Article Critique Requirements:
1" margins
Times New Roman font, 12 pt.
Double-spaced
Citation of Article and in-text sessions

Citation of Article: (APA)
Berg, K. F. (2008). Easing transitions of military dependents into Hawaii
Public Schools:
An invitational education link. Journal of Invitational Theory &
Practice, 14, 41-55.

For each section, write a narrative including both summary and critique -
including judgment words and directly addressing strengths and weaknesses
(in italics).

1. Abstract
. Does the abstract/summary of the article (question, methods used to
study it, and major findings) adequately describe the study?
. Is it appropriate in length (concise, clear): 100-150 words? Is this
an important topic/issue/question in reading today?
. IF not, save yourself time right now: select a new article! If yes,
identify the research type.

2. Introduction
. Is there an introduction that states the question and previews the
findings? Does it catch readers\' attention and create interest?

3. Literature review / Theory & hypotheses
. Does the "lit review" adequately summarize (selecting the best
authors/references) what is known
about the question from past research?
. Do the authors present expectations for the current study?
. Do they make clear connections between these two by grounding their
new work in established theories from educational research or other
disciplines?

4. Methods
. Does the methods/plan section describe how the study was conducted
(including the treatment or intervention [if appropriate for the
research type], the data collected, and analysis tools used)?
. Is it thorough enough to enable other scholars to replicate the study?
. Is there a control of bias to avoid promoting a particular point of
view or favoring certain outcomes:
o Bias of design (evidenced in the way the groups are
selected/randomized [as with
a control group], treatments/measures are delivered and timed
(like pre-test & posttest) and outside factors controlled
(ensuring the results are actually a result of the treatment),
and appropriate measures (content and materials - selected to
ensure the validity of the study)
o Bias of evaluation (evidenced in the reliability of the measure,
the administration


o as reflected in the accuracy of the data collection and the
schedule for collection- often using multiple assessment
measures at multiple times)

5. Findings:
. Bias of interpretation (evidenced in the statistical information -
usually in summary graphic(s) [charts, graphs, tables...] and
explanations of how they will fairly represent the results)

. Does the findings section provide a comprehensive report (using
tables & figures) of the study\'s findings?


. Does the accompanying explanation add to the readers\'/audiences\'
(consider your teacher "perspective") understanding?

Although this question applies to all sections, it is particularly
appropriate here to check for errors:
statistics, facts, or interpretations.

6. Discussion/conclusions/recommendations
. Does the discussion/conclusions/recommendations section serve as a
summary to recap the study?
. Does it tie the findings back into the literature review, suggesting
directions for future research?
. Overall, is there balance among the sections of the article; in other
words, have some points or aspects of the study been overemphasized or
underemphasized? If so, suggestion specific revisions: where the
article should be expanded, condensed, or omitted?
. Finally, is the author\'s style professional/clear for the intended
audience? Now, do not merely substitute your style for the author\'s -
but consider your own as you revise and edit your own critique!