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Based on the articles memos you completed last week prepare a literature review. Please see Liahna Gordon’s Article and the lit review draft/outline for help. AVOID Quotations, (remember 40 words or 3 lines gets block quoted)1) the literature review explains the background of your study2) the literature review explains what is known3) the literature review introduces your research statement1200-2000
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The literature review is a formal document explaining the background information of
your study and leading to an explanation of what your research is seeking to add.
Putting your literature review together requires to you synthesize the information from all
of the relevant articles you have been reading. Start with identifying the most
common/relevant themes to your topic. Once you’ve identified your three most
important categories start grouping the supporting information from each article together
with that category. When all the information is sorted into the three categories begin
writing your review discussing each category. Remember the ultimate goal of your
literature review is to display what is known, what is unknown and where your research
will add to the discussion. The literature ends with your research question which then
transitions into your methods section. See the outline below for help organizing and
drafting your document. The length of literature reviews can vary greatly, but in this
case should be a min. of 1000 words but no longer than 2000.
Outline for Literature review
I Thesis (theme)
a) three main points (these are the main ideas you have learned from your articles)
i) point 1
ii) point 2
iii) point 3
II Body
a) Point 1
i) supporting idea (include citations/references here if you want to keep track of
how many you have and/or need)
ii) supporting idea
iii) supporting idea
b) Point 2
i) supporting idea (include citations here if you want to keep track)
ii) supporting idea
iii) supporting idea
c) Point 3
i) supporting idea (include citations here if you want to keep track)
ii) supporting idea
iii) supporting idea
III Conclusion
a) Summation of theme and main points
b) Explanation of need for further research (what will you look at that they haven’t)
Literature Review by Riahna Gordon
To conduct a literature review means to search for and read prior studies that have been conducted on
your topic. There are several important reasons for doing this. First, it helps you write your research
question. If you conduct a review of the literature and find that 10 other people have already answered
your research question very well, there is not much point to spending the time and money to do so
again. Instead, you might focus your attention on a different aspect of the topic that hasn’t been
considered by other researchers, or on new questions that arose from their research. Most research
articles conclude by suggesting future directions for research, and these suggestions can be very helpful
in writing your research question. Alternatively, you might decide to apply the same research question
to a different group of people. For example, if you find that a lot of research has been conducted on
how much and what type of housework married heterosexual men and women do, you might instead
focus on how much and what type of housework each person in a gay or lesbian couple does, and how
that gets negotiated. In then comparing your research with the studies of heterosexual couples, you will
learn more about the relationship between gender roles and the division of household labor in general.
You will also conduct a literature review in order to get background information for your topic, and to
build off others’ research. In reviewing others’ work on the same topic, you can learn, for example, what
problems developed in their research, and what the criticisms have been of that research so that you
can try to avoid those traps yourself. You can also learn what issues were most important, which have
been ignored or excluded from study, and what you might expect to find in your analysis. You would
then use this information to write the best research question possible, as well as to design your research
so that it’s as good as it can be, given your resources.
Literature review also has another meaning. I’ve already described it as the process of searching for and
reading existing research on the topic, and this is the typical way in which I will use the term in this text.
But it’s important that you be aware of the second meaning as well: A literature review is also the
section of a written research report in which the author describes (and sometimes criticizes) this existing
research. It is usually the first section of the report, but it is sometimes preceded by a more general
introduction. It’s usually quite easy to spot because it is full of citations. To write a literature review,
then, means to write about prior research on the topic. This is considered an essential part of any
academic publication of research because it not only puts your research in the context of the previous
research for the reader, it gives credit to those whose ideas and research have informed your own.
