AB+-+Blanchard+et+al.+(2011)


 * **Reference: ** || Blanchard, R. D., Hinchey, K. T., & Bennett, E. E. (2011, April). //Literature review of residents as teachers from an adult learning perspective.// Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA. Retrieved from http://www.eric.ed.gov/ERICWebPortal/contentdelivery/servlet/ERICServlet?accno=ED521385 ||
 * **Author's: ** || Blanchard, R. D., Hinchey, K. T., & Bennett, E. E. ||
 * **Title:** || Literature review of residents as teachers from an adult learning perspective. ||
 * **Year:** || 2011 ||
 * **Journal: ** ||  ||
 * **Retrieval Information**: || Retrieved from ERIC Database. (ED521385) ||
 * **Bibliography**: ||  ||
 * In this integrated literature review the authors “ identified skills and characteristics of resident teachers ” (abstract) and presented them “ as mechanisms for achieving the five tenets of Knowles (1984) model of adult learning ” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">abstract <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">). After a review of Knowles five tenets the authors identify that the skills for success in higher education may not have the “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">interpersonal and adult relational skills <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">p. 4 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">) necessary to succeed in teaching adult education. The research question developed was “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">what are the essential skills and characteristics of resident teachers consistent with andragogy <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">p. 4 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">), and seventeen articles were found that touched on the research question. The mechanisms found include (a) “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">feedback which should be ‘both corrective and reinforcing’ (Heflin, Pinheiro, Kaminetzky, & McNeill, 2009, p. e234) <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">p. 5 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">), (b) “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">promote autonomy in learners <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">p. 6 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">), (c) “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">incorporate the prior experiences of their learners <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">p. 6 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">), (d) promote “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">a positive climate for learning <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">p. 7 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">), (e) cause learning to be problem-centered, and (f) general skills including “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">communication skills, enthusiasm, and ethics <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">p. 7 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">) as well as “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">understanding of leadership <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">p. 7 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">). This article reflects a confirming and differing view of adult learning theory. ||
 * **<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Additional References: ** ||  ||
 * N/A ||
 * NOTE:** This was an earlier annotated bibliography, when I believed that I wanted to preserve the authors voice in the annotation. As I continued in the program I was encouraged to use fewer direct quotes and more rich paraphrases of what the authors meant. I also learned to put more important information in the annotation as well, as suggested in my link regarding organization.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">**Bibliography**: ||  ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">In this integrated literature review the authors “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">identified skills and characteristics of resident teachers <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” (abstract) and presented them “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">as mechanisms for achieving the five tenets of Knowles (1984) model of adult learning <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">abstract <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">). After a review of Knowles five tenets the authors identify that the skills for success in higher education may not have the “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">interpersonal and adult relational skills <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">p. 4 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">) necessary to succeed in teaching adult education. The research question developed was “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">what are the essential skills and characteristics of resident teachers consistent with andragogy <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">p. 4 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">), and seventeen articles were found that touched on the research question. The mechanisms found include (a) “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">feedback which should be ‘both corrective and reinforcing’ (Heflin, Pinheiro, Kaminetzky, & McNeill, 2009, p. e234) <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">p. 5 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">), (b) “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">promote autonomy in learners <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">p. 6 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">), (c) “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">incorporate the prior experiences of their learners <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">p. 6 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">), (d) promote “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">a positive climate for learning <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">p. 7 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">), (e) cause learning to be problem-centered, and (f) general skills including “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">communication skills, enthusiasm, and ethics <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">p. 7 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">) as well as “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">understanding of leadership <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">p. 7 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">). This article reflects a confirming and differing view of adult learning theory. ||
 * **<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Additional References: ** ||  ||
 * N/A ||
 * NOTE:** This was an earlier annotated bibliography, when I believed that I wanted to preserve the authors voice in the annotation. As I continued in the program I was encouraged to use fewer direct quotes and more rich paraphrases of what the authors meant. I also learned to put more important information in the annotation as well, as suggested in my link regarding organization.
 * N/A ||
 * NOTE:** This was an earlier annotated bibliography, when I believed that I wanted to preserve the authors voice in the annotation. As I continued in the program I was encouraged to use fewer direct quotes and more rich paraphrases of what the authors meant. I also learned to put more important information in the annotation as well, as suggested in my link regarding organization.