Fraenkel/Wallen, How to Design and Evaluate Research in Education, Fifth Edition. © 2000 by The McGraw-Hill Companies, Inc. All rights reserved.2222

Steps Involved in a Literature Search

Page 72

Several steps are involved in a literature review.

1. Define the research problem as precisely as possible.

2. Look at relevant secondary sources.3. Select and peruse one or two appropriate general

reference works.4. Formulate search terms (key words or phrases)

pertinent to the problem or question of interest.5. Search the general references for relevant primary

sources.6. Obtain and read relevant primary sources; note and

summarize key points in the sources.

Fraenkel/Wallen, How to Design and Evaluate Research in Education, Fifth Edition. © 2000 by The McGraw-Hill Companies, Inc. All rights reserved.2323

Sample Card from University Card Catalog

Figure 5.1

San Francisco State University.Masters Theses Collection—Degree in Social

science.AS36 Fraenkel, Jack R.1965 A comparison of achievement between students taught by a teaching .F73x team and students taught in traditional classes on a standardized

examination in United States history / by Jack R. Fraenkel.

—1965iv, 61 leaves ; 29 cm.Typescript.Thesis (M.A.)—San Francisco State College.Bibliography: leaves 42-44.1. Teaching teams. 2. United States—History—

Study and teaching.I. San Francisco State University. Masters Theses

Collection—Degree in Social science. II. Title

CSfSt 16 APR 80 6211387 CSFant

Fraenkel/Wallen, How to Design and Evaluate Research in Education, Fifth Edition. © 2000 by The McGraw-Hill Companies, Inc. All rights reserved.2424

Part of a Page from Education Index

Figure 5.2

Thought and thinkingSee also

AbstractionChildren’s conceptionsCognitionCreative thinkingCritical thinkingMeditationMemoryProblem solvingQuestioningReasoningReasoningVan Hiele levels of geometric

thoughtVisualization

Audiovisual aidsRichard Konieczka teaches the 59

second mind map [video review]Libr J v123 no10 p177-8 Je 1

‘98 L. Lampert

CurriculumEvaluation

Inductive reasoning in third grade: intervention promises and constraints. J. H. M. Hamers and others. bibl Contemp Educ Psychol v23 no2 p132-48 Ap ‘98

TeachingSee also

Cognitive strategy instructionLearning to think abstractly S. J.

Greenspan and S. Wieder por Sch Early Child Today v12 p22-3 My/Je ‘98

Moving beyond “I feel good”. M. Mooney. Teach PreK-8 v28 no8 p48-9 My ‘98

An old friend of the social studies teacher. J. R. Freese. Can Soc Stud v32 no4 p124-5 + Summ ‘98

Word class: using thinking skills to enhance spelling instruction. A. P. Johnson. bibl Read Horiz v38 no4 p257-65 Mr/Ap ‘98

SpainThe improvement of moral

development through an increase in reflection. A training programme. B. G. López and R. G. López. bibl J Moral Educ v27 no2 p225-41 Je ‘98

Teaching MethodsSee also

Mediated learning experience approach

Encouraging thinking in high school and middle school: constraints and possibilities. E. F. Sparapani. Clearing House v71 no5 p274-6 My/Je ‘98

An examination of the CATM blocks and block pattern intervention. R. P. Unruh and M. Dupree. J Instr Psychol v25 no2 p 134-8 Je ‘98

Intuition in nursing practice: sharing graduate students’ exemplars with undergraduate students. C. T. Beck. bibl J Nurs Eudc v37 no4 p169-72 Ap ‘98

Penetrating the barriers to teaching higher thinking. V. Supon. bibl Clearing House v71 no5 p274-6 My/Je ‘98

Teaching students to think reasonably: some findings of the Philosopy for Children Program. M. Lipman. Clearing House v71 no5 p277-80 My/Je ‘98

Teaching thinking in the secondary school [symposium]; ed. by T. R. McDaniel. bibl Clearing House v71 no5 p260-301 My/Je ‘98

Source: Education Index, September, 1998, p. 468. Reprinted by permission of H. W. Wilson Co., Bronx, New York.

Fraenkel/Wallen, How to Design and Evaluate Research in Education, Fifth Edition. © 2000 by The McGraw-Hill Companies, Inc. All rights reserved.2525

Excerpt from RIE

Figure 5.3

ED 417 080Cahot, Kathy L.The Effects of Relaxation and Visualization on Information Retention in Fifth Grade Science Students.Pub Date—1997-05-00Note—16pPub Type-Reports - Research (143)EDRS Price - MF01/PC02 Plus Postage.Descriptors—Academic Achievement. Concept Formation. Educational Strategies. Grade 5.

