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GRU 6014Mg 2

KAEDAH PENYELIDIKAN PENDIDIKAN

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BAB 1: PENDAHULUAN (samb)

1.7 Hipotesis: Bagi soalan kajian yang memerlukan ujian statistik

1.7.1 Hipotesis Kajian

Selaras dengan ujian statistik diguna Bentuk: Berarah / Tidak berarah / Nul

1.7.2 Hipotesis Statistik Bentuk rumusan / pernyataan

Nul dan Alternatif

1.8 Kepentingan Kajian Faedah / Kelebihan / sumbangan kepada bidang, organisasi, masyarakat atau

individu1.9 Limitasi Kajian

Keadaan di luar kawalan penyelidik yg menghadkan kesimpulan dan aplikasikepada situasi lain

Polisi pentadbiran menghadkan pemilihan sampel

Masalah instrumen

Masalah pemilihan rawak sampel

Kesempadanan (delimitasi?) kajianuntuk populasi yg disampelkan sahaja, tidakboleh dirumus kpd populasi lain.

1.10 Definasi Operational Definisi perkataan / istilah sebagaimana digunakan dalam kajian, bukan dari

kamus, dll

Pembolehubah-pembolehubah terlibat

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BAB 2: TINJAUAN LITERATUR

2.1 Pengenalan

2.2 Teori / Konsep / Prinsipperkaitan dgn kajian

2.3 Kajian Lepasperkaitan dgn kajian

Dahulu hingga terkini/ mengikut tema

2.4 Rumusan

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BAB 3: METODOLOGI

3.1 Pengenalan

3.2 Reka Bentuk Kajian Eksperimental

Bukan Eksperimental

Mengawal Extraneous Variable

3.3 Populasi dan Sampel

Jenis, jumlah dan taburan populasi

Jumlah dan kaedah pemilihan sampelsesuai dgn reka bentuk kajian

Pembahagian sampel

3.4 Instrumen Kajian

Jenis instrumen Sumber instrumenkebenaran penggunaan & alih bahasa

Kesahan dan kebolehpercayaan

Pentadbiran instrumen

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BAB 3: METODOLOGI

3.5 Prosedur Kajian

Langkah-langkah dalam mengurus / mentadbir penyelidikan

3.6 Pengumpulan Data

Prosedur pengumpulan data

3.7 Analisis Data

Statistik deskriptif & inferensi

Program statistik diguna

Jenis analisis data

Aras signifikan ujian statistik

3.8 Ujian Rintis

Menguji kesahan dan kebolehpercayaan instrumen

Sampel drp populasi yang tidak terlibat dalam kajian sebenar

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BAB 4: ANALISIS DAN DAPATAN

4.1 Pengenalan

4.2 Pengurusan Data Jenis Data

Input ke dalam program statistik

Menguruskan Data Pembentukan pembolehubahcleaning, Transform: compute, recode dll.

Penentuan outlier & Statistical Assumptions

Analisis Kebolehpercayaan

4.3 Analisis Deskriptif Frekuensi, Crosstab Min & Sisihan Piawai

Korelasi

4.4 Analisis Inferen Ujian-t: dependent / independent, one- / two-tailed

AnovaOne-way atau Factorial

Manova

AncovaCovariate

Regression / Multiple Regression

Chi-Square / Contingency Table / Crosstab

4.5 Rumusan

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BAB 5: PERBINCANGAN, KESIMPULAN

& CADANGAN

5.1 Pengenalan

5.2 Perbincangan

Interpretasi penemuan

Implikasi penemuan

Aplikasi

Perkaitan antara penemuan dengan teori dan literatur

5.3 Kesimpulan

Berasaskan kepada penemuan kajiantelah menjawab persoalan kajian

5.4 Cadangan Kajian Lanjutan

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PENULISAN

1. Gaya APA

Quotation

Gambarajah & Jadual

Simbol Statistik

Rujukan

2. Kualiti Bahasapenggunaan kosakata SESUAI

3. Ketekalan istilah

4. Senarai rujukan

5. Muka surat permulaan

6. Lampiran

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Jenis-jenis penyelidikan

1. Etnografi

2. Sejarah

3. Deskriptif/ tinjauan

4. Korelasi

5. Penilaian

6. Kausal komparatif

7. Eksperimen

8. Kajian tindakan

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Jenis penyelidikan dibezakan dgn soalan

kajian (kenalpasti pembolehubah)

1. Apakah amalan harian pelajar cemerlang di SMKOnn? (etnografi)

2. Apakah kumpulan etnik yg bersekolah di SMKOnn pada tahun 80an dan sejauh manakahkejayaan mereka dalam pelajaran? (sejarah)

