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Use the fifteen articles from the literature review build to write a literature review.
The exhaustive literature review will probably be 7-8 pages in length. It is to be uploaded on Bb as a Word Doc. All papers should be Times New Roman 12 font, double-spaced, APA format, with a title and reference page. You are required to use all 15 empirical scholarly journal articles that were in Part II/literature review build.
The exhaustive literature review will focus on the same research question that was the focus of your literature review build.
The point of an exhaustive literature review is to identify common themes and/or variables in prior research on your question. You’re not the first person to research this question – what have others found? Also, think about evaluating and comparing prior research on your topic, and identify implications and limitations of prior work. Finally, consider what aspects of your research question have not been fully explored yet. e
CJ 4600 Unit 6 AS: Project Based Assignment—Literature Review Format: Title Page – List your name, what your research question is, name of the course, and the date. Page 1 – Introduction. Be sure to list what your research question is, even if it is also on your title page. It should also be listed in your introduction. Pages 1-2 – Theme 1; discussion of studies that pertain to this theme Pages 3-4 – Theme 2; discussion of studies that pertain to this theme Pages 5-6 – Theme 3; discussion of studies that pertain to this theme Pages 7-8 – Comparing and contrasting studies: How do the different studies relate to one another? Which studies are stronger, and why (e.g., better methodology)? Which studies are weaker? What is new, different, or controversial about the various studies? How do the methodologies differ (e.g., empirical articles vs. review articles; quantitative vs. qualitative data; longitudinal vs. cross-sectional designs)? Conclusion, including what is missing from the literature you read that might present an opportunity for a new researcher to make a unique contribution. Class Name, Instructor Name © 2014 by Pearson Higher Education, Inc Upper Saddle River, New Jersey 07458 • All Rights Reserved Class Name, Instructor Name Date, Semester Hagan, Research Methods in Criminal Justice and Criminology, 9/e Chapter 3 Research Design: The Experimental Model and Its Variations * * 3 History of Experiments Research design is the plan or blueprint for a study. Includes the who, what, where, when, why, and how of an investigation * * © 2014 by Pearson Higher Education, Inc Upper Saddle River, New Jersey 07458 • All Rights Reserved 3 Figure 3.1 Research Design in a Nutshell * © 2014 by Pearson Higher Education, Inc Upper Saddle River, New Jersey 07458 • All Rights Reserved 3 Figure 3.1 Research Design in a Nutshell * 1.3 Social Justice Embraces all civilized life, linked to fundamentals of fairness and cultural beliefs of right and wrong Civil Justice Civil procedures and law, fairness between citizens, government agencies, business matters Cannot be held separately from social justice vs. * Criminal Justice and Basic Fairness * * * Resolution of the Causality Problem 3 Rival Causal Factors Variables other than X, the independent variable, that may be responsible for the outcome. For example: history, maturation, selection bias. Spurious Relationship A false relationship that can be explained away by other variables. 3 Essential Steps in Resolving the Causality Problem Resolution of the Causality Problem Eliminate rival causal factors Specify the time order of the relationship Demonstrate that a relationship exists between the key variables * * 3 Internal Factors Variables Related to Internal Validity Instrumentation Testing Maturation History Experimental Mortality Selection—Maturation Interaction Selection Bias Statistical Regression * * 3 External Factors Multiple- Treatment Interferences Reactivity or Awareness of Being Studied Selection Bias Testing Effects Variables Related to External Validity * * * Related Rival Causal Factors 3 Hawthorne Effect Halo Effect Post Hoc Error Placebo Effect © 2014 by Pearson Higher Education, Inc Upper Saddle River, New Jersey 07458 • All Rights Reserved 3 * * Experimental Designs 3 Research Designs Means of controlling for invalidity in research through experimental design Classic Experimental Designs Prototype for all other research designs. Contains three elements: equivalence, pretests and posttests, and