AnnotatedReference List
MelissaBaswell
December21, 2016
AnnotatedReference List
Bean,R., & Lillenstein, J. (2012). Response to intervention and thechanging roles of schoolwide personnel. The Reading Teacher, 65(7),491-501.
Beanand Lillestein conducted research in five schools to determineResponse to Intervention both in the classrooms and duringinteraction with fellow teachers. Response to Intervention proved tobe effective as it empowers teachers, establishes a condition forsuccesses and encourages students to collaborate with teachers to themaximum. The source is reliable as it highlights the importance ofRTI in school.
Berk,E.L. (2012). History,Theory, and Research Strategies.Pearson Education. Retrieved 12 November 2016 fromhttp://www.ivcc.edu/uploadedFiles/_faculty/_mangold/Chidl%20Development%20Chapter%201.pdf
Berkutilized theories such as Ecological System theory, Ethology theory,Piaget’s theory, Evolution theory, Vygotsky`s sociocultural theoryto explain development at a young age, behavior and social learningprocess of young individuals. Berk derived reliable information fromprevious types of research and documented key information regardingone’s life from birth to adulthood.
Bickhard,H.M. & Christopher, C.J. (n.d). TheInfluence of Early Experience on Personality Development.Retrieved 12 November 2016 fromhttp://www.lehigh.edu/~mhb0/EarlyExp.pdf
Bickhardand Christopher researched the correlation between metaphysicalassumptions and personality development. After a comprehensiveresearch, they were able to understand that human development isbased on cultural structures and substances as opposed to processontologies.
Cordero,Y. (2015). Response to Intervention: Importance of ParentalInvolvement. Educationand Human Development Master’s Theses.Paper 560
CorderoYanisvel conducted research on K-6 students in New York toinvestigate parents Response to Invention (RTI). The studentsinterviewed originated from varied socioeconomic and racialbackgrounds. Parents RIT through improved communication and led toimpressive performance among children.
Dolgin,K. G. (2010). Chapter 5: Cognitive Development: Improvements inThinking Reasoning, and Decision Making. The Adolescent:Development, Relationships, and Culture (Thirteenth ed., ) PearsonEducation Inc.
Inhis book, Dolgin discussed how the adolescents are affected by issuessuch as the
internet,single-parent situation, gender issues and ethnic identityinformation.
Thesource is important in understating cognitive development of youths
Eagly,H.A. & Wood, W. (2013). The Nature-Nurture Debates: 25 Years ofChallenges in Understanding the Psychology of Gender. Associationfor Psychological Science.Retrieved 12 November 2016 fromhttps://dornsife.usc.edu/assets/sites/545/docs/Wendy_Wood_Research_Articles/Gender_Differences_in_Social_Behavior/eagly.wood.2013.nature-nurture_debates.pdf
Eaglyand Wood explored how preferences for mates and socializationcontribute to similarities and differences in gender development.Socialization enables one to develop desirable traits such ascommunication skills and one is likely to attract more individualsthat are influential.
Morin,A. (2014). Who’s on the RTI Team? Retrieved November 22, 2016, fromhttps://www.understood.org/en/school-learning/special-services/rti/at-a-glance-whos-on-the-rti-team
Morindiscussed individuals who should be included in Response toIntervention (RTI). As described by Morin, classroom teachers,parents, the school principals, literacy specialists, speech-languagetherapists and school psychologists should be involved in modelingstudents and preparing them for higher opportunities.
NebraskaMulti-Tiered System of Supports. (n.d). Core Beliefs of an RTIApproach. Retrieved November 22, 2016, fromhttp://rtinebraska.unl.edu/learn_about_rti_high_quality.php
Nebraskaafter a research developed paramount elements to utilized whilereviewing school plans. Team leadership, including the teens indecision making, tiered-model, appropriate assessment andscientifically based instruction were the essential elementsproposed. Teachers should ensure their interaction with students iseffective and encouraging.
Nelson,A.C. (2012). The Effects of Early Life Adversity on Brain andBehavioral Development. Retrieved 13 November 2016 fromhttp://www.dana.org/Publications/ReportOnProgress/The_effects_of_early_life_adversity_on_brain_and_behavioral_development/
Nelsondiscussed how environment deprivation, maltreatment, parentalindulgence in criminal activities and family violence influencedevelopment of a child. Children nurtured under adverse parental caretend to be isolated, emotionally hostile or reserved. As explained byNelson, psychiatric disorders can be traced from childhoodadversities.
Siegler,D. & Eisenberg, T. (n.d). Theoriesof Cognitive Development: How children Develop.Retrieved 13 November 2016 fromhttp://www.psy.cmu.edu/~rakison/POCDclass7.pdf
Sieglerand Eisenberg utilized Jean Piaget’s, sociocultural, informationprocessing and dynamic-systems theories to describe the developmentof young children. As reported by Siegler and Eisenberg, no singletheory can explain individual’s development but multiple theory dueto socio setting and the environment.
Singh,I. (2012). Human development, nature and nurture: working beyond thedivide. BioSocietiesVol. 7 (3), 308-321. Retrieved 13 November 2016 fromhttps://sites.oxy.edu/clint/physio/article/Humandevelopmentnatureandnurture_biosociety2012.pdf
SinghIlina researched on how behavior and the environment influence ones‘nature` and ‘nurture.` Sigh`s results indicated that stress andethical issues interfered with one`s development. The source isimportant in understanding how individuals grow and move to differentenvironments.
Slater,A., Hocking, I. & Loose, J. (n.d). Theories and Issues in ChildDevelopment. Retrieved 14 November 2016 fromhttp://www.distancelearningcentre.com/resources/Theories_and_Issues%20_in_Child.pdf
Slaterand Loose investigated how a child develops using humanistic theory,motor development, evolution and ethology development and cognitivedevelopment to describe all the stage of children development. Headvises parents to monitor their children development and to ensureadequate support.
Spano,S. (2004). Stages of Adolescent Development. Retrieved 12 November2016 from http://www.actforyouth.net/resources/rf/rf_stages_0504.pdf 
Spanosedra explored key developmental stages of the adolescents thatcomprised physical, cognitive, interpersonal and emotionaldevelopment. To support the teens, Spano encouraged parents to ensurepositive relationship, encourage independent expression and showgenuine interest in teen’s passionate activities.
Tammen,S. A., Friso, S., & Choi, S. W. (2013). Epigenetics: the linkbetween nature and nurture. Molecularaspects of medicine,34(4),753-764. Retrieved 15 November 2016 fromhttp://www.sciencedirect.com/science/article/pii/S009829971200101X.
Accordingto Tammen, Choi and Eriso research gene expression pattern is linkedto the environment and can prevent some diseases. As a result,epigenetic can be utilized to explain stress response, ourappearance, longevity, and diseases susceptibility.
Vaughn,S., & Fletcher, J. M. (2012). Response to intervention withsecondary school students with reading difficulties. Journalof Learning Disabilities,45(3),244-256.
Vaughnand Fletcher discussed various difficulties faced by secondarystudents. In addition, they explained how challenging issues can besolved with the help of older students. The authors explained how RTIframework is key in guiding students to work together in order toachieve impressive grades.
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