Master’s Level Abstracted Outline Chapter 2 For Educational Psychology Integrative Project

 

5 Page Assessment.  I attached the Chapter 1 Assessment that I did in previous week. You need to continue on same file and do the chapter 2 work that is literature review.

Due in 12 hours. Don’t send random bids. I hate random people bids.  

 Plus i need you for coming weeks too. 

 

Synthesize conceptual information pertinent to the research question; this is information that you extract from the articles selected for this review. Submit a draft literature review.

Note: Developing a research proposal requires specific steps that need to be executed in a sequence. The assessments in this course are presented in sequence and must be completed in order. You may only turn in one assessment at a time. Subsequent submissions should include highlighted changes.

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Literature Review

A literature review is a classification and evaluation of what scholars and researchers have written on a topic, organized according to a guiding concept, application, or practice, such as the topic that you have selected to develop your Integrative Project: Chapters 1–5. Your objective is to demonstrate your ability to recognize significant and integral information, to synthesize and evaluate that information, and to provide a description, summary, and critical evaluation of each work. The purpose is to offer an overview of significant literature published on your topic. The process of finding, reviewing, synthesizing, and writing the literature review provides greater definition to the theoretical framework and gives you a strong foundation from which to work when developing your actual application or intervention.

Your Literature Review (CHAPTER 2) should include a conceptually organized synthesis of the results of the review that clearly delineates what is known, what is not known, and what is controversial regarding your topic or area of practice. The process will also give you a strong foundation from which to work when developing your methodology in CHAPTER 3.

It may be helpful to use the following questions as you review the literature:

What findings are pertinent to your specific issue?

Are the concepts key to the research as you prepare the Literature Review?

Analyze the relationships among the related studies instead of presenting a series of seemingly unrelated abstracts or annotations. “The introduction should motivate the study. The reader should understand why the problem should be researched and why the study represents a contribution to existing knowledge” (Rudner & Schafer, 1999, pg 2). The study should be motivated by its scientific importance.

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

Competency 1: Determine the scientific merit of the professional literature. Evaluate sources applicable to the history of the chosen topic.

Summarize sources applicable to the theoretical background of chosen topic.

Summarize sources applicable to the history of the chosen topic.

Summarize sources applicable to the best practices for engaging in research.

Summarize sources that add significance and relevance to the knowledge base of psychology.

Competency 2: Apply theoretical and research findings from the discipline of psychology to professional and academic activities.

Describe an area of research.

Competency 4: Embrace, respect, and respond to individual differences and diversity in the practice of psychology.

Identify practices and research guidelines that address respect for individual differences and diversity.

Competency 5: Communicate psychological concepts effectively using the professional standards of the discipline.

Describe the significance of the chosen topic.

Competency 6: Communicate in a manner that is scholarly, professional, and consistent with expectations for members of the psychological profession.

Adhere to APA style and formatting guidelines; writing is concise and well-organized.

Preparation

For this assessment, you will submit the current draft of your literature review for feedback and grading. 

Do not organize the paper by referencing each article in order one by one. Your task is to synthesize conceptual information pertinent to the research question; this is the information that you extract from the articles selected for this review.

Plan to identify articles and research that:

Describe an area of research.

Describe the area of research chosen and justify the choice.

Summarize sources applicable to the theoretical background of the chosen topic.

Provide information about theoretical underpinnings such as empirical or behavioral or constructivist and humanistic orientations of the literature reviewed.

Summarize sources applicable to the history of chosen topic.

Shed light on the historical context and dominant themes in the evolution of the topic; connect common themes and discuss counter opinions.

Summarize sources applicable to best practices for engaging in research.

Describe data collection strategies, research procedures, and approaches for conducting and reporting research.

Summarize sources that add significance and relevance to the knowledge base of psychology.

Indicate how the chosen sources help investigators identify topics that are well understood and other topics that represent gaps in the knowledge base and the need for further study.

Create a scenario that illustrates the need for new research.

Identifie practices and research guidelines that address respect for individual differences and diversity.

Address individual variation and diversity within and across groups.

Organize and summarize sources thematically.

Your task is to present current considerations important to investigators and to indicate ramifications for stakeholders that rely on the current knowledge base. Use illustrative examples to explain and highlight key concepts. Good reviewers share with their audience evidence-based assessments of the current state of knowledge.

This assessment is one component of the integrated project. It is expected that you will continue to refine this literature review before submitting the final project.