3. Apakah kumpulan etnik yg bersekolah di SMKOnn pada masa ini dan sejauh manakahkejayaan mereka dalam pelajaran?(deskriptif)

4. Apakah perkaitan antara pencapaian dalam BMdgn pencapaian subjek lain bagi pelajar SMKOnn?(korelasi)

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Jenis penyelidikan dibezakan dgn soalan

kajian (kenalpasti pembolehubah)

5. Sejauh manakah berkesannya program Nilam dalammenggalakkan minat membaca? (penilaian)

6. Apakah kesan kebolehan dwibahasa terhadappencapaian pelajar di SMK Onn? (kausal komparatif)

7. Adakah program pementoran dapat meningkatkanpencapaian akademik pelajar SMK Onn?(eksperimen)

8. Bolehkah satu sistem bimbingan akademik direka

untuk meningkatkan pencapaian akademik pelajarSMK Onn? (kajian tindakan)

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5W 1H

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Etika5W 1H

Istilah dlm

kajian expt

spt

Hawthorne

Permasalahan kajian

Objektif kajian

Soalan kajian

Hipotesis kajian

Paradigma Kuatitatif

1. Tinjauan

2. Korelasi

3. Kausal komparatif

4. Eksperimen (pra-

kuasi-tulen)

Paradigma Kualitatif

1. Kajian kes

2. Sejarah

3. Etnografi

4. Grounded teori

5. Phenomenology

Kajian

TindakanPembolehubah

1.Tidak bersandar

2. Bersandar

INSTRUMENRekabentuk kajian

Kesahan dalam

Kesahan luaran

Analisa data kualitatif

1. Coding

2. Bentuk tema

Analisa datakuantitatif

1. Statistik deskriptif

2. Statistik inferensi

3. Perbezaan kump

4. Perkaitan kump.

Kesahan (konstruk)

dan kebolehpercayaan

(uji dan uji semula;ketekalan dalam

AncamanPersampelan

Refleksiviti

Audit trail

Triangulasi

Random sampling

Simple, systematik, statified,

cluster, multistage

Non random sampling

Convenient, purposive,

snowball

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The Importance of Working with

Literature

Working with literature is an essential part of

the research process that:

generates ideas

helps form significant questions

is instrumental in the process of research design

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Working with literature

Working with

Literature

Find it! Manage it! Use it! Review it!

Knowing the

literature types

Reading

efficiently

Choosing your research

topic

Understanding the

lit reviews purpose

Using available resourcesKeeping track

of referencesDeveloping your question

Ensuring adequate

coverage

Honing your

search skills

Writing relevant

annotations

Arguing your

rationale

Informing your work with

theory

Designing

method

Writing

purposefully

Working on

style and tone

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The Critical Literature Review

Why is it necessary?

1. Sets the context of your research topic

2. Identifies the key texts/ideas

3. Demonstrates your knowledge and criticalunderstanding of the topic

4. Refines parameters of your study

5. Justifies need to conduct a study

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Finding literature

Finding relevant literature can be made easier if you

are able to readily access and draw on a wide variety

of resources such as: reference materials

books

journals

official publications

archives

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Managing the literature

It also pays to be organized and diligent when it

comes to keeping references.

Keep and file copies of relevant books, articles, etc.

Avoid lending out your only copies

Find out about the recommended referencing style and useit from the start

Consider using bibliographic file management softwaresuch as Procite, Endnote, orReference Manager

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Annotating Sources

Annotating your sources provides you with a record of

relevant literature. It should include:

the citation

articulation of the author and audience

a short summary

critical commentary notes on relevance that remind you of the significance,

accuracy, and quality of the sources cited

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Using the Literature

Literature is used for:

focusing interests

defining questions

arguing a rationale

theoretically informing your study

developing appropriate design, or writing a formal literaturereview

every stage of the research process demands literaryengagement

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The Formal Literature Review

Most find the writing of a literature

review a difficult task that takes

patience, practice, drafts, and redrafts

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The Formal Literature Review

The formal literature review is a very specific

piece of writing designed to:

inform your readers of your topic

establish your credibility as a researcher

argue the need for, and relevance of, your work

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Reviewing the Literature vs.

The Literature Review

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Writing your Literature Review

A good literature review is an argument

that is more purposeful than a simplereview of relevant literature

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Writing a good review requires you to:

read a few good reviews

write critical annotations

develop a structure write purposefully

use the literature to back up your arguments

review and write throughout the research process

get feedback

and be prepared to redraft

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Style and Tone

Writing a good literature review can be likened to

holding a good dinner party conversation

They both require individuals who can engage, learn,

debate, argue, contribute, and evolve their own

ideas, without being hypercritical or sycophantic

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What is a literature review?

