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Reviewing Literature

Reviewing Literature. Selecting an Area of Focus. Should involve teaching & learning Should focus on your own practice Is something you feel passionate about Is something you want to change or improve Is something within your control Can be completed by end of school year.

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Reviewing Literature

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  1. Reviewing Literature

  2. Selecting an Area of Focus • Should involve teaching & learning • Should focus on your own practice • Is something you feel passionate about • Is something you want to change or improve • Is something within your control • Can be completed by end of school year

  3. Reflective Contexts Philosophical Environmental Historical Theoretical Political Reflective Lenses Self Peers Students Literature Reflect on What Matters to You

  4. Reconnaissance • Gather preliminary information by analyzing: • Who? • What? • Where? • When? • Why? Identify critical factors/variables • How? What can you observe and measure? • Evidence!!! How do you know?

  5. Why do We Need to Review the Literature? • Dig deeper. • Search wider. • Change viewpoint. • Save time. At the end of the review you should be able to competently discuss the major themes and the “promising practices” of your research with your colleagues.

  6. Access to ERIC • http://www.eric.ed.gov • By calling 1-800-LET-ERIC (538-3742) • Accessing the online AskERIC Virtual Library • Through the AskERIC on-line question and answer service (askeric@ericir.syr.edu) • By ERIC on CD-ROM

  7. Databases EBSCOHOST Galileo ERA Professional Organizations www.ascd.org nctm.org www.ncss.org nsta.org www2.edtrust.org crede.berkeley.edu Other On-line Resources

  8. Writing a Review of the Literature • Summarize each study • Record full citation (APA) • Record page numbers for quotes • Look for themes, trends, patterns • Construct the narrative. • Write concluding statement.

  9. Introduction Narrative • Justifies your research • Justifies your intervention • Provides rationale for outcomes and variables • Establishes your credibility – this contributes to validity of the study • Describes what is new or different in terms of contribution to present practice.

  10. Sequencing Your Introduction Tell a story! Why is the learning goal important? Why is it important to your students and school? Which students have difficulty? Why? What have you and others done in the past? What are some promising practices (lit review)? Who should benefit (lit review)? Why? Therefore, you want to investigate ….

  11. Introduction: Link, Flow, & Claims • Each paragraph should have one main idea. • Link - each paragraph should be connected to preceding and following ones. • Flow - logical sequence. • Claims - should be justified. • Based on information from lit review. • Based on personal experience

  12. The Concluding Statement • Provides a starting point and context for your own research. • Explains the potential contribution of your work to published research. • Describes promising practices that you have discovered in the research and how these will impact your study.

  13. Research Questions • Generic: • Will Independent variable cause change in Dependent variable? • Will MyTreatmentincrease StudentOutcome?

  14. Research Question Hypothesis • “Change” • Hypothesis – there will be a difference • Test – two-tailed t-test • “Increase” • Hypothesis – there will be an improvement. • Test – one-tailed t-test • Justify the hypothesis in the Introduction.

  15. Research Questions and Title • Generic: • Effects of MyTreatment on StudentOutcome(s) for MyStudents • StudentOutcome(s) – focus on main outcome • e.g. “learning physical science” • MyStudents – focus on main characteristics • e.g. “first-grade” or “special needs”

  16. Research Variables • Your Intervention is the independent variable. • Student outcomes are the dependent variables. • knowledge, skills, behavior, or attitude • Student characteristics are covariates. • e.g. gender, SES, LEP, race/ethnicity • All variables will be • introduced in introduction • detailed in methods

  17. Defining Variables • Name variables carefully • Use these names consistently • Define variables so they are observable or measurable • All variables should have been discussed in Introduction. • All variables will be elaborated in Methods.

  18. Defining Variables - Examples • Independent: • Repeated readings. Repeated readings is an instructional strategy where … (Rafferty, 2002). • Dependent: • Motivation. Motivation is the extent to which a person feels interested in learning content and willing to participate in class activities and independent assignments This will be measured by an attitude survey. • Covariate: • Poverty. Students are categorized as high-poverty or low-poverty according to their eligibility for free and reduced lunch.

  19. Questions?

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