Write a 8- to 10-page literature review related to your research question or thesis statement. Use the following instructions to complete your literature review. Analyze the literature and write a scholarly review of the 8-10 sources as they pertain to
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Running head: EFFECTIVE LEADERSHIP
Effective Leadership
Being an effective leader will influence those who are looking up at you . Leadership has been an ongoing topic, and it has been said that leaders are born to lead; yet they need skills which should be developed and enhanced with time. When a leader is equipped with the effective leadership skills, they can enhance their ability to supervise their employees (or other students in this context). However, educators in the classroom can enhance their ability to help and guide students to succeed. This paper will review articles which have researched in the field of leadership. The research question which we will be attempting to answer is “what strategies can one use to become an effective educator in the classroom?”
Review of the literature
We will consider leadership as researched and discussed by some relevant articles. One of the articles is known as Leadership and its impact on Supervision Being an Effective Supervisor; Learned Behavior or Innate Characteristics by Catherine Campbell (2011). The other article which we will be overviewing by Robert Hooijberg and Daniel R. Denison is known as “ What Makes Leaders Effective?” (2002). Not everyone has the skills, knowledge, or desire to become a leader. However, there are those who aspire and are willing to overcome the obstacles and become enthusiastic to become effective even if they are not born leaders. Per Collins (2011), all leaders can become good supervisors, but not all supervisors are guaranteed that they will be effective leaders. According to Campbell, an effective leader is a person who “catalyze commitment to and vigorous pursuit of a clear and compelling vision, stimulating a higher performance standard.” (2011).
Several factors can influence an individual to follow a leader. In most cases, a person will desire to be directed by a person who they respect and those who have a sense of direction. It should be noted that a person who is in the position of a leader acquire respect immediately, their sense of ethics is what will make them earn their respect from others. A leader who is honorable and trusted will be respected than one who is self-serving and misuses authority. Per Campbell, “People generally are more likely to be influenced by those that they have high level of regard for .” (2011). A self-serving leader will get the employee to obey them, but not follow them.
The other reviewed article uses multiple criteria of effectiveness to improve the understanding of relationships between leadership behavior and their effectiveness. Involvement is a characteristic of becoming a strong leader. The paper states that adaptability is a weak influencer of an effective leader, but it is a strong skill for future potential and when dealing with customers. Lastly, mission is a strong predictability of being an effective leader, but given specific criteria, it is a weaker predictor. Therefore, a leader should utilize multiple criteria when they want to be effective leaders. The leader as role in an organization, the leader’s potential for the future and the leader’s effectiveness with customers.
The Big Idea
Based on these articles, we can see that leadership is a skill than must learn. An effective leader is one who observes the employee and sees what will work. In the first article, respect is a vital component of being a leader. Being respected is different from being obeyed, and furthermore, respect must be earned. By considering the employees and decide what will work for them is a skill which must be learned. The other article has overviewed that involvement, adaptability, and mission are predictors of becoming an effective leader. However, one can be strong in one criterion but weaker in another. Therefore, an effective leader should consider the multiple criteria.
Research have therefore confidently concluded that the teachers’ behavior in a class of students has a positive relation with the achievement of the student. A teacher assists a student in the basic academic skills such as writing, reading, and mathematics; they should be equipped with a set of characteristics in their general teaching approach.
From the just conducted study, the ideology that developing an interest in becoming an effective educator best answers my research question in that it explains the non-physical requirements for becoming an effective educator. Human beings are designed in such a manner that when interest is aroused in something, whether it's a tutorial field or a pastime or not, there occurs reveling in working hard at it. We come to feel that we will by some means possess it and use it to make experience of the sector around us. Coupled with the must establish the relevance of content material, instructors must craft explanations that enable students to understand the fabric. This entails knowing what scholars recognize after which forging connections between what is known and what's new (Boniface and William, 2014).
