Annotated Bibliographies (the five pages do not include the title and reference page). Guidelines: Students will be required to submit 10 annotated bibliographies. Quality of sources: Students will...

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Annotated Bibliographies (the five pages do not include the title and reference page).



Guidelines:



  1. Students will be required to submit 10 annotated bibliographies.




  1. Quality of sources: Students will ensure that their sources are reliable and trustworthy. Peer-reviewed articles are generally considered reliable and trustworthy.Note:Please do not cite “yahoo.com” or “google.com” as a source. Additionally, other websites, such as “Wikipedia.com” doesn’t count as a reliable source.




  1. Variety of sources: Students will provide entries from a variety of sources such as various peer-reviewed journals, books, newspaper articles, etc. In addition, research articles must have variety in research methodology as well. Please make sure you include at least one of each research approach (qualitative, quantitative, mixed methods).




  1. Quality of writing: Students will highlight important information, provide logical conclusions, and have a clear sense of direction for the annotated summary. Students will explicitly connect the annotated bibliographies to a specific topic that will be addressed in their research proposal.




  1. APA format: Students will adhere to the APA style of writing in their annotated bibliographies; this includes avoiding grammatical and spelling errors, the use of appropriate citations, alphabetical order, etc.



Specific Topic for Research question proposal:, The alternative pathways for success after high school other than college (Vocational training/apprenticeships and the military).


Connect the articles to my topic. Attached are the articles I have found. Feel free to use more if needed to strengthen my topic (must be peer reviewed).


Ex)I believe it can be argued that there is not enough information on the outcomes of students who choose the vocational/ apprenticeship or military route after high school.


Ex) students are not aware of these alternative pathways.


ex) schools push the narrative that college is the only path to success.






References:



References


Adamuti-Trache, M., Zhang, Y. L., & Barker, S. L. (2020). Texas Perspectives on College and Career Readiness: An Examination of CTE-Supported Endorsements in Public High Schools.Career and Technical Education Research,45(2), 59–78.


Bachman, J. G., Segal, D. R., Freedman-Doan, P., & O’Malley, P. M. (2000). Who Chooses Military Service? Correlates of Propensity and Enlistment in the U.S. Armed Forces.Military Psychology,12(1), 1–30.
https://doi-org.ezproxy.lib.calpoly.edu/10.1207/S15327876MP1201_1


Bresnick, D. (1983). Youthjobs.Social Policy,14(2), 37–39.


Castro, E. L. (2015). Not Ready for College, but Ready for the Military: A Policy Challenge for the College- and Career-Readiness Agenda.Education Policy Analysis Archives,23(75).


Eighmey, J. (2006). Why Do Youth Enlist?Armed Forces & Society (0095327X),32(2), 307–328. https://doi-org.ezproxy.lib.calpoly.edu/10.1177/0095327X05281017


Elder, G. H., Wang, L., Spence, N. J., Adkins, D. E., & Brown, T. H. (2010). Pathways to the All-Volunteer Military.Social Science Quarterly (Wiley-Blackwell),91(2), 455–475. https://doi-org.ezproxy.lib.calpoly.edu/10.1111/j.1540-6237.2010.00702.x


Feygin, A. R., Guarino, N. I., Pardo, M., Regional Educational Laboratory Midwest (ED), & American Institutes for Research (AIR). (2019). The Postsecondary Education and Employment Pathways of Minnesota Public High School Graduates: Investigating Opportunity Gaps. REL 2019-011.Regional Educational Laboratory Midwest





Heyward, G., & Center on Reinventing Public Education (CRPE). (2019). Schools Lead the Way but the System Must Change: Rethinking Career and Technical Education. InCenter on Reinventing Public Education. Center on Reinventing Public Education.


Huerta, A. H., McDonough, P. M., & Allen, W. R. (2018). “You can go to college”: Employing a Developmental Perspective to Examine How Young Men of Color Construct a College-Going Identity.Urban Review,50(5), 713–734.
https://doi-org.ezproxy.lib.calpoly.edu/10.1007/s11256-018-0466-9


Jones, K. H., & Womble, M. N. (1997). Perceptions of Urban Trade and Industrial Students in the South-eastern USA: School and Career-Related Issues.Journal of Vocational Education and Training: The Vocational Aspect of Education,49(3), 409–430.


Mokher, C., & Regional Educational Laboratory Appalachia (ED). (2011). Aligning Career and Technical Education with High-Wage and High-Demand Occupations in Tennessee. Issues & Answers. REL 2011-No. 111.Regional Educational Laboratory Appalachia


Rowe, M. (2015). Somebody’s Gotta Do It: Through His Foundation, Television Producer and Host Mike Rowe Is Working to Change the Perception of Middle-Skills Jobs and Fill Them at the Same Time.Community College Journal,85(3), 20–25.




Taylor, A., Lehmann, W., & Raykov, M. (2015). “Should I stay or should I go?” Exploring high school apprentices’ pathways.Journal of Education & Work,28(6), 652–676.
https://doi-org.ezproxy.lib.calpoly.edu/10.1080/13639080.2014.887199

Answered 10 days AfterNov 01, 2021

Answer To: Annotated Bibliographies (the five pages do not include the title and reference page). Guidelines:...

