Annotated Bibliography

Boyadjieva, P. A., & Ilieva-Trichkova, P. I. (2015). Higher Education and Social Trust: A
European Comparative Perspective. International Perspectives On Education &
Society, 26153-187. doi:10.1108/S1479-367920140000026007
The author, Pepka Boyadjieva, works in the areas of Sociological Theory, Social Stratification,
and Higher Education at the Bulgarian Academy of Sciences in Sofia, Bulgaria. Her co-author,
Petya Ilieva-Trichkova, is a Doctor of Philosophy at the Institute for the Study of Societies and
Knowledge in Sofia, Bulgaria. The article focuses on the impact of higher education on social
trust; both impersonal and institutional trust are analyzed. This study incorporates nearly twenty
European countries and explores them in depth using data collected from the European Social
Surveys collected from 2006-2010.

Brown, P., Hashem, F., & Calnan, M. (2016). Trust, regulatory processes and NICE decision-
making: Appraising cost-effectiveness models through appraising people and systems.
Social Studies Of Science (Sage Publications, Ltd.), 46(1), 87-111.
doi:10.1177/0306312715609699
Dr. Patrick Brown works in the Department of Sociology and Center for Social Science and
Global Health in the University of Amsterdam in the Netherlands. Dr. Ferhana Hashem is a
Director of Studies in the Centre for Health Services Studies at the University of Kent, in
Canterbury, UK. Michael Calnan is a professor in the School of Social Policy, Sociology, and
Social Research at the University of Kent, in Canterbury, UK. These researchers presented their
article on decision-making regarding the cost-effectiveness of expensive machines at the
National Institute for Health and Care Excellence. Their article highlighted the many areas of
distrust in the medical arena, and concluded various complications due to the trust issues.

Durkin, K., & Shafto, P. (2016). Epistemic Trust and Education: Effects of Informant Reliability
on Student Learning of Decimal Concepts. Child Development, 87(1), 154-164.
doi:10.1111/cdev.12459
Kelley Durkin and Dr. Patrick Shafto are professors in the School of Education at Rutgers
University in Newark, New Jersey. The authors posed that epistemic trust literature emphasize
how trustworthy a child deems an informant to be directly affects learning. The study focused on
fourth and fifth graders and compared examples from accurate and inaccurate informants. Their
findings concluded that epistemic trust is a factor that affects learning in an academic domain.

Dwivedi, P., & Bharadwaj, K. K. (2013). Effective Trust-aware E-learning Recommender

System based on Learning Styles and Knowledge Levels. Journal Of Educational
 Technology & Society, 16(4), 201-216.
Both authors, Pragya Dwivedi and Kamal Bharadwaj, are professors in the School of Computer
and Systems Sciences at the Jawaharial Nehru University in New Delhi, India. Their article
explores how eLearning systems have become an essential tool to provide learning to young
students, and the issues therefore created by not being able to find the proper information for
research purposes. The authors recommended a weighted scheme to recommend resources to
learners based on learning style and knowledge levels.

Grlich, A., & Katznelson, N. (2015). Educational trust: relational and structural perspectives on
young people on the margins of the education system. Educational Research, 57(2), 201-
215. doi:10.1080/00131881.2015.1030857
Anne Gorlich is an MA in Psychology and Communication at the Aalborg University in
Denmark, along with her co-author, Noemi Katznelson, who is a professor in the Department of
Education, Learning and Philosophy. Their article focuses on shifting the responsibility of
education from the individual towards a relational perspective. The authors collected qualitative
data of 20 people aged 17-24, and the findings concluded three overall components of
educational trust, which created a shift in focus from the individuals to the function of the
education system.

Halawah, I. (2011). Factors influencing college students motivation to learn from students
perspective. Education, 132(2), 379-390.

The author, currently an Assistant Professor at Hadramout University of Science and Technology
in Yemen, poses her ideas on specific factors that influence motivation in college students. In the
article, she expresses that researchers have found several ways to enhance students self-
motivation, then explains in detail a number of methods, as well as their outcomes. Her paper is
focused around intrinsic motivation, which directly applies to my study of ways to increase
intrinsic motivation in students. The information Halawah presents is aligned with a number of
other articles regarding methods of increasing intrinsic motivation, such as that by Kusurkar,
Croiset & Ten Cate, therefore validating her findings. Although her research is geared towards
college students, I believe that the information presented is applicable to high school students as
well.

Hendricks, C. (2013). Improving schools through action research: A reflective practice

approach (3rd ed.). New Jersey: Pearson Education Inc.
Cher Hendricks, an Associate Professor and Director of the Center for Teaching and Learning, as
well as author or co-author of numerous educational publications, presents useful information on
the processes of conducting action research in the classroom. The book is a pragmatic text that
prepares modern educators to conduct their own action research. Hendricks provides clear
outlines through each step of the action research project, as well as information regarding how to
write a research paper. She is thorough in her evaluation of action research, and how it can be
utilized to reform classroom learning. Most of the information presented shares a clear
connection with the writings on action research by Mills.

