Scholarly Sources & Bibliography Analysis

Prepare Icon Prepare: In order to prepare for this assignment, you should review the following tutorials in the Ashford Writing Center:

•Annotated Bibliography
•APA Checklist
•Sample Annotated Bibliography

Also, review the following information from the Ashford University Library:
•Popular & Scholarly Sources tutorial
•Primary and Secondary Sources tutorial
•Primary Vs. Secondary Sources infographic

Takes notes by listing examples and differences between these types of resources.

Reflect Icon Reflect: Compare your list of examples between primary and secondary resources. Good research is a combination of many

types of sources. Prior to taking this course, did you understand the differences between these resources and the importance of finding

one type of resource over another?

Write Icon Write: Provide your initial post that addresses these prompts: •Explain the differences between primary and secondary

sources used in research.
•Identify a type of resource for your Final Research Project topic that would be considered a primary source and one that might be a

secondary source, and explain why they fit in those categories.
•Explain the advantages of using primary source documents in your research on your Final Research Project topic.
•Review two peer-reviewed, scholarly resources from the Ashford University Library that you will use for your Final Research Project,

and explain why they were chosen.
•Provide full reference information of the two scholarly articles chosen in APA format at the end of your response.
•Download and attach the two articles that you found from the Ashford University Library to your answer using the “Attachments:

Add/Remove” function located below your response.
•Support your claims with examples from required material(s) and/or other scholarly sources, and properly cite any references.
•Your initial post should be at least 250 words in length.
•Download and attach the two articles that you found from the Ashford University Library to your answer using the “Attachments:

Add/Remove” function located below your response.
•Support your claims with examples from required material(s) and/or other scholarly sources, and properly cite any references.

Here are some of the required resources: Ashford 4: – Week 3 (Feb 09 – Feb 15) Weekly Overview Resources Discussions Journal Assignment

Resources Required Resources Articles Noaparast, K. B. (2013). Celebrating moderate dualism in the philosophy of education: A

reflection on the Hirst-Carr debate. Journal of Philosophy of Education, 47(4), 564-576. doi:10.1111/1467-9752.12039 â—¦The full-text

version of this article can be accessed through the Academic Search Complete (EBSCOhost) database in the Ashford University Library. In

this article, the author discusses the debate of Paul Hirst and Wilfred Carr in relation to their ideas on the philosophy of education,

arguing that we should embrace the idea of modern dualism in regards to theory and practical application of these opposing views.

Saito, N. (2006). Philosophy as education and education as philosophy: Democracy and education from Dewey to Cavell. Journal of

Philosophy of Education, 40(3), 345-356. doi: 10.1111/j.1467-9752.2006.00527.x â—¦The full-text version of this article can be accessed

through the Academic Search Complete (EBSCOhost) database in the Ashford University Library. In this article, the author focuses on the

comparison of Dewey’s idea of pragmatism to Cavell’s thoughts of democracy as a way of life regarding the relationship between

education and philosophy as a form of problem-solving. Saito, N. (2007). Philosophy as translation: Democracy and education from Dewey

to Cavell. Educational Theory, 57(3), 261-275. doi: 10.1111/j.1741-5446.2007.00256.x â—¦The full-text version of this article can be

accessed through the Academic Search Complete (EBSCOhost) database in the Ashford University Library. In this article, the author

addresses the challenges of Dewey’s idea of “mutual national understanding” when it comes to education of global citizenship, proposing

an approach to teach global citizenship based on the ideas of Cavell.

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