Creswell, Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, 4e © 2012, 2008, 2005, 2002 Pearson Education, Inc. All rights reserved. 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. Chapter 3

Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, 4e – Creswell ISBN: © 2012, 2008, 2005, 2002 Pearson Education, Inc. All rights reserved. 3-2 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: © 2012, 2008, 2005, 2002 Pearson Education, Inc. All rights reserved. 3-3 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: © 2012, 2008, 2005, 2002 Pearson Education, Inc. All rights reserved. 3-4 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: © 2012, 2008, 2005, 2002 Pearson Education, Inc. All rights reserved. 3-5 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: © 2012, 2008, 2005, 2002 Pearson Education, Inc. All rights reserved. 3-6 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: © 2012, 2008, 2005, 2002 Pearson Education, Inc. All rights reserved. 3-7 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: © 2012, 2008, 2005, 2002 Pearson Education, Inc. All rights reserved. 3-8 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: © 2012, 2008, 2005, 2002 Pearson Education, Inc. All rights reserved. 3-9 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: © 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: © 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: © 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: © 2012, 2008, 2005, 2002 Pearson Education, Inc. All rights reserved Sample Hierarchical Literature Map The Need for Teaching Programs to Be Culturally Responsive Bennett, 1995; Eastman, Smith, 1991; Grant 1994; Noel, 1995 Study Abroad Programs Attitudes Toward Study Abroad King, Young,1994 Personal Insights of Preservice Teachers Friesen, Kang McDougall, 1995; Mahan, Stachowski, 1991 Possible Improvements Martin, Rohrlich, 1991; Stachowski, 1991 Personal Insights of Preservice Teachers Cockrell, Placier, Cockrell, Middleton, 1999; Goodwin, 1997; Kea, Bacon, 1999 Predominately English Speaking Cultures Mahan, Stachowski, 1990; Quinn, Barr, McKay, Jarchow, Powell, 1995; Vall, Tennison, 1992 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? Conventional Programs Colville-Hall, Macdonald, Smollen, 1995; Rodriguez, Sjostrom, 1995; Vavrus, 1994 Cross-Cultural Programs Cooper, Beare, Thorman, 1990; Larke, Wiseman, Bradley, 1990 U.S. Programs

Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, 4e – Creswell ISBN: © 2012, 2008, 2005, 2002 Pearson 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: © 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: © 2012, 2008, 2005, 2002 Pearson Education, Inc. All rights reserved Circular Literature Map U.S. Programs Study Abroad Programs Attitudes Toward Study Abroad (King, Young 1994) Personal Insights of Preservice Teachers (Friesen, Kang, McDougall, 1995) Predominately English Speaking Cultures (Mahan, Stachowski, 1990) Cross-Cultural Programs (Cooper, Beare, Thorman, 1990) Personal Insights of Preservice Teachers (Cockrell, Placier, Cockrell, Milleton, 1999 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? Conventional Programs Colville-Hall, Macdonald, Smolen, 1995)

Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, 4e – Creswell ISBN: © 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: © 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: © 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