Assessment Instructions 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 and thematically review and summarize.

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 the 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.
Identify 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 integrative project. It is expected that you will continue to refine this literature review before submitting the final project.

Walkthrough: You may view the following walkthrough video to help you complete the Draft Chapter 2 Literature Review assessment:

Draft Chapter 2 Literature Review Walkthrough.

Instructions

Use the appropriate template (qualitative or quantitative) to complete this assessment. You are required to use the entire template each time you submit your assessment, but only the sections identified in the assessment instructions will be graded for that submission. Anticipate multiple revisions of each chapter.

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.
Running head: ABBREVIATED TITLE OF YOUR PAPER 1

ABBREVIATED TITLE OF YOUR PAPER 2
Full Title of Your Paper
Name
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

The debate on whether reading moral stories build characters has been an incessant one. 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?

Character education as an independent area of research emanated from early studies carried out in the 1960s. It was spurred by repeated incidences of bullying and violence in schools (Bellous, 2009). The proposal into the study of character education led to the in-depth analysis of how character can be developed through different means. The late 1980s showed a development of the programs that were initiated to ensure character development. In the 21st century, states as well as district schools have implemented character building curriculums in their studies.

The world has experienced a degradation of character over the past years (Bohlin, 2005). The extents of the degradation in youths have led to demands of three fundamental aspects in relation to character development. Firstly, human beings need good character, secondly, schools are the appropriate surroundings where character education can take place and lastly, construction of ethics in the society is dependent on the actualization of character education.

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 crossing 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…