[Header: top right; first few words; 5 spaces; page number]
Running head: EFFECT OF A GENERAL MOTIVATIONAL PLAN INTERVENTION
[50 character max]
[Title: centered; avoid unnecessary words; identify variable or issues and relationships]
Effects of a General Motivational Intervention on
Teachers’ Perceptions of Issues Affecting Morale
Your Name
Valdosta State University
See a sample paper in APA manual starting p. 306.
Also consult website for APA: APA Style Essentials:
http://www.vanguard.edu/faculty/ddegelman/index.cfm?doc_id=796
Effects of a General Motivational Intervention on
Teachers’ Perceptions of Issues Affecting Morale
Introduction and literature review go here without a heading other than title of the
research paper.
Definition of Variables
Morale. Morale is the extent to which a person’s needs are met. It is also the extent to
which the person feels satisfaction in his/her job (Rafferty, 2002).
Research Questions
Research Question 1. What do teachers identify as the most pressing issues affecting
teacher morale?
Research Question 2. Can a general intervention like a motivational speaker address
these issues?
Methods
Participants
Intervention
Data Collection
Achievement Test (Appendix A).
Participation Checklist (Appendix B).
Attitude Survey (Appendix C).
Results
Discussion
References
Abedi, J., & Lord, C. (2001). The language factor in Mathematics tests. Applied Measurement in
Education, 14(3), 219-234. Retrieved May 24, 2006 from Academic Search Premier.
Black, A., & Ammon, P. (1992). A developmental-constructivist approach to
teacher education. Journal of Teacher Education, 43(5), 323-335.
Buchanan, K., & Helman, M. (1997). Reforming Mathematics Instruction for ESL Literacy Students.
Washington, DC: ERIC Clearinghouse on Languages and Linguistics. (ERIC Document
Reproduction Service No. ED414769)
Interstate New Teacher Assessment and Support Consortium (INTASC) (1992).
Model standards for beginning teacher licensing and development: A resource for state dialogue.
Washington, DC: The Council of Chief State School Officers.
Lortie, D. (1975). Schoolteacher: A sociological study. Chicago: The University of Chicago Press.
Onwuegbuzie, A. J. (2001, April). Effect sizes in qualitative research: A
prolegomenon. Paper presented at the annual conference of the American Educational Research
Association (AERA), Seattle, WA.
Sikula, J., & Guyton, E. (Eds.). (1996). Handbook of research on teacher education (2nd ed). New York:
Simon & Schuster Macmillan.
United States Sentencing Commission. (n.d.). 1997 sourcebook of federal sentencing statistics. Retrieved
December 8, 1999, from http://www.ussc.gov/annrpt/1997/sbtoc97.htm.
VandenBos, G., Knapp, S., & Doe, J. (2001). Role of reference elements in the selection of resources by
psychology undergraduates [Electronic version]. Journal of Bibliographic Research, 5, 117-123.
Witcher, A. E., & Travers, P. D. (1999). Witcher-Travers survey of educational beliefs. Retrieved
November 11, 2001, from the Allyn and Bacon Web site: http://www.abacon.com/witcher-travers
Annotated Bibliography
Goldschneider, F. K., Waite, L. J., & Witsberger, C. (1986). Nonfamily living and
the erosion of traditional family orientations among young adults.
American Sociological Review, 51, 541-554.
The authors, researchers at the Rand Corporation and Brown University, used data from the
National Longitudinal Surveys of Young Women and Young Men to test their hypothesis that
nonfamily living by young adults alters their attitudes, values, plans, and expectations, moving
them away from their belief in traditional sex roles. In this empirical study, they analyzed survey
responses from 57 male and 63 female college students. They found their hypothesis strongly
supported in young females, while the effects were fewer in studies of young males. Increasing
the time away from parents before marrying increased individualism, self-sufficiency, and
changes in attitudes about families. In contrast, an earlier study by Williams cited below shows
no significant gender differences in sex role attitudes as a result of nonfamily living. Some of the
survey items may be useful for my research.
Access the following site for Guidelines for Annotated Bibliography:
http://www.library.cornell.edu/okuref/research/skill28.htm
How to Prepare an Annotated Bibliography
WHAT IS AN ANNOTATED BIBLIOGRAPHY?
An annotated bibliography is a list of citations to books, articles, and documents. Each citation is followed by a
brief (usually about 150 words) descriptive and evaluative paragraph, the annotation. The purpose of the
annotation is to inform the reader of the relevance, accuracy, and quality of the sources cited.
