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Action Research Process Presentation

Related Papers

Andrew Johnson

Action research can be defined as a systematic observation of one’s own teaching practice. It is a way to link theories and research directly to classroom practice. It also empowers teachers to make the changes that are best for their own teaching situations. In this sense, action research is an effective and economical way to attend to the professional development of teachers. This article describes the basic elements of action research.

Sir CP Dr. Benedict David, KCR, Ph.D, DHC, CA

Irene Lacia

Action research is a type of research related to one’s professional practice. In the field of education, it can be defined as the process of studying a school, classroom, or teaching-learning situation with the purpose of understanding and improving the quality of actions or instruction. In this sense, it is the ultimate form of teacher reflection. Described in this chapter expert are the basic elements and the steps of action research.

Alberta Journal of Educational Research

Ali K Tekin

Although action research has become one of the major methods employed in educational research, there has always been a scarcity of solid informational textbooks and journal articles outlining and giving in-depth information about this trendy research methodology. However, it is a well-accepted research methodology and has become one of the most critical research approaches that can be used by educators in order to improve their knowledge and practices (Tekin & Kotaman, 2013). Therefore, it is considered a method of inquiry especially suitable for practicing teachers. Today's teachers are not only expected to teach students but also to act in many areas related to education. They are burdened with many responsibilities such as administrative tasks, advocacy for children, and fundraising. Beyond these duties, teachers have been increasingly seen as researchers as they are expected to constantly improve their teaching practices for the benefit of children's education. Therefore, action research provides them with a methodology they can use while they are working on their regular duties as it is a practical approach conducted with a focus on the teaching and learning process. They can blend research and practice since the researchers draw their findings and conclusions predominantly on their own experiences and observations from their practices. As the author states, "A main focus of action research is the improvement of classroom practice" (p. 23). Therefore, this research experience can contribute to teachers' own and other teachers' practices when they design and revise curriculum. It can also help them make the whole educational process more meaningful for themselves, students, and the school community. The author also identifies clear pathways that have the potential to improve teachers' practices, such as systematic reflections about how teachers would improve their practices with action research methodology. Any research approach excluding the related practitioners' perspectives and contributions should not be seen as a complete process since it is the practitioners who are expected to apply the implications and suggestions drawn by the studies. Action research methodology provides these opportunities and fills a huge gap that needs attention in educational research. To benefit from this experiential methodology, teachers should understand the action research approach. Action research books currently on the market contain too much theoretical information and have a philosophical background, which makes it hard for a practicing teacher to understand. They also provide too few meaningful examples. Most books about action research also suffer from a lack of good quality organization, which can make curious future

International Journal of Scientific and Management Research

Honelly Mae Cascolan

The overall goal of this study was to assess the efficacy and impact of action research to secondary education in Pangasinan Division II mother high schools. Specifically, it looked into the experiences and challenges faced by the teachers in conducting action research. Later on, the researchers devised a strategy or a plan of action to help the teachers in doing action research and address the problems they have encountered. A combination of quantitative and qualitative methods of research was used and it utilized 50 secondary teachers from the 21 mother high schools in Pangasinan Division II as respondents. These were the findings: (1) Action research, according to the teachers, has a positive impact in the teaching-learning process (2) It was also helpful in teacher’s professional development, particularly in teacher’s promotion (3) It has also a positive impact in curriculum creation or development. (4) For the teacher-respondents, doing action research is challenging due to fin...

Action research can be defined as the process of studying a real school or classroom situation to understand and improve the quality of actions or instruction. It is a systematic and orderly way for teachers to observe their practice or to explore a problem and a possible course of action. This chapter provides an overview of this powerful teaching tool.

