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Literature Review: Six Steps to Success 3rd Revised edition [Mīkstie vāki]

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  • Formāts: Paperback / softback, 192 pages, height x width: 254x177 mm, weight: 370 g
  • Izdošanas datums: 28-Jul-2016
  • Izdevniecība: Corwin Press Inc
  • ISBN-10: 1506336248
  • ISBN-13: 9781506336244
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Literature Review: Six Steps to Success 3rd Revised editionPalielināt
  • Formāts: Paperback / softback, 192 pages, height x width: 254x177 mm, weight: 370 g
  • Izdošanas datums: 28-Jul-2016
  • Izdevniecība: Corwin Press Inc
  • ISBN-10: 1506336248
  • ISBN-13: 9781506336244
Citas grāmatas par šo tēmu:
Permanent link: https://www.kriso.lv/db/9781506336244.html
Keywords:
From daunting to doable in six steps

Graduate students who turn in exceptional literature reviews are recognized as excellent critical thinkers, as well as masters of academic argumentation, research writing and writing academic papers. But literature searches and composing the review itself can be intimidating and frustrating. 

The six-step process pioneered by this book has made the task flowing and seamless for masters and doctoral candidates in Education and related fields. This updated third edition features a wealth of all-new content including:





A flowchart that graphically illustrates Machi and McEvoys process. Reflective Oversight boxes in each chapter that prompt readers to direct metacognitive activities. Links to online guides and resources.  Expanded examples illustrating theoretical concepts.

When you apply this system to your next literature review the work will be intuitive and enjoyable for you, and the results will impress your teachers and fellow researchers. 

"The Literature Review clearly walks educators through the steps to completing a literature review with helpful checklists and graphic representations of the process. It makes a very daunting task much more manageable and systematic." Andrea M. Capizzi Vanderbilt University, Nashville, TN

"This text is the best guide yet for our dissertation students. The format provides the learner with the framework to think about each step of the literature review process. This thorough and practical guide will provide candidates with the scholarly application that they require to think about their research." Barbara J. Poling, Interim Dean College of Education and Organizational Leadership, University of La Verne

Recenzijas

"The Literature Review clearly walks educators through the steps to completing a literature review with helpful checklists and graphic representations of the process. It makes a very daunting task much more manageable and systematic for those who are new to writing literature reviews or who are having trouble getting started and maintaining momentum." -- Andrea M. Capizzi "The authors have provided a primer for planning, creating, developing, and researching literature reviews for new and experienced social scientists." -- Maureen K. Lienau "The third edition of this text is the best guide yet for our dissertation students. The format provides the learner with the framework to think about each step of the literature review process. Candidates will find the graphs and charts most helpful as they conceptualize the process they will be using to think about their topic. This edition uses adult learning theory to keep the candidate focused on the best use of their time while organizing their review. This thorough and practical guide will provide candidates with the scholarly application that they require to think about their research." -- Barbara J. Poling, Interim Dean

