Submit a complete reference list in APA 7th Edition format with a summary of each article (annotated bibliography format) Preparation and materials for adult education seminar are required to include a minimum of 5 current (2014-2020) peer-reviewed/scholarly resources.
I am attaching an example.
Annotated Bibliography format is as follows: An APA formatted reference followed by a summary paragraph. Complete the next reference followed by a summary and so on
Submit a complete reference list in APA 7th Edition format with a summary of each article (annotated bibliography format) Preparation and materials for adult education seminar are required to include a minimum of 5 current (2014-2020) peer-reviewed/scholarly resources.
Annotated Bibliography format is as follows: An APA formatted reference followed by a summary paragraph. Complete the next reference followed by a summary and so on.
Examples are below
Economics Presentation: Money Matters on the Home Front
Group Member Names:
Annotated Bibliography Example
Boss, P., Doherty, W. J., LaRossa, R., Schumm, W. R., & Steinmetz, S. K. (Eds.). (1993).
Sourcebook of family theories and methods: A contextual approach. Springer Science & Business Media.
The Sourcebook of Family Theories and Methods: A Contextual Approach discusses, in
detail, many of the major family theories used today in family studies research. These theories are not only defined, but applied to real-life family situations. For this assignment, the chapters concerning family systems theory are most applicable.
Carroll, E. B., Orthner, D. K., Behnke, A., Smith, C. M., Day, S., & Raburn, M. (2013).
Integrating life skills into relationship and marriage education: The essential life skills for military families program. Family Relations, 62(4), 559-570.
Caroll, Orthner, Behnke, Smith, Day and Raburn (2013) discuss the importance of avoiding neglect of basic life skills into relationship and marriage education, especially for military families. This research provides evidence that these skills, especially financial education, are vital to promoting military family readiness. Many families experience disagreement or conflict due to money management, and when integrating these skills into programs that also discuss relationship and marital dynamics and communication, success is compounded.
Clever, M., & Segal, D. R. (2013). The demographics of military children and families. The
Future of Children, 23(2), 13-39.
Clever and Segal (2013) discuss, with many statistics and quantitative measurements, the demographics of military families. This collection of data paints a portrait for assessment of the military and its families, their greatest needs, challenges, and strengths. The article provides important information that professionals working with military families would find beneficial.
Drummet, A. R., Coleman, M., & Cable, S. (2003). Military families under stress: Implications
for family life education. Family Relations, 52(3), 279-287.
Military families experience a significant number of challenges, particularly related to frequent combat deployments of servicemembers. Managing stress and how stress affects relationships within the family are key ingredients to any successful family life education program. One common source of stress is money management, which can also lead to marital conflict. Integrating these concerns into family life education programs is recommended.
Harrell, M. C., Lim, N., Castaneda, L. W., & Golinelli, D. (2004). Working around the military:
Challenges to military spouse employment and education. Rand National Defense Institute.
One of the most common economic or financial concerns that military families have is a spouse’s difficulty in obtaining and maintaining employment. This article investigates reasons behind this issue, especially those which are specifically challenging for military families, including frequent relocations, overseas assignments, deployments of the service member, and lack of local social support system.
Elbogen, E. B., Johnson, S. C., Wagner, H. R., Newton, V. M., & Beckham, J. C. (2012).
Financial well-being and postdeployment adjustment among Iraq and Afghanistan war veterans. Military medicine, 177(6), 669-675.
Elbogen and colleagues discusss the correlation between financial well-being of service members and their ability to reintegrate back into stateside life following combat deployments. Indeed, service members who experience significant financial difficulty are also likely to report difficulty reintegrating, and more likely to experience marital and relationship problems postdeployment.
Hosek, J., & Wadsworth, S. M. (2013). Economic conditions of military families. The Future of
Children, 23(2), 41-59.
Hosek and Wadsworth (2013) provide quantitative data about the economic concerns, and several of the benefits, that military families commonly experience. Several sections specifically discuss the numbers of military families that utilize government assistance programs, how military spouse unemployment impacts military family financial situations, and challenges specifically targeting veterans, like unemployment.
Kang, H. K., Bullman, T. A., Smolenski, D. J., Skopp, N. A., Gahm, G. A., & Reger, M. A.
(2015). Suicide risk among 1.3 million veterans who were on active duty during the Iraq and Afghanistan wars. Annals of Epidemiology, 25(2), 96-100.
Kang and colleagues discuss the epidemiological statistics of suicide rates, and the implied suicide risk, of military veterans of the recent wars. Several demographics of veterans are investigated, including which segments of the veteran population are at greatest risk of suicide.
Lusardi, A., & Scheresberg, C. D. B. (2013). Financial literacy and high-cost borrowing in the
United States (No. w18969). National Bureau of Economic Research.
Lusardi and Scheresberg discuss the increasing concern of more low-income families utilizing payday loans and other predatory lending sources. The article discusses military families’ use of these sources, and the military’s attempts to discourage service members from using these sources of loans due to the extremely high interest rates charged.
