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Running head: ANNOTATED BIBLIOGRAPHY 1 Amber Martin Annotated Bibliography #1Liberty University EDUC 701 Dr . Spaulding September 12, 2021
Annotated Bibliography 2 Annotated Bibliography Research Question: “What impact does poverty have on American school children?” Reference 1: Alexander, N. A., & Jang, S. T. (2020). Policy, poverty, And student achievement: An Exploration of the Impact of State Policies. Educational Policy, 34 (4), 674–704. Alexander and Jang (2020) have investigated state policies that focus on scholarly academic achievement in evaluations among educators and the relationship between privileged and underprivileged students (Alexander and Jang, 2020). Alexander and Jang (2020) set up their study on data spread throughout schools in the United States during 2007 through 2013 (Alexander and Jang, 2020). Data from their study indicated that disadvantaged students had lower than average math and reading scores when portraying the big differences among states with and without policy in place (Alexander and Jang, 2020). Alexander and Jang (2020) have related poverty with inefficient resources but fail to recognize the impact inefficient resources have on these at-risk children and their public schools (Alexander & Jang, 2020). Further, Alexander and Jang (2020) have suggested that educators acknowledged, “Reducing poverty has become an international concern, yet there is no international consensus on guidelines for measuring poverty” (Alexander & Jang, 2020) Reference 2: Giovanelli, A., Mondi, C.F., Ou, S., & Reynolds, A.J. (2019) Reducing poverty and inequality through preschool to third grade prevention services. American Psychologist, 74(6), 653–672. Retrieved from https://doi-org.ezproxy.liberty.edu/10.1037/amp0000537 Giovanelli, Mondi, Ou and Reynolds (2019) discuss how socio-economic status effects school readiness. The authors say poverty affects all students of all backgrounds and locations.
Annotated Bibliography 3 Countless neighborhoods struggle living in poverty for generations and for some, poverty is a new problem. Their studies have found that these at-risk children are more likely to be at an elevated risk of poor cognitive, socioemotional, health and foundation skills. The authors found that if schools provide an these enrichment programs with child-focused curricula and instructional methods, this could contribute to the growth and development of impoverish students to prepare them for school transitions. Research also discovered that parental involvement is crucial for these children to develop academically. Giovanelli, Mondi, Ou and Reynolds (2019) suggested that there are other substantial risk factors associated within poverty limit their educational success. The authors state that investment in an educational enrichment program can enhance school readiness. This study suggests additional research question by focusing on the importance of educational programs to improve students’ academic and social skills for a better outlook. Reference 3: Blair, C., Burchinal, M., Carr, R.C., Cox, M., & Vernon-Feagans, L. (2018). Depth, persistence, and timing of poverty and the development of school readiness skills in rural low-income regions: Results from the family life project. Early Childhood Research Quarterly, 45, 115-130. Retrieved from https://doi.org/10.1016/j.ecresq.2018.07.002 Blair, Burchinal, Carr, Cox and Vernon-Feagans (2018) research is focused on poverty and school readiness. The authors determined that the primary issue resulting in poverty is the gap in school readiness. They theorized that poverty can be summed up into three sections: persistence depth, and that is below the poverty line. According to their research, depth of poverty focuses on
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