This ideology also supports my big idea which is that it formative assessment is vital towards realization of effective education in the classroom. So as to furnish students with potent and correct suggestions, educators need to ensure frequent checking especially where pupils are relating to the unit of be research's finding out pursuits or end product (summative evaluation). Hattie recommends that teachers spend the identical amount of time on formative evaluation as they do on summative assessment. This precept involves utilizing a style of comparison tactics and permitting pupils to demonstrate their mastery of the fabric in distinct ways. It avoids these comparison ways that encourage pupils to memorize and regurgitate. It recognizes the vigor of feedback to inspire extra effort to be taught (Austin, Oliver, 2011).
The study is important in helping me answer my research question because it incorporates good teaching methods. Great teaching encourages a feeling of understudy control over learning and enthusiasm for the topic. Great educators make learning undertakings suitable to the understudy's level of comprehension. They additionally perceive the uniqueness of individual learners and keep away from the allurement to force "large scale manufacturing" measures that regard all learners as though they were precisely the same. "It merits focusing on that we realize that understudies who encounter educating of the kind that licenses control by the learner learn better, as well as that they appreciate adapting more (Michael & Scruggs, 2010).
Study participants in study show some seminaries as well as differences. For instance, the participants show some willingness to work as a team. Only a few of the participants show unwillingness to work as a team. Creativity flourishes when men and women work together on a team. Brainstorming ideas as a bunch prevents stale viewpoints that usually come out of working solo. Combining specific views from each workforce member creates more effective selling solutions. Taking part on a task creates an enthusiasm for studying that solitary work most often lacks. Being able to share discoveries with the relaxation of your staff excites workers and fosters each man or woman and group advantage (Boniface and William, 2014).
One similarity between the findings of this study is that the studies advocate for development of interest in teaching. A distinct difference between the findings of this study is that the studies disagree on the roles that the teacher is supposed to play while in the classroom. Some of the strength of these studies includes simple and realistic strategies. On the other hand, weaknesses of these studies include lack of a clear direction regarding the roles that a teacher should play and no indication of roles that the government should play.
In another article, Walls et al (1999) have stated that effective teaching has four aces. Walls (1999) describes that the four aces of effective teaching summarize the best recommendation of teaching effectively. It is further stated that there is the link between what a teacher do and what the student achieve is very strong. The Four Aces, therefore, consolidates the teaching process, which is what the teacher is teaching and what the product is (the learning of the student). In other words, the Four Aces can be thought of as catalysts for learning. When a teacher utilizes the Four Aces, the student will be able to learn better, faster and utilize the knowledge in a long-lasting manner. The Four Aces are summarized below;
Ace 1: Outcomes
The first Ace of effective teaching is about issuing instructions which will influence an outcome. The outcomes are what manage a student in having clear learning objectives. Furthermore, the outcome is what direct students on where they are going and how they will manage to get there. Not only do the outcome assist a student to have a learning-oriented mind, but it is also beneficial to the teacher. Outcome enables teachers to be able to evaluate the learning of the student and determine how effective are their instructions. Furthermore , effective teachers use the outcomes as a basis for establishing their curriculum alignment. Curricular alignment is the “degree to which the employed instructional methods an assessment techniques enable the student to acquire and demonstrate the desired outcomes.” (Bulger, Mohr, & Walls, 2002)
Ace 2: Clarity
Clarity is the second Ace of effective teaching. A teacher should ensure that they provide clear instruction to the students. The effective teachers ensure that their directions and explanation are highly explicit in the teaching process. In the teaching process, an effective teacher ensures that nothing is left to chance. Therefore, when students are not meeting the expectation of the teacher, chances are they lack a degree of clarity. The teacher should, therefore, show, tell, or explain to the student using an alternate perspective. Furthermore, the course should be clear that a student can connect between new material presented and the concept learned previously (Bulger, Mohr, & Walls, 2002).
Ace 3: Engagement
Engagement is the third ace of teaching. Engagement simply means the students are learning by doing. The lecturing model, where the instructor delivers and the student receives a one-way communication, which, per the four aces, is an incomplete model. A teacher should ensure that they are creating a dynamic and educational environment that gives an opportunity to the student of practicing every concept that they have previously learn, or about to learn. The students should, therefore, be engaged repeatedly throughout the lesson. The primary purpose of the engagement is to ensure that the student acquires knowledge, skills, and positive attitude to be able to accomplish the outcomes of the lessons (Bulger, Mohr, & Walls, 2002).
