The document provides guidance on conducting a literature review. It discusses the purpose of a literature review in demonstrating familiarity with a research field and contextualizing one's own research. It also covers developing a theoretical/contextual framework, critically analyzing sources, and structuring a literature review. Key aspects include justifying arguments, making comparisons, and demonstrating knowledge of a field through references. When reviewing sources, it is important to consider reliability, contradictions with other evidence, and identifying subjective language.
Any student in a high level institution will be usually required to write a variety of dissertations, papers and essays throughout the whole period of their studies.
These writing tasks and assignments will cover a myriad of goals, objectives and purposes.
This presentation is useful for all who are preparing their projects in colleges. This presentation helps you in giving proper reference of data source.
Critical Evaluation (February 2014) slides. Delivered as part of the Durham University Researcher Development Programme. Further Training available at https://www.dur.ac.uk/library/research/training/
Any student in a high level institution will be usually required to write a variety of dissertations, papers and essays throughout the whole period of their studies.
These writing tasks and assignments will cover a myriad of goals, objectives and purposes.
This presentation is useful for all who are preparing their projects in colleges. This presentation helps you in giving proper reference of data source.
Critical Evaluation (February 2014) slides. Delivered as part of the Durham University Researcher Development Programme. Further Training available at https://www.dur.ac.uk/library/research/training/
This is a draft of the presentation that will be given at the HEA Social Sciences annual conference - Teaching forward: the future of the Social Sciences.
For further details of the conference: http://bit.ly/1cRDx0p
Bookings open until 14 May 2014 http://bit.ly/1hzCMLR or external.events@heacademy.ac.uk
ABSTRACT
We report in this presentation on a current project of which the aim is to develop teaching approaches that engage doctoral students in working together as a research community to develop their critical writing and peer reviewing skills. We seek to foster in students a sense of collective endeavour in developing writing and research, and to encourage the sharing of ideas, drafts, and semi-formed thoughts in an atmosphere of mutual support. The project was launched via a residential critical writing weekend for students, featuring a range of taught sessions focussing on aspects of critical writing and reviewing and
featuring opportunities for students to engage in peer assessment activities. The students then formed an
editorial board for an online journal for doctoral students, through which they are involved in critical
writing, reviewing, providing feedback, editing and publishing a journal.
Improving Reading, Writing and Critical Thinking Skills with MediaWesley Fryer
Interested in helping students become better readers, writers, and critical thinkers? We need to “play with media” to become more effective communicators and improve our media literacy skills as both learners and citizens. As you learn to play with digital text, images, audio and video, you will communicate more creatively and flexibly with a wider variety of options. Author and educator Wesley Fryer will inspire and empower you, as a creative person, to expand your personal senses of digital literacy and digital agency as a multimedia communicator! (This presentation was shared for teachers in Yukon Public Schools, Oklahoma, on January 16, 2012, for a district professional development conference.)
Writing your Master's dissertation proposalWDCNewcastle
A piece of independent research begins with formulating a research proposal which explores your intended project and forms the basis of a discussion with your supervisor. What is the purpose of a dissertation proposal and what makes an effective one?
Brief presentation used to explain the differences between types of notetaking for High School students: Direct Quotes, Paraphrasing, and Summary and how to use Noodletools to help take notes.
Here, you can get relevant ideas on how to make an effective review of related literature in academic writing and theses. It is prepared to train young learners.
Literature Review (Review of Related Literature - Research Methodology)Dilip Barad
Literature Review or Review of Related Literature is one of the most vital stages in any research. This presentation attempts to throw some light on the process and important aspects of literature review.
This is a presentation on the topic about Research Proposals that could be helpful for post graduate students in their research course. Thank me later!
