Journal+Review


 * Sample Article List (Chronological format, not APA)**
 * 1) Kagan, D. M., & Tippins, D. J. (1991). Helping Student Teachers Attend to Student Cues. //The Elementary School Journal, 91//(4), pp. 343-356.
 * 2) Fisher, D., Sax, C., & Grove, K. A. (2000). The Resilience of Changes Promoting Inclusiveness in an Urban Elementary School. //The Elementary School Journal, 100//(3), pp. 213-227.
 * 3) Freeman, J. G., McPhail, J. C., & Berndt, J. A. (2002). Sixth Graders' Views of Activities That Do and Do Not Help Them Learn. //The Elementary School Journal, 102//(4), pp. 335-347.
 * 4) Dolezal, S. E., Welsh, L. M., Pressley, M., & Vincent, M. M. (2003). How Nine Third-Grade Teachers Motivate Student Academic Engagement. //The Elementary School Journal, 103//(3), pp. 239-267.
 * 5) Klingner, J., Cramer, E., & Harry, B. (2006). Challenges in the Implementation of Success for All in Four High ‐ Need Urban Schools. //The Elementary School Journal, 106//(4), pp. 333-349.
 * 6) Raphael, L. M., Pressley, M., & Mohan, L. (2008). Engaging Instruction in Middle School Classrooms: An Observational Study of Nine Teachers. //The Elementary School Journal, 109//(1), pp. 61-81.
 * 7) Smart, J., & Igo, L. . (2010). A Grounded Theory of Behavior Management Strategy Selection, Implementation, and Perceived Effectiveness Reported by First-Year Elementary Teachers. //The Elementary School Journal, 110//(4), pp. 567-584 . [|Full Text] PDF [|Summary]
 * 8) Thornberg, R. (2010). A Student in Distress: Moral Frames and Bystander Behavior in School. //The Elementary School Journal, 110//(4), pp. 585-608.

Shan: "Journal review is more about the methodology itself, including the relationship between the methodology and the research question, its relationship between the methodology and the methods, the ethical issues the authors considered or not, the changes of the methodology over time, the kind of writing associated with the methodology as endorsed by the particular journal"

Consider the relevance of the research method employed to the research questions posed, and start evaluating the method of data collection, sample selection and size (if applicable), data analysis and presentation of findings. (Demonstration of critical awareness of the relationship among research questions, research methodology chosen, methods chosen and conclusions drawn). //* Refer to document template// **


 * = **ournal Articles** =

=The Elementary School Journal =

The highlighted study meets all our criteria. The journal has 10 grounded theory studies in total.

[|A Grounded Theory of Behavior Management Strategy Selection, Implementation, and Perceived Effectiveness Reported by First-Year Elementary Teachers.pdf]


 * [|A Grounded Theory of Behavior Management Strategy Selection, Implementation, and Perceived Effectiveness Reported by First-Year Elementary Teachers] **

[|Julie B. Smart] , [|L. Brent Igo]

//<span style="background-color: yellow; font-family: Arial,sans-serif; font-size: 9pt;">The Elementary School Journal //<span style="background-color: yellow; font-family: Arial,sans-serif; font-size: 9pt;">, Vol. 110, No. 4 (June 2010), pp. 567-584

<span style="background-color: yellow; color: #265985; font-family: Arial,sans-serif; font-size: 9pt;">[|Full Text] PDF [|Summary]

<span style="font-family: Arial,sans-serif; font-size: 9pt;">[|Robert Thornberg]
 * <span style="color: #1e476b; font-family: Arial,sans-serif; font-size: 10pt;">[|A Student in Distress: Moral Frames and Bystander Behavior in School] **

//<span style="font-family: Arial,sans-serif; font-size: 9pt;">The Elementary School Journal //<span style="font-family: Arial,sans-serif; font-size: 9pt;">, Vol. 110, No. 4 (June 2010), pp. 585-608

<span style="color: #265985; font-family: Arial,sans-serif; font-size: 9pt;">[|Full Text] PDF [|Summary]


