The document outlines a two-part assignment for EDD and PhD students requiring the identification of five recent peer-reviewed articles for their dissertation research, accompanied by an annotated bibliography. Each annotation must include an APA formatted citation and a detailed summary discussing the article's synopsis, problem, purpose, methodology, findings, and recommendations. Additionally, students must describe their dissertation topic based on identified literature gaps, emphasizing effective teaching strategies for adolescent learners.

1. This is a two-part assignment for both EdD and PhD students:
Part 1: Locate five peer-reviewed articles published within the
past 5 years related to a topic of interest you wish to explore for
your dissertation research. Do not include book chapters, books,
editorials, white papers, trade magazine articles, or non-peer-
reviewed sources. Then, complete the following for each source
in the form of an annotated bibliography:
Begin each annotation with an APA formatted citation.
Then, annotate the source with a block paragraph. The
annotation should be double spaced, 200-250 words, including a
brief synopsis of the article, the problem, the purpose, a
description of the methodology, the findings, the
recommendations for future research, and any particular
strengths or weaknesses of the article.
Part 2: After reviewing each annotation, describe the topic you
wish to explore for your dissertation research. This topic should
logically flow from the gaps in the literature noted in your
annotations.
Total Length: 5-7 pages, not including title and reference pages
8
MILLERTCOMP9600E-1
Effective Teaching for Adolescent Learners in the Classroom
COMP9600E
Tracie Miller
Northcentral University

2. August 5, 2015
Aske, D.avid R., Laura S. Connolly, L. S., and Rhonda R.
Corman, R. R. (2013). "Accessibility oOr aAccountability? The
rRhetoric aAnd rReality fOf No Child Left Behind."Journal of
Economics and Economic Education Research, vol. 14(, no. 3),
2013., pp. 107-118. Comment by Linda Cummins: No bold.
Please follow APA formatting for references. You can visit
APA Central in the ASC or use the APA manual.
Make corrections throughout
This scholarly article shows us the conflict of equality vs.
efficiency in the No Child Left Behind Act. The NCLB act
promotes the idea that rivalry among schools will boost the
effectiveness in educational systems. However at the same
time it keeps the common school era belief that public
education gives children a “level playing field”. “ provide
information to parents regarding the performance of the school
their child is attending, as well as the performance information
regarding other schools their child could be attending…
therefore created the basis and framework for competition
between schools”. This quote shows that the NCLB act has
made competition between schools. Competition between
schools causes the best schools to get more funding that others.
Those other schools then aren’t equal in resources hence where
the equality is challenged. This is important because this act
was made for education from politics yet cannot fully help
students with the overall learning experience they receive.
Comment by Linda Cummins: Use block formation for
abstracts and annotations.
Make corrections throughout
Comment by Linda Cummins: This was published in a
research journal, however, you have not presented this article as
a research study. Please
remove direct quotes from your scholarly documents. They are

3. rarely used in scholarly writing, and when they are used it is to
make a profound point. At this level of writing, students are
expected to read the literature, synthesize it, and write in your
own words, citing appropriately.
Make corrections throughout
Comment by Linda Cummins: APA format errors
Gilbert, Rob. "Can history succeed at school? Problems of
knowledge in the Australian history curriculum." Australian
Journal of Education, vol. 55, no. 3, 2011., pp. 245-258.
This scholarly article talks about the Australian curriculum
not being able to meet effective important criteria with a well-
incorporated explanation for the foundation for difficulty
solving related to focus objectives. According to one Australian
teacher, the curriculum is too focused on the subjects’ of points
of view and manner of past justification, which was not the
past in his opinion. “Successful curriculum development in any
school subject requires a clear and established set of elements:
agreed and widely appreciated goals…”. This quotes states that
a successful curriculum needs a clear set of goals. It’s important
because any subject should have clear criteria for what students
must meet so they may use what they know in more than one
ways. Education is giving students information about subjects
they should know so they may be able to use it in the future.
Comment by Linda Cummins: Annotations should begin
with the purpose of the article, report the research
methodologies, the research findings, and how they address the
research problem. I cannot tell the what the purpose of this
article was, or what type of article. You should e reading
research articles to begin to find studies to support your
research topic.

