Chapter Reviewing the Literature This multimedia product and its contents are protected under copyright law The following are prohibited by law: any public performance or display including transmission of any image over a network; preparation of any derivative work, including the extraction, in whole or in part, of any images; any rental, lease, or lending of the program Creswell, Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, 4e © 2012, 2008, 2005, 2002 Pearson Education, Inc All rights reserved By the end of this chapter, you should be able to:   Define what a literature review is and why it is important Identify the five steps in conducting a literature review Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, 4e – Creswell ISBN: 0132755912 3-2 © 2012, 2008, 2005, 2002 Pearson Education, Inc All rights reserved What Is a Literature Review?      A written summary of the literature Describes past and current information and research Organized into topics Reports the literature based on themes or individual studies Documents a need for your proposed study Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, 4e – Creswell ISBN: 0132755912 3-3 © 2012, 2008, 2005, 2002 Pearson Education, Inc All rights reserved Literature Review in a Quantitative Study     Documents the importance of the research problem at the beginning of the study Supports the theory or explanation used in the study Foreshadows the research questions Provides an explanation for the results in other studies and in the theoretical prediction at the end of the study Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, 4e – Creswell ISBN: 0132755912 3-4 © 2012, 2008, 2005, 2002 Pearson Education, Inc All rights reserved Literature Review in a Qualitative Study    Documents the importance of the research problem at the beginning of the study Does not foreshadow the research questions (which are broad in scope to encourage participants to provide their own views) Is used to compare and contrast with other studies at the end of the study Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, 4e – Creswell ISBN: 0132755912 3-5 © 2012, 2008, 2005, 2002 Pearson Education, Inc All rights reserved The Process of Conducting a Literature Review      Identify key terms Locate literature Critically evaluate and select the literature Organize the literature Write a review Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, 4e – Creswell ISBN: 0132755912 3-6 © 2012, 2008, 2005, 2002 Pearson Education, Inc All rights reserved Identifying Key Terms     Write a preliminary “working title” for the project and select two or three key words that capture the essence of the project Pose a short general research question that you would like to answer in the study Look in catalogues of terms to find words that match your topic Scan the contents in your library stacks and the table of contents of educational journals Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, 4e – Creswell ISBN: 0132755912 3-7 © 2012, 2008, 2005, 2002 Pearson Education, Inc All rights reserved Priority/Value of Sources in the Literature    Summaries Journals, books, indexes, databases Early stage literature (e.g., papers posted on Web sites, conference papers) Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, 4e – Creswell ISBN: 0132755912 3-8 © 2012, 2008, 2005, 2002 Pearson Education, Inc All rights reserved Databases Used in Educational Research       ERIC PsycINFO Sociofile Social Science Citation Index EBSCO Dissertation Abstracts Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, 4e – Creswell ISBN: 0132755912 3-9 © 2012, 2008, 2005, 2002 Pearson Education, Inc All rights reserved Critically Evaluate and Select the Literature  Is it a good, accurate source?    National journal? Reviewed source? Research study? Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, 4e – Creswell ISBN: 0132755912 3-10 © 2012, 2008, 2005, 2002 Pearson Education, Inc All rights reserved Critically Evaluate and Select the Literature (cont’d)      Is the source worthy of inclusion? Topic relevance: Is the literature on the same topic as your proposed study? Individual and site relevance: Does the literature examine the same individuals and sites you want to study? Problem relevance: Does the literature examine the same research problem as you propose in your study? Accessibility relevance: Is the literature available in your library or can it be downloaded from a Web site? Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, 4e – Creswell ISBN: 0132755912 3-11 © 2012, 2008, 2005, 2002 Pearson Education, Inc All rights reserved Organize the Literature: Abstracting Studies   Contents of abstracts vary for research studies and essays The structure is essentially the same for quantitative and qualitative research studies:  Research problem  Research questions/hypotheses  Data collection procedures  Results/findings Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, 4e – Creswell ISBN: 0132755912 3-12 © 2012, 2008, 2005, 2002 Pearson Education, Inc All rights reserved Sample Hierarchical Literature Map The Need for Teaching Programs to Be Culturally Responsive Study Abroad Programs Attitudes Toward Study Abroad King, Young,1994 Predominately English Speaking Cultures Mahan, Stachowski, 1990; Quinn, Barr, McKay, Jarchow, Powell, 1995; Vall, Tennison, 1992 Bennett, 1995; Eastman, Smith, 1991; Grant 1994; Noel, 1995 Personal Insights of Preservice Teachers Possible Improvements Friesen, Kang McDougall, 1995; Mahan, Stachowski, 1991 Martin, Rohrlich , 1991; Stachowski, 1991 U.S Programs Personal Insights of Preservice Teachers Cockrell, Placier, Cockrell, Middleton, 1999; Goodwin, 1997; Kea, Bacon, 1999 Need for Further Study: Non-English Speaking Cultures Conventional Programs Question: Do short-term study abroad programs in nonEnglish speaking cultures help create cultural responsiveness in preservice teachers? Colville-Hall, Macdonald, Cooper, Beare, Smollen, 1995; Thorman, 1990; Rodriguez, Larke, Sjostrom, 1995; Wiseman, Vavrus, 1994 Bradley, 1990 © 2012, 2008, 2005, 2002 Pearson Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, 4e – Creswell ISBN: 0132755912 3-13 Cross-Cultural Programs Education, Inc All rights reserved Organize the Literature: Constructing a Literature Map    Identify key terms for the topic and put them at the top of the map Sort studies into topical areas or “families of studies” Provide a label for each box which will become a heading