If someone's user name appears below, this peer review has already been "claimed" or completed. Please select another peer review slot or article.
This article has been reviewed by: Hcomb003 (talk) 01:06, 12 June 2009 (UTC)
To evaluate this peer review, click on the Discussion tab above.
PEER REVIEW TEMPLATE
- Use this template for your peer reviews.
- You are required to complete TWO (2) peer reviews.
- Please take your time and provide effective, helpful feedback. Plan to spend 1.5 to 2 hours per review!
- Each peer review is worth 50 points and will be "graded" by the article's author. (Click on Discussion to see the rubric the author will use to grade your peer review.)
- You may only review articles written in the current semester (no articles with BOLD titles)
- As instructed above, be sure to sign your peer review with four tilde ~~~~. You will not receive credit for reviews that are not signed
- To complete this assignment, we suggest having two tabs/windows open in your browser (e.g. Internet Explorer): one with this peer review template and one with the article you are reviewing
- Starting the DAY AFTER the peer reviews are due, you may complete ADDITIONAL peer reviews for EXTRA CREDIT (25 points each). You MAY NOT complete any Extra Credit Reviews until that time.
Part 1 - Article Components
Answer the following questions regarding the learning targets:
- Is/are the stated learning targets actual learning targets i.e. they state what the reader should know or be able to do after reading the article? YES
- Is/are the learning target(s) specific? YES
- Is/are they appropriate and reasonable? (Are they too easy or too difficult for ECI 301 students?) YES
- Is/are they observable? (You wouldn't have to look inside the readers head to know if they met this target.)YES
- Does the article provide adequate information for readers to achieve these targets? YES
Please make a comment about the learning target(s). If you answered "No" to any of the questions above, please explain how the author can improve them.
ALL LEARNING TARGETS ARE RESONABLE AND WELL DEFINED.
Grammar and Mechanics Review
- Please either paste the entire body of the article here or any sections that you feel need to be revised.
- To do this:
- go back to the module page for the article
- select "edit this page"
- highlight all the text, hit control "c" (or "copy" from the edit menu)
- navigate back to your peer review page
- click edit this page and paste the text into this window (use control "v" or paste from the edit menu)
- You may want to have Wikibooks open in two windows/tabs to make this process easier.
- Type your comments in ALL CAPITALS or in another color so the author can easily find them.
Contents [hide] 1 Sexual Education: Reducing teen pregnancy and raising awareness or promoting âsafe sexâ activity among the youth. 2 Learning Targets: 2.1 Introduction 2.2 Schools and sex education: Does it work? 2.3 Condom Nation: Government Sex Education Promotes Teen Pregnancy 2.4 Conclusion 2.5 Multiple Choice Questions 2.6 References
Under #1 in the contents( promoting ? activity among the youth). Crazy wikibook! It also done it in your title as well.
 Sexual Education: Reducing teen pregnancy and raising awareness or promoting âsafe sexâ activity among the youth. By Bianca N. Penny-Harley
 Learning Targets: To have a clear understanding of what sex education implements in the school system.
Understand the targeted objective of the sex education course.
Determine for yourself if sex education is actually a positive or negative impact in schools.
 Introduction So what exactly is sex education suppose to teach the students in the schools today.? instead of period. Sex education started with a goal to increase knowledge to our children about their bodies and how the sexual organs work. At this present day are we aiming towards the same objective? The sex education curriculum has shifted from being an introduction to sexuality for students to a more explicit class about how to prevent sexually transmitted diseases because of the mayor.major sexual activity we see today among the youth. The main topic has shifted from promoting total abstinent to âsafe sexâ. .I don't know why this keeps happening?What is the message we really are conveying to the students teaching this class. Are schools taking over the roles of parenthood in some cases discussing in detail sexuality in the schools. maybe reword this sentence. The focus of sex education has come a long way and whether you are in favor or against it, you should be able to have a better understanding on what both sides believe is correct about the class and where it is headed in the future.
âtake the a out at the beginning. The quote is nice. Just be sure to put it in quotation marks if needed.I am convinced that it's of primordial importance to learn more everyday than the year before. After all, what is education but a process by which a person begins to learn how to learn?Peter Ustinov
 Schools and sex education: Does it work? Sex education curriculum has come a long way, from having as add it's before as. main focus the promotion of abstinence, decrease of masturbation and prevention of intercourse to adjusting its point of view to the culture of the schools today promoting safe sex it has become a controversial topic among the youth. Along the years the development of the sex education curriculum has been looked at as a positive instruction for students not only to gain the knowledge to be able to refrain from inappropriate sexual activities but also as a diseases prevention matter. The implementation of sex education curriculum was thought to be directly linked to the increase of sexual activity in the younger population but this has not been fully proven. It is more likely to believe that there are other more influential factors such as parental sex education and socioeconomic status.
