Keri J Duncan
  • About
  • EdD in ITDE
    • IDT 7000
    • EDD/ITD 7005
    • EDD/ITD 7007
    • EDD/ITD 7123
    • IDT 8001
    • EDD 9100
    • RES 8100
    • Blog
  • Resources
  • Contact

8100 Blog Post #3 - Galvan Ch. 3 & 4 Activities

2/20/2017

5 Comments

 
Activities from Chapters 3 & 4

Chapter 3

  1. Become familiar with the databases in your field
    1. Ebsco, Proquest, ERIC, etc
  2. Search a simple phrase that describes your areas of interest. How many citations for the literature did the search produce?
    1. Student engagement - 10,586 in Ebsco
  3. Retrieve two or three records from your search and locate the lists of descriptors.
Improving Student Engagement with Technology Tools.
Student engagement; Internet in education; Student participation

You Can Lead Students to Water, but You Can't Make Them Think: An Assessment of Student Engagement and Learning through Student-Centered Teaching.Student-centered learning; Student engagement; Learning; Team learning approach in education; Flipped classrooms; Teaching methods; Criminology students

Compare the list and note the areas of commonality as well as differences.
  1. Write down the exact wording of three descriptors that relate to your intended topic. Choose descriptors that reflect your personal interest in the topic.
Student participation, Student-centered learning, student motivation
  1. Compared to the simple phrase you used when you started, do you think these descriptors are more specific or more general? Why
In think two of them is about the same, student participation and student motivation. I think student-centered learning is more specific.
Now use the descriptors you just located to modify the search.
  1. First modify the search to select more records
Student engagement OR student centered learning=14,197
  1. Then modify the search to select fewer records
Student engagement AND student centered learning=187
Student engagement AND student participation AND student motivation = 87
    1. If you used the connector AND, did it result in more or fewer sources? Why do you think this happened? AND limits the search because it requires both descriptors to be met
    2. If you used the connector OR, did it result in more or fewer sources? Why do you think this happened? OR widens the search because it can find both or each individually.
  1. If necessary, narrow the search further until you have between 50 - 150 sources, and print out the search results.
    1. Carefully scan the printed list to identify several possible subcategories.
Possible subcategories
Student engagement
Student participation
Student motivation
Students’ attitudes
At-Risk students
Student-centered learning
  1. Compare the new categories to your original topic.
I had not thought of student centered learning until it was a descriptor for some of my original searches. The other categories to me are just synonyms to the overall subject.
  1. Redefine your topic more narrowly, and identify the articles that pertain to your new topic. Prepare a list of the references for these articles.

Axelson, R. D., & Flick, A. (2011). Defining student engagement. Change, 43(1), pp. 38-43. doi:10.1080/00091383.2011.533096

Bradford, J.,Mowder, D., and Bohte, J. (2016). You can lead students to water but you can’t make them think: An assessment of student engagement and learning through student-centered teaching. Journal of the Scholarship of Teaching and Learning, 16(4) pp. 33-43. doi:10.14434/josotl.v16i4.20106.

Dykstra Steinbrenner, J. R., and Watson, L. R. (2015). Student engagement in the classroom: The impact of classroom, teacher and student factors. Journal for Autism Development Disorders. 45 pp 2392-2410. Doi: 10.1007/s10803-015-2406-9

Greenwood, C. R., Horton, B. T., Utley, C. A. (2002). Academic engagement: Current perspectives on research and practice. School Psychology Review. 31(3) pp. 328-349.

Nicholson, L. J. and Putwain, D. W. (2015). Facilitating re-engagement in learning: A disengaged student perspective. Psychology of Education Review 39(2) pp. 37-41.

O’Connor, K. J. (2013). Class participation: Promoting in-class student engagement. Education 133(3) pp. 340-344.

Reeve, J. (2013). How students create motivationally supportive learning environments for themselves: the concept of agentic engagement. Journal of Educational Psychology, 105, pp. 579–595.

Reyes, M. R., Brackett, M. A., Rivers, S. E., White, M., & Salovey, P. (2012). Classroom emotional climate, student engagement, and academic achievement. Journal of Educational Psychology, 104, pp. 700–712.

Sinatra, G. M., Heddy, B. C., & Lombardi, D. (2015). The challenges of defining and measuring student engagement in science. Educational Psychology, 50, pp. 1–13.

Wolf, S. J., & Fraser, B. J. (2008). Learning environment, attitudes and achievement among middle-school science students using inquiry-based laboratory activities.