Instructions

Format your assessment as follows:

Table of Contents (TOC).

Title page.

Chapter headings (should start on new page).

Subheadings.

Please note: It is important to keep in mind that paragraphs are not comprised of two sentences and paragraphs should be indented. Additionally, refrain from quoting unless paraphrasing disrupts the integrity of the original quote. If direct quotation is used, it should be in the proper APA format.

Additional Requirements

Font and spacing: Times New Roman, 12 point font, double-spaced pages.

Style and format: Follow the current APA guidelines for style and format.

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Running head: ABBREVIATED TITLE OF YOUR PAPER 1

ABBREVIATED TITLE OF YOUR PAPER 11

Full Title of Your Paper

Learner’s Full Name (no credentials)

Capella University

Abstract

Leave this blank until Chapter 4.

It is necessary to complete the abstract after the entire project has been developed. The abstract contains an abbreviated overview of the entire project. This overview will reference the following elements of the project:

The Research Question_________________________________

The Research Problem: _____________________________________

The Significance of the Study: _______________________________

Theory or theories that apply to the concepts associated with the RQ: ________________

A Narrative describing the qualitative approach planned, implications for stakeholders, significance to the scientific community, and a description of expected results. The abstract is one concise paragraph.

Keywords: [Add keywords here.]

Table of Contents

CHAPTER 1. INTRODUCTION

1

Background of the Study 1

Statement of the Problem 1
Purpose of the Study 1

Significance of the Study 1

Research Question 1

Definition of Terms 1

Research Design 1

Summary 1

CHAPTER 2. LITERATURE REVIEW 1

Theoretical Orientation for the Study 1

Review of the Literature

1

Synthesis of the Research Findings

1

Critique of Previous Research Methods

1
Summary 1

CHAPTER 3. METHODOLOGY 1

Purpose of the Study 1

Research Question 1

Target Population 1

Recruitment Strategy 1

Sampling Design (purposive for qualitative) 1

Procedure 1

Analysis 1

Ethical Considerations

1
CHAPTER 4. EXPECTED FINDINGS/RESULTS 1
CHAPTER 5. DISCUSSION 1
Implications 1

Methodological Strengths and Weaknesses 1

Suggestions for Future Research 1

CHAPTER 1. INTRODUCTION

Does the reading of moral stories build character? This is the question that will be answered in this paper. The purpose of this paper is the study the above-mentioned claims. This paper involves the use of qualitative research methods. Multiple forms of data will be gathered (Narvaez, 2001). There exists a long-standing assumption that children raise their moral literacy level through the consuming content that are moral in nature is highly questionable in light of what is currently known concerning all the relevant fields, moral comprehension plus text comprehension. The assumption pushed concerning traditional character educators that children curate their moral literacy from hearing and reading moral stories is challenged by several research findings. Firstly, research regarding text comprehension shows that readers do not necessarily process texts the same way because of differences in reading skill as well as background knowledge. Moreover, moral comprehension research shows that moral arguments are processed in a different manner due to differences in moral schema development. Additionally, moral texts that are provided with moral reasoning are understood and modified in a different manner by readers who possess varying moral schemas. Lastly, children do not derive the same moral story themes that were intended by the writer. However, before delving into the relevant research one must first examining what the traditional character educators said about this topic. This is covered below (Nash, 1997).

Background of the Study

What do we know so far about the area of the literature that you reviewed?

For some morality ministers, interest in character education is pushed by a general perception that cultural values are decreasing in society and youth disorders are on the rise. Robert Nash even branded traditional character education advocates as declinists. According to his view, America is on its way to a catastrophe of grand proportions if nothing is done to modify the erosion of the country’s fundamental values. According to supporters of traditional character education, the consumption of virtue stories is one of the crucial pillars of moral education. These advocates contend that visibility and exposure to virtue stories possesses a formative impact on one’s moral character. Nash (1997) elaborates how declinists point out the importance of inspiring books and virtuous stories due t the fact that these texts contain the aspirations and motivations of moral heroes who are plagued with a wide array of moral conflicts. When children read these texts, they begin to learn and understand traditional moral values. This in turn leads them to latch onto these heroes and start to emulate them (Narvaez, 2001).

What do you think we need to know to advance the knowledge base?

