hOrganizing and Writing a Review of the Research and Literature by Donald D. Gainey, EdD Introduction A review of the research and literature is a standard procedure that is followed in writing scholarly papers. The review informs the student what scholars and researchers have learned about a problem. It is an opportunity for the student to examine what solutions have been tried and implemented to correct a specific discrepancy or to solve a problem. The review of literature also informs the reader that the topic or the problem is a legitimate one recognized by the educational community. The purpose of a research and literature review is not to identify as many pieces of literature as you can about a particular topic, but rather to provide the development and support for your thesis. Try to get a sense of the history of the research on the questions you have posed (i.e., a “line” or “stream” of research). The literature researched should describe what the research is about, how it was conducted, and how it is applicable to your setting. It should be organized around themes or major points. Therefore, as you search for applicable literature, read with breadth, read from domains other than just education, read books, read secondary sources, read preliminary sources, read research journals rather than just periodicals such as Phi Delta Kappan (PDK), Educational Leadership, and so forth, and do not rely too heavily on ERIC. Consider beginning with secondary sources such as the Review of Educational Research, the Review of Research on Education, the Encyclopedia of Educational Research, the various Handbooks of Research .(i.e., the National Society Study on Education Yearbook, etc.). Once you have identified a stream of research, you should consider reviewing preliminary sources (i.e., Education Index, Psychological Abstracts, Sociological Abstracts, Dissertation Abstracts, etc.). Following your stream of research, you are now ready to review primary references (i.e., American Educational Research Journal [AERJ], Educational Evaluation and Policy Analysis [EEPA], Educational Researcher [ER], Harvard Educational Review [HER], American Journal of Education [AJE], Educational Administration Quarterly [EAQ], etc.). Please note that if you have not read any primary references which relate to your research, you probably have not adequately reviewed the literature. Remember, you need not confine yourself to just the recent literature, although a majority of your references should be within the past five years. Furthermore, do not be afraid to question what you read and challenge conventional wisdom. Look for material that is both pro and con to your position. Your literature review should also demonstrate that you are knowledgeable about organizational culture and the process of organizational change. Recognize that not every reference you review will be or should be used in your research and literature review. Furthermore, your review of the literature and references must be scholarly and at a doctoral level. Hence, unless otherwise approved by your professor, do not include blogs, wikis (including Wikipedia), or other simplistic opinion-based references. Finally, keep in mind that you are attempting to create change in a work setting that has traditionally resisted change. Reviewing Research and Literature The following steps in organizing a review of the research and literature should not be viewed as a difficult task, although the process will be time consuming. Utilize the following steps:

1 1. Review abstracts to remove obviously unrelated or inappropriate material. If information is scant, or most of the information appears to be inappropriate to your topic, perhaps the concern should be restated in more appropriate terms. 2. Determine whether the available research is on theory, solutions, or strategies. Individuals working on applied dissertations are not encouraged to test new methodologies never tried by anyone else. Rather, you should consider existing solutions in new and innovative ways to improve the situation at your particular site. 3. Obtain the full text of each selected research study relevant to the topic. Check the bibliography of the research for possible connections to other authors. 4. Write an analysis of each selected article or research study using the full article as a guide for your notes. Build a framework from information in the collected articles to support your argument that the problem exists. Writing a review from abstracts will result in an incomplete analysis. Utilize the following outline as a basis for your analysis. This will allow you to organize your review of the literature and research before you begin writing.  Abstract of Major Ideas – This section should offer a fairly brief overview or a synopsis of the article (i.e., one-two paragraphs in length). This will help you to avoid writing an annotated bibliography with an endless chain of quotations that unfortunately can be found in many literature reviews. Note: Do not write the questions below and then answer them; however, the reader should be able to infer the question from your responses.  What are the major ideas, questions, issues, or points?  How did the authors answer questions or present the material? What is the method?  What were the major research findings, outcomes, and conclusions?  Critical Analysis – This section will be the major section of the critique.  Strengths? What questions were answered? How does this fit with similar ideas? What new ideas were generated?  Weaknesses? What questions remain unanswered? Were there methodological problems? What could be improved? Why?  Is the material logically consistent? Is it substantive, or is it based on unsupported opinion or bias?  Implications – Discuss the importance of the ideas for your work.  What relevance does this study, paper, and so forth, have for you, your work, or your own areas of inquiry?  Should thinking people consider using, adopting, or adapting this? Why?  Future influences or importance of these ideas, processes, or products?  Citations – Be sure to use American Psychological Association Manual (APA) and FSEHS Style Guide for the Applied Dissertation (SGAD) for citing quotations or sections that have been paraphrased from the text of an article, book, or other reference. When in doubt, be sure to cite a reference to avoid any possible question of plagiarism.

