UV9918V3 – Reviewing the Literature: Situating your Study in the Field
This two-day program will address a number of judgements and decisions about which literatures to engage with, and which to ignore, in reviewing the literature in order to situate a study in the field. The first day will include a session on knowledge production. It is about reviewing the literatures as a method of gaining data about projects, ideas, and people in their field.
On the second day of the seminar we will present examples of review chapter in doctoral theses and draw on the PhD-candidates’ own review of their fields. We will work in small groups and plenary. Each participant is asked to submit a draft (an unfinished manuscript) which still may be altered, reframed and re-analyzed prior to the seminar. Each PhD candidate will be asked to give a short presentation of how they try to gain understandings of the knowledge production in their respective fields (15 minutes). There will be two discussants for each candidate, one senior researcher and one PhD candidate. The feedback will be given in relation to:
- how major debates are identified,
- how gaps in their field are located,
- how the PhD - candidate creates the warrant for the study in question
- the composition and the quality of writing and argumentation
Organizer: Department of Teacher Education and School Research in collaboration with the research group Curriculum Studies, Educational Leadership and Governance (CLEG).
The seminar aims to discuss how to:
- sketch out the nature of the field or fields relevant to the inquiry and adopt a critical stance
- identify trends, major debates and locate gaps in the field
- create the warrant for the study in question
- identify the contribution the study will make
As a minimum requirement, all participants must hold at least a Master's degree.
This course has been developed for PhD candidates affiliated with the Faculty of Educational Sciences (UV), but others may also apply to participate. Candidates at the Faculty of Educational Sciences (UV) will however be given priority.
Therefore candidates at UV should apply by using Studentweb.
Other applicants: apply through registration form.
Maximum number of participants: 30
Registration deadline: May 7, 2018
UV9917V3 - Reviewing the Literature: Situating your Study in the Field (spring 2017).
Location: University of Oslo, Helga Eng’s House, Room 234
Dates: May 28 – May 29, 2018
Monday, May 28
09.30: Mapping the field, locating a debate and writing a summary; converting summary to argument. By Prof. Jorunn Møller, Dep. of Teacher Education and School Research and Prof. Tina Trujillo, University of California, Berkeley Graduate School of Education.
Lectures and discussion in plenary
13.00: Positioning the paper theoretically and methodologically. Guest lecture by Prof. Tina Trujillo, University of California, Berkeley Graduate School of Education
Lectures and discussion in plenary based on examples
16.30 – 17.00: Summing up the first day
Tuesday, May 29
09.15: Examples of review chapter in doctoral theses and articles, by Associate Professor Ruth Jensen and Associate Professor Guri Skedsmo, Dep. of Teacher Education and School Research.
Work in plenary and small groups
11.00: Responding to PhD-candidates’ own review of their fields
Work in small groups and plenary
13.00: Responding to PhD-candidates’ own review of their fields: continued
Work in small groups and plenary
15.30 – 16.00: Summing up the second day
Boote, D. N. & Beile, P. (2005). Scholars Before Researchers: On the Centrality of the Dissertation Literature Review in Research Preparation. Educational Researcher 34(6), 3-15.
Gough, D., Thomas, J., & Oliver, S. (2012). Clarifying differences between review designs and methods. Systematic reviews, 1(1), 1-9.
Grant, M. J., & Booth, A. (2009). A typology of reviews: an analysis of 14 review types and associated methodologies. Health Information & Libraries Journal, 26(2), 91-108.
Gunter, H. M. (2016). An intellectual history of school leadership practice and research. London: Bloomsbury Publishing. Chapter 1 – 4 (pp. 15 – 73)
Kamler, B., & Thompson, P. (2006). Helping doctoral candidates to write: Pedagogies for supervision. London: Routledge. Chapter 3 (pp. 28 – 45).
Mausethagen, S. (2013). A research review of the impact of accountability policies on teachers’ workplace relations. Educational Research Review, 9 (1), 16-33.
Montuori, A. (2005). Literature Review As creative inquiry reframing scholarship as a creative process. Journal of Transformative Education, 3(4), 374-393.
Randolph, J. J. (2009). A guide to writing the dissertation literature review. Practical Assessment, Research & Evaluation, 14(13), 1-13.
Trujillo, T. (2013). The reincarnation of the effective schools research: rethinking the literature on district effectiveness. Journal of Educational Administration, 51 (4), 426 – 452.
Vescio, V., Ross, D., & Adams, A. (2008). A review of research on the impact of professional learning communities on teaching practice and student learning. Teaching and Teacher Education, 24(1), 80-91.
Review chapter in doctoral thesis:
Jensen, R. (2014). Leadership development as boundary work. Inspired moments and longitudinal efforts. Chapter 2
Ottesen, E. (2006). Talk in practice. Analysing student teachers’ and mentors’ discourse in internship. Chapter 2
Prøitz, T. (2014). Conceptualisations of learning outcomes in education – an explorative cross-case analysis of policymakers, teachers and sholars. Chapter 2
Søreide, G. (2007). Narrative construction of teacher identity. Chapter 1-2
About our Guest Professor:
Tina Trujillo is Associate Professor at UC Berkeley’s Graduate School of Education. She earned her Ph.D. in Education from UCLA and her M.A. in Education from the University of Colorado, Boulder. She is a former urban public school teacher, school reform coach, and educational evaluator. At Berkeley, she teaches Ph.D. students in Policy, Organization, Measurement and Evaluation (POME) and school and district leaders in the Leadership for Educational Equity Doctoral Program (LEEP) and the Principal Leadership Institute (PLI).
Dr. Trujillo uses tools from political science and critical policy studies to study the political dimensions of urban district reform, the instructional and democratic consequences of policies and reforms for students of color and English Learners, and trends in urban educational leadership. Her recent research examines the instructional and political implications of private intermediary organizations as technical assistance providers for public school districts.
Examination support material
Credits: Participation two days and submitted paper: 3 credits. Participation two days, but not submitted paper: 1 credit.
80% attendance is required.
Work format: Open lectures and seminars