Annotated Bibliography

Adam Gullen
ED698 Master’s Portfolio Spring 2023
University of Alaska Southeast
 Art

Barney, D., & Prusak, K. (2015). Effects of music on physical activity rates of elementary

physical education students. The Physical Educator, 72, 236-244.

https://search.ebscohost.com/login.aspx direct=true&db=tfh&AN=101891710&site=eds-

live&scope=site

This was one of the most influential articles I have read during my professional development,

having come across it during my ED626 Classroom Research course through UAS. In it, Barney

& Prusak studied the effects that playing music had on the activity levels of physical education

students and found that regardless of whether the lesson was high activity or low activity,

playing music lead to more involvement & greater movement of students. Interestingly, the more

active the lesson, the greater the effect music had on students' physical activity. This study

affirmed something I had anecdotally noticed- that playing music during physical education class

lead to better student engagement and activity, which is interesting that art can interact with

physical activity in that manner.

Mogro-Wilson, C., & Tredinnick, L. (2020). Influencing social and emotional awareness and

empathy with a visual arts and music intervention for adolescents. Children & Schools,

42(2), 111–119. https://doi-org.ezproxy.uas.alaska.edu/10.1093/cs/cdaa008

It is well known that developing social emotional learning (SEL) attributes in students leads to

better learning outcomes, but this article shows that the opposite works as well: that skills gained

in the arts can positively influence students SEL. This is a large finding, as SEL levels strongly

influence students' readiness to learn, and foster a positive learning environment. This study

found that through incorporating a visual arts and music program, increases in SEL awareness
such as goal setting, empathy, and decision making could be observed in students. I make sure to

include elements of SEL (namely, breathing & mindfulness exercises) into all of my lessons.

Assessment

Ballin, A., Davidson, E., Caron, J., & Drago, M. (2022). Making math add up for students

receiving special education. International Journal of Whole Schooling, 18(1), 1–28.

https://eds-s-ebscohost-

com.ezproxy.uas.alaska.edu/eds/pdfviewer/pdfviewer?vid=2&sid=c90aefdb-286d-4c85-

817d-493a8f2573a2%40redis

This article aims to highlight the major differences between how mathematics is taught for

general education students as compared to those in special education. These differences have

strong effects on students learning abilities, which prevents special education students from

efficiently developing higher order critical thinking skills, a prime determinant of mathematics

ability. Through the study, the authors developed a program to foster better inclusiveness for

special education students, with the aim of facilitating more opportunities for these students to

pursue STEM (Science, Technology, Engineering, & Math) careers after schooling. It is

important to find ways to teach in ways that all students can access, regardless of whether they

are in special or general education.

Posner, D. (2004). What’s wrong with teaching to the test? The Phi Delta Kappan, 85(10), 749–

751. https://eds-p-ebscohost-

com.ezproxy.uas.alaska.edu/eds/pdfviewer/pdfviewer?vid=2&sid=4fd21742-01c6-4428-

9b65-a3e888977a39%40redis
This article aims to look at some of the issues surrounding standardized tests. Posner looks at the

complexity of solving real world problems and compares this unfavorably to the realities of an

education system that is merely aiming to produce students who can correctly answer a multiple-

choice question. He argues that students who are taught in a manner required to score well on

these tests lose out on the more important mental skills that are required to work on the truly

difficult problems that face society in the real world. An interesting article that frames the issues

surrounding testing well, and one that takes the same view as I have as a personal philosophy of

teaching.

Child Development

Arikan, G. (2020). Examination of student resistance behaviors towards physical education

teachers and sports teachers in the teaching-learning process. Journal of Educational

Issues, 6(2), 107-117. https://doi.org/10.5296/jei.v6i2.17432

This was an important study for me, as it looked at when and how students show resistance

behaviors (i.e., rebelliousness) during physical education class. These resistance behaviors lead

to negative learning outcomes, and importantly can create negative classroom environments that

other students join in on. The study suggested that more senior teachers become stricter, leading

to higher levels of student resistance; it was recommended that teachers show empathy and not

indifference towards what is causing the student to rebel. Reading this study directly influenced

how I teach- I had been having behavioral issues with a 6th grade class this school year, and at

some point after reading this article I decided to be less strict with them than I am normally

inclined to be. I am not sure if it is directly because of this shift in my attitude, but I no longer

have the behavioral issues that were making the class difficult for me to manage.
Eikeland, I., & Ohna, S. E. (2022). Differentiation in education: A configurative review. Nordic

