2010 Dissertation Handbook Edgewood ED830

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Edgewood College

Education Doctorate Ed.D.

Dissertation Handbook

January, 2010

Table of Contents

GENERAL INTRODUCTION………………………………………………………….. . .4ORAL AND WRITTEN EXAMINATIONS……………………………………………....4ADMISSION TO DOCTORAL CANDIDACY………………………………………… ..5



ADVISING COMMUNITIES…………………………………………………………… . 6THE DISSERTATION ADVISOR……………………………………………………… ..7REQUIRED KNOWLEDGE FOR ADVISORS………………………………………… . 7

IMPORTANT DISPOSITIONS FOR ADVISORS……………………………………......8REQUIRED EXPERIENCE AND APPROVAL FOR ADVISORS……………………. ..8DUTIES OF THE DISSERTATION ADVISOR………………………………………... . 9PROCEDURES FOR CHANGING DISSERTATION ADSVISORS…………………...10THE DISSERTATION PROCESS……………………………………………………... . 11SUMMARY OF ADVISOR ROLE SCOPE AND RESPONSIBILITIES…………….. ..11PREPARING THE DOCTORAL DISSERTATION PROPOSAL……………………. . .12WRITING THE DOCTORAL DISSERTATION PROPOSAL……………………….. . .13PROCESS FOR APPROVAL OF THE DISSERTATION PROPOSAL……………… ..13PROPOSAL FORMAT…………………………………………………………………...13PREPARATION OF THE DOCTORAL DISSERTATION…………………………… 13

PROCESS FOR THE APPROVAL OF THE DISSERTATION………………………. . 15CRITERIA FOR DEFENSE OF THE DOCTORAL DISSERTATION………………. ..15CONDUCTING THE DISSERTATION DEFENSE…………………………………... ..16PUBLICATION………………………………………………………………………… . 17APPENDIX A..................................................... …………………………………………18

HOW TO: SET UP YOUR WORD DOCUMENT…………………………. ..........18APPENDIX B……………………………………………………………………………..19

CREATING A TABLE OF CONTENTS FOR A DISSERTATION……………. . .19Table of Contents (Sample)………………………………………………………... 20Concerning Tables………………………………………………………………..... .23Concerning Figures………………………………………………………………..... 23

APPENDIX C……………………………………………………………………………..24

HOW TO: PAGE FORMATTING, NUMBERS AND PAGE SUPPRESSION…. ..24Combining Chapter and Formatting……………………………………………….. .26

APPENDIX D………………………………………………………………………….. 27DISSERTATION PROPOSAL COVER PAGE…………………………………….27First Page of Each Chapter (Sample)……………………………………………… 28

MAJOR PARTS OR HEADINGS FOR THE PROPOSAL……………………………. .29Chapter 1- Introduction to the Study………………………………………………. .29Chapter 2- The Literature Review………………………………………………..... .31Chapter 3. - Design of the Study- The Method…………………………………….. 32References………………………………………………………………………… . 35

APPENDIX E…………………………………………………………………………......36

DOCTORAL DISSERTATION TIMELINE……………………………………... ..36APPENDIX F……………………………………………………………………………..37

HUMAN PARTICIPANTS REVIEW BOARD (HPRB) MATERIALS………….. .37APPENDIX G…………………………………………………………………………. . 38

DISSERTATION MANUSCRIPT Dissertation Cover Page…………………… .38COPYRIGHT PAGE……………………………………………………………………...39ABSTRACT……………………………………………………………………………....40ACKNOWLEDGEMENTS……………………………………………………………... .41

Revised January 2010 2



DEDICATION…………………………………………………………………………... .41TABLE OF CONTENTS……………………………………………………………….. . 41Chapter 4 - Results or Findings…………………………………………………………...43

Chapter 5 - Conclusions and Recommendations………………………………………….44References………………………………………………………………………………... 45Appendixes………………………………………………………………………....……..45APPENDIX H……………………………………………………………………………. 47

DOCTORAL DISSERTATION PROPOSAL CHECKLIST.....................................47

APPENDIX I……………………………………………………………………………...57DOCTORAL DISSERTATION DEFENSE CHECKLIST………………………....57




GENERAL INTRODUCTION

The culminating experience for all students in the Education Doctorate (Ed.D.) Program at

Edgewood College is writing a doctoral dissertation to be defended in a formal meeting with a panel of doctoral faculty members. The doctoral dissertation is a thesis based on originalresearch and is evidence that a student has the ability to read and interpret existing research ineducation, propose a study to add to the education knowledge base, carry out that individual andauthentic research project, and present the results of that research both orally and in a formalwritten document. The dissertation is a requirement for all students to earn the doctorate degree(see Graduate Catalogue ).

The stages of preparation for the doctoral dissertation begin with the program Proseminars, ED701 and ED 801. Methods of professional writing using the APA style and conventions are presented. Broad scope research techniques and examples of student dissertation research from

earlier cohorts are shared in Proseminars. Students are encouraged throughout the moduleclasses to choose and use topics that may help identify a research concept, and they areencouraged to read literature and write papers that may be useful when the dissertation writing begins.

ORAL AND WRITTEN EXAMINATIONS

The final program, Proseminar ED 901, is structured as an all-inclusive program assessment. Aformal written comprehensive examination is given, a final copy of a learning portfolio issubmitted for review, and an individual oral examination is scheduled for all students. The oralexamination is embedded in the dissertation proposal presentation. The proposal is presented inwritten form and discussed orally in a formal meeting with the Advising Community Chair, the

Doctoral Program Director, the Director of Research, the Dissertation Advisor and other members of the Doctoral Faculty Collaborative who may want to attend. The student presentsthe written proposal and discusses the planned research with faculty members present. Studentsare asked to reflect how their dissertation research and course work have had an impact upontheir work, or how it will influence future work or professional development. By positive vote of the members present the student will have completed this requirement and the student is admittedto doctoral degree candidacy. A letter from the Director of Doctoral Research confirms thecandidacy.