Insha answered on Nov 06 2021
110 Votes
Running Head: PASTE YOUR TITLE OF ASSIGNMENT    HERE            1
PASTE TITLE OF THE ASSIGNMENT HERE                        2
The alternative pathways for success after high school other than college
Table of Contents
Article 1    3
Article 2    4
Article 3    5
Article 4    6
Article 5    7
Article 6    8
Article 7    9
Article 8    10
Article 9    11
Article 10    12
References    13
Article 1
Feygin, A. R., Guarino, N. I., & Pardo, M. (2019). The Postsecondary Education and Employment Pathways of Minnesota Public High School Graduates: Investigating Opportunity Gaps. REL 2019-011. Regional Educational Laboratory Midwest.
Summary
Almost all studen
ts have a natural desire to obtain a bachelor's degree, which should be encouraged. For most high-achieving students, a four-year college degree has long been a goal. Most high school grads now attend college, but this isn't always a good thing. While many applaud the college-for-all objective, few feel that the campaign will be futile until students are better informed (Bresnick, 1983).
Evaluation
According to the article, In 2004, 89 percent of high school graduates said they planned to go to college and acquire a bachelor's degree, and 89 percent said they wanted to get a master's degree. A college degree has a million-dollar payout in lifetime wages, according to public service commercials and educational reform literature. Young adults with BAs in science, tech, engineering, or mathematics earn $12,500 a year more than those with AAs in the humanities (37 percent more).
The emphasis on the million-dollar reward is also deceptive in that it implies that money should be the major consideration for selecting one's school and employment. Focusing on high compensation in entry-level positions is counterproductive if there is no opportunity for progression (Jones & Womble, 1997). BAs are not the sole means to secure a job with decent working circumstances; they are just as closely tied to them as AAs are.
Relevance
This article is appropriate in proving the fact that community college counsellors advise against getting an associate's degree since it will lead to "settling" for a lesser degree. However, many students who earn associate's degrees go on to pursue further education, including bachelor's degrees. In a small local study, large percent of associates degree holders went on to acquire a bachelor's degree or higher.
Article 2
Huerta, A. H., McDonough, P. M., & Allen, W. R. (2018). “You can go to college”: Employing a developmental perspective to examine how young men of color construct a college-going identity. The Urban Review, 50(5), 713-734.
Summary
High school guidance counsellors worked as gatekeepers in the 1960s and 1970s, deterring low-achieving pupils from attending college. Because many two- and four-year universities now offer open admissions, today's counsellors can assure nearly all kids that they will be able to attend college. Community colleges now enrol nearly half of all new college students.
Evaluation
The burden for counsellors at certain high schools is simply unimaginable, with a ratio reaching 1 to 700. According to 2001 data, the average counsellor-to-student ratio is 1 to 284 (Rosenbaum, Stephan, & Rosenbaum, 2010). Counsellors frequently state that children with low high school achievement may attend college. Avoiding this information stimulates students' college plans and keeps them optimistic. It does, however, provide pupils with insufficient knowledge to make smart judgments.
In 1992, students who intended to pursue a college degree had less than a 20% probability of completing any degree in the ten years following high school. Only 19% of students with a C average in high school acquired any credential (certificate, AA, or BA) in the six years after graduation.
Relevance
This article highlights the point that the BA-for-all standard inhibits counsellors from presenting prospective students with honest information about graduates' outcomes.
Article 3    
Rosenbaum, J. E., Stephan, J. L., & Rosenbaum, J. E. (2010). Beyond One-Size-Fits-All College Dreams: Alternative Pathways to Desirable Careers. American Educator, 34(3), 2.
Summary
Some community schools concentrate only on bachelor's degrees, especially for students under the age of 22, who are considered regular college students. Over two-thirds of community college students are placed in remedial courses designed to raise their academic achievement to the level required by BA-transfer programmes. Remedial Courses do not count toward a college degree; they are high-school-level courses meant to prepare students for college-level work.
Evaluation
According to the authors, at least two-thirds of pupils are enrolled in remedial courses. Colleges have a vested interest in removing the stigma that historically surrounded such classes (Rosenbaum, Stephan, & Rosenbaum, 2010). According to them, pupils are seldom humiliated or disheartened by their placements. Placement examinations and remedial courses need to be adequately explained to students.
This is an exam that students seldom study for before starting college. Colleges reduce the stigma associated with remediation and provide transparency. Remedial classes that are many levels below college-credit studies may require students to complete one or more terms of remedial study before enrolling in college-credit classes. Many students assume that a "two-year associate's degree" takes two years, while it really takes 3.5 years on average (Rosenbaum, Stephan, & Rosenbaum, 2010). According to research, the majority of students do not comprehend that remedial courses are non-credit and postpone degree timelines.
Relevance
Article being highly relevant because different degrees and programmes have different academic prerequisites, students may be able to utilise placement test scores to help them pick programmes. Placement exam scores are rarely utilised to help students choose a degree. When it comes to degree choices, students are similarly under-informed.
Article 4
Jones, K. H., & Womble, M. N. (1997). Perceptions of urban trade and industrial students in the South-eastern USA: School and...
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