sample article review on education

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• Critical Reviews

How to Write an Article Review (With Examples)

Last Updated: April 24, 2024 Fact Checked

Preparing to Write Your Review

Writing the article review, sample article reviews, expert q&a.

This article was co-authored by Jake Adams . Jake Adams is an academic tutor and the owner of Simplifi EDU, a Santa Monica, California based online tutoring business offering learning resources and online tutors for academic subjects K-College, SAT & ACT prep, and college admissions applications. With over 14 years of professional tutoring experience, Jake is dedicated to providing his clients the very best online tutoring experience and access to a network of excellent undergraduate and graduate-level tutors from top colleges all over the nation. Jake holds a BS in International Business and Marketing from Pepperdine University. There are 12 references cited in this article, which can be found at the bottom of the page. This article has been fact-checked, ensuring the accuracy of any cited facts and confirming the authority of its sources. This article has been viewed 3,100,887 times.

An article review is both a summary and an evaluation of another writer's article. Teachers often assign article reviews to introduce students to the work of experts in the field. Experts also are often asked to review the work of other professionals. Understanding the main points and arguments of the article is essential for an accurate summation. Logical evaluation of the article's main theme, supporting arguments, and implications for further research is an important element of a review . Here are a few guidelines for writing an article review.

Education specialist Alexander Peterman recommends: "In the case of a review, your objective should be to reflect on the effectiveness of what has already been written, rather than writing to inform your audience about a subject."

Article Review 101

• Read the article very closely, and then take time to reflect on your evaluation. Consider whether the article effectively achieves what it set out to.
• Write out a full article review by completing your intro, summary, evaluation, and conclusion. Don't forget to add a title, too!
• Proofread your review for mistakes (like grammar and usage), while also cutting down on needless information.

• Article reviews present more than just an opinion. You will engage with the text to create a response to the scholarly writer's ideas. You will respond to and use ideas, theories, and research from your studies. Your critique of the article will be based on proof and your own thoughtful reasoning.
• An article review only responds to the author's research. It typically does not provide any new research. However, if you are correcting misleading or otherwise incorrect points, some new data may be presented.
• An article review both summarizes and evaluates the article.

• Summarize the article. Focus on the important points, claims, and information.
• Discuss the positive aspects of the article. Think about what the author does well, good points she makes, and insightful observations.
• Identify contradictions, gaps, and inconsistencies in the text. Determine if there is enough data or research included to support the author's claims. Find any unanswered questions left in the article.

• Make note of words or issues you don't understand and questions you have.
• Look up terms or concepts you are unfamiliar with, so you can fully understand the article. Read about concepts in-depth to make sure you understand their full context.

• Pay careful attention to the meaning of the article. Make sure you fully understand the article. The only way to write a good article review is to understand the article.

• With either method, make an outline of the main points made in the article and the supporting research or arguments. It is strictly a restatement of the main points of the article and does not include your opinions.
• After putting the article in your own words, decide which parts of the article you want to discuss in your review. You can focus on the theoretical approach, the content, the presentation or interpretation of evidence, or the style. You will always discuss the main issues of the article, but you can sometimes also focus on certain aspects. This comes in handy if you want to focus the review towards the content of a course.
• Review the summary outline to eliminate unnecessary items. Erase or cross out the less important arguments or supplemental information. Your revised summary can serve as the basis for the summary you provide at the beginning of your review.

• What does the article set out to do?
• What is the theoretical framework or assumptions?
• Are the central concepts clearly defined?
• How adequate is the evidence?
• How does the article fit into the literature and field?
• Does it advance the knowledge of the subject?
• How clear is the author's writing? Don't: include superficial opinions or your personal reaction. Do: pay attention to your biases, so you can overcome them.

• For example, in MLA , a citation may look like: Duvall, John N. "The (Super)Marketplace of Images: Television as Unmediated Mediation in DeLillo's White Noise ." Arizona Quarterly 50.3 (1994): 127-53. Print. [9] X Trustworthy Source Purdue Online Writing Lab Trusted resource for writing and citation guidelines Go to source

• For example: The article, "Condom use will increase the spread of AIDS," was written by Anthony Zimmerman, a Catholic priest.

• Your introduction should only be 10-25% of your review.
• End the introduction with your thesis. Your thesis should address the above issues. For example: Although the author has some good points, his article is biased and contains some misinterpretation of data from others’ analysis of the effectiveness of the condom.

• Use direct quotes from the author sparingly.
• Review the summary you have written. Read over your summary many times to ensure that your words are an accurate description of the author's article.

• Support your critique with evidence from the article or other texts.
• The summary portion is very important for your critique. You must make the author's argument clear in the summary section for your evaluation to make sense.
• Remember, this is not where you say if you liked the article or not. You are assessing the significance and relevance of the article.
• Use a topic sentence and supportive arguments for each opinion. For example, you might address a particular strength in the first sentence of the opinion section, followed by several sentences elaborating on the significance of the point.

• This should only be about 10% of your overall essay.
• For example: This critical review has evaluated the article "Condom use will increase the spread of AIDS" by Anthony Zimmerman. The arguments in the article show the presence of bias, prejudice, argumentative writing without supporting details, and misinformation. These points weaken the author’s arguments and reduce his credibility.

• Make sure you have identified and discussed the 3-4 key issues in the article.

You Might Also Like

• ↑ https://libguides.cmich.edu/writinghelp/articlereview
• ↑ https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4548566/
• ↑ Jake Adams. Academic Tutor & Test Prep Specialist. Expert Interview. 24 July 2020.
• ↑ https://guides.library.queensu.ca/introduction-research/writing/critical
• ↑ https://www.iup.edu/writingcenter/writing-resources/organization-and-structure/creating-an-outline.html
• ↑ https://writing.umn.edu/sws/assets/pdf/quicktips/titles.pdf
• ↑ https://owl.purdue.edu/owl/research_and_citation/mla_style/mla_formatting_and_style_guide/mla_works_cited_periodicals.html
• ↑ https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4548565/
• ↑ https://writingcenter.uconn.edu/wp-content/uploads/sites/593/2014/06/How_to_Summarize_a_Research_Article1.pdf
• ↑ https://www.uis.edu/learning-hub/writing-resources/handouts/learning-hub/how-to-review-a-journal-article
• ↑ https://writingcenter.unc.edu/tips-and-tools/editing-and-proofreading/

About This Article

If you have to write an article review, read through the original article closely, taking notes and highlighting important sections as you read. Next, rewrite the article in your own words, either in a long paragraph or as an outline. Open your article review by citing the article, then write an introduction which states the article’s thesis. Next, summarize the article, followed by your opinion about whether the article was clear, thorough, and useful. Finish with a paragraph that summarizes the main points of the article and your opinions. To learn more about what to include in your personal critique of the article, keep reading the article! Did this summary help you? Yes No

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An article review is a critical evaluation of a scholarly or scientific piece, which aims to summarize its main ideas, assess its contributions, and provide constructive feedback. A well-written review not only benefits the author of the article under scrutiny but also serves as a valuable resource for fellow researchers and scholars. Follow these steps to create an effective and informative article review:

1. Understand the purpose: Before diving into the article, it is important to understand the intent of writing a review. This helps in focusing your thoughts, directing your analysis, and ensuring your review adds value to the academic community.

2. Read the article thoroughly: Carefully read the article multiple times to get a complete understanding of its content, arguments, and conclusions. As you read, take notes on key points, supporting evidence, and any areas that require further exploration or clarification.

3. Summarize the main ideas: In your review’s introduction, briefly outline the primary themes and arguments presented by the author(s). Keep it concise but sufficiently informative so that readers can quickly grasp the essence of the article.

4. Evaluate the strengths and weaknesses: In subsequent paragraphs, assess the strengths and limitations of the article based on factors such as methodology, quality of evidence presented, coherence of arguments, and alignment with existing literature in the field. Be fair and objective while providing your critique.

5. Discuss any implications: Deliberate on how this particular piece contributes to or challenges existing knowledge in its discipline. You may also discuss potential improvements for future research or explore real-world applications stemming from this study.

6. Provide recommendations: Finally, offer suggestions for both the author(s) and readers regarding how they can further build on this work or apply its findings in practice.

7. Proofread and revise: Once your initial draft is complete, go through it carefully for clarity, accuracy, and coherence. Revise as necessary, ensuring your review is both informative and engaging for readers.

Sample Review:

A Critical Review of “The Effects of Social Media on Mental Health”

Introduction:

“The Effects of Social Media on Mental Health” is a timely article which investigates the relationship between social media usage and psychological well-being. The authors present compelling evidence to support their argument that excessive use of social media can result in decreased self-esteem, increased anxiety, and a negative impact on interpersonal relationships.

Strengths and weaknesses:

One of the strengths of this article lies in its well-structured methodology utilizing a variety of sources, including quantitative surveys and qualitative interviews. This approach provides a comprehensive view of the topic, allowing for a more nuanced understanding of the effects of social media on mental health. However, it would have been beneficial if the authors included a larger sample size to increase the reliability of their conclusions. Additionally, exploring how different platforms may influence mental health differently could have added depth to the analysis.

Implications:

The findings in this article contribute significantly to ongoing debates surrounding the psychological implications of social media use. It highlights the potential dangers that excessive engagement with online platforms may pose to one’s mental well-being and encourages further research into interventions that could mitigate these risks. The study also offers an opportunity for educators and policy-makers to take note and develop strategies to foster healthier online behavior.

Recommendations:

Future researchers should consider investigating how specific social media platforms impact mental health outcomes, as this could lead to more targeted interventions. For practitioners, implementing educational programs aimed at promoting healthy online habits may be beneficial in mitigating the potential negative consequences associated with excessive social media use.

Conclusion:

Overall, “The Effects of Social Media on Mental Health” is an important and informative piece that raises awareness about a pressing issue in today’s digital age. Given its minor limitations, it provides valuable

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Education Literature Review: Education Literature Review

What does this guide cover.

Writing the literature review is a long, complex process that requires you to use many different tools, resources, and skills.

This page provides links to the guides, tutorials, and webinars that can help you with all aspects of completing your literature review.

The Basic Process

These resources provide overviews of the entire literature review process. Start here if you are new to the literature review process.

• Literature Reviews Overview : Writing Center
• How to do a Literature Review : Library
• Video: Common Errors Made When Conducting a Lit Review (YouTube)  

The Role of the Literature Review

Your literature review gives your readers an understanding of the evolution of scholarly research on your topic.

In your literature review you will:

• survey the scholarly landscape
• provide a synthesis of the issues, trends, and concepts
• possibly provide some historical background

Review the literature in two ways:

• Section 1: reviews the literature for the Problem
• Section 3: reviews the literature for the Project

The literature review is NOT an annotated bibliography. Nor should it simply summarize the articles you've read. Literature reviews are organized thematically and demonstrate synthesis of the literature.

For more information, view the Library's short video on searching by themes:

Short Video: Research for the Literature Review

(4 min 10 sec) Recorded August 2019 Transcript 

Search for Literature

The iterative process of research:

• Find an article.
• Read the article and build new searches using keywords and names from the article.
• Mine the bibliography for other works.
• Use “cited by” searches to find more recent works that reference the article.
• Repeat steps 2-4 with the new articles you find.

These are the main skills and resources you will need in order to effectively search for literature on your topic:

• Subject Research: Education by Jon Allinder Last Updated Aug 7, 2023 3581 views this year
• Keyword Searching: Finding Articles on Your Topic by Lynn VanLeer Last Updated Sep 12, 2023 17651 views this year
• Google Scholar by Jon Allinder Last Updated Aug 16, 2023 11771 views this year
• Quick Answer: How do I find books and articles that cite an article I already have?
• Quick Answer: How do I find a measurement, test, survey or instrument?

Video: Education Databases and Doctoral Research Resources

(6 min 04 sec) Recorded April 2019 Transcript 

Staying Organized

The literature review requires organizing a variety of information. The following resources will help you develop the organizational systems you'll need to be successful.

• Organize your research
• Citation Management Software

You can make your search log as simple or complex as you would like.  It can be a table in a word document or an excel spread sheet.  Here are two examples.  The word document is a basic table where you can keep track of databases, search terms, limiters, results and comments.  The Excel sheet is more complex and has additional sheets for notes, Google Scholar log; Journal Log, and Questions to ask the Librarian.  

• Search Log Example Sample search log in Excel
• Search Log Example Sample search log set up as a table in a word document.
• Literature Review Matrix with color coding Sample template for organizing and synthesizing your research

Writing the Literature Review

The following resources created by the Writing Center and the Academic Skills Center support the writing process for the dissertation/project study. 

• Critical Reading
• What is Synthesis 
• Walden Templates
• Quick Answer: How do I find Walden EdD (Doctor of Education) studies?
• Quick Answer: How do I find Walden PhD dissertations?

Beyond the Literature Review

The literature review isn't the only portion of a dissertation/project study that requires searching. The following resources can help you identify and utilize a theory, methodology, measurement instruments, or statistics.

• Education Theory by Jon Allinder Last Updated May 1, 2022 399 views this year
• Tests & Measures in Education by Kimberly Burton Last Updated Nov 18, 2021 42 views this year
• Education Statistics by Jon Allinder Last Updated Feb 22, 2022 57 views this year
• Office of Research and Doctoral Services

Books and Articles about the Lit Review

The following articles and books outline the purpose of the literature review and offer advice for successfully completing one.