Kozuch, B., & Dobrowolski, Z. (2014). Creating Public Trust : An Organisational Perspective.
Frankfurt: Peter Lang GmbH, Internationaler Verlag der Wissenschaften.
Dr. Barbara Kozuch is a Professor of Economics at the Jagiellonian University in Krakow, and
has published nearly 400 works including articles and studies used in the teaching fields.
Zbyslaw (Peter) Dobtowolski is a senior lecturer at the Jagiellonian University, who lectures
primarily in the subjects of Organization and Management, Theory of Audit, and Public Finance.
Their book was created as an overview in the organizational perspective in exploring public trust.
This study demonstrates that the proper functioning of public organizations has a great deal of
impact on relationships created between various organizations.

Kusurkar, R. A., Croiset, G., & Ten Cate, T. J. (2011). Twelve tips to stimulate intrinsic
motivation in students through autonomy-supportive classroom teaching derived from
Self-Determination Theory. Medical Teacher, 33(12), 978-982.
doi:10.3109/0142159X.2011.599896

Rashmi Kusurkar, professor in the Institute of Education and Training in the VU University
Medical Center Amsterdam and author of numerous publications about Self Determination
Theory and student motivation, paired up with Gerda Croiset, Professor of Medical Education
and Director of VUmc School of Medical Services, and Olle ten Cate, author of multiple papers
on medical education curriculum, in presentation of ways to stimulate intrinsic motivation. They
offer twelve approaches, based on the Self Determination Theory, in which teachers may
increase intrinsic motivation in their students. Though the ideas presented are geared towards
teachers in the health professions, the basis of the concepts are simple enough to incorporate into
a variety of classrooms.

Lei, S. A. (2010). Intrinsic and extrinsic motivation: evaluating benefits and drawbacks from
college instructors' perspectives. Journal Of Instructional Psychology, 37(2), 153-160.
Simon Lei, professor in the Department of Educational Psychology at the University of Nevada
and author of several education-based articles, evaluates the benefits of extrinsic versus intrinsic
motivation. He thoroughly explains both types of motivation, and relates them to how college
students are most motivated to learn. He begins by outlining the many benefits of intrinsic
motivation in detail, then presents a table with both the benefits and drawbacks. Lei then
continues with a breakdown of benefits and drawbacks of extrinsic motivation. As he compares
the two, he provides educational implications that could easily be applied to high school
students. The information presented seems to be well aligned with the findings by Halawah.

Liu, D., & Xiaohong, G. (2016). Study of Continuity Trust on Adoption and Design of e-
Education and Student Development. International Journal Of Emerging Technologies In
Learning, 11(12), 64-67. doi:10.3991/ijet.v11i12.5921
Dr. Dawei Liu works in the Science & Engineering department of Alfred University in Alfred,
New York. His co-author, Xiaohong Guo, is from the Chinese Academy of Sciences in Beijing,
China. Both have authored a number of publications centered around the development of
education. This article focuses around trust in eLearning, specifically in regards to the
development of students capabilities. Liu and Guos article proposes a new trust evaluation
system to be in place to ensure students are being honest in the realm of eLearning.

Martins, J. T., & Baptista Nunes, M. (2016). Academics e-learning adoption in higher education
institutions: a matter of trust. Learning Organization, 23(5), 299-331. doi:10.1108/TLO-
05-2015-0034
Dr. Jorge Tiago Martins is a Professor of Qualitative Social Research and Information Science a
the University of Sheffield. Dr. Miguel Baptista Nunes, also a Professor at the University of
Sheffield, has obtained a Bachelors of Science in Applied Math, Masters of Science in
Information Management, and PhD in Information Studies. Their co-authored paper examines
how academics enact trust in eLearning, specifically in the higher education institutions. Data
was gathered on 62 different academics, and then analyzed by the comparative method in open,
axial, and selective coding.

Mills, G. E. (2014). Action research: A guide for the teacher researcher (5th ed.). New Jersey:
Merrill/Prentice Hall.
Geoffrey Mills, a Professor of Education at Southern Oregon University, has authored a number
of books about action research in education, and presents useful information about the process in
this text. The book was created based on his personal experience with action research, and
clearly demonstrates practical applications of action research, most often documented by
teachers and principals with whom he at one time worked. Mills provides a clear definition of
action research, important historical and theoretical connections, and presents a simple process of
conducting action research in ones own classroom. This work has clear correlations to the
findings presented by Hendricks as well.

National Board for Professional Teaching Standards (1989). Five core propositions. What
Teachers Should Know and Be Able to Do, 3-4.

This website clearly outlines the five core propositions, as set forth by the National Board for
Professional Teaching Standards in 1989. The five core propositions represent an excerpt from
the document, What Teachers Should Know and Be Able to Do, which endorses teacher
achievement in progressing student success. The ideas presented create a basis from which great
educators arise, and are therefore regularly consulted in the designing of my action research
project.