experimental and control groups. Equivalence The attempt to select and assign subjects to experimental and control groups in such a manner that they are as similar as possible Randomization The random assignment of subjects from a similar population to one or another group * Experimental Designs 3 Matching Assuming equivalence by selecting subjects on the basis of matching certain characteristics such as age, sex, and race Experimental Group The group that is exposed to stimuli or experimental arrangements Control Group The group that is not exposed to treatment 3 Experimental Designs Research Designs Means of controlling for invalidity in research through experimental design Three general types of experimental designs: Pre-experimental designs Quasi-experimental designs Experimental designs * * 3 Experimental Designs Experimental and control groups Pretests and posttests Equivalence Classic Experimental Design Serves as a prototype for all other research designs Three elements: * * 3 Experimental Design Examples Community Policing Scared Straight Candid Camera * * © 2014 by Pearson Higher Education, Inc Upper Saddle River, New Jersey 07458 • All Rights Reserved 3 * © 2014 by Pearson Higher Education, Inc Upper Saddle River, New Jersey 07458 • All Rights Reserved 3 * * Other Experimental Designs 3 Solomon four-group design Posttest-only control group design * 3 Preexperimental Design Preexperimental Designs Research designs that lack one or two of the three major elements of experimental designs—equivalence or experimental and control groups—are designated as preexperimental designs. One-Group Ex Post Facto Design X O One-Group Before–After Design O X O Two-Group Ex Post Facto Design X O O * * * 3 Cross-Sectional and Longitudinal Designs Cross-sectional designs involve studies of one group at one time and usually refer to a representative sample of this group. Longitudinal studies are studies of the same group over a period of time and generally are studies of change. Menard, Scott. Longitudinal Research. Newbury Park, CA: Sage, 1991. * * * 3 Quasi-Experimental Design Quasi-Experimental Designs Counter-balanced Designs Multiple Interrupted Time-Series Designs Time-Series Designs * * © 2014 by Pearson Higher Education, Inc Upper Saddle River, New Jersey 07458 • All Rights Reserved 3 * © 2014 by Pearson Higher Education, Inc Upper Saddle River, New Jersey 07458 • All Rights Reserved 3 * 3 Experimental Models Other criminal justice examples of variations of the experimental model: The Provo and Silverlake Experiments The Kansas City Preventive Patrol Experiment The Minneapolis Domestic Violence Experiment * * © 2014 by Pearson Higher Education, Inc Upper Saddle River, New Jersey 07458 • All Rights Reserved The classic experimental design is the benchmark or point of departure for all other research designs. Experimental methods of gathering data have distinct advantages such as rigid control over rival factors within the experiment, the relative quick and inexpensive manner in which readily quantifiable data can be gathered, and overall manageability from the standpoint of the researcher. The disadvantages of experiments often outweigh their advantages, particularly in dealing with criminal justice subject matter. Examples of the Kansas City gun experiment, child abuse victims and violence, and shock incarceration illustrate various research designs. CHAPTER SUMMARY * CJ 4600 Unit 6 AS: Project Based Assignment—Literature Review Format: Title Page – List your name, what your research question is, name of the course, and the date. Page 1 – Introduction. Be sure to list what your research question is, even if it is also on your title page. It should also be listed in your introduction. Pages 1-2 – Theme 1; discussion of studies that pertain to this theme Pages 3-4 – Theme 2; discussion of studies that pertain to this theme Pages 5-6 – Theme 3; discussion of studies that pertain to this theme Pages 7-8 – Comparing and contrasting studies: How do the different studies relate to one another? Which studies are stronger, and why (e.g., better methodology)? Which studies are weaker? What is new, different, or controversial about the various studies? How do the methodologies differ (e.g., empirical articles vs. review articles; quantitative vs. qualitative data; longitudinal vs. cross-sectional designs)? Conclusion, including what is missing from the literature you read that might present an opportunity for a new researcher to make a unique contribution.