Problem:
You learned in the program introduction that a doctoral program is a place to step from a personal perspective to a larger/wider perspective. You do this by engaging in a larger, more universal, conversation (or discourse) on your problem topic. Background literature is the language spoken in these universal conversations.
As mentioned in Module 3, background literature is a structured summary of key research that provides context for a problem of practice. It helps organize existing knowledge, highlights major themes or gaps, and supports the rationale for further inquiry. If background research is complete and well-formatted, many more people will be able to understand what the practitioner is trying to express.
So far in this three-part activity, you researched articles to help you summarize the essential background and context of your problem to clarify the scope of the issue and highlight key themes or gaps. You also practiced scholarly writing by researching the literature related to your problem topic and summarizing connections in the articles you found.
A solid annotated outline of literature is a first major step toward completing a background literature review of your main issue / problem. For Part 3 of this exercise, you will use the Augmented Writing Guide (located in the Learning Resources) to create an annotated outline of literature to be considered for inclusion in your final course project, which will later be integrated into your program capstone project. Need Assignment Help?
Chu, T.L. (2022). Applying positive psychology to foster student engagement and classroom community amid the COVID-19 pandemic and beyond. Scholarship of Teaching and Learning in Psychology, Vol. 8, No. 2, 154-163.
Clark, S. K. (2020) Examining the development of teacher self-efficacy beliefs to teach reading and to attend to issues of diversity in elementary schools. Teacher Development, 24(2), 127-142.
James, C., James, J., & Potter, I. (2017). An exploration of the validity and potential of adult ego development for enhancing understandings of school leadership. School Leadership and Management, 37(4), 372-390.
Chu, T.L. (2022). Applying positive psychology to foster student engagement and classroom community amid the COVID-19 pandemic and beyond. Scholarship of Teaching and Learning in Psychology, Vol. 8, No. 2, 154-163.
Clark, S. K. (2020) Examining the development of teacher self-efficacy beliefs to teach reading and to attend to issues of diversity in elementary schools. Teacher Development, 24(2), 127-142.
James, C., James, J., & Potter, I. (2017). An exploration of the validity and potential of adult ego development for enhancing understandings of school leadership. School Leadership and Management, 37(4), 372-390.
Edmondson, A.C., & Lei, Z. (2014). Psychological safety: The history, renaissance, and future of an Interpersonal construct. Annual Review of Organizational Psychology and Organizational Behavior, 1, 23-43.
Garcia-Torres, D. (2019). Distributed leadership, professional collaboration, and teachers' job satisfaction in U.S. schools. Teaching and Teacher Education, 79, 111-123.
Graham, S., & Taylor, A.Z. (2022). The power of asking why? Attribution retraining programs for the classroom teacher. Theory Into Practice, 61(1), 5-22.