2 5. Look for ideas that authors have in common to organize this section of your paper. Think “thematically.” 6. Consider  Evidence – Does the researcher pose a question? Does the study provide empirical evidence regarding the answer to that question?  Objectivity – Does the researcher, author, or publisher have a recognizable stake in the outcomes of the study?  Comparisons – Were two (or more) groups created for the study, at least one of those given a “treatment,” and the outcomes for the treated group or groups compared to those of the untreated group or groups?  Equivalence – Were the treated and untreated groups equivalent before the study began? That is, were groups randomized or at least matched on relevant attributes? Were the outcome measures appropriate for both treated and untreated groups?  Persistence – Can you tell from the study whether the effects of the treatment will last long enough to be of practical value? Do effects end when treatment ends?  Realism – Was the treatment carried out under realistic conditions similar to those that exist in your school?  Applicability – Were the study subjects and conditions (i.e., students, classrooms, schools, etc.) similar enough to yours to permit you to apply the findings to your situation?  Replicability – Is the study described so that it may be replicated? Have similar studies produced similar results? 7. Begin your review of the research and literature with a brief introduction that describes the issues or problem area found in this section of your paper. This should require only a few sentences. 8. Insert your framework. Use subheadings to organize your thoughts. This will also help the reader. 9. Add your ideas of how to make improvements that are supported in your review of the research and literature. This will become a solution strategy. 10. Conclude with one or two paragraphs, with citations, to summarize and synthesize your thoughts. 11. A rubric for assessing your literature review is attached. The completed self-assessment should be submitted with your Applied Dissertation Proposal. References Brydges, B., & Tunon, J. (2005). Subjective rubric for doctoral reference list resources. North Miami Beach, FL: Nova Southeastern University. Gainey, D. D. (2003). Overview of an applied dissertation report: Where to begin? North Miami Beach, FL: Nova Southeastern University. Mathias, J. S. (2005). Organizing and writing a review of the literature. North Miami Beach, FL: Nova Southeastern University.

3 Literature Review Scoring Rubric

Criteria Level 1 – Inadequate Level 2 – Marginally Level 3 – Adequate Level 4 – Superior Your adequate Rating

Breadth of Resources* A limited number or variety A limited number and A reasonable number and An exhaustive search that – number of citations of resources available or variety of sources were cited. variety of sources were used utilizes a comprehensive – variety of resources sited both on the topic were used. for the topic. number and a full range of The review of the literature types of sources available for did not show awareness of the topic were used. specialized sources.

Depth of Understanding The depth of understanding A depth of understanding The depth of understanding The depth of understanding As demonstrated through the is underdeveloped by a lack was emerging as was developed as was exemplary as citing of historical, theoretical of citations from historical or demonstrated through the demonstrated through the demonstrated through the background resources. theoretical background citation of a limited number citation of a substantial exhaustive citation of resources. of historical, theoretical number of historical and historical and theoretical background resources. theoretical background background resources resources available for the available for the topic. topic.

Depth of Scholarliness The majority of resources are A limited number of A majority of resources were A rich representation of (quality of resources*) superficial or weak. scholarly, peer reviewed scholarly, peer reviewed, and quality, peer reviewed – primary resources resources were presented or a reasonable number of empirical research resources – empirical research there were too few empirical empirical research studies and very scholarly references – peer-reviewed reviewed resources or the were used. were used. – seminal/landmark studies review was superficial.

Currency The review was not current. A disproportionate number The majority of the resources The review was extremely Criteria take into consideration The majority of references of unnecessarily dated cited were published 5 years current with a majority of the the availability of resources on cited were older than 10 resources (i.e., a majority or less from the completion references within 3 years of the specific topic being years from the date of the over 5 years) were cited. of the dissertation the dissertation completion. researched dissertation completion.

Relevancy The majority of sources does A disproportionate number Sources generally support or The sources were directly on Relevancy to the topic not relate or pertain to the of sources do not relate or pertain to the topic. target and supportive or topic. pertain to the topic. pertinent to the topic.

Student Name - Date OVERALL SCORE – /20 * Criteria take into consideration the availability of resources on the specific topic being researched.

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