In the terms of a literature review,

"the literature" means the works youconsult in order to understand and

investigate your research problem.

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What literature should you review?

1.

Journalarticles: these are good, especially forup-to-date information. They are frequently

used in literature reviews because they offer arelatively concise, up-to-date format for

research.

Depending on the publication, these materials

may be refereed or non-refereed materials.

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What are refereed journals?

Refereed materials are publicationsreviewed

by "expert readers" or referees before

publication.

Refereed materials are also referred to as Peer

Reviewed.

Refereed materials assure readers that the

information conveyed is reliable and timely.

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What about non-refereed journals?

Non-refereed materials such as use less

rigorous standards of screening prior to

publication.

Non-refereed materials may not by checked as

intensely as refereed materials, so they should

be used with caution.

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2.Books: remember that books tend to be less up-to-

date, as it takes longer for a book to be publishedthan for a journal article.

They are still likely to be useful for including in yourliterature review as they offer a good starting pointfrom which to find more detailed and up-to-date

sources of information.

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3.

Conferenceproceedings: these can be useful inproviding the latest research, or research that has

not been published.

They are also helpful in providing information about

people in different research areas, and so can be

helpful in tracking down other work by the same

researchers.

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4.

Government/corporate reports: many

government departments and corporations

commission or carry out research. Their

published findings can provide a useful sourceof information, depending on your field of

study.

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5.Newspapers: since newspapers are generally

intended for a general (not specialised) audience, theinformation they provide will be of very limited usefor your literature review.

Newspapers are more helpful as providers ofinformation about recent trends, discoveries orchanges, e.g. announcing changes in governmentpolicy.

Newspapers do not give unbiased opinions.(ie maygive biased opinionsdepends on editor/ ownersaffiliation)

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6.Thesesand dissertations: these can be useful

sources of information. However there aredisadvantages:

they can be difficult to obtain since they are not

published, but are generally only available from thelibrary or interlibrary loan

the student who carried out the research may not bean experienced researcher and therefore you might

have to treat their findings with more caution thanpublished research.

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7.Internet: the fastest-growing source of information is

on the Internet.

bear in mind that anyone can post information on

the Internet so the quality may not be reliable the information you find may be intended for ageneral audience and so not be suitable for inclusionin your literature review (information for a general

audience is usually less detailed)

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Why write a review?

The literature review is a critical look at the existing

research that is significant to your project.

You should evaluatewhat has already been done,

show the relationshipsbetween different work, andshow how it relates to yourproject.

It is not supposed to be just a summary of other

people's work.

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Applying the Lit. Review Grid

Research Strategy

Does the study use quantitative or qualitative

strategies? or a hybrid of both?

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Research Design

Experimental? Cross-sectional? Longitudinal?

Case Study? Comparative? Ethnographic?

Survey? Discourse Analysis? Other?

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Methods of Data Collection and Analysis Does the research rely on secondary data, primary data, or a

mixture of both?

Who, or what is studied?

From whom is data collected? What is the sampling plan, sample size, and the basis forsample selection?

How was the data collected?

What instruments (if any) were used e.g. questionnaires.

Were existing instruments used for the study, or were newones developed? If existing instruments were used, what isknown about them?

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Methods of Data Collection and Analysis (contd) What data collection methods were be used, e.g. experiments, interviews,

secondary data, questionnaires?

What, in general are the advantages and disadvantages of the particularmethods chosen?

How did these methods affect the quality of the data (reliability andvalidity issues)?

Does the study tend towards a) pre-specified questions, a tightlystructured design and pre-structured data, or towards b) general open-ended questions with loose design and data not pre-structured?

How was the data analysed?

What computer packages if any were used?

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Consent, Access, Ethics

What issues of consent were involved in carrying outthe study and how were they dealt with?

What issues of access were involved in carrying outthe study and how were they dealt with?

What other ethical were involved in carrying out thestudy and how were they dealt with?

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Research reporting Does the article constitute a logical and coherent argument, with

interconnected sectionsdo the parts fit together?

Is the research reporting clearly written? Well organised, easy to follow?

Does the author point out the limitations of his/her research?

Is the research presented in an appropriate academic form, with properreferencing and bibliography?

Does the author suggest any practical implications, for stakeholders andothers that follow on from the research?

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Research Process

Provide a stage by stage diagram (on a separatesheet) that maps out the steps actually taken by theresearcher or research team. How does thiscompare to the idealisations of the process give inthe textbooks eg B&B ch 3 (main steps in Quants) ;B&B ch.13. (main steps in Qual.). Were anyimportant steps missed out, e.g. piloting, pre-

testing?