 Condom Nation: Government Sex Education Promotes Teen Pregnancy Sex education courses have helped to increase the use of contraceptives; in contrast it has also had greatly helped to increase higher rates of sexual activity, sexually transmitted diseases, and teen pregnancies. Premarital sex and premarital pregnancy has been rising since the 70's even though the availability of contraceptives was greater. maybe put sentence one like ; in contrast it has attributed to higher rates in sexual activity, sexually transmitted diseases, and teen pregnancies. Sentence two: have been rising since the 70's even though contraceptive availability has increased.
"One of every 10 teenage girls in the United States now becomes pregnant each year ", Be sure to cite quotes according to the APA format. according to one study by government family planners. In the midst of these findings the Clinton administration still urged an expanding of sex education from kindergarten through college. In addition, sex education courses have branched off into an exploratory look into alternative forms of sexual behavior such as masturbation and homosexuality.
 Conclusion In conclusion I believe that sex education does have a direct influence on sexual activity among teens. I do see how other factors such as economic status and parental education do affect the decisions of the students and what they engage in, however it has been proven that children that are not exposed to this information at such a young age are more likely to refrain from sexual activity in the future. There is a great importance in teaching sexuality in the schools it gives the needed knowledge and the hope to prevent certain situations but I think that this should be at an appropriate age where along with parental involement the students can fully understand the consequences instead of investigating these for them selves. Children should remain innocent until they are ready to understant what sex entails. Put a period at the end of IN in the second sentence. Cap the H in however and start a new sentence. It sounds like a run on sentence without the break. The last sentence needs some work as well. It needs a period after schools. It is just too wordy.I think you will pick up on this too after reading it again.
âdelete the a.It is what we think we know already what prevents us from learning " â Claude Brenaro
 Multiple Choice Questions 1.What was the initial reason from the implementation of sex education in the school system?(use for instead of from)
a. To teach students about sexually transmitted diseases.
b. To prevent the development of sexual inquiry.
c. To reduce or eliminate masturbation and non marital intercourse.
d. To activate the sexual activity in students.
2.In what year did the Government subsidize birth control to the poor?
3. If Jimmy is introduced to sex education at the age of 7, according to the second article what would most likely be his sexual behavior after learning the knowledge?
a. Complete abstinence
c. Explore sexual activities
d. Have sex after marriage
4. If sex education is not considered the only cause for teen pregnancy, premarital sex and sexual activity among the youth of today, according to the first article what other factor are to be taken in consideration?
a. Friendship, culture and media
b. School based clinics, sex education and Socioeconomic status
c. Parental education, sex education and youth programs
d. Socioeconomic status, parental education and sex education
1.C 2. B 3. C 4. D
 References James W. Stout, MD and Frederick .P Rivara, MD, MDH
Kirby D: The effect of school sex education programs: A review of the literature. J Sch health 1980;50;559-563
Jacqueline R. Kasun, Professor of economics from Humboldt State University
For each source listed in the "References" section of the article, name the type of source (scholarly or popular) and the perspective it provides (research, expert opinion from educator, popular news source, parent organization, personal contact, etc.)
- .scholarly-expert opioion?
List the range of publication years for all sources, e.g. 1998-2006: 1980 - last source unknown
Answer the following questions about the sources used in the article:
- Did the author CITE at least 5 sources? NOand use at least 2 scholarly sources? YES
- Are the citations in APA format? NO
- Here are two examples of citations in APA format, one for a paraphrase and one for a quotation:
- Constructing a title is both a science and an art, but on one fact all of the experts agree: the title must contain a colon (Lennon, McCartney, Harrison, & Starr, 2007).
- Unfortunately impoverished children are often attending “low-performing schools staffed by ill-equipped teachers” (Murnane, 2007, p. 34).
- Are all the sources listed in APA format in a Reference list labeled "References"? NO
- Here is an example of a reference written in APA format:
- Bailey, J., & Barnum, P. (2001). The colon and its rise to prominence in the American circus. Journal of American Punctuation, 34(5), 2-3.
- Taken together do the 5 sources represent a good balance of potential references for this topic? NO
- Does the author consider potential bias in the sources? NO
- Are most of the sources current (less than 5 years old)? NO
Please make a comment about the sources. If you answered "No" to any of the questions above, please explain how the author can improve.