• Chen, D. T. V., Wang, Y. M., & Lee, W. C. (2016). Challenges confronting beginning researchers in conducting literature reviews. Studies in Continuing Education, 38(1), 47-60. https://doi.org/10.1080/0158037X.2015.1030335 Proposes a framework to conceptualize four types of challenges students face: linguistic, methodological, conceptual, and ontological.
• Randolph, J.J. (2009). A guide to writing the dissertation literature review. Practical Assessment, Research & Evaluation 14(13), 1-13. Provides advice for writing a quantitative or qualitative literature review, by a Walden faculty member.
• Torraco, R. J. (2016). Writing integrative literature reviews: Using the past and present to explore the future. Human Resource Development Review, 15(4), 404–428. https://doi.org/10.1177/1534484316671606 This article presents the integrative review of literature as a distinctive form of research that uses existing literature to create new knowledge.
• Wee, B. V., & Banister, D. (2016). How to write a literature review paper?. Transport Reviews, 36(2), 278-288. http://doi.org/10.1080/01441647.2015.1065456 Discusses how to write a literature review with a focus on adding value rather and suggests structural and contextual aspects found in outstanding literature reviews.
• Winchester, C. L., & Salji, M. (2016). Writing a literature review. Journal of Clinical Urology, 9(5), 308-312. https://doi.org/10.1177/2051415816650133 Reviews the use of different document types to add structure and enrich your literature review and the skill sets needed in writing the literature review.
• Xiao, Y., & Watson, M. (2017). Guidance on conducting a systematic literature review. Journal of Planning Education and Research. https://doi.org/10.1177/0739456X17723971 Examines different types of literature reviews and the steps necessary to produce a systematic review in educational research.

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Harvard educational review.

Edited by Maya Alkateb-Chami, Jane Choi, Jeannette Garcia Coppersmith, Ron Grady, Phoebe A. Grant-Robinson, Pennie M. Gregory, Jennifer Ha, Woohee Kim, Catherine E. Pitcher, Elizabeth Salinas, Caroline Tucker, Kemeyawi Q. Wahpepah

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Journal Information

• ISSN: 0017-8055
• eISSN: 1943-5045
• Keywords: scholarly journal, education research
• First Issue: 1930
• Frequency: Quarterly

Description

The Harvard Educational Review (HER) is a scholarly journal of opinion and research in education. The Editorial Board aims to publish pieces from interdisciplinary and wide-ranging fields that advance our understanding of educational theory, equity, and practice. HER encourages submissions from established and emerging scholars, as well as from practitioners working in the field of education. Since its founding in 1930, HER has been central to elevating pieces and debates that tackle various dimensions of educational justice, with circulation to researchers, policymakers, teachers, and administrators.

Our Editorial Board is composed entirely of doctoral students from the Harvard Graduate School of Education who review all manuscripts considered for publication. For more information on the current Editorial Board, please see here.

A subscription to the Review includes access to the full-text electronic archives at our Subscribers-Only-Website .

Editorial Board

2023-2024 Harvard Educational Review Editorial Board Members

Maya Alkateb-Chami Development and Partnerships Editor, 2023-2024 Editor, 2022-2024 [email protected]

Maya Alkateb-Chami is a PhD student at the Harvard Graduate School of Education. Her research focuses on the role of schooling in fostering just futures—specifically in relation to language of instruction policies in multilingual contexts and with a focus on epistemic injustice. Prior to starting doctoral studies, she was the Managing Director of Columbia University’s Human Rights Institute, where she supported and co-led a team of lawyers working to advance human rights through research, education, and advocacy. Prior to that, she was the Executive Director of Jusoor, a nonprofit organization that helps conflict-affected Syrian youth and children pursue their education in four countries. Alkateb-Chami is a Fulbright Scholar and UNESCO cultural heritage expert. She holds an MEd in Language and Literacy from Harvard University; an MSc in Education from Indiana University, Bloomington; and a BA in Political Science from Damascus University, and her research on arts-based youth empowerment won the annual Master’s Thesis Award of the U.S. Society for Education Through Art.

Jane Choi Editor, 2023-2025

Jane Choi is a second-year PhD student in Sociology with broad interests in culture, education, and inequality. Her research examines intra-racial and interracial boundaries in US educational contexts. She has researched legacy and first-generation students at Ivy League colleges, families served by Head Start and Early Head Start programs, and parents of pre-K and kindergarten-age children in the New York City School District. Previously, Jane worked as a Research Assistant in the Family Well-Being and Children’s Development policy area at MDRC and received a BA in Sociology from Columbia University.

Jeannette Garcia Coppersmith Content Editor, 2023-2024 Editor, 2022-2024 [email protected]

Jeannette Garcia Coppersmith is a fourth-year Education PhD student in the Human Development, Learning and Teaching concentration at the Harvard Graduate School of Education. A former public middle and high school mathematics teacher and department chair, she is interested in understanding the mechanisms that contribute to disparities in secondary mathematics education, particularly how teacher beliefs and biases intersect with the social-psychological processes and pedagogical choices involved in math teaching. Jeannette holds an EdM in Learning and Teaching from the Harvard Graduate School of Education where she studied as an Urban Scholar and a BA in Environmental Sciences from the University of California, Berkeley.

Ron Grady Editor, 2023-2025

Ron Grady is a second-year doctoral student in the Human Development, Learning, and Teaching concentration at the Harvard Graduate School of Education. His central curiosities involve the social worlds and peer cultures of young children, wondering how lived experience is both constructed within and revealed throughout play, the creation of art and narrative, and through interaction with/production of visual artifacts such as photography and film. Ron also works extensively with educators interested in developing and deepening practices rooted in reflection on, inquiry into, and translation of the social, emotional, and aesthetic aspects of their classroom ecosystems. Prior to his doctoral studies, Ron worked as a preschool teacher in New Orleans. He holds a MS in Early Childhood Education from the Erikson Institute and a BA in Psychology with Honors in Education from Stanford University.

Phoebe A. Grant-Robinson Editor, 2023-2024

Phoebe A. Grant-Robinson is a first year student in the Doctor of Education Leadership(EdLD) program at the Harvard Graduate School of Education. Her ultimate quest is to position all students as drivers of their destiny. Phoebe is passionate about early learning and literacy. She is committed to ensuring that districts and school leaders, have the necessary tools to create equitable learning organizations that facilitate the academic and social well-being of all students. Phoebe is particularly interested in the intersection of homeless students and literacy. Prior to her doctoral studies, Phoebe was a Special Education Instructional Specialist. Supporting a portfolio of more than thirty schools, she facilitated the rollout of New York City’s Special Education Reform. Phoebe also served as an elementary school principal. She holds a BS in Inclusive Education from Syracuse University, and an MS in Curriculum and Instruction from Pace University.

Pennie M. Gregory Editor, 2023-2024

Pennie M. Gregory is a second-year student in the Doctor of Education Leadership (EdLD) program at the Harvard Graduate School of Education. Pennie was born in Incheon, South Korea and raised in Gary, Indiana. She has decades of experience leading efforts to improve outcomes for students with disabilities first as a special education teacher and then as a school district special education administrator. Prior to her doctoral studies, Pennie helped to create Indiana’s first Aspiring Special Education Leadership Institute (ASELI) and served as its Director. She was also the Capacity Events Director for MelanatED Leaders, an organization created to support educational leaders of color in Indianapolis. Pennie has a unique perspective, having worked with members of the school community, with advocacy organizations, and supporting state special education leaders. Pennie holds an EdM in Education Leadership from Marian University.

Jennifer Ha Editor, 2023-2025

Jen Ha is a second-year PhD student in the Culture, Institutions, and Society concentration at the Harvard Graduate School of Education. Her research explores how high school students learn to write personal narratives for school applications, scholarships, and professional opportunities amidst changing landscapes in college access and admissions. Prior to doctoral studies, Jen served as the Coordinator of Public Humanities at Bard Graduate Center and worked in several roles organizing academic enrichment opportunities and supporting postsecondary planning for students in New Haven and New York City. Jen holds a BA in Humanities from Yale University, where she was an Education Studies Scholar.

Woohee Kim Editor, 2023-2025

Woohee Kim is a PhD student studying youth activists’ civic and pedagogical practices. She is a scholar-activist dedicated to creating spaces for pedagogies of resistance and transformative possibilities. Shaped by her activism and research across South Korea, the US, and the UK, Woohee seeks to interrogate how educational spaces are shaped as cultural and political sites and reshaped by activists as sites of struggle. She hopes to continue exploring the intersections of education, knowledge, power, and resistance.

Catherine E. Pitcher Editor, 2023-2025

Catherine is a second-year doctoral student at Harvard Graduate School of Education in the Culture, Institutions, and Society program. She has over 10 years of experience in education in the US in roles that range from special education teacher to instructional coach to department head to educational game designer. She started working in Palestine in 2017, first teaching, and then designing and implementing educational programming. Currently, she is working on research to understand how Palestinian youth think about and build their futures and continues to lead programming in the West Bank, Gaza, and East Jerusalem. She holds an EdM from Harvard in International Education Policy.

Elizabeth Salinas Editor, 2023-2025

Elizabeth Salinas is a doctoral student in the Education Policy and Program Evaluation concentration at HGSE. She is interested in the intersection of higher education and the social safety net and hopes to examine policies that address basic needs insecurity among college students. Before her doctoral studies, Liz was a research director at a public policy consulting firm. There, she supported government, education, and philanthropy leaders by conducting and translating research into clear and actionable information. Previously, Liz served as a high school physics teacher in her hometown in Texas and as a STEM outreach program director at her alma mater. She currently sits on the Board of Directors at Leadership Enterprise for a Diverse America, a nonprofit organization working to diversify the leadership pipeline in the United States. Liz holds a bachelor’s degree in civil engineering from the Massachusetts Institute of Technology and a master’s degree in higher education from the Harvard Graduate School of Education.

Caroline Tucker Co-Chair, 2023-2024 Editor, 2022-2024 [email protected]

Caroline Tucker is a fourth-year doctoral student in the Culture, Institutions, and Society concentration at the Harvard Graduate School of Education. Her research focuses on the history and organizational dynamics of women’s colleges as women gained entry into the professions and coeducation took root in the United States. She is also a research assistant for the Harvard and the Legacy of Slavery Initiative’s Subcommittee on Curriculum and the editorial assistant for Into Practice, the pedagogy newsletter distributed by Harvard University’s Office of the Vice Provost for Advances in Learning. Prior to her doctoral studies, Caroline served as an American politics and English teaching fellow in London and worked in college advising. Caroline holds a BA in History from Princeton University, an MA in the Social Sciences from the University of Chicago, and an EdM in Higher Education from the Harvard Graduate School of Education.

Kemeyawi Q. Wahpepah Co-Chair, 2023-2024 Editor, 2022-2024 [email protected]

Kemeyawi Q. Wahpepah (Kickapoo, Sac & Fox) is a fourth-year doctoral student in the Culture, Institutions, and Society concentration at the Harvard Graduate School of Education. Their research explores how settler colonialism is addressed in K-12 history and social studies classrooms in the United States. Prior to their doctoral studies, Kemeyawi taught middle and high school English and history for eleven years in Boston and New York City. They hold an MS in Middle Childhood Education from Hunter College and an AB in Social Studies from Harvard University.

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Review of Research in Education

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Review of Research in Education ( RRE ), published annually, provides a forum for analytic research reviews on selected education topics of significance to the field. Each volume addresses a topic of broad relevance to education and learning, and publishes articles that critically examine diverse literatures and bodies of knowledge across relevant disciplines and fields. RRE volumes advance the state of the knowledge, promote discussion, and shape directions for future research.

