Literature Review and Research Problems

1. Literature Review and Research Problems 9810009mLisa 9810010mAngela

2. Outline • Major Reasons for Doing Literature Reviews • The Search Process (Step 1 ~ 9 ) • Critical Analysis of Literature Reviews • Publication Bias • Variable Quality in the Primary Research Studies • Inclusion-Exclusion Decisions

3. Major Reasons for Doing Literature Reviews

4. For planning Primary Research • The purpose of the literature review is to provide the reader with an overall framework. ↪ literature review serves to explain the topic of the research and to build a rational for the problem that is studied. • Researchers use the literature review to identify a rationale for their own study.

5. Some of specific rationales might emerge from your literature review: • You may find a lack of consistency in reported result e.g. Born (1993) chose to study site based management and shared decision making because the outcomes of previous research were unclear.

6. You may have uncovered a flaw in prev-ious research based on its design, data collection inst-ruments, sampling, or interpretation e.g. Lips (1993) notes the gender-sensitive nature of tests used to support differences between males and females in mathematics skills. • Research may have been conducted on a different population.

7. e.g. Sullivan, Vernon, and Scanlan (1987) note that incidence data on sexual abuse were available for the general population but not for deaf children. 4. You may document an ongoing educational or psychological problem and propose studying the effect of an innovative intervention to try to correct that problem. e.g. B.T. Anderson (1993) noted the ongoing problem of underrepresentation of minority women in scientific careers.

8. 5. Uncertainty about the interpretation of previous studies’ findings may justify further research. e.g. Eagly and Carli (1981) reported that the sex if the research influenced the size of differences associated with specific psychological characteristics.

9. Morse (1994) points out that qualitative researchers should be well prepared in their topic. • Extant literature can be used to guide you in the interpretation of your results. e.g. knowing the results of other studies can reveal whether your results are smaller, typical, or larger. (Eagly & Wood, 1994)

10. Primary research articles published in journals contain 20 to 30 references of primary research. • The exact number varies, depending on the purpose of the literature review and the extant literature. • Use of the literature review to plan and conduct a study requires that you critically evaluate the research that you read.

11. Review of Literature as an End in itself • The process for conducting this type of literat-ure review varies, depending on your purpose. e.g. B. T. Anderson (1993) reviewed literature for the purpose of proposing a model intervention program to increase the representation of minority women in scientific careers.

12. When a literature review is conducted to provide a comprehensive understanding of what is known about a topic, the process is much longer. e.g. Scarr and Eisenberg (1993) reviewed almost 200 references in their review of child care research.

13. The Search Process

14. Differences in the general process.. • With the postpositivist paradigm, the researcher who plans to conduct quasi-experimental research needs to be able to develop a hypothesis. • With an interpretive/constructivist orientation, the researcher should have a good understanding of previous research(Marshall & Rossman, 1989). • In this transformative paradigm, the researcher should consult with persons who have experienced oppression and seek out literature that represents their viewpoints (Harding, 1993).

15. Step 1: Identify Research Topic • Two pieces of advice should guide researchers. 1. They should be flexible in their conceptualization of the research problem being investigated. 2. They should begin with a broad idea and be prepared to narrow it down as they progress through the research.

16. Source of research topics • A research topic can emerge from a wide variety of source. ↪ the researcher’s interests, knowledge of social conditions, etc • Any of these is appropriate as a source to help identify the primary research topic.

17. For researchers interested in conducting a comprehensive review of literature, they must study topics that appear in the literature (Cooper, 1989). • For sponsored research, the researcher needs to clarify with the funding agency what the research problem is (Hedrick, Bickman, & Rog, 1993). • Scholars working in the transformative paradigm have been instrumental in stimulating research on a variety of topics.

18. Step 2 : Review Secondary Sources to Get an Overview • Review of Research in Education: Each volume contains a series in diver topics such as violence in the schools, welfare reform and education, etc • Yearbook of the National Society for the Study of Education: Recent topics include interprofessional partnerships that facilitate the integration of services to enhance both teaching and learning.

