crafting lit rev (1)
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Research Methods
The literature review
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General tools of research
o Library resources
o Computer
o Measurement techniques
o Statistics
o Human mind
o Language
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Why Lit Review? Researchers need to know about their topic & be an authority on the subject
Offers new ideas, perspectives and approaches you may not have considered
Gives info re: other researchers in your field
Good contacts
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Scholarly Writing
The Literature Review shows you know where yourresearch fits in with others.
DO NOT editorializejust the facts!
DO connect your study to what you find in the
review.
DO make certain that every review relates to YOUR
study -- and show us HOW.
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Planting the seeds that will grow your study fromthose that came before it.
Upwards of 100sources; 30-50 pages. Primarily fromcurrent peer-reviewed and refereed journals.
Citing appropriate literature to provide a rationale forthe studys research design, instruments, and methodsof data collection, analysis, and conclusions.
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Why a literature review?
Critical evaluation of publishedmaterial(APA 6thed): (1) provide knowledge of theproblem area,
(2) clearly identify the need for the proposedstudy,
(3) identify gaps and strengths in previousscholarly studies, (Patton, 2003, Sep).
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The Role of the Review Insight into other methodologies and designs
Reveal sources of data
look again (re + view)
Measurement tools
Assist interpretation of your findings
Bolster your confidence
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Lit Rev Reveals other sources of data
Introduces measurement tools used by others
Shows methods of handling similar problems
Helps you to interpret and make sense of your findings
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Reviewing the relevant literature
Analyze then synthesize source
Organize information in a topical order
Identify sections & subsections
Look for gaps and ways to bridge them
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Components of the lit review
The search Finding too much
Not finding enough
Taking notes thoroughly Write a lot
Identify keywords
Review your notes
Write, edit & rewrite
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Knowing when to quit Repetitive patterns in materials you are finding
Dj vu
No new viewpoints
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The Lit Review Report
A survey of the existing information dealing with your topics & subtopics
Establish a clear understanding of key concepts & methods
Clarifies scope, main issues and questions
Report referenced information on relevant topics
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Evaluating
Compare and contrast varying theoretical perspectiveson the topic
Show how approaches to the topic have changed overtime
Describe general trends in research findings
Identify discrepant or contradictory findings, and suggestpossible explanations for such discrepancies
Identify general themes that run throughout theliterature
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Language of the review
Choose the right words in reviewing the literature
In contrast, in spite of, although, however
In addition, furthermore, moreover, another aspect
Studies suggest that, perhaps, it would seem that
The objective is to show, demonstrate, establish, argue, reason, discus,
debate, examine, explore
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Citing sources
Why do we cite sources of information? Give credit,
Book sources information are on the title page
American Psychological Association (APA). (2001). Publication
Manual of the American Psychological Association (5thed.)
Washington, DC.
Magazines & journals have information inside
Internet sources:
http://www.psywww.com/resource/APA%20Research%20Style%Crib%20Sh
eet.htm
Google author16
http://www.psywww.com/resource/APA%20Research%20Style%Crib%20Sheet.htmhttp://www.psywww.com/resource/APA%20Research%20Style%Crib%20Sheet.htmhttp://www.psywww.com/resource/APA%20Research%20Style%Crib%20Sheet.htmhttp://www.psywww.com/resource/APA%20Research%20Style%Crib%20Sheet.htm -
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What a Lit Review IS NOT
A Review of Literature is NOT a summary or anabstract of articles.
It is not an annotated bibliography.
It is not a rehashing of another authors workAPA
5thno more than 500 words or tables + figures
(see section 8.07) w/o obtaining copyrightpermission
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What a Lit Review IS
An analysisand synthesisof primarysource materials, written in a specificstyle that summarizes theoretical and
empirical issues of the problem on thebasis of previous investigations in aneffort to identify relationships,
contradictions, inconsistencies andgaps
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Questions to be answered: What is already known about this
issue/problem?
What useful data already exists that informsyour efforts.
What is missing from the literature that yourstudy will provide?
Why is your approach (method) an excellent wayto solve the problem?
O i
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Overview
Give the big picture of the subject
Explain how all the individual topics fit
together
Use Past tense.issue
issues
issue
MyStudy
theory
issuemethod
issue
issue
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How to find Sources
Look for key authors within the
field by looking at bibliographies of researcharticles pertaining to your topic-
big nameauthors will be found often within thesebibliographies.
Computer literature searches-- universitiesusually have extensive on-line libraries with text
and citation databases- interlibrary loan is anexcellent source for journals not accessible viathe Internet
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Finding Sources
Write or call key authors-- ask for
reprints of articles or book chapters.
Look at literature in other disciplines--many topics overlap with various
disciplines- thus further support of the
study might be found in other disciplines
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Scholarly Journals
Generally have a sober, serious look.
Scholarly journals alwayscite their sources in the form of
footnotes or bibliographies.
Articles are written by a scholar in the field or by someone
who has done research in the field.
