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Ui Jeong Lee
Michelle Parsons
English 106
20 April 2014

The Humanities, Social Sciences and Education Library (HSSE), which is related to my
academic field (Education) is located in Stewart Center. HSSE library is built as fourth floor.
First floor consists of periodicals reading room, copy center, I-Tap service desk and I-Desk
services. The second floor displays childrens literature. The third floor displays book related to
fine arts and the fourth floor has Special Collections Research Center. The main floor has
workstations that allow printing and photocopying. There is also an individual study area. All
floors have quiet study areas and group study rooms.

B.
Database Name: Educational Resources Information Center (ERIC)
Description: Sponsored by the United States Department of Education, this database is a
collection of bibliographic records of research that pertain to education-related topics.
Specifically, it contains journal articles and other literature that fit in the topics under the
Institute of Education Sciences authorizing legislation. This database covers materials from 1966
to present and some of its materials are in full text.
Why useful: This database is useful in my research field of interest, which is education, because
it is one of the largest digital library in the world that contain education-related articles and
contains a broad array of topics within the field of education.
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Search tool: The database website contains two search bars (one for collection and one for
thesaurus) that allow me to search for articles using keywords from the title, author, source, or
descriptions. It also allows me to search articles that are peer reviewed only and/or full text
available on ERIC. In addition, the article has an advanced search option, which requires
reading a set of instructions on the website that teaches how to use different symbols, such as :
and +, to create more specific searches.

Database Name: Educational Administration Abstracts
Description: This database contains journal articles and other literature that pertain to topics of
educational administration. Examples of topics that fall under educational administration are
educational leadership, management, and research. This database covers materials from 1881 to
present and some of its materials are in full text.
Why useful: This database is useful in the field of education, because educational administration
is one of the topics I will be pursuing within the field of education and this database specializes
in it. Moreover, this database is useful because it gives access to literature from more than a
century ago.
Search Tool: This database can be searched via EBSCO Host. It contains a search bar that has
advanced options that allow narrowing down to specific searches, such as source types
(academic journals, reports, magazines, books, trade publications, reviews, and news) and
subject. The research results can be organized by relevance, date newest, date oldest, source, or
author.

Database Name: Education Source
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Description: This database contains diverse types of literature, including journal articles,
periodicals, monographs, and yearbooks, that pertain to topics of education. Specifically, this
database is targeted towards students, professionals, and policy makers, and includes materials
that are related to educational specialties, including multilingual education. The topics of
education encompass diverse levels of education, from primary to post-secondary education. The
database contains full-text journals.
Why useful: This database is useful in the field of education, because educational specialties,
such as multilingual education, is within the topic of my research interest, as well as diverse
education levels. Moreover, the large diversity in types of literature will provide greater depth in
research.
Search Tool: Just as Education Administration Abstracts, this database can be accessed via
EBSCO Host. It contains the search bar in the same format as previously described for Education
Administration Abstracts. It has advanced options that allow narrowing down to specific
searches, such as source types (academic journals, reports, magazines, books, trade publications,
reviews, and news) and subject. The research results can be organized by relevance, date newest,
date oldest, source, or author.

Database Name: Education Full Text
Description: This database contains research related to diverse topics of education, such as
secondary education, teaching methods, multicultural education, and continuing education. It
covers materials from 1982 to present in full-text and 1994-present in partial-text.
Why useful: This database is useful in the field of education due to the great diversity in topics
related to education.
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Search Tool: Just as Education Administration Abstracts and Education Source, this database
can also be accessed via EBSCO Host. It contains a search bar that has advanced options that
allow narrowing down to specific searches, such as source types (academic journals, reports,
magazines, books, trade publications, reviews, and news) and subject. The research results can
be organized by relevance, date newest, date oldest, source, or author.
Database Name: EdITLib
Description: Sponsored by the Association for the Advancement of Computing in Education,
this database contains journal articles, conference materials, and other literature that pertain to
topics of educational technology and e-learning. It covers materials from 2000 to present and
articles are full texts.
Why useful: This database is useful in the field of education, because it specializes in topics
related to technology, which is within my research topic of interest. As technology is becoming a
critical part of education in modern-day society, this database will provide important articles that
pertain to this topic.
Search Tool: The website provides a search bar that allows me to search by title, author, or
keywords. It also has advanced search option by providing instructions about how to use
advanced syntax for more specific searches. In addition, it allows browsing through different
types of literature, such as journals, eBooks, and conference papers, by separating and listing
them in an alphabetical order. (Databases, 2014).

C.
Review of Educational Research
American Educational Research J ournal
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Review of Educational Research is considered one of the best in the field of education
because Journal Influence Index is 4.72, Paper Influence Index is 267.65, and ISI Impact Factor
is 3.44, which is among the highest scores in the journals related to education and educational
research (Journal Ranking, 2013). These scores represent how impactful the journal is to the
world of research.
The American Educational Research Journal also has high scores: the Journal Influence
Index of 4.62, Paper Influence Index of 175.87, and ISI Impact Factor of 2.93 (Jounrnal
Ranking, 2013).