Ace 4: Enthusiasm
The fourth Ace of effective teaching is enthusiasm. It is easier to realize that if a teacher hates to teach, the student will hate to learn. Conversely, if a teacher love to teach, the student will learn to love it too. In other words, enthusiasm is contagious, and therefore, an effective teacher shows a high level of knowledge and instructional experience which is reflected in their competence as well as confidence. A teacher can ensure that the learning environment is positive through using student names, reinforcing their participations, and actively moving from one student to another (Bulger, Mohr, & Walls, 2002).
Analysis
The articles prove that being a leader is not a gift which one is automatically possessed. It is a skill which must be learned. It is explained in the article that a leader should have multiple criteria, and not just rely on one including adaptability, involvement, mission, as gaining the employees is a vital in leading them. In education, teaching can resemble the case above and therefore; teachers should ensure that they exhaust a concept when explaining it to the student. Furthermore, it should be noted that the disciplines taught in school are related, in other words, they are interdisciplinary subjects. Science is taught when health, grammar, math, and values are taught. Grammar is taught when science, values, and math are taught. In other words , one discipline is interconnected to another (Gage, & National Society for the Study of Education, 1976).
Conclusion
Therefore, based on the articles, several factors influence an effective leadership. Those who have the desire to become effective leaders as an educator in the classroom should continue to learn new skills in the different environment. A leader should relate with the employees well and be influential in communicating with clients to be effective to their students in the classroom.
References
Bulger, S. M., Mohr, D. J., & Walls, R. T. (2002). Stack the Deck in Favor of Your Students by Using the Four Aces of Effective Teaching . The Journal of Effective Teaching,5(2). Retrieved February 2, 2017, from http://www.uncw.edu/jet/articles/bulger/
Campbell, C. (2011). Leadership and its Impact on Supervision Being an Effective Supervisor; Learned Behavior or Innate Characteristic. Retrieved from http://opensiuc.lib.siu.edu/cgi/viewcontent.cgi?article=1154&context=gs_rp
Gage, N. L., & National Society for the Study of Education. (1976). The psychology of teaching methods. Chicago: NSSE.
Hooijberg, R., & Denison, D. (2014). What makes leaders effective? A stakeholder approach to leadership effectiveness. doi:10.5176/2251-2195_cseit15.30
Westwood, P. (1996). Effective teaching. Australian Journal of Teacher Education,Vol21(1). Retrieved February 2, 2017, from http://ro.ecu.edu.au/cgi/viewcontent.cgi?article=1189&context=ajte
Austin, O. (2011). A synthesis paper. Paris: OECD.
Boniface, W. (2014). Classroom strategies. Englewood Cliffs, N.J: Prentice Hall.
Michael, M. A., & Scruggs, T. E. (2010). The inclusive classroom: Strategies for effective instruction. Upper Saddle River, N.J: Merrill.
Other Concerns
SPELLING VARIATIONS
The following word is spelled in two different ways:
‘towards’ appears 1 time.
PHRASES IN CAPITALS
These phrases appear in capitals in some locations but not in others:
‘four aces’/‘Four Aces’: four aces appears 3 times, but Four Aces appears 4 times.
‘ace’/‘Ace’: ace appears 1 time, but Ace appears 3 times.
‘Leadership’/‘leadership’: Leadership appears 1 time, but leadership appears 6 times.
HEADINGS IN CAPITALS
This heading is capitalized differently from other heading(s) at the same level:
The following heading(s) are in ‘All Start In Capitals’:
The Big Idea
These are capitalized differently:
Review of the literature
COMMENTS LEFT IN THE TEXT
These comments may mean that details need to be added or text removed:
http://www.uncw.edu/jet/articles/bulger/
http://ro.ecu.edu.au/cgi/viewcontent.cgi?article=1189&context=ajte
Comments Compiled
Comment 1: The title of your paper will set your paper apart from the rest, so be sure to come up with something creative and exciting. Simply using the title of the assignment is drab and unimaginative and will do nothing to attract the interest of your reader. Align the title of your paper with your research question. Many students use their research question as the title. (by Cecilia Corkhill) at the point in the text that reads 'Effective Leadership'.