Taking a psychometric approach to developing a tool for measuring values attr...Alison Hardy
The Subject Values Instrument for Design and Technology Education (SVA-D&T) is a 28 item (statements) tool for measuring the values people attribute to design and technology education (D&TE). In our presentation we will describe the mixed methods (qualitative and quantitative) validation processes involved in the develop of the SVA-D&T, alongside and some preliminary data. We will also explain why the SVA-D&T is needed by researchers and curriculum planners.
Valuing design and technology education Alison Hardy
Selected slides from a presentation for colleagues at FHNW University of Applied Sciences and Arts Northwestern Switzerland on Monday 10th December.
My talk is in 3 parts:
the influence and origins of our values
the value of D&T education
design fiction as a response to an enduring value of D&T
Presentation given at D&TA East Midlands branch meeting on Monday 27th November.
I introduce design fiction as a pedagogical approach to sue in D&T lessons teaching pupils about new and emerging technologies (such as robotics, AI, synthetic biology and additive manufacturing).
Seminar for Baltimore County technology education teachersAlison Hardy
A lunchtime seminar for Baltimore County technology education teachers (Tuesday 18th July).
I gave an overview of D&T education in the UK, and discussed the value of D&T. We ran out of time for the design fiction section.
The visit was funded by the UCET Travel scholarship (http://www.ucet.ac.uk/scholarships).
Many thanks to the UK based D&T teachers who shared photos of their D&T classrooms.
Rhetoric and interpretation: values attributed to D&TAlison Hardy
This research compares special interest groups’ and students’ rhetoric about the value of Design & Technology (D&T) in England, specifically in relation to learning about technology, employment and creative endeavors.
Drawing upon the Design and Technology Association (D&TA) campaigns and interviews with students, I identify the values these two ascribe to D&T. These values will be compared with the values implied in the English National Curriculum for D&T: the current version (Department of Education, 2013b) and previous iterations since its inception into the National Curriculum in 1990.
Analysis of the two groups’ values demonstrates a disparity between the two groups’ views of the value of D&T. Whilst D&TA and students concur on some values, there are noticeable differences. Generally, students place greater emphasis on D&T’s value to their everyday lives, future employment, and personal fulfillment, whereas the D&TA campaigns focus on how D&T engenders both personal and national economic benefits; creativity is valued by both groups but in different ways. These findings imply a discord between them about the contribution D&T makes to an individual’s education and future life.
By comparing the values of these two stakeholder groups, who have no direct power to influence the enactment of government policy (Williams, 2007), this research provides an insight to some of the potential divergences that may occur as D&T teachers, who do have the power, interpret the National Curriculum using D&TA’s materials to advocate the value of D&T to their students. This research could help other special interest groups explore how D&T is valued and how they lobby government for future curriculum change.
The next stage to this study is to explore how the D&TA’s rhetoric about D&T, and the values discovered in this study, are enacted in classrooms.
Defending the marginalised school subjects - UCET2016 presentationAlison Hardy
Secondary school subjects that have been consigned to 'bucket 3' in the new school performance measures, such as D&T, music, art and design and PE, are noting a decline in GCSE numbers. Reasons for this decline can be attributed, in part, to the Ebacc and their exclusion from it (see http://www.baccforthefuture.com) but other reasons include new curricula and GCSE specifications, budget cuts and changes to teacher training.
In this presentation I will explore the potential impact of teacher training changes on one of these subjects, D&T. As school teachers have an increasing role to play in training the next generation of teachers - does it matter what value they place on their subject? what might be lost if university-based subject specialists have less involvement in teacher training? These questions are relevant to all marginalised subjects that need defending.
This presentation is for undergraduate students on BSc Design and Technology Education at Nottingham Trent University.
The session considers the philosophy of technology, where students learn about Carl Mitcham's different approaches to technology (artifacts, knowledge, processes and volition). Through learning about these four approaches they begin to think about consequences for their D&T teaching - realising that D&T is more than 'design and make'.
Following this session the students research an emerging technology (see www.dandtfordandt.wordpress.com for more details), using Mitchum's four approaches to critique how emerging technologies can be taught in schools.
