english project and need a sample draft to help me learn.
Hello, need 5 more sources for my annotated bibliography. Below are some interaction of what need to be added. I need 3 of the sources to be a different view point. What I am researching how Chicago public schools are underfunded and how it affects the students as well as comparing it to private schools. It is in APA format. The sources have to be scholarly.
BACKGROUND:
As part of your Wicked Problems project, you will need to conduct research and create an annotated bibliography in APA 7 format for EIGHT of your sources. The eight sources should include the following:
1)At least 2 peer-reviewed scholarly sources
2)At least 6 other reputable sources
3)At least 3 of the total 8 sources must be representative of a different point of view than the one you already hold. This can include scholarly or non-scholarly sources.
OVERVIEW:
Review your collected sources and choose those that provide a wide variety of perspectives on your topic. Article abstracts are helpful in this process.
This assignment consists of eight annotated bibliographic entries, one for each source. A standard annotated bibliography contains the following:
·The bibliographic information for your source, which you should be able to access from Refworks if you were saving that information as you accessed each source. This information should be in APA 7 format.
I am also attaching a draft that goes along with I would like the research t focus on thank you!
·A 4-6 sentence summary of the content in the source. You may quote a line or two from the source if you think it helps illustrate an aspect that you want to remember about the source. Please include the following information in your annotations
The purpose of the work
A summary of its content
Information about the author(s), including why they should be considered credible on the material
Intended audience
Its relevance to the topic
Any special or unique features about the material
The strengths, weaknesses or biases in the material
Requirements: 4 pages
ChicagoprivateandpublicschoolsUnderfundinginChicagopublicschoolsrevealsthatitisnotsimplyastatisticalissuebutalsoasignificantsocialissuethatsubstantiallyimpactsmanypeople’slives.Growingupinacitythattakesprideinitsmulticulturalpopulationandextensivehistory,itisupsettingtoseethesevereinequalitiesintheeducationalsystem.Therefore,thissubjectinterestsmesinceitemphasizesthecrucialpartthatlearningplaysinadvancingsociety.Theresultwhensomegroupslacksufficientresourceshighlighthowurgentitistogetridofeducationalinequality.Comprehendingtheseproblemsisessentialtopromoteequalchancesandaninclusivecommunity.AlackofresourcesinpublicschoolsaffectsacommunityandIamexcitedtostudytocomprehendtheproblembetterandfightforchange.ComprehendingthesystemofChicago’sunderfundedpublicschoolsiscrucial.Schoolsinunderprivilegedcommunitieshavefewerresourcesduetothelackoffinance,frequentlylinkedtosocioeconomicconcerns.Therefore,thisproblemisaproductofstructuralinjusticescausinggenerationsofdeprivation.Witnessingteachershavingadifficulttimetryingtodeliverhigh-qualityinstructionduetoalackofresourcesandseeingstudentsdeniedcrucialeducationalopportunities.Theseincidentsshapetheideathateverykiddeservesaccesstoexcellentschoolingregardlessofcircumstance.Furthermore,teachersattheseunderfundedschoolsfrequentlyencounterproblemstryingtogettheirstudentsmaterial.Budgetconstraintsresultinlackofornotextbooks,insufficientteachingmaterials,andinadequatefacilities.Duetotheselimits,teachersthatwanttohelptheirstudentssucceedarerestricted.Bigclasssizesmakeoneononeattentionimpossible,makingithardertomeetindividualeducationdemands.Thiscircumstanceimpactstheteachersandstudentscapacitytofullysucceedintheeducationalprocess.LearningstatusinChicago,thedisparitybetweenunderfinancedpublicandwellfinancedprivateeducationalinstitutionsisquiteupsetting.Itisinterestingtoseehowmuchmoneygoesintoprivateschools,whichresultsinbetterfacilities,moreindividualizedinstruction,andaccesstoavarietyof
technology.Therefore,thisgapservesasanunfairreminderthatnotallstudentsandteachersreceivethesameleveloflearningastheyshould.Instead,itisbecomingaluxuryavailableonlytotheprivilegedfewwhocanaffordit,leavingtheremaindertomakedowithlackofsuppliesandcrammedclassrooms.Inaddition,theeducationalinequalityinChicago’spubliclearninginstitutionsgoagainstthefundamentalfoundationsofequalityandfairnessinourcommunity.Therefore,thisraisessevereconcernsregardingtheseidealsinsideoureducationsystem.Whenone’ssocioeconomicsituationdeterminesthequalityoftheireducation,thisreinforcesprejudicesandpushessocialdisparities.Thewide-rangingeffectsofthesedifferencespreventourcity’sgeneralexpansionandimprovement.Weneedtofacethesegapshead-onandstrivetowardanequitablelearningsystemwhereeveryonehasarealchanceatachievement,regardlessofthefinancialpositionoftheirfamily,tosolvetheseissuesandhelpChicagohaveabrighterfuture.ConclusionIfChicagoPublicSchoolsreceivehigherfundingitwouldimprovethelivesofthestudentsandteachersworkingundertheirsystem.AsaChicagoanwhoonceattendedChicagopublicschools,Iwanttofightforchangeasaworriedresidentandanengagedandknowledgeablecommunitymember.AsIbeginmyresearch,IaminterestedtounderstandwhyschoolsareunderfundedandseewhatcanbedonetoimprovetheeducationalsysteminChicago.
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