CURRENT VOLUME - MARCH 2020 Emergent Approaches for Education Research: What Counts as Innovative Educational Knowledge and What Education Research Counts? Volume 44 Edited by Margarita Pivovarova, Jeanne M. Powers, and Gustavo E. Fischman, the purpose of this volume was to create a volume that will serve as a resource for both novice and experienced education researchers for understanding how innovative methodological approaches might provide more comprehensive explanations into enduring questions, challenge existing theoretical frameworks and paradigms, or address novel challenges in the field of education. The chapters in this volume demonstrate how emerging approaches continue to address the complexities of education research—ethics, politics, diversity, and its interdisciplinary nature, to name a few—all of which make education research “the hardest-to-do science of them all”. Click here to purchase an individual copy of RRE 2020: Emergent Approaches for Education Research: What Counts as Innovative Educational Knowledge and What Education Research Counts? PREVIOUS VOLUMES

MARCH 2019 Changing Teaching Practice in P-20 Educational Settings Volume 43

Edited by Terri D. Pigott, Ann Marie Ryan, and Charles Tocci, the purpose of this volume is to present high-quality reviews that examine change to teaching practice from a variety of perspectives and a range of disciplines with an eye toward the enormous scope of the field. Taken as a whole, this volume presents a compelling profile of the core challenges and opportunities facing those engaged in the work of changing teaching practice and those who research these efforts. Divided into four sections, the first section of this volume delves into the history and policy of changing teaching practice, the second set of chapters consider the capacity of teachers to make changes, the third set of chapters review literature examining how to change practice in numerous settings in various ways, and the final section of the volume centers on emerging issues for practice. This volume considers some of the most critical problems facing educators and scholars today: how our history shapes our present-day possibilities, how we develop the capacity of educators to change and improve practice, the innumerable aspects that can be changed, which dimensions of teaching should we prioritize, and what emerging issues will shape this work in the coming years? Click here to purchase an individual copy of RRE 2019: Changing Teaching Practice in P-20 Educational Settings MARCH 2018 The Challenges and Possibilities of Intersectionality in Education Research Volume 42

Edited by Adai A. Tefera , Jeanne M. Powers and Gustavo E. Fischman , the purpose of this volume is to contribute to educational research by presenting comprehensive and nuanced understandings of intersectional perspectives. Researchers working within an intersectional framework try to account for the dynamic and complex ways that race/ethnicity, class, gender, sexuality, religion, citizenship, ability, and age shape individual identities and social life. The authors argue it is essential to overcome simplistic, static, one-dimensional, and additive approaches to educational research by expanding the use of analytical categories and engaging the multiplicities of people’s circumstances within and across teaching and learning settings. This volume attempts to open a space for analysis, dialogue, and reflection among scholars about intersectionality, and the possibilities of reimagining the research tools used to address the complex demographic, social, economic, and cultural transformations shaping education. Ideally, this conversation will reach audiences outside of the academy.

Click Here to purchase an individual copy of RRE 2018: The Challenges and Possibilities of Intersectionality in Education Research MARCH 2017 Disrupting Inequality Through Education Research Volume 41

Edited by Mariana Souto-Manning and Maisha T. Winn , this volume of RRE will publish reviews of research that advance understanding of how inequality and social processes that disrupt it affect the lives of children and youth. Each issue of the annual Review of Research in Education (RRE) provides an overview and descriptive analysis of a selected topic of relevant research literature through critical and synthesizing essays. RRE promotes discussion and controversy about research problems in addition to pulling together and summarizing work in the field. Click Here to purchase an individual copy of RRE 2017: Disrupting Inequality Through Education Research

MARCH 2016 Education Research: A Century of Discovery Volume 40

Edited by Patricia Alexander (University of Maryland), Felice J. Levine (AERA), and William Tate (Washington University in St. Louis), this centennial volume of RRE takes a “retrospective, prospective” approach on a diverse range of education research topics spanning the last 100 years. While using historical trends as foundations for their chapters, the authors also look ahead to the most challenging issues and promising directions for the next century. The chapters contribute to cumulative knowledge, capture research developments and findings of sustained significance, and address research innovations anchored in their time or place, which could ultimately shape directions of scholarly promise and potential for the future. To bring conceptual cohesion to the volume, the editors nested the chapters in four thematic sections: (1) the Research Enterprise and the Doing of Education Research, (2) the Contexts of Education, (3) the Process of and Substance of Learning, (4) and the Changing Attention to Diversity and Difference. Click Here to purchase an individual copy of RRE 2016: Education Research: A Century of Discovery

MARCH 2015 Teacher Assessment and the Assessment of Students With Diverse Learning Needs        Volume 39

Edited by Jamal Abedi and Christian J. Faltis , both at University of California, Davis Assessments play an integral role in instruction, placement, promotion and efforts to ensure that students and teachers receive the support they need for success. At the same time, serious consequences can result if assessments are not constructed and used properly. If, for any reason, the assessment report results are not dependable due to unreliable or invalid tests, this can jeopardize the very population they were intended to serve. In Review of Research in Education (Volume 39), the authors bring awareness to specific considerations necessary in the use of high-stakes assessments, shed light on the decisions made based on the results of assessments and explore the implications of using high-stakes assessments for students with diverse learning needs. As the nation moves toward the development and implementation of a new generation of assessments, attention to teacher assessment and the assessment of students with diverse learning needs is of paramount importance. Click Here to purchase an individual copy of RRE 2015: Teacher Assessment and the Assessment of Students With Diverse Learning Needs March 2014 Language Policy, Politics, and Diversity in Education Volume 38 Edited by Kathryn M. Borman , University of South Florida, Terrence G. Wiley , Center for Applied Linguistics, David R. Garcia , Arizona State University, and Arnold B. Danzig , San José State University Review of Research in Education (Volume 38) explores the important role of educational language policies in promoting education as a human right. Even in English-dominant countries, such as the United States, it is important to understand the role of educational language policies (ELPs) in promoting educational access through the dominant language, and its impact on educational equity, achievement, and students’ sense of identity. This volume addresses whether language minorities have a right not only to linguistic accommodations but also to the promotion of their languages as a means for developing a positive identification with their languages and cultures. With language diversity in flux due to large-scale trends with widespread implications, this timely volume offers a solid background to inform and influence policies and programs for millions of students worldwide. Click Here to purchase an individual copy of RRE 2014: Language Policy, Politics, and Diversity in Education March 2013 Extraordinary Pedagogies for Working Within School Settings Serving Nondominant Students Volume 37 Edited by Christian Faltis and Jamal Abedi , both at University of California, Davis Review of Research in Education (Volume 37) explores the extraordinary pedagogies that teachers and educators have developed in recent years to address the needs of nondominant students and families served by public schools and institutions of higher learning. In this volume, extraordinary pedagogies are shown not to be about "best practices" or the most effective teaching methods for teaching to the learners' needs, but rather to bring attention to how poverty, race, social class, and language interact with local practices in teaching and learning, and in the everyday lives of families, educators, children, and youth. By examining these broader sociocultural issues, this volume challenges recent attempts to refocus attention on learning outcomes without considering these larger issues. Transforming schooling is possible - but it requires extraordinary pedagogies. Click Here to purchase an individual copy of RRE 2013: Extraordinary Pedagogies for Working Within School Settings Serving Nondominant Students March 2012 Education, Democracy, and the Public Good Volume 36 Edited by Kathryn M. Borman , University of South Florida, and Arnold B. Danzig and David R. Garcia , Arizona State University Review of Research in Education (Volume 36) explores the varied intersections between education, democracy, and the public good. It is intended to give readers a broader perspective on how the three constructs are interconnected and applied in the United States and in other countries around the world. By examining the theme in multiple contexts and through diverse lenses, the volume provides a deeper understanding of the many ways that education and schools serve the “public good,” where the “public good” is used throughout the volume as a unifying concept to express purposes beyond individual self-interest in order to encompass those that serve greater public purposes. Click Here to purchase an individual copy of RRE 2012: Education, Democracy, and the Public Good

March 2011 Youth Cultures, Language, and Literacy Review of Research in Education Volume 35 Edited by Stanton Wortham , University of Pennsylvania Drawing upon international research, Review of Research in Education , Volume 35 examines the interplay between youth cultures and educational practices. Although the articles describe youth practices across a range of settings, a central theme is how gender, class, race, and national identity mediate both adult perceptions of youth and youths’ experiences of schooling. Other themes include the creativity of youth cultural practices, how globalization has affected youth cultures, and how youth cultural practices sometimes invert hegemonic ideas, including those associated with schooling. The volume also suggests how educators can more productively relate to creative, global, and counter-hegemonic youth cultures. Click Here to purchase an individual copy of RRE 2011: Youth Cultures, Language, and Literacy

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Literature Reviews for Education and Nursing Graduate Students

(15 reviews)

Linda Frederiksen, Washington State University Vancouver

Sue F. Phelps, Washington State University Vancouver

Copyright Year: 2017

Publisher: Rebus Community

Language: English

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Reviewed by Rebecca Appleton, Professor of Nursing, Marshall University on 5/7/24

It is very through in covering the steps of a well written literature review read more

Comprehensiveness rating: 5 see less

It is very through in covering the steps of a well written literature review

Content Accuracy rating: 5

I have not read the entire book, but what I did read was very good.

Relevance/Longevity rating: 5

It is up to date, but doing a Literature Review is covered in a step-wise manner, includes writing the LR>

Clarity rating: 5

Very clear step-by-step approach

Consistency rating: 5

It is very consistent!

Modularity rating: 5

Chapters are orderly and succinct

Organization/Structure/Flow rating: 5

Strait forward order.

Interface rating: 5

I did not notice Interface issues.

Grammatical Errors rating: 5

No grammatical errors were noticed.

Cultural Relevance rating: 5

I did not notice any problems with cultural Insensitivity

I plan to use this in a Nursing Research class for Graduate Students, and I am trying a new approach to finding the best Research Evidence on a Nursing Topic. Can't wait to see if this help my graduate students understand research literature better.

Reviewed by Barbara Schneider, Professor, University of Texas at Arlington on 4/29/24

This textbook covers the range of topics important for a literature review, including formulating a research question, finding scholarly articles, evaluating sources, and synthesizing source content. The videos are great supplements to the text. read more

This textbook covers the range of topics important for a literature review, including formulating a research question, finding scholarly articles, evaluating sources, and synthesizing source content. The videos are great supplements to the text.

Overall, the content is accurate. Consider labeling Nursing as a health profession/discipline.

Relevance/Longevity rating: 4

Much of the content remains relevant. Updated examples would be helpful to today's graduate students.

The textbook is clearly written.

Consistency rating: 4

In general, the text is consistent. There could be more consistency in the formatting of the references.

The modularity is an asset.

There is a logical flow to the topics.

The links to outside materials are helpful.

No grammatical errors were evident.

The examples seemed inclusive.

Those who are new to writing a literature review would find this book useful.

Reviewed by Yolanda Griffiths, Professor of Occupational Therapy, Drake University on 12/15/21

The authors were thorough and very organized in stepping readers through the process of conducting and writing a literature review. Each area is appropriately indexed and examples are provided in a variety of ways. The synthesis section is... read more

The authors were thorough and very organized in stepping readers through the process of conducting and writing a literature review. Each area is appropriately indexed and examples are provided in a variety of ways. The synthesis section is especially useful as students often do not understand what this means. Perhaps some content on plagiarism would benefit this section as well. The flow of the material easily guides users logically through each topic.

The content is accurate and unbiased. The content is presented in an easy to understand way with videos, and examples.

The relevance of the content is classic and the text should be pertinent for many years. The links included in the text are very useful and should be easy for authors to check periodically. Using a digital media is more relevant to today's students than print textbooks. Each section addresses a reasonable chunk of information.

The book is user friendly, written in an easy to understand manner, and graphics or links add to the understanding of the content. Definitions are clearly written. Such as clarifying the types of literature reviews will be useful for students. Providing a test yourself section at the end of sections allows the reader to check if any content was confusing or not clear.

The text is consistently laid out in a logical manner which helps to unpack content which may be new or unfamiliar to the reader/student.

The amount of content allocated to each chapter is appropriate and will be easy to assign readings. The chapter headings are clear and the embedded videos, charts and test questions enlighten each subunit. The hyperlinking in the table of contents helps to navigate the chapters well.

The organization of the content is logical and easy to understand the process of completing a literature review. The book is laid out much like a road map where students can see the big picture as well as the supporting parts to the process. The references by chapter are very useful.

The graphics were clear, and the non-serif font aids in eye fatigue. One recommendation is to lower the brightness of the bold blue text in the table of contents to reduce eye fatigue. There was no problem to play the videos and the audio was clear. All links worked well.

There were no grammatical errors. There were a few typos such as 1.3.1.8 needs a space between "A specific", 2.3 in the phrase "Articles by the type of periodical in which an article it is published" perhaps remove the word "it", in the table on page 41. under Nursing , the word clinical is spelled "Cclinical", remove the capital C.

No evidence of cultural bias or insensitivity.

I am very excited to use this textbook in my doctoral level occupational therapy class. The inclusion of concise explanations of PICO and SPICE will be very useful. This will be a wonderful resource for graduate students and being mindful of costs for textbooks is compassionate.

Reviewed by Susan Bassett, Instructor, Nursing Graduate Program, Eastern New Mexico University on 11/9/21

Each chapter presented a different aspect of doing a literature review. This was organized and orderly. The index/table of contents was very detailed which allowed the reader to easily use this book as a reference while conducting a literature... read more

Each chapter presented a different aspect of doing a literature review. This was organized and orderly. The index/table of contents was very detailed which allowed the reader to easily use this book as a reference while conducting a literature review.

The content appeared to be entirely accurate. It did a good job of combining information for both education and nursing students. The authors addressed pertinent points of research study development as well as the specific methodology of approaching a research-focused literature review.

The text was up-to-date in methodology, which should not change frequently. The many links to websites were very helpful and yet were basic enough that they should be relevant for years. If they do need updating, the are clearly presented and should be easily updated. The breakdown to very small "chunks" of information per section will help in easily updating specific parts of information.

The book presented a rather complex topic in an extremely straight-forward, easy to read, clear manner. Each small "chunk" of information was identified per section numbering which correlated with movement through the content. The writing was professional and yet not overwhelmed with discipline-specific terminology. Where potentially new terminology was presented, it was immediately followed with definitions and examples.