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Research opportunities

Does the research suggest areas or topics thatneed to be researched in the future?

Is replication possible? Given your responses above, what are there

be implications for your own Research

Proposal?

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Literature Review in the article

In particular can you find where the author(s) refers to :

A point of view which needs to be reformulated such that a new

version makes for a better explanation? A point of view which they dismiss on account of its inadequacy,

irrelevancy, or incoherence?

Authors try to reconcile two positions, which seem at variance, byappeal to some third principle?

Gaps in the literature.

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Bibli hi D t il

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Bibliographic Details

Source information to include:

1. Author

2. Title

3. Publisher

4. Place

5. Date 6. Page Numbers (if relevant)

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Writing the Summary

Use these Two Points to Guide your Thinking

and Note-making:

1. What pointis the author actually making?

2. What ideas and evidence are used to support

this view?

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Matrix of Annotated Bibliography

Reference(Name/ yr/

sub-

theme

Summary Type Theoreticalperspective

MainRQ

Mainconclusion

Researchdesign

Empiricaldata

Good /Bad

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Th C i i l Li R i

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What does it do?

1. It provides justification of your central researchquestion and research objectives/purpose

2. It helps you refine your central research questionand research objectives/purpose

3. It highlights research possibilities that have beenoverlooked implicitly in research to date

4. To discover explicit recommendations for further

research

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i l l b l f d

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Emotional labour: An example of an under-

researched area

Source: Constanti and Gibbs, 2004. HE teachers and Emotional

Labour (Emerald)

Previous

writers have

adopted

a feministepistemology

Legitimately

borrowing ideas

and concepts

from another

field

Examples of

Lit.

Reviewed

Wider

Significance

hinted at

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Th C iti l Lit t R i

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What does it do (cont.)?

1. It will help you to avoid simply repeating

work that has been done already

2. It will hep you to integrate both existing

research within your central research

question and research objectives/purpose

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Be Critical!

Simply describing the literature is of NO value Your review MUSTnot simply describe/repeat what we

already know

It MUSTcritically analyse in relation to your research area

How do key ideas relate together and relate to your researcharea

Assess the credibility & value of previous work

Whats the justification for your research?

Analyses critically! Think critically! Synthesise

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Why is it necessary?

1. Sets the context of your research topic

2. Identifies the key texts/ideas

3. Demonstrates your knowledge and critical

understanding of the topic

4. Refines parameters of your study

5. Justifies need to conduct a study

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Sources of Literature

Use a wide range of Resources1. Remember we want depth and quality

2. That means empirical, published, peer reviewed

3. Avoid superficially glossy but nonetheless trivialnon-academic sources

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Questions a l iterature review can answer

Literature

search and review

on your topic

1.What are the key

sources?

2.What are the key concepts

theories and ideas?

3.What are the

epistemological

and ontological

grounds for

the discipline?

4.What are the

main questions

and problems

that have been

addressed to date?

8.What are themajor issues

and debates

about the topic?

7.What are the political

standpoints?

6.What are the origins and

definitions of the topic?

5.How is knowledge

on the topic

structuredand organised?

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How To Write A Literature Review

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Tips on Formulating a

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Tips on Formulating a

Problem Select a topic you are interested in

You want to be fascinated throughout the process and less likely to losemotivation.

Choose a topic with a feasible focus.

Keep the focus clear and defined and it will be easier to complete thansomething huge like "headaches

Get Help - get it early and often. Solicit opinions before you begin, review drafts once start them

You may want to start out with a general idea, review the literatureof that area, and then refine your problem based on what you havefound.

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1. What do we already know in the immediate area concerned?

2. What are the characteristics of the key concepts or the main

factors or variables?

3. What are the relationships between these key concepts,

factors or variables?

4. What are the existing theories?

5. Where are the inconsistencies or other shortcomings in ourknowledge and understanding?

6. What views need to be (further) tested?

7. What evidence is lacking, inconclusive, contradictory or too

limited?

8. Why study (further) the research problem?

9. What contribution can the present study be expected to make?10.What research designs or methods seem unsatisfactory?

Questions To Consider In Your Review

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Annotations or Abstracts Whats

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Annotations or AbstractsWhat s

the Difference?An Annotation

Summarises the scope

and substance of a piece

of work and may also

provide a critical comment

An Abstract

Gives an outline of the key

points of a piece of work

but usually does not

Involve any significant

assessment

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Source information to include:

1. Author

2. Title

3. Publisher

4. Place

5. Date 6. Page Numbers (if relevant)

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Writing the Summary

Use these Two Points to Guide your Thinking

and Note-making:

1. What pointis the author actually making?

2. What ideas and evidence are used to support

this view?

