crafting lit rev (1)

8/13/2019 Crafting Lit Rev (1)

1/63

Research Methods

The literature review


2/63

General tools of research

o Library resources

o Computer

o Measurement techniques

o Statistics

o Human mind

o Language

2


3/63

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

3


4/63


5/63

5

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.


6/63

6

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.


7/63

7

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).


8/63

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


9/63

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

9


10/63

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

10


11/63

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

11


12/63

Knowing when to quit Repetitive patterns in materials you are finding

Dj vu

No new viewpoints


13/63

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

13


14/63

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


15/63

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

15


16/63

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


17/63

17

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


18/63

18

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


19/63


20/63

20

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


21/63

21

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


22/63

22

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


23/63

23

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


24/63

24

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.


25/63

25

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.


26/63

26

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


27/63

27

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.


28/63

28

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.


29/63

29

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.


30/63

30

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


31/63

31

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.


32/63

32

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?


33/63

33

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?


34/63

34

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


35/63

35

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?


36/63

Use the right words in reporting the literature

Introducing contrasts

In contrast

In spite of

Although

However

36

Adding ideas

in addition

Furthermore

Moreover

Another reason/ aspect/

example


37/63

37

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.


38/63

38

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).


39/63

39

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.


40/63

40

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


41/63

41

Grassroots Leadership: Common People withUncommon Values - Outline

Theories to be examined

Great Man Theory

Trait/Behavior Theory

Situational Theory

Path-Goal Theory


42/63

42

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


43/63

43

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


44/63

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?

44

Introduction


45/63

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?

45

Discussion and conclusion


46/63

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?

46


47/63

CRITIQUE

An aid to good lit review

47

St i iti l R di f h


48/63

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

48

http://www2 msstate edu/~bsc2/guidelines htm
http://www2.msstate.edu/~bsc2/guidelines.htmhttp://www2.msstate.edu/~bsc2/guidelines.htm


49/63

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?

49

B Abstract
http://www2.msstate.edu/~bsc2/guidelines.htmhttp://www2.msstate.edu/~bsc2/guidelines.htm


50/63

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?

50

C I t d ti


51/63

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?

51


52/63

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


53/63

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?

53


54/63

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?

54


55/63

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?

55

Results


56/63

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?

56

F Discussion and Conclusion


57/63

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?


58/63

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


59/63

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


60/63

Writing

Read

Evaluated

Organized

Synthesized

Write!

W i i G id li


61/63

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


62/63

62


63/63

Thank You!

crafting lit rev (1)

Documents