1. The Literature ReviewCritical reading & writingIndependent Study Module2012-13

2. Welcome to the session 3. Starter activity - Unpicking your topicSpend 3minutes - writingcontinuously: Why have you chosen3 minutesyour research topic? End 4. Starter activitySpend 3minutes - writingcontinuously: How does this link to3 minutesyour practice in Term 1(PP1)? End 5. Session aims: Develop your research and professional enquiry skills (links to ModuleLearning Outcomes K&U 1, 2 and 4 and S,Q &A 3 and 4: How to link your practice to theory using yourreflections Understanding the theoretical frameworks behindyour practice 6. Whats happening in your classroom Talk through this with a partner: 10 minutes (5 minutes each way) 5 minutes 5 minutes 7. Modelling Activity Describe Inform Confront Reconstruct Add reference 8. Activity CuesDescribe What did I do?Inform (Analysis)What does this mean?Confront (Self awareness)How did I come to be like this?Reconstruct (Evaluation and Synthesis) What do my practices say about my assumptions, values and beliefs? Where did these ideas come from? What social practices are expressed in these ideas? What is it that causes me to maintain my theories What views of power do they embody? Whose interests seem to be served by my practices? What is it that acts to constrain my views of what is possible in my practice? 9. Modelling ActivityRead though your starter activity: Select a critical incident from PP1 (whichinfluenced your ISM topic) Using the strategy from last term: Describe Inform End 10. Modelling Activity Alison/Sarah to model the reconstruct sectionto identify theoretical framework 11. Frameworks for questions: What was I trying to achieve?Why does this topic matter? gv Why did I respond as I did? What were the consequences of that for the student/s? Others? Myself? How was the student (students) feeling? How did I Know this? So what is the importance of this? So what more do I need to know about this? So what have I learnt about this What internal factors influenced my decision making? What external factors influenced my decision making? What sources of knowledge did / should have influenced my decision making? Smyths Framework for Reflection on Action 12. Session aims: Develop your research and professional enquiry skills (links to ModuleLearning Outcomes K&U 1, 2 and 4 and S,Q &A 3 and 4: What do we want you to learn: a structure for reviewing your reading some ideas of writing critically 13. Purpose of a literature review You as a researcher engaging with the field Contextualises where your research fits:contextual framework Demonstrates you are familiar with the field Demonstrates your scholarship ability toreflect, evaluate and write critically andanalytically(Sharp 2012. p.27-28) 14. Theory & theoretical frameworks a set of interrelated abstract propositions about human affairs andthe social world that explain their regularities and relationships(Brewer 2000, p.192) theory at the lowest level can be an ad hoc classification system,consisting of categories which organise and summarise empiricalobservations (Bowling 2002, p.139). It can be a taxonomy which is a descriptive categorical systemconstructed to fit the empirical observations in order to describethe relationships between categories (Bowling 2002, p. 140). Simply refer(s) to the current state of knowledge in a subjectderived from the published literature what Wolcott (1992, p. 352) described as theory first rather than theory after. (Bell 2010,p.105)Paraphrased from Bell 2010. p.105 15. Theoretical/ contextual FrameworkExample: In design and technology why are pupils in key stage 2 more creative than those in key stage 3?What are the theories behind this question? Creativity is important in D&T Creativity is more evident in key stage 2 (KS2) than key stage 3 (KS3) Potentially in a drop in achievement in D&T between KS2 & KS3What is the context? Design and Technology lessons Year 6 in key stage 2 and year 7 in key stage 3Concepts/ definitions: Creativity Creativity in D&T what does it look like Role of the teacher in developing pupils creativity(Hardy 2004) 16. Theoretical/ contextual FrameworkExample: How are gifted and talented pupils engaged in design and technology?What are the theories behind this question? It is important for G&T pupils to be engaged in D&T G&T pupils need to be engaged in ways which are different to other pupils G&T pupils are not currently been engaged in D&TWhat is the context? Design and Technology lessons Key stage 3 or key stage 4 TBDConcepts/ definitions Gifted and talented Engagement: in learning? In lessons? In careers? In options? 17. No clear concepts? When acceptable conceptual definitions are notavailable, concept synthesis of concept analysisneeds to be performed in order to develop thedefinitione.g. literacy in D&T dyslexia in D&TPossible concept: Literacy in lessons where practical work is carriedout how is this taught and developed? 