Annotated Bibliography

Question

1. Write a short summary, no more than one paragraph, explaining why the article was interesting to you and why the article is considered scholarly.

2. Be sure to identify the source of their authority within your explanation.

3.You should submit one paper with no more than three paragraphs (one paragraph for each article addressing the questions in step 2).

Answer

Title: Annotated reference list

Dağlioğlu, H. & Suveren, S. (2013). The Role of Teacher and Family Opinions in Identifying Gifted Kindergarten Children and the Consistence of These Views with Children’s Actual Performance, Educational Sciences: Theory & Practice, 13(1), 444-453

This paper is interesting to me largely because of its subject matter. It addresses the issue of identifying gifted children who attend kindergartens in various elementary schools. The research outcomes are also of great interest to me. The researchers found out that the success rate of parent and teacher opinions in efforts to identify gifted was considerably high (at 44.3 percent). They also found out that families were in a better position than teachers to identify gifted children. This article is considered scholarly for various reasons. First, the authors, Dağlioğlu & Suveren (2013), are affiliated to Gazi University and Abdüssamet Dik Preschool respectively. Secondly, the article was published in “Educational Sciences: Theory & Practice”, a peer-reviewed journal.

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Lacour, M., McDonald, C., Tissington, L., & Thomason, G. (2013). Improving Pre-Kindergarten Children’s Attitude And Interesting Reading Through A Parent Workshop On The Use Of Dialogic Reading Techniques. Retrieved from http://www.readperiodicals.com/201304/2958124601.html  on September 20, 2013.

This scholarly article is of great interest to me because of the way in which it emphasizes the crucial role of parents in improving the attitude and interest of pre-Kindergarten children through dialogical reading techniques. It is also interesting that, for purposes of this study, parents were subjected to a workshop on dialogical reading techniques. The findings of the study showed that the workshop increased the parents’ confidence. Consequently, they were able to use this intervention technique to improve the attitude and interest of students in reading. This article is considered as scholarly for two reasons. First, each of the authors is affiliated to a university: Lacour (Southern Arkansas University), McDonald (Liberty University), Tissington (University of West Florida), and Thomason (Liberty University). Secondly, the authors have acknowledged other researchers ideas through in-text citations and references.

Sakellariou, M. & Sivropoulou, I. (2010). Family and Kindergarten Cooperation within the Framework of Children’s Transition from Kindergarten to Primary School. The International Journal of Interdisciplinary Social Sciences, 5(4), 345-359.

            This research paper addresses the issue of cooperation between family and Kindergarten as children move from Kindergarten to primary school. The most interesting thing about this article is that it adopts a straightforward approach in discussing the subject matter. The aim is to investigate the impact of cooperation between kindergarten teachers, parents, and university researchers in facilitating a seamless transition from kindergarten to primary school for children. The study found out that different passage practices are normally adopted during this transition. It also found out that it is important for parents and kindergarten teachers to discuss positive opinions regarding the role of various activities undertaken during the transition period. This article qualifies to be considered a scholarly article because it has been published in a peer-reviewed journal. In terms of authority, both authors are affiliated to the University of Loannina.

References

Dağlioğlu, H. & Suveren, S. (2013). The Role of Teacher and Family Opinions in Identifying Gifted Kindergarten Children and the Consistence of These Views with Children’s Actual Performance, Educational Sciences: Theory & Practice, 13(1), 444-453

Lacour, M., McDonald, C., Tissington, L., & Thomason, G. (2013). Improving Pre-Kindergarten Children’s Attitude And Interesting Reading Through A Parent Workshop On The Use Of Dialogic Reading Techniques. Retrieved from http://www.readperiodicals.com/201304/2958124601.html  on September 20, 2013.

Sakellariou, M. & Sivropoulou, I. (2010). Family and Kindergarten Cooperation within the Framework of Children’s Transition from Kindergarten to Primary School. The International Journal of Interdisciplinary Social Sciences, 5(4), 345-359.

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