 * <span style="color: #1e476b; font-family: Arial,sans-serif; font-size: 10pt;">[|A Year in the Writing Workshop] **

<span style="color: #265985; font-family: Arial,sans-serif; font-size: 9pt;">[|Gary A. Troia] <span style="font-family: Arial,sans-serif; font-size: 9pt;">, <span style="color: #265985; font-family: Arial,sans-serif; font-size: 9pt;">[|Shin-ju Cindy Lin] <span style="font-family: Arial,sans-serif; font-size: 9pt;">, <span style="color: #265985; font-family: Arial,sans-serif; font-size: 9pt;">[|Steven Cohen] <span style="font-family: Arial,sans-serif; font-size: 9pt;">, <span style="color: #265985; font-family: Arial,sans-serif; font-size: 9pt;">[|Brandon W. Monroe]

//<span style="font-family: Arial,sans-serif; font-size: 9pt;">The Elementary School Journal //<span style="font-family: Arial,sans-serif; font-size: 9pt;">, Vol. 112, No. 1 (September 2011), pp. 155-182

<span style="color: #265985; font-family: Arial,sans-serif; font-size: 9pt;">[|Full Text] PDF [|Summary]


 * <span style="color: #1e476b; font-family: Arial,sans-serif; font-size: 10pt;">[|Engaging Instruction in Middle School Classrooms: An Observational Study of Nine Teachers] **

<span style="color: #265985; font-family: Arial,sans-serif; font-size: 9pt;">[|Lisa M. Raphael] <span style="font-family: Arial,sans-serif; font-size: 9pt;">, <span style="color: #265985; font-family: Arial,sans-serif; font-size: 9pt;">[|Michael Pressley] <span style="font-family: Arial,sans-serif; font-size: 9pt;">, <span style="color: #265985; font-family: Arial,sans-serif; font-size: 9pt;">[|Lindsey Mohan]

//<span style="font-family: Arial,sans-serif; font-size: 9pt;">The Elementary School Journal //<span style="font-family: Arial,sans-serif; font-size: 9pt;">, Vol. 109, No. 1 (September 2008), pp. 61-81

<span style="color: #265985; font-family: Arial,sans-serif; font-size: 9pt;">[|Full Text] PDF [|Summary]


 * <span style="color: #1e476b; font-family: Arial,sans-serif; font-size: 10pt;">[|Qualitative Research on Text Comprehension and the Report of the National Reading Panel] **

<span style="color: #265985; font-family: Arial,sans-serif; font-size: 9pt;">[|Janice F. Almasi] <span style="font-family: Arial,sans-serif; font-size: 9pt;">, <span style="color: #265985; font-family: Arial,sans-serif; font-size: 9pt;">[|Keli Garas] <span style="color: #265985; font-family: 'Cambria Math',serif; font-size: 9pt;">[|‐] <span style="color: #265985; font-family: Arial,sans-serif; font-size: 9pt;">[|York] <span style="font-family: Arial,sans-serif; font-size: 9pt;">, <span style="color: #265985; font-family: Arial,sans-serif; font-size: 9pt;">[|Lynn Shanahan]

//<span style="font-family: Arial,sans-serif; font-size: 9pt;">The Elementary School Journal //<span style="font-family: Arial,sans-serif; font-size: 9pt;">, Vol. 107, No. 1 (September 2006), pp. 37-66

<span style="color: #265985; font-family: Arial,sans-serif; font-size: 9pt;">[|Full Text] PDF [|Summary]


 * <span style="color: #1e476b; font-family: Arial,sans-serif; font-size: 10pt;">[|Challenges in the Implementation of Success for All in Four High] <span style="color: #1e476b; font-family: 'Cambria Math',serif; font-size: 10pt;">[|‐] <span style="color: #1e476b; font-family: Arial,sans-serif; font-size: 10pt;">[|Need Urban Schools] **

<span style="color: #265985; font-family: Arial,sans-serif; font-size: 9pt;">[|Janette Klingner] <span style="font-family: Arial,sans-serif; font-size: 9pt;">, <span style="color: #265985; font-family: Arial,sans-serif; font-size: 9pt;">[|Elizabeth Cramer] <span style="font-family: Arial,sans-serif; font-size: 9pt;">, <span style="color: #265985; font-family: Arial,sans-serif; font-size: 9pt;">[|Beth Harry]