Intermediate Grades. *Learning Strategies. *Relaxation Training. *Science Education. *Study

Skills. *VisualizationThis paper examines the effectiveness and feasibility of introducing

relaxation and visualization techniques as study skills. Fifth grade science students from Charlottesville, Virginia (N=43) received six 20-minute classes using relaxation to study information on famous scientists. Results of this study indicate that relaxation and visualization can be used as a regular classroom activity and will enhance student achievement by reducing stress, increasing attention span, and helping students learn more effectively. Findings also suggest that relaxation and visualization are effective study techniques and should be incorporated into teacher training programs. Transcript excerpts of lesson plans are provided in Appendix A. Appendix B contains relaxation exercises. Appendix C contains several biographies of important scientists. Appendix D provides the actual Creative Study skills assessment test. Appendix E calculates the number of correct responses for each question. Appendix F lists several comments by the students on their response to the program. (Contains 18 references.) (DDR)

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Sample Entries from Current Index to Journals in Education (CIJE)

Figure 5.4EJ 558 112 EA 534-148The Making of a World-Class Elementary School.Haynes, Richard M.; Chalker, Donald M.Principal; v77 n3 p5-6, 8-9 Jan 1998Descriptors: *Academic Standards; *Comparative Education; Educational Finance; Elementary Education; *Excellence in Education; Foreign

Countries; Homework; *International Education; Parent Student Relationship; Principals; Student Evaluation; Teacher ResponsibilityIdentifiers: *World Class StandardsAfter spending six years studying elementary schools of 10 countries noted for educational excellence (Britain, Canada, France, Germany, Israel, Japan, New Zealand, South Korea, Taiwan, and the United States), the authors reveal world-class standards they have identified for time-on-task curriculum, assessment, parenting, and student behavior. Being world-class begins with strong leadership, teachers who foster high expectations, and a symbiotic parent/school relationship. (MLH)

EJ 557 814 CE 532 115A Primer in Survey Research. Watson, Suzenne C.Journal of Continuing Higher Education: v46 n1 p31-40 Win 1998Descriptors: Adult Education; Interviews; *Questionnaires; Research Methodology; *Response Rates (Questionnaires); *SurveysCompares types and methods of survey research, including mail, telephone, face-to-face, drop-off, and electronic surveys. Explains steps for conducting survey research and suggests how to improve response rate. (SK)

EJ 558 952 SP 526 539Character Development. Can Character be Measured? Stoll, Sharon Kay; Beller, Jennifer M. Journal of Physical Education, Recreation and Dance; v69 n1 p19-24 Jan 1998Descriptors: Athletics; Elementary School Students; Elementary Secondary Education; *Ethical Instruction; *Moral Development; *Moral Values;

Physical Education; Research Methodology; Secondary School Students; Student BehaviorIdentifiers: *Character DevelopmentDiscusses whether character can be measured, describing moral development research, and noting how moral educators may use many tools, types of research designs, and qualitative and quantitative methods in trying to understand moral education. The paper examines the role of moral education in the development of personal character, discussing moral education within American sport. (SM)

Source: Reprinted from Current Index to Journals in Education, July 1998, pp. 3, 25, 92. Copyright 1998 by the Oryx Press, 2214 N. Central Ave., Phoenix, AZ 85004. Reprinted by permission.

Fraenkel/Wallen, How to Design and Evaluate Research in Education, Fifth Edition. © 2000 by The McGraw-Hill Companies, Inc. All rights reserved.2727

Excerpt from Dissertation Abstracts International

Figure 5.5

The evolution of writing in kindergarten: The role of student-teacher conferencing. Tobin, Thomas L., Ed.D. University of Pennsylvania, 1998. 189pp. Supervisor: Chalres Dwyer

Order Number DA 9830679This case study of two kindergarten classes during the 1996-97 school year examined the

evolution of children’s writing and focused on the role of the student-teacher writing conference. These two kindergarten classes had a daily journal writing program and held student-teacher conferences every day, or every other day.

Research questions included: (l) What can be learned by tracing the evolution of kindergarten children’s writing when there is a program of daily writing and conferencing? (2) What can be learned by the examination of kindergarten teachers’ responses to the drawing and writing of young children in a conference? (3) What can be learned by investigating and observing the effects of daily writing and conferencing on kindergartners’ attitudes about themselves as writers?

The methodology used was that of participant observer using ethnographic methods. Data was collected from September 1996 through June 1997. Data sources included field notes and audiotapes from classroom observations, interviews with teachers and students, and documents including students’ written products.

Significant findings include: (l) In these two classrooms daily journal writing and conferencing were an integral part of the kindergarten program. Routine procedures and processes that promoted writing were in place. Students progressed in their writing skill level and grew in their confidence as writers. (2) The individualized nature of writing and conferencing within these classrooms allowed each child to progress at an individual rate of comfort, while providing opportunities for teachers to stretch students to higher levels. (3) Ten distinct categories of responses that teachers used in writing conferences with their students were found. (4) Student-teacher conferences added to the teachers’ knowledge of each individual student’s language development and to their personal understanding of each child. (5) The encouragement and acceptance of inventive spelling helped students to apply their knowledge of sounds and letters and to rely on themselves as writers. (6) An unexpected outcome was the positive influence that a writing journal can have upon a student’s ability to be reflective.

Source: From Dissertation Abstracts International—A: Humanities and Social Sciences, 59, no. 4, October, 1998, p. 1074. Reprinted by permission of University Microfilms International.

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Sample Bibliographic Card

Figure 5.7

Fraenkel/Wallen, How to Design and Evaluate Research in Education, Fifth Edition. © 2000 by The McGraw-Hill Companies, Inc. All rights reserved.2929

Description of the ERIC Database

Figure 5.9

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Printout of Search Results

Figure 5.14