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A More Detailed Look at the

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Summary Questions

Summary

1. Journal - Is this a scholarly or a popular journal? (This

characteristic is important because it specifies

different levels of complexity in communicatingideas)

2. Intended Audience - What type of audience is the

author speaking to?

Is the publication aimed at a specialized or a general

audience? Is this source too elementary, too

technical, too advanced, or just right for your needs?

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3. Contents breakdown

1. What are the authors intentions?

2. What material does it cover?

3. Are other bibliographies included? (The existence

and quality of a bibliography at the end of an article

may reflect the care with which the author/s hasprepared the work)

4. What topics are covered?

5. To what extent?

6. What point is the author actually making?

7. What ideas and evidence are used to support this

view?

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Writing the Critique

The critique is shaped around these four

points:

1. How does this work help to build my understanding

of the subject?

2. What specifically does it add to my knowledge?

3. How does this reading relate to the other works I

have read?4. Would I recommend it to a friend? Why? Why not?

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Critique Questions Critique (Assess and Reflect)

1. Objective Reasoning

Is the information fact or opinion? (Sometimes difficult to tell

apart: Facts generally are able to be demonstrated; opinions

build from an interpretation of facts)

Does the information appear to be valid and well-researched,

or is it questionable and unsupported by evidence?

Are assumptions reasonable?

Have I noted errors or omissions?

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A More Detailed Look at Critique

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A More Detailed Look at Critique

Questions

Is the authors point of view objective and

impartial?

Is the language free of emotion-arousing

words and bias?

Do the ideas and arguments integrate with

other works on the same topic or does it

depart from others points of view? (If this isthe case, it requires more careful scrutiny)

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The Annotated Bibliography

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The

Annotation

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What an annotated bibliography is not:

A simple synopsis.

Authority assessment: The background

and affiliations of the Author

A summary of the content

Comparison/assessment: How did itcompare to other books/articles?

Evaluation: What did you think of it, and

how will it help your topic?

What to include:

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A Sample Annotated Entry

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Darling, Nancy. Peer Pressure is not Peer Influence.PrincipalSept./Oct. 2002: 67-69. Print.

Darling, a professor of education at Bard College, writes that

adolescents are most often influenced not by what their friends

do or say, but how they think their friends will react to a situation.Darling asserts that by providing positive information, involving all students, and

grouping students differently, schools can provide opportunities to reinforce positive

values. The idea of preconceived

notions of peer reaction is better addressed here than in other sources

that I found. This idea of adolescent positive peer influence is a timely theory and

strongly supports the theme of my paper.

A Sample Annotated Entry

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Remember: annotated bibliographiesare simply an organized list of the

sources that you have used, each of

which is followed by a brief note: theannotation. The annotation itself is a

brief description and evaluation or the

book or article.

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What is a Bibliography?

What is an Annotation?A Bibliography is a list of citations put together on a

topic of interest. The APA format is typically used.

An Annotation is a commentary a reader makes aftercritically reading an information source. It caninclude a summary of the reading, the readers

response to the reading, and/or questions/comments addressing the articles clarity, purpose,or effectiveness.

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What is an

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What is an

Annotated Bibliography?

An Annotated Bibliography is a list ofbibliographic citations that includes a

descriptive and evaluative paragraph of eachcitation.

Its overall purpose is to support your study of aparticular subject by providing a collection ofsuccinct article summaries that willnegate theneed for rereading of an article.

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Where do I start?

Begin by critically reading the article. View thereading as an interactive process in which your

interpretation of authors words is influenced

by your own knowledge and experiences. Critical readers attempt to dialogue with the

text by asking tough questions on the articles

purpose, audience, language and content.

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Questions to ask about an article

1. Who is the author? His/her credentials?,biases?

2. Where is the article published? What type of

journal is it? What is the audience?3. What do I know about the topic? Am I open to

new ideas?

4. Why was the article written? What is itspurpose?

5. What is the authors thesis? The major

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Questions to ask about an article

6. Did the author support his/herthesis/assertions?

7. Did the article achieve its purpose?

8. Was the article organized?9. Were the supporting sources credible?

10.Did the article change my viewpoint on the

topic?11.Was the article convincing? What new

information or ideas do I accept or reject?

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Writing the Annotation

A strong annotation contains:

1. A summary of the article

2. Your response to the article

3. A list of interesting or meaningful quotes

4. Questions connecting the article and your

knowledge and experience.