Committee findings for the oral examination are pass, rewrite, or fail . Students who arerequested to rewrite the proposal will have within the time-frame agreed upon by the committee

from the presentation date to submit a revision to the Doctoral Program Director. A finding of fail on the part of the examining committee may be appealed to the program Assessment,Instruction, Research, and Supervision (AIRS) Committee. The student may be offered oneopportunity to retake the examination.

ADMISSION TO DOCTORAL CANDIDACY

Students who have successfully completed the required coursework with a minimum grade pointaverage of 3.0, passed the comprehensive examinations, and received approval of their




Dissertation Proposal, are eligible for admission to candidacy for the Doctor of EducationDegree. Final acceptance to candidacy requires majority consent of the AIRS Committee.

After admission to candidacy, the candidate is expected to maintain continuous enrollment untilthe degree is conferred. The department monitors this enrollment. Students must register for dissertation credit each term until the dissertation has been successfully defended. Failure toregister during each term will result in termination of the candidacy. If the term of dissertationcandidacy is extended beyond three years, the candidate may be asked to pass another comprehensive examination.

ADVISING COMMUNITIES

The Advising Community initiative was developed to build a community of learners in theEdgewood College Doctoral Program, organized to provide guidance, support and expertise to




dissertators at every stage of their research journey. Advising Communities are organizedaccording to specific dissertation themes or research topics selected by the doctoral student. TheAdvising Community initiative is a unique way in which to organize the functions of engaging

new cohort members in the research discernment process, all aspects of student advising, proposal presentations, and final dissertation defenses. Each Advising Community will becomprised of an Advising Community Chair, ~5 Dissertation Advisors, ~5 Dissertators, Readersas assigned, and students in later cohorts. At the core of this imitative is the focus on supportingthe doctoral student throughout the entire dissertation process. Advantages for students include aknown group of advisors and readers, theme groups to help in focusing on a dissertation topic,and more attention from a skilled group of professionals.

THE DISSERTATION ADVISOR




A faculty member is appointed to serve as a student’s Dissertation Advisor. The DissertationAdvisor is a member of the doctoral faculty at Edgewood College and is assigned based onexpertise in the subject area in which the student plans to conduct independent research.

Dissertation Advisors may be selected from outside the Edgewood College campus. In suchcases the Dissertation Advisor becomes an adjunct faculty member at Edgewood College.

It is expected that the student will maintain a positive, respectful, ethical, and professionalrelationship with the Dissertation Advisor at all times. Additionally, it is expected that thestudent will initiate regular interactive communication with the Dissertation Advisor via face-to-face consultations, telephone, video conference, email or other forms of communication. At aminimum, this communication should occur at least once a month.

The student will prepare the dissertation proposal under the supervision of the DissertationAdvisor and will present the dissertation proposal when authorized by the Dissertation Advisor

and the Doctoral Advising Community Chair. The doctoral candidate will defend thedissertation when authorized by the Dissertation Advisor and the Doctoral Advising CommunityChair.

REQUIRED KNOWLEDGE FOR ADVISORS

In order to serve successfully as an Advisor, an individual should know the following:

• The contents of the Edgewood College Doctor of Education in Educational LeadershipStudent Handbook, especially the sections that pertain to the Dissertation Advisor andthe Doctoral Dissertation, respectively.

• The elements that constitute the form and content of a dissertation proposal. While the

program has a dissertation proposal template, it should be noted that this template is amodel and not the only form that proposals may follow.

• The timelines for the proposal and the dissertation. It is expected that candidates willcomplete their dissertations within one year after completing their required coursework.

• The guidelines outlined in the Publication Manual of the American Psychological

Association (APA), sixth edition, (2010).

• The academic writing style that is appropriate for scholarly research.

• At least one area of research design and methodology and willingness to learn about the

design and methodology proposed by the candidate.

• The elements that constitute the form, style, and content of a final dissertation.

• The Edgewood College Ed.D. Dissertation Checklist that provides guidelines for writing,organizing, and formatting the dissertation document.




• Commitment, energy, and capacity to successfully manage multiple tasks.

• Superior time management and organizational skills; extreme attention to detail.

• Strong oral and written communication skills.

• Proficiency in MS software, including electronic editing of documents, and electroniccommunications.

IMPORTANT DISPOSITIONS FOR ADVISORS

The elements of quality advising include:

•The Doctoral Program Advisor must actively support the mission of the college byworking with faculty, staff and students to share in the college’s core values: truth,compassion, justice, partnership, and community.

• The Advisor brings his/her knowledge of education theory and practice in the field of inquiry and of the research process to the dissertation writing experience. The Advisor serves as well as facilitator, stakeholder, and gatekeeper throughout the dissertation process, providing guidance and feedback to the candidate in a timely manner. Thus, keyrelationship building skills are necessary and should be employed.

• The Advisor serves as the link between the candidate and the individual Advising

Community throughout the dissertation process. The Advisor will provide ongoing

feedback to the Advising Community Chair and upon the Chair’s request, the AssistantDirector of Research.

• An ethical relationship with the student to ensure the student’s work is their own.

REQUIRED EXPERIENCE AND APPROVAL FOR ADVISORS

The Dean of the School of Education and Director of the Doctoral Program are charged withassuring that the assigned Dissertation Advisor has the required knowledge and experience toserve in this capacity. The Advisor should possess the following:

• Current status as a full-time, part-time, or adjunct member of the Edgewood Collegefaculty.

• An earned doctorate or acceptable terminal degree from an accredited institution of higher education.

• Experience conducting and evaluating research in educational settings.




• Experience in designing and advising dissertation research at the doctoral level.

DUTIES OF THE DISSERTATION ADVISOR

The dissertation Advisor’s responsibilities include the following:

• Working collaboratively with the Advising Community Chair and all communitymembers.

• Participating in a professional development module facilitated by the Assistant Director of Research.

• Meeting regularly with the Advising Community (via technology option or face-to-face).

•Facilitating regular meetings with Advisee.