Hardy Patt2016: An assortment box of D&T valuesAlison Hardy
Abstract
Views about the value of Design and Technology (D&T) to students, the economy and society are diverse, occasionally exaggerated, and usually conflicting. For example: is D&T a subject with specialised knowledge? A subject that applies knowledge from other subjects? A vocational subject? A subject to meet the country’s economic needs? Or a subject to develop good citizens?
These conflicting views were brought to the fore when the review of the English National Curriculum proclaimed that D&T has an insufficient disciplinary coherence (Department for Education, 2011). Strong, disciplinary coherent subjects have a clear form of knowledge and are favoured by the current UK government. Subjects with disciplinary coherence have strongly defined boundary between itself and other subjects (Bernstein, 2000), and strongly defined knowledge that is ‘sacred … not ordinary or mundane’ (Bernstein, 2003, p.73).
In response to this review, and other challenges, the Design and Technology Association (D&TA) has run two campaigns to ‘fight’ for D&T to be recognised as an important and essential part of the school curriculum (Design and Technology Association, 2011; 2015).
But D&TA has not systematically investigated how D&T teachers and their students, the activators and receivers of D&T, perceive the subject’s purpose and coherence. This paper uses Bernstein’s (2000; 2003) concepts of classification and framing to analyse the perceptions of these two groups. Their assorted views are different to D&TA’s campaign messages but as conflicting, and they concur with the curriculum review that D&T does not have a strong disciplinary coherence.
The conclusion suggests how this analysis could inform future D&TA campaigns and suggests that by addressing D&T’s specialised knowledge and the contribution D&T makes to students 21st Century Skills is not lost but strengthened.
D&TA Summer School Teaching for the contextual challengeAlison Hardy
NTU slides from the 'Working with Contextual Challenges at GCSE' Workshop at D&TA Summer School 2016.
Images of NTU students' work and IDEO cards for use in design and technology
What do others think is the point of D&T? PATT29Alison Hardy
What do others think is the point of design and technology education?
As a result of a national curriculum review in England (Department for Education [DfE], 2011), a new curriculum for design and technology (D&T) is being taught in secondary schools from September 2014 (Department of Education [DoE], 2013a). This curriculum is compulsory for a decreasing number of schools; two potential consequences are the nature of D&T in secondary schools changing to reflect local perceptions of the subject and maybe D&T being removed from the curriculum completely. The pressure on D&T’s curriculum content is likely to come from different stakeholders such as senior school leaders, D&T teachers, and pupils. D&T school departments could respond to this pressure by adapting the curriculum to popularise the subject or produce high exam results with a consequence that much of the subject’s value is lost.
This paper reports on a small research project conducted in two secondary schools where stakeholder representatives were interviewed to identify their values of D&T. These different stakeholders were interviewed using the active interview method (Holstein & Gubrium, 1995), coded following Aurebach and Silverstein’s method (2003) and their values compared to Hardy’s values framework (Hardy, 2013b). Analysis shows most stakeholders believe a key value of D&T is to provide ‘practical life skills’ (Hardy, p.226), whilst only one recognizes that learning in D&T involves ‘identifying problems to be solved’.
The outcomes from the research are being used to support critically reflective conversations within both D&T departments (Zwozdiak-Myers, 2012) framing their evaluation of their local curriculum and making changes to their curriculum.
This paper is being presented at PATT29 on Friday 19th April 2015
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
2. Session aims:
• Develop your research and professional enquiry skills (links to Module
Learning Outcomes K&U 1, 2 and 4 and S,Q &A 3 and 4:
• What do we want you to learn:
– a structure for reviewing your reading
– some ideas of writing critically
3. Purpose of a literature review
• You as a researcher engaging with the field
• Contextualises where your research fits:
contextual framework
• Demonstrates you are familiar with the field
• Demonstrates your scholarship ability to
reflect, evaluate and write critically and
analytically
(Sharp 2012. p.27-28)
4. Theory & theoretical frameworks
• ‘a set of interrelated abstract propositions about human affairs and
the social world that explain their regularities and relationships’
(Brewer 2000, p.192)
• ‘theory at the lowest level can be an ad hoc classification system,
consisting of categories which organise and summarise empirical
observations’ (Bowling 2002, p.139).