Journal of Studies in Educational Policy, 8(3), 157–170. https://doi-

org.ezproxy.uas.alaska.edu/10.1080/20020317.2022.2039351

This article deals with creating “a school for all” through differentiation, where varied student

needs are met by responding to the diverse needs of students. The study was a meta-analysis that

looked at how differentiation is carried out internationally, and found a few main things: that

differentiation is complex, and often either includes differentiating students or teachers, which

can be broken down into four main domains- “differentiation as individualization, differentiation

as adaptation to specific groups, differentiation as adaptations within diverse classrooms, and

differentiation in a system perspective”. The study argues that a system wide differentiation

model provides the most benefits, which I take to heart in my teaching as I attempt to develop

physical education curricula that allows students to access the lesson and grow their skills

regardless of their current level.

Classroom Management

Barney, D., & Prusak, K. (2015). Effects of music on physical activity rates of elementary

physical education students. The Physical Educator, 72, 236-244.

https://search.ebscohost.com/login.aspx direct=true&db=tfh&AN=101891710&site=eds-

live&scope=site

This was one of the most influential articles I have read during my professional development,

having come across it during my ED626 Classroom Research course through UAS. In it, Barney

& Prusak studied the effects that playing music had on the activity levels of physical education

students and found that regardless of whether the lesson was high activity or low activity,

playing music lead to more involvement & greater movement of students. Interestingly, the more
active the lesson, the greater the effect music had on students' physical activity. This study

affirmed something I had anecdotally noticed- that playing music during physical education class

leads to better student engagement and activity.

Navarro-Patón, R., Mecías-Calvo, M., Eirín-Nemiña, R., & Arufe-Giráldez, V. (2022).

Disruptive behaviors in physical education: A matched study of social skills and sport

practice in a region of Spain. International Journal of Environmental Research & Public

Health, 19(3), 1166. https://doi.org/10.3390/ijerph19031166

This paper aims to find the variables that contribute to disruptive behavior in physical education

classes. The study found strong connections between social skills and disruption, with students'

low social skills students scoring higher in several areas that contribute to classroom disruptions.

The study found the most common disruptive P.E. behaviors to be verbal or physical attacks,

“irresponsibility, failure to follow directions, distracting or disturbing others, and poor self-

management.” It was recommended that social skills improvement can be incorporated as a

protective factor to remedy these issues, which is something that I focus on in my teaching

through SEL education and continual talks with the students about sportsmanship.

Diversity

Jansen, M., Lüdtke, O., & Schroeders, U. (2016). Evidence for a positive relation between

interest and achievement: Examining between-person and within-person variation in five

domains. Contemporary Educational Psychology, 46, 116-127.

https://doi.org/10.1016/j.cedpsych.2016.05.004

This study looks at the effects that student interest levels had on achievement. While it makes

sense that an interested student will learn more than one who is not engaged, what made this
study most interesting to me was its findings that interest had a strong effect on learning, beyond

intelligence or the student's socioeconomic status. The article mentions that good teaching

practices can help facilitate this student interest, which I take to heart. I try to teach in a way that

encourages student engagement and incorporate elements into my lessons that foster this

inclusiveness for a diverse student body.

Tristani, L., Tomasone, J., Gainforth, H., & Bassett-Gunter, R. (2021). Taking steps to inclusion:

A content analysis of a resource aimed to support teachers in delivering inclusive

physical education. International Journal of Disability, Development & Education, 68(1),

116–135. https://doi-org.ezproxy.uas.alaska.edu/10.1080/1034912X.2019.1662890

I teach a number of students that have special needs and/or disabilities. Being able to create a

physical education classroom that works as well for them as the general population students can

be a challenge, but it is nonetheless vitally important to these students. This study shows that

physical activity (such as can be found in physical education classes) can have immense benefits

for these individuals, and many of these benefits follow them outside of the gymnasium. Even

though this is the case, due to their difficulties, these same students often miss physical education

class. The article highlights that a quality physical activity is one that “satisfies the following

themes: autonomy, belongingness, challenge, engagement, mastery and meaning.” This is

certainly something that I plan for in my lessons, while keeping my specific student body

population in mind.