//<span style="font-family: Arial,sans-serif; font-size: 9pt;">The Elementary School Journal //<span style="font-family: Arial,sans-serif; font-size: 9pt;">, Vol. 106, No. 4 (March 2006), pp. 333-349

<span style="color: #265985; font-family: Arial,sans-serif; font-size: 9pt;">[|Full Text] PDF [|Summary]


 * <span style="color: #1e476b; font-family: Arial,sans-serif; font-size: 10pt;">[|How Nine Third-Grade Teachers Motivate Student Academic Engagement] **

<span style="color: #265985; font-family: Arial,sans-serif; font-size: 9pt;">[|Sara E. Dolezal] <span style="font-family: Arial,sans-serif; font-size: 9pt;">, <span style="color: #265985; font-family: Arial,sans-serif; font-size: 9pt;">[|Lindsey Mohan Welsh] <span style="font-family: Arial,sans-serif; font-size: 9pt;">, <span style="color: #265985; font-family: Arial,sans-serif; font-size: 9pt;">[|Michael Pressley] <span style="font-family: Arial,sans-serif; font-size: 9pt;">, <span style="color: #265985; font-family: Arial,sans-serif; font-size: 9pt;">[|Melissa M. Vincent]

//<span style="font-family: Arial,sans-serif; font-size: 9pt;">The Elementary School Journal //<span style="font-family: Arial,sans-serif; font-size: 9pt;">, Vol. 103, No. 3 (Jan., 2003), pp. 239-267

<span style="color: #265985; font-family: Arial,sans-serif; font-size: 9pt;">[|Page Scan] PDF [|Summary]


 * <span style="color: #1e476b; font-family: Arial,sans-serif; font-size: 10pt;">[|Sixth Graders' Views of Activities That Do and Do Not Help Them Learn] **

<span style="color: #265985; font-family: Arial,sans-serif; font-size: 9pt;">[|John G. Freeman] <span style="font-family: Arial,sans-serif; font-size: 9pt;">, <span style="color: #265985; font-family: Arial,sans-serif; font-size: 9pt;">[|Jean C. McPhail] <span style="font-family: Arial,sans-serif; font-size: 9pt;">, <span style="color: #265985; font-family: Arial,sans-serif; font-size: 9pt;">[|Julie A. Berndt]

//<span style="font-family: Arial,sans-serif; font-size: 9pt;">The Elementary School Journal //<span style="font-family: Arial,sans-serif; font-size: 9pt;">, Vol. 102, No. 4 (Mar., 2002), pp. 335-347


 * <span style="color: #1e476b; font-family: Arial,sans-serif; font-size: 10pt;">[|Helping Student Teachers Attend to Student Cues] **

<span style="color: #265985; font-family: Arial,sans-serif; font-size: 9pt;">[|Dona M. Kagan] <span style="font-family: Arial,sans-serif; font-size: 9pt;">, <span style="color: #265985; font-family: Arial,sans-serif; font-size: 9pt;">[|Deborah J. Tippins]

//<span style="font-family: Arial,sans-serif; font-size: 9pt;">The Elementary School Journal //<span style="font-family: Arial,sans-serif; font-size: 9pt;">, Vol. 91, No. 4 (Mar., 1991), pp. 343-356

<span style="color: #265985; font-family: Arial,sans-serif; font-size: 9pt;">[|Page Scan] PDF [|Summary]


 * <span style="color: #1e476b; font-family: Arial,sans-serif; font-size: 10pt;">[|The Resilience of Changes Promoting Inclusiveness in an Urban Elementary School] **

<span style="color: #265985; font-family: Arial,sans-serif; font-size: 9pt;">[|Douglas Fisher] <span style="font-family: Arial,sans-serif; font-size: 9pt;">, <span style="color: #265985; font-family: Arial,sans-serif; font-size: 9pt;">[|Caren Sax] <span style="font-family: Arial,sans-serif; font-size: 9pt;">, <span style="color: #265985; font-family: Arial,sans-serif; font-size: 9pt;">[|Kathleen A. Grove]