Vivienne Marie Baumfield

Universal Journal of Educational Research

Darin Jan Tindowen

This study was conducted to describe the conceptions and difficulties of Junior High School teachers in the conduct of action research. A combination of quantitative and qualitative types of research was utilized in the study involving 60 teachers in the Junior High School department. The results reveal that action research is a valuable tool for teachers to improve teaching and learning process, to increase pedagogical and instructional knowledge, and to positively impact students' learning. Furthermore, teachers have difficulties in the conduct of action research especially literature search, presentation and publication of results, and data collection. Finally, four major themes emerged as the major issues and challenges of teachers in the conduct of action research, which are additional workload and burden in the part of the teacher, writing anxiety, lack of time, and inadequate knowledge in the conduct of action research.

JALT Journal 27(1)

Jerry Gebhard

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Action Research Presentation

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The University of Waikato Private Bag 3105 Hamilton, New Zealand 0800 WAIKATO August 20081Jeanne Gilbert University of Waikato.

Performance Assessment

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ACTION RESEARCH - PowerPoint PPT Presentation

ACTION RESEARCH

Reconnaissance mills, g. e. (2003). action research: a guide for the teacher researcher, 2nd ed. columbus, ohio: merrill prentice hall. – powerpoint ppt presentation.

• is systematic inquiry done by teachers (or other individuals in the teaching/learning environment) to gather information about- and subsequently improve- how their particular schools operate, how they teach, and how well their students learn.
• KEY CONCEPT Identifying an area of focus
• EXAMPLE The purpose of this study was to describe the effects of a study skills curriculum on student outcomes. In particular, the study focused on the variables of student attendance, peer influence, adult influence, and students self-esteem.
• KEY CONCEPT Collecting data
• Data was collected through surveys, interviews, and report card/attendance records.
• KEY CONCEPT Analyzing and interpreting the data
• Attendance did not appear to be an issue-- children attended school regularly.
• Peer groups did affect performance. Students encouraged each other not to complete homework assignments.
• Teacher approval of student work appeared to have little effect on students work habits, whereas about the half of the children indicated that they were motivated to complete their homework to receive parental approval.
• On average, student grades had dropped dramatically during the term in which they were enrolled in the study skills class.
• Interpretation The study skills class was having a negative impact on student outcomes, behavior and attitudes.
• KEY CONCEPT Action planning
• EXAMPLE It was determined that students would not be homogeneously grouped for a study skills class the following year because of a critical mass of negativity that appeared to emerge from the students as they fed off each others lack of motivation. The study skills curriculum would continue to be used and monitored with a heterogeneous grouping of students.
• Select an appropriate area of focus.
• Do reconnaissance.
• Review related literature.
• Write and research plan to guide your work.
• Should involve teaching and learning and should focus on your own practice
• Something within your locus of control
• Something you feel passionate about
• Something you would like to change or improve
• Identify a problem or situation you would like to change or improve.
• Example My ESL students dont like to read in English.
• Turn that problem into a question.
• Example What can a ESL teacher do to motivate her students to enjoy reading in English?
• This question will guide your reconnaissance and eventually your development of final research questions.
• Explore your own understanding of your Area of Focus.
• Write a Reflective Memo
• Based on your Area of Focus,
• Self-Reflect on your own understanding of the general situation
• Describe the specific situation to clarify the focus area (who, what, when, where, how)
• Explain how and why the specific situation can be improved (why)
• Discuss own understanding of the general situation based on
• Beliefs about teaching and learning
• Educational values
• Known theories or research
• Historical or school contexts
• I believe that the ESL students in my class dont have good reading strategies in L1, and therefore find reading difficult in L2. This is
• Describe the specific situation you wish to change or improve by answering
• The ESL students at my school come from very poor areas and most have had interrupted schooling in their L1. We know this from Their weak education background has
• Explain what you think can improve the situation and why
• Answer Why?
• Give possible explanations (hypotheses).
• If we were to teach our ESL students reading strategies, we should see improvement in their reading in L2.
• Search for others theories and research on your topic.
• Write a Theoretical Framework of theories that support your study.
• Write a Literature Review of research studies that pertain to your study.