Comment 2: This is the only title page used in this course, so, it should be the one used for the final proposal. (by Cecilia Corkhill) at the point in the text that reads 'Effective Leadership
Phyllis Ade
EDGR 698
Dr. Cecilia Corkhill;'.
Comment 3: Title page.
The title of your paper should be centered and typed on one or two lines in the regular style (not bold, italicized, or all capitals) in the top half of the title page, followed by your name and affiliation on the next two lines. The title page is numbered as page 1.
The title of the paper, your name, and institution are centered on the title page. The title page will consist of only the title, your name, the institution, and the author’s note. All are centered and double spaced with no extra space. This is placed several spaces down from the top portion and consists of:
An Action Research Report Presented to
The Graduate Program in Partial Fulfillment of the Requirements
For the Degree of Masters in Education
Concordia University--Portland
Year Date
This should be the same title page as your final proposal. See the samples in Survival Files.
(by Cecilia Corkhill) at the point in the text that reads 'EDGR 698
Dr. Cecilia Corkhill;'.
Comment 4: There is a section that is required before this heading. APA does not permit use of the word Introduction as a level heading, however, this section serves that purpose. Begin the text of the paper by including the title (centered, upper, and lower title case).
Function of the Introductory Section
The function of the Introduction Section is to:
Establish the context of the work being reported. This is accomplished by discussing the relevant primary research literature (with citations) and summarizing our current understanding of the problem you are investigating;
State the purpose of the work in the form of the hypothesis, question, or problem you investigated; and,
Briefly explain your rationale and approach and, whenever possible, the possible outcomes your study can reveal.
Go back and take a look at your introduction. The introduction is where you should draw your reader into the piece. Try to use some sort of a hook to peak your reader's interest. Then, lead up to a solid analysis.
After you hook your reader, include a few pertinent sentences in your introduction that lead up to your research question statement.
(by Cecilia Corkhill) at the point in the text that reads 'Literature Review'.
Comment 5: Read https://www.bcps.org/offices/lis/researchcourse/lit_rev_write.html
And See Survival Files
1 About the Research Question
2 Outline of a Literature Review
18 Literature Review Outline
41 Action Research Proposal Template (by Cecilia Corkhill) at the point in the text that reads 'Literature Review'.
Comment 6: Personal pronouns like I, me, you, he, him, she, her, we, us, they, their, our, and them are not used in most formal writing. Replace as many occurrences of these as possible except in the reflective section. (by Cecilia Corkhill) at the point in the text that reads 'you'.
Comment 7: Passive Voice
http://ctl.yale.edu/sites/default/files/files/Passive_Voice_Updated_May_26_2015-1.pdf
Passive voice is not a grammatical error, but a style choice. Active voice is the style of academic writing. With the active voice, the subject performs the action. Use passive voice when the sentence object is more important than the subject. The active voice is generally easier to read. Change as many of the passive verbs to active voice as possible (by Cecilia Corkhill) at the point in the text that reads 'has been said'.
Comment 8: Omit and use some say (by Cecilia Corkhill) at the point in the text that reads 'it has been said'.
Comment 9: Semicolon instead of comma. The coordinating conjunction yet should be preceded by a comma, not a semicolon. (by Cecilia Corkhill) at the point in the text that reads 'lead; yet'.
Comment 10: See http://writingcenter.unc.edu/handouts/literature-reviews/
Instead of summarizing the studies you found, focus on explaining what you can take from this study to help answer and shape your research question.
(by Cecilia Corkhill) at the point in the text that reads 'This paper'.
Comment 11: Omit (by Cecilia Corkhill) at the point in the text that reads 'the field of'.