//<span style="font-family: Arial,sans-serif; font-size: 9pt;">The Elementary School Journal //<span style="font-family: Arial,sans-serif; font-size: 9pt;">, Vol. 100, No. 3 (Jan., 2000), pp. 213-227

<span style="color: #265985; font-family: Arial,sans-serif; font-size: 9pt;">[|Page Scan] PDF [|Summary]

= Additional Journals Reviewed: =

= **<span style="font-family: Arial,sans-serif;">Alberta Journal of Educational Research ( 8 articles) ** =

[]

[|**1)**][|**Visual Methodology in Classroom Inquiry: Enhancing Complementary Qualitative Research Designs**]

<span class="italic" style="font-family: Arial,sans-serif; font-size: 10pt;">//Joanne Kingsley.// <span class="bold" style="font-family: Arial,sans-serif; font-size: 10pt;">**Alberta Journal of Educational Research.** <span style="font-family: Arial,sans-serif; font-size: 10pt;"> Edmonton: Winter 2009. Vol. 55, Iss. 4; p. 534 (15 pages)

2) [|**Weeding Out or Developing Capacity? Challenges for Aboriginal Teacher Education**]

//Julian Kitchen, Lorenzo Cherubini, Lyn Trudeau, Janie Hodson.// **Alberta Journal of Educational Research.** Edmonton: Summer 2010. Vol. 56, Iss. 2; p. 107 (17 pages)

3) [|**New Teachers' Perceptions of Induction: Insights Into Principled Practices**]

<span class="italic" style="font-family: Arial,sans-serif; font-size: 10pt;">//Lorenzo Cherubini.// <span class="bold" style="font-family: Arial,sans-serif; font-size: 10pt;">**Alberta Journal of Educational Research.** <span style="font-family: Arial,sans-serif; font-size: 10pt;"> Edmonton: Summer 2009. Vol. 55, Iss. 2; p. 185 (14 pages)

4) [|**Poverty and Education: New Research in Ontario Schools**]

//Darlene Ciuffetelli Parker, Joseph Flessa.// **Alberta Journal of Educational Research.** Edmonton: Summer 2009. Vol. 55, Iss. 2; p. 249 (4 pages)

5) [|**Fostering a community of practice: reflections on the evolution of a teacher inquiry group**]

<span class="italic" style="font-family: Arial,sans-serif; font-size: 10pt;">//Goodenough, Karen.// <span class="bold" style="font-family: Arial,sans-serif; font-size: 10pt;">**Alberta Journal of Educational Research.** <span style="font-family: Arial,sans-serif; font-size: 10pt;"> Edmonton: Summer 2004. Vol. 50, Iss. 2; p. 204 6) [|**"I don't like ambiguity": an exploration of students' experiences during a qualitative methods course**]

<span class="italic" style="font-family: Arial,sans-serif; font-size: 10pt;">//Hein, Serge F.// <span class="bold" style="font-family: Arial,sans-serif; font-size: 10pt;">**Alberta Journal of Educational Research.** <span style="font-family: Arial,sans-serif; font-size: 10pt;"> Edmonton: Spring 2004. Vol. 50, Iss. 1; p. 22 7) [|**Perceptions of learning and stages of concern among graduates of a native teacher education program**]

<span class="italic" style="font-family: Arial,sans-serif; font-size: 10pt;">//Duquette, Cheryll.// <span class="bold" style="font-family: Arial,sans-serif; font-size: 10pt;">**Alberta Journal of Educational Research.** <span style="font-family: Arial,sans-serif; font-size: 10pt;"> Edmonton: Winter 2003. Vol. 49, Iss. 4; p. 341 8) [|**Creative teenage students: what are they telling us about their experiences in (and around) our high schools?**]

