ACTION RESEARCH

1. ACTION RESEARCH Writing Up Review of Related Literature Mills, G. E. (2003). Action Research: A guide for the teacher researcher, 2nd ed. Columbus, Ohio: Merrill Prentice Hall.

2. Write an Action Research Paper! Why? • The process of writing requires the writer to clarify meaning. • The act of putting information on paper for your peers and teachers necessitates honesty, accuracy, clarity, and thought. • Research, once written, can be shared with a wider audience.

3. Review of Related Literature: • Search for others’ theories and research on your topic. • Give your paper a Theoretical Framework of theories that support your study. • Review Research Studies that have been done by others that pertain to your study.

4. What is the difference between Theory and Research? “It is theory that decides what can be observed” (Albert Einstein, Retrieved March 01, 2009). • What can beobserved can besupported and demonstratedthroughresearch. • - Florencia Montes, María Patricia Botero, and Tracy Pechthalt (2009)

5. Steps for creating a goodTheoretical Framework Based on your Area of Focus … • Search for Theories of other people that relate to your area of focus. • Summarize the theories as they relate to your area of focus.

6. Search & Summarize Theories Find information on theories/theorists related to your topic from: Friends, teachers, experts, the internet, books, journal articles, textbooks Record the References in APA format (see Worksheet for References) • Summarize them… • Read the Theories of others. • Record the reference information. • Summarize each theory as it relates to your topic (see Theory worksheet)

7. Worksheet for References • Copy the references exactly from left to right from the Reference Worksheet onto your reference page. (Make sure that you copy every comma, period, etc.) • Use your computer to make a hanging indent, and put the references into alphabetical order. • Any missing information is not included. Ovando, C. J., & Collier, V. P. (1998). Bilingual and ESL classrooms: Teaching in multicultural contexts. Boston, MA: McGraw Hill.

8. Theories Summary Worksheet

9. Steps for creating a goodReview of Research • Based on your area of focus… • Search for Research Articles done by others on your topic • Form a Literature Matrix to find important themes/variables

10. 1. Search for Research Articles Find related research articles in journals, EBSCO, ERIC and others. • Summarize them… • Read and summarize the importance of each study. (see summary worksheet) • Be sure to include answers to the following questions: • Who did the research? (Author, year of publication) • What was the research study about? What did the researcher DO? • When, where, about whom was the study performed? • Why was the research done? • What were the findings & conclusions of the study?

11. Literature Review Summary Worksheet

12. Sample: Literature Review Summary Worksheet Geier R. & Blumenfeld P. (2007) pp. 922-939 Standardized test outcomes for students engaged in inquiry-based science curricula in the context of urban reform

13. 2. Make a Literature Matrix Make a Literature Matrix with all of the research studies you found • Write the authors & titles down the first column. • Write variables that are considered in the studies across the top. (Start with the main variables, and then continue adding if new ones arise.) • Look for patterns… • Choose your strongest/most important variables. • Summarize their importance.

14. Literature Review Matrix Write the authors & titles down the first column. Write variables that are considered in the studies across the top. (Start with the main variables, and then continue adding if new ones arise.)

15. Literature Review Matrix 3. Mark and X under the variables that were considered in each study.

17. Look For Patterns • Look at Matrix: What patterns are there? • What variables are considered by most/few studies? • Which studies considered each variable? • Look at Year of Studies • Which studies came first for that variable? • Which followed?

19. Variable Summaries • Quickly write 1-2 sentences about the importance of each variable based on all the research studies regarding that variable. • This will help you later with your introduction to that variable within your review of related literature.

21. Steps for WritingReview of Related Literature Based on your Area of Focus … • Make a Cluster Diagram of theories and research read, based on the most important variablesfrom your Literature Matrix. • Outlinethe paper. • Draftthe paper from your outline. • Review, revise, edit. • Add Reference Page(APA format). • Check citations, references, format.