for the review Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, 4e – Creswell ISBN: 0132755912 3-14 © 2012, 2008, 2005, 2002 Pearson Education, Inc All rights reserved Organize the Literature: Constructing a Literature Map (cont’d)    Develop the map on as many levels as possible Draw a box toward the bottom of the figure that says “my proposed study” Draw lines connecting the proposed study with other branches of the literature Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, 4e – Creswell ISBN: 0132755912 3-15 © 2012, 2008, 2005, 2002 Pearson Education, Inc All rights reserved Circular Literature Map Need for Further Study: Non-English Speaking Cultures Question: “Do short term study abroad programs in non-English speaking cultures help create cultural responsiveness in preservice teachers? U.S Programs Study Abroad Programs Attitudes Toward Study Abroad (King, Young 1994) Personal Insights of Preservice Teachers (Friesen, Kang, McDougall, 1995) Conventional Programs Colville-Hall, Macdonald, Smolen, 1995) Predominately English Speaking Cultures (Mahan, Stachowski, 1990) Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, 4e – Creswell ISBN: 0132755912 Personal Insights of Preservice Teachers (Cockrell, Placier, Cockrell, Milleton, 1999 Cross-Cultural Programs (Cooper, Beare, Thorman, 1990) 3-16 © 2012, 2008, 2005, 2002 Pearson Education, Inc All rights reserved Writing a Literature Review  Use a consistent style manual approach     End-of-text references Within-text references Headings Tables/figures Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, 4e – Creswell ISBN: 0132755912 3-17 © 2012, 2008, 2005, 2002 Pearson Education, Inc All rights reserved Writing a Literature Review: Types of Reviews  Thematic review    Literature documents the theme identified by researcher No study is discussed in detail Study-by-study review    Detailed review of each study Studies grouped by themes Summaries linked by transitional sentences and organized under subheadings Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, 4e – Creswell ISBN: 0132755912 3-18 © 2012, 2008, 2005, 2002 Pearson Education, Inc All rights reserved Concluding Statement in a Literature Review   Summarize the major themes found in the literature review End with a rationale for the need for your study based on this literature review Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, 4e – Creswell ISBN: 0132755912 3-19 © 2012, 2008, 2005, 2002 Pearson Education, Inc All rights reserved [...]... Select the Literature (cont’d)      Is the source worthy of inclusion? Topic relevance: Is the literature on the same topic as your proposed study? Individual and site relevance: Does the literature examine the same individuals and sites you want to study? Problem relevance: Does the literature examine the same research problem as you propose in your study? Accessibility relevance: Is the literature. .. 2012, 2008, 2005, 2002 Pearson Education, Inc All rights reserved Organize the Literature: Constructing a Literature Map (cont’d)    Develop the map on as many levels as possible Draw a box toward the bottom of the figure that says “my proposed study” Draw lines connecting the proposed study with other branches of the literature Educational Research: Planning, Conducting, and Evaluating Quantitative... 0132755912 3-13 Cross-Cultural Programs Education, Inc All rights reserved Organize the Literature: Constructing a Literature Map    Identify key terms for the topic and put them at the top of the map Sort studies into topical areas or “families of studies” Provide a label for each box which will become a heading for the review Educational Research: Planning, Conducting, and Evaluating Quantitative... 4e – Creswell ISBN: 0132755912 3-18 © 2012, 2008, 2005, 2002 Pearson Education, Inc All rights reserved Concluding Statement in a Literature Review   Summarize the major themes found in the literature review End with a rationale for the need for your study based on this literature review Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, 4e – Creswell... 0132755912 3-11 © 2012, 2008, 2005, 2002 Pearson Education, Inc All rights reserved Organize the Literature: Abstracting Studies   Contents of abstracts vary for research studies and essays The structure is essentially the same for quantitative and qualitative research studies:  Research problem  Research questions/hypotheses  Data collection procedures  Results/findings Educational Research: Planning,... 2002 Pearson Education, Inc All rights reserved Writing a Literature Review: Types of Reviews  Thematic review    Literature documents the theme identified by researcher No study is discussed in detail Study-by-study review    Detailed review of each study Studies grouped by themes Summaries linked by transitional sentences and organized under subheadings Educational Research: Planning, Conducting,... Writing a Literature Review  Use a consistent style manual approach     End-of-text references Within-text references Headings Tables/figures Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, 4e – Creswell ISBN: 0132755912 3-17 © 2012, 2008, 2005, 2002 Pearson Education, Inc All rights reserved Writing a Literature Review: Types of Reviews  Thematic... Planning, Conducting, and Evaluating Quantitative and Qualitative Research, 4e – Creswell ISBN: 0132755912 3-15 © 2012, 2008, 2005, 2002 Pearson Education, Inc All rights reserved Circular Literature Map Need for Further Study: Non-English Speaking Cultures Question: “Do short term study abroad programs in non-English speaking cultures help create cultural responsiveness in preservice teachers? U.S Programs... Planning, Conducting, and Evaluating Quantitative and Qualitative Research, 4e – Creswell ISBN: 0132755912 3-12 © 2012, 2008, 2005, 2002 Pearson Education, Inc All rights reserved Sample Hierarchical Literature Map The Need for Teaching Programs to Be Culturally Responsive Study Abroad Programs Attitudes Toward Study Abroad King, Young,1994 Predominately English Speaking Cultures Mahan, Stachowski, 1990;... Stachowski, 1991 Martin, Rohrlich , 1991; Stachowski, 1991 U.S Programs Personal Insights of Preservice Teachers Cockrell, Placier, Cockrell, Middleton, 1999; Goodwin, 1997; Kea, Bacon, 1999 Need for Further Study: Non-English Speaking Cultures Conventional Programs Question: Do short-term study abroad programs in nonEnglish speaking cultures help create cultural responsiveness in preservice teachers?