• These will help you narrow your area of focus and create good research questions for your Action Research study.
• It is theory that decides
• what can be observed
• (Albert Einstein, Retrieved March 01, 2009).
• What can be observed can be supported and demonstrated through research.
• - Florencia Montes, María Patricia Botero, and Tracy Pechthalt (2009)
• Based on your Area of Focus
• Search for Theories of other people that relate to your area of focus.
• Make a Cluster Diagram with the area of focus in the center extending out to theories and their details
• Write the Theoretical Framework paper which connects the theories with your study.
• Like buying a new car
• 1. Find information on theories/theorists related to your topic from
• Friends, teachers, experts
• The internet
• Books, journal articles, textbooks
• Copy the references exactly from left to right from the Reference Worksheet onto your reference page. (Make sure that you copy every comma, period, etc.)
• Use your computer to make a hanging indent, and put the references into alphabetical order.
• Any missing information is not included.
• 2. Fill out a matrix for the theories you find.
• 3. Take notes on your sources.
• 4. Put them into a Cluster Diagram, with your area of focus in the center, and the theories and details extending out.
• Introduction Tell the readers what you are going to tell them
• Gives the paper a context
• States the. area of focus
• Explains the structure of the paper (how theories will be discussed)
• Introduces the theories that will be discussed
• Briefly explains the connection between the theories and the area of focus
• Introduces next paragraph
• The SIOP model of Sheltered Instruction was new to second language teaching in Colombia, until it was adopted by UNICA. It is therefore important to research the effects of the model as used at UNICA. In order to identify the contributions this study can make to the field, faculty and co-researchers positioned this study by reviewing relevant theories that are summarized below. A good way to structure a discussion regarding second language learning in academic contexts is to refer to Virginia Colliers Prism model (1995) for understanding the interconnections between conceptual learning, linguistic learning, and academic development in both languages through a specific social context. Vygotskys (1962) social cultural model indirectly validates Colliers work. As does Stephen Krashens (1982) Input Hypothesis and Jim Cummins (1981), description of communication that occurs within varying context embedded and context reduced environments. Finally, the work of Benjamin Bloom (1956), and his colleagues regarding higher order thinking skills contributes to our understanding of the ways in which cognition is mediated by language and socio-cultural influences. A brief review of each of these contributions follows along with an explanation of the ways in which these contributions help us build a foundation for understanding why the various components of Sheltered Instruction are effective for second language learners. We will start with Blooms theory and work backwards respectively.
• When somebody asks you about your language ability you would probably give an answer like, I speak English instead of saying I read English! Or I listen to English. In my job I help them with the websites or software that we have for them to improve their pronunciation and speaking skills. At the end I can see that the practice in the lab for speaking or pronunciation is not the best, and the students leave the lab without further improvement in their speaking skill. That is why with this research study I would like to let the reader know what would be the possible strategies that can be used in order to take the best out of computer Assisted Language Learning (CALL), and make it really useful when learning to speak a second language. For this research study I will provide the most relevant theories available which have to do with learning a second language. Here I would include theories from Krashen, Cummins, and Reed and Railsback.
• Body Tell them
• Each paragraph
• Discusses a different theory
• (Although, 2 theories can be in 1 paragraph or 2 paragraphs can be about 1 theory)
• States the theory, author of the theory, and year of publication.
• Describes/explains the theory
• Connects the theory and the area of focus
• Gives examples
• Jim Cummins (1981), describes this process of reaching automaticity as also lying on a continuum where certain activities occurring in schools are gradually more cognitively demanding at a certain point in time for a learner. When students are learning to cook, for example, the items the teacher refers to are usually in sight and easy to touch or at least point to, thereby being context embedded. Teachers who precisely identify their learners needs for context embeddedness and cognitive demand on these two continua of communicative environments will provide instruction that is comprehensible.
• Conclusion Tell the readers what you already told them
• States the area of focus.
• Summarizes the theories that were discussed
• Sheltered instruction seeks to continuously merge language, cognition, and academic development in both language during the school program. Therefore, Cummins (1981) continua of context embeddedness and In this sense, Vygotskys work reminds educators that students Only then will students socially construct their learning to the maximum of their potential.