Literacy
Briceño, A., & Klein, A. F. (2018). Running records and first grade English learners: An analysis

of language related errors. Reading Psychology, 39(4), 335–361. https://doi-

org.ezproxy.uas.alaska.edu/10.1080/02702711.2018.1432514

This was an important study, meant to determine if reading errors followed any patterns for

young children as they learn how to read. The study found that there were 5 broad categories of

errors made, which were: inflectional endings, irregular verb tenses, contractions, prepositions,

and teachers' telling students a word. This concept of categories of reading errors was important

to me when working with young readers, as it helped me categorize errors in a way that made

teachable moments easier for me to relate to the students. Through using running records, I was

better able to produce reading strategies that would assist that child's needs.

Harmey, S., & Kabuto, B. (2018). Metatheoretical differences between running records and

miscue analysis: Implications for analysis of oral reading behaviors. Research in the

Teaching of English, 53(1), 11–33. https://eds-s-ebscohost-

com.ezproxy.uas.alaska.edu/eds/pdfviewer/pdfviewer?vid=7&sid=51b0803f-4291-4b55-

a961-00ef79f9bc69%40redis

This was another reading that aimed to study reading acquisition in young learners. It aimed to

determine if there was a noticeable difference to learners if their educator used running records

to analyze their reading levels, as compared to the similar miscue analysis. The study found that

due to their differences in theoretical framework, they coded errors differently, meaning an

educator that uses just one method might not get as accurate a picture of students' abilities than

one that uses both methods. I had not come across this study until after my work with emerging
readers, however, it will inform my practice in the future if I find myself working in a classroom

with developing readers.

Math

Ballin, A., Davidson, E., Caron, J., & Drago, M. (2022). Making math add up for students

receiving special education. International Journal of Whole Schooling, 18(1), 1–28.

https://eds-s-ebscohost-

com.ezproxy.uas.alaska.edu/eds/pdfviewer/pdfviewer?vid=2&sid=c90aefdb-286d-4c85-

817d-493a8f2573a2%40redis

This article aims to highlight the major differences between how mathematics is taught for

general education students as compared to those in special education. These differences have

strong effects on students learning abilities, which prevents special education students from

efficiently developing higher order critical thinking skills, a prime determinant of mathematics

ability. Through the study, the authors developed a program to foster better inclusiveness for

special education students, with the aim of facilitating more opportunities for these students to

pursue STEM (Science, Technology, Engineering, & Math) careers after schooling. It is

important to find ways to teach in ways that all students can access, regardless of whether they

are in special or general education.

Pearson, J., Giacumo, L. A., Farid, A., & Sadegh, M. (2022). A systematic multiple studies

review of low-income, first-generation, and underrepresented, STEM-degree support

programs: Emerging evidence-based models and recommendations. Education Sciences,

12(5). https://doi-org.ezproxy.uas.alaska.edu/10.3390/educsci12050333
This study combined diversity & inclusiveness with mathematics, as it aims to look at the factors

that contribute to the underrepresentation of minorities within the STEM field. While focusing

on higher education, the study found ten factors that are critical to consider in this regard. While

the bulk of this studies research was aimed at an older demographic than what I currently work

with, there were still some takeaways that would affect my future practice if I was a classroom

teacher: that students will see greater future success in the STEM fields when they are involved

in an inclusive, non-competitive environment that works to include student interest, skills, and

goals in mind. This should always be the aim in education, but must be something teachers

consider, especially when they are just teaching canned curriculum- there must still be elements

brought in that the students connect with to make them interested!

Parents & Community

Bond, N. (2021). Teacher leadership in an elementary school: A case study of instructional

support specialists. Education, 141(4), 201-213. https://eds-s-ebscohost-

com.ezproxy.uas.alaska.edu/eds/pdfviewer/pdfviewer?vid=2&sid=7d48b68b-9b94-442e-

b60c-4c5eec5ece45%40redis

This was an interesting article to me as a specialist; it deals with what teachers can do who want

more decision making and leadership input in their schools without becoming administrators. It

was interesting to me because it looked at a few teachers who were ‘instructional support

specialists’ in their schools, which still allowed these individuals to work inside the classroom,

while assisting colleagues with various student ‘types’ that they specialized in (such as students

with dyslexia or gifted learners). The study found that these instructional specialists helped their

schools greatly, while still maintaining their roles in the classroom. How this reading has

influenced me was by helping me realize that I truly have a special role in my school as the
physical education teacher, in that I work with the entire student body over a lengthy time period

and get to see the students in a different environment than their classroom teachers or

administrators do. I can use this role to help inform the rest of the staff of issues that I see and

help create input on how we might assist these students in addressing some of their issues.