Comment 12: Personal pronoun in formal writing-- formal writing is usually written in the third person. Rewrite to remove the personal pronoun. In formal writing, do not insert yourself (first person). Formal academic writing generally focusses on the research rather than the researchers e.g. “The results indicate …” rather than “We believe the results indicate …”.. See http://owl.english.purdue.edu/owl/resource/560/15/ for more details. See my post about First Person Reserved. Personal pronouns like I, me, you, he, him, she, her, we, us, they, their, our, and them are not used in formal writing. Replace all occurrences of these except in the reflective section. (by Cecilia Corkhill) at the point in the text that reads 'we'.
Comment 13: Omit and use has attempted (by Cecilia Corkhill) at the point in the text that reads 'will be attempting to'.
Comment 14: This is a broad general question that does not match what you have researched. Your research focused on leadership. (by Cecilia Corkhill) at the point in the text that reads '“what strategies can one use to become an effective educator in the classroom?”'.
Comment 15: Levels of Headings
There are five levels of headings in APA Style. Proceed through the levels numerically, starting with Level 1, without skipping levels. See https://owl.english.purdue.edu/owl/resource/544/01/
Level One--Centered, Boldface, Uppercase, and Lowercase Heading
Level Two--Flush Left, Boldface, Uppercase and Lowercase Heading
Level Three--Indented, boldface, lowercase paragraph heading ending with a period.
Level Four--Indented, boldface, italicized, lowercase paragraph heading ending with a
period.
Level Five--Indented, italicized, lowercase paragraph heading ending with a period. Text begins on the same line.
See https://www.youtube.com/watch?v=p9ooCoh-l54
And follow the class template. (by Cecilia Corkhill) at the point in the text that reads 'Review of the literature'.
Comment 16: Use surnames only. (by Cecilia Corkhill) at the point in the text that reads 'Catherine'.
Comment 17: This is not the purpose of a literature review. You are to analyze. (by Cecilia Corkhill) at the point in the text that reads 'The other article which we will be overviewing'.
Comment 18: Do not use article or study titles in the text-only in the reference section. Remove all titles from the text section. (by Cecilia Corkhill) at the point in the text that reads 'What Makes Leaders Effective?”'.
Comment 19: Omit (by Cecilia Corkhill) at the point in the text that reads '. One of the articles is known as Leadership and its impact on Supervision Being an Effective Supervisor; Learned Behavior or Innate Characteristics by Catherine Campbell (2011). The other article which we will be overviewing by Robert Hooijberg and Daniel R. Denison is known as “What Makes Leaders Effective?” (2002).'.
Comment 20: Omit and use will (by Cecilia Corkhill) at the point in the text that reads 'are willing to'.
Comment 21: Colloquial vocabulary includes words and expressions that are used in everyday spoken language. Avoid other types of conversational language such as figures of speech, clichés, and idioms
(by Cecilia Corkhill) at the point in the text that reads 'are not born'.
Comment 22: Subject instead of object pronoun-use whom (by Cecilia Corkhill) at the point in the text that reads 'who'.
Comment 23: Omit (by Cecilia Corkhill) at the point in the text that reads 'who'.
Comment 24: Use a more formal word like According to (by Cecilia Corkhill) at the point in the text that reads 'Per'.
Comment 25: Before you include a quote you must clearly say how or why it relates to your argument. A series of disconnected quotations will erode the strength of your argument
(by Cecilia Corkhill) at the point in the text that reads '“People'.
Comment 26: Direct quotations require a page or paragraph number. (by Cecilia Corkhill) at the point in the text that reads '.” (2011).'.
Comment 27: APA requires that literature reviews are written in the past tense. The analysis section and the future plans may be written in present and future tenses. (by Cecilia Corkhill) at the point in the text that reads 'states'.
Comment 28: Replace this word. (by Cecilia Corkhill) at the point in the text that reads 'influencer'.