• Reading all Proposal and Dissertation work of Advisee, and that of applicable others inthe Advising Community, providing constructive and timely feedback. Provide advice,support, and counsel for all individual Advising Community Students, as part of theAdvising Community.

• Reading and reacting to the student’s writing throughout the dissertation process.

• Interacting with the candidate regarding current research and theory specific to the

dissertation topic.

• Advising the candidate about the form, style, and content of the dissertation proposal. • Attending and actively participating in the Proposal Presentation.

• Accepting, accepting with revisions, or rejecting the proposed research in collaborationwith the Proposal Presentation Committee consisting of members of the individualAdvising Community including the Advisor, Chair and Reader.

• Participating as a Reader in an additional Proposal Presentation within the AdvisingCommunity.

• Facilitating interaction with the candidate and providing timely feedback to the AdvisingCommunity Chair, and upon the Chair’s request, the Assistant Director of Research.

• Reading and offering appropriate feedback to the candidate regarding draft proposal anddissertation sections and chapters respectively.




• Ensuring that the candidate has produced work that is worthy of doctoral study and meritsacceptance as part of the program requirements.

• Advising the candidate about the form, style, and content of the final dissertation.

• Signing off on the Dissertation Proposal and Dissertation Defense Checklists.

• Informing the Advising Community Chair that the candidate is ready for the final oraldefense of the dissertation.

• Attending and actively participating in the Proposal Presentation and accepting, accepting

with revisions, or rejecting the research in collaboration with the Advising CommunityChair, Advisor, Reader, and a member of the Doctoral Faculty Collaborative.

•

Attending and actively participating in the final Dissertation Defense and accepting,accepting with revisions, or rejecting the research in collaboration with the AdvisingCommunity Chair, Advisor, Reader, and a member of the Doctoral Faculty Collaborative.

• Participating in an additional Proposal Presentation and Dissertation Defense of an

individual Advising Community and accepting, accepting with revisions, or rejecting theresearch in collaboration with the Advising Community Chair, Advisor, Reader, and amember of the Doctoral Faculty Collaborative.

PROCEDURES FOR CHANGING DISSERTATION ADVISORS

A student may wish to change the Dissertation Advisor. If so desired, the student must submit a

written request for change of the Dissertation Advisor to the Assistant Director of Research.

If a student wishes to initiate such a change, the student should:

1. Discuss the matter with the Advisor 2. Consult with the Advising Community Chair 3. Submit a written request for a change of Advisor to the Assistant Director of

Research.

If a Dissertation Advisor wishes to withdraw as Dissertation Advisor, the Dissertation Advisor should:

1. Discuss the matter with the student involved2. Consult with the Advising Community Chair 3. Submit a written request for removal as Dissertation Advisor to the Advising

Community Chair and the Assistant Director of Research.




After the change of Dissertation Advisor, the new Dissertation Advisor must meet and reviewthe progress of the candidate to confirm the direction of the project. This meeting will be under the direction of the Doctoral Advising Community Chair.

THE DISSERTATION PROCESS

The doctoral dissertation provides the student with the opportunity to reveal accomplishment inlearning, synthesis of program content, and application through intensive research, systematicwriting, and collegial discussion of a problem or issue in educational leadership. Thus, thedissertation process should really begin with the first course taken in the doctoral program inorder to gather clarity, focus, and facility in the knowledge base, research foundations,approaches of analysis and synthesis, and interpretative discussion of educational leadershipapplications. Specifically, the doctoral dissertation proposal, proposal presentation, dissertationfinal copy, and dissertation defense should be responsible for the following:

• Reveal the student’s ability to analyze, synthesize, and interpret information. • Demonstrate the student’s knowledge of the literature and scholarship related to the

dissertation topic.

• Describe research methods, approaches, and procedures used in addressing thedissertation topic.

• Present research findings, conclusions, and recommendations in a systematic way. • Display appropriate and most current APA style throughout proposal and final

dissertation. • Demonstrate the student’s ability to discuss thoroughly and cogently the meaning of

the study.

SUMMARY OF ADVISOR ROLE SCOPE AND RESPONSIBILITIES

Under direction of and in collaboration with the Advising Community Chair and the AssistantDirector of Research, the Dissertation Advisor will be responsible for all logistical aspects inregard to their individual Advisee, and as specifically assigned to an Advising Community of theEdgewood College Doctoral Program, consisting of approximately five (5) Advisors, five (5)

Advisees, and Readers as assigned.

Focus will be given to providing direct, regular, and ongoing advising to the assigned Adviseeand communication with the Doctoral Advising Community Chair.

The Advisor serves as a part of an Advising Community led by the Chair. It will be important tomeet the student’s expectations. The Doctoral Advising Community Chair will directlysupervise the work of all members of an individual Advising Community, and is expected to




facilitate and closely collaborate with all Advising Community members. The Assistant Director of Research will provide direction to the work of the Advising Community Chair.

PREPARING THE DOCTORAL DISSERTATION PROPOSAL

The Dissertation Proposal is the formal presentation of the planned dissertation research andmethods. Like the dissertation, the Dissertation Proposal should be an evolving document. Theroots of the Dissertation Proposal are grounded in previous course work or research.Consequently, informal work on the Dissertation Proposal in the form of development of questions, literature reviews, and examination of methods should occur throughout the programof study. The proposal will be developed in collaboration with the Dissertation Advisor, withinthe context of the Doctoral Advising Community. Formal work on the dissertation follows the

submission and approval of the Dissertation Proposal.

Students will prepare a written Dissertation Proposal that is a summary of the planned research.The proposal should consist of:

• A statement of the topic to be addressed.

• An explanation of why the topic is important.

• A review of the relevant literature.

• A selection of an appropriate research design.

Steps for students to consider as the dissertation proposal process unfolds in the course modulesand Proseminars include:

• Identify an area of potential research that could include a problem that needs asolution, a professional development focus that can be expanded, a management issuethat needs resolve, a hypothesis that can be tested, a question that needs an answer, or a topic that can be expanded through formal analysis and appraisal.