Curry, K., Harris, E., Olsen, J., Kim, Y., & Egure, D. (2023). TeleNGAGE: Enhancing

collaboration between families and schools. Current Issues in Education, 24(1), 1-25.

https://doi-org.ezproxy.uas.alaska.edu/10.14507/cie.vol24iss1.2089

Family involvement with their children’s schooling is critically important towards ensuring

student success, and this article makes the point that effective partnerships of this kind are rare,

especially in minority and underrepresented communities. This article introduced me to the

concept of communities of practice, wherein mutual and shared engagement and participation

support solving the complex problems facing effective education. The takeaway from this into

my practice is that even as a specialist, I can look to find ways to engage the school’s

community, whether that be through schoolwide communications or through looking for

opportunities to engage with children's families where I see the space for them to contribute.

Philosophy

De Meyer, J., Tallir, I. B., Soenens, B., Vansteenkiste, M., Aelterman, N., Van den Berghe, L.,

Speleers, L., & Haerens, L. (2014). Does observed controlling teaching behavior relate to

students’ motivation in physical education? Journal of Educational Psychology, 106(2),

541–554. https://doi.org/10.1037/a0034399
This article was one of the more influential ones that I came across during my schooling through

UAS. In it, the authors look to answer the question of what role does student perception of their

physical education teachers' level of control have on their behavior. There are some obvious

findings, such as that a teacher that comes across as controlling by their students sees worse

educational and behavioral outcomes, but for me the biggest takeaway is one that I think about

often throughout my workweek- that any perceived level of P.E. teacher control can have lasting

impacts on that student's future behavior. The study found that student perceptions of how

controlling their P.E. teacher is was much higher than unbiased neutral observers. This was

stunning to me, that even a few minor interactions that I would not think twice about can lead to

years of poorer outcomes for my class. I certainly take this knowledge to heart now when I

interact with students and try my hardest to show empathy and not come across as needlessly

strict.

Howley, D., & Tannehill, D. (2014). “Crazy ideas”: Student involvement in negotiating and

implementing the physical education curriculum in the Irish senior cycle. Physical

Educator, 71(3), 391–416. https://search-ebscohost-

com.ezproxy.uas.alaska.edu/login.aspx?direct=true&db=eue&AN=103298741&site=edsl

ive&scope=site

This was another incredibly important article in my professional development, as it seeks to look

at how student involvement in the planning of their physical education curriculum affects student

engagement. What was found was that by including the students in the planning of their

curriculum facilitated an increase in their ownership, investment, and participation in physical

education. I think of this fact at times when I am planning lessons and units, looking for ways to
either allow for student choice within a game or activity, or allow for student choice of what the

activity will be.

Planning

Sterbenz, E., Ross, D. L., Melton, R., Smith, J., McCoy, M., & Pearson, B. (2021). Using

scaffolding learning theory as a framework to enhance financial education with financial

planning clients. Journal of Financial Planning, 34(12), 70–80.

This article discusses scaffolding learning theory, which was developed by Vygotsky and has

been influential for me as a teacher. I had not known about Vygotsky (or indeed scaffolding)

before enrolling in the UAS elementary education program, but it has been fundamental in how I

approach and plan a lesson. Scaffolding learning theory asserts that there is a zone of proximal

development, wherein if a student is close enough to a specific learning outcome, it might be

within their abilities to get there if they are assisted. Teachers can then break these learning goals

into smaller units, with different levels of support depending on student need; this is scaffolding.

This concept is reflected in how I develop almost all of my units, which makes it a fundamental

aspect of my teaching.

Wiggins, G., & McTighe, J. (2007). Schooling by design: Mission, action, and achievement (p.

202). ASCD.

