Essay Instructions: Additional Specifications:
Application: Writing a Review of Literature
For this assignment, you will conduct a review of literature on the research problem and question(s) you developed in Weeks 2 and 3. (Reminder: Your topic must be relevant to your master’s specialization.)
In order to gain insights into what others have learned about your topic, you will need to access the Walden Library to complete the research for this assignment. A link to "Search Library Databases" is located on myWalden. At the library you will find detailed instructions on locating articles from professional journals and ERIC* documents. Accessing this site will allow you to obtain the full text of some articles. You may also access and articles or papers from PARE** at http://pareonline.net. For this assignment, you will need to use full-text articles or have access through other sites to obtain the complete articles. It is not appropriate to use abstracts for this assignment.
*The Educational Resources Information Center (ERIC) is the world’s largest source of education information, with more than one million abstracts of documents and journal articles on education research and practice.
**Practical Assessment Research and Evaluation (PARE) is an open-access online journal containing scholarly syntheses of research and ideas about issues and practices in education.
Conduct a review of literature by using a minimum of 5 and maximum of 7 primary sources of research material, at least 2 of which must be articles from a professional journal. Other sources may include texts and published research reports.
Over the next three weeks, you will write a 4??"6 page analysis that relates these resources to one another and explains their significance to your selected topic and research question(s). Keep in mind that in a review of literature the connections do not have to be direct but need to be related to some aspect of your identified question(s). Your review of literature must meet the following criteria:
Include an introduction, a body, and a conclusion. (Refer to the “Writing a Review of Literature" resource provided in this week's Learning Resources for additional guidance.)
Reference a minimum of 5 and maximum of 7 primary sources of research material, at least 2 of which must be articles from a professional journal. (Refer to the PowerPoint presentation on primary and secondary sources provided in this week's Learning Resources.) Other sources may include texts and published research reports.
Follow APA (American Psychological Association) style and include in-text citations and a references page.
Your review of literature assignment is due at the end of Week 6. However, in Week 5 you are encouraged to submit a draft of your assignment to your Faculty Member for feedback.
Note: This assignment will become an artifact in your Program Portfolio. Please go to http://inside.waldenu.edu/c/Student_Faculty/StudentFaculty_970.htm to review general information regarding your Program Portfolio. This assignment has two purposes and is assessed by two separate rubrics: 1) The Portfolio rubric, which can be found by clicking on the ePortfolio link provided on your myWalden page, and 2) the general Application rubric, which is provided below.
Walden University M.S. in Education Program
Formative Evaluative Criteria for Week 6 Application (EDUC 6653)
Quality of Work Submitted
Work reflects graduate-level critical, analytical thinking. A: Exemplary Work
A = 4.00; A- = 3.75
All of the previous, in addition to the following: B: Graduate-Level Work
B+ = 3.50; B = 3.00;
B- = 2.75
All of the previous, in addition to the following: C: Minimal Work
C+ = 2.50; C = 2.00;
C- = 1.75 F: Work Submitted but Unacceptable
F = 1.00
Adherence to Assignment Expectations
The extent to which work meets the assigned criteria
Assignment exceeds expectations,
integrating additional material and/or information.
Assignment demonstrates exceptional breadth and depth.
All parts of the assignment are completed, with fully developed topics.
The work is presented in a thorough and detailed manner.
Assignment demonstrates appropriate breadth and depth.
Most parts of assignment are completed.
Topics are not fully developed.
Assignment demonstrates minimal depth and breadth.
Does not fulfill the expectations of the assignment.
Key components are not included.
Assignment lacks breadth and depth.
Assimilation and Synthesis of Ideas
The extent to which the work reflects the student’s ability to-
1. Understand the assignment’s purpose;
2. Understand and analyze material in videos, readings, and
discussions;
3. Apply presented strategies.
Demonstrates the ability intellectually to explore and/or implement key instructional concepts.
Demonstrates exceptional inclusion of major points, using creditable sources,* in addition to course videos or required readings.
Demonstrates insightful reflection and/or critical thinking.
*May include, but are not limited to, scholarly articles, collegial discussions, information from conferences, in service, faculty development, and/or meetings.
Demonstrates a clear understanding of the assignment’s purpose.
Includes specific information from course videos or required readings to support major points.
Provides careful consideration of key instructional concepts.
Shows some degree of understanding of the assignment’s purpose.
Generally applies theories, concepts, and/or strategies correctly, with ideas unclear and/or underdeveloped.
Minimally includes specific information from course videos or required readings.
Shows a lack of understanding of the assignment’s purpose.
Does not apply theories, concepts, and/or strategies.
Does not include specific information from course videos or required readings.
Written Expression and Formatting
The extent to which scholarly, critical, analytical writing is presented in APA format;
Standard Edited English ( i.e. correct grammar, mechanics)
Represents scholarly writing in a correct APA format.
Work is unified around a central purpose with well-developed ideas, logically organized in paragraph structure with clear transitions.
Effective sentence variety; clear, concise, and powerful expression are evident.
Work is written in Standard Edited English. No prominent errors interfere with reading.
Work is well organized with correct APA formatting throughout.
Ideas are clearly and concisely expressed.
Elements of effective communication such as an introduction and conclusion are included.
Work is written in Standard Edited English with few, if any, grammatical or mechanical errors.
Somewhat represents mature, scholarly, graduate-level writing, with APA generally followed.
Ideas are not clearly and concisely expressed.
Elements of effective communication such as an introduction and conclusion are not included.
Work contains more than a few grammatical or mechanical errors.
The quality of writing and/or APA formatting are not acceptable for graduate-level work.
Major points do not reflect appropriate elements of communication.
No effort to express ideas clearly and concisely.
Work is not written in Standard Edited English. Contains many grammatical or mechanical errors.
Final Assignment Grade A: Exemplary Work
A = 4.00; A- = 3.75 B: Graduate-Level Work
B+ = 3.50; B = 3.00;
B- = 2.75 C: Minimal Work
C+ = 2.50; C = 2.00;
C- = 1.75 F: Work Submitted but Unacceptable
F = 1.00
My proposal to the teacher:
Writing the Research Questions: Smartboard Affects Social Studies Understanding
Dr. Steve Canipe (2008) explains that research questions grow out of problem statements. Effective problem statements address the “significance of the problem and the educational context” (McMillan & Shumacher, p..52,2006). Writing a research question often entails revising and redefining the problem. My revised general problem statement is as follows:
One book cannot address the wide range of reading levels in my 5th grade social studies class. It is important to teach students how to effectively read in content area classes at the middle school level with the use of Smartboard technology to enhance the understanding of Social Studies material. Guidance is needed so that reading is developed along with adolescents ever increasing understanding of Social Studies core content material.
My hypothesis states there is a positive relationship between Smart Board use and greater engagement and understanding of Social Studies core content. Students that engage in Smart Board technology lessons will have greater Social Studies content knowledge and higher test scores on end of chapter tests compared to students who do not engage in active collaboration with Smart Board technology in other 5th grade classes in my school. My specific research questions are:
How will 5th grade social studies students understanding of core content knowledge be affected with the use of Smart Board technology, as measured by end of chapter exams?
Are 5th grade students more motivated in Social Studies class when the Smart Board is used to teach Social Studies core content? What is the methodology that you will use?
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References
Laureate Education, Inc. (Executive Producer). (2008). “Research Questions.”. Baltimore: Author.
McMillan, J. H., & Schumacher, S. (2006). Research in education: Evidence-based inquiry (Laureate custom edition). Boston: Pearson.
There are faxes for this order.