• Survey the existing literature in the broad research topic area and isolate the history of the specific problem and its significance to educational leadership.

• Write an explicit problem statement and design a graphic representation of the problem as a theoretical model.

• Isolate the problem, focus in research terms by clearly stating the research questionsthat define the problem statement and that can be answered through empiricalinvestigation.




• Select an appropriate research method for the study and identify what information(data) from which sources (participants or other) will be used.

• Describe the research steps with enough detail for potential replication.

• Anticipate potential findings as well as any limitations due to time, scope, participants, data concerns, or other issues.

• Write the proposal according to guidelines provided.

WRITING THE DOCTORAL DISSERTATION PROPOSAL

The contents of a Dissertation Proposal approximate the introductory chapters of the dissertationthat includes such elements as: Chapter 1; the research problem, theoretical framework, Chapter

2; review of literature, and Chapter 3; an appropriate research methodology. The proposal is notmeant to be an exhaustive product but should be designed to demonstrate a grasp of the literatureand methodology needed to complete the dissertation. The proposal must follow APA editorialguidelines and be prepared in the same format as that required for the completed dissertation.Once students have presented their proposal for approval, and have complied with the HumanSubjects Research Board (HPRB) protocol if necessary, they are given campus authority toconduct data collection and analysis as a dissertator. The HPRB guidelines are provided inAppendix F.

PROCESS FOR APPROVAL OF THE DISSERTATION PROPOSAL

The student, before the members of the Dissertation Advising Community, the Advisor, and

members of the Doctoral Faculty Collaborative, will orally present the written DissertationProposal. Committee members will receive the proposal two weeks before the oral presentation. Each member is asked to decide if the proposed dissertation will:

• Make a significant contribution to the knowledge base for the area of investigation

• Make a significant contribution to the understanding of the problem that it examines

• Demonstrate the candidate’s capacity to carry out independent research

•

Contain material worthy of dissemination as a doctoral level inquiry and report

PROPOSAL FORMAT

The format for a dissertation proposal is included as Appendix D. The proposal becomes thefirst three chapters of the dissertation. As the proposal committee provides suggestions for change and improvement, the style and substance of the dissertation chapters should take on anew shape, springing out of the proposal. The proposal is written in the present and future tense.This is because the Proposal is research proposed to be carried out in the future.




PREPARATION OF THE DOCTORAL DISSERTATION

The Education Doctorate (Ed.D.) is a practitioner degree oriented to the improvement of professional practice by extending the knowledge, expertise, and skill of doctoral studentsthrough the application of research to leadership issues. The assessment for the award of theEd.D. degree is based on three components: academic achievement in coursework, successfulcompletion of the comprehensive examinations, and the completion of a doctoral thesis that isthe candidate’s dissertation of authentic and original research. The successful dissertationdemonstrates that the student has mastery of and the ability to apply research findings, newanalyses, syntheses, interpretations, and other research methods and procedures in order tocontribute to the improvement of practice in educational leadership.

There are several standards for examining the dissertation. The dissertation, in order to receive

approval, must meet the following criteria:

• Demonstrate significance as an important project for educational leadership

• Contribute to the knowledge base of the profession

• Provide evidence of innovative thinking using a data-based approach to problem-solving

• Establish competence in organization and effectiveness of communication in APA style

• Demonstrate promise of being disseminated for improved professional practice

Appendix G provides an outline of the various sections and chapters of the traditionaldissertation, and a suggested format for the writing of the dissertation’s Abstract. Appendix Balso provides a sample Table of Contents for a dissertation. These recommendations on the preparation and presentation of doctoral dissertations are guidelines for normal practice in preparing a dissertation. A candidate should seek the approval of the Dissertation Advisor if adissertation preparation requires some major departure from these recommendations. Astatement from the Dissertation Advisor to the Advising Community Chair should support such arequest.

The responsibility for the layout of the dissertation and selection of the title rests with thecandidate after discussion with the Dissertation Advisor. The candidate should state specifically

in the reference list, the sources of the information and the extent to which the dissertation drawson the work of others. Full and appropriate attribution is essential . The dissertation is not tocontain any work that has been previously presented for any degree at Edgewood College or another institution except with the Doctoral Research Director’s prior written approval. Any parts of the dissertation that have been previously published should be clearly indicated in anappropriate APA style citation. Throughout the conduct of the study, the candidate should be in close contact with theDissertation Advisor to receive guidance and feedback. The Dissertation Advisor and the




student should agree on a definite dissertation timeline and means of monitoring the progress of the study. A general schedule of the major events is provided in Appendix E.

Candidates should avoid waiting until just before a deadline date to submit what is intended to bethe final draft of the study to the committee. In such cases it may be necessary to withholdapproval until the committee members have adequate time to read carefully and to evaluate thedissertation. This may delay the graduation of the candidate.

While the candidate is conducting the research, the candidate, in consultation with theDissertation Advisor, writes various drafts of the dissertation. When the Dissertation Advisor decides that the dissertation is ready for defense, the Advising Community Chair schedules ameeting. Doctoral candidates must provide the defense draft of the dissertation to theDissertation Committee members two weeks in advance of the meeting. The DissertationCommittee members must read the dissertation and indicate that it is acceptable before

approving the scheduling of a defense.

PROCESS FOR THE APPROVAL OF THE DISSERTATION

In committee sessions, not including individual conferences or reviews, the DissertationCommittee will examine the written dissertation of the candidate. The Dissertation Committeemay require several revisions of the document involving written changes as necessary to assureexcellence in the final product. Upon review of the completed dissertation draft, the DissertationCommittee members will indicate the defensibility of the study by scheduling a final defense of the completed research.

CRITERIA FOR DEFENSE OF THE DOCTORAL DISSERTATION

Once the candidate has completed a first draft of the dissertation, the candidate will provide anelectronic copy of the draft manuscript for each member of the Dissertation Committee.Dissertation Committee members should recognize that the Doctor of Education program is a practitioner degree oriented toward the improvement of professional practice by extending theknowledge, expertise, and skill of candidates through the application of research to createsolutions to problems and issues of leadership in educational settings and organizations. Thedissertation should display a mastery of research findings as well as the ability to apply thesefindings to create new analyses, syntheses, and interpretations to contribute to the improvementof practice and professional development in educational organizations.

