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Article 1

McFerran, K. S., Garrido, S., & Saarikallio, S. (2016). A critical interpretive synthesis of the literature linking music and adolescent mental health. Youth & Society, 48(4), 521-538. doi:10.1177/0044118X13501343

Abstract:  This critical interpretive review included 33 studies published between 2000 and 2012 investigating the relationship between music and the mental health of young people, particularly targeting depression.  An iterative methodology was used involving several layers of inductive analysis with the intention of generating an organizing framework; it highlights that decisions related to research design, assessment of health, and the nature of musical engagement have predictably influenced study outcomes.  Studies have been limited by the collection of insufficient detail about the full range of individual’s musical behaviors.  In addition, there has been inadequate triangulation of health outcomes solicited from a variety of perspectives. More comprehensive research is needed that avoids simplistic dichotomies in relation to music and youth mental health.

Questions that apply to this article:

1. Briefly explain how the authors chose to organize their synthesis of this body of literature.
2. The authors propose a framework by which all articles on these topics may be organized.  Do you find it to be a useful feature?  Why or why not?
3. What are your impressions of the quality of the authors’ discussion section?  Do you feel they covered all aspects of their topic(s) adequately?  Explain your response.
    

Article 2

Khalifa, M. A., Gooden, M. A., & Davis, J. E. (2016). Culturally responsive school leadership: A synthesis of literature. Review of Educational Research, 20(10), 1-40. doi:10.3104/0034654316630383

Abstract:  This comprehensive review provides a framework for the expanding body of literature that seeks to make not only teaching, but rather the entire school environment, responsive to the schooling needs of minoritized students.  The authors frame their discussion around clarifying strands—critical self-awareness, culturally responsive school leadership (CRSL) and teacher preparation, CRSL and school environments, and CRSL and community advocacy.  They outline specific CRSL behaviors that center inclusion, equity, advocacy, and social justice in school.  Further, they describe five specific expressions of CRSL found in unique communities.  They conclude by reflecting on the continued promise and implications of CRSL.

Questions that apply to this article:

1. Briefly explain how the authors chose to organize their synthesis of this body of literature.
2. The authors propose a framework by which all articles on these topics may be organized.  Do you find it to be a useful feature?  Why or why not?
3. What are your impressions of the quality of the authors’ discussion section?  Do you feel they covered all aspects of their topic(s) adequately?  Explain your response.