• ‘It can be a taxonomy which is a descriptive categorical system
constructed to fit the empirical observations in order to describe
the relationships between categories’ (Bowling 2002, p. 140).
• Simply ‘refer(s) to the current state of knowledge in a subject
derived from the published literature – what Wolcott (1992, p. 3–
52) described as ‘theory first’ rather than ‘theory after’. ‘ (Bell 2010,
p.105)
Paraphrased from Bell 2010. p.105
5. Theoretical/ contextual Framework
Example:
• In design and technology why are pupils in key stage 2 more creative than
those in key stage 3?
What are the theories behind this question?
• Creativity is important in D&T
• Creativity is more evident in key stage 2 (KS2) than key stage 3 (KS3)
• Potentially in a drop in achievement in D&T between KS2 & KS3
What is the context?
• Design and Technology lessons
• Year 6 in key stage 2 and year 7 in key stage 3
Concepts/ definitions:
• Creativity
• Creativity in D&T – what does it look like
• Role of the teacher in developing pupils’ creativity
(Hardy 2004)
6. Theoretical/ contextual Framework
Example:
• How are gifted and talented pupils engaged in design and
technology?
What are the theories behind this question?
• It is important for G&T pupils to be engaged in D&T
• G&T pupils need to be engaged in ways which are different to other
pupils
• G&T pupils are not currently been engaged in D&T
What is the context?
• Design and Technology lessons
• Key stage 3 or key stage 4 – TBD
Concepts/ definitions
• Gifted and talented
• Engagement: in learning? In lessons? In careers? In options?
7. Your theoretical framework
Your title/ question/ aim:
•
What are the theories behind this question?
•
•
•
What is the context?
•
•
Concepts/ definitions
•
•
8. No clear concepts?
• When acceptable conceptual definitions are not
available, concept synthesis o concept analysis
needs to be performed in order to develop the
definition
e.g. social media in A&D or AfL in D&T
Possible concept:
• Social media: which ones are used in A&D and
why?
• AfL in practical D&T lessons – the purpose and
how is it used?
9. Critical review of the literature
Use references to:
• Justify and support your arguments
• Allow you to make comparisons with other
research;
• Express matters better than you could have done;
• Demonstrate your familiarity with your field of
research.
(Blaxter 1996 in Bell 1999. p.92)
10. Theory in bins
Theory building relies on a few general constructs that
subsume a mountain of particulars. Terms such as ‘stress’ or
‘role conflict’ are typically labels we put on bins containing a
lot of discrete events and behaviours. When we assign a label
to a bin, we may or may not know how all the contents of the
bin fit together, or how this bin relates to another. But any
researcher, no matter how inductive in approach, knows
which bins to start with and what their general contents are
likely to be. Bins come from theory and experience and
(often) from the general objectives of the study envisioned.
Laying out those bins, giving each a descriptive or inferential
name, and getting some clarity about their interrelationships
is what a conceptual framework is all about.
Miles and Huberman 1994 (in Bell 2010, p. 106 )
11. Critical reading
• Don’t just take notes
• How reliable a source is this?
• Does this fit with what you already know?
• Does it contradict other evidence?
12. Practical task: Subjectivity &
Objectivity
Using the paper you have brought in try and
identify words that make it emotive and/or
opinionated in the literature review section,
perhaps underlining these words.
(Adapted from Judge, Jones and McCreery 2009)
This task helps you identify words which show the
author/s opinion and therefore how they have used
their reading to support their views.