Lesley Ann Ortiz
September 26, 2023
Education in Impoverished Communities
1. Citation:
Conn, K. M., Lovison, V. S., & Mo, C. H. (2022). How teaching in underserved schools
affects beliefs about education inequality and reform. Public Opinion Quarterly, 86(1),
1–28. https://doi.org/10.1093/poq/nfab072
Main Points:
1. Policies distribute resources unevenly among various groups, enforce financial
restrictions, and establish boundaries within which public service professionals can
exercise their discretionary power. (pg.5)
2. Some chronic issues faced in schools in impoverished communities are being
underfunded, teacher shortages, and large classes. (pg. 5)
3. Low-income families face limited options when it comes to enrolling their children in
schools that consistently perform well. (pg. 5)
4. It is suggested that instructing at schools serving low-income communities will
enhance support for educational reforms aimed at enhancing student achievements,
all the while enhancing the working conditions of teachers. (pg. 5)
5. It is believed that TFA (Teach for America) participants working in schools found in
disadvantaged communities become more supporting of the idea that educational gaps
are based on structural issues and not of the individual student with disadvantaged
attributes (pg. 14)
6. After working in schools within disadvantaged communities TFA participants show
increase in belief that the gaps within the educational system can be solved. (pg. 14)
7. TFA participation teaching in underserved schools lessens the idea that the behaviors
or values of students from low-income backgrounds or their families play a role in
generating disparities in educational achievement based on income. (pg. 15)
8. TFA participants are more like to disagree with the idea that low-income families do
not prioritize education as much as more affluent families or that students who are
disadvantaged have no desire to learn (pg. 16)
9. Believed by participants that in the US students of low-income do not have access to
the same academic opportunities and achievements (pg. 16)
Quote:
1.
“Systemic injustices perpetuate inequity throughout society.”
1. Citation:
Klugman, J. (2013). The Advanced Placement Arms Race and the Reproduction of
Educational Inequality. Teachers College Record: The Voice of Scholarship in
Education, 115(5), 1–34. https://doi.org/10.1177/016146811311500506
Main Points:
1. Students from economically disadvantaged backgrounds have limited access to
advanced educational materials and learning opportunities. (pg. 2)
2. Maintaining inequalities such as limited access to advanced learning opportunities
keeps LES students from opportunities to stand out academically which allows
advantaged students the opportunity to exploit. (pg. 2)
3. Some district officials believe that addressing disparities in AP course accessibility is
ineffective because disadvantaged students are less likely to excel in those courses.
(pg.3)
4. Taking just one AP course used to be seen as a marker of distinction on one’s
academic profile, however, now several AP courses are needed to attain a status
marketable for selective colleges. This makes it more challenging for disadvantaged
students who already face opportunity constraints. (pg.3,6)
5. Parents of disadvantaged students discovered their schools were only being offered 2
to 3 AP courses while schools in more affluent communities were being offered 14 to
18 AP courses. This resulted in a lawsuit against the State of California in 1999,
(Daniel vs State of California). (pg. 4)
6. Resource deprivation in schools serving disadvantage students impacts the desire
and/or confidence of students to enroll in AP programs even in schools that provide it
due to lack of academic preparation and resources. (pg. 4)
7. Selective colleges continue to make higher demands for academic standards causing
parents of affluent families to influence and pressure school officials to provide more
AP courses. (pg. 6)
8. Affluent schools offering more AP courses perpetuate inequality by giving its
students the opportunity to add more discrepancies in academic quality.
Quote:
1. “Still, attending a disadvantaged school with a low level of AP offerings may
negatively affect students’ own self-perceptions about their academic worthiness and
exacerbate inequalities generated by self-selection behaviors.”
1. Citation:
Liu, G. (2008). Improving Title I Funding Equity Across States, Districts, and Schools.
Iowa Law Review, 93(3), 973–1013.