The book was well-organized and moved along the structure set out early in the book. Content was gradually unfolded, as divided per chapter. There was a bit of repetition (probably about three examples) where the authors attempted to tie information together. Although this stood out to a reader, it seemed more useful in organizing than detrimental in repetition.

The book was subdivided into chapters and then into many small modules of discrete information. It could easily be assigned in part. It could also readily be used as a reference for students to go back and easily find processes or pieces of information they might need later.

I found the continual clear and succinct organization of information to be a defining highlight of this book. When presenting early steps of the research process and then linking these steps with how to conduct a literature review and subsequenty organize and write a literature review, this book is presenting numerous procews steps that must work in tandem. This book did that in a clear and easily readable fashion.

The one feature that did distract me was within the bullet points of 1.3.1. "Types of Reviews". There was a mix of complete and incomplete sentences that worked to convey information succinctly, but distracted me as a reader.

Grammatical Errors rating: 4

I did find several spelling and grammaticl errors (1.3.1.8, , 1.3.1.9, 2.1.1, 2.3, 2.3.1.1, , 2.3.1.4, 2.3 Table A., p. 41, p. 53, p. 54). Although small errors (a few letters or spacing) they should be corrected.

I did not find any mistakes in cultural appropriateness The content did repeatedly talk about bias reduction in the process of writing a literature review

I thought this book was very well-written and contained great information for my students. The links provided were very appropriate and helpful. The Table "Guide to searching for literature at various stages of the scholarly communication process” was particularly helpful. I will immediately begin using portions of the content in this book to support my research class. Additionally, I will recommend the entire book as a reference for the dedicated student (or one intending to go forward to a doctoral level of education in nursing). Thank you for collating all this information and helpful links into one clear, easily readable and understandable document.

Reviewed by Leah Nillas, Associate Professor, Illinois Wesleyan University on 9/6/21

This book addresses the basic steps in the process of writing a literature review research. Chapter 2 (What is a Literature Review?) needs to be retitled. I think Chapter 1 (Introduction) clearly defines and characterizes literature review as a... read more

Comprehensiveness rating: 4 see less

This book addresses the basic steps in the process of writing a literature review research. Chapter 2 (What is a Literature Review?) needs to be retitled. I think Chapter 1 (Introduction) clearly defines and characterizes literature review as a research category. Chapter 2 focuses more on the creation of information, information cycle, and selecting appropriate sources. Chapter 7 (Synthesizing Sources) and Chapter 8 (Writing the Lit Review) can still be improved to incorporate specific strategies in synthesizing research literature and examples of writing styles through analysis of a variety of published examples. Writing a synthesis is a challenging skill for most novice researchers.

Information shared is accurate. I did not notice any content error.

Main content is up-to-date. A few citations maybe dated but they are necessary in illustrating different examples of literature reviews. It will be easy to include additional relevant examples of research work that are published recently.

I like how this text is written. Tone is reader friendly and narrative is accessible to novice researchers.

Clearly consistent throughout the chapters.

Clear and purposeful "chunking" of information per chapter.

Readers can easily follow the organization of topics and content.

No obvious interface issues. Appropriate use of multimedia tools.

No grammatical errors.

Text is culturally sensitive. Additional readings, references, or examples can easily be added to incorporate research conducted by diverse authors or literature reviews which focus on diversity and inclusion issues in education and nursing.

This is a good introductory literature review text even for undergraduate education students. Clear discussion of the nature of the research and the writing process. The use of videos and images is helpful in providing multimodal approach in explaining topics or processes. Writing style and tone make the text accessible to novice researchers.

Reviewed by Rebecca Scheckler, Assistant Professor, Radford University on 7/6/20

Two missing topics were inter-library loan and how to avoid plagiarism in writing up the literature review. This second is such an important topic that it deserves its own chapter. read more

Two missing topics were inter-library loan and how to avoid plagiarism in writing up the literature review. This second is such an important topic that it deserves its own chapter.

It is accurate. I found no inaccuracies.

This book is very relevant. Every advanced undergraduate or graduate students requires such a book

I found the book clear. The videos interspersed within the book added much to the clarity. There are lots of good diagrams that add to the clarity. They are not all original but their sources are all cited. The section on boolean searches, usage of asterisks and quotes in searches is very helpful and appropriate although often left out of discussion of searches.

The book is consistent in terminology and framework.

The chapters were cohesive.

Organization/Structure/Flow rating: 4

I like the links to within the text to the references and other matter. What is needed are back links to the text from the references. I also would have liked links from the exercises to the answers of the exercises.

Interface rating: 4

See navigation links mentioned above. The grey literature link is broken.

I saw no grammatical problems. There are many bulleted lists rather than text which is appropriate to this topic.

There could be more attention to cultural context in the frequent examples.

I wondered why nursing and education were combined. They are similar in nature but not identical. separation them out into two books might be appropriate.

Reviewed by Lisa Shooman, Associate Professor, Worcester State University on 6/29/20

Overall, this book provides a very comprehensive and thorough roadmap for creating a literature review. The videos assist the reader in crystallizing the information presented in the text. There is an effective index and glossary that provide... read more

Overall, this book provides a very comprehensive and thorough roadmap for creating a literature review. The videos assist the reader in crystallizing the information presented in the text. There is an effective index and glossary that provide helpful navigation to the reader.

The content is detailed, clearly explained, error-free, and unbiased. My students would greatly benefit from the lucid information presented in this text to guide them with developing a literature review. I would be eager to adopt this book for my students.

The content is timely and will not be quickly out-of-date. The quiz questions at the end of each chapter are relevant and will aid students with the consolidation of the material. The online format allows for updating, and the version history at the end of the text clearly indicated that the book was updated recently.

The text is clear and not ridden with any excess jargon /technical terminology. Pictures, graphics, and videos further elucidate the text. There are helpful questions that stimulate thought and lists that help to organize information.

The internal consistency in the text is excellent. However, Chapter 1.1 and Chapter 2 have the same title and it would benefit the reader to have different titles that would highlight the differences between these two sections. Chapter 1.1 is an overview and Chapter 2 dives into more depth.

The text is efficiently divided into smaller reading sections that are demarcated by numbers. The subsections in each chapter can be assigned at different points in the course. The text is organized logically and systematically that assists the reader with comprehension and provides a roadmap for creating an effective literature review.

The entire text is presented coherently and concisely. The organization of the text takes the reader through the process of creating an effective literature review. It can be used by multiple health professions, although the length of the text is relatively short it includes a considerable depth of the material. Other disciplines that would benefit from using this test in their courses may include occupational therapy, physical therapy, and speech and language pathology students.

The interface of the text is simple and easy to follow. The cover of the text would benefit from photos, color, and graphic design to appeal to the modern digital reader.

No grammatical or spelling errors are noted.

No cultural biases existed in the text in any way. There are no individuals highlighted in the book, and due to the technical nature of the subject matter, the text is inclusive to a variety of races, ethnicities, and backgrounds. No offensive statements are included in this book.

The authors should consider including other health professionals in the title and provide examples that can relate to other health professionals throughout the text. Other health professionals that can benefit from reading this text include occupational therapy, physical therapy, and speech and language pathology students. Literature reviews are relevant for many health professionals in their master's and doctorate programs and the text could serve a wider audience.

Reviewed by Ellen Rearick, Assistant Professor, Framingham State University on 6/1/20

This text covers all areas and the process of the integrative review appropriately. It is an engaging text for graduate students new to these assignments. read more

This text covers all areas and the process of the integrative review appropriately. It is an engaging text for graduate students new to these assignments.

This text is well done, very accurate

This text is relevant. The updates needed regarding APA format should be relatively easy to implement.

This text is clear and provides users with definitions and examples of the variety of reviews.

Very well written using consistent terminology throughout.

The text's reading sections are easily accessible and users will find them organized. Each chapter and its sections are presented in the sequence of the process of an integrative review.

Very clear and logical order.

The navigation of this text was problem-free.

No grammatical errors noted.

No issues with cultural insensitivity noted.

This was a well-organized text using videos to reinforce content that would benefit any education or nursing graduate student new to the integrative review process.

Reviewed by Ruth Stoltzfus, Professor of Nursing; Dir., Grad Programs in Nursing, Goshen College on 6/1/19

This text provides everything a graduate student needs to write a literature review in a concise manner. If you look at the digital pdf, there are many strategies to help the reader learn the process - videos, diagrams, and also text. read more

This text provides everything a graduate student needs to write a literature review in a concise manner. If you look at the digital pdf, there are many strategies to help the reader learn the process - videos, diagrams, and also text.

I found no evidence of bias and no errors.

This book has long-term relevance. The content will not quickly out-date.

I really liked the way the textbook is structured. The author is concise which makes the textbook easy to read.

I found no inconsistencies in terminology or other aspects related to the content.

I will adopt this text for a research course I use and will likely assign only specific chapters. I plan to recommend the textbook to another faculty who teaches a comprehensive research course with the idea of assigning only specific sections to read..

The textbook begins with an introduction to the subject matter. Subsequent chapters develop specific aspects related to lit reviews. The textbook provides a nice "how to" for each element of a lit review. Chapters are also organized in a smooth, easy to follow format.

I only looked at the digital pdf and print pdf versions. The print pdf indicates that there are videos to watch, but of course since it is a print pdf, there is no linkage. I think this would be obvious to a savvy reader - that a print pdf will be limited in what the reader can access.

I found no grammatical errors in my quick read.

I found no evidence of cultural bias or insensitivity.

This is the first open textbook that I have encountered. I was expecting it to be flat and boring! However, it was neither of those. There were color diagrams, color photos, and even videos embedded in the textbook.

I have adopted this book for the Research Lit Review course that I am teaching soon. I am impressed!

Reviewed by Melissa Wells, Assistant Professor, University of Mary Washington on 5/1/19

This book helps students in education and nursing complete a literature review, which may be the first time these students are tackling such a task. The chapters break down the process into defining the special genre of a literature review;... read more

This book helps students in education and nursing complete a literature review, which may be the first time these students are tackling such a task. The chapters break down the process into defining the special genre of a literature review; providing tips to get started; suggesting where students can find literature to review; explaining how to evaluate sources; detailing the process of documenting sources; giving advice for synthesizing sources; and finally, putting all of these pieces together into a final literature review. Most significantly, the text provides specific examples of ideas presented in the context of both nursing and education, which makes the content directly relatable to the student's course of study. The conclusion recaps the main points of each chapter in bullet form. The text is lacking both an index and a glossary, which would be additions that could strengthen the text.

Content Accuracy rating: 4

The text explains 11 different types of literature reviews that students may encounter or be asked to create. Also, the text is framed to work with multiple methodologies; for example, steps for writing a research question or a hypothesis to frame the literature review are provided. One inconsistency I noted was in diagram 6.2: the APA citation is incorrectly capitalized for the journal title (which should use sentence, not title, capitalization).

The text also includes external links to sources, such as a videos, which provide students with multiple modalities in which to digest the information. An example of a literature review for both education and nursing is provided at the end of the book; instead of embedding these in the text, the hyperlinks refer the reader to the external site. This will be easy to change to a new example in the future, but checks will need to be done to ensure that all such external sources remain actively accessible.

Each chapter opens with learning objectives to help frame the content with which the reader is about to engage. Throughout the text, the language is approachable and reader-friendly. For example, when the text explains more factual components (i.e., what makes a literature review or what the basics of an effective literature review include), this information is presented in bullet points with hyperlinks to the original sources.

Each chapter follows a similar construction, which makes it accessible to the reader. For example, chapters end with a "Practice" and "Check Yourself" section to apply new learning and self-check responses (an answer key is provided in an appendix). Examples in these exercises are either related to nursing or education, continuing with the stated theme of the text.

When I used this text with my own students, I assigned chapters in isolation, since they had already taken a research methods course and were applying that knowledge to create a research proposal in a specific area of study in my course.

The book is organized in such a way that logically walks the reader through the literature review writing process. Clear headings (which are hyperlinked in the table of contents) also allow the reader to jump to specific parts with which they need additional support.

The interface of this document offered a lot of flexibility. Options allowed users to access the text online, or as a download in multiple file types (EPUB, Digital PDF, MOBI, XHTML, Pressbooks XML, Wordpress XML, and Open Document). These formats provide the reader with an opportunity to pick the interface that works best for them.

I did not see any grammatical errors in the text.

Cultural Relevance rating: 4

No culturally insensitive/offensive content was noted. A variety of examples of research topics were included from both nursing and education. Of the images/video thumbnails embedded in the text that involved people, all depicted White people except for 2 images; therefore, more intentional selection of culturally diverse visuals would be helpful in future versions of this text.

I feel this text was helpful to my students as they wrote their own literature reviews. The only weakness in their papers that I noted was their organization of their literature review based on themes/topic, which was addressed in Chapters 7- 8. I now know to focus more on this part of literature review writing with future students. This text is approachable and field-specific, and I will be using it again!

Reviewed by Bernita (Bernie) Missal, Professor, Bethel University on 12/14/18

This book includes all areas that a graduate student needs to begin a literature review. However metasynthesis could have also been included in types of literature review. read more

This book includes all areas that a graduate student needs to begin a literature review. However metasynthesis could have also been included in types of literature review.

This book is accurate although missing qualitative research.