I BELIEVE THAT YOU HAVE GOOD SOURCES. HOWEVER, IF YOU COULD JUST FIND A FEW MORE (MAYBE FROM POPULAR LIT) AND REFER BACK TO THE APA FORMAT I BELIEVE YOU WILL HAVE EVERYTHING COVERED BEAUTIFULLY :)
Multiple Choice Questions
- What does each question assess: knowledge or reasoning (application of knowledge)?
- Question 1 KNOWLEDGE
- Question 2 KNOWLEDGE
- Question 3 REASONING
- Question 4 REASONING
Answer the following questions about the multiple-choice questions.
- Are there 4 multiple-choice questions? YES
- Do they each have four answer choices (A-D)? YES
- Is there a single correct (not opinion-based) answer for each question? YES
- Do the questions assess the learning target? NOT REALLY
- Are the questions appropriate and reasonable (not too easy and not too difficult)? NO
- Are the foils (the response options that are NOT the answer) reasonable i.e. they are not very obviously incorrect answers? YES
- Are the response options listed in alphabetical order? NO
- Are correct answers provided and listed BELOW all the questions? YES
Please make a comment about the multiple-choice questions. If you answered "No" to any of the questions above, please explain how the author can improve the question/s.
Comment: I COULDN'T FIND ANSWERS TO 2,3, AND 4 WITHIN YOUR ARTICLE. PART OF YOUR QUESTIONS PERTAIN TO ARTICLE ONE AND ARTICLE TWO WHICH IS SOMEWHAT CONFUSING. WE SHOULD BE ABLE TO GET OUR ANSWERS FROM READING WHAT YOU WROTE NOT FROM READING THE ARTICLES THAT YOU USED FOR REFERENCES.
Part 2 - Ratings
LIST and EXPLAIN your rating for each of the four criteria.
- I rated this article 3 for importance because...IT HAS SOME USEFUL MATERIAL FOR EDUCATORS.
- I rated this article 2 on interest because...IT DIDN'T DRAW MY ATTENTION OR GIVE MY A NEW PERSPECTIVE ON THE TOPIC.
- I rated this article 1 for credibility because...ONLY 3 SOURECES WERE LISTED & APA FORMAT WAS NOT FOLLOWED.
- Writing skill:
- I rated this article 1 on writing because... SEVERAL SENTENCES WERE TOO WORDY AND CONFUSING. I HAD A HARD TIME FOLLOWING WHAT THE AUTHOR WAS TRYING TO SAY.
HIGHLIGHT SPECIFIC POINTS IN THE RUBRIC that apply to the article.
To do this: Highlight sections with the cursor and use the BOLD icon above OR type ''' (3 apostrophes) before and after the text you want to make bold
Wiki Article Rubric
|How important was the information presented on this topic to you as a teacher education student?
- Covers key ideas crucial for future teachers to know
- Based on researched information.
- Highly relevant to current educational practice (*this description may be less applicable for some topics such as history of education)
- Provides an excellent overview of the topic including relevant research, educational practice, laws and litigation. Includes in-depth discussion of at least a few selected key issues.
- Includes ideas relevant to future teachers
- Mostly based on researched information.
- Applicable to today’s schools
- Provides a good general overview with relevant information and discussion of a few key ideas
- A couple useful points; some irrelevant information
- About half of the information is the author’s opinion.
- Some out-dated information; may not reflect current practice
- Good information is included but the paper yields a partial /incomplete understanding of the topic or key issues
- One useful point
- A few facts but mostly the author’s opinion.
- Most of the information is irrelevant in today’s schools.
- Focused on unimportant subtopics OR overly general with few specifics. Important information is missing.
- Information is not relevant to future teachers.
- Information is entirely the author’s opinion.
- The information is obsolete.
- Only irrelevant details or common knowledge. Lacks any substantive information.
|How interesting was the article to read?
- Sidebar includes new information that was motivating to read/view
- Visuals (headings, colors, fonts, pictures, etc.) enhance the article by making it easier or more inviting to read
- Multiple perspectives are considered and discussed
- Mostly new information/ideas
- Insightful interpretation & analysis are evident throughout the article; a clearly stated conclusion synthesizes all of the material presented.
- Points are clearly made and elaborated on with compelling examples.
- Sidebar includes new information that enhances understanding of the topic
- Visuals add to the article
- At least two perspectives were presented
- About half of the information/ideas are new
- Interpretation and analysis is provided for 3-4 points in the article; a reasonable conclusion based on this information is stated
- Some good points are made and explained.
- Sidebar includes new information related to the topic.
- Visuals are included but have minimal effect
- One interesting or new perspective is presented
- A couple (2-3) new ideas or pieces of information
- Interpretation/ analysis is included for a few (1-2) individual sections, but there is not a conclusion that synthesizes the information presented.