4. Make corrections throughout
Macknight, V. (2007). The politics of pedagogy: Civics
education and epistemology at Victorian primary schools, 1930s
and 1950s. History of Education Review, 36(2), 46-60.
Comment by Linda Cummins: You must use current
literature (published within the past 5 years) to support the
existence of a current problem worthy of investigation. This is
too old. Replace. Comment by Linda Cummins: How does
this inform your research topic?
This scholarly article talks about the way civics is taught
at the Primary Schools in Victorian during the 1930s through
the 1950s. It looks at two different curriculums used in the two
periods and why they are different. In the 1930s the curriculum
was different because at the time in Australia they were
receiving help from British Empire because of the Great War.
This caused the curriculum to have a global outlook. As a result
in the 1950s, Australia began to have misgivings about the
British Empire and seen that by building themselves up it would
have to come from the Australian people, this changing the
curriculum to have more of a nationalism theme. The quote “…
the very world children are educated to see depends on the
politics and economics at the time…” is important because this
is mostly true. Students during the Great Depression would have
been taught entirely different than students now-a-days because
the situation in entirely different. This quote shows that how
education is taught depends on how things are politically.
Zhang, L., & Barnett, M. (2015). How high school students
envision their STEM career pathways. Cultural Studies of
Science Education, 10(3), 637-656. Comment by Linda
Cummins: Revise and include all the required elements of an
annotation as outlined in my above comment.
This study took place with students in an urban high school to

5. see the envision their careers using a social-cultural approach
and seeing how student reflection influences career choices. It
was shown is the study that students with a interest in science
confident about their choices in careers as well as the steps
leading up to them. Learners that did not have a interest in
STEM-related occupations did not have a clear idea of what
they wanted to become, hence they were left somewhat
undecided. This was probably due to STEM information being
more available in schools; the study also showed that the more
they knew about the job the more willing the were to listen. The
quote “… influenced by their perceived cultural and economic
boundaries in society, African-American youths have limited
occupational choices and many of them choose athletic-related
professions.” shows that some youths are still affected by some
factors like stereotypes that have developed overtime in history.
Thus, showing that history can affect self-reflection which
affects career choices. Comment by Linda Cummins:
Sentence structure problem.
Lange, T. (1994). Training for europe - should britain follow
the german model? Journal of European Industrial
Training, 18(2), 4. Comment by Linda Cummins: Too old,
replace.
This article talks about the German economy and compares it to
Britain. Many critics say that the Germany model is a great
example and it should be followed by Britain. Their economy
was doing better because of the vocational training German
youngsters attended. “Germany has the best-qualified
unemployed in Europe” is a good quote because it shows that
although they were unemployed, they were qualified. “During
the 1980s, 40 percent of the labor force in the Netherlands, 60
percent in Britain and 50 percent in France had no official
requirements compared with the 26 percent West of Germany.
This person is credible because they have reliable statistics, and
was not biased and showed downsides as well. This is political
because vocational schools can help the economy.

6. Part 2: In describing the topic for your dissertation research.
Comment by Linda Cummins: The point of part two is to
use the literature you have used and annotated to support your
topic selection. I do not see any of your annotated articles cited
in this section. I do not see a clear topic focus for your research
in the information presented. Also, there is no logical flow to
this section and many assumptions not supported with data or
citations. Please use the ASC to improve you writing in terms of
sentence structure, organization, and supports prior to
submitting future assignments.
The fact that teachers spend a significant time with
children than their parents cannot be overstated as this is
critical for the development the lives of adolescents.
Correspondingly, teaching young learners in any classroom
presents a unique and at the same time an exciting opportunity
to many teachers. Teachers of adolescents are identical to the
teaching of elementary students and are obligated to ensure that
a significant population of middle and high school students
attain some set goals, help them to achieve best grade and
enrich their life skills concerning education and personal
development. Thus, the rational about effective teaching is far
reaching concerning the success of adolescent learners in any
and every classroom. My dissertation will focus on the critical
components of effective teaching that should need to be
embraced by teachers in young classes to bring out the best
results from adolescent learners. Comment by Linda
Cummins: Teaching is different for different ages since we
teach in ways that are developmentally appropriate to the child.
Teachers are tasked with unique roles in classrooms
ranging from the reflection of their teaching modules; planning
for lessons, evaluate the students after class work, just to name
a few. Since a significant population of the middle school
grades students falls in the adolescent age bracket, they are
most likely to experience fundamental changes particularly
physically and mentally (Cloud, Lakin, & Leininger, 2011).
Correspondingly, several teaching methods are advocated for by