Although content is up to date, some of the article examples need to be updated. (Example: articles published in 1981 and 1992 need to be updated to more recent articles.)

The book is clear and easy to follow. Bullet points were used throughout the book with short paragraphs which helps the student.

Each chapter follows the same format with narrative followed by practice and test questions.

Clear subheadings are used throughout the book.

This book is presented in a logical way and easy for the student to follow.

Images are clear and appropriate for the content.

No specific grammar issues were seen.

It would be helpful for students to include additional examples of cultural studies throughout the book

This book is an excellent resource for graduate students. It has helpful information for the preparation and process for a literature review. Examples of written literature reviews in chapter 8 or in an appendix would be helpful for students.

Reviewed by Nancyruth Leibold, Associate Professor, Southwest Minnesota State University on 6/19/18

The text is overall comprehensive, yet it breaks the information up into manageable parts. See the table of contents for an overview of the topics. The text is very quantitative driven in that the focus is on reviewing quantitative studies. The... read more

The text is overall comprehensive, yet it breaks the information up into manageable parts. See the table of contents for an overview of the topics. The text is very quantitative driven in that the focus is on reviewing quantitative studies. The book included information about PICO statements, but did not include PICO(T) or the time variable, which is not always used in every case. Population was included in the PICO explanation, but a bit more information on the population or aggregate narrowing could improve the PICO section. These items do not hinder use of the book, but these items would need further inclusion by the faculty member using the text as specific to the discipline.

The content in the book is very accurate.

The content in the book is current and should not be obsolete within a short period of time. Any updates would be easy to add.

The text is clear and easy to understand.

The internal organization and terminology of the book is consistent and logical

The text is set up in small reading sessions. The videos and learning activities are well done and break up some of the content, so there is a variety of presentation. The tutorials, figures, practice and self-test areas are also fantastic in that they are quality and sprinkled throughout the text.

The topics in the book are presented in clear and organized fashion. I particularly like the upbeat and personal writing tone of the book. This tone makes it seem like the authors are speaking to me.

The text is free of any significant interface issues. The book is available in many formats. I used the book online and I did have one navigational problem and that is when clicking on a video, it does not open in a new tab and so the book is lost and have to start over going in the start to the book. One easy solution to this is to right click your mouse and then select open in new tab to watch videos. That way, your place in the book is not lost.

No grammar problems present.

The book is not culturally insensitive or offensive in any way.

Overall, this is a well written textbook and I recommend it!

Reviewed by Marjorie Webb, Professor, Metropolitan State University on 6/19/18

From the Introduction to the Conclusion, the text covers the step-by-step process of conducting a literature review. The text includes topics such as, “Where to find the Literature” and “Synthesizing Sources” that will be useful to graduate... read more

From the Introduction to the Conclusion, the text covers the step-by-step process of conducting a literature review. The text includes topics such as, “Where to find the Literature” and “Synthesizing Sources” that will be useful to graduate nursing students.

The content in the text, including texts, links, and diagrams, is accurate and unbiased. Again, it will aid the graduate nursing student in the long process of conducting a literature review.

The text is current and this type of material does not become dated quickly. The authors did use internet links in the text which will need to be monitored periodically to ensure they are still available. Updates to the text will be relatively easy and straightforward. If media styles change, there may be some challenges to updating.

The text is clear and easy to read. Technical terminology is defined and/or explained.

The text is internally consistent.

The text is organized in sections which facilitates assigning readings based on the subject matter for the class time. It would be pretty easy to divide up this text into easily readable units based on headings and subheadings.

This text is structured well. The topics flow in an organized manner and really help the student see the process of a literature review. The authors discuss the both theory and purpose of the review and the day-to-day logistics of actually performing the review. The day-today organization is not always included in other texts.

The interface is well-done with no distractions.

There was no indication of cultural bias.

I think this text is appropriate for graduate nursing students. Some students struggle with the difference between writing about a topic (generally undergraduate writing) and synthesizing literature on a given topic (generally graduate writing). Chapters seven and eight focus on preparing the graduate student to make the jump to graduate-level writing and should really benefit new graduate students.

Reviewed by Susanna Thornhill, Associate Professor , George Fox University on 3/27/18

This book is fairly comprehensive and offers step-by-step instructions for conceptualizing/researching a literature review. The Table of Contents is well-organized to reflect the book's progression, from establishing the basics of why to write a... read more

This book is fairly comprehensive and offers step-by-step instructions for conceptualizing/researching a literature review. The Table of Contents is well-organized to reflect the book's progression, from establishing the basics of why to write a literature review and the various types of literature reviews, to getting started with formulating a research idea/question, finding and evaluating sources, synthesizing sources, and guidelines on writing the literature review, itself. I found this text to be a straightforward guide for my graduate students in education, and while I worried at first that the merging of education and nursing topics would prove distracting to my education students, I don't believe this was the case.

One thing that was not comprehensive in this book was discussion of qualitative research and methodologies as a valid means of conceptualizing research aims. I hoped for a more balanced discussion between methodological branches as it applied to literature reviews; this book overly favored quantitative methodologies and studies in terms of its direction to readers about how to conceptualize/choose a topic and design a research question in relation to it. Variables that cannot be measured are not inherently un-researchable, which is the conclusion put forth in this textbook. This might serve nursing students better than education students in terms of their discipline's requirements, but it still represents an element that could be improved.

Finally, while the background on what a literature review is, how to conceptualize research, and how to search for and synthesize research was all valuable, the chapter on actually writing the literature review was a bit thin, simply offering tips for introduction, body, and conclusion and some questions for self-evaluation. Some of the most difficult work for students writing a literature review is achieving proper focus, organization, hierarchy of themes, balance in treatment of related topics, etc. None of these issues were discussed in the chapter pertaining to the writing of a literature review.

I did not have any concerns about the book's accuracy. Content was accurate, albeit biased to quantitative and positivist views of research. I would have liked to see it include additional prompts to support students in conceptualizing and valuing qualitative research; this is an area where I had to supplement course readings with additional texts.

The only significant error I could discern in the text was a lack of an Answer Key corresponding to the questions posed at the end of each chapter.

Content is up-to-date and seems like it will hold meaning well over the next few years. The only things I anticipate might go out-of-date is technological information on things like citation managers, search guidelines, and database information. This is easily updatable with future versions of the text. In my view, ERIC is not the best database for educational research and I have confirmed this with educational librarians who support my students, yet it is the only one identified in this text as the best subject-specific source of educational research; this could be revised for additional relevance.

I noticed no issues with the book's clarity. The authors write in a clear and straightforward style, making the text easy to read. Overall, they did well writing for students across two disciplines by avoiding nursing or education-specific terms that would have been problematic to readers in the other discipline.

The book is internally consistent and did not have issues with terminology or framework.

No issues with the book's modularity. Chapter headings and sub-headings were appropriately paced and spaced. I assigned this textbook to my graduate students as a whole text that I wanted them to read at the beginning of a course, but it has been easy to refer them back to particular topics as the course has continued.

In future iterations of the book, I suggest hyperlinking the Answer Key to the exercises at the end of each chapter and/or listing the Answer Key in the Table of Contents for easy referral.

I found the book's organization to be straightforward and sensible. The Table of Contents offers a helpful snapshot of the scope of the book and the authors write in a direct and clear style, which contributes to an appropriate flow for the text.

I did not note any navigation problems with any links. All charts/images loaded well in my iBook app. The authors did a nice job of pulling relevant content and links in to support their ideas; it provided an easy way to seek more information if I wanted it, without feeling like the text was loaded down with unnecessary information.

I only found a few small typos in the text, with no grammar issues. The book is obviously written by two very detail-oriented librarians. I appreciated the clarity of the text and lack of errors.

The text was not culturally insensitive; a variety of topics across nursing and education were discussed as examples, which yielded a fairly balanced text regarding cultural considerations.

Reviewed by Alicia Rossiter, Assistant Professor, University of South Florida on 3/27/18

I believe the book gives a comprehensive overview on how to complete a literature view at the graduate level. It begins with an overview of the purpose of a literature review and moves through the steps to completing the review process. read more

I believe the book gives a comprehensive overview on how to complete a literature view at the graduate level. It begins with an overview of the purpose of a literature review and moves through the steps to completing the review process.

I believe the book was accurate and unbiased. It was easy to read but comprehensive.

Content within the text is relevant and supports the literature view process. It did discuss the various databases for searches which may need updating to include new sites, search engines but otherwise relevant and useful information.

The text is easy to read, provides appropriate examples, includes a section on putting the process into practice as well as a "test yourself" section to ensure the content is understood.

The text is consistent throughout in regards to terminology, framework, and set up.

The text is easy to read and content is leveled for the reader but not over simplified. Content is chunked into sections making it easy for the reader to digest the content. The chapters are well laid out and flow from chapter to chapter. Each chapter contains learning objectives, content sections, practice section, and test yourself section. Well organized and great visuals.

Topics are presented in a logical, clear fashion that flow from chapter to chapter and build as the reader moves through the process.

The text is free of interface issues. I could not get the videos to play but other visuals were appropriate and useful to support content.

The text contains no grammatical errors.

The text is not culturally offensive. There was no evidence of bias or cultural insensitivity.

I think this would be a great resource for graduate student learning to navigate the literature review process. It is easy to read, straightforward, and guides the individual through the process from start to finish. I will recommend this text to my graduate students in evidence-based practice and research courses as a recommended reference.

Table of Contents

• Chapter 1: Introduction
• Chapter 2: What is a Literature Review?
• Chapter 3: How to Get Started
• Chapter 4: Where to Find the Literature
• Chapter 5: Evaluating Sources
• Chapter 6: Documenting Sources
• Chapter 7: Synthesizing Sources
• Chapter 8: Writing the Literature Review

Ancillary Material

About the book.

Literature Reviews for Education and Nursing Graduate Students is an open textbook designed for students in graduate-level nursing and education programs. Its intent is to recognize the significant role the literature review plays in the research process and to prepare students for the work that goes into writing one. Developed for new graduate students and novice researchers just entering into the work of a chosen discipline, each of the eight chapters covers a component of the literature review process. Students will learn how to form a research question, search existing literature, synthesize results and write the review. The book contains examples, checklists, supplementary materials, and additional resources. Literature Reviews for Education and Nursing Graduate Students is written by two librarians with expertise guiding students through research and writing assignments, and is openly licensed.

About the Contributors

Linda Frederiksen is the Head of Access Services at Washington State University Vancouver.  She has a Master of Library Science degree from Emporia State University in Kansas. Linda is active in local, regional and national organizations, projects and initiatives advancing open educational resources and equitable access to information.

Sue F. Phelps is the Health Sciences and Outreach Services Librarian at Washington State University Vancouver. Her research interests include information literacy, accessibility of learning materials for students who use adaptive technology, diversity and equity in higher education, and evidence based practice in the health sciences

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Greater Good Science Center • Magazine • In Action • In Education

Our Best Education Articles of 2019

Looking for inspiration to start the new decade off on the right foot? Our most popular education articles of 2019 explore how children develop purpose, how we can best support our students’ mental health and social-emotional development, why we benefit from listening to each other’s stories, and more.

And…if you want to put the scientific findings from these articles into practice, check out our new website for educators, Greater Good in Education (GGIE), officially launching on February 20, 2020.

In response to our readers’ call for more practical resources for the classroom, GGIE features free research-based practices, lessons, and strategies for educators to foster their students’ and their own well-being, and for school leaders to develop positive school climates—all in the service of cultivating kinder, happier, and more equitable classrooms and schools.

If you’d like to take a deeper dive into the science behind social-emotional learning, mindfulness, and ethical development, join us for our annual Summer Institute for Educators . Applications are due February 15, 2019.

To whet your appetite, here are the 10 best education articles of 2019, based on a composite ranking of pageviews and editors’ picks.

What Are the Best Ways to Prevent Bullying in Schools? , by Diana Divecha: A new study identifies the most effective approaches to bullying prevention.

How to Help Young People Transition into Adulthood , by Betty Ray: Modern “rites of passage” can help teens prepare for an uncertain future.

Five Childhood Experiences That Lead to a More Purposeful Life , by Maryam Abdullah: Research suggests that our paths to finding purpose can be shaped by early childhood experiences.

How Colleges Today Are Supporting Students’ Mental Health , by Amy L. Eva:   Colleges and universities are addressing well-being in students with new and innovative approaches.

How Understanding Your Brain Can Help You Learn , by Jill Suttie: A new book explains six keys to learning that can help anyone overcome barriers to success in school or in life.

Four Ways Schools Can Support the Whole Child , by Lisa Flook: Beyond just teaching academics, schools can foster students’ development in their relationships, identity, emotional skills, and overall well-being.

Honoring the Teacher's Heart: Well-Being Practices for School Change

Join our new online Community of Practice for educators!

How to Support Teens’ Social-Emotional Development , by Amy L. Eva: We need to appeal to teens’ need for status and respect for SEL to work in high schools.

How to Help Students with Learning Disabilities Focus on Their Strengths , by Rebecca Branstetter: We can empower students with learning disabilities with the language we use and the way we teach and guide them.

How to Become a Scientist of Your Own Emotions , by Jill Suttie: A Q&A with researcher Marc Brackett about how to cultivate emotional intelligence in ourselves and our kids.