13. What critical thinking/ analysis/writing
reveals about you
• willing to question your views;
• open to the ideas and views of others;
• just because something is in print does not mean it is true;
• able to give your (positive and negative) judgments;
• able to explore the implications of the evidence/literature;
• self-confident enough to explore the evidence presented;
• honest in facing your own biases/prejudices;
• flexible in considering alternatives and opinions;
• willing to reconsider and revise views where honest
reflection suggests that change is warranted.
(Judge, Jones and McCreery 2009. p.44)
14. Reviewing your writing
Wisker, 2009
Personal writing Academic writing
Emotional Logical
Can be intuitive Uses reasoning
Active voice: ‘I find that…’ Passive voice: ‘It was found that…’
Anecdotal Uses evidence
Subjective Objective
Tangents may be important Keeps to logical sequence
15. Critical review of a peer reviewed
journal article
• A short critical review should have a brief introduction,
simply providing the subject of the research and the
author, and outlining the structure you will be using.
• The simplest way to structure a critical review is to
write a paragraph or two about each section of the
study in turn. Within your discussion of each section,
you should first sum up the main points such as the key
findings, or methodology used, to show your
understanding.
• After this, you could present the strengths and
weaknesses, as you see them, of the section, with an
explanation of your thinking, and evidence.
16. Critical questions when reading
• Why am I reading this?
• What are the authors trying to do in this writing?
• What are the authors saying that is relevant to what I want
to find out?
• How convincing is what the authors are saying?
• In conclusion - what can I make of this?
• Code:
– A return for more detailed analysis
– B an important general text
– C of minor importance
– D not relevant
(Wallace and Wray 2011, p.41)
17. Critical review of a peer reviewed
journal article
• You should point out the strengths of the study to show you
are aware of their importance, as in:
– ‘These results are consistent with the aims of the research...’
– ‘The findings are clearly presented using diagrams and a graph...’
– ‘The discussion consistently relates the key findings to research discussed
earlier...’
• When you identify weaknesses, you should use a cautious,
objective style. You can use such phrases as:
– ‘This sample seems fairly small in view of...’
– ‘It might have been helpful to provide more details of...’
– ‘There is no explanation for the absence of any literature after 2003. It would
have been useful to know why this was the case.’
Adapted from Queen Margaret University 2012
18. References
BELL, J., 1999. Doing your research project: a guide for first-time researchers in education and social
science. 3rd ed. Buckingham: Open University Press.
BELL, J., 2010. Doing your research project: a guide for first-time researchers in education, health and
social science. 5th ed. Maidenhead, Berkshire: McGraw-Hill Open University Press.
HARDY, A., 2004. Questioning styles: observations of differences in practice at key stage 2 and key stage
3. In: Design and Technology Conference Sheffield, 2004. DATA.
JUDGE, B., MCCREERY, E. and JONES, P., 2009. Critical Thinking Skills for Education Students. [online].
SAGE Publications. Available from: http://lib.myilibrary.com?ID=298000 (Accessed 13 January 2013)
QUEEN MARGARET UNIVERSITY, 2012. Planning a Critical Review. Available from:
http://www.qmu.ac.uk/ELS/docs/Critical%20review.pdf (Accessed 13 January 2013)
SHARP, J., 2012. Success with your education research project [online]. Learning Matters. Available
from:http://www.dawsonera.com/depp/reader/protected/external/AbstractView/S9781844456031
(Accessed 13 January 2013)
WALLACE, M. and WRAY, A., 2011. Critical reading and writing for postgraduates. London: SAGE
WISKER, G. 2009. The undergraduate research handbook. Basingstoke: Palgrave Macmillan.
Editor's Notes
Up until now you have been presented with the reading to do for the course
What has happened before – the historical context
There is no evidence as yet for these theories, they are in fact assumptions
The context creates parameters – limiting the extent of the research and also, when writing up limiting the transferability of the findings and conclusions
Where on the scale was your writing for your rationale?
Can you justify it?
What do you think you need to change for this assignment?