• Choosing one area of focus
• Developing a question to research
• Writing a reflective memo
• Searching for literature
• Reading on the topic
• Taking notes and summarizing
• Writing a Reflective Memo
• Forming a Literature Matrix
• Creating an outline
• Search, read and summarize the studies.
• 5. Write a draft which is a review of the studies that support important variables that emerge.
• Compare/Contrast studies
• Note which studies are newer/older than others to see changing trends.
• Summarize the importance of each study (see summary worksheet).
• Be sure to include answers to the following questions
• Who did the research? (Author, year of publication)
• What was the research study about? What did the researcher DO?
• When, where, about whom was the study performed?
• Why was the research done?
• What were the findings conclusions of the study?
• This will help you later with the body of your literature review.
• Write the authors titles down the first column.
• Write variables that are considered in the studies across the top. (Start with the main variables, and then continue adding if new ones arise.)
• Look at Matrix What patterns are there?
• What variables are considered by most/few studies?
• Which studies considered each variable?
• Look at Year of Studies
• Which studies came first for that variable?
• Which followed?
• Quickly write 1-2 sentences about the importance of each variable based on all the research studies regarding that variable.
• This will help you later with your introduction to that variable within your literature review.
• After your Research Study Summaries, Variable Summaries, and Literature Matrix are done, you are ready to outline your paper.
• Look for common sub topics among the studies you read.
• Read over your summaries for each variable
• Outline a paragraph about the studies in each sub-topic. (see example)
• Subtopic 1 Repetition through songs as tools for learning language patterns.
• Blodget (2000) found
• Songs help memorization.
• The role of memorization is a LLS (Language Learning Strategy) that is taken for granted.
• Danielson (2002) studied the importance of nursery rhymes for expanding vocabulary and language patterns.
• Subtopic 2 Preservation of socio cultural patterns and songs.
• Soh (1995) found
• Songs help children understand different backgrounds, values and socio cultural patterns.
• Social competence can be developed through the use of songs if they are included in the curriculum.
• Sirinides (1997) studied
• the importance of songs in the oral tradition for ethnic groups in the task of preserving their cultural background and history.
• Subtopic 3 Relationship between specific learning styles and the use of songs.
• Condis (2000) found
• Kinesthetic children would respond to the language that is communicated through body movements or gestures, or the language found in songs that use certain kind of performance or finger plays.
• Zimmermann (2006) studied that
• the musical skills are better learned inductively, after students are allowed to experience and enjoy the music as a whole entity. That is to say that the students explore the music in their learning preferences before they are focused on the linguistic component of the song.
• Now you have information on what to introduce.
• You can see your sub-topics take shape.
• Focus on outlining the Introduction.
• Begin outlining the first paragraph
• A clever hook
• State Area of Focus
• Introduce variables connect them to Area of Focus
• First paragraph
• Hook- something to make your readers want to read your analysis (short account of an important moment that made you interested).
• Example I have often wondered why students resist writing a literature review as though they were being pushed to walk the dry, hot Sahara desert barefoot.
• First (or Second) Paragraph
• State your Area of Focus or research question.
• Example Due to the confusions I had in my practice, I decided to study the following question What are the areas of resistance to writing a literature review and what instructional activities help students move along the process?
• Second (or Third) Paragraph
• Show the general variables that are related to the question and the general conclusions that have been identified in the research literature.
• Example I found four areas of study on this subject.
• Some studies analyzed the role of
• Other studies focused on the effects of
• Yet others looked at the importance of
• Lastly another group of studies analyzed how
• Now you are ready to outline your concluding paragraph
• Summarize the various sub-topics
• Discuss any gaps in the research
• Show how your study fits or connects with the other studies.
• Place the introductory section before the body (sub-topic outlines)
• Read over your outline
• Move paragraphs around and/adjust them so they make more sense to the reader.
• Share your outline with 3 peers to get advice.
• Add, change or delete items in the outline based on peer advice.
• Read over your outline again to double-check.
• Now that you have your outline and you have reviewed it you are ready to write.
• Look at your outline beginning with the introduction.
• Start filling in the paragraphs based on the outline.
• Topic Sentence
• Language learning takes time and language patterns are needed.
• Teachers need to give students tools for learning.
• Richards and Platt (1992) learning strategies as tools.