2. A
In this paper, the field of educational research is examined. The educational research
pertains to any kind of research that investigates education, such as teaching methods, and
encompasses diverse disciplines, including psychology and anthropology (What is Education
Research, 2013). Most publications in this field are peer-reviewed articles, while some are
books, and are written collaboratively, which means the publications usually have multiple
authors (Education Journals, 2014). The standard format of articles includes abstracts or
summaries, which are located after the title and before the main content of articles (Education
Journals, 2014). The writing style is informative, concise and clear, and impersonal, and uses
minimal technical details or equations in order to engage a diverse group of audience, including
education students, teachers, administrators, and policy makers. The most widely used citation
and formatting style is the style outlined by the Publication Manual of the American
Psychological Association. (Education Journals, 2014).
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2. B
Article 1
Lee, O., & Luykx, A. (2005). Dilemmas in Scaling Up Innovations in Elementary
Science Instruction with Nonmainstream Students. American Educational Research
Journal, 42(3), 411-438.

This article talks about different struggles schools and teachers deal with in teaching
science to students who belong to linguistic, cultural, and socioeconomic minority, as well as
helping them to improve their literacy in English. Authors argue that these challenges, such as
teaching styles that are incompatible with nonmainstream students, must be addressed in order to
create effective educational interventions. The formatting style of this article follows the
Publication Manual of the American Psychological Association (APA). In order to strengthen
their main argument, authors incorporate arguments by other cholars and cite them in the APA
style. For instance, authors describe Stecher and Kleins argument, regardless of its pedagogical
value, performance assessment may be too costly and time consuming to implement on a large
scale, in order to discuss type of assessment best suited for nonmain stream students (Lee &
Luykx, 2005). In addition, as the audience of this article is comprised of diverse groups of
people, including students, professionals, and policy makers, and the purpose of the article is to
inform, the writing style is informative, written clearly and concisely, without use of technical
details. The way authors situate themselves in relation to others is analyzed using the CARS
model. They establish the context by stating that [i]n the climate of standards-based instruction
and accountability, scaling up educational innovations is necessary to bring about system-wide
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improvements. Then, authors establish a niche by stating that scaling up is especially
challenging in multilingual, multicultural, and inner-city settings, thus pointing to a difficulty in
the application of scaling up. Finally, authors state their purpose of research, by stating that the
authors highlight the challenges facing schools and teachers in articulating science disciplines
with nonmainstream students linguistic and cultural experiences while also promoting English
language and literacy (Lee & Luykx, 2005).

Article 2
Tong, F., Irby, B., Mathes, P., & Kwok, O. (2008). Accelerating Early Academic
Oral English Development in Transitional Bilingual and Structured English Immersion
Programs. American Educational Research Journal, 45(4), 1011-1044.

This article discusses how effective the intervention methods of transitional bilingual
education (TBE) and structured English immersion (SEI) programs are for English-speaking
abilities of kindergarten and first grade Hispanic students. Authors argue that instructions in first
language do not hinder learning a second language and that improving TBE and SEI programs
are essential to advance English-speaking abilities of foreign students. The formatting style of
this article follows the Publication Manual of the American Psychological Association. As the
audience of this article is diverse, including students, professionals, and policy makers, the
writing style is informative, written clearly and concisely, with minimal technical details.
Authors strengthen their argument by incorporating other scholars arguments: they emphasize
other scholars arguments that confirm their own arguments and also highlight flaws of other
scholars argument that contradict. For instance, they discuss methodological flaws of Ramirez et
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al.s (1991) study to demonstrate shortcomings of current TBE and SEI programs (Tong et al.,
2008).
The way authors situate themselves in relation to others is analyzed using the CARS
model. They establish the context by stating that [t]he influx of Spanish-speaking immigrants
during the past several decades has presented challenging pedagogical issues to educations in
U.S. public schools, and the number of Spanish-speaking immigrants continues to grow, thus
establishing a centrality. Then, the authors establish a niche by stating that, responses to the
question of which program type and what quality instructional techniques are needed that best
accelerate oral English development have yielded no consistent results, thus point to a gap in
previous research efforts. Authors finally state the purpose of their research, by stating that how
language education programs, particularly transitional bilingual education (TBE) and structured
English immersion (SEI) programs designed for young ELLs, can improve their oral language
development (Tong et al., 2008).
Reading this article enhances my understanding of the argument in the previous article by
Lee and Luykx because learning about difficulties that Hispanic students face in terms of
learning English as second language supplements the information in the previous article about
how teachers struggle with teaching students who come from linguistically and culturally
different background. Moreover, I realize that positive effects of TBE and SEI demonstrated in
the article by Tong et al. could be applied to scale-up innovations discussed by the article by Lee
and Luykx.