Often present empirical data to test hypotheses or answerresearch questions.
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Scholarly Journals The language of scholarly journals is that of the discipline
covered. It assumes some scholarly background on the partof the reader.
The main purpose of a scholarly journal is to report on
original research in order to make such information availableto the rest of the scholarly world.
Many scholarly journals, though by no means all, are
published by a specific professional organization.
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Searched categoriesScholarly
Journals
Disser-
tations
Books
Values (includes congruency) 234 39 21
Values & team performance 9 20 7
Leadership (includes styles, behavior etc) 251 585 62
Leadership styles and team performance 103 5 11
Leader-Member Exchange (LMX) 96 111 26
Transformational leadership 423 689 268
Rokeach & values 132 99 47
Teams (include functional/dysfunctional) 11 435 28
Keep track of sources
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Sample Introduction
This chapter presents the theoretical literature onachievement motivation that served as the
foundation for the study. The chapter begins with
an historical review of the experimental and quasi-
experimental research that examines thefoundation and development of achievement goal
theory from its earliest form in the 1950s through
the present.
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Sample - Introduction The next section explores the complex
aspects of achievement goal theory,
introducing and examining the primary
orientations of mastery goal orientation and
performance goal orientation and their
impact on academic achievement and
intrinsic motivation.
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Sample Introduction
Also, the chapter examines the on-going debate in
the achievement motivation literature regarding
the adaptive and maladaptive qualities of
performance goals.
Finally, the chapter examines the classroomimplications of achievement goal theory and
concludes with a developmental perspective of
achievement goals.
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Make Certain You Show different view points.
Explain why these may be misguided.
Use primarily current peer-reviewed andrefereed journal articles.
You include all germinal work related toyour problem and topic.
Integrate sourcesdo not present oneview, then another, then another
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Literature Review Schematic:
Context for the studyType of setting, ind / group / system
Cultural settingEtc.
Most Relevant Fields of Literature, e.g.
servant leadership, org culture, personality theory
May be depicted as more overlapping and interdependent or less aligned in
which case the actual study brings them together from different angles.
Major
Fields
*
Germinal authors
*
Contemporary authors
Area of Original Contribution
Sub-field
Potential design:Possible Method/s
Sample size
*
Related Dissertations
*
*
*
*
Core constructs,Terms, etc.
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What to include:
1. What was done? Was it effective? 2. When did this take place?
3. What was the accepted belief at this
time?
4. Where did this study or event take
place?
5. How does this relate to your study?
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What to include:
6. Who was involved? 7. What methodologies were used?
Were they appropriate?
8. What were the limitations? How werethese limitations addressed?
9. What type of instruments were used?
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What to include:
10. What was the sample andpopulation studied?
11. What did this add to the knowledgeor solution of the problem?
12. What recommendations weremade?
Wh t t i l d
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What to include: 13. Who was affected by this study or
program?
14. What are the similarities between thisstudy and your study?
15. Was this an appropriate means ofdealing with the problem?
16. How does this study relate to yourstudy?
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Use the right words in reporting the literature
Introducing contrasts
In contrast
In spite of
Although
However
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Adding ideas
in addition
Furthermore
Moreover
Another reason/ aspect/
example
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Summarize As demonstrated in the foregoing literature
review, Dweck (1986) and Nicholls (1984)models of achievement goal orientation laid thefoundation for much of the research that hasbeen conducted over the last 15-20 years in therealm of achievement motivation (Harackiewicz
et al., 1998; Pintrich, 2000). These models areuseful for understanding how attitudes relate tobehavior in achievement situations. The abovereview has offered an historical review of theexperimental and quasi-experimental literature
that lead to the development and refinement ofachievement goal theory.
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Summarize
Also examined was the current debate in theliterature regarding which types of achievementgoals promote optimal motivation. While anumber of theorists endorsed a mastery goalperspective, focusing on the adaptive
consequences of mastery goals and themaladaptive consequences of performance goals(Ames, 1992; Meece et al., 1988), others endorseda multiple goal perspective in which both masteryand performance goals can be beneficial (Barron &
Harackiewicz, 2001; Covington, 2000; Harackiewiczet al., 1998).
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Summarize
Finally, the literature review addressed the impactof achievement goals in the classroom and offereda developmental perspective of achievementgoals, thereby disclosing a gap in the literatureconcerning student age and achievement goalorientation at the collegiate level. This studyaddressed this gap in the literature by examiningthe relationship between achievement goalorientation and student age in physician assistantstudents.
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Grassroots Leadership: Common People withUncommon Values
Research Question: Why do commonpeople become grassroots leaders?
LR - Three Parts:
Historic overview of leadership theories.
Emerging values-based leadership theory.
Grassroots leadership process.