22. 1. Make a Cluster Diagram Variable Variable Area of Focus Variable Variable • Gather your Theory Summaries, Research Study Summaries, Variable Summaries, & Literature Matrix • Choose the most important common variablesfrom your literature matrix. • Put your area of focus in the center, and then attach the variables extending out.

23. Variable Theory Theory Variable detail Research 1 detail Research 1 Research 2 Research 2 detail detail detail Area of Focus detail detail detail detail detail Theory Variable Variable detail Research 2 Research 1 Research 1 Research 2 detail detail detail detail detail detail detail detail • Attach the theories, studies and details to the appropriate variable.

24. 2. Write the Outline Make each variable a sub topic in your outline. The variable summary becomes the introduction to the sub-topic. • Sub-topic: Emotions in Learning Summary: Studies of emotions in sports performance are very valuable and applicable to how emotions influence learning.

25. Under each sub-topic… Outline a theory related to the sub-topic (include its citation) from your theory summaries. Outline each research study related to the sub-topic (include its citation) from your research review summaries. (see example)

26. Sub-topic: Emotions in Learning Studies of emotions in sports performance are very valuable and applicable to how emotions influence learning. • Theory: Zull (2002) • Background: We build neural networks on the physical experience of living • Background: Emotion influences motivation, attitude and behavior in the teacher-learner relationship. • Study: Glaser-Zikuda, Fu’, Laukenmann, Metz, and Randler (2005) • Background/What: Used the Emotional and Cognitive Aspects of Learning approach (ECOLE) • Background/Who: Classroom interventions with 8th and 9th graders when implementing a student centered instruction that increased positive emotions and avoided negative ones. • goal orientation • Appraisals • differentiation, etc. • Found: Students had more positive emotions and hence greater engagement and learning.

27. 3. Draft the Paper Review, analyze and synthesize important theories and previous research studies regarding the topic. Compare/Contrast theories/studies Note which studies are newer/older to see changing trends Include correct APA citation Be organized by theme. Inform and support the importance of the theme/variable to the theory & previous research, and then to your own research. Written mostly in 3rd person, past tense (what did, theorized and/or found,) From your outline, write the first draft of your Review of Related Literature It should…

28. Begin with the BODY of the paper… • Each sub-topic is a new section of the body of the paper. • Write your first sub-topic in italics. • On the next line, introduce the sub-topic with the variable summary sentence. • Support the sub-topic with paragraphs about the theories and research from your outline. • Conclude the section with a sentence (or more) summarizing the importance of the sub-topic. (see example)

29. Variable & summary Emotions in Learning Studies of emotions in sports performance are very valuable and applicable to how emotions influence learning.Jones’ (2003) theories are supported by others like Lazarus and Deci (as cited in Lazarus, 1995) who believe that … This is why emotions can affect learning directly or indirectly, in a positive or negative way, and they may respond to stimuli consciously or subconsciously. According to Zull (2002), we build neural networks on the physical experience of living. This means… In education, this influence may come from... In one of his theories he states that emotion influences motivation, attitude and behavior in the teacher-learner relationship… Glaser-Zikuda, Fu’, Laukenmann, Metz, and Randler (2005), research supports this theory. The researchers used the Emotional and Cognitive Aspects of Learning approach (ECOLE) during classroom interventions with 8th and 9th graders along with a student centered strategies (such as goal orientation, appraisals, differentiation, etc.) that increased positive emotions and avoided negative ones. In their study, they found that by using this method, students had more positive emotions, and hence, greater engagement and learning. Theories to support Research to support

30. Conclusion summarizing importance of sub-topic … These studies are important to the research because they broadened the spectrum of influence of emotions and their close entanglement with the brain. It is not only because the way we feel affects the brain and the way we think affects the body, it is also a matter of understanding that other environmental and social factors may be of influence, but most importantly, may be manipulated to achieve better results in the learning and concentration of the students. Control Strategies The ultimate objective of the emotional control strategies is developing emotional intelligence. … next sub-topic

31. Transitions when you compare/contrast Hogue, A. (2003). The essentials of English: A writer’s handbook. NY: Longman

32. Add the Introduction… Tell the readers what you are going to tell them… Begin outlining the first paragraph… Include: • A clever “hook” • State Area of Focus • Introduce variables & connect them to Area of Focus

33. First paragraph Hook- something to make your readers want to read your analysis (short account of an important moment that made you interested). Example: I have often wondered why students resist writing a literature review as though they were being pushed to walk the dry, hot Sahara desert barefoot.