Chapter 4

Refer to the printed list of sources you developed in Activity 5 at the end of Chapter 3.
  1. Obtain copies of two articles from this list, and look over each of the articles.
    1. Did the authors include a summary of the contents of the literature review at or near the beginning? If so, highlight or mark this summary for future reference.
Yes, in both articles the literature was just after the introduction to the article.
  1. Did the authors use subheadings?
Yes, one used the actual subheading of Literature Review and then the topics within the review, the other used the topics within the review.
  1. Scan the paragraph(s) immediately preceding the heading “Method.” Did the authors describe their hypotheses, research questions, or research purposes?
Yes, their hypotheses were stated in both articles.
  1. Without rereading any of the text of the article, write a brief statement describing what each article is about.
The article entitled “I’m not learning” was about low achieving high school students and how the authors showed if the students felt the material was relevant to their lives, they were intrinsically motivated to be engaged in their learning.
In the second article “You can lead students to water but you can’t make them think” is about college level students that were in a criminal justice class. The researcher reviewed different pedagogical methods to see which lead the the best student engagement.
  1. Based on your overview of all the articles on your list, make predictions of some of the likely categories and subcategories for your review. Reread the printed list of sources and try to group them by these categories and subcategories. Then, using these categories and subcategories, create an outline for describing your topic.
Categories: student motivation; student engagement; relevancy, intrinsic motivation, pedagogical techniques, academic achievement, student centered learning.
  • Student Engagement
  • Student Motivation
  • Intrinsic motivation
  • Student Centered learning
  • Pedagogical techniques
  • Academic Achievement
  • Relevancy
  1. Carefully review your outline and select the articles you will read first. Within each category, start with the most recent studies. You now have your initial reading list.

5 Comments
NIKI LENNON
2/21/2017 07:45:34 am

Hi Keri,

I enjoyed what I learned from this exercise, because like you, once I started plugging in words and phrases to search, the descriptors keyed in on other subjects of interest that I had not really thought about. I like the fact that this exercise showed us how to expand or narrow our search and how to adequately begin to research and read about our topic. This gave me a better perspective on how to go about and create a timeline to get through the initial portion and even a beginning point towards working on my dissertation (part 1 - proposal).

Thank you for sharing,

Niki

Reply
Keri
2/21/2017 03:06:07 pm

Thanks Niki. I am definitely using all these assignments for my dissertation work. Hope you can too.
Keri

Reply
Cybele Wu link
2/21/2017 08:57:30 am

Keri:

Nice job. I agree with Niki. Although this was a difficult assignment for me, as it did not result in intended outcomes. Perhaps because I was looking for online accreditation, I was getting more medical accreditation sites....I am not sure why I was getting these results but I do appreciate the process, even though I need more help with it. It looks like you have fairly good list to start with.

Cybele

Reply
Keri
2/21/2017 03:07:54 pm

Hi Cybele,
I had an appointment with a librarian a week and a half ago. It was very helpful. It is interesting to me the variety of results in the different databases.I guess that is the whole point of the exercises.
Keri

Reply
Shari Howington-Carlin
2/21/2017 05:19:26 pm

Hi Keri,
Wow! It looks like you found a host of information options. This is a wonderful blessing but I have to be careful it does not become my curse (due to having to much information to be distracted by). Several of the topics seem to be stimulating as well as informative. Your choice for information that would be informative as well as thought provoking will add to the support of your research topic.
I too, found that there is a host of material out there. Sub-categorizing is what seems like truly clarifies the topic. I also, plan to make an appointment with the librarian as it seems like there are things in this process that I could do faster and better but I will only know if I get some guidance. Thanks for sharing!

Reply



Leave a Reply.

    Author: Keri Duncan

    This is a blog created as a requirement for my dissertation. In different classes, there have been different requirements but hopefully it will provide good thought and discussion as I progress through the dissertation process. 

    Archives

    July 2017
    June 2017
    May 2017
    April 2017
    March 2017
    February 2017
    January 2017

    Categories

    All

    RSS Feed

Keri J Duncan
Local School Technology Coordinator
​Professional Development Trainer
© COPYRIGHT 2016. ALL RIGHTS RESERVED.
  • About
  • EdD in ITDE
    • IDT 7000
    • EDD/ITD 7005
    • EDD/ITD 7007
    • EDD/ITD 7123
    • IDT 8001
    • EDD 9100
    • RES 8100
    • Blog
  • Resources
  • Contact