• Music is a tool for learning.
• Role of music in learning is topic of the study.
• Draft First Paragragh
• Learning a language is a process that takes several years and due to this fact, learners might not have the ability to store all the language patterns. As teachers, we have the responsibility of giving our students tools that will help them remember in an effective and fast way the language they need to communicate. According to Richards and Platt (1992) learning strategies are "intentional behavior and thoughts used by learners during learning so as to better help them understand, learn, or remember new information." This is the reason why in this paper the role of music as a learning strategy for young learners will be investigated, because music is an important source for repetition and it also helps preserve the cultural background of the cultures (Sirinides, 1997).
• I hold the educational value that children need to learn how to give complete sentences to questions when they are asked to in a second language. I believe so because in the institution that I work for, the system of evaluation and the outcome of the tasks to be done in class require the students to come up with the structures of the target language (English) learned during a Unit. My job is to prepare the students for the tasks and the exams which are both oral and written. One of my biggest concerns was to notice that students came to class and they did not remember what was learned the previous class. Leaving homework was not enough to help them remember. During the week, my students go to school and have several other activities. It seems that they only have the possibility to study before the class starts (on Saturdays at 2 pm.) Because all of this, it is important for me to know how I can help my students give complete questions and answers using the patterns learned in the lesson and remember them for a long term.
• As my main objective is to help my students recall easily the information they are getting every class period, I decided to implement the songs that come in the book we use in the class in the lessons in a more active role. The reason why I chose the songs to achieve my goal is because I noticed that the children always waited for the song to be played so that they could sing it along using the lyrics from the books. I also started taking puppets to the class so that they could perform the song and even sing them with funny voices. I think that this is a helpful tool to better the level of English of my students, but I still need to know how songs (music) help elementary ESL students improve their language proficiency, since the adaptations of the songs I have used are still very simple, and with time, they will become repetitive and less meaningful to my students.
• Having this question as a starting point for my research, I explored several studies on this subject. I found research papers that addressed some of the areas concerning this topic. Some studies focused on describing the issue of repetition through songs as tools for learning language patterns. Other studies analyzed the importance of songs in the preservation of socio cultural patterns. Finally, another group of research papers looked at the relationship between specific learning styles and the use of songs in classrooms.
• Provide a strong topic sentence.
• Example One possible explanation to .. Is to look at the influence of.. The following studies looked at the variable.
• One possible explanation to the important role music has on learning is to look at the influence of learning strategies in language acquisition. Condis (2000), found that kinesthetic children would respond to the language that is communicated through body movements or gestures, or the language found in songs that use certain kind of performance or finger plays. This is evidence of the way in which learning styles examples of a type of learning strategy.
• Provide strengths and weaknesses of the studies.
• Blodget (2001) based his study on two older students that were in middle school. More studies would need to be done to see if this pattern holds true with larger student samples in various settings and age groups. Danielson (2002) studied 300 pre-schoolers in a rural setting. However, it would be interesting to find out if a wider range of student ages in especially urban settings would yield the same results. There is not enough evidence yet to make definitive statements based on these studies until they are replicated.
• Use transition words to connect ideas between sentences and between paragraphs.
• Finish drafting the entire paper.
• Type up your list of references
• Refer to the APA style slide show and Reference Worksheet
• Print out your draft and reference list to share when you confer with your peers.
• Type references on a separate page.
• Put references in alphabetical order and in APA style formatting.
• Make sure that every citation has a reference and every reference has a citation. Only references that refer to a citation are included
• Check Formatting
• The title References is written on the top center of the page.
• All are double-spaced. References have a hanging indent.
• The process of writing requires the writer to clarify meaning.
• The act of putting information on paper for your peers and teachers necessitates honesty, accuracy, clarity, and thought.
• Research, once written, can be shared with a wider audience.