This work talks about another key component of my pedagogy and planning: that of a

‘backwards’ designed unit. It makes it a lot easier, and more effective, when planning a unit to

start at our end goal- what do we want our students to accomplish, what should their learning

goals be, and then to work backwards from there. This was a concept that I also learned about
early on in my UAS program, and one which I consider whenever I am planning. I start with an

end goal, say that students can play a game of basketball, and work backwards from there,

having lessons that build the required skills needed to achieve the learning goal (such as

dribbling, shooting, passing etc.).

Professional Learning

Descoeudres, M., & Hagin, V. (2021). Emotionally significant situations experienced by

physical education teachers in training. Revista de Psicología Del Deporte, 30(1), 250–

256. https://eds-s-ebscohost-

com.ezproxy.uas.alaska.edu/eds/pdfviewer/pdfviewer?vid=2&sid=c23da5a5-740c-4f88-

9201-eb3b1dea571c%40redic

I really enjoyed reading this article since it deals directly with some of the issues that physical

education teachers have in the early days of their profession. The study aimed to look at what

situations occur that elicit emotional responses for these teachers. Even though I have had

numerous situations occur at work that have triggered an emotional response in myself, I had

never really thought of what trends occur that I may share with others new to the profession. The

study found that of the emotional situations encountered, nearly 2/3rds were negative! This was

surprising to me, but knowing this really helped me go easier on myself as I now know that other

P.E. teachers have gone through similar frustrations and difficulties as myself. A big takeaway

for me is that like the participants of the study, I too have found a lot of professional growth of

my own pedagogy in attempting to limit these negative experiences. 83% of participants in this

study reported positive professional growth outcomes from these workplace frustrations, and I

can attest to the same. Having students that choose to sit out of a lesson, or cause disruptions is
incredibly frustrating- but it is also a huge motivator for me as a teacher to look for ways to

improve my teaching and get better results!

Ovalle Quiroz, M., & González, A. (2023). Imagined identities and imagined communities:

Colombian English teachers’ investment in their professional development. Profile:

Issues in Teachers’ Professional Development, 25(1), 213–228. https://doi-

org.ezproxy.uas.alaska.edu/10.15446/profile.v25n1.99248

This was another interesting study to me, as it looked at examining the role that teacher's

identification with their profession played in their professional development. It found that two

main factors influenced their level of investment in professional development: the development

of their imagined identity (as a teacher), and their affiliation to this imagined community. I can

certainly attest to this as well. As I have been a P.E. teacher for longer and longer, I have found

that the more I learn and find myself involved in aspects of physical education training, the more

invested I become. It is a positive feedback loop. I had never thought of it in this way, but now

that I know this aspect of learning, I look to further my knowledge base of physical education

issues and pedagogy.

Science

Grooms, J., Enderle, P., & Sampson, V. (2015). Coordinating scientific argumentation and the

next generation science standards through argument driven inquiry. Science Educator,

24(1), 45–50. https://eds-s-ebscohost-

com.ezproxy.uas.alaska.edu/eds/pdfviewer/pdfviewer?vid=4&sid=2f92e680-c336-4a85-

81a3-fbca1fb054a9%40redis
This article looks at approaches' educators can take to engage their students and promote their

scientific thinking. Not surprisingly, the Next Generation Science Standards (NGSS) factor this

scientific argumentation heavily into their standards. To increase students' abilities at scientific

argumentation, the authors conclude that it would be helpful for teachers to utilize the framework

of the argument driven inquiry (ADI) instructional model. This model aligns well with NGSS

standards, and with it students are tasked with data collection, analysis, and finally thorough

argumentation over the data. This seems like a valid model to me, one in which the students'

thoughts face scrutiny from themselves and others, which is a robust scientific model and one

that I would employ if I find myself teaching science in the future.

Osborne, J., Rafanelli, S., & Kind, P. (2018). Toward a more coherent model for science

education than the crosscutting concepts of the next generation science standards: The

affordances of styles of reasoning. Journal of Research in Science Teaching, 55(7), 962–

981. https://doi-org.ezproxy.uas.alaska.edu/10.1002/tea.21460

Science is such an interesting subject to teach because it is so multifaceted; it literally spans the

breadth and depth from atoms to the cosmos. Because of this, it can be difficult to know how to

interrelate seemingly disparate topics. This article discusses one such method, which is to use

scientific reasoning as the underlying connector between the various domains of science, rather

than the more common NGSS model of cross-cutting. While the cross-cutting method of science

education makes connections between the various modalities, using scientific reasoning as the

common denominator between the fields simplifies and better connects the topics. This makes a

lot of sense to me, and if I find myself teaching science in the future it will be something that

strongly informs my pedagogy.

