Professional Documents
Culture Documents
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CHAPTER THREE
LITERATURE REVIEW
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Introduction
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literature review may evaluate the sources and advise the reader on
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Purpose
A literature review is written to highlight specific arguments and
ideas in a field of study. By highlighting these arguments, the
writer attempts to show what has been studied in the field, and also
where the weaknesses, gaps. or areas needing further study are.
The review should therefore also demonstrate to the reader why the
vvTiter's research is useful, necessary, important, and valid.
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synthesize the arguments and ideas of others 'vvithout adding new
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contributions.
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Consider organization
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3. Review Topic 2, which incorporates the scholarly literature
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the two basic concepts of "transformational" and "transactional"
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leadership. You will the pick the works of Bernard 1'.1. Bass In
1985 and how it added to Burns' theory on Transfomlational
Leadership; a..'1d finally the studies in the early 1990's by Bass and
Bruce Avolio, and the recent aliicies on transformational
leadership as it applies to ~ch()ol turnarounds.
But there is relati\ely Ilu cOlltinuity among subjects here. And
notice that even if there \.vere other sources on leadership \\1"itten
recently, they were not about transformational leadership. Thus,
the review loses its chronological focus.
b) Thematic
Thematic reviews of literature are organized around a topic or
issue, rather than the progression of time.
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(3) ~Redesigning the organization' includes developing a
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Criticaily reviewing the lileratllre
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lIS
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Two major reasons exist for reviewing the literature Guba, and
Lincoln. (2005), The first. the preliminary search that helps you to
generate and refine your 1'I:search ideas. The second often referred
to as the critical review or critical literature review is part of your
research process proper. Most research textbooks, as well as your
research mentor, will argue that this critical review of the literature
is necessary. Although you may feel that you already have a good
knowledge of your re::,earch area, I believe that reviewing the
literature is essential. Research assessment criteria usually require
you to demonstrate awareness of the current state of knowledge by
your subject, its limitations, and how your research fits in this
Copyright @ 2012. Edwin Mellen Press.
There is little point in rein\ enting the wheel ... the work that you
do is not done in a vacuum. but builds on the ideas of other people
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who have studied the field before you. This requires you describe
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your reading. Reviewing the literature critically will provide the
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or are using relate to the research that has gone before, thereby
demonstrating that you are familiar with what is already known
about your research topic. Table 3.1 gives a summary of the
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difference In the characteristics for qualitative and quantitative
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research
ticate~/_~
the study explanation for! fori auth
authenticate/ justificat:n.
Ion
justification I
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must extend, follow or approve those set out in the literature. You
may be highly critical of the earlier research reported in the
literature and seek to discredit it. However, if you wish to do this
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you must still review this literature, explain clearly why it is
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who will be more than happy to help you. Start by looking at their
OP AC (online public access catalogue) which is a database of their
resources. You could also refer to other relevant library catalogues,
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such as the British Library catalogue, the National Union
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from the online thesaurus and locating a journal article or
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Search several data bases, even if you feel that your topic is
not strictly education, as found in ERIC, or psychology, as
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peer reviewed?
Appraisal based on content analysis:
t Is the writer addressing a scholarly audience?
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t Does the author review the relevant literature?
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regard to how relevant and/or useful it is and how it relates to your
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3. Initially, try to locate about 50 reports of research in
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Questions a Literature Review Should Answer:
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The Actual Writing of the Literature Review
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t Provide the reader with strong "umbrella" sentences at
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your sources and formatted the reviev,j appropriately for your
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discipline.
Audience
Literature reviews can have different types of audiences, so
consider why and for whom you are writing your review. For
example, a lot of literature reviews are written as a chapter for a
thesis or dissertation, so the audience will want to know in what
way your research is important and original. Highlighting the gap
in knowledge which your research aims to fill is particularly
important in this instance because you need to convince the reader
that there is an opening in the area of study. A literature review in
a proposal will similarly try to convince the audience of the
significance and worthiness of the proposed research, In contrast,
when you are writing a literature review for a course, your
professor may want you to show that you understand what research
has been done, giving you a base of knowledge. In this case, you
may not need to focus as much on proving where the gaps in
knowledge lie, but rather, that you know what the major areas of
study and key ideas are.
Finally: How to Write a Convincing Literature Review!
Step 1: Read a lot.
Sounds simplistic, but the fact is that yon do have to read a Jot, and
read with care and purpose, There are things that you can do within
the process to make your life easier, and the purpose of this short
document is to point some of them out. Hopefully, this will help.
However, there is no substitute for good, thorough, and hard work.
When you start your reading, start broadly. If you have an area you
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reading will help, but you will have to branch outwards and
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With that said, you will be reading a lot. No doubt about it.