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1.The Summary Paragraph

Begin by succinctly stating the articles thesisand major points.

Describe/define key points and how they are

connected or substantiated. Describe the usefulness and the limitations of

the article

Limit in length to 3-4 grammatically correctsentences

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2. The Response Paragraph

Describe your reaction to the article as a

whole.

Describe the relevance, accuracy, and quality of

the citation and its conclusions.

Document your response to the authors ideas,

argument, writing style or any other notable

aspect of the article.

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3. Quotes

Directly cite or paraphrase interesting ormeaningful quotes from the article you wish

to remember.

The usefulness of the quote should be evidentfrom its content.

Be sure to note the page number of the quote

or paraphrase for later referencing.

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4. Questions

Consider the articles clarity, purpose, oreffectiveness.

What do you question about the thesis ormain points? Or the argument supportingthem?

What connections are there between yourknowledge & experience, and the articles

information? Avoid yes/no questionsthey limit thought

& dialogue.

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C ti th A t t d Bib

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Creating the Annotated Bib

Start with the citation written in APA style Example:

Carper, B. A. (1978). Fundamental patterns of

knowing in nursing.Advances in Nursing Science,1(1), 12-23.

Pay attention to the details of a bib citation:

Capitalization

Punctuation

Use of italics

Hanging indent86GRU 6014 - 24 Feb 2012

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The Annotation

Summarize each articles central thesis andrespond critically to the major points

supporting the thesis.

Quotesgenerally 3-4 quotes/article. Includepage numbers with the quote.

Questionsgenerally 2-3 questions. You are

not expected to answer themjust raisethem.

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Use the Annotation

Attach a copy of your annotation to the articleyou are annotating. Add comments as you

reflect on its content. Start an alphabetical file

of your annotated articles. Present your annotated bibliography next

week15 Jan 2010

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An example of an Annotation

This annotation was published in Meleis (1991). It has beenshortened, but please note the lack of page numbers for thequotes included in the text.

Donaldson, S. K., & Crowley, D. (1978). The discipline ofnursing. Nursing Outlook, 26(2), 113-120.

This article poses a series of significant questions. It begins bynoting the question of the nature of nursing, but addressesthis through a sub-question: What are the recurrent themesin nursing inquiry? These could suggest boundaries for

systematic study of the discipline of nursing. There follows along discussion of the nature of classification of disciplines.Nursing is

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Example cont.seen as a professional discipline. It is noted as a discipline

different from nursing science(>) and nursing practice (>).Finally, the structure of the discipline of nursing is considered, ageneralization is offered (nursing studies the wholeness orhealth of humans), and some major conceptualizations innursing are presented.

The article is poorly organized.

Nevertheless, this seminal work is challenging. It makes the pointthat nursing is a discipline and gives support to its focus.

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Annotated Bibliography (APA style)

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g p y ( y )

Engle, M., Blumenthal, A., & Cosgrave, T. (2002, November 20). How toprepare an annotated bibliography. Retrieved February 7, 2003,from Cornell University Library, Reference Department Web site:http://www.library.cornell.edu/okuref/research/skill28.htm

Meleis, A. L. (1991). Theoretical nursing(2nded.). Philadelphia :

Lippincott.Wilhoit, S. (2001).A brief guide to writing from readings. Needham

Heights.MA: Allyn & Bacon.

Williams, O. Writing an annotated bibliography. Retrieved February 7,2003 from University of Minnesota, Crookston Library Web site:

http://www.crk.umn.edu/library/links/annotate.htm

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Annotated Bibliography

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Epstein, J. L., & Sanders, M. G. (2002). Family, school, and

community partnerships. In M. H. Bornstein (Ed.), Handbook of

parenting: Vol. 5. Practical issues in parenting (pp. 407- 437).

Mahwah, NJ: Erlbaum.

Evaluative Summary

Building partnerships between families and schools is an

important element for student success. Both families and

schools are responsible for preparing children with the

necessary skills in the early years. Good communication

between teachers and parents is essential. This article has

some excellent suggestions for enhancing communication.The article mentions how the nature of the collaboration has

evolved over the years (Epstein & Sanders as cited in Hill &

Taylor, 2004, p. 161). This paragraph would go on to inform

the reader about the main points in the article. 92GRU 6014 - 24 Feb 2012

ANNOTATED BIBLIOGRAPHY

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Swick, K., Da Ros, D., & Kovach, B. (2001). Empowering parents

and families through a caring inquiry approach. Early Childhood

Education Journal, 29(1), 65-71. Retrieved from ERIC database.