Modern research has basically disconfirmed the theory of the passive reader. Readers have actually been discovered to be active learners. They tend to use their prior knowledge to allow for the strategic construction of meaning from a text. Simply put, whenever a child reads and recalls text, he/she will try to devise a coherent understanding of the text through the integration of text information with prior knowledge about the environment/world (Gill, 2009). Reading theorists have contended that schemas which are basically generalized knowledge structures that are relevant to the discourse lead the construction of the mental form of the text when one is reading. A good example of this is when someone reads the following text, “Owen looked both ways before he crossed the road”. In order for one to understand this text, the reader has to first infer several things from the common knowledge about the real world. These inferences begin with the fact that cars are driven on roads; Owen is crossed a road that has traffic on both sides; there is a high likelihood that Owen is walking; cars can be hazardous to pedestrians; Owen is crossing the road in order to get to the other side, among other types of inferences. If one did not possess such knowledge of the world then it would be hard to understand them passage and it would be even more difficult to imagine what was taking place. The set of inferences that are taken from world knowledge can be linked in the reader’s mind through a schema or an overall knowledge structure that represents “crossing a road.” The schema is activated by a stimulus configuration that is similar to previous stimuli or one’s own personal experiences (Bebeau, Rest, & Narvaez, 1999).

How will this new knowledge serve the stakeholders (scientists, care providers, families, patients, institutions) that may in turn be served by implementation of new developments?

Stakeholders should take into account all the points that have been made with the new research and relinquish their simplistic understanding concerning the reading of moral stories to build character. In addition to this, they should also reconsider their view concerning character itself as a collection of traits to be nurtured and developed. Such a way of viewing things does not match with the current conceptualizations that personality has or the new approaches to character education. The stakeholders have to attend to the following points:

· Themes can be made up by the reader but not in an easy or automatic manner.

· Active reading is a given.

· Reader acquire different types of information from a text based on their specific background e.g. expertise.

· Readers do not technically understand the information or message in the way the author intended it to be perceived.

· Moral messages are a specific kind of theme that the reader put together. They are influenced by one’s reading skills as well as their moral development.

Statement of the Problem

Identify the gap in research or the need for additional research in your area.

Much is unknown concerning how students derive general themes as well as how and why they do not succeed or fail. Researchers have to examine the specific elements that are required for the extraction of the moral theme and the manner in which student use can be facilitated. If armed with such knowledge then they will be able to study whether or not moral theme extraction is a matter that can be taught (Lickona, 2004).

Purpose of the Study

The problem deserves new research as researchers and traditional characters educators do not know how to make sure that children end up with the proper moral message of the stories they read. An inconsistency pushed by traditional educators on this matter needs to be resolved. These individuals are able to advocate for teaching character and even emphasize its crucial characteristics but they are quiet on how it can be properly taught. There is an assumption that if readers are exposed to morality by way of an inspiring book then they will latch onto the concept off contact alone.

Significance of the Study

The results of this study promise to advance the scientific knowledge base demystifying theme extraction. This is matter of particular difficulty for children and strategies that will help children learn to generalize from a story need to be examined. Researchers are still unaware of what happens at the most fundamental levels. The elements that are used by a reader to generalize a lesson are still not fully known (Bebeau, Rest, & Narvaez, 1999).

Research Question

The research question, “Does the reading of moral stories build character?” is a qualitative question. Research has shown that children do not necessarily comprehend the theme of a story as it was intended by the author. Although a large number of children can generate and even select a theme after being prompted., the choice is oftentimes wrong according to the author perspective or an adult’s. This begs the questions, “What sort of themes do children come up with/generate?”.

Definition of Terms

Readers are not passive adaptors or assimilators of textual data. Rather, they are actively constructing meaning through the application of their prior knowledge to the context of the text. As a result of constructive and active, reader do not leave with the same mental representation when they have read a text. There exists no good reason to suppose that children will take away the intended meaning from reading a story. Instead, it is highly likely that children will devise the meaning of story based on prior knowledge. This leads one to question whether or not moral development research has any contributions to this matter (Narvaez, 2001).

Research Design

Findings will be collected through a variety of ways/methods. Content analysis will be used for analysis purposes to look at how the words and images are used. Additionally, the context in which these things are used to draw inferences concerning the underlying culture. In-depth interviews and focus groups will also be used too. All these methods will be used in accordance with the APA code of ethics. Confidentiality Is paramount and so is informed consent.

Summary

The purpose of this paper is to study the claims made by traditional educators concerning this matter. The assumption that children grow their moral literacy through the reading of moral stories is highly questionable in light of what is already known concerning all of the relevant fields plus text and moral comprehension.