19. The Annual Review of Psychology : contains literature reviews on topics of interest in psychology and education. • Research in Race and Ethnic Relations: is published annually to address race relations and minority and ethnic group research. • Other handbooks have been published on specific topics.

20. Step 3 : Develop a Search Strategy • Identify preliminary sources • Identify primary research journals • Access personal networks.

21. Identify preliminary sources • Preliminary sources include databases, abstracts, and indexes that contain a compilation of bibliographic information, abstracts, and sometimes full-text articles for a wide range of topics. • World Wide Web sites are easily and pervasively available to assist you in your literature searching.

22. Most Frequently Used Preliminary Sources • ERIC (Educational Resources Information Center) :ERIC contains over a million abstracts of journal articles and research reports on education-related topics; some full-text documents are available. Search by going www.eric.ed.gov. • Exceptional Child Education Resources: ERIC also maintains a database for the Council on Exceptional Children called ECER. Go to search at ericec.org/ericecer.html

23. Education Abstracts Full Text: This site indexes about 500 core journals and monographs in education. More information can be found at www.hwwilson.com/databases/educat.cfm • PsycINFO: This is a product of the American Psychological Association (APA). Information about that is at www.apa.org/psycinfo/about/questions.html#1.

24. PsycARTICLES: This is another product of APA, but it includes the full-text articles of 49 journals related to psychology. Information about this database can be found at: www.apa.org/psycarticles.

25. One important limitation • You can get out if them only what was put into them. ↪ The databases are selective about the journals. e.g. many of the best-known feminist journals are not included in the databases. A survey of 17 feminist journals indicated that only 6 are included in ERIC

26. Identify primary research journals • Additional primary research articles can be identified by examining the reference lists found at the end of relevant journal articles or books. • Researchers who are working from a transformative paradigm should be aware of the journals that deal with issues specific to marginalized groups.

27. Personal Networking • Additional resources can be found by talking to people who are doing work in area related to your interest. This can include people at your own institution or those you meet through professional association, such as the American Educational Research Association, etc.. • Talking to people who have completed related work can reveal sources that you were unaware of.

28. Step 4 : Conduct the research • In conducting the search, you should access your personal network and also check the table of contents and abstracts in appropriate journals.

29. The process • Prepare to search preliminary sources  interpreting what you see  selecting titles.

30. Step 5 : Obtain titles Many journal articles are now available in full - text versions which is online. if you have chosen to review an ED document from an ERIC search, that document also may be available in full text online. However, if it is not, then the document is available for your review on microfiche in the library.

31. The microfiche are organized in ascending order according to their ED numbers, so they are easy to find.

32. Step 6 : Read and prepare bibliographic information and notes • Notes on each study. • For empirical research studies, the following outline can be helpful: • 1.Problem addressed • 2.Paradigm of researcher(s) • 3.Design, including • a sampling strategy • b characteristics of participants

33. c data collection instruments and methods 4. Data analysis strategy. 5. Results. 6. Conclusions. 7. Your own evaluation.

34. Step 7 : Evaluate the research reports you will be learning how to evaluate research as you progress through this textbook. A comprehensive listing of critical analysis questions for evaluating primary research is provided in the Appendix.

35. Step 8 : Analyze the research findings and synthesize the results • Analyze what you have found until the present and then synthesize the results you have got. A literature review for a research proposal is usually more extensive. If the research proposal is for a thesis or dissertation, it is expected to be quite comprehensive in most universities.

36. Step 9 : Use the literature review • Using the literature review  As mentioned previously, a literature review can be used at the beginning of the study to explain what is known about your topic and provide a rationale for the study you are planning.

37. Critical analysis of literature reviews • The researcher should be aware of potential biases in literature reviews.

38. Publication bias • Begg cautioned that the quality of the unpublished data may be suspect because it has not been through a review process. • Begg recommended a conservative interpretation of literature review result ( especially meta- analyses ).

39. ~Thank you for your listening~