Main Points:
1. The Elementary and Secondary Education Act of 1965, which paved the way for the No
Child Left Behind Act, was initially aimed at directing federal aid to impoverished
children. (pg. 975)
2. The concept of funding equity means directing resources in a way that gives greater
support to underprivileged children living in poverty-stricken areas, recognizing the
challenges these children encounter in their surroundings. (pg. 976)
3. Title I of the Elementary and Secondary Education Act (NCLB) provides a significant
amount of funding to public schools but is not always distributed fairly. (pg. 977)
4. Title I funds are given to states based on how much is spent per student, which
perpetuates the disparities in spending between states, putting children in high-poverty
areas at a disadvantage. (pg. 977)
5. Title I funding benefits schools with higher poverty, yet within districts and states, there
are disparities in how these funds are distributed among schools. (pg. 977)
6. Even though its goal is to provide more resources to high-poverty schools, Title I often
falls short because of the complexity of the funding formulas, leading to disparities
between schools in impoverished areas and those in more affluent ones. (pg. 985)
7. It is suggested that reforms are necessary which includes making changes to the formulas,
eliminating factors that disadvantage high-poverty states, and focusing on directing
resources more efficiently to underprivileged areas. (pg.1011)
1. Citation:
Silva-Laya, M., D’Angelo, N., García, E., Zúñiga, L., & Fernández, T. (2020). Urban
poverty and education. A systematic literature review. Educational Research Review, 29,
100280. https://doi.org/10.1016/j.edurev.2019.05.002
Main Points:
1. There are notable differences in educational accomplishments between urban children
from low-income backgrounds and those from more affluent families. Difficult living
conditions in specific areas are linked to lower academic performance, setting
disadvantaged students on paths with limited educational opportunities and an
increased risk of becoming school dropouts. (pg. 5)
2. Reports show improvements in language, reading, math, when educators and
student’s family work together to support the student. Results have also shown an
increase in school attendance and decrease in student dropouts. (pg. 5)
3. Interacting directly with students in underprivileged areas deepens understanding of
the challenges faced by urban disadvantaged communities. This understanding aids in
enhancing teaching methods and challenging biases associated with these
populations. (pg. 5)
4. A proposed model for support that failed in its attempt offered longer school days
with a focus on improving test scores of impoverished and underachieved students.
(pg. 5)
5. Supporting the transition from secondary to higher education for young people with
limited prior preparation and coming from underprivileged backgrounds is facilitated
through effective academic integration. (pg. 5)
6. Young people who come from disadvantaged backgrounds have little to no ambition
about their futures and typically won’t aim for higher education or higher achieving
jobs. They will typically select jobs based on their social backgrounds. (pg. 5,6)
7. Various factors interplay with risks of school failures such as economic factors, poor
school infrastructure, neighborhood dynamics and insecurity, teacher student
relationships and environment, educational segregation, and limited school choices.
(pg. 10-11)
8. Educational segregation directs underprivileged students toward inferior educational
pathways. Research notes two patterns linked to socio-territorial arrangements such
as division in urban areas; and the second promotes competition and division inside
of schools. Both processes put constraints on access to quality education and upward
mobility. (pg. 11,12)
9. Highlighted challenges within the school systems are diminished teacher-student
relationships and cultural differences between families and school environments. (pg.
16, 17)
1. Citation:
Dupper, D., & Poertner, J. (1997). Dupper and Poertner / Public Schools and the
Revitalization of Impoverished Communities: School-Linked, Family Resource Centers 415
Public Schools and the Revitalization of Impoverished Communities: School-Linked, Family
Resource Centers. Social Work, 42(5), 415–422.
Main Points:
1. Researchers found that over 70 percent of elementary aged children face
academic challenges with language proficiency, cognitive development, social
skills, critical thinking, and lack of self-esteem. (pg. 416)
2. Reports show an estimate of almost half of students drop out of inner-city schools
such as New York City, Chicago, and Detroit. (pg. 416)
3. Several communities are creating initiatives that connect various services to
schools by setting up family resource centers within school premises.
4. Family resource centers should be seen as separate from a school’s academic
goals. It should be considered an added essential to ensure adequate support to
both the school and community. (pg. 417)
5. Implementation of school linked family resource centers would provide the
following services: health, mental health, recreation, job development, childcare
and development, and housing. Schools and nearby facilities in neighborhoods
would provide these services. (pg. 417)
6. The program caters to the needs of the families and students of the community it
serves.
7. The results from these thorough programs are proven to be effective. Students
attend and graduate at higher rates compared to similar schools. Their reading and
math scores have also improved. The students enjoy going to schools that are
exciting, caring, and respectful of their cultural values.
8. School-linked resource centers face challenges such as adequate space in schools,
fundings, opposition, and the choice in who should benefit from the program. (pg.
419)
Quotes:
1. Fortunately, there is a growing recognition of the impact of nonacademic factors on
children’s school performance (Hare, 1995) and that to “rescue children, whole families
must [be] rescued along with them.” (pg. 416)
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