CHAPTER 2. LITERATURE REVIEW

Note, this is typically the entry point for beginning the project. It is important to understand that the project is iterative. You will work on, change and refine all elements of the project. You will begin by understanding and synthesizing what is known so far in the Literature Review, (Chapter 2).

Theoretical Orientation for the Study

The Literature Review provides detailed information about theory that applies to the research topic, theory that applies to the research method, population(s) studied and key concepts under review. Seminal and current sources are analyzed and evaluated thematically. The research problem is identified.

Review of the Literature

It is essential that the literature review be organized with reference to themes identified in articles that you have read. It is not acceptable to organize the literature review article by article or one article at a time. You need to include 5 or more current research articles for your literature review and review the research design, the research question, the research hypothesis, the sample demographics, the methodology and what instruments were given and how, the data collection and process, the data analysis procedures and the findings, the best practices and guidelines related to diversity and ethical issues. This is not an annotated bibliography.

Synthesis of the Research Findings

Synthesize the research reviewed in the review of the literature section.

Critique of Previous Research Methods

Critique the research reviewed in the review of the literature section.

Summary

Add a brief summary

CHAPTER 3. METHODOLOGY

Purpose of the Study
The introductory paragraph addresses the research problem or proposes to fill the gap in the literature. It includes the purpose of the proposed research and presents formally the Research Question. The purpose is to answer the research question. State your Research Question in the form of a question in the introductory paragraph for Chapter 3. As you prepare this section of this chapter review the characteristics of Qualitative Research Questions:

1. Qualitative Research questions ask for description and interpretation of phenomena through the identification of socially constructed themes and categories.

2. Qualitative questions address concepts associated with thoughts, feelings, and actions that are not necessarily accessible with empirical methods of measurement.

3. Qualitative data take the form of stories, narratives and observations.

4. Qualitative questions identify the target population and phenomena under consideration.

5. Qualitative questions do not test empirically measured data.

Research Question

Conclude the introductory paragraph to Chapter 3, by writing out the Research Question. Add your constructs.

Target Population

As you describe the target population you will include:

Information about the number of participants.

Information about inclusion and exclusion criteria; describe how you decide who can participate in the study and who cannot.

Recruitment strategy

Sampling design (purposive for qualitative)

Procedure

As you describe the procedures you will include:

Information about materials used for data collection.

Information about the location where data collection takes place

Information about the time required for data collection

Information about the instruments used to collect data. Instruments used vary widely and can include audio and video recording equipment, pen and paper, interventions, observation journals, member-checking documents and so on, depending on the requirements indicated in the research question.

Information about the order of steps taken to obtain data.

Information about how data will be recorded and transferred into a transcript or documents, audio or video, ready for analysis.

When using an interview guide or observation check sheet that is also included.

Analysis

Analysis describes strategies for analyzing the narratives offered by participants. Once the data has been transcribed into a format for interpretation, typically “words on the page”, and then it can be interpreted. Analysis uses strategies that interpret meaning components from words, phrases and narratives into interpreted conceptual descriptions across transcripts.

Ethical Considerations

The APA Code of Ethics that apply to your study and research design should be addressed, including both APA standard and principles.

CHAPTER 4. EXPECTED FINDINGS/RESULTS

For the expected findings/results, use the literature reviewed in Chapter 2 To anticipate findings that are likely to result from the collection and interpretation of data. Note: that some results that are not expected are possible and should be addressed in this chapter.

CHAPTER 5. DISCUSSION

Implications

Implications of the potential results are discussed, implications for wide range of potential stakeholders is addressed, significance to the scientific community and the potential to address the research problem is discussed, limitations of the study are addressed, and suggestions for future research are offered.

Methodological Strengths and Weaknesses

Suggestions for Future Research

The suggestions for future research should close the gap on the methodological limitations.

References
Bebeau, M. J., Rest, J. R., & Narvaez, D. (1999). Beyond the Promise: A Perspective on Research in Moral Education. Educational Researcher.
Gill, D. W. (2009). Becoming Good: Building Moral Character. Intervarsity Press.
Lickona, T. (2004). Character Matters: How to Help Our Children Develop Good Judgement, Integrity and Other Essential Virtues. Simon and Schuster.
Narvaez, D. (2001). Individual Differences That Influence Reading Comprehension. Reading Comprehension Instruction, 158-175.
Nash, R. (1997). Answering the Virtuecrats: A Moral Conversation on Character Education. Teachers College Press.