(4.1) Boote, D.N., & Beile, P. (2005). Scholars before researchers: On the centrality of the dissertation literature review in research preparation. Educational Researcher, 34 (6), 3-15.

Abstract
A thorough, sophisticated literature review is the foundation and inspiration for substantial, useful research. The complex nature of education research demands such thorough, sophisticated reviews. Although doctoral education is a key means for improving education research, the literature has given short shrift to the dissertation literature review. This article suggests criteria to evaluate the quality of dissertation literature reviews and reports a study that examined dissertations at three universities. Acquiring the skills and knowledge required to be education scholars, able to analyze and synthesize the research in a field of specialization, should be the focal, integrative activity of predissertation doctoral education. Such scholarship is a prerequisite for increased methodological sophistication and for improving the usefulness of education research.

(4.2) Lauer, P.A., Akiba, M., Wilkerson, S.B., Apthorp, H.S., Snow, D., & Martin-Glenn, M.L. (2006). Out-of-School-Time programs: A meta-analysis of effects for at-risk students. Review of Educational Research, 76 (2), 275-313.

Abstract
Schools and districts are adopting out-of-school-time (OST) programs such as after-school programs and summer schools to supplement the education of low-achieving students. However, research has painted a mixed picture of their effectiveness. To clarify OST impacts, this synthesis examined research on OST programs for assisting at-risk students in reading and/or mathematics. Researchers analyzed 35 OST studies that employed control or comparison groups and met other inclusion criteria. Meta-analyses indicated small but statistically significant positive effects of OST on both reading and mathematics student achievement and larger positive effect sizes for programs with specific characteristics such as tutoring in reading. Whether the OST program took place after school or during the summer did not make a difference in effectiveness.

(4.3) Julian Kitchen and Dianne Stevens Action research in teacher education: Two teacher-educators practice action research as they introduce action research to preservice teachers. Action Research, Mar 2008; vol. 6: pp. 7-28.

Abstract
Two teacher-educators, an instructor and a teaching assistant, designed an action research project focused on enhancing their professional practice and the practice of their students by introducing the preservice teachers to action research. Both teacher educators viewed this decision as progressive and emancipatory, as action research encourages inquiry and reflection, connects theory to practice, and creates links between preservice and in-service teaching. Simultaneously, the teacher-educators integrated preservice curriculae, modeling the enriched teaching and learning that can result from an interdisciplinary approach. Data include preservice teachers’ action research proposals, reports and reflections, as well as the teacher-educators’ reflections and collaborative conversations. Instructors used self-study methodology to reflect on their effectiveness in enhancing the professional lives of their students and themselves. A significant number of preservice teachers indicated that engaging in action research expanded their conceptions of teaching; such expansion holds potential for fostering change in schools.