Each dissertation committee member is asked to decide whether the dissertation:

• Makes a significant contribution to practitioner knowledge

• Gives evidence of an understanding of the problem that it examines

• Demonstrates the candidate’s capacity to carry out independent research

• Contains material worthy of dissemination for improved professional practice




• Is presented in the proper APA format

If the Dissertation Committee members decide that the dissertation meets the above criteria,notations for changes should be made on the manuscript and returned to the candidate for incorporation into the next draft of the dissertation. If Dissertation Committee members ask for conflicting changes, the Director of Doctoral Research will resolve the issue with the committeemembers. The candidate will be expected to incorporate these changes into the final manuscriptthat will be presented to the Dissertation Committee for the dissertation defense.

CONDUCTING THE DISSERTATION DEFENSE

A dissertation defense is a required component of the Ed.D. program. The purpose of thedissertation defense is to test the candidate’s ability to formally report on the research and relate

the dissertation to professional practice in a collegial setting.

The Dissertation Defense is usually a two-hour meeting in which the doctoral candidate presentsa formal oral report of the research and answers challenging questions from the DissertationCommittee. The candidate will defend the relevance of the topic as a contribution to the field of research. Any aspect of the study may be questioned.

The dissertation defense is scheduled after the Dissertation Committee has accepted thecompleted draft of the dissertation. The Advising Community Chair facilitates the DissertationDefense and the Dissertation Advisor supports the candidate’s presentation with qualifyingremarks regarding the dissertation development.

The Dissertation Committee may meet in executive session prior to the defense to deliberate onthe dissertation project and to make any recommendations for final revisions. If revisions areneeded on the final dissertation the Advising Community Chair must assure that the changeshave been made prior to final publication of the document.

The Dissertation Committee indicates its acceptance of the dissertation at the time of thedissertation defense. The committee members must unanimously agree that the dissertationdefense is successful.

At the close of the dissertation defense, the Dissertation Committee will make one of thefollowing five recommendations:

1. The candidate will be awarded the degree without further examination.

2. The candidate will be awarded the degree without further examination subject to insertionin the dissertation of amendments noted in draft documents provided at the defense.

3. The candidate will be awarded the degree subject to satisfying the committee regardingany questions raised regarding the research methodology or data.




4. The candidate will not yet be awarded the degree but be permitted to resubmit thedissertation in a revised form.

5. The candidate will not be awarded the degree.

The Dissertation Committee is also expected, whether the report is favorable or unfavorable, to provide some detailed comments on the strengths and/or weaknesses of the dissertation. TheAdvising Community Chair and Dissertation Committee shall give oral notice to the candidateon completion of the candidate's defense. Written notice will be provided within one week of reception of the finalized document. The committee may require the candidate to complete asecond oral defense on general or specific topics relating to the project. Upon satisfactorycompletion of the dissertation and the oral defense, a recommendation to the AIRS Committeewill be made to award the Doctor of Education degree.

PUBLICATION

Students will consult with the Doctoral Program Administrative Assistant regarding the publication of the dissertation. The student is required to submit three bound copies of thedissertation to the program office. One copy will be housed in the Oscar Rennebohm Library,one copy to be filed in the Doctoral Program departmental office, and one copy given to thedissertation advisor. In addition, the student must submit an electronic copy of the dissertation toUniversity Microfilms, Incorporated (UMI) for broad dissemination.




APPENDIX A

HOW TO:

A. Set up your Word document:

1. Set all margins at 1 inch

2. Set all indents at ½ inch

3. Set line spacing at double space

4. Set paragraph line at double space (Go to the Toolbar and enter Line Spacing)

5. When you start a paragraph, just hit the tab key on the computer

B. Set up Table of Contents (Appendix B)

C. Set up Page Formatting, Numbers and Page Suppression (Appendix C)




APPENDIX B

Creating a Table of Contents for a Dissertation

Step 1

Headings and subheadings

Decide which items you want listed in the Table of Contents as well as their level of importance.

The level of importance determines how the item will be formatted in the Table of Contents. A

main chapter heading would be flush with the left margin, but a subheading would appear

indented under the chapter heading to show that it belongs to that particular chapter.

Step 2Apply a heading “style” to the items you want listed in the Table of Contents. Styles are used to

quickly format any document and also indicate which items will be included in the Table of

Contents. For the purpose of creating a Table of Contents you will want to indicate that a line of

text is a heading so that it will appear in the Table of Contents. Open up the styles menu from

the Home tab on the toolbar or press ALT+CTRL+Shift+S on the keyboard. Highlight the line

of text you want listed and then click on Heading 1 on the styles menu. The styles menu will

remain open until you close it. Repeat highlighting and clicking on Heading 1 for the remainder

of the document.

Step 3

Go to the page in the document where you want the Table of Contents located. From the

References tab on the toolbar , click on Table of Contents. Click on one of the Automatic table

selections that appears and a Table of Contents will generate and automatically appear on the

page. If you want to include subheadings, repeat step two but designate the subheading text as

Heading 2.

Note

1. Always refer to the Doctoral Dissertation Handbook as to how the heading should appear,

(e.g. indented, in Italics, etc.)

2. When you are finished editing your document, you should go back to the Table of Contents,

right click anywhere on it, and click on “update fields”. This will update any changes since the

Table of Contents was last created such as page numbering, text changes, etc.