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ACTION RESEARCH

Mar 24, 2019

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ACTION RESEARCH. Writing Up Review of Related Literature. Mills, G. E. (2003). Action Research: A guide for the teacher researcher, 2nd ed. Columbus, Ohio: Merrill Prentice Hall. Write an Action Research Paper!. Why? The process of writing requires the writer to clarify meaning.

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ACTION RESEARCH Writing Up Review of Related Literature Mills, G. E. (2003). Action Research: A guide for the teacher researcher, 2nd ed. Columbus, Ohio: Merrill Prentice Hall.

Write an Action Research Paper! Why? • The process of writing requires the writer to clarify meaning. • The act of putting information on paper for your peers and teachers necessitates honesty, accuracy, clarity, and thought. • Research, once written, can be shared with a wider audience.

Review of Related Literature: • Search for others’ theories and research on your topic. • Give your paper a Theoretical Framework of theories that support your study. • Review Research Studies that have been done by others that pertain to your study.

What is the difference between Theory and Research? “It is theory that decides what can be observed” (Albert Einstein, Retrieved March 01, 2009). • What can beobserved can besupported and demonstratedthroughresearch. • - Florencia Montes, María Patricia Botero, and Tracy Pechthalt (2009)

Steps for creating a goodTheoretical Framework Based on your Area of Focus … • Search for Theories of other people that relate to your area of focus. • Summarize the theories as they relate to your area of focus.

Search & Summarize Theories Find information on theories/theorists related to your topic from: Friends, teachers, experts, the internet, books, journal articles, textbooks Record the References in APA format (see Worksheet for References) • Summarize them… • Read the Theories of others. • Record the reference information. • Summarize each theory as it relates to your topic (see Theory worksheet)

Worksheet for References • Copy the references exactly from left to right from the Reference Worksheet onto your reference page. (Make sure that you copy every comma, period, etc.) • Use your computer to make a hanging indent, and put the references into alphabetical order. • Any missing information is not included. Ovando, C. J., & Collier, V. P. (1998). Bilingual and ESL classrooms: Teaching in multicultural contexts. Boston, MA: McGraw Hill.

Theories Summary Worksheet

Steps for creating a goodReview of Research • Based on your area of focus… • Search for Research Articles done by others on your topic • Form a Literature Matrix to find important themes/variables

1. Search for Research Articles Find related research articles in journals, EBSCO, ERIC and others. • Summarize them… • Read and summarize the importance of each study. (see summary worksheet) • Be sure to include answers to the following questions: • Who did the research? (Author, year of publication) • What was the research study about? What did the researcher DO? • When, where, about whom was the study performed? • Why was the research done? • What were the findings & conclusions of the study?

Literature Review Summary Worksheet

Sample: Literature Review Summary Worksheet Geier R. & Blumenfeld P. (2007) pp. 922-939 Standardized test outcomes for students engaged in inquiry-based science curricula in the context of urban reform

2. Make a Literature Matrix Make a Literature Matrix with all of the research studies you found • Write the authors & titles down the first column. • Write variables that are considered in the studies across the top. (Start with the main variables, and then continue adding if new ones arise.) • Look for patterns… • Choose your strongest/most important variables. • Summarize their importance.

Literature Review Matrix Write the authors & titles down the first column. Write variables that are considered in the studies across the top. (Start with the main variables, and then continue adding if new ones arise.)

Literature Review Matrix 3. Mark and X under the variables that were considered in each study.

Look For Patterns • Look at Matrix: What patterns are there? • What variables are considered by most/few studies? • Which studies considered each variable? • Look at Year of Studies • Which studies came first for that variable? • Which followed?

Variable Summaries • Quickly write 1-2 sentences about the importance of each variable based on all the research studies regarding that variable. • This will help you later with your introduction to that variable within your review of related literature.