Preface xiii
New to This Edition
xiii
Audience
xiii
Special Features and Text Organization
xiv
Acknowledgments xvii
About the Authors xix
Introduction: Doing and Producing a Literature Review 1(16)
Getting Started
1(1)
Key Vocabulary
1(1)
Chapter Overview
2(1)
The Purpose of a Literature Review
3(2)
The Literature Review Defined
5(1)
The Literature Review Process
5(3)
Step
1. Select a Topic—Recognize and Define the Problem
6(1)
Step
2. Develop the Tools for Argument—Create a Process for Solving the Problem
6(1)
Step
3. Search the Literature—Collect and Organize the Information
7(1)
Step
4. Survey the Literature—Discover the Evidence and Build Findings
7(1)
Step
5. Critique the Literature—Draw Conclusions
7(1)
Step
6. Write the Review—Communicate and Evaluate the Conclusions
7(1)
Mindset: Personal Dispositions on Thinking, Doing, and Deciding
8(3)
Intellectual Dispositions
9(1)
Action Dispositions
10(1)
Decision-Making Dispositions
10(1)
Ethics
11(1)
Reflective Oversight
12(1)
Self-Regulation
12(1)
Self-Assessment
12(1)
Self-Correction
13(1)
Plan Wisely Before You Begin
13(1)
Tips
14(1)
Summary
15(1)
Checklist
15(1)
Reflective Oversight
15(2)
1 Step One: Select a Topic 17(20)
Key Vocabulary
18(1)
Chapter Overview
18(1)
Task
1. Identifying a Subject for Study
19(3)
Exercises
20(1)
Researcher Bias, Note Well
21(1)
Task
2. Translating the Personal Interest or Concern Into a Research Query
22(5)
Activity
1. Focusing a Research Interest
22(1)
Activity
2. Limiting the Interest
23(1)
Activity
3. Selecting a Perspective
24(1)
Activity
4. Reflection: The Key to Interest Selection and Developing the Research Query Statement
25(2)
Task
3. Link the Research Query to the Appropriate Discipline
27(5)
Rules for Library Use: A Primer
30(2)
Task
4. Write the Preliminary Research Topic Statement
32(1)
Tips
33(1)
Summary
34(1)
Checklist
34(1)
Reflective Oversight
35(2)
2 Step Two: Develop the Tools of Argumentation 37(22)
Key Vocabulary
38(1)
Chapter Overview
38(1)
Concept
1. Building the Case for a Literature Review
39(1)
Concept
2. Arguments—the Basics
40(1)
Concept
3. Evaluating the Basic Parts of an Argument
41(2)
Concept
4. Understanding Claims
43(4)
Claims
43(3)
Claim Acceptability
46(1)
Concept
5. Building Evidence
47(3)
Data Versus Evidence
47(1)
Data Quality
48(1)
Data Relevance
49(1)
Qualifying the Claim
49(1)
Concept
6. Warrant—Logically Connecting the Evidence to the Claim
50(3)
Concept
7. Complex Claims
53(2)
Tips
55(1)
Summary
56(1)
Checklist
56(1)
Reflective Oversight
57(2)
3 Step Three: Search the Literature 59(24)
Key Vocabulary
60(1)
Chapter Overview
60(1)
Task
1. Select the Literature to Review
61(1)
Task
2. Conduct a Literature Search
62(16)
Activity
1. Managing Your Data
63(2)
Activity
2. Scanning the Literature
65(6)
Activity
3. Skimming the Literature
71(2)
Activity
4. Mapping Your Materials
73(4)
Activity
5. Creating Subject Memoranda
77(1)
Task
3. Refine Your Topic
78(2)
Tips
80(1)
Summary
80(1)
Checklist
81(1)
Reflective Oversight
81(2)
4 Step Four: Survey the Literature 83(24)
Key Vocabulary
84(1)
Chapter Overview
84(2)
Task
1. Assemble the Collected Data
86(2)
Activity
1. Cataloging the Data
86(2)
Task
2. Organize the Information
88(8)
Activity
1. Arranging Information to Build Evidence
88(6)
Activity
2. Organizing the Information and Building Claims
94(2)
Task
3. Analyze the Patterns of the Data
96(7)
Complex Reasoning
96(2)
The Discovery Argument: Putting It All Together
98(1)
Building the Discovery Argument: An Example
99(2)
Activity
1. Mapping the Discovery Argument
101(1)
Activity
2. Analyzing the Argument
101(2)
Tips
103(1)
Summary
104(1)
Checklist
104(1)
Reflective Oversight
105(2)
5 Step Five: Critique the Literature 107(26)
Key Vocabulary
108(1)
Chapter Overview
108(1)
What Is a Literature Critique?
109(1)
Concept
1. Making the Case for the Literature Review
109(1)
Concept
2. Descriptive Argument Patterns: Factual Reasoning
110(2)
Concept
3. Implicative Argument Patterns: Implicative Reasoning
112(2)
Concept
4. The Implicative Argument: Nine Basic Patterns
114(6)
Concept
5. Backing
120(1)
Doing a Critique of the Literature: Building the Advocacy Argument
120(1)
Task
1. Determining the Implicative Logic Pattern Inferred by the Topic of Study
121(1)
Task
2. Reframe Claims to Meet the Prerequisite Conditions Identified by the Selected Logic Type
122(1)
Task
3. Build the Advocacy Argument
123(4)
Building the Literature Review Case: An Example
123(4)
Concept
6. Fallacies
127(2)
Concept
7. The Case Is Everything
129(1)
Tips
130(1)
Summary
130(1)
Checklist
130(1)
Reflective Oversight
131(2)
6 Step Six: Write the Review 133(24)
Key Vocabulary
134(1)
The Writing Process: Overview
135(1)
Task
1. Write to Understand
136(14)
Activity
1. Reviewing Notes and Memoranda
137(1)
Activity
2. Exploratory Writing
137(2)
Activity
3. Outlining
139(9)
Activity
4. Preliminary Drafting
148(2)
Task
2. Write to Be Understood
150(1)
Activity
1. Writing the First Draft
150(1)
Style Manuals
151(4)
Activity
2. Revise—Working With the Second and Third Drafts
154(1)
Activity
3. Completing the Final Draft
155(1)
Tips on Writing
155(1)
Last Words
156(1)
Glossary 157(3)
References and Further Reading 160(1)
Index 161
Lawrence A. Machi is a Professor Emeritus of Organizational Leadership at the University of La Verne, in La Verne, California. He holds an MA in curriculum development and an Ed.D. in organizational leadership. He has taught research methods and design and has chaired doctoral dissertation research in addition to teaching classes in organizational development. He has extensive experience in higher education, and prior to his tenure at La Verne, he taught in schools of education at the University of San Francisco, St. Marys College of California, and Sonoma State University. Dr. Machi has served as a Fulbright Specialist and recently completed his third assignment in Taiwan at National Chung Cheng University, where he currently serves as a visiting professor.

With K12 experience as well, he has worked as a secondary teacher and served as a school administrator in both secondary and elementary school districts in northern California. He has occupied the roles of vice principal, principal, assistant superintendent, and superintendent, frequently consulting with many ­California school districts and non-profit organizations. His specialties are in the areas of organizational leadership, finance, negotiations, organizational development, and strategic thinking.







Brenda T. McEvoy taught high school English, history, and science for 36 years. Research skills were always part of her curriculum. For eight years, she worked for the California State Department of Education, leading groups of educators in improving their ability to edit and assess student writing. She has also served as a mentor for beginning English and history teachers. Participation in the California Writing Project extended her knowledge of writing and the difficulties students face when producing a major assignment. She has worked as an editor for several books, focusing on helping writers create work that is clear and logical.