What Happens When We Listen to Teachers’ Stories? by Amy L. Eva: Teachers of Oakland wants to change the conversation about education by humanizing teachers. 

What Teens Are Actually Thankful For (video), by Jane Park: A first-grade teacher, a best friend, a parent—high schoolers share their gratitude letters with their recipients. 


 A Lesson in Thanks and Vulnerability (podcast): A junior high school teacher spent his life defying stereotypes about how men should express their emotions. Here he takes on a new challenge: getting his students to express gratitude.

About the Author

Amy L. Eva, Ph.D. , is the associate education director at the Greater Good Science Center. As an educational psychologist and teacher educator with over 25 years in classrooms, she currently writes, presents, and leads online courses focused on student and educator well-being, mindfulness, and courage. Her new book, Surviving Teacher Burnout: A Weekly Guide To Build Resilience, Deal with Emotional Exhaustion, and Stay Inspired in the Classroom, features 52 simple, low-lift strategies for enhancing educators’ social and emotional well-being.

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How to Write an Article Review: Template & Examples

An article review is an academic assignment that invites you to study a piece of academic research closely. Then, you should present its summary and critically evaluate it using the knowledge you’ve gained in class and during your independent study. If you get such a task at college or university, you shouldn’t confuse it with a response paper, which is a distinct assignment with other purposes (we’ll talk about it in detail below).

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In this article, prepared by Custom-Writing experts, you’ll find:

• the intricacies of article review writing;
• the difference between an article review and similar assignments;
• a step-by-step algorithm for review composition;
• a couple of samples to guide you throughout the writing process.

So, if you wish to study our article review example and discover helpful writing tips, keep reading.

❓ What Is an Article Review?

• ✍️ Writing Steps

📑 Article Review Format

🔗 references.

An article review is an academic paper that summarizes and critically evaluates the information presented in your selected article.

The first thing you should note when approaching the task of an article review is that not every article is suitable for this assignment. Let’s have a look at the variety of articles to understand what you can choose from.

Popular Vs. Scholarly Articles

In most cases, you’ll be required to review a scholarly, peer-reviewed article – one composed in compliance with rigorous academic standards. Yet, the Web is also full of popular articles that don’t present original scientific value and shouldn’t be selected for a review.

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Not sure how to distinguish these two types? Here is a comparative table to help you out.

Article Review vs. Response Paper

Now, let’s consider the difference between an article review and a response paper:

• If you’re assigned to critique a scholarly article , you will need to compose an article review .
• If your subject of analysis is a popular article , you can respond to it with a well-crafted response paper .

The reason for such distinctions is the quality and structure of these two article types. Peer-reviewed, scholarly articles have clear-cut quality criteria, allowing you to conduct and present a structured assessment of the assigned material. Popular magazines have loose or non-existent quality criteria and don’t offer an opportunity for structured evaluation. So, they are only fit for a subjective response, in which you can summarize your reactions and emotions related to the reading material.

All in all, you can structure your response assignments as outlined in the tips below.

✍️ How to Write an Article Review: Step by Step

Here is a tried and tested algorithm for article review writing from our experts. We’ll consider only the critical review variety of this academic assignment. So, let’s get down to the stages you need to cover to get a stellar review.

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Read the Article

As with any reviews, reports, and critiques, you must first familiarize yourself with the assigned material. It’s impossible to review something you haven’t read, so set some time for close, careful reading of the article to identify:

• The author’s main points and message.
• The arguments they use to prove their points.
• The methodology they use to approach the subject.

In terms of research type , your article will usually belong to one of three types explained below.

Summarize the Article

Now that you’ve read the text and have a general impression of the content, it’s time to summarize it for your readers. Look into the article’s text closely to determine:

• The thesis statement , or general message of the author.
• Research question, purpose, and context of research.
• Supporting points for the author’s assumptions and claims.
• Major findings and supporting evidence.

As you study the article thoroughly, make notes on the margins or write these elements out on a sheet of paper. You can also apply a different technique: read the text section by section and formulate its gist in one phrase or sentence. Once you’re done, you’ll have a summary skeleton in front of you.

Evaluate the Article

The next step of review is content evaluation. Keep in mind that various research types will require a different set of review questions. Here is a complete list of evaluation points you can include.

Get an originally-written paper according to your instructions!

Write the Text

After completing the critical review stage, it’s time to compose your article review.

The format of this assignment is standard – you will have an introduction, a body, and a conclusion. The introduction should present your article and summarize its content. The body will contain a structured review according to all four dimensions covered in the previous section. The concluding part will typically recap all the main points you’ve identified during your assessment.

It is essential to note that an article review is, first of all, an academic assignment. Therefore, it should follow all rules and conventions of academic composition, such as:

• No contractions . Don’t use short forms, such as “don’t,” “can’t,” “I’ll,” etc. in academic writing. You need to spell out all those words.
• Formal language and style . Avoid conversational phrasing and words that you would naturally use in blog posts or informal communication. For example, don’t use words like “pretty,” “kind of,” and “like.”
• Third-person narrative . Academic reviews should be written from the third-person point of view, avoiding statements like “I think,” “in my opinion,” and so on.
• No conversational forms . You shouldn’t turn to your readers directly in the text by addressing them with the pronoun “you.” It’s vital to keep the narrative neutral and impersonal.
• Proper abbreviation use . Consult the list of correct abbreviations , like “e.g.” or “i.e.,” for use in your academic writing. If you use informal abbreviations like “FYA” or “f.i.,” your professor will reduce the grade.
• Complete sentences . Make sure your sentences contain the subject and the predicate; avoid shortened or sketch-form phrases suitable for a draft only.
• No conjunctions at the beginning of a sentence . Remember the FANBOYS rule – don’t start a sentence with words like “and” or “but.” They often seem the right way to build a coherent narrative, but academic writing rules disfavor such usage.
• No abbreviations or figures at the beginning of a sentence . Never start a sentence with a number — spell it out if you need to use it anyway. Besides, sentences should never begin with abbreviations like “e.g.”

Finally, a vital rule for an article review is properly formatting the citations. We’ll discuss the correct use of citation styles in the following section.

When composing an article review, keep these points in mind:

• Start with a full reference to the reviewed article so the reader can locate it quickly.
• Ensure correct formatting of in-text references.
• Provide a complete list of used external sources on the last page of the review – your bibliographical entries .

You’ll need to understand the rules of your chosen citation style to meet all these requirements. Below, we’ll discuss the two most common referencing styles – APA and MLA.

Article Review in APA

When you need to compose an article review in the APA format , here is the general bibliographical entry format you should use for journal articles on your reference page:

• Author’s last name, First initial. Middle initial. (Year of Publication). Name of the article. Name of the Journal, volume (number), pp. #-#. https://doi.org/xx.xxx/yyyy

Horigian, V. E., Schmidt, R. D., & Feaster, D. J. (2021). Loneliness, mental health, and substance use among US young adults during COVID-19. Journal of Psychoactive Drugs, 53 (1), pp. 1-9. https://doi.org/10.1080/02791072.2020.1836435

Your in-text citations should follow the author-date format like this:

• If you paraphrase the source and mention the author in the text: According to Horigian et al. (2021), young adults experienced increased levels of loneliness, depression, and anxiety during the pandemic.
• If you paraphrase the source and don’t mention the author in the text: Young adults experienced increased levels of loneliness, depression, and anxiety during the pandemic (Horigian et al., 2021).
• If you quote the source: As Horigian et al. (2021) point out, there were “elevated levels of loneliness, depression, anxiety, alcohol use, and drug use among young adults during COVID-19” (p. 6).

Note that your in-text citations should include “et al.,” as in the examples above, if your article has 3 or more authors. If you have one or two authors, your in-text citations would look like this:

• One author: “According to Smith (2020), depression is…” or “Depression is … (Smith, 2020).”
• Two authors: “According to Smith and Brown (2020), anxiety means…” or “Anxiety means (Smith & Brown, 2020).”

Finally, in case you have to review a book or a website article, here are the general formats for citing these source types on your APA reference list.

Article Review in MLA

If your assignment requires MLA-format referencing, here’s the general format you should use for citing journal articles on your Works Cited page:

• Author’s last name, First name. “Title of an Article.” Title of the Journal , vol. #, no. #, year, pp. #-#.

Horigian, Viviana E., et al. “Loneliness, Mental Health, and Substance Use Among US Young Adults During COVID-19.” Journal of Psychoactive Drugs , vol. 53, no. 1, 2021, pp. 1-9.

In-text citations in the MLA format follow the author-page citation format and look like this:

• According to Horigian et al., young adults experienced increased levels of loneliness, depression, and anxiety during the pandemic (6).
• Young adults experienced increased levels of loneliness, depression, and anxiety during the pandemic (Horigian et al. 6).

Like in APA, the abbreviation “et al.” is only needed in MLA if your article has 3 or more authors.

If you need to cite a book or a website page, here are the general MLA formats for these types of sources.

✅ Article Review Template

Here is a handy, universal article review template to help you move on with any review assignment. We’ve tried to make it as generic as possible to guide you in the academic process.

📝 Article Review Examples

The theory is good, but practice is even better. Thus, we’ve created three brief examples to show you how to write an article review. You can study the full-text samples by following the links.

📃 Men, Women, & Money  

This article review examines a famous piece, “Men, Women & Money – How the Sexes Differ with Their Finances,” published by Amy Livingston in 2020. The author of this article claims that men generally spend more money than women. She makes this conclusion from a close analysis of gender-specific expenditures across five main categories: food, clothing, cars, entertainment, and general spending patterns. Livingston also looks at men’s approach to saving to argue that counter to the common perception of women’s light-hearted attitude to money, men are those who spend more on average.

📃 When and Why Nationalism Beats Globalism

This is a review of Jonathan Heidt’s 2016 article titled “When and Why Nationalism Beats Globalism,” written as an advocacy of right-wing populism rising in many Western states. The author illustrates the case with the election of Donald Trump as the US President and the rise of right-wing rhetoric in many Western countries. These examples show how nationalist sentiment represents a reaction to global immigration and a failure of globalization.

📃 Sleep Deprivation  

This is a review of the American Heart Association’s article titled “The Dangers of Sleep Deprivation.” It discusses how the national organization concerned with the American population’s cardiovascular health links the lack of high-quality sleep to far-reaching health consequences. The organization’s experts reveal how a consistent lack of sleep leads to Alzheimer’s disease development, obesity, type 2 diabetes, etc.

✏️ Article Review FAQ

A high-quality article review should summarize the assigned article’s content and offer data-backed reactions and evaluations of its quality in terms of the article’s purpose, methodology, and data used to argue the main points. It should be detailed, comprehensive, objective, and evidence-based.

The purpose of writing a review is to allow students to reflect on research quality and showcase their critical thinking and evaluation skills. Students should exhibit their mastery of close reading of research publications and their unbiased assessment.

The content of your article review will be the same in any format, with the only difference in the assignment’s formatting before submission. Ensure you have a separate title page made according to APA standards and cite sources using the parenthetical author-date referencing format.

You need to take a closer look at various dimensions of an assigned article to compose a valuable review. Study the author’s object of analysis, the purpose of their research, the chosen method, data, and findings. Evaluate all these dimensions critically to see whether the author has achieved the initial goals. Finally, offer improvement recommendations to add a critique aspect to your paper.

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Type of paper: Article Review

Topic: Students , Behavior , Strategy , Classroom , Management , Learning , Employment , Teaching

Published: 2020/10/16

Classroom Management

Classroom Management Classroom management is important for both the learning and teaching. It facilitates the learning and teaching process by enhancing understanding. In the world today, people have better knowledge on the practice of teaching. Studies have shown that the actions of teachers in the classrooms have more influence on the achievement of students than the school policies on curriculum, staff collegiality, community involvement and assessment do. In order to enhance the teaching and learning process, various strategies of classroom management have to be employed, especially by the teachers.

Appropriate Dominance Levels

Proper dominance is an elemental feature of effective relationship between the teachers and the students. Dominance is the capacity of the teachers to give strong guidance and clear purpose concerning both the behavior of the students and academics. Most students indicate that they prefer such a type of student-teacher interaction concerning teacher behavior. Additionally, they have clear preferences for strong teacher control and guidance than the more permissive kinds of teacher behavior. Teachers in various institutions can exhibit this classroom strategy by developing clear learning goals, assertive behavior and behavior expectations. Apropos levels of dominance are important strategies of classroom management because they foster effective relationship between the students and the teachers, which in turn promotes learning and understanding.

Taking Personal Interests in Students

It is essential take a personal interest in all the students. This strategy is elemental for the communication of appropriate cooperation levels. All the students express an appreciation to teachers who exhibit a personal interest in them. Despite some teachers lacking the time for the extensive interaction with their students, some actions by teachers can communicate concern and personal interest in the students without taking much time. In order to express and employ this strategy in classroom management, teachers can initiate informal talks with students before, during and after the class concerning their interests. They can also greet their students outside the school premises, such as during extracurricular activities and events. Teachers can also use this strategy by single out some of the students and talking with them concerning their personal and academic life. The teachers can employ this strategy in classroom management by being aware of and commenting on the significant events in the lives of their students. They can also use the strategy by complimenting their students on their elemental achievements outside and in school.