Steps for WritingReview of Related Literature Based on your Area of Focus … • Make a Cluster Diagram of theories and research read, based on the most important variablesfrom your Literature Matrix. • Outlinethe paper. • Draftthe paper from your outline. • Review, revise, edit. • Add Reference Page(APA format). • Check citations, references, format.

1. Make a Cluster Diagram Variable Variable Area of Focus Variable Variable • Gather your Theory Summaries, Research Study Summaries, Variable Summaries, & Literature Matrix • Choose the most important common variablesfrom your literature matrix. • Put your area of focus in the center, and then attach the variables extending out.

Variable Theory Theory Variable detail Research 1 detail Research 1 Research 2 Research 2 detail detail detail Area of Focus detail detail detail detail detail Theory Variable Variable detail Research 2 Research 1 Research 1 Research 2 detail detail detail detail detail detail detail detail • Attach the theories, studies and details to the appropriate variable.

2. Write the Outline Make each variable a sub topic in your outline. The variable summary becomes the introduction to the sub-topic. • Sub-topic: Emotions in Learning Summary: Studies of emotions in sports performance are very valuable and applicable to how emotions influence learning.

Under each sub-topic… Outline a theory related to the sub-topic (include its citation) from your theory summaries. Outline each research study related to the sub-topic (include its citation) from your research review summaries. (see example)

Sub-topic: Emotions in Learning Studies of emotions in sports performance are very valuable and applicable to how emotions influence learning. • Theory: Zull (2002) • Background: We build neural networks on the physical experience of living • Background: Emotion influences motivation, attitude and behavior in the teacher-learner relationship. • Study: Glaser-Zikuda, Fu’, Laukenmann, Metz, and Randler (2005) • Background/What: Used the Emotional and Cognitive Aspects of Learning approach (ECOLE) • Background/Who: Classroom interventions with 8th and 9th graders when implementing a student centered instruction that increased positive emotions and avoided negative ones. • goal orientation • Appraisals • differentiation, etc. • Found: Students had more positive emotions and hence greater engagement and learning.

3. Draft the Paper Review, analyze and synthesize important theories and previous research studies regarding the topic. Compare/Contrast theories/studies Note which studies are newer/older to see changing trends Include correct APA citation Be organized by theme. Inform and support the importance of the theme/variable to the theory & previous research, and then to your own research. Written mostly in 3rd person, past tense (what did, theorized and/or found,) From your outline, write the first draft of your Review of Related Literature It should…

Begin with the BODY of the paper… • Each sub-topic is a new section of the body of the paper. • Write your first sub-topic in italics. • On the next line, introduce the sub-topic with the variable summary sentence. • Support the sub-topic with paragraphs about the theories and research from your outline. • Conclude the section with a sentence (or more) summarizing the importance of the sub-topic. (see example)

Variable & summary Emotions in Learning Studies of emotions in sports performance are very valuable and applicable to how emotions influence learning.Jones’ (2003) theories are supported by others like Lazarus and Deci (as cited in Lazarus, 1995) who believe that … This is why emotions can affect learning directly or indirectly, in a positive or negative way, and they may respond to stimuli consciously or subconsciously. According to Zull (2002), we build neural networks on the physical experience of living. This means… In education, this influence may come from... In one of his theories he states that emotion influences motivation, attitude and behavior in the teacher-learner relationship… Glaser-Zikuda, Fu’, Laukenmann, Metz, and Randler (2005), research supports this theory. The researchers used the Emotional and Cognitive Aspects of Learning approach (ECOLE) during classroom interventions with 8th and 9th graders along with a student centered strategies (such as goal orientation, appraisals, differentiation, etc.) that increased positive emotions and avoided negative ones. In their study, they found that by using this method, students had more positive emotions, and hence, greater engagement and learning. Theories to support Research to support

Conclusion summarizing importance of sub-topic … These studies are important to the research because they broadened the spectrum of influence of emotions and their close entanglement with the brain. It is not only because the way we feel affects the brain and the way we think affects the body, it is also a matter of understanding that other environmental and social factors may be of influence, but most importantly, may be manipulated to achieve better results in the learning and concentration of the students. Control Strategies The ultimate objective of the emotional control strategies is developing emotional intelligence. … next sub-topic