Evaluative Summary

The author of this article asserts that communication is the critical factor in relation

to parent-teacher and family-school-community partnerships (Swick, 2003, p.

275). The article explains the importance of Swick (2003) states thatCommunication is a process of shared learning, which includes four elements:

valuing parent and family input, strategies for achieving partnerships, feedback for

parents and families, and engagement of each other in collaborative learning (p.

276). He also mentions four communication behaviors: nurturance, partnering,

active listening, and reflecting. The strategies laid out clearly in the article will

assist In conclusion, the author states that good parent-teacher partnerships areimperative (Pritz, 2007, p. 278). The difference between references and a

bibliography is that references are sources that were quoted or paraphrased in the

paper and bibliographies are a list of materials used to gain information about a

topicnot necessarily quoted or paraphrased.

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Definition

An annotated bibliography is a list of sources

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An annotated bibliography is a list of sources

Each entry consists of two parts:

a. citation gives the exact information

b. annotation is a brief paragraph

Functions The annotation does one or more

identifies the focus or thesis

describes usefulness of the source

evaluates the conclusions or reliability

records your reactions

Purpose

The citation and annotation paragraph

display the quality of your own research

provide background material

explore the topic for further reading

give research a historical relevance

Other information

the intended audience

the authors background

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General Information Review

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General Information Review

What are the main parts of an annotated

bibliography?

What functions will your annotations serve?

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Process

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Process

Locate the sources you intend to use Make sure each source follows specific guidelines

scholarly sources, non-scholarly sources

Each work directly and significantly related

evaluate it based on the following process:

Physical Evaluation 1. the author by examining his/her credentials

2. the source by examining its date of publication 3. the source by determining if you are using a later edition

4. the source by reviewing its publisher or journal title

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Process

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Process (cont)

Content Evaluation 1. If the source is a book

review preface, foreword, introduction

Look over the table of contents

If the source is a periodical

Review summary and bibliography 2. Read chapters or articles specifically pertaining to your topic

3. Determine type of audience the work addresses

4. What is the content of work

5. Evaluate sources cited within work

6. Is the work organized effectively 7. Determine if reviews of source are available

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Process

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Process (cont)

Composition

Cite the book in a style determined by instructor

Write an annotation according to instructor

guidelines

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Process Review

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Process Review

Have I selected sources that are closely relatedto my topic? If so, how do I know this?

If I have not evaluated my sources yet, how

can I do so effectively?

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Style

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Style

There are two areas concerning choices writing style

stance

Writing style The annotation may be written in one of three writing styles

Phrasalwritten in phrases that are quick Complete Sentenceswritten in complete sentences

Paragraphwritten in formal complete sentences

Stance The annotation can take any of the following stances

Informative - is a summary of the source

Evaluativedetermines the usefulness of the source Indicativegives the scope of material

Combinationis a combination of the three

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Style Review

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Style Review

What writing style and stance am I going to

use in my annotated bibliography?

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Format

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Format

Format of annotated bibliography may vary Generally it is written like any other bibliography

Each citation is followed by an annotation

Both combine to form a single entry

Each entry will have format distinguished by two factors

annotation style citation style

The annotation style determined by where annotation begins The annotated may immediately follow on the same line

It may begin on a new line

The paragraph may or may not be indented depending The annotated bibliography will follow a specific citation style different annotation style and citation style

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APA Example

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APA Example

Bielawski, L., & Parks, A.F. (1987). Organizational writing. New York: Wadsworth PublishingCompany.

Organizational Writing is designed to present practical information on the writingprocess and to provide descriptions on several types of writing situations that abusiness writer is likely to encounter. Chapters 1-4 guide the writer through thewriting process from analyzing business situations, to prewriting and planning tothe final steps in composition. The book includes descriptions of several types ofbusiness writing situations, including sales letters, long reports, proposals,

feasibility reports and oral presentations. The booksorganization is definitely oneof its strong points. Although it has much material to cover, it does so clearlywithout confusing students. However, it was disappointing to find out thatOrganizational Writing lacks sufficient information on one of the most importantbusiness writing assignments for college students - the case analysis. Overall,Organizational Writing is effective and comprehensive for both business studentsand employees and proved to be a vital asset in my business writing research. It

presented practical information that is organized in a way that is easy forbusiness students and employees to understand. Although the book lacksinformation on one important business assignment, the case analysis, the wealthof information that it includes on other business writing situations makes it aworthy investment for any business writer.