- Points are made but may not always be adequately supported or explained.
- Sidebar repeats what is already in the article
- Visuals are somewhat distracting or not included
- Only the “typical” view or one biased perspective is presented.
- One new idea or bit of information
- Information presented with minimal analysis or interpretation; no conclusion or the conclusion is not based on the information presented
- At least one clear point is made and supported.
- No side bar included.
- Visuals are offensive and completely detract from the content
- No perspective is acknowledged.
- Nothing new.
- No analysis or interpretation included
- No clear points are made or points appear pasted from other sources without any explanation.
|How credible do you think the information is?
- Required sources are properly cited and included in a reference list in APA format.
- Information from diverse sources representing multiple perspectives is included. Several reputable and current sources are cited. The author acknowledges potential bias in sources where appropriate.
- Author clearly identifies his own ideas, biases and opinions
- Required sources are included; a couple of formatting errors
- Information from a variety of sources is included. Most sources are reasonably reputable; bias is acknowledged in others.
- It is clear when the author is presenting his own opinion; he doesn’t try to pass if off as fact.
- Required sources are included; APA format is not used or has many errors.
- A variety of sources is listed but the information primarily reflects a single viewpoint. Sources are reasonable.
- The author occasionally (1-2 times) states his own opinion as fact.
- Only 4 sources are cited/listed in the references or only 1 scholarly source was used
- Sources lack diversity OR information from divergent sources is only superficially mentioned. Some sources are untrustworthy or biased and not acknowledged as such.
- Author routinely (3-4 times) states her opinion as fact, ignores own biases.
- Missing two or more sources OR sources used but not cited or listed.
- All sources and information reflect a single viewpoint. Most sources are untrustworthy or biased and not acknowledged as such.
- The entire article is biased and opinion-based without acknowledgment of this perspective.
|How well do you think this article was written?
- Multiple-choice questions (2 application & 2 knowledge) align with the learning targets, assess key points, and are written according to guidelines (see R4)
- Specific, appropriate and observable learning targets are stated; the content is clearly organized to help the reader achieve these goals
- Captures and maintains attention throughout
- All or almost all of the cited information is introduced, elaborated on and explained
- Writing is organized, easy to read, and contains few to no mechanical errors.
- Multiple-choice questions (2 application & 2 knowledge) align with the learning targets, and assess key points.
- Specific and reasonable learning targets are stated; the content aligns with these goals
- Captures attention initially and periodically throughout
- Most of the cited information is discussed or explained.
- The article flowed pretty well and there were just a few mechanical errors.
- Multiple-choice questions (2 application & 2 knowledge) assess key points
- Reasonable learning targets are stated; the content relates to these goals
- Parts of the article capture attention
- About half of the cited information is discussed
- A few areas were hard to follow, confusing or oddly organized. There were a few distracting errors.
- 4 multiple-choice questions are included.
- Learning targets generally related to the content are stated
- At least one part of the article is interesting
- Information is “pasted” together with minimal explanation.
- Organization was difficult to follow, sentences were awkward and/or there were several distracting errors.
- Questions are missing or not multiple-choice.
- Learning target is missing or unrelated to content or is/are not actual learning targets
- Nothing in the article grabs the reader’s attention
- Article is entirely “pasted” together from other sources.
- Poor organization, sentence structure and/or grammatical errors made it very difficult to understand the content.
Part 3 - "2+2"
List TWO compliments and TWO suggestions about the article content
- Focus on the work, not the person
- Describe "There is...", "I see.." rather than judge "You didn't..."
- .THE QUOTES GAVE THE ARTICLE MORE LIFE. THE INSIGHT WAS QUITE NICE!!
- .NOT THAT MANY SPELLING ERRORS AND THE BOLD HEADINGS WERE UNDERLINED INDICATING A NEW SECTION.
- .THERE ARE A FEW SENTENCES THAT NEED REVISED THAT ARE TOO WORDY.
- .TWO MORE REFERENCES NEED TO BE CITED AND IN APA FORMAT.
You can make compliments and suggestions that relate to specific areas of the paper or to the paper in general. I suggest a mixture of both. Focus on what's most important. Of course, you can also include more than two suggestions and more than two compliments. The goal is to help the author improve his/her article.
I BELIEVE THAT YOU CAN MAKE THIS AN EXCELLENT ARTICLE. YOU HAVE A GOOD FOUNDATION TO BUILD UPON. GOOD LUCK. Hcomb003 (talk) 01:21, 15 June 2009 (UTC)