Exhibiting Assertive Behavior

Exhibiting assertive behavior is the third strategy of classroom management that teachers should understand. Assertive behavior is the capacity to stand up for the legitimate rights of one through avenues that make it less likely that other individuals will circumvent or ignore them. Teachers can employ and exhibit assertive behavior in the classrooms in various ways. First, they can employ assertive body language through maintenance of erect posture, facing offending students but marinating enough distance to prevent appearing as threatening. They can also use this strategy by matching their facial expression with contents of the message they present to their students. Third, they can use appropriate tonal voice and speaking deliberately and clearly in a slightly but not immensely elevated pitch from the normal speech in classroom. They can also avoid the displaying of emotions in their voice. Lastly, teachers can use this strategy by persisting until their students respond with appropriate behavior, and ensuring that they do not ignore inappropriate behavior.

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Special Education Teacher Training to Address Challenging Behaviors for Students with ASD in the Classroom Setting: A Systematic Review of the Literature

• Review Paper
• Published: 02 November 2023

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• Chelsea Marelle   ORCID: orcid.org/0000-0002-7988-3824 1 ,
• Emily Tanner 2 &
• Claire Donehower Paul 2  

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As the number of children diagnosed with autism spectrum disorder (ASD) increases, the need for well trained teachers who can implement behavior interventions also increases. The current study examines the available research to determine which methods of training are most effective in increasing teacher fidelity to implement behavior interventions. The method of training and the teacher fidelity post training were examined. Electronic database searches of Education Resources Information Center (ERIC), APA PyschINFO, and hand searches were conducted. Results revealed varying training methods and combinations of those methods can be deemed effective in increasing teacher fidelity. A system was created and implemented to categorize the results of teacher fidelity for each study. Directions for future research and practice are discussed.

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A Systematic Review and Quality Appraisal of Applications of Direct Instruction with Children with Autism Spectrum Disorder

Evidence-Based Instruction for Students with Autism Spectrum Disorder: TeachTown Basics

Leading Systems Change to Support Autistic Students

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Marelle, C., Tanner, E. & Paul, C.D. Special Education Teacher Training to Address Challenging Behaviors for Students with ASD in the Classroom Setting: A Systematic Review of the Literature. Rev J Autism Dev Disord (2023). https://doi.org/10.1007/s40489-023-00404-3

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Action Research - Participatory teacher development at schools: Processes and issues.

Introduction Several researches have been done into the effect that reflective processes have on a teacher’s learning process. Many are based on the assumption that teaching is associated with tr previous experiences in schooling and their cultural values. In a bid to assist teachers in recognizing the extent of their knowledge and to overcome any misconceptions that they may harbor, as well as to help them to gain a conventional understanding of what they teach and learn, they have to be given a way to explore their culture and knowledge. They have to be exposed to a reflective process that promotes self-evaluation, as well as their understanding and their development. In the article, “Participatory teacher development at schools: Processes and issues,” Mary Koutselini and colleagues developed a qualitative study which revealed that a conceptual change could be promoted among teachers, by placing emphasis on a context-bound learning process for action research in a school-based curriculum. The methodology involved sixteen teachers who were chosen from three pre-primary public schools in Cyprus, two principals and one inspector who voluntarily participated in the study. The study was proposed as a project that was supposed to enhance the teachers’ method of anticipating problems that existed in the school with action research. A phenomenographic paradigm was chosen as the most appropriate way of learning in a real environment. This is a method that recognized that a conceptual change in an individual would also instigate a change in that individual’s relationship that exists with the world. Teachers are taught to believe that whatever they had learned in their profession was able to transcend through each generation of scholars, so no upgrade was necessary and the research was aimed at disproving that theory. They were taught how different instructional material and content were not accountable for students’ differences. Teachers were also made aware of the ways in which a student’s learning history and external factors could affect their readiness to gain from a professional curriculum. On this basis, teachers rethought the methods that they used to deliver lessons and their roles as teachers and as assessors. It was anticipated that teachers would learn otherwise by being actively involved in the process that would promote the change in their way of thinking. This method sought to conceptualize change with a process of introducing new structure into their acquired knowledge or experiences. This structure can be promoted mainly by the sharing of knowledge, experiences and actions, or by self-reflection by way of keeping a diary. The participants were expected to share knowledge of their experiences and responsibilities in order to facilitate a cyclical, nonlinear process. The project was supposed to be a collaborative effort among school personnel, who were encouraged to keep diaries about their interaction and knowledge. The participants were exposed to different types of reflection and collaboratively identified problems that they anticipated in their school system. Interaction, meetings and audiovisual recordings were used in the process. Teachers were able to record their feelings and introspection with journals or diaries and in doing so, realize what they were dealing with in their classrooms. There were three cycles that involved eleven meetings that were broken down in cycles to enable the accurate assessment of each outcome, as was evidenced by the results. The methodology was appropriate to some extent, as some of the methodological issues that arose were the inability to structure each workshop so that a higher rate of participation that would lead to genuine reflections was involved. Some of the teachers hid their weaknesses and lack of knowledge from the supervisors, facilitators and other participants. Members of smaller groups participated more and resulted in the participants acknowledging one common school issue, which is the children’s learning of language skills. The data collection method was by diaries, journals and audio-visual recordings. The use of diaries and journals proved to be appropriate as it enabled the teachers to record their feelings and thoughts as well as whatever happened during the process for further analysis. Participants were able to express their ideas on paper, as they were not able to do so in person for fear of being judged. The recording of their feelings and ideas showed the ways in which their implicit knowledge was preventing their active participation. It revealed that they thought of knowledge as being ready-made in the minds of the experts and it should be shared and implemented in the same way. The most important result of their reflection was how much they appreciated the process of participation in the meetings. There was a shift in their beliefs, based on participatory sharing and it was evidenced by the written and oral statements. The teachers also recognized the need for the revision of the pre-existing structures and changes in attitudes that were necessary. The method of data collection was a trustworthy method, as it showed the ways in which the teachers were transformed in their way of thinking. The data was reliable as it was from the teachers’ own mouths and minds and based on the results, were effective at getting the results that were needed. By participating in the meetings and documenting their experiences, researchers were able to get a true picture of the processes and the results. The conceptual changes that they experienced in relation to their students’ weaknesses, language problems and other problems that students experienced , as well as their abilities to teach mixed students was facilitated by how they understood the procedures involved in action research. Their appreciation of a participative approach was also evident, as it diminished the external control that they had and helped them to enhance their collaborative efforts to participate. Action research was proven to be an effective method, which produced a change in the attitudes and practices in both teachers and researchers and allowed teachers to realize that their methods were susceptible to change. It allowed them to see the different ways in which problems with students or themselves could be solved.

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Pesticide Safety & Education Program

Mdard in-person core testing and core review offered in oakland county.

David Lowenstein <[email protected]> , Derek Plotkowski <[email protected]> , Christopher Galbraith <[email protected]> and Teresa Crook <[email protected]> , Michigan State University Extension - May 09, 2024

Participants will review the core manual and take the pesticide applicator test on May 31 in Pontiac, Michigan. Private and commercial core and the fumigation, aerial standard tests will be available.

The Michigan Department of Agriculture and Rural Development (MDARD), in conjunction with Michigan State University Extension and the Oakland County Extension Office , will be offering an in-person pesticide applicator testing and core review on May 31, 2024, at the Oakland County EOB Conference Center, 2100 Pontiac Lake Rd, Bldg 41W, Pontiac MI 48328. Parking is available at the Oakland County EOB Conference Center. You can register online at  MDARD In-Person Core Testing and Core Review  or call the Oakland County Extension Office at 248-858-0880 for the core review and test. We recommend participants read and study the core manual before attending the review. Core manual copies may be ordered from the  National Pesticide Safety Education Center .

Registration starts at 8 a.m. on May 31 with a review class beginning promptly at 8:30 a.m. Participants are encouraged to register online prior to the event due to space limitations. Walk-ins will be acceptable until the capacity of the room allows. If registering online, participants will be able to pay with a credit card. Walk-ins must pay with exact cash or a check payable to Michigan State University.

Local Michigan State University Extension educators David Lowenstein, Derek Plotkowski, Christopher Galbraith and Teresa Crook will lead the mandatory four-hour review from 8:30 a.m. to 12:30 p.m. The review covers all the chapters in the National Pesticide Applicators Certification Core Manual. A light lunch will be provided after the review. MDARD will start testing approximately at 1 p.m. 

There are two separate fees for the mandatory core review and the applicator testing. The cost of the review is $15, and payment can be made online at registration, with exact cash on the day of the event, or by check payable to Michigan State University.

The fee for applicator testing varies by the certification and is not collected on the day of the testing, but mailed to MDARD after your core test is passed. The private applicator certification fee is $50, the commercial applicator certification fee is $75 and the registered applicator certification fee is $45. Only checks payable to the State of Michigan are acceptable payments. Postage paid envelopes will be provided to send certification payment to MDARD at the event. Cash or credit card payments are not accepted. Private applicator fees can be waived for Military Veterans if a copy of their DD214 is provided.

Register for the MDARD In-Person Core Testing and Core Review in Oakland County

For more information or questions, contact David Lowenstein , Derek Plotkowski , Christopher Galbraith or Teresa Crook .

This article was published by Michigan State University Extension . For more information, visit https://extension.msu.edu . To have a digest of information delivered straight to your email inbox, visit https://extension.msu.edu/newsletters . To contact an expert in your area, visit https://extension.msu.edu/experts , or call 888-MSUE4MI (888-678-3464).

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For Jewish students, protests stir fear, anger, hope and questions

The protests outside her window at Columbia University were loud, and Dahlia Soussan lay awake all night, tossing in her dorm room bed, a little bit scared.

As a Jewish student, some of the chants felt threatening, like she was being targeted because she supports the existence of the state of Israel. But the next day, when more than 100 protesters were arrested , that was upsetting, too. She didn’t want students taken to jail or suspended from college. She, too, wants the bombing in Gaza to stop.

“Every value that I hold in my heart is in tension with another principle I hold deeply right now,” said Soussan, a junior at Barnard College, which is affiliated with Columbia.

In the days that followed, her anger and sadness would grow. So would her frustration, as she saw friends unwilling to take a stand against what she saw as antisemitism on campus. When she went home to Toronto for the Jewish holiday of Passover, part of her didn’t want to come back to New York. But she did.

“I can’t walk away from something that’s hard,” she said.

For Jewish college students, this is a moment of intense and sometimes conflicting emotions as many college campuses erupt in loud protests against Israel’s conduct in the war and, in some cases, its existence — all while the deadly war in Gaza presses on and Israeli hostages remain in captivity.

It adds up to profound questions over what it means to be a young Jew in America in 2024. For some, the overriding feeling is one of fear and pain. Others have joined with the protesters, seeing the opposition to the war in Gaza as an opportunity to live out Jewish values taught growing up about justice and the value of human life. And many others are conflicted, seeing nuance when it feels like so many around them see black and white.

College protests over Gaza war

“A lot of students I talk with in the last few months are genuinely torn and confused but don’t feel they can ask their questions,” said Rabbi Jill Jacobs, a human rights advocate who helps train rabbinical students and others.

It’s been that way since Oct. 7, she said, when the war began with an attack on Israel by Hamas, the militant group that runs Gaza, killing about 1,200, according to Israeli estimates, and taking more than 250 hostage. After that, Israel launched a counterattack that has killed over 34,000 Gazans, according to the Gaza Health Ministry .

Jewish students are left pinballing between emotions: worry over Israel’s safety and the fate of the hostages, fear of rising antisemitism at home, empathy for Palestinians.

“They are horrified by what’s happening in Gaza and also by what happened on Oct. 7 and by antisemitism,” she said. They “don’t see enough models for how to hold it all.”

‘Everyone is a little scared’

Seeing a Columbia-like encampment spread to the University of Pittsburgh in recent days has been “terrifying” to Alitza Hochhauser, president of the Orthodox Jewish group Chabad on campus.

The junior said she saw a “rules” sign at the encampment that included, “Don’t talk to Zionists.” (The rules also said to “love each other,” which she found contradictory.) Someone inside the encampment told a friend of hers to “go back to Europe,” she said.

“I think people make uneducated assumptions. They look at Jewish students and assume what they believe. They assume [the Jewish students] want a certain group of people dead, which isn’t true at all, whatsoever. What everyone wants is peace,” she said.

Sometimes there is a productive dialogue on campus, Hochhauser said, but other times it’s difficult. Some people don’t really want to talk constructively, she said.

“Jewish students on campus are very involved right now, because, to put it bluntly, everyone is a little scared about where this is going.”

In a survey conducted in December and January by the University of Chicago’s Chicago Project on Security and Threats, 19 percent of college students reported feeling in “personal danger” due to their support of Israel or the Palestinians. But those feelings were far more widespread among Jewish and Muslim students, where more than half said they feel in danger.

The survey also found that 13 percent of college students agreed or neither agreed nor disagreed with the statement “when Jews are attacked, they deserve it” and 17 percent said the same about supporters of Israel.