Comment 29: You have a missing article before a noun. Articles are determiners. Countable and singular nouns need determinrs; these nouns cannot stand alone. Proper nouns, most plural nouns, and mass (uncountable)e nouns, do not need determiners. Some nouns go either way. Sometimes they are countable and sometimes they are not. The noun time is an example. The is called the definite article because it is used if something is distinguished from other things. A and an are indefinite articles. (by Cecilia Corkhill) at the point in the text that reads 'mission'.
Comment 30: Missing article (by Cecilia Corkhill) at the point in the text that reads 'role'.
Comment 31: Incomplete sentence (by Cecilia Corkhill) at the point in the text that reads 'The leader as role in an organization, the leader’s potential for the future and the leader’s effectiveness with customers'.
Comment 32: This sub-section needs to be explained. (by Cecilia Corkhill) at the point in the text that reads 'The Big Idea'.
Comment 33: Did you mean that? (by Cecilia Corkhill) at the point in the text that reads 'than'.
Comment 34: All ideas in a paragraph should be logically linked together. Start with a strong topic sentence and then introduce supporting sentences to provide more detail and flesh out this initial idea.
Think of your topic sentence as a kind of mini-thesis. As your thesis statement presents the main idea of your entire paper, so your topic sentence should present the main idea of that entire paragraph. Strengthen your topic sentences so that they accurately take control of the rest of the
paragraph.
http://www2.le.ac.uk/offices/ld/resources/writing/grammar/grammar-guides/paras (by Cecilia Corkhill) at the point in the text that reads 'Based on these articles, we can see that leadership is a skill than must learn. An effective leader is one who observes the employee and sees what will work.'.
Comment 35: Omit and use differs (by Cecilia Corkhill) at the point in the text that reads 'is different'.
Comment 36: Omit and use because (by Cecilia Corkhill) at the point in the text that reads 'in that'.
Comment 37: A different preposition is a better fit for the context here. Replace the preposition in. Use by.
(by Cecilia Corkhill) at the point in the text that reads 'in'.
Comment 38: Contractions are acceptable to use in informal forms of writing, but they are not acceptable to use in formal academic writing unless they are in a quotations or titles. Correct any other of these. (by Cecilia Corkhill) at the point in the text that reads 'it's'.
Comment 39: Missing article (by Cecilia Corkhill) at the point in the text that reads 'experience'.
Comment 40: Unclear antecedent when This is used as the subject. The word this is an ambiguous referent. Never use this without a noun or noun phrase immediately following. (by Cecilia Corkhill) at the point in the text that reads 'This'.
Comment 41: Missing commas with interrupter (by Cecilia Corkhill) at the point in the text that reads 'checking'.
Comment 42: ??? (by Cecilia Corkhill) at the point in the text that reads 'be'.
Comment 43: Omit (by Cecilia Corkhill) at the point in the text that reads 'amount of'.
Comment 44: Missing article (by Cecilia Corkhill) at the point in the text that reads 'extra'.
Comment 45: If this is the first word in a quotation, then it should be capitalized. If not, then ellipsis are added to show the reader that text has been omitted. Check and correct any other of these. (by Cecilia Corkhill) at the point in the text that reads '"large'.
Comment 46: Omit and use and (by Cecilia Corkhill) at the point in the text that reads 'as well as'.
Comment 47: Missing article (by Cecilia Corkhill) at the point in the text that reads 'study'.
Comment 48: Omit (by Cecilia Corkhill) at the point in the text that reads 'some'.
Comment 49: Omit and use and (by Cecilia Corkhill) at the point in the text that reads 'as well as'.
Comment 50: Omit (by Cecilia Corkhill) at the point in the text that reads 'some'.
Comment 51: Missing article (by Cecilia Corkhill) at the point in the text that reads 'unwillingness'.
Comment 52: A different preposition is a better fit for the context here. Replace the preposition on. Use in. (by Cecilia Corkhill) at the point in the text that reads 'on'.
Comment 53: ???? (by Cecilia Corkhill) at the point in the text that reads 'the relaxation of'.
Comment 54: If the authors' names appear in the text itself, connect the names with the word and; however, if the authors' names appear parenthetically, connect the names with an ampersand (&). Correct any other of these. (by Cecilia Corkhill) at the point in the text that reads 'and'.
