SDGU5113 GOVERNANCE AND ADMINISTRATION OF SCHOOL

SYSTEMATIC LITERATURE REVIEW ASSIGNMENT

INSTRUCTION:

Font type: Calibri; Arial; Times New Roman; Century Gothic

Size : 12
Length : 6-8 pages (double spacing)

THE GUIDELINES

1. Every student must search for ONE (1) referred Journal/thesis/ to be used
for this assignment.
2. Focus for the literature review section (maybe at the Discussion section)
3. What are the important points in write-up?
- e.g. the background of the phenomenon to be studied that are most
relevant to the topic. –what are the issues of the study?
e.g. Report the analysis and make synthesis of the findings from journal
which are relevant to the topic being studied.

4. VERY IMPORTANT:

e.g. Do not report only positive significant findings but also to include
CONTRADICT results (negative findings / implications) to make
comparisons.
e.g. Avoid too much relying on secondary resources. Try to have the
original literature from the original journals

5. Lastly, students must write the Review of Literature (to write their own
perceptions / draw the conclusions regarding multiple findings from the
selected journal.

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WRITING THE ASSIGNMENT

A. Introduction

Write the name of the JOURNAL

Example:
Jaffner, M.A. (2018). The intersection of professional development, teacher
efficacy, and student achievement: The intercontinental study.
Journal of Employees and Human Administrative Planning, 23(1), 45 -
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B. Body /Content –

Example: (write in double spacing)

Professional development can be traced back to the early 19th century.

The history of staff development is characterized primarily by disorder,
conflict, and criticism. Much of what goes for in-service education is
uninspiring and ineffective (Davies & Litter, 2011). “Teachers participate in
Professional development because they believe it will help them be better
teachers and becoming better teachers means enhancing the learning
outcomes of the students” (Cannell, 2012). This phenomenon of perfect
linkages between these issues seem to be the major initiatives among
school leaders as well the management of giant organizations (Crochet,
2017)

Before the mid-1980’s, little research was conducted on professional

Development, however, with the onset of federally mandated initiatives,
such as the No Child Left Behind Act of 2001, professional development has
become a topic of interest in today’s pedagogical arenas. Brennen (2001)
described professional development as a “haphazard endeavor with
sporadic, isolated, relatively ineffective events unconnected
to school’s goals and aspirations” (p. 2).

Previous studies had shown interchangeable and contradicted

findings between professional development and efficacy as well as student
achievement (Blair, 2013; Hamilton, 2014). A study of principals’
professional development and efficacy and student achievement among
Jordan high school teachers have revealed there were no significant

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relationships of between the variables (Mohammad Kaber, 2016; Kiplark,
2015). These results had led to the initiatives to engage further and more
depth studies to yield for more depth confirming understanding and
evidences.

In addition, several factors have been reported to be the contributing

factors such as locality, types of schools and demographical diversity
among the respondents (Jennifer & Rogers, 2013; Connell, 2014).

THANK YOU FOR A REMARKABLE ASSIGNMENT