Romero, L. S. (2015). Trust, behavior, and high school outcomes. Journal Of Educational
Administration, 53(2), 215-236. doi:10.1108/JEA-07-2013-0079
Dr. Lisa Romero is a Professor in the College of Education at California State University in
Sacramento, California. Romero has authored and co-authored articles relating to the fields of
Educarional Leadership, Educational Policy, and Secondary Education. Her article focuses on
the relationship between student/teacher trust and the impact on classroom behavior as related to
school systems. She concisely concludes her findings that there is a significant relationship
between trust and behavior, and concludes the article with the social implications of her findings.

Schmidt, J.A., Shumow, L., & Zaleski, D.J. (2013). Multiple perspectives on student learning,
engagement, and motivation in high school biology labs. High School Journal, 96 (3).

Lee Shumow, Presidential Teaching Professor in Educational Psychology at Northern Illinois

University, Jennifer Schmidt, Associate Professor in the Department of Leadership in
Educational Psychology, and Diana Zaleski, Project Administrator at the Illinois State Board of
Education, present their findings on three studies involving learning and motivation. The studies
were conducted in three high school biology classrooms, all relating to different lessons. Their
descriptions of the methods, processes, and results for each study are thorough, and they provide
a succinct and easily understandable conclusion of their findings. They then offer suggestions to
teachers on ways to increase learning in given situations. Although the information presented
pertains to science classrooms, I believe that some of their suggestions, which seem to mirror
those posed by Kusurkar, Croiset, & Ten Cate, could certainly traverse to other subjects.

Simmons, L. L., Simmons, C. B., Hayek, M., Parks, R., & Mbarika, V. W. (2012). A Cultural
Comparison of Trust in eLearning Artifacts. Decision Sciences Journal Of Innovative
Education, 10(4), 547-574. doi:10.1111/j.1540-4609.2012.00362.x
Dr. Lakisha Simmons is an Assistant Professor at the Belmont University College of Business,
and has written a number of scholarly articles over the past few years. Dr. Chris Simmons is a
Professor of Computer Science and Software Engineering at Lipscomb University in Nashville,
Tennessee. Dr. Mario Hayek is a Professor of Commerce at Texas A&M University. Dr.
Rachida Parks is an Assistant Professor of Business Information Systems at the University of
Arkansas in Little Rock, Arkansas, and Dr. Victor Mbarika is a Professor of Teaching Philosophy
at a number of colleges and universities. The team of professors created this article focusing on
learning through technology, and how students must create a trust relationship through
technological means in order to learn appropriately. The article also reflects on the impact of
different cultures (American and Latin American) on eLearning.

Tanaka, M., Mizuno, K., Fukuda, S., Tajima, S., & Watanabe, Y. (2009). Personality traits
associated with intrinsic academic motivation in medical students. Medical
Education, 43(4), 384-387. doi:10.1111/j.1365-2923.2008.03279.x

The authors, all respected professionals in various medical education fields in Japan and many of
them Professors at Osaka City University, discuss specific personality traits that are correlated to
intrinsic motivation. Their study group consisted of 119 medical students and findings were
based on questionnaires given to the students, based on the Intrinsic Motivation Scale toward
Learning, and the Temperament and Character Inventory. The authors give a clear introduction to
their subjects, methods, analyses, and results of the study, concluding that traits such as
persistence, self-directedness, and cooperativeness had direct positive correlations with intrinsic
academic motivation. The presented findings seem to agree with information given by Halawah
in her studies of intrinsic motivation in college students.

University of Saint Mary Conceptual Model (2011). Knowledge in action: defining problem-
based inquiry.
This publication outlines the methods of action research as outlined by the University of Saint
Mary. The model clearly states the contextual areas of the framework for graduation programs,
provides the history and justifications behind the framework, and outlines the dispositions and
outcomes expected of candidates. The model refers to the Five Core Propositions as given by the
National Board for Professional Teaching Standards, and explains each in detail. This document
provides a solid framework for action research within the course work of the University of Saint
Marys Master of Arts in Teaching program, and will therefore often be referred to during the
course of my studies.

http://ritter.tea.state.tx.us/cgi/sas/broker?_service=marykay&year4=2014&year2=14&_debug=0
&single=N&title=2014+Texas+Academic+Performance+Reports&_program=perfrept.pe
rfmast.sas&prgopt=2014%2Ftapr
%2Ftapr.sas&ptype=P&level=campus&search=district&namenum=North+East+ISD&di
strict=015910&campus=015910014
This website offers statistical data about my current school, collected by the Texas Education
Association, based on the 2013-14 school year. Although the information given is slightly out of
date, it provides a basis for demographic information regarding the student body. The report
gives detailed percentages on ethnic distributions, economically disadvantaged students,
graduates, staff, special programs, and STAAR results. This report will be referred to during the
course of my studies when citing important demographic information regarding the student body
at my school. It may also be used to give insight to possible areas of focus.