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Running head: ANNOTATED BIBLIOGRAPHY 1 Amber Martin Annotated Bibliography #3Liberty University EDUC 701 Dr . Spaulding September 19, 2021
Annotated Bibliography 2 Annotated Bibliography Research Question: “What impact does poverty have on American school children?” Reference 11: Morrissey, T. W., & Vinopal, K. (2018). Center-based early care and education and children’s school readiness: Do impacts vary by neighborhood poverty? Developmental Psychology, 54(4), 757–771. https://doi.org/10.1037/dev0000470.supp (Supplemental) The authors of this article, T. W. Morrissey and K. Vinopal, published their article in 2018 with The purpose of educating the general public about the benefits of utilizing center-based care for their impoverished children’s education. The authors are extremely credible and have great authority since they both have an extensive background from credible universities and have been sources for many other respectable articles. The authors’ use a randomized sample method to enforce and provide evidence for their claims that improvements that these children may not receive to better their education, if they come from a lower income area. Furthermore, the authors then source studies for the effects of a cultural and social damage of living in poverty. The authors’ claim that these school-aged children who do have access to early care centers end up with better academic success overall than the children who did not have this type of access. Reference 12:
Annotated Bibliography 3 Duncan, G. J., Magnuson, K., & Votruba-Drzal, E. (2017). Moving Beyond Correlations in Assessing the Consequences of Poverty. Annual review of psychology , 68, 413–434. https://doi.org/10.1146/annurev-psych-010416-044224 A study done by Duncan et al. (2017) that’s goal was to identify the similarity between economically underprivileged children and child development data revealed that lower education related outcomes were far more likely linked to childhood poverty (Duncan et al., 2017). The authors assess three different methodologies in their study to calculate these effects of poverty on these children. The first part, Duncan et al. (2017) examines their family structures and what environmental stressors that can be found within these economic difficulties among these poor families. They are widely known to cause psychological damage that can be passed onto these children causing them to feel detached, isolated, less nurtured, and receive less parental guidance (Duncan et al., 2017). Next, the authors observed the resources available to these children and what educational investments are made and concluded that family income is significant to a child’s learning because it allows families to give their children the educational tools and resources. Reference 13: Suitts, S. (2015). A new majority research bulletin: Low-income students now a majority in the nation's public schools. New Majority Report Series . Southern Education Foundation. https://www.southerneducation.org/what-we do/research/newmajorityreportseries In a 2015 research study conducted by the National Center for Education Statistics that measured
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