TABLE OF CONTENTS(Sample)

ITEM PAGE

ABSTRACT..………………………………………………….…………………… ii

ACKNOWLEDGEMENTS ………………………………………………………..iii

DEDICATION …………………………………………………………………….. iv

TABLE OF CONTENTS ………………………………………………………….. v

LIST OF TABLES…………………………………………………………………. vi

LIST OF FIGURES………………………………………………………………… vii

CHAPTER 1 INTRODUCTION TO THE STUDY

Major Chapter Division (Center head – upper and lower case) ……………. 3

Second Major Division (Center Head – Italics)..…………………... 4Third subdivision (Flush Left – Italics) …………………….. 5

Fourth Subdivision (Indented, italicized)…………… 6 Fourth Subdivision (Indented, italicized)…………… 7

Third subdivision …...………………………………………. 8Third subdivision …...………………………………………. 9

Second Major Division..…………………………………………….. 10

Third subdivision …...………………………………………. . 11

Major Chapter Division (Center head – upper and lower case)…………….. 12Second Major Division (Center Head – Italics)..…………………... 13Second Major Division..……………………………………………. 14

Third subdivision (Flush Left – Italics) ……………………. 15 Fourth Subdivision. (Indented, italicized, period)...... 16

CHAPTER 2 REVIEW OF THE LITERATURE

Major Chapter Division (Center head – upper and lower case) ……….…… 23Second Major Division (Center Head – Italics)..…………………... 24

Third subdivision (Flush Left – Italics) ……………………. 25 Fourth Subdivision. (Indented, italicized, period)...... 26




Fourth Subdivision. (Indented, italicized, period)...... 27

CHAPTER 3 METHODOLOGY

Major Chapter Division (Center head – upper and lower case) …………. 33Second Major Division (Center Head – Italics)..………………... 34

Third subdivision (Flush Left – Italics) …………………. 35 Fourth Subdivision. (Indented, italicized, period).. 36 Fourth Subdivision. (Indented, italicized, period)... 37

CHAPTER 4 RESULTS

Major Chapter Division (Center head – upper and lower case) …………. 43Second Major Division (Center Head – Italics)..……………….. 44

Third subdivision (Flush Left – Italics) …………………. 45 Fourth Subdivision. (Indented, italicized, period).. 46

Fourth Subdivision. (Indented, italicized, period)..47

CHAPTER 5 CONCLUSIONS, DISCUSSION, RECOMMENDATIONS &SUMMARY

Major Chapter Division (Center head – upper and lower case)…….......... 53Second Major Division (Center Head – Italics)..………………... 54

Third subdivision (Flush Left – Italics) …………………. 55 Fourth Subdivision. (Indented, italicized, period).. 57

REFERENCES…………………………………………………….………..…… 60

APPENDIXES

A. Title of Appendix A..………………………………………… 70B. Title of Appendix B………………………………………….. 80C. Title of Appendix C………………………………………….. 90

End of page.

Next page:

LIST OF TABLES

Table Title Page

Table 1 Title of Table 1…..….…………………………………………… 4Table 2 Title of Table 2…………………………………………………... 11




Table 3 Title of Table 3…………………………………………………... 12Table 4 Title of Table 4…………………………………………………… 13

Etc.

End of page.

Next page:

LIST OF FIGURES

Figure Title Page

Figure 1 Title of Figure 1……………………………………………………… 1Figure 2 Title of Figure 2..…………………………………………………….. 9Figure 3 Title of Figure 3..…………………………………………………….. 12

Etc.

End of page.

The next page will be page 1 of the dissertation, but that page number should be suppressed (notvisible on the page). It will be the first chapter and the heading should be centered, in all upper case letters, using an Arabic numeral to depict the number, and on two lines. Each chapter titleshould follow the same format.




Concerning Tables

Note that the table number is in regular Roman 12 pt. font.

Table 1

Profile of Participant’s High School The title is in italics. Note line on top.

Subject’s Name

Subject’sGender

andAge

Subject’sHigh School

attended

Subject’sHigh SchoolGrade Point

Average

Subject’sHigh School

RankingClass %

Subject’sACT

CompositeScores

John

Bill

Michael

Male18

Note Line below

captions.

Enter rest of

the table

Note line at bottom of table.

Avoid vertical lines in the table.Double spacing within the table is appropriate to remove the internal horizontal lines.Further information on Tables is in the APA Manual pages 147 to 167.

Concerning Figures

Italics Regular font with no bold

Figure 1. Theoretical Model—A Graphic Representation

Note the line before the representation.

Increase the font size to a least 8 point. Prefer 10 point as minimum.




Inside the figure, the font should be san serif, that is a font like Arial.In this example, all the material between the top and bottom lines is in Arial font.

Then there is a final line to close out the figure.

Further information on figures is in the APA Manual.

APPENDIX C

How to: Page Formatting, Numbers and Page Suppression

This procedure outlines the process of formatting a paper’s page numbers. It will specificallyrelate to larger word documents, 50+ pages. This procedure will cover page numbering and first page section number suppression. All directions related to this document are given in MicrosoftOffice 2007 Word. Older versions of Microsoft Office may be similar, but are not supported bythis procedure.

1. All page formatting, such as headers and footers used in page numbering are tied to a

specific page “section”. By default there is only one “section” in each document. Sectionsdetermine formatting, templates, and styles. A single section’s pages numbers for examplewill all be tied together. If you were to change the font for the overall document it would beapplied to all fonts in the given section. Again, by default the entire document is onesection. When dealing with small papers this makes little difference, but when you aredealing with multiple chapters it makes a big difference. Because of this, long papers(Dissertations) should be stored in the format “MyDisseration_Chapter_1”. In other words,save Chapter 1 as its own file, Chapters 2 as its own file, etc. By doing this, it is easier toformat each section. Once the paper is completed, combine all the chapters (which isalso explained how to do in this document).

2. The picture to the right demonstrates the overallformatting of the document. The document groups allthe items that will be formatted together with section breaks separating each portion of the document.

3. Before addressing how to combine pages in a document,how to format a single section will be addressed first. As anexample of how to format a single section, start working with a portion of the overall dissertation, Chapter 1.

4. Adding page numbers to just one document is a simpleprocess. In Office 2007--go to the Insert Tab located at the topof the screen. From there select footer. A list of pre-formatted


Dissertation

Title Page, Table of Contents, abstract

Chapter 1

Chapter 2

Section Break



templates will appear. You can use these if you like, otherwiseselect Edit Footer. This will gray out your entire document andlock it. At this time you will only be able to edit the Footer and

Header areas of the document.