Comment 55: Missing article (by Cecilia Corkhill) at the point in the text that reads 'development'.
Comment 56: Omit and use distinction (by Cecilia Corkhill) at the point in the text that reads 'distinct difference'.
Comment 57: Colloquial language-omit (by Cecilia Corkhill) at the point in the text that reads 'On the other hand,'.
Comment 58: In et al., et should not be followed by a period; al is followed by a period and usually comma. In subsequent citations, only use the first author's last name followed by et al., in the signal phrase or in parentheses. The abbreviation et al., is used both inside and outside of parentheses. Directions on comma use always apply, whether you are abbreviating or not. Please correct all these. See http://blog.apastyle.org/apastyle/2011/11/the-proper-use-of-et-al-in-apa-style.html (by Cecilia Corkhill) at the point in the text that reads 'et al'.
Comment 59: Omit (by Cecilia Corkhill) at the point in the text that reads 'In other words,'.
Comment 60: Omit and use can (by Cecilia Corkhill) at the point in the text that reads 'be able to'.
Comment 61: I am not sure what you are doing in this section. This uses too much of the text and needs to be handled differently. (by Cecilia Corkhill) at the point in the text that reads 'The Four Aces are summarized below;'.
Comment 62: Omit (by Cecilia Corkhill) at the point in the text that reads 'are what'.
Comment 63: Omit (by Cecilia Corkhill) at the point in the text that reads 'manage to'.
Comment 64: Rewrite (by Cecilia Corkhill) at the point in the text that reads 'Furthermore, the outcome is what direct students on where they are going and how they will manage to get there'.
Comment 65: Use This outcome (by Cecilia Corkhill) at the point in the text that reads 'Outcome'.
Comment 66: Omit (by Cecilia Corkhill) at the point in the text that reads 'be able to'.
Comment 67: Omit (by Cecilia Corkhill) at the point in the text that reads 'Furthermore'.
Comment 68: If this is the first word in a quotation, then it should be capitalized. If not, then ellipsis are added to show the reader that text has been omitted. Check and correct any other of these. If this is the first word in a quotation, then it should be capitalized. If not, then ellipsis are added to show the reader that text has been omitted. Check and correct any other of these. (by Cecilia Corkhill) at the point in the text that reads '“degree'.
Comment 69: Should this be and? If not then you should add [sic]. Quoted material should not be altered, even if it contains spelling or other errors. Errors in the quoted material can be indicated by inserting the word [sic] italicized and in square brackets after the error. (by Cecilia Corkhill) at the point in the text that reads 'an'.
Comment 70: Indefinite article with plural noun (by Cecilia Corkhill) at the point in the text that reads 'an assessment techniques'.
Comment 71: Omit (by Cecilia Corkhill) at the point in the text that reads 'a degree of'.
Comment 72: Omit (by Cecilia Corkhill) at the point in the text that reads 'Furthermore,'.
Comment 73: A different preposition is a better fit for the context here. Replace the preposition between. Use with (by Cecilia Corkhill) at the point in the text that reads 'between'.
Comment 74: Omit (by Cecilia Corkhill) at the point in the text that reads 'that'.
Comment 75: Omit and use can (by Cecilia Corkhill) at the point in the text that reads 'be able to'.
Comment 76: Omit (by Cecilia Corkhill) at the point in the text that reads 'In other words,'.
Comment 77: Omit and use and (by Cecilia Corkhill) at the point in the text that reads 'as well as'.
Comment 78: Your writing has been focused more on summary than on synthesis. How can these studies be looked at in conjunction with one another? (by Cecilia Corkhill) at the point in the text that reads 'Analysis'.
Comment 79: Omit and use essential. (by Cecilia Corkhill) at the point in the text that reads 'a vital'.
Comment 80: Use some other synonyms for Furthermore (by Cecilia Corkhill) at the point in the text that reads 'Furthermore,'.
Comment 81: Omit (by Cecilia Corkhill) at the point in the text that reads 'in other words,'.