Grassroots Leadership: Common People with
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Grassroots Leadership: Common People withUncommon Values - Outline
Theories to be examined
Great Man Theory
Trait/Behavior Theory
Situational Theory
Path-Goal Theory
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Grassroots Leadership: Common People withUncommon Values
Transformational Leadership Theory(Burns, 1978)
Role of Values (Rokeach)
Hierarchy of Needs (Maslow)
Stages of Moral Development (Kohlberg)
Servant Leadership (Greenleaf, 1977)
Stewardship (Brock, 1993)
Oth i l
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Other sources use sparingly Dissertations
"Secondary sources, although useful to some degree,should be considered hearsay."
White papers
Personal communications
Popular journals, magazines, newspaper articles
Popular media
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Guidelines for critiquing
A. Title Did the title describe the study?
Did the key words serve as key elements of the article?
Was it concise and free of distracting phrases?
B. The abstract
Did the abstract summarize the study?
Did it reveal the independent and dependent variables?
Was there sufficient information to warrant further reading?
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Introduction
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Introduction
Was the research problem clearly defined?
Is the problem significant enough to warrantthe study?
Are the hypotheses and/or research questions
clearly stated? Do the hypotheses and/or research questions
seem logical?
Does the Lit Review lead logically into theMethodology?
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Discussion and conclusion
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Discussion and conclusion
Are the findings discussed in terms of the
research problems?
Are implications for future research
identified? Are the general conclusions warranted in
light of the results?
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CRITIQUE
An aid to good lit review
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St i iti l R di f h
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Stages in critical Reading of researcharticles-LoBiondo-Wood et al 92002)
4 stages/levels of understanding
Preliminary understanding/skimming
Comprehensive understanding
Analysis understanding/breaking into parts
Synthesis understanding
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http://www2 msstate edu/~bsc2/guidelines htm
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http://www2.msstate.edu/~bsc2/guidelines.htm
GUIDELINES FOR CRITIQUINGRESEARCH ARTICLE
A. Title
1. Did the title describe the study?
2. Did the key words of the title serve as key elements of
the article?
3. Was the title concise, i.e., free of distracting orextraneous phrases?
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B Abstract
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B. Abstract
4. Did the abstract summarize the studys purpose,
methods, and findings?
5. Did the abstract reveal the independent anddependent variables under study?
6. Were there any major premises or findings
presented in the article that were not mentioned in theabstract?
7. Did the abstract provide you with sufficient
information to determine whether you would beinterested in reading the entire article?
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C I t d ti
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C. Introduction
8. Was the research problem clearly identified?
9. Is the problem significant enough to warrant
the study that was conducted?
10. Did the authors present a theoretical
rationale for the study?
11. Is the conceptual framework of the studyappropriate in light of the research problem?
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12. Do the authors hypotheses and/or
research questions seem logical in light
of the conceptual framework and
research problem?
13. Are hypotheses and research
questions clearly stated? Are they
directional?
14. Overall, does the literature review
lead logically into the Method section?
D Method
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D. Method
15. Is the sample clearly described, in terms of
size, relevant characteristics, selection andassignment procedures, and whether anyinducements were used to solicit subjects?
16. Do the instruments described seemappropriate as measures of the variables understudy?
17. Have the authors included sufficientinformation about the psychometric properties(e.g. reliability and validity) of the instruments?
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18. Are the materials used in conducting the study or in collecting
data clearly described?
19. Are the studys scientific procedures thoroughly describedin chronological order?
20. Is the design of the study identified (or made evident)?
21. Do the design and procedures seem appropriate in light of
the research problem, conceptual framework, and research
questions/hypotheses?
22. Overall, does the method section provide sufficient
information to replicate the study?
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E. Results
23. Is the results section clearly writtenand well organized?
24. Are data coding and analysis
appropriate in light of the studys design
and hypotheses?
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Results
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Results 25. Are the results directly connected to the
hypotheses?
26. Are tables and figures clearly
labeled? Well-organized? Necessary (non-duplicative of text)?
27. Are salient results connected directly tohypotheses?
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F Discussion and Conclusion
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F. Discussion and Conclusion
28. Are the limitations of the study delineated?
29. Are findings discussed in terms of the
research problem, conceptual framework, and
hypotheses?
30. Are implications for future research and/or
rehabilitation counseling practice identified?
31. Are the authors general conclusions
warranted in light of the results?
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G. References
32. Is the reference list sufficientlycurrent?
33. Do works cited reflect the breadth ofexisting literature regarding the topic of the
study?
34. Are bibliographic citations used
appropriately in the text?58
H General Impressions
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H. General Impressions
35. Is the article well written and organized?
36. Does the study address an important
problem in the lives of people with disabilities?
37. What are the most important things you
learned from this article?
38. What do you see as the most compelling
strengths of this study?
39. How might this study be improved?
Writing
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Writing
Read
Evaluated
Organized
Synthesized
Write!
W i i G id li
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Writing Guidelines Get the proper psychological orientation
Have a plan
Emphasize relatedness
Give credit where credit is due
Review the literature. Dont reproduce it!
Summarize what you have said.
Remember: first draft last draft
Ask others for advice and feedback
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Thank You!