Grantham University Shared Leadership Process Annotated Bibliography Paper

The annotated bibliography is a compilation of sources you plan to potentially use in your research. It encourages you to think critically about the content of the works you are using and their relation to your own research and ideas. The annotated bibliography also demonstrates that you have read and understand your sources.

For this week, you will prepare your annotated bibliography to include 6 sources (4 must be peer-reviewed). List one annotation after the other. Each annotation must be 150-200 words in length and include the information outlined in the steps below (see example annotation).

Steps for writing an annotation:

Cite the source using APA reference style.

Describe the main ideas, arguments, themes, theses, or methodology.

Compare to other sources you have also cited to show similarities and differences.

Identify the observations or conclusions of the author.

Explain why each source is useful for your research topic.

Note** Annotations are original descriptions that you create after reading the source. Never copy someone else’s annotation or use abstracts to summarize.

Your completed assignment should be written third person use APA style formatting.

Sample Annotation

Abramovich, S., Schunn, C., & Higashi, R. (2013). Are badges useful in education?: It depends upon the type of badge and expertise of learner. Educational Technology Research & Development, 61(2), 217-232.

This cross-sectional study examined the relationship between types of digital badges, student ability, student motivation, and student success expectancy. A convenience sample of 51 middle school students in a computer math program was used. The researchers hypothesized badges would increase student motivation to learn regardless of student ability. A pre and post measurement of student ability and motivation levels was conducted using scale surveys and questionnaires. Paired sample t-tests and Pearson’s correlations were used to analyze data. The researchers found different results for high and low performing students. A relationship existed between participation badges and increased motivation levels for low performing students. However, the more badges earned by low performing students the less they were concerned with performance. A relationship existed between skill badges and increased success expectancy for high performing students. This study added to the growing research on the motivational effects of digital badge incentives. The results suggest participatory badges may only tap into student extrinsic motivation, while skill badges may be related to intrinsic motivation. In addition, student characteristics may play a vital role in the effectiveness of digital badge rewards. This study would be useful for anyone researching the motivational effects of digital badges or designing digital badge for courses or programs.