34. First (or Second) Paragraph State your Area of Focus or research question. Example: Due to the confusions I had in my practice, I decided to study the following question: What are the areas of resistance to writing a literature review and what instructional activities help students move along the process?

35. Second (or Third) Paragraph Introduces the generalvariables that are related to the area of focus and the general conclusions that have been identified in the research literature. Example: I found four areas of study on this subject. • Theories that support… are… • Some studies analyzed the role of… • Other studies focused on the effects of… • Yet others looked at the importance of… • Lastly another group of studies analyzed how…

36. Introduction to RofRL Section of Paper Review of Related Literature This review will explain the physiological side of emotions based primarily on Zull’s (2002) theories determined from comprehensive reviews and empirical evidence from other studies. Following the physiological understanding, it is important to view the emotional organization the brain establishes, Bower (1992). Subsequently the influence of emotions in learning will be clarified, and will present strategies that help control emotional outbursts. Finally the review will explain the specific strategy implemented in the actual action research project. Theory 1 Variable Variable Theory 2 Variable Variable Variable

37. Add the Conclusion… Tell the readers what you told them… Begin outlining the first paragraph… Include: • A clever “hook” • State Area of Focus • Introduce variables & connect them to Area of Focus

38. Conclude… • Summarize the various sub-topics • Discuss any gaps in the research • Show how the study you will do fits or connects with the theories and previous studies.

39. Conclution to RofRL Themes/sub-topics Theory and prior research show that… Emotions affect learning, and the instruction of emotional control strategies are helpful for students. According to White and Epston (1990) this makes it easier for people to identify their emotions, problems and the possible outcomes the “story” can lead to… In the narrative method, the problem is named, and once named it is externalized and people are able to see that the problem is having an effect on, rather than existing in, the person. Although the narrative method has been used with psychologists, it is not commonly used in schools. For these reasons, we have chosen to apply the narrative method in our classroom and study the results of its application. Gap in research YOUR research

40. Physiological Understanding Understanding that there is a physical side to emotions makes it more real and somehow more tangible for the purpose of this study. Zull (2002) establishes theories… Emotional Organization Emotions may be positive or negative, each composed of more specific and individual characteristics. Each distinctively affects us physically and psychologically, and leads to emotional outbursts or reactions. A good way to identify emotions is through Shaver’s Emotion Hierarchy (as cited in Bower, 1992) (see Figure 1). …

41. 3. Review, Revise and Edit Read over your paper and have someone else read over your paper. Look for … Cohesion and clarity Word choice and sentence structure Spelling, grammar, punctuation, etc. Correct reference to theory and/or research, and correct citations in APA format. Make sure that all citations match a reference on the reference page and visa versa.

42. 4. Reference Page • Type references on a separate page. • Put references in alphabetical order and in APA style formatting. • Make sure that every citation has a reference and every reference has a citation. Only references that refer to a citation are included • Check Formatting: • The title References is written on the top center of the page. • All are double-spaced. References have a hanging indent.

43. Reference Page • Copy the references exactly from left to right from the Reference Worksheet onto your reference page. (Make sure that you copy every comma, period, etc.) • Use your computer to make a hanging indent, and put the references into alphabetical order. • Any missing information is not included. Ovando, C. J., & Collier, V. P. (1998). Bilingual and ESL classrooms: Teaching in multicultural contexts. Boston, MA: McGraw Hill.