Separately, Hillel International, a major network of campus Jewish groups, said its members have recorded more than 1,350 incidents considered antisemitic, including social media posts, vandalism, assaults and harassment since the Oct. 7 attack. That includes over 400 acts of vandalism, said Adam Lehman, president and CEO of the group.

“This year, and in particular the past week, has been very crystallizing for many young Jews,” he said.

At Stanford University in Palo Alto, Calif., senior Leo Spunt experienced what felt like hate firsthand last fall when someone pulled down the mezuza — a small scroll with religious texts, inside a little case — that he had posted on the doorway of his room in his fraternity house. He thought it might have been an accident — “maybe someone was drunk” — and he replaced it. Then the second one was pulled down, too.

“I felt like I can’t trust the people I live with who are around me,” he said. He got a third mezuza from Hillel but never put it up.

Protests and pro-Palestinian actions are common at the Claremont Colleges, a network of schools outside of Los Angeles. Ben Cohen, a junior at one of them, Pitzer College, tries to steer clear but said he can’t help feeling uncomfortable — even unsafe.

“I’ve seen swastikas on campus. I’ve been called a ‘filthy Jew’ for wearing a Star of David on campus,” he said, “There is no voice for us, no conversation. I feel I’m just being yelled at, rather than being heard.”

Cohen, who grew up in Marin County, Calif., said that in middle school, someone put a swastika in his backpack, and in high school, he saw Nazi salutes. “I’ve dealt with this since I was 13, and right now this is the most antisemitism I’ve ever experienced.”

Cohen says he still proudly wears his star, which hangs on a necklace.

“I feel like I hold a stronger bond now to Judaism,” he said. “The moment we break, I break, our people break, that’s when they win.”

Finding common cause

While some Pitzer students were feeling under attack, Ezra Levinson, a first-year student there from Hawaii, described a very different experience. Levinson is an organizer with Jewish Voice For Peace, which rejects the current state of Israel and the idea of a Jewish nation-state in which Jews have more rights than others. The group has staged several protests on campus in recent months.

“What’s critical right now is to take necessary steps to stop the loss of life and to address the fact that Palestinians are being killed and forced out of homes on a mass scale by Israel,” Levinson said. “And it’s being perpetrated in our name as Jews.”

Last week, Levinson attended a campus Passover Seder run by the Orthodox Hasidic group Chabad. They wore a kaffiyeh, there was disagreement, “and it was beautiful.”

“There were people speaking in different ways about Israel and the violence, and we were able to coexist in that space as Jews,” they said. “A lot of it is about shared values and remembering the empathy and justice Judaism can give all of us.”

A Pew Research Center poll about the war conducted in February shows younger Americans, and younger American Jews, are more reticent about supporting Israel than their older counterparts. Twenty-six percent of Jews ages 18-34, for instance, said President Biden is favoring the Israelis too much, twice the percentage of American Jews overall, according to the poll.

And the Chicago Report survey showed how the same words can be interpreted differently by different people. For instance, 66 percent of Jewish students interpreted the phrase “ from the river to the sea ” to mean “Palestinians should replace Israelis in the territory, even if it means the expulsion or genocide of Israeli Jews.” Among all students, 26 percent interpreted it that way, with roughly the same share interpreting the phrase to be a call for two nations, side by side.

Across the country, at Yale University in New Haven, Conn., freshman Elijah Bacal, 19, was also feeling spiritually lifted by connecting with people in both camps of this debate. He is deeply involved in both mainstream Jewish life and pro-Palestinian protests on campus — as he puts it, “straddling two worlds.”

He prays every Shabbat at the main Jewish community center on campus, is associate editor of Yale’s undergraduate Jewish journal and joins a group on Mondays singing nigguns, or wordless Jewish spiritual melodies.

He is also a founder of Yale Jews for Ceasefire, which calls for a stop to fighting in Gaza, return of the hostages, and an end of the Israeli occupation and blockade of Gaza. He has been a regular presence on the campus encampment, running the Instagram feed.

“I don’t see a contradiction — in fact, they feed each other,” he said Wednesday. Work to create a “more just and equal world” is “part and parcel with my Judaism and my spirituality,” he said. Protesting the war, he said, has given him “a palpable spiritual connection for the first time” — deepening, not questioning, his faith.

Leaders at the Slifka Jewish Center had asked Bacal several weeks ago to deliver last week’s Shabbat talk on the question, “What does Judaism mean to you?” He worked hard on a piece about how important Jewish rituals, the center and the campus Jewish community are to him, and how the unity he feels there is forged “from our profound diversity.” His talk didn’t directly mention the war or politics.

On Thursday night, leaders at Slifka told Bacal that a staffer would give the talk instead.

Tensions had flared at Yale in the past week, including arrests after a demonstration on the campus. Rabbi Jason Rubenstein, Yale’s Jewish chaplain, told The Washington Post that leaders at Slifka felt “a need to speak in a broad way, with pastoral urgency.”

Bacal felt shaken and confused. He was torn between wanting to trust leadership about their reasons, and doubt over whether his pro-Palestinian activism might be playing a role. Rubenstein told The Post that it was not a factor.

Shortly before the Sabbath began, a student leader from the center shared Bacal’s talk with the community by email, calling it “beautiful.” But Bacal was still upset at the turn of events.

“Since Oct. 7, there’s been a lot of talk at Slifka about this word ‘pluralism,’ and me giving this talk feels like low-hanging fruit in terms of making that happen,” he said Friday night.

A search for nuance

Then there are those who feel out of place everywhere they go.

Lauren Haines, a junior at the University of Michigan, has long opposed the Israeli government of Prime Minister Benjamin Netanyahu. As national president of J Street U, the student branch of a liberal advocacy group, she supports a two-state solution with Palestinians living in peace beside Israelis. She is horrified by the number of Palestinians who have been killed by Israeli bombs.

Yet she supports the existence of the state of Israel and is deeply unsettled by vandalism on campus and hateful comments, including a call by a student leader for “death and more” for everyone who supports “the Zionist state.”

“Holding my point of view, which is one of nuance and complexity, is really difficult,” she said. “This past week and honestly the past six months have been hell.”

Haines, 21, who is from Athens, Ga., said she doesn’t think she should have to choose between innocent Israelis and innocent Palestinians. She said people should stand up for Palestinians and call out antisemitism.

“I always tell people I stand on the side of humanity, which for some reason on college campuses is not a popular view,” she said. “There are people on both sides who are hurting right now.”

Campus politics make this even harder. She said she identifies with progressive politics on every other issue. Now there is a coalition of groups supporting university divestment from Israel, and J Street is one of the only liberal groups that has not signed on.

“It’s really hard feeling alienated from the left because in my mind, being a leftist or being a progressive means you stand for equal rights for everyone. You stand for justice for everyone,” she said.

Before enrolling at Barnard College last fall, Yakira Galler had spent a gap year studying in Israel about the shared future of Israelis and Palestinians. Once in New York, she planned to dive into dialogue with these communities, but she said she was met with “a complete wall” of resistance from anti-Israel students.

After Oct. 7, it got worse. She said that this month, as tensions over the encampment and the calling in of police soared, she began hearing antisemitic and even “pro-terrorism” rhetoric. She saw videos of people at Columbia holding a sign in front of Jewish students that said, “Al Qassam’s next targets,” referencing Hamas’ military wing, and heard chants at Columbia of “Hamas we love you, keep bombing Tel Aviv.”

Her first year of college, she said, has been “very painful and I’m filled with a lot of fear and anxiety, especially on campus,” she said.

“I completely disagree that these protests are peaceful. They are shouting for violence,” Galler, 20, said.

Through these months, she said, she has lost friends. When she registered for classes, she checked to see if professors have signed open letters against Israel. Lately, she has tried to stay off social media to avoid posts about Israel from her classmates.

She came to college hoping to be immersed in communities of Jews and non-Jews, but now that feels more complicated. Still, she said she remains “deeply committed to dialogue.”

Another sleepless night

For Dahlia Soussan, the sleepless night at Barnard, listening to protesters outside her window, was scary. But the most frustrating moments for her have been among friends, not strangers.

Soussan is a resident assistant in a Barnard residence hall and part of the union that represents RAs. After police cleared the encampment at Columbia, right next door, the RAs in the union pushed for a resolution condemning the action. Soussan and some other Jewish RAs worried about the message this would send to Jewish students who might feel like the statement was endorsing some of the hateful rhetoric espoused by the protesters.

“It is not our place to send out messages that are divisive,” one woman wrote in a group chat shared with The Post. Another suggested a statement simply recognizing how hard things have been for students of all views.

But others felt it was important to call out the police involvement, which one RA wrote is “making people feel unsafe.” A statement was quickly drafted, won majority approval and was posted online , noting that it was endorsed by “30+ members” of the union.

That weekend, Soussan went home to Toronto for Passover, and one rabbi serving Orthodox students at Columbia suggested it was not safe for Jews to be on campus . With tensions so high, Soussan texted the RA group chat and suggested a statement condemning antisemitism.

“Just as we stood up for students who were targeted by NYPD and the administration for protesting, I feel we also need to write a statement on behalf of the union assuring Jewish students that we stand with them in the face of antisemitism,” she wrote.

She agreed to a suggestion that the statement also condemn anti-Muslim hate. Still, late Monday, after her family’s Passover Seder was over, she went online and learned that there were not enough votes to pass the statement.

“I am tremendously disheartened and disturbed that we couldn’t get enough votes. Our inability to join together in condemning hatred against Jews on our campus casts a stain of bigotry on this union and some of its leadership,” she wrote in the group chat.

That night, she again couldn’t sleep. Here were women she thought of as friends, unwilling to take this stand. She was staying with her grandmother and went into her room at 3 a.m. to find she was awake, too. She sat down on the bed next to her grandmother and let the whole story out. She left for the airport just a few hours later and kept crying thinking about what she would be returning to.

Back in New York, she kept pushing. When there was talk in the union of a new statement, Soussan offered to write it. The message voiced concern about an increase in surveillance on campus and its impact on Black, Brown and Muslim students but said the union was “equally concerned by the recent surge in antisemitic incidents on campus.”

Late Friday night, it passed. Union leaders, asked about the previous failure, pointed The Post to the new statement on Instagram .

The approval was heartening to Soussan, but it still bothered her that a stand-alone statement about antisemitism could not be approved.

“I’m feeling a little bit jaded about antisemitism on campus,” she said. “But I feel resolved to continue showing up and advocating.”

An earlier version of this story incorrectly said Elijah Bacal's Sabbath talk was shared by leadership at the Slifka Student Center for Jewish Life at Yale. It was shared by a student leader from the center.

AG Yost: Student protesters could face felony charges because of 1953 Ohio anti-mask law

In a letter sent Monday to Ohio's public university presidents, Ohio Attorney General Dave Yost warned of an obscure law that could affect students who were arrested during recent on-campus protests .

"In our society, there are few more significant career-wreckers than a felony charge," Yost said in the letter. "I write to inform your student bodies of an Ohio law that, in the context of some behavior during the recent pro-Palestinian protests, could have that effect."

Ohio Revised Code 3761.12 makes it a felony to commit a crime with two or more people while wearing white caps, masks or other disguise. "Even a misdemeanor, such as trespass," Yost added.

More: Police confirm 36 arrested at Ohio State anti-Israel protest Thursday night

Wearing face masks at protests became commonplace during the COVID-19 pandemic and has remained a facet of many campus protests as students toe the line between "the desire for public protest and a fear of professional reprisals," according to a recent article by The Guardian .

The "anti-disguise" law, as Yost called it, is a fourth-degree felony punishable by six to 18 months in prison, up to $5,000 in fines and up to five years on community control.

Ohio's law went into effect on Oct. 1, 1953. Sixteen U.S. states have a form of anti-mask laws, some of which were ratified around the same time to prevent Ku Klux Klan rallies, whose members typically wore white hoods to conceal their identities.

Nineteen Ohio State students were arrested late last month during several on-campus pro-Palestine protests. Some of those students were wearing medical masks and other face coverings when they were arrested.

They were all charged with criminal trespassing, a fourth-degree misdemeanor punishable by up to 30 days in jail or a $250 fine.

Columbus City Attorney Zach Klein said last Wednesday that his office will evaluate the evidence in each individual case, including video evidence, to determine the best resolution.

Pete Shipley, a spokesperson for Klein's office, on Monday said charging decisions were made by OSU Police, as they were the arresting department, and questions regarding the decision-making on filed charges should be directed to that police department.

More: Columbus City Attorney says he's reviewing Ohio State arrest cases from April protests

Yost said that the punishment for fourth-degree felonies that could come from an anti-disguise law "is significantly greater than misdemeanors that typically follow minor infractions that accompany student protests."

"I do not wish to see anyone's First Amendment rights abridged, nor see anyone surprised that they violated the law," Yost said. "The First Amendment is a shield against the government, not a sword against fellow students."

Yost said it is likely that some Ohio students would be unaware of this law or "the risk of their conduct."

"You have the tools to fill in that gap," Yost said. "As the semester draws to a close, let's send the students home safely — and without surprise criminal records."

Sheridan Hendrix is a higher education reporter for The Columbus Dispatch. Sign up for Extra Credit, her education newsletter,  here .

[email protected]

@sheridan120