18. Critical review of the literatureUse references to: Justify and support your arguments Allow you to make comparisons with otherresearch; Express matters better than you could have done; Demonstrate your familiarity with your field ofresearch.(Blaxter 1996 in Bell 1999. p.92) 19. Theory in binsTheory building relies on a few general constructs thatsubsume a mountain of particulars. Terms such as stress orrole conflict are typically labels we put on bins containing alot of discrete events and behaviours. When we assign a labelto a bin, we may or may not know how all the contents of thebin fit together, or how this bin relates to another. But anyresearcher, no matter how inductive in approach, knowswhich bins to start with and what their general contents arelikely to be. Bins come from theory and experience and(often) from the general objectives of the study envisioned.Laying out those bins, giving each a descriptive or inferentialname, and getting some clarity about their interrelationshipsis what a conceptual framework is all about. Miles and Huberman 1994 in Bell 2010, p. 106 ) 20. Critical reading Dont just take notes How reliable a source is this? Does this fit with what you already know? Does it contradict other evidence? 21. Practical task: Subjectivity &ObjectivityUsing the STEM paper from last week: Try and identify words that make it emotive/and or opinionated I the literature reviewsection, perhaps underlining these words Adapted from Judge, Jones and McCreery 2009This task helps you identify words which show theauthor/s opinion and therefore how they have usedtheir reading to support their views. 22. What critical thinking/ analysis/writing reveals about you willing to question your views; open to the ideas and views of others; just because something is in print does not mean it is true; able to give your (positive and negative) judgements; able to explore the implications of the evidence/literature; self-confident enough to explore the evidence presented; honest in facing your own biases/prejudices; flexible in considering alternatives and opinions; willing to reconsider and revise views where honestreflection suggests that change is warranted. Judge, Jones and McCreery 2009. p.44 23. Reviewing your writingPersonal writing Academic writingEmotionalLogicalCan be intuitiveUses reasoningActive voice: I find that Passive voice: It was found thatAnecdotalUses evidenceSubjectiveObjectiveTangents may be importantKeeps to logical sequence Wisker, 2009 24. Critical review of a peer reviewed journal article A short critical review should have a briefintroduction, simply providing the subject of theresearch and the author, and outlining the structureyou will be using. The simplest way to structure a critical review is towrite a paragraph or two about each section of thestudy in turn. Within your discussion of eachsection, you should first sum up the main points suchas the key findings, or methodology used, to show yourunderstanding. After this, you could present the strengths andweaknesses, as you see them, of the section, with anexplanation of your thinking, and evidence. 25. Critical review of a peer reviewed journal article You should point out the strengths of the study to show youare aware of their importance, as in: These results are consistent with the aims of the research... The findings are clearly presented using diagrams and a graph... The discussion consistently relates the key findings to research discussed earlier... When you identify weaknesses, you should use acautious, objective style. You can use such phrases as: This sample seems fairly small in view of... It might have been helpful to provide more details of... There is no explanation for the absence of any literature after 2003. It would have been useful to know why this was the case.Adapted from Queen Margaret University 2012 26. ReferencesBELL, J., 1999. Doing your research project: a guide for first-time researchers in education and socialscience. 3rd ed. Buckingham: Open University Press.BELL, J., 2010. Doing your research project: a guide for first-time researchers in education, health andsocial science. 5th ed. Maidenhead, Berkshire: McGraw-Hill Open University Press.HARDY, A., 2004. Questioning styles: observations of differences in practice at key stage 2 and key stage3. In: Design and Technology Conference Sheffield, 2004. DATA.JUDGE, B., MCCREERY, E. and JONES, P., 2009. Critical Thinking Skills for Education Students. [online].SAGE Publications. Available from: http://lib.myilibrary.com?ID=298000 (Accessed 13 January 2013)QUEEN MARGARET UNIVERSITY, 2012. Planning a Critical Review. Available from:http://www.qmu.ac.uk/ELS/docs/Critical%20review.pdf (Accessed 13 January 2013)SHARP, J., 2012. Success with your education research project [online]. Learning Matters. Availablefrom:http://www.dawsonera.com/depp/reader/protected/external/AbstractView/S9781844456031(Accessed 13 January 2013)WISKER, G. 2009. The undergraduate research handbook. Basingstoke: Palgrave Macmillan.