7. educationalist as that effective teacher relies on for sound and
consistent teaching of classes with adolescent learners.
The primary requirement for adequate education in a
growing class is encouraging peer interaction by promoting
participation exercises. Rilling, Dantas-Whitney, and Savova
(2010) put an emphasis that engaging students regardless of the
age bracket is a critical component of effective teaching and
calls for the implementation of peer review and tutoring systems
in different classrooms. Additionally, engaging students through
extra-curricular activities like clubs and teams and taking the
time to know a little about individual students and identifying
their various talents brings significantly rewards their learning
experience in a classroom. In other cases, activities that require
young students to depend on each other to succeed are
beneficial to such students as they are taught how to embrace
the principles of cultural diversity and tolerance. Consequently,
this creates a comfortable learning environment for active
learning.
Another critical element of effective adolescent teaching
strategies is creating a pleasant classroom environment. School
environment and culture are crucial components of effective
adolescent teaching that has a significant influence on the
learners’ comfortability at schools. Schools can build a
pleasant environment for studies by engaging their students in
designing the classroom environment in a way that pleases
them. Furthermore, teachers should be encouraged to demand
from all students’ a respectful treatment of each other. Parris,
Fisher, and Headley (2009), also note that as measures to
promote a comfortable and pleasant learning environment,
teachers should focus on accommodating all students including
those who require supplemental needs.
Effective adolescent teaching strategies are also attainable
through showing interest and building a lasting relationship
with students. Adolescent learners are very naive which leaves
them with less motivation and confused about their lives. The
effects of teacher’s individual contacts with schoolchildren in

8. the classroom are wide-ranging as they affect students’ learning
experiences, behaviors, moods, and attitudes. An effective
middle-level teacher interacts with their students freely to share
their experiences such as weekends or holiday experience,
provide their students with more opportunities to talk about
themselves and know one another in the classroom and share
stories.
Effective teaching also calls for a supportive and
inspiring teaching staff. According to Lent (2006), the most
successful teachers of adolescent learners provide assistance
always to their learners as well as reach out to individual
students in need. Surprisingly, a teacher who positively
influence their students get positive responses and results from
such students and in a more positive way. Correspondingly,
these allow such teachers to establish the problems of the
students they suspect to be having problems at home as quickly
open up and help them emotionally, physically or financially
where a need arises (Cloud, Lakin, & Leininger, 2011).
Furthermore, expression of passion and enthusiasm toward
learners inspire them to have more interest in studies. Thus,
teachers should be regular supporters of teenage students and be
their advocates in any suitable way they may need.
The majority of adolescent learners are full of zest which
makes them meet most activities with bundles of enthusiasm,
unlike adult learners who remain focused on meeting individual
learning goals, while at the same time presenting a wealth of
skills, experience, and maturity. Nevertheless, most adolescent
learners are not naturally and always frustrate and discourage
teachers as most of them view the scenario to signify a lack of
interest of the students. Correspondingly, young students are
never different from adult learners and thus are by no means
unreachable regarding motivation. As with any other age
bracket, effective youth teaching only entails finding ways to
pique the interest of the learners in that age bracket.

9. Reference Comment by Linda Cummins: Revise reference list to
meet APA standards.
Aske, David R., Laura S. Connolly, and Rhonda R. Corman.
"Accessibility Or Accountability? The Rhetoric And Reality Of
No Child Left Behind."Journal of Economics and Economic
Education Research, vol. 14, no. 3, 2013., pp. 107-118.
Cloud, Nancy & Lakin, Judah & Leininger, Erin. (2011).
Learner-Centered Teaching: The Core of Effective Practices for
Adolescent English Language Learners. TESOL Journal. 2.
Gilbert, Rob. "Can history succeed at school? Problems of
knowledge in the Australian history curriculum." Australian
Journal of Education, vol. 55, no. 3, 2011., pp. 245-258.
Lange, T. (1994). Training for Europe - should Britain follow
the German model? Journal of European Industrial
Training, 18(2), 4.
Macknight, V. (2007). The politics of pedagogy: Civics
education and epistemology at Victorian primary schools, 1930s
and 1950s. History of Education Review, 36(2), 46-60.
Rilling, S., Dantas-Whitney, M., & Savova, L. (2009).
Authenticity in the language classroom and beyond : adult

10. learners. Alexandria, VA: Teachers of English to Speakers of
Other Languages.
Zhang, L., & Barnett, M. (2015). How high school students
envision their STEM career pathways. Cultural Studies of
Science Education, 10(3), 637-656.