Using Concept Maps to Organize Reviews of LiteratureFor CAUSE Research Clusters

Hollylynne LeeApril 6, 2010

Goals of a Literature ReviewGetting familiar with research and best practices in area of interestExtracting salient findings that seem interesting/important to the area of interest.Synthesizing salient findings Constructing a written document that presents the synthesis to provide:relevant background for those interestedan argument for a proposed research study (gaps in research, research methods, populations of interest)

What is a concept map?A diagram to represent relationships among concepts or topics. Concept map structure of how different ideas are related through linking phrases.Topic map structure of how different topics are related and indicates how/where/when those topics occurMind map- radial hierarchical or tree branch organization to help understand one central idea.

Concept Map showing linking phraseshttp://en.wikipedia.org/wiki/Concept_mapping

Topic map showing associations and occurrenceshttp://en.wikipedia.org/wiki/Topic_map

Mind map showing branches from central ideahttp://en.wikipedia.org/wiki/File:MindMapGuidlines.JPG

Creating a Map of LiteratureNOT creating a mapping of the relationship among certain statistical concepts.INSTEAD..Extracting salient findings or big ideas from individual articlesThinking about how those big ideas or findings are relatedDocumenting how certain articles contribute to the big ideas

Green- main topicsPink- Empirically based studies (qualitative, teaching experiments, interviews, etc)Blue- Quantitative studiesYellow- Theoretical studies/Literature reviews

Numbers represent a label for individual articles

text

For the purpose of

OtherBaker, et al. (2004)Chard, et al. (2008)Datnow & Castellano (2000)Drake (2006)Floden, et al. (1981)Heath (1964)Herbel-Eisenmann, et al. (2006)Hornbacher, et al. (2008)Kazemi & Franke (2004)Lloyd (2005)Lloyd & Wilson (1998)Remillard (2000)Remillard & Bryans (2004)Schneider, et al. (2005)Schoen, et al. (2003)Sherin (2002)Shulman (1986)Smith (1996)Smith Senger (1998)Thompson (1984)Thompson (2009)

Influences

Influenced by

Influenced by

Professional DevelopmentArbaugh, et al. (2006)Baker, et al. (2004)Carpenter, et al. (1989)McCaffrey, et al. (2001)Schneider, et al. (2005)Schoen, et al. (2003)

Fidelity of ImplementationArbaugh, et al. (2006)Baker, et al. (2004)Brandon, et al. (2008)Brown, et al. (2009)Chard, et al. (2008)Dane & Schneider (1998)Datnow & Castellano (2000)Drake (2006)Floden, et al. (1981)Herbel-Eisenmann, et al. (2006)Hornbacher, et al. (2008)Lloyd (1999)McCaffrey, et al. (2001)McNaught (2009)McNaught, et al. (2008)O'Donnell (2008)Porter (2002)Remillard (1992)Remillard (1999)Remillard & Bryans (2004)Schneider, et al. (2005)Smith Senger (1998)Tarr, et al. (2005)Tarr, et al. (2008)Thompson & Senk (2001)Ysseldyke, et al. (2003)

BeliefsArbaugh, et al. (2006)Brandon, et al. (2008)Datnow & Castellano (2000)Hornbacher, et al. (2008)Lloyd (1999)Lloyd (2005)McNaught (2009)Palardy (1969)Remillard (1992)Schoen, et al. (2003)Sherin (2002)Smith (1996)Smith Senger (1998)Thompson (1984)

Specifically looked at

Curriculum ImplementationBall & Cohen (1996)Chard, et al. (2008)Drake (2006)Goodlad (1966)Herbel-Eisenmann, et al. (2006)Huntley, et al. (2000)Lloyd (1999)Lloyd & Wilson (1998)McCaffrey, et al. (2001)McNaught (2009)McNaught, et al. (2008)Porter (2002)Remillard (1992)Remillard (1999)Remillard (2000)Remillard (2005)Remillard & Bryans (2004)Schoen, et al. (2003)Tarr, et al. (2005)Tarr, et al. (2008)Thompson & Senk (2001)

Other TreatmentAllinder, et al. (2000)Baker, et al. (2004)Berman & McLaughlin (1976)Datnow & Castellano (2000)Heath (1964)Hornbacher, et al. (2008)Schneider, et al. (2005)Scriven (1966)Sherin (2002)Smith (1996)Smith Senger (1998)Thompson (2009)Ysseldyke, et al. (2003)

Further Examined

Curriculum EvaluationGoodlad (1966)Herbel-Eisenmann, et al. (2006)Huntley, et al. (2000)McCaffrey, et al. (2001)Schwab (1969)Scriven (1966)Tyson & Woodward (1989)

Example

Influenced by

Instructional ChangeAllinder, et al. (2000)Baker, et al. (2004)Ball & Cohen (1996)Carpenter, et al. (1989)Herbel-Eisenmann, et al. (2006)Kazemi & Franke (2004)Lloyd (2005)Remillard (1992)Smith (1996)

Core-PlusArbaugh, et al. (2006)Herbel-Eisenmann, et al. (2006)Huntley, et al. (2000)Lloyd (1999)McNaught (2009)Schoen, et al. (2003)

Student AchievementAllinder, et al. (2000)Baker, et al. (2004)Carpenter, et al. (1989)Chard, et al. (2008)Datnow & Castellano (2000)Hornbacher, et al. (2008)Huntley, et al. (2000)McCaffrey, et al. (2001)Palardy (1969)Remillard & Bryans (2004)Schoen, et al. (2003)Thompson (2009)Thompson & Senk (2001)Ysseldyke, et al. (2003)

Textbook UseBrown, et al. (2009)McNaught (2009)McNaught, et al. (2008)Remillard (1999)Remillard (2005)Tarr, et al. (2005)Ysseldyke, et al. (2003)

Teacher Growth/LearningBall & Cohen (1996)Kazemi & Franke (2004)Lloyd (2005)Remillard (2000)Remillard & Bryans (2004)Schneider, et al. (2005)Sherin (2002)Shulman (1986)Smith Senger (1998)

Example

Curriculum-Teacher InteractionsBall & Cohen (1996)Brown, et al. (2009)Porter (2002)

Further examined

Influences

Easy-to-Use Mapping ToolsFreeCmap http://cmap.ihmc.us/conceptmap.html Xmind http://www.xmind.net/ Vue http://vue.tufts.edu/index.cfm CheapInspirationused in K-12 education. Free 30 day trial http://www.inspiration.com/Freetrial Collaborative MappingDraw tools in Google Docsallow for multiple simultaneous editorsBrowser-based Mind42 http://www.mind42.com Webspiration Beta http://www.mywebspiration.com