Comment 82: Omit (by Cecilia Corkhill) at the point in the text that reads 'In other words'.
Comment 83: Conclusion
Keep working on your conclusion. A paper is like a sandwich, with bread on top and on bottom. Reread your introduction to remind yourself of your central idea. Bring that up again in the conclusion to give the reader a sense of completeness.
Close your paper with a great conclusion that recaps your main points and wraps everything up in a nice finishing package.
Your conclusion should provide the reader with a sense of closure. Reiterate your key points and remind us of the ideas and topics you have covered. Without a strong conclusion, your paper feels unfinished.
Your conclusion is your last place to make your case to the reader. Take full advantage of that opportunity! Use forceful and powerful language to ensure that your paper leaves an impression on your reader (and grader)! (by Cecilia Corkhill) at the point in the text that reads 'Conclusion'.
Comment 84: Title is formatted in sentence case with only the first word, the first word after a colon, and proper nouns capitalized. Check and correct all titles. (by Cecilia Corkhill) at the point in the text that reads 'Stack the Deck in Favor of Your Students by Using the Four Aces of Effective Teaching .'.
Comment 85: Not needed with a full citation. (by Cecilia Corkhill) at the point in the text that reads 'Retrieved February 2, 2017, from http://www.uncw.edu/jet/articles/bulger/'.
Comment 86: This is not a very scholarly source. It is an undergraduate research paper. It is best used as a list for her sources. (by Cecilia Corkhill) at the point in the text that reads 'Campbell, C. (2011).'.
Comment 87: Recommended citation
Campbell, C., Leadership and its impact on supervision being an effective supervisor; Learned
behavior or innate characteristic (2011). Research Papers. Paper 54.
.http://opensiuc.lib.siu.edu/gs_rp/54. (by Cecilia Corkhill) at the point in the text that reads 'Campbell, C. (2011). Leadership and its Impact on Supervision Being an Effective Supervisor; Learned Behavior or Innate Characteristic. Retrieved from http://opensiuc.lib.siu.edu/cgi/viewcontent.cgi?article=1154&context=gs_rp'.
Comment 88: This is not a full citation. See Survival File # 56 Reference Elements Post (by Cecilia Corkhill) at the point in the text that reads 'Hooijberg, R., & Denison, D. (2014). What makes leaders effective? A stakeholder approach to leadership effectiveness. doi:10.5176/2251-2195_cseit15.30'.
Comment 89: This DOI does not give me the correct article. Please correct. (by Cecilia Corkhill) at the point in the text that reads 'doi:10.5176/2251-2195_cseit15.30'.
Comment 90: Omit. Not needed with a full citation. (by Cecilia Corkhill) at the point in the text that reads 'Retrieved February 2, 2017, from http://ro.ecu.edu.au/cgi/viewcontent.cgi?article=1189&context=ajte'.
Comment 91: Not needed with a full citation. (by Cecilia Corkhill) at the point in the text that reads 'Retrieved February 2, 2017, from http://ro.ecu.edu.au/cgi/viewcontent.cgi?article=1189&context=ajte'.
Comment 92: I do not see this properly cited in the text. (by Cecilia Corkhill) at the point in the text that reads 'Westwood, P. (1996). Effective teaching. Australian Journal of Teacher Education,Vol21(1). Retrieved February 2, 2017, from http://ro.ecu.edu.au/cgi/viewcontent.cgi?article=1189&context=ajte'.
Comment 93: What is this? It is not a complete citation. (by Cecilia Corkhill) at the point in the text that reads 'Austin, O. (2011). A synthesis paper. Paris: OECD.'.
Comment 94: What happened to alphabetical order? (by Cecilia Corkhill) at the point in the text that reads 'Austin, O. (2011). A synthesis paper. Paris: OECD.
Boniface, W. (2014). Classroom strategies. Englewood Cliffs, N.J: Prentice Hall.
Michael, M. A., & Scruggs, T. E. (2010). The inclusive classroom: Strategies for effective instruction. Upper Saddle River, N.J: Merrill.'.