Transitions when you compare/contrast Hogue, A. (2003). The essentials of English: A writer’s handbook. NY: Longman

Add the Introduction… Tell the readers what you are going to tell them… Begin outlining the first paragraph… Include: • A clever “hook” • State Area of Focus • Introduce variables & connect them to Area of Focus

First paragraph Hook- something to make your readers want to read your analysis (short account of an important moment that made you interested). Example: I have often wondered why students resist writing a literature review as though they were being pushed to walk the dry, hot Sahara desert barefoot.

First (or Second) Paragraph State your Area of Focus or research question. Example: Due to the confusions I had in my practice, I decided to study the following question: What are the areas of resistance to writing a literature review and what instructional activities help students move along the process?

Second (or Third) Paragraph Introduces the generalvariables that are related to the area of focus and the general conclusions that have been identified in the research literature. Example: I found four areas of study on this subject. • Theories that support… are… • Some studies analyzed the role of… • Other studies focused on the effects of… • Yet others looked at the importance of… • Lastly another group of studies analyzed how…

Introduction to RofRL Section of Paper Review of Related Literature This review will explain the physiological side of emotions based primarily on Zull’s (2002) theories determined from comprehensive reviews and empirical evidence from other studies. Following the physiological understanding, it is important to view the emotional organization the brain establishes, Bower (1992). Subsequently the influence of emotions in learning will be clarified, and will present strategies that help control emotional outbursts. Finally the review will explain the specific strategy implemented in the actual action research project. Theory 1 Variable Variable Theory 2 Variable Variable Variable

Add the Conclusion… Tell the readers what you told them… Begin outlining the first paragraph… Include: • A clever “hook” • State Area of Focus • Introduce variables & connect them to Area of Focus

Conclude… • Summarize the various sub-topics • Discuss any gaps in the research • Show how the study you will do fits or connects with the theories and previous studies.

Conclution to RofRL Themes/sub-topics Theory and prior research show that… Emotions affect learning, and the instruction of emotional control strategies are helpful for students. According to White and Epston (1990) this makes it easier for people to identify their emotions, problems and the possible outcomes the “story” can lead to… In the narrative method, the problem is named, and once named it is externalized and people are able to see that the problem is having an effect on, rather than existing in, the person. Although the narrative method has been used with psychologists, it is not commonly used in schools. For these reasons, we have chosen to apply the narrative method in our classroom and study the results of its application. Gap in research YOUR research

Physiological Understanding Understanding that there is a physical side to emotions makes it more real and somehow more tangible for the purpose of this study. Zull (2002) establishes theories… Emotional Organization Emotions may be positive or negative, each composed of more specific and individual characteristics. Each distinctively affects us physically and psychologically, and leads to emotional outbursts or reactions. A good way to identify emotions is through Shaver’s Emotion Hierarchy (as cited in Bower, 1992) (see Figure 1). …

3. Review, Revise and Edit Read over your paper and have someone else read over your paper. Look for … Cohesion and clarity Word choice and sentence structure Spelling, grammar, punctuation, etc. Correct reference to theory and/or research, and correct citations in APA format. Make sure that all citations match a reference on the reference page and visa versa.

4. Reference Page • Type references on a separate page. • Put references in alphabetical order and in APA style formatting. • Make sure that every citation has a reference and every reference has a citation. Only references that refer to a citation are included • Check Formatting: • The title References is written on the top center of the page. • All are double-spaced. References have a hanging indent.

Reference Page • Copy the references exactly from left to right from the Reference Worksheet onto your reference page. (Make sure that you copy every comma, period, etc.) • Use your computer to make a hanging indent, and put the references into alphabetical order. • Any missing information is not included. Ovando, C. J., & Collier, V. P. (1998). Bilingual and ESL classrooms: Teaching in multicultural contexts. Boston, MA: McGraw Hill.

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