 Social Studies

Burkholder, P. (2020). History by the numbers: A quantitative approach to teaching the

importance of conflicting evidence. History Teacher, 54(1), 69–106. https://eds-s-

ebscohost-com.ezproxy.uas.alaska.edu/eds/pdfviewer/pdfviewer?vid=4&sid=36cc69b9-

62db-4ebc-9031-57158d311887%40redis

The real world is complicated. In historical analysis, few topics are ever black and white and

there are oftentimes many contradictory facts to consider. For students, this makes critical

thinking immensely important, as they must be all right with ambiguity and attempt to decipher

complex data. This article attempts to address the difficulties teachers face in helping students

work through this ambiguity. The author notes that like with other subjects, students expect there

to be a “right answer” with historical analysis. In social studies, more than most other topics, we

as educators must embrace ambiguity, and help our students do the same.

Noble, D., & Kniffin, L. E. (2021). Building sustainable civic learning and democratic

engagement goals for the future. New Directions for Higher Education, 2021(195/196),

171–179. https://doi-org.ezproxy.uas.alaska.edu/10.1002/he.20421

I consider one of the fundamental roles of schools to be the preparation of students to being

involved members of society. This role has long a focus in our country, as the article notes

Benjamin Franklin was insistent that education be used to instill democratic principles. This

might sound abstract, but all areas of society are affected by the members that make it up. I look

at this aspect in my own teaching- each class has its own members and culture, and it is my aim

to create positive learning environments with each class. Because of this, I spend a lot of time
focusing on sportsmanship and other SEL components that help build social skills in my students

so that they can be involved in a positive place. This article notes that social problems are never

solved, they are merely “re-solved” over and over again, which is something I can certainly attest

to with each new class. For these reasons, I will continue to focus on building positive

membership with my students in a way that engages them and helps them build the skills they

will need to continue being positive forces in the social groups they find themselves in

throughout life.

Technology

Shangguan, R., Hamilton, X., Colburn, J., Xiaolu Liu, & Hodges, M. (2023). Policy changes in

physical education teacher continuing professional development. Physical Educator,

80(1), 71–90. https://doi-org.ezproxy.uas.alaska.edu/10.18666/TPE-2023-V80-I1-11047

Technology is a powerful tool in many ways; not only should it be used smartly for students to

enhance learning, but teachers can and should use it to improve their own pedagogy. This article

looked at professional development for physical education teachers, and notes that professional

development is one of the most effective ways to improve one's teaching, and that this might be

because of the rapid emergence of technology that improves physical educators teaching

effectiveness. For me, this has meant that I have used technology to access my own professional

development, primarily through enrolling in an online master's program, as well as using

technology during my lessons (such as music in every lesson, and a projector to show videos

where appropriate). I look forward to continuing to utilize technology in a smart way when it can

improve my lessons, as well as looking at involving new technologies such as pedometers or

more heart rate monitors for students.

Wali, A. Z., & Popal, A. W. (2020). The emerging issues and impacts of technology in

classroom learning. International Journal of Emerging Technologies in Learning, 15,

237–245. https://doi-org.ezproxy.uas.alaska.edu/10.3991/ijet.v15i15.14175

This article shows the ways that technology improves student learning outcomes and mentions

that technology is not perceived to be a hinderance to learning in the classroom. Technology is

pervasive nowadays, and its use in education has changed the way we teach. The article

mentions that technology allows us to teach the old content in a new way, but also allows us to

present entirely new content. To me this is the greatest strength of technology in teaching; one

can use it to improve a lesson (like music during my P.E. class increasing activity levels), or as a

supplement that presents previously unavailable material (such as showing the class video of the

world's best pickleball shots). This is how I intend to use technology in my teaching- as a

planned improvement to the lessons, and in a way that will allow students to access knowledge

that would not otherwise be available to them.