Annotated Bibliography Instructions For Examples Of Annotate

Annotated Bibliography Instructionsfor Examples Of Annotated Bibliogra

Using APA formatting, create an annotated bibliography. Each source should be followed by a 5 to 8 sentence summary/evaluation of the source. When writing the summary, consider how useful the source is for your topic. The bullets below are only meant to give you ideas.

You do not need to answer all the questions to create your annotation. Summary: The summary typically includes 2 to 4 sentences that summarize the main idea(s) of the source. · Main arguments · Main points · Ideas, concepts, research findings Assessment/Evaluation: The annotation also includes 2 or 3 sentences to explain how the source applies to your topic. · How does it compare to the other sources in this bibliography? · Is this information current? Reliable? · Is the author credible? · Is the source objective or biased? Reflection: The reflection typically includes 1 to 2 sentences that show you have reflected on the source and how it applies to your topic. · Was the information helpful? · How can you use this information in your case study? · Has it changed how you think about your topic? · Is the article missing any information that you still need more information about?

Paper For Above instruction

Shared governance is a central concept in higher education, emphasizing the collaborative decision-making process involving faculty, administration, staff, and sometimes students. This annotated bibliography explores various perspectives on shared governance, its historical development, and its implications for academic innovation and equity within university settings.

Castagno and Hausman (2017) analyze the use of shared governance in a school district context, focusing on how different types of decision-making structures impact efforts towards educational equity. Their ethnographic study suggests that site-based management often correlates with greater inconsistency and variability in implementing equity initiatives, partly due to lack of administrative support and coordination. This study highlights that without explicit prioritization of equity by leadership, shared governance might inadvertently sustain the status quo, a concern that is applicable across educational levels, including higher education.

McGuire (2019) offers a historical overview of shared governance in higher education, tracing its roots to the 1966 Statement on Government of Colleges and Universities by the American Association of University Professors. The article discusses how the role of faculty has evolved and the persistent influence of governing boards, emphasizing the importance of faculty involvement in decision-making related to curriculum, research, and faculty affairs. McGuire provides practical recommendations for faculty seeking to promote shared governance, including cultivating relationships with board members and deepening understanding of institutional policies. This historical perspective underscores that shared governance is a complex, multifaceted process that requires active engagement and institutional commitment.

Warshaw and Ciarimboli (2020) examine faculty engagement in shared governance at liberal arts colleges through a qualitative study. Their research reveals many challenges, including the exclusion of non-tenure track faculty and staff, which limits the inclusiveness of shared governance. The authors argue that current practices often perpetuate perceptions of exclusion and reinforce traditional hierarchies, stifling innovation. The study suggests that structural and cultural reforms are needed to foster more inclusive participation, highlighting the importance of considering diverse faculty roles in the governance process.

Overall, these sources collectively emphasize that while shared governance aims to promote collaborative decision-making and institutional democracy, its implementation varies widely and faces significant challenges. Effective participation depends on leadership support, institutional culture, and ongoing efforts to include diverse voices. Future research should continue to explore ways to make shared governance more inclusive and effective in advancing educational equity and innovation.

References

  • Castagno, A. E., & Hausman, C. (2017). The tensions between shared governance and advancing educational equity. Urban Review, 49(1), 96-111.
  • McGuire, F. (2019). The past, the present, and the future of shared governance. SCHOLE: A Journal of Leisure Studies and Recreation Education, 34(2), 1-20.
  • Warshaw, J. B., & Ciarimboli, E. B. (2020). Structural or cultural pathways to innovative change? Faculty and shared governance in the liberal arts college. Teachers College Record, 122(1), 1-46.
  • Birnbaum, R. (1988). How colleges work: The cybernetics of academic organization and leadership. Jossey-Bass.
  • Shaman, R. (2018). The governance of higher education: International perspectives. Routledge.
  • O’Meara, K., et al. (2017). Democratizing faculty governance: Strategies for inclusion. Harvard Educational Review, 87(2), 157-182.
  • Rees, M. (2010). Academic governance and organizational effectiveness. Higher Education Policy, 23(3), 277-293.
  • Nixon, K., & Creager, P. (2015). Promoting shared governance: A practical guide. Routledge.
  • Johnson, B. & Klimczuk, B. (2021). Leadership and shared governance in higher education. Journal of Higher Education Policy and Management, 43(2), 157-171.
  • Zimmerman, B., & Schunk, D. (2019). Motivation and self-regulation in academic settings. Routledge.

Related Assignments