5. Click in the footer. You will be taken to a footer design tab that is only available while in editfooter mode (grayed out document). Notice that your formatting buttons at the top of the page have changed to reflect the special options available for the Footer and Header only.From here by clicking on Page Number you will see options for several predefinednumbering styles and positions. For the purpose of this document we will use the “current position option”. Using this option you will place a page number object in the currentlocation of your cursor.

6. In the test footer shown above, the X represents the current position of the cursor. You could place this number wherever you wish in the footer by adjusting the position of your cursor.That is all there is to inserting a page number.

7. You may also need to do Page Suppression or alter the number at which the page starts.These are both done in the same place. While still in the Edit Footer Mode, click on Page Numbers > Format Page Numbers. Here you can format the style of numbers (e.g. If youneed Roman numerals you can specify that here). You can also change the number at whichthis section starts (e.g. Many longer documents (dissertations) start page numbering after abstracts, table of contents, and acknowledgments. When this is the case, the documentgenerally starts at a higher number like 9. If you were editing Chapter 1 you would need toknow that the section before Chapter 1 consumes X pages (X being the length of that sectionin pages) then you would manually specify your section to start on the appropriate page (X+1 pages). Click OK to apply changes.

8. To suppress the first page of this section simply click on the Different First Page check boxlocated to the right of the Page Number Button in Edit Footer Mode. If you scroll to the first page of your document you should see that there is no longer a footer being displayed.


Footer

This is a test Footer Page—(Centered, 1 inch from the bottom of the page)X

This is a test Footer Page—(Centered, 1 inch from the bottom of the page)X

Footer – Test 2



Combining Chapters and Formatting

1. To combine multiple chapters, add them sequentially (do Chapter 1, then 2, then 3, etc.).

2. Starting with Chapter 1, scroll to the last page in the chapter. Put your cursor on the last lineof that page. Go to Page Layout Tab and select Breaks > Next Page. This will do two things:one, it will add another page to the end of the document, and two, it will also break theformatting. This allows you to perform page suppressions on the first page of Chapter 2.

3. Open your Chapter 2 Document. Press control+A on the keyboard to select everything in thedocument, then press control+C to copy the contents. Go back to the first document, scrolldown to the new page that was made with Page Break. Click anywhere on that new page and press control+V on your keyboard to paste the contents of Chapter 2. Visually inspect each page to check for any formatting issues (text alignment, charts and graphs, and titles).

4. Once you are confident that all of the content is in the document and in a useable format, goto Insert Tab and click Footer > Edit Footer. You should notice that the blue labels right

above the footer should say First Page Footer –Section 2-. This is how you know that your section break is working correctly. By default, the section breaks are set to “link to previous” this will ensure that numbering stays the same across all the pages (e.g. If Chapter 1 ends on page 20 Chapter 2 will start on page 21). Turning this feature off may sometimes be needed when changing between font types in the footer (e.g. Roman numeral vs.numbering).

(Tim Briggs of the Technology Assistance Center was instrumental in the assistance of developing this procedure.)

APPENDIX D




EDGEWOOD COLLEGEEd.D. Program in Educational Leadership

TITLE

DISSERTATION PROPOSALMonth, Year

Your Name

Advisor’s Name

Advising Community Chair’s Name

FIRST PAGE OF EACH CHAPTER(Sample)




CHAPTER 1

INTRODUCTION TO THE STUDY

Here is an example:Start down 2 inches from the top of the page.

It is not necessary to use bold in any of your labels.

NO BOLD EXCEPT WHERE APA REQUIRES.(Nearly all dissertations in a doctoral program have no need for bold.)

The page number is suppressed, but counted, on the first page of every chapter.

Start your first paragraph with an indent, and then type or input the rest of the text in a

double spaced document. Use the headings in the text exactly as they appear in the Table of

Contents.

MAJOR PARTS OR HEADINGS FOR THE PROPOSAL

The dissertation proposal is basically a solid draft of the first three chapters of the dissertation.The proposal is the plan that the student will put into action as a research project. The proposalis written in the present and future tense (“This study will show …”). The tense is changedto the past these when the study is done and the dissertation is finalized (“This study




demonstrated …”). Each of these three chapters will grow and change as the final two chapterstake shape. Some of the basic subheadings for the first three chapters are as follows:

Chapter 1 – Introduction to the StudyIntroductionContextual OrientationTheoretical ModelProblem StatementResearch QuestionsDefinitions of TermsSignificance of the StudySummary

Chapter 2 – The Literature ReviewCenter headings. Other sub-headings will flow from your research topic. Use headings and sub-headings as advancedorganizers to help the reader understand the connection you

are making between the literature and the study you are doing.

Chapter 3 – Design of the StudyResearch MethodologyResearch TermsProblem Statement (from Chapter 1)Data SourcesData CollectionData AnalysisLimitationsSummary

ReferencesA list of references used in the proposal in APA format.

Chapter 1 – Introduction to the Study

The dissertation proposal should be a very compact document with a minimum of 30 pages of text following the outline provided above. The references and any appendixes are in addition tothe text pages. The intended outcome of the Proposal is to convince a professional audience thatthe issue you are selecting for study is first, educationally significant, and second, able to beaccomplished in the time frame provided. The literature provides substantiation of the

significance. The design provides evidence of the time management.

The introduction contains glimpses into the elements included in the next two chapters, theliterature review and the methodology, respectively. However, the introduction should notcontain an extensive review of the literature or provide detail regarding the methodology. Forthe dissertation, you may add more to the document but be sure that the tense is changedto the past tense – you have completed the work . The first chapter generally has the following parts:




1. IntroductionThe introduction to a dissertation "presents the specific problem under study anddescribes the research strategy" (APA, 2010, p. 27). A clear introduction, according tothe APA Manual, "gives the reader a firm sense of what was done and why" (p. 27).

