You can structure your bibliographic entries like the following: 1 sentence for the topic and objective of the study (e.g., the objective of this study is to examine ….), 2-3 sentences that explain how the authors gathered and analyzed their data such as surveys or interviews (e.g., the authors interviewed students in the after school program two times both in the fall and spring; through the interviews, the authors aim to explore how participation in the program impacted students perception of their academic identities; the authors analyzed the interview data by looking for patterns in among students regarding how the program impacted their schooling experiences during the school day), 3 sentences on the findings of the study (e.g., this study found three main findings: a) the authors report that …. b) the authors report that… and 3) the authors report that ….), and 1-2 sentences on the author’s stated implications and your take on the article (e.g., due to students’ experiences in the program, the author suggests that ….). If you want support via the Internet, try these sites: https://owl.purdue.edu/owl/research_and_citation/using_research/quoting_paraphrasing_and_summarizing/index.html (Links to an external site.) https://owl.purdue.edu/owl/general_writing/common_writing_assignments/annotated_bibliographies/annotated_bibliography_samples.html Our country has been in the “school reform” era since the 1980s. We have written, standardized, and aligned curricula and we have tested, tested, and tested our kids. We have benchmarks and outcomes written all over the building/websites/manuals and emphasized at staff meetings. We have not, however, seemed to put enough stock into the non-instructional aspects of teaching. As we all know, a teacher is a leader, community member, pseudo parent, mentor, and the list goes on and on. We don’t get trained to fill these roles and we don’t get rewarded for them. But, we often can’t get to the standardized outcomes until we fill the non-instructional roles of the job! Use these prompts to find the research articles- The Beale-Spencer article is a thick read, I must say, but the idea of “bravado” as a student’s coping mechanism is an interesting discussion to have. What is bravado? Why is it a coping strategy? And, what are protective factors? How can you be a protective factor in a kid’s life?