<span class="italic" style="font-family: Arial,sans-serif; font-size: 10pt;">//Spooner, Marc.// <span class="bold" style="font-family: Arial,sans-serif; font-size: 10pt;">**Alberta Journal of Educational Research.** <span style="font-family: Arial,sans-serif; font-size: 10pt;"> Edmonton: Winter 2002. Vol. 48, Iss. 4

= =
 * Studies in Educational Evaluation **|| [[image:http://c1.wikicdn.com/i/mime/32/application/pdf.png width="32" height="32" link="http://eder603.wikispaces.com/file/view/manditaory%2C+high+stakes+national+teacher+evaluation+system.pdf"]] [|manditaory, high stakes national teacher evaluation system.pdf] || [[image:http://c1.wikicdn.com/i/mime/32/application/pdf.png width="32" height="32" link="http://eder603.wikispaces.com/file/view/assessing+the+practicum+in+teacher+education.pdf"]] [|assessing the practicum in teacher education.pdf] ||
 * [[image:http://c1.wikicdn.com/i/mime/32/application/pdf.png width="32" height="32" link="http://eder603.wikispaces.com/file/view/Assessors%27+perceptions+of+their+judgement+processes.pdf"]] [|Assessors' perceptions of their judgement processes.pdf] || [[image:http://c1.wikicdn.com/i/mime/32/application/pdf.png width="32" height="32" link="http://eder603.wikispaces.com/file/view/evaluating+the+olympic+education+program.pdf"]] [|evaluating the olympic education program.pdf] ||
 * [[image:http://c1.wikicdn.com/i/mime/32/application/pdf.png width="32" height="32" link="http://eder603.wikispaces.com/file/view/using+a+conceptual+framework+and+the+opinions+of+portfolio+experats+to+develop+a+teaching+portfolio+prototype.pdf"]] [|using a conceptual framework and the opinions of portfolio experats to develop a teaching portfolio prototype.pdf] || [[image:http://c1.wikicdn.com/i/mime/32/application/pdf.png width="32" height="32" link="http://eder603.wikispaces.com/file/view/peer+assessment+in+the+first+year+of+university.pdf"]] [|peer assessment in the first year of university.pdf] ||
 * [[image:http://c1.wikicdn.com/i/mime/32/application/pdf.png width="32" height="32" link="http://eder603.wikispaces.com/file/view/Dropouts+disadvantaged+by+definition.pdf"]] [|Dropouts disadvantaged by definition.pdf] || [[image:http://c1.wikicdn.com/i/mime/32/application/pdf.png width="32" height="32" link="http://eder603.wikispaces.com/file/view/self+assessment+of+english+as+a+foreign+language.pdf"]] [|self assessment of english as a foreign language.pdf] ||
 * [[image:http://c1.wikicdn.com/i/mime/32/application/pdf.png width="32" height="32" link="http://eder603.wikispaces.com/file/view/researchers+attitudes+towards+teacher+informants.pdf"]] [|researchers attitudes towards teacher informants.pdf] || [[image:http://c1.wikicdn.com/i/mime/32/application/pdf.png width="32" height="32" link="http://eder603.wikispaces.com/file/view/but+is+it+fair.pdf"]] [|but is it fair.pdf] ||
 * [[image:http://c1.wikicdn.com/i/mime/32/application/pdf.png width="32" height="32" link="http://eder603.wikispaces.com/file/view/Probing+teachers+dis-satisfaction.pdf"]] [|Probing teachers dis-satisfaction.pdf] ||  ||