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Format ( )

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Format (cont)

The annotation focuses on all four points

1. it identifiesfocus

2. it describesusefulness

3. it evaluatesconclusions or reliability

4. it recordsreaders reactions

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Checklist

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Checklist

Evaluate all of my sources

Include information sources that relate

Use appropriate writing style / stance

Use appropriate annotation style/citation style

Follow format guidelines

Check grammar & punctuation

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Cite Right

How to USE the research you find!

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Citing to avoid plagiarism

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Citing to avoid plagiarism

What is plagiarism?

Mistakes We Might Make

How to Cite Right

How to:

summarize, paraphrase, & quote

Brief note on citation style resources

Samples to work through

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What is plagiarism?

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What is plagiarism?

Plagiarism is passing off other peoples work withoutgiving credit.

It is unethical because it steals and deceives. WORK includes original ideas, strategies, research, art

graphics, computer programs, music, and other creativeexpression.

SOURCE includes published works and unpublished works(such as class lectures, handouts, speeches, etc.)

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1. Misrepresenting someone elses work as your own.

2. Copying sentences or paragraphs without properly

citing the source.

3. Paraphrasing or summarizing without properacknowledgment.

4. Using specific facts without crediting the source

(other than common knowledge.)

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How to Cite Right

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How to Cite Right

1. Cite EVERYTHING you used for your paper.

2. There are TWO places where you mention

the cited work:1. Body of your paper

2. Bibliography/Reference List

3. Use a style guide.

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What IS common knowledge?

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What IS common knowledge?

Common knowledge

When the Civil War was

When Texas became part

of U.S.

Needs citation

Opinion about Civil War

Disputable fact or not

commonly known- i.e.when humans first came

to the Americas

Even if you had to look up the information, but most people wouldnthave had to, then it is considered common knowledge, but I still

highly encourage you to cite EVERYTHING- even encyclopedias

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Other Tips to Cite Right

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Avoid internet paper mills.

When you research, separate sources ideas

from yours.

Summarize a paper in your own words on anotecard, but put your thoughts about it on a

legal pad, on a separate card, or somewhere else.

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Learn how to get credit for the connectionsyou make by correctly:

1. Summarizing

2. Paraphrasing3. Quoting

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Summarize

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Summarize

Distill the main points from the text.

Focus on key concepts, not on sub-points or

supporting details.

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Summarize

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Summarize

Should be comprehensive but concise. For example, a 15-page article may be summarized in a

paragraph or two.

For example, this might be used for annotated

bibliography assignments.

The purpose of the summary/abstract is to give

scholars a preview of the material covered in the

article and let them decide whether they will take

the time to read it.

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Paraphrase

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Paraphrase

Unlike a summary, a paraphrase does notcondense material; it includes both mainpoints andsupporting details.

Thus, your paraphrase will be about the samelength as the original passage.

Therefore you would not paraphrase an entire 15page article, but you could paraphrase animportant sentence or paragraph.

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Paraphrase

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Paraphrase

Translate an authors ideas, point for point,into your own words.

Paraphrased material looks very convincing in

a research paper; it shows that the writerunderstands her sources well enough to

express them in her own voice.

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How to Paraphrase

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How to Paraphrase

Select a single paragraph from your full-lengtharticle.

Then, paraphrase it by translating it into your

own words. Change both the vocabulary and the sentence

structure to free yourself from the authors

voice.

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Quote

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Quote

When you quote you present another writersactual words to support your own ideas.

As an academic writer, you will use quotationsfor four major purposes:

1. to support your ideas;2. to preserve special or elegant language;

3. to comment on the quotation; or

4. to distance yourself from the quotation (Spatt).

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Quoting Helpful Hints

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Dont string quotes together or put them back to back. Example (dont do this)

Smith (2009) said, children can be very obstinate if you dont givethem what they want, but then stated that adults can be equallyobstinate and act like children. Campo (2007) refutes this, Both

children and adults have a tendency to be obstinate regardless of thesituation.

Better Smith (2009), and Campo (2007) are on differing sides of the

argument that children and adults can be stubborn whether you

appease them or not. Campo (2007), Smith (2009), Thornton (2001) ..

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Save quotes for when you think it is crucial topresent the sources exact words. (i.e. statements oflaw, rules, or policyor specific coined terms or

jargon from that author.)

Learn how to add your own connections andcomments. Be engaged in the research.

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Note on Citation Styles

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Note on Citation Styles

The best way to avoid plagiarism is to citeEVERYTHING!

No thought is truly ever your own (unless you

really did invent the wheel) So where is your OWN work??????make

clear your contribution/ summaries

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More Notes on

Ci i S l

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Citation Styles

We absorb much of what we read andtherefore are liable to regurgitate that back

into a paper we write so be cautious!

Learn the citation style appropriate for yourdiscipline.

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