Annotated Bibliography
| Title | Author | Significant Quote from article | Purpose | Participants | Major Findings/Summary |
|
Using Choice and Preference to Promote Improved Behavior |
Dunlap, G., Luso, D.(2004) |
Although several explanations for the effectiveness of this strategy have been suggested, evidence suggests that choice making is effective because it allows the child to feel that he or she has some control or power over the environment. This control, in turn, motivates the child to participate and remain engaged longer. | An informational tool based on evidence-based practices, designed to inform teachers and parents about the benefits of providing choice and preference. Provides practical strategies that promote positive behavioral development in students. | 10 Articles | Promoting choice in the classroom can positively effect behavior among children, especially those who tend to act out. Positive effects on behavior include; reduced aggression, acting out and disruption, increase in compliance, independence, initiations in work and social situations, social interactions, communication and motivation. |
|
Transformative leadership for social- emotional learning |
Elias, M. J., O’Brien, M. U., Weissberg, R. P.(2006) |
When it comes to the impact of mental health on academic outcomes, the research is finally catching up with veteran teacher leaders’ observations: developing social-emotional competence is key to success in school and in life (p.10)
Multiyear, structured classroom instruction that applies social-emotional skills to real-life situations and focuses on school ecology and climate has the most enduring benefits (p.10). |
Explores the idea that students who attend schools that promote an integration of academic and social emotional learning (SEL) are more socially emotionally competent (SEC), better decision makers and more successful. | 9 Articles | Research shows that SEC has positive effects on academics, students overall well being and promotes success in life outside of school.
In order for schools to successfully implement a SEL program, a leadership role must be adopted and shared by everyone in the school community. |
|
Developing a billion leaders |
Gergen, C., Rego, L., Wright, J.(2014) |
The change-making journey also includes being able to identify opportunities to contribute in a way that aligns with an individual’s personal passion.
The illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn and relearn. Preparing leaders for a changing world begins by developing leadership skills in school children. |
To acknowledge that the future of all youth face the same factor; change. Explores concepts of leadership and how they influence the development of students and prepare them to be successful citizens in a dynamically changing world. | -180 Ravenscroft High School staff/faculty members.
-Kiran Bir Sethi Founder of River Side school, India |
Recognizes that students need to be educated in such a way that prepares them to be successful in their dynamic futures. Teaching students to be active leaders in school is crucial to the process of preparing youth for their life outside of school. Institutions that embrace the leadership approach must involve all staff. |
|
The prosocial classroom: Teacher social and emotional competence in relation to student and classroom outcomes |
Jennings, P. A., Greenberg, M. T.(2009) |
Teachers high in SEC know their boundaries and can assertively set limits firmly yet respectfully, but they also are comfortable with a level of ambiguity and chaos that comes from letting students figure things out for themselves (p.507). | Identifies that teachers’ own social emotional competence(SEC) is highly influential on the social-emotional learning(SEL) of students. Results of this are discussed and a model is provided that suggests ways that teachers can expand their own (SEC) in order to promote pro-social behavior for their students. | 168 Articles. | The promotion of SEL is largly influced by the teacher’s own SEC, teacher ‘burn-out’ and overall well-being.
Identifies that students’ SEL is influenced by: quality of student-teach relatiships, teacher’s SEC, class management, Socail emotional program management. Suggests that high demands on teachers’ compromise their ability to form healthy relationships. |
| Creating Caring School Communities |
Schaps, E. (2009) |
Having some choice in how one goes about one’s own learning, and some voice in the decisions that affect one’s group, also helps to prepare students for the demanding roles they will assume in later life. Developmentally appropriate “voice and choice” is also affirming for children, just as it is for adults (p 9).
Flowerday et al. (2004) extend their findings by suggesting that choice does not enhance student engagement, but institutional interest does.(p.114). |
To describe the effects of creating a caring and supportive community based environment through: building respectful and supportive relationships, emphasizing common purposes and ideas, collaboration with peers, providing opportunities of autonomy; choice in learning. | 9 Articles | The relationship between student and their school becomes reciprocal when the environment is supportive and caring. The school community needs to first care about the students. The success of a community based school must consider and include the administrative staff, students and parents in the organizational process of creating a caring environment. The aim is to create a learning an environment that is caring and supports participation in authentic activities that reflect real life situations. |
|
The effects of choice in the classroom: Is there too little or too much choice? |
Thompson, M. Beymer, P.(2015) |
To make choice intrinsically motivating, teachers can offer choices that are valuable to students (p.116).
“Choice, acknowledgement of feelings, increased perceived locus of control and opportunities for self-direction can enhance intrinsic motivation because they promote feelings of autonomy (p.107). |
Identifies the need to increase motivation through autonomy in adolescent students . Determines the optimal amount of choice to give students in order to increase their autonomy and competence. Multiple fields were researched in this article in regards to choice and increased motivation, attempting to translate the concepts to an educational setting. | 54 Articles. | Motivation levels decrease as children get older. As adolescents need more autonomy, the educational environment becomes more controlling, thus providing less chance for autonomy, further reducing motivation levels in school. For choices to be beneficial, students must be provided with an optimal number of choices that are interesting and promote autonomy. |
|
Helping Youth Become Change Agents in Their Schools and Communities |
Tiven, L.(2002) |
Participation in leadership activities provides students with opportunities to develop a range of skills that are useful in the present to effect positive change in the school and community environment, but may also be transferable to students’ future goals in school and work-related settings. | Target audience is not limited to educators, but provides all members of the community with the benefits of, the need for and information on how to create a peer leadership programs in youth institutions. | 36 Articles | With an increase in bullying and harassment in schools today, leadership programs help students’ develope confidence, skills to handle conflict, to make responsible decisions and to inspire and motivate others. |
- *SEC: social and emotional competence
- *SEL” Social and emotional learning