Montegary, L. (2015). An army of debt: financial readiness and the military family. Cultural
Studies, 29(5-6), 652-668.
Montegary discusses financial readiness, which is a term that describes a family’s ability to respond financially to a multitude of challenges that military life may bring their way, including deployment, long-term training of the servicemember, or relocation to a new military installation. Montegary emphasizes that military families, especially those who rely on payday loan companies for financial assistance, are most likely to demonstrate lower financial readiness.
Adult Education: Annotated Bibliography
Student’s Name
Institutional Affiliations
Adult Education: Annotated Bibliography
Ayvaz-Tuncel, Z., & Çobanoğlu, F. (2018). In-service teacher training: Problems of the teachers as learners. International Journal of Instruction, 11(4), 159-174. doi:10.12973/iji.2018.11411a.
This study was a descriptive research conducted to evaluate the effectiveness of in-service training to teachers viewed as learners. Ayvaz-Tuncel & Çobanoğlu (2018) report that teachers should be retrained or be updated on the pedagogy, psychology, and curricula of learners to keep gaining new knowledge and skills. This is why continuous in-service training is required for teachers. The authors are concerned that the subsequent professional development that teachers constantly undergo is not enough and is mostly irrelevant to their needs. The literature reports that the use of traditional methods for professional development is inadequate and inappropriate. Unfortunately, Ayvaz-Tuncel & Çobanoğlu’s (2018) findings did not confirm their hypothesis because there were no significant contributions to the professional development of some teachers made by in-service training. The author calls for careful planning for the in-service training to be sustainable and effective and take into account the andragogy principles in the teaching and learning processes.
Bataille, L. (Ed.). (2014). A turning point for literacy: adult education for development the spirit and declaration of Persepolis. Elsevier.
The content of this book is the proceedings of the International Symposium for Literacy, held at Persepolis, Iran in September 1975. The conference discussed serious matters pertaining to the impacts of international actions on literacy teaching. The book is important for educators, historians, teachers, policymakers, and students of education. It captures themes such as appraisal and lessons of 10 years of adult literacy work and functionalities of literacy, looking forward to satisfying the essential people’s needs in terms of culture, health, economic activities, and participation in the reform of society. Additionally, the article captures the determination to introduce significant reforms in the social structures and living conditions of human to improve training and teaching systems and support their incorporation into the global educational process.
Duke, C. (2018). Adult education: International perspectives from China. Routledge. https://doi.org/10.4324/9780429438165.
The book captures major issues that continuously affect adult educators across the globe. Adult education theories, systems, and practices bring together the contradictions associated with various traditions and phases. Duke (2018) bases his points in the Chinese setting and on the Shanghai Adult Education Research Society. The guidelines from this book can be applied anywhere in the world by all educators to address issues that are affecting adult education from the global perspective.
Kallison Jr, J. M. (2017). The effects of an intensive postsecondary transition program on college readiness for adult learners. Adult Education Quarterly, 67(4), 302-321. https://doi.org/10.1177%2F0741713617725394.
Kallison (2017) conducted a research study to determine the effectiveness of postsecondary transition programs in increasing the skill levels in reading, writing, and mathematics. The study participants were college-ready adult learners aged 20 years and above who hold GED credentials or high school degrees. The primary goal of the study was to help the participants to reach college readiness assessment benchmarks in the stipulated areas. The study followed earlier findings that postsecondary transition programs for adult learners are effective in addressing the educational needs of the study population. Postsecondary transition programs cover many aspects such as student-directed pedagogy, college-readiness curricula, college knowledge instruction, career guidance activities, enrichment activities, learning framework instruction, and connections to higher education institutions.
Minton, D. (2015). Teaching skills in further & adult education. Macmillan International Higher Education.
Minton (2015) writes this book out of concern that it is not always the same case for people undergoing adult training or further education to have similar experiences. Some learn individually while others join teacher education programs where they can be guided and supported by peer group colleagues, mentors, and tutors. The book offers important guidelines and support for two groups to enhance learning. Minton (2015) explains in detail what good teaching practice that can enhance learns competency entails.
References
Ayvaz-Tuncel, Z., & Çobanoğlu, F. (2018). In-service teacher training: Problems of the teachers as learners. International Journal of Instruction, 11(4), 159-174. doi:10.12973/iji.2018.11411a.
Bataille, L. (Ed.). (2014). A turning point for literacy: Adult education for development the spirit and declaration of Persepolis. Elsevier.
Duke, C. (2018). Adult education: International perspectives from China. Routledge. https://doi.org/10.4324/9780429438165
Kallison Jr, J. M. (2017). The effects of an intensive postsecondary transition program on college readiness for adult learners. Adult Education Quarterly, 67(4), 302-321. https://doi.org/10.1177%2F0741713617725394
Minton, D. (2015). Teaching skills in further & adult education. Macmillan International Higher Education.