessed February 8, 2010).
The authors focus their research on Native American students at Washington University, the University of Ohio and Montana State University. Their attempt to explore the similarities and differences students and officials of state and faculty reveals the disturbing history and its apparent effects, and the result which seems to be improving with some success.
Herring, Roger D. “Synergetic Counseling and Native American Indian Students.” Journal of Counseling & Development 74, no. 6 (July 1996): 542-547. Academic Search Complete, EBSCOhost (accessed February 8, 2010).
Herring explores why school counselors have failed with Native people and offers suggestions based on statistics and data. The perspective is impressive as it tends to reveal both sides. Perhaps it is wise to look at the success here and apply it within the classroom.
Morgan, Hani. “What Every Teacher Needs To Know To Teach Native American Students.” Multicultural Education 16, no. 4 (Summer 2009): 10-12. Education Full Text, WilsonWeb (accessed February 17, 2010).
The author intelligently provides more than one source for evidence and suggestion. The article provides a unique guide for teachers of indian students. It emphasizes that teachers need to learn, as well as the students, about their culture to accurately have students as a success.
Paulet, Anne. “To Change the World: The Use of American Indian Education in the Philippines.” History of Education Quarterly47, no. 2 (Summer2007 2007): 173-202. Academic Search Complete, EBSCOhost (accessed March 7, 2010).
Satter, Delight E, et al. “Communicating respectfully with American Indian and Alaska natives: lessons from the California Health Interview Survey.” Journal Of Cancer Education: The Official Journal Of The American Association For Cancer Education 20, no. 1 (2005 Spring 2005): 49-51. MEDLINE, EBSCOhost (accessed February 17, 2010).
As the title suggests, education was examined through the area of health. Nevertheless, this article is essential in that it provides successful methods used as educational means. It could be these methods applied to the classroom would yield the same results. The methods explain the culture as well-why it works.
Starnes, Bobby Ann. “What We Don’t Know Can Hurt Them: White Teachers, Indian Children.” Phi Delta Kappan 87, no. 5 (January 2006): 384-392. Teacher Reference Center, EBSCOhost (accessed February 7, 2010).
Starnes brings into light white teachers on indian reservations. Her thorough evidence, others and her own, provide the whys and how teachers can be more effective. Her own placement on a reservation provides an assuring perspective, although her own.
Stokes, Sandra M. “Curriculum for Native American students: Using Native American values.” Reading Teacher 50, no. 7 (April 1997): 576. Education Research Complete, EBSCOhost (accessed February 17, 2010).
This article investigates not only education in a general sense, but explains why the curriculum provides problems and what can be done to improve it. It is narrow in the sense it focuses on one grade level. But it can be the start to other investigations on curriculums as a whole.
Tharp, Roland G., et al. “Seven More Mountains and a Map: Overcoming Obstacles to Reform in Native American Schools.” Journal of Education for Students Placed at Risk 4, no. 1 (January 1999): 5. Psychology and Behavioral Sciences Collection, EBSCOhost (accessed February 17, 2010).
Tidwell, Monte and Claudette Thompson. “Infusing Multicultural Principles in Urban Teacher Preparation.” Journal of the Association for Childhood Education International 85, no. 2 (Winter 2008-09):86-90. Childhood Education: Infancy Through Early Adolescence.
From a sociohistorical view, the authors strive to overcome the obstacles of native american schools. They take primary evidence and analyze it. They use their own research to provide advice and guidelines.
Wilson, Peggy. “Trauma of Sioux Indian High School Students.” Anthropology & Education Quarterly 22, no. 4 (December 1991):367-383. American Anthropological Association, JSTOR (accessed Feburary 8, 2010).
This is accurate and great. It uses ethnographic methodology on indian students at public schools. It is an expansion of education beyond the reservation. The information she provides is primary and thus important to learn.
Wooocock, Don B., and Osman Alawiye. “THE ANTECEDENTS OF FAILURE AND EMERGING HOPE: AMERICAN INDIANS & PUBLIC HIGHER EDUCATION.” Education 121, no. 4 (Summer2001 2001): 810. Academic Search Complete, EBSCOhost (accessed March 7, 2010).
According to Cornell University Library, “An annotated bibliography is a list of citations to books, articles, and documents. Each citation is followed by a brief (usually about 150 words) descriptive and evaluative paragraph, the annotation. The purpose of the annotation is to inform the reader of the relevance, accuracy, and quality of the sources cited.”1 Thus, the process of annotating is a critical one. Writing for an annotation includes the central theme, evaluation of the author, the intended audience, comparing with another work already cited and an explanation of how this work reflects the topic.1 Evaluation of the source goes back to Blog #7.
1. Michael Engle and Tony Cosgrave, “How to Prepare an Annotated Bibliography,” Cornell University Library, http://www.library.cornell.edu/olinuris/ref/research/skill28.htm (accessed February 11, 2010).
Engle, Michael and Cosgrave, Tony. “How to Prepare an Annotated Bibliography.” Cornell University Library. http://www.library.cornell.edu/olinuris/ref/research/skill28.htm (accessed February 11, 2010).
1) How can an annotated bibliography help you write the intro and lit review sections in your own paper?
an annotated bibliography, to me, is simply an evaluation and summary of the source. An intro and lit review are also evaluations and summarys. Anno bibs help the student to analyze the source and summerize its credibility and what it is about. This can help prepare us for elements of the intro and lit review, using the same skills applied to anno bibs.
2) How do you know if your sources from your anno bib are reliable, valid, timely, and unbiased?
An analysis of a credible annotated bibliography requires evaluation of the sources used as I talked about in Blog # 7 Lots of questions must be asked about the author, the content and the sources he credited. I think you have to find credible sources before making an annotated bibliography. An annotated bibliography is just the formal way of putting into words the process of the evaluation of the sources. Thus, through critical evaluation of sources will the sources from the anno bib be reliable, valid, timely, and unbiased.