= = =<span style="color: #ff0000; font-family: Arial,sans-serif; font-size: 12pt; vertical-align: baseline;">Canadian Journal of School Psychology (only 4 articles) = //<span style="color: #666666; font-family: Arial,sans-serif; font-size: 10pt;">Canadian Journal of School Psychology, December 2003; vol. 18, 1-2: pp. 23-53. // <span style="color: #666666; font-family: Arial,sans-serif; font-size: 10pt; vertical-align: baseline;">...purpose of this study was to use a **grounded** **theory** approach to examine the bereavement...Swanson, J. M. (1986). From practice to **grounded** **theory**. Menlo Park, CA: Addison-Wesley...Strauss, A. (1967). The discovery of **grounded** **theory**. Chicago: Aldine. Haig, R. A... Check Item **<span style="color: #333333; font-family: Arial,sans-serif; font-size: 12pt;">Social Exile: The Cycle of Peer Victmization for Boys with ADHD ** //<span style="color: #666666; font-family: Arial,sans-serif; font-size: 10pt;">Canadian Journal of School Psychology, December 2003; vol. 18, 1-2: pp. 55-90. // <span style="color: #666666; font-family: Arial,sans-serif; font-size: 10pt; vertical-align: baseline;">...Basics of qualitative research: **Grounded** **theory** procedures and techniques. Newbury...Basics of qualitative research: **Grounded** **theory** procedures and techniques (2nd ed...teachers. A descriptive qualitative **grounded** **theory** design (Strauss & Corbin, 199o) was... **<span style="color: #333333; font-family: Arial,sans-serif; font-size: 12pt;">Listening to Participants: Bi-Directional Effects of Consultation Research and Practice **  //<span style="color: #666666; font-family: Arial,sans-serif; font-size: 10pt;">Canadian Journal of School Psychology, December 2007; vol. 22, 2: pp. 191-204. // <span style="color: #666666; font-family: Arial,sans-serif; font-size: 10pt; vertical-align: baseline;">...Techniques and procedures for developing **grounded** **theory**. Thousand Oaks, CA: Sage. Wolf...therefore, we selected a qualitative, **grounded** **theory** approach (Strauss & Corbin, 1998...iterative and data driven; using a **grounded**-**theory**paradigm, there were no a priori categories...  **<span style="color: #333333; font-family: Arial,sans-serif; font-size: 12pt;">A Mixed-Method Evaluation of a Strength-Based Bullying Prevention Program ** //<span style="color: #666666; font-family: Arial,sans-serif; font-size: 10pt;">Canadian Journal of School Psychology, December 2011; vol. 26, 4: pp. 283-300.,first published on October 12, 2011 // <span style="color: #666666; font-family: Arial,sans-serif; font-size: 10pt; vertical-align: baseline;">...administrator, and parents 20 months after the program's initiation. These interviews were audio-recorded and then analyzed using a **grounded** **theory** approach to identify the common themes that emerged between the two groups. Participants Participants included a convenience...
 * 1) <span style="color: #222222; font-family: Arial,sans-serif; font-size: 10pt;">1. **<span style="color: #333333; font-family: Arial,sans-serif; font-size: 12pt;">Search for New Meaning: Adolescent Bereavement after the Sudden Death of a Sibling **
 * o <span style="color: #666666; font-family: Arial,sans-serif; font-size: 10pt;">Debbie R. Forward and
 * o <span style="color: #666666; font-family: Arial,sans-serif; font-size: 10pt;">Norman Garlie
 * o <span style="color: #666666; font-family: Arial,sans-serif; font-size: 10pt;">Barbara Shea and
 * o <span style="color: #666666; font-family: Arial,sans-serif; font-size: 10pt;">Judith Wiener
 * o <span style="color: #666666; font-family: Arial,sans-serif; font-size: 10pt;">Michelle S. Athanasiou,
 * o <span style="color: #666666; font-family: Arial,sans-serif; font-size: 10pt;">Cynthia E. Hazel,
 * o <span style="color: #666666; font-family: Arial,sans-serif; font-size: 10pt;">and Molly Geil
 * o <span style="color: #666666; font-family: Arial,sans-serif; font-size: 10pt;">Jennine S. Rawana,
 * o <span style="color: #666666; font-family: Arial,sans-serif; font-size: 10pt;">Sarah Jane Norwood,
 * o <span style="color: #666666; font-family: Arial,sans-serif; font-size: 10pt;">and Jessica Whitley

= =

//<span style="font-family: Arial,sans-serif; font-size: 10pt;">Reference of the 8 articles in APA style. Done //

=**<span style="background-color: yellow; font-family: Arial,sans-serif; font-size: 10pt;">References **abstract and reference to grounded theory:=


 * References:**




 * Annotated Bibliography:**