Research Focus for my paper: What is the impact of
culturally responsive teaching on narrowing the achievement gap for students of
colour from diverse backgrounds?
A good annotated bibliography should contain: summary of
problem, main message of paper, argument (the qualitative/interpretative aspect
of your analysis of the article) , methods, key findings, possible
quotes, how this will be used in your paper.
An Annotated Bibliography consists of:
1. the full
reference of the citation in a relevant citation style such as APA;
2. notes on the
content (keep your summary of the content brief and to the point) of the
source document or text; and
3. interpretive
or evaluative comments. (A source text is the document you are reading and
making notes from.)
APA’s notes on writing an Annotated
Bibliography:
· Citations
appear in alphabetical order.
· Full
citation followed by the annotation.
· Hanging
indent for first line of each citation.
· Start
the annotation on a new line, but keep it indented within the margins of the
citation.
· Use
the third person – do not use “I.” (Except in the interpretive comments to
yourself).
· Use
the present tense, such as, “the authors suggest…”, “the findings show…”
References to explore:
Carter, N. P. 2004. Urban
Education: Building Resilience in Diverse Classrooms. West Conshohocken,
PA: Infinity Publishing.
Gay, G. 2002. “Preparing for
Culturally Responsive Teaching.” Journal of Teacher Education 53, no. 2:
106-116.
King, J. 1991. “Dysconscious
Racism Ideology, Identity and the Miseducation of Teachers.” The Journal of
Negro Education 60, no. 2: 133-146.
Ladson-Billings, G. 1994.
“What We Can Learn from Multicultural Education Research.” Educational
Leadership 51, no. 8: 22.
Ogbu, J.U. and Simons, H.D.
1998. “Voluntary and Involuntary Minorities: Acultural Ecological Theory of
School Performance with Some Implications for Education.” Anthropology &
Education Quarterly 29, no. 2: 155-188.
Tanner, T., Hermond, D., Vairez, M.
R., Larchin, L., & McCree, C. (2015). Culturally Responsive Classrooms:
Closing the Achievement Gap. The International Journal of Diverse Identities,
15(1), 1-13.
Tenenbaum, H. and Ruck, M.
2007. “Are Teachers’ Expectations Different for Racial Minorities than for
European-American Students? A Meta-Analysis.” Journal of Education
Psychology 99: 253-73.