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However, there are a few things you could do to make your life
easier, and your work more focused.
a) Define the sources you will iook to for information. With
the explosion in our access to information, this becomes
more and more important. At the beginning of your review
of the literature, state what indices, libraries, and other
sources you may have looked at. Indices might be, ERIC,
Psyc Lit, or other bound or electronic repositories of
printed information. Libraries other than your own can be
searched. Intemet access through Gopher or the WWW wiii
allow you to search libraries from here to Ice Land in the
North Pole. Tell your reader where you looked.
b) Exclude things that are not relevant. When I was doing a
study on the impact of HIVIA IDS on the education sector, I
intentionally did not look at literature related to the medical
aspect of mv / AIDS. I did not need infonnation that was
not related to the impact of mY/AIDS on the education
sector. The point is, I saved myself time and effort in not
reading irrelevant, or inconsequential material. There were
references tons of references on the medical aspects of
mv /AIDS, but they were 110t critical references to my
study.
c) Make no apologies. Don't teU me your literature review is
flawed from the beginning. Tell the reader where you
looked, what you excluded, but don't tell them that there
are hundreds of libraries \Nhere you didn't look. As a
reader, I depend on you, the researcher to make good
Copyright @ 2012. Edwin Mellen Press.
decisions.
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Step 3: Keeping track ofal! afthis stuff.
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schools preferred administrative aspects to instructional leadership,
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For some areas of study, there are a large number of people doing
studies on the topic. For example, the literature is full of studies of
learner control. Some studies say that more learner control is
better, some say that less learner control is better. You can report
that through a narrative, but a chart indicating the authors of the
studies, the findings of the studies, and where the authors fall in all
of this could be helpful as well:
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Literature reviews don't have to necessarily be long, they just have
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Ayiro, L. P. (2010). The role of social entrepreneurship in
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infuse the two types and their respective outcomes in the area of
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HIViAIDS.
I hope from the above summary you get the gist of \>,'hat a
summary of literature really entaiis. Good Luck!
Form of Referencing
In writing references, one is expected to use an accepted style
manual. Headings, tables, figures, and the overall format also
require use of a specific style manual. A style manual provides a
structure for citing references, labeling headings, and constructing
tables and figures for scholarly research report.
The Publication Manual of the American Psychological
Association, 6 th edition (APA 2010), style manual is the most
popular style guide in educational research. Other guides available
are the Chicago Manual of style, 15th edition (University of
Chicago Press, 2003), and The Modern Language Association
(MLA) Style.
In this book we adopt the American Psychological Association
(APA) mode of nomenclature as illustrated below.
References items are listed alphabetically at the end of the
research paper. In-text citations (also called parenthetical
citations) appear in the body of the paper and refer to items in the
References list. Elements will vary according to the source you are
citing.
Book in Print:
Author, A. A. (Year). Title. City, State: Publisher.
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Article in Print:
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In -Text: (Ross, 2009)
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Electronic Book
Pacek, N., & Thorniley, D. (2007). Emerging markets: Lessons/or
business success and the outlook for different markets. Retrieved
from http://common.books24x7.com. libproxy.library.'ivmich.eduJ
booklid_22049lbook.asp
In-text: (Pacek & Thorniley, 2007)
Book Chapter
Reference
Ron, W. P. (1976). ESP and memory. In 1.M.O. Wheatley & H.L.
Edge (Eds.), Philosophical dimensions 0/ parapsychology (pp.
154-184). Springfield, IL: American Psychiatric Press.
In-Text: (Roll, 1976)
Encyclopedia Article
Copyright @ 2012. Edwin Mellen Press.
Reference
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Freeman, A., & Christner, R. (2005). Personality Disorders. In A.
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In-text: (Carter & Dunbar-Odom, 2009)
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Park, A. (2009, September 14). A shot at cancer. Time, 174(10),
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Dissertations
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Reference:
Mulligan, T. P. (2009). The relationship of music preference and
music function "pith coping ill universi~v students. (Doctoral
Dissertation). Retrie,/ed from Proquest Dissertations and Theses
database. CUMI No. 1876301581)
In-Text: (Mulligan, 2009)
Websites
Reference:
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Tips for formatting the Reference List
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Qualitative, Quantitative, and Mixed Methods Approaches
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BRAIN TEASERS AND STRETCHERS 3
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Qualitative, Quantitative, and Mixed Methods Approaches
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9. In the qualitative research study, the literature at the
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Qualitative, Quantitative, and Mixed Methods Approaches
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Poor Model:
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Qualitative, Quantitative, and Mixed Methods Approaches
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Copyright @ 2012. Edwin Mellen Press.
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Qualitative, Quantitative, and Mixed Methods Approaches
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