ANNOTATIONS VS. ABSTRACTS
Abstracts are the purely descriptive summaries often found at the beginning of scholarly journal articles or in
periodical indexes. Annotations are descriptive and critical; they expose the author's point of view, clarity and
appropriateness of expression, and authority.
THE PROCESS
Creating an annotated bibliography calls for the application of a variety of intellectual skills: concise exposition,
succinct analysis, and informed library research.
First, locate and record citations to books, periodicals, and documents that may contain useful information and
ideas on your topic. Briefly examine and review the actual items. Then choose those works that provide a
variety of perspectives on your topic.






Cite the book, article, or document using the appropriate style.
Describe the type of article: (a) empirical studies (either qualitative, quantitative or mixed), (b) review,
(c) theoretical, (d) methodological, (e) case study, or (f) meta-analysis. Most of these are described in
APA manual section 1.04 (starting p. 7).
Describe the scope of the article. For an empirical study, this could include number and grade level,
course/content, region/location, contextual factors that are relevant to interpreting the data (SES, LEP, minority,
gender, and special needs). For a review/meta-analysis, this would include the range of studies reviewed in the
article and/or the range of issues discussed.
Write a concise summary of the main findings, conclusions, or central theme of the book or article.
Include one or more sentences to demonstrate relevance to your bibliography topic.
Include one or more sentences that (a) evaluate the authority or background of the author, (b) comment
on the intended audience, or (c) compare or contrast this work with another you have cited.
Annotated Bibliography Rubric
Unacceptable
(1 pt)
Needs Improvement
(2 pts)
Acceptable
(3 pts)
Target
(4 pts)
Articles (1, 11%) More than one aspect of One aspect of articles does not All articles are appropriate:
articles does not satisfy satisfy specified topic, length, topic, length, date of
specified topic, length, date of publication.
publication.
date of publication.
Type of Article Type of article is not
correctly identified.
(1, 11%)
Scope (1, 11%) The scope of the study
(e.g. number and grade
level of subjects;
region; contextual
factors) is not addressed
adequately.
Findings (1, Key findings are not
identified clearly.
11%)
Relevance (1,
11%)
Relevance to topic is
not addressed clearly.
Personal evaluation or
critique is not addressed
clearly.
APA Style (1, Many systematic errors
in APA style for
11%)
references and
narrative.
Writing Quality Writing contains more
than three errors in
(1, 11%)
writing mechanics and
intended meaning is not
evident.
Critique (1,
11%)
All articles are appropriate:
topic, length, date of
publication. Articles are
obtained from a variety of
sources.
Type of article is correctly
Most articles are correctly All articles are correctly
identified but is not
identified as empirical
identified as empirical study,
appropriate for topic.
study, review article,
review article, theoretical
theoretical article,
article, methodological article,
methodological article, or or case study and is
case study and is
appropriate for topic.
appropriate for topic.
The scope of the study (e.g. The scope of the study
The scope of the study (e.g.
number and grade level of
(e.g. number and grade
number and grade level of
subjects; region; contextual
level of subjects; region; subjects; region; contextual
factors) is not described
contextual factors) is
factors) is described clearly for
clearly.
described clearly for most all articles.
articles.
Key findings are either
Key findings are
Key findings are summarized
unclear or limited in scope.
summarized clearly and
clearly and thoroughly for all
thoroughly for most
articles.
articles.
Relevance to topic is not
Relevance to topic is
Relevance to topic is identified
identified clearly.
identified clearly for most clearly for all articles.
articles.
Personal evaluation or critique Personal evaluation or
Personal evaluation or critique
is included but lacks depth of critique demonstrates
demonstrates understanding,
understanding.
understanding or insight. discrimination and insight.
5-10 errors in APA style for 1-5 errors in APA style for No errors in APA style.
references and narrative.
references and narrative.
Writing contains more than
three errors in writing
mechanics, but is well
organized and intended
meaning is evident
throughout.
Narrative for artifact is All four sections of the
Narrative
narrative are present but may
(Description, incomplete.
be unclear or incomplete.
Rationale,
Candidate does not provide
Impact, and
clear evidence of
Reflection) (1,
understanding how the
11%)
assignment addresses the
indicators of the CFS.
Writing is well-organized,
clearly written without
spelling or grammar errors,
and demonstrates clear
understanding.
Writing is well-organized,
clearly written without spelling
or grammar errors, and
demonstrates clear
understanding.
Narrative for artifact
clearly addresses all four
sections. Candidate
provides some evidence of
understanding how the
assignment addresses the
indicators of the CFS.
Narrative for artifact clearly
addresses all four sections.
Candidate provides clear
evidence of understanding how
the assignment addresses the
indicators of the CFS and
contributes to his/her teacher
preparation.