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Annotated Bibliography

Complete an annotated bibliography of 12 articles related to the topic you have chosen to study for this course. The articles may come from journals or periodicals that relate to your chosen topic. Wikipedia articles and websites are not acceptable for inclusion in the annotated bibliography. There is a sample of an annotated bibliography in this module for you to view. The Annotated Bibliography will be the basis for Chapter Two, Literature Review, in your final Research Proposal, which is the culminating project for this course. 

 

Annotated Bibliography Samples

Below are two sample entries from an annotated bibliography. (Sorry, D2L Brightspace will not allow me to indent.) 

Bellamy, G. T., et al. (2005). The fail-safe schools challenge: Leadership possibilities from high reliability organizations. Educational Administration Quarterly, 41, 383-412.

This article draws a comparison of the school organization with successful features of high reliability organizations to formulate a three-part framework for what he and his fellow researchers call a fail-safe school. Examination of the traits of high reliability organizations and school organizations show many similarities in expectations and conflicts, yet differences in organizational and decision making structures. Using these relationships, a framework was organized using strategies from HROs as a metaphor to identify school functions and qualities that are identified as important in relation to high reliability. The development of the fail-safe school framework’s design is intended as a research tool in which to analyze current school leadership, research, policy and practice and is subject to testing in regards to what strategies are most effective in various school environments.

Evers, C. W., & Lakomski, G. (2001). Theory in educational administration: Naturalistic directions. Journal of Educational Administration, 39, 499-520.

The authors explain a two theses argument that contends that content and structure of theories concerned with educational administration are shaped by theories about the nature and justification of knowledge. Further, this epistemology provides the framework in which to develop a theory of educational administration. Reference to several instances of research further outline their perspective that a more holistic look on leadership is important and that current emphasis on cognition and learning are important to break away from traditional, more centralized mindsets of leadership. The argument that the distributed nature of cognition coupled with the study of specific context and situations in leadership training is necessary to focus the administrator as a researcher as well as practitioner.