Writing an Outline to Organize the Literature Review Track

1. Writing an Outline to Organize the Literature ReviewTrack 32019 Summer InstituteSaturday, July 13th 10:00 - 11:30 a.m. Gina L. Peyton, Ed.D. Associate Professor David B. Ross, Ed.D. Professor Rande Matteson, Ph.D. Adjunct Faculty/Dissertation Chair Nova Southeastern University

2. Brief Disclaimer We will be reviewing a brief style for your dissertation Numerous faculty philosophies Teaching styles Courses, dissertation chair, and dissertation committee member Various writing styles Only APA 6th edition format Different philosophies of hiring an editor Be careful . . . Do your homework

3. Saving Your Work by date, time stamp, email, ADRIANA, save edited ones but not overwrite it, writing process, create separate docs for sections to go back to. . . . Very simple . . . Save it in numerous areas

4. Literature Reviews • Provides framework for the proposed study • Demonstrates why it is significant and appropriate • Clarify the connection between proposed study and previously conducted work on the topic • Your study is distinctive yet different from previous research • Adopt a critical viewpoint in researching other resources • Develop a theme and then cite the work

5. The Purpose of Literature Review • Show why your research needs to be carried out (justification). • Show how you choose to work with specific methodologies or theories. • Show how your work adds to the research already carried out. Ultimately, the purpose of the literature review is to exhaust the literature sources (especially methods and findings) the student reviewed in order to understand and investigate his/her research problem.

6. General Chapter 2 Headings • Chapter 2: Literature Review • Introduction • Theoretical Framework • Professional Development • Varied Approaches • Evaluation • Transfer of Knowledge • Professionalism • Conclusion • Research Questions

7. Outlining a Literature Review via Level Headings The following are actual Chapter 2 Level 2 headings from many Table of Contents. Let us review them and determine if you know the topic.

12. Three Main Sections of the Literature Review • Introduction • Body • Conclusion

13. 1. Introduction to the Literature Review • An Introduction is the overall “outline” of what the researcher covered in the literature review. This section of Chapter 2 should include: • The general topic, issue, or area of concern; • Provide appropriate context of the study; and • Identify overall trends in published work on the topic: • conflicts in theory, methodology, evidence, and conclusions; • gaps in research and scholarship; and • a single problem or new perspective of immediate interest.

14. 1. Introduction to the Literature Review (cont.) • establish your reason for reviewing this literature; • explain the criteria to be used in analyzing and comparing literature; and • state why certain literature is or is not included.

15. 2. Body of Literature Review It should follow the “outline” you initially provided inthe Introduction. Group research studies and other types of literature according to common traits or characteristics such as: • qualitative versus quantitative approaches, • conclusions of authors, • specific purpose or objective, • order of events, studies, etcetera.

16. 2. Body of Literature Review (cont.) Summarize individual studies or articles (as much or little detail as merits according to its importance in the literature: • Remember that space (length) indicates significance, • How do you know? Provide frequency and authors, and • Different philosophy of back-to-back sentences that flow well.

17. 2. Body of Literature Review (cont.) • Provide reader with strong opening sentences at beginning of paragraphs. • Provide supporting sentences throughout (including statistical results). • Provide summary sentences at intermediate points in the review to aid in understanding comparisons and analyses.

18. 3. Conclusion of the Literature Review Summarize major contributions of significant studies and articles and maintain focus initially established in the Introduction. Evaluate current literature reviewed: • point out major methodological flaws or gaps in research, • point out inconsistencies in theory and findings, and • point out areas or issues pertinent to future study. Conclude by providing some insight into the relationship between your central topic of the literature review and a larger area of study such as a discipline, a scientific endeavor, or a profession.

19. Sample Outline (refer to handout) Topic: Improving job satisfaction for teachers who work with special education students by implementing a peer collaboration program. I. Introduction (you are telling the reader the organization of your literature review) • Establish importance of job satisfaction (and results of dissatisfaction) • Causes for Job Dissatisfaction • Proven Interventions • Gaps in the Literature • Summary II. The Importance of Job Satisfaction

20. Theoretical & Conceptual Frameworks are included in your Literature Review • Focuses on time tested theories that embody the findings of numerous investigations  • Provides a general representation of relationships between things in a given phenomenon • Specifies the theory used as a basis for the study • Mentions the theorists: historical & current • Cites the main points emphasized in the theory • A theoretical framework is based on theory • The term conceptual framework crosses many large and small theories • See examples in following slides . . .

21. Focuses on time tested theories that embody the findings of numerous investigations • This study is grounded is in three substantive theories including Maslow’s (1943) hierarchy of needs theory, Locke’s (1976) job satisfaction affect theory, and Herzberg’s (1959) motivation-hygiene theory. It also examines the first research on organizational climate through Haplin and Croft’s (1963) Organizational Climate Description Questionnaire (OCDQ). • Otto Rank, an Austrian psychoanalyst’s 1911 publication wrote the first psychoanalytic paper that dealt with narcissism and associated it to vanity and self-admiration (Millon et al., 2004).

22. Focuses on time tested theories that embody the findings of numerous investigations  • Schmitt and Chan (1998) noted that the Traditional Personnel Selection Research Paradigm model, which recognizes successful job performance, is grounded on the knowledge, skills, abilities, and other characteristics that workers possess and demonstrate in their jobs. • John Creswell (2013) explained that in social constructivism, to understand the participant's historical and cultural settings, researchers address the processes of interaction among individuals and focus on the particular contexts in which people live and work.

23. Scholarly Resources • Written or edited by a scholar • Articles in a journal published by a college or university • Articles in a journal published by a scholarly group • Peer reviewed or published in a scholarly source • Recognized academic publishers or university presses • Sources are cited and listed references • Documented research claims • Conclusions based on evidence provided • The length of the source and higher level language

24. NOT a Scholarly Source • No author or no publisher listed • Not magazines • Not newspapers • Textbook written for classroom use as it is a teaching tool • Classical works • Has no review process; material meant for a wider audience • Wikipedia • Lots of pictures

25. Professors’ contact informationDepartment of Higher Education Leadership and Instructional Technology • Dr. Gina L. Peyton • Associate Professor • peyton@nova.edu • 407-264-5633 • Dr. Rande Matteson • Adjunct Faculty/Dissertation Chair • rmatteso@nova.edu • 813-352-9291 • Dr. David B. Ross • Professor • daviross@nova.edu • 561-613-9683