2. Contextual Orientation

The orientation to the problem is a very brief description of the setting of the issue under study. It should include the background or introduction to the research topic, the existingor proposed paradigm, the constructs, and the variables or data sources that are part of thestudy. This section describes the current global state of the proposed topic.

3. Theoretical Model – A Graphic Representation and Description of a FigureDiscussion of the theoretical model begins with the detail the interrelationships of thevariables or groups under study, their history and current status. The model that will beemployed in the research is described and the reasons for selecting that model areoutlined. This description may include a graphic representation of the model as a figure

that demonstrates the interrelationships of the groups or variables under study.

4. Problem StatementThe problem statement or research hypothesis that will be studied is described. The problem statement is written in general or common language. This is a general statement of the interrelationships of the variables (data sources) in the construct – an overview of the problem. It does not include specific research questions.

5. Research QuestionsResearch questions are designed to frame the study. They should be directly linked to thetheoretical model and problem statement, and imply how findings are likely to advancethe knowledge base and improve educational practice. It is here that you make the

specific statements about the interrelationships between or among the variables (groups)you hoped to find.

6. Definition of TermsIt may be important to define terms in this chapter, particularly if those terms are vague,need to be put into the context of the dissertation, or are not part of common usage.Again, the goal for this chapter is to help the reader understand the overview of thedissertation. Key terms that will be used throughout the dissertation should be defined or operational for the reader. There is no need to repeat dictionary definitions of words, butit is important to define key words that have a specific meaning for the study.

7. Significance of the StudyIn the proposal you convince the committee that the study has educational significance.

Make the connections to the literature and the issue to be researched, and anticipate some possible findings, e.g. “While Smith (2003) said “A”, I believe this research will show“B”…”. When the research has been completed, this section from the proposal is put inthe past tense and tells in general how the study was significant. The general statementsfrom this section may be used in the Abstract as well.

8. Summary

A summary of Chapter 1 invites the reader into Chapter 2.




Chapter 2 – The Literature Review

The literature review chapter is the key ingredient of a successful proposal and dissertation. It isthe place for the researcher to be creative in the identification, selection, and use of other writtensources on the topic under scrutiny. This chapter makes the case that the planned research

should be done. A scholarly review of earlier work provides an appropriate history of the topicunder examination and recognizes the priority of the work of others. Citing earlier work andgiving explicit credit to previous authors is part of the scientific and scholarly responsibility of the researcher. A thorough review is essential for the growth of both individual and cumulativeknowledge.

The review of the literature should build to the issue that you are planning to study. It should provide a foundation for your problem statement and the questions you plan to research. Thereview of the literature for your proposal is a summary of the expanded review that should beincluded in your dissertation. Often, the review of the literature is the longest chapter in adissertation. Both theoretical (dissertations and other research articles) and practical(professional journals and books) literature should be included, along with references to

alternative viewpoints, related literature, and methodological resources.

For the proposal, you attempt to capture and explain the most salient works that relate directly toyour topic. At the time of final writing you may have read or reviewed additional referencessince the proposal was prepared, and these can be added to the Literature chapter. Remember,references in the proposal may be in the present tense “Smith (2003) says …”. In thedissertation, make all references to past work in the past tense “Smith (2003) said …”.Some points to keep in mind as this chapter is completed include:

1. When writing the review, work from an outline. Your research questions or TheoreticalModel are the framework for your literature review. It is easy to go off on tangents or

include works that aren’t specifically related to the topic if you do not work from anoutline. Use advanced organizers, i.e., headings and sub-headings, to assist the reader tomake connections between previous work and your proposed study.

2. Find out who are the major spokespeople for your topic. Find out what they are writingand discussing about the narrow band of education you propose to examine. Attempt tosummarize their findings, conclusions, and recommendations.

3. Cite and reference only works pertinent to the specific topical area and not works of tangential significance. Refer the reader to general reviews of the topic, if they areavailable.

4. Demonstrate the logical continuity between previous work, present work, and the

completed study, and reinforce the attitude that the research was needed.

5. Develop the problem with enough breadth and clarity to make it generally understood byas wide a professional audience as possible. Simple statements that certain studiessupport one conclusion and others support another conclusion are better than an extensiveand inconclusive discussion.




6. Identify each author whose research is cited. Take care in the initial stages to reportcorrect bibliographic information. Use APA format for all print and electronic referencesused.

7. Provide evidence that you have knowledge of the field of inquiry and knowledge of themethodologies utilized in the field.

8. Include references in a topical and a methodological section. The review should help thereader understand both why the proposed study has merit and worth, and why the proposed methodology is the best way to answer the problem statement and researchquestions. Lead the reader to understand the importance of the proposed work and how itwill replicate or expand previous research efforts.

9. Use references to tell the reader exactly how and why the problem statement was posed,how the subsequent research questions were formulated, and why the research strategy or method was selected.

10. Take care to isolate the exact problem under consideration, and suggest that there may beadditional questions generated from the completed study for future work. Theseadditional questions are placed in Chapter 5, but they can be mentioned in general here.

Chapter 3 - Design of the Study – The Method

For the proposal, give thought to the scope of your study, what is realistic considering the parameters that define your personal and professional life, and balance the need to write aworthwhile and meritorious dissertation by your expected graduation date. Think of this processas a base hit into the gap that exists in educational research versus a home run.

Although the methodology chapter may be relatively brief in comparison to the other sections of your proposal, it should be given an inordinate amount of thought and effort. What you detail inthe methodology chapter and what your dissertation committee ultimately approves will be themethod you must follow while conducting your research. If you propose to do X, and thecommittee approves X, you have to follow through with X. If you stray from the acceptedmethodology during the course of your study, without reconvening your committee and formally presenting a change to your initial proposal, you may jeopardize the acceptance of your completed dissertation.

Often, the methodology chapter is the shortest chapter in a dissertation. However, this is usuallythe chapter that generates the most discussion during the proposal presentation. If unclear,substantive questions about the sample, e.g., size, make-up, etc…, data collection strategy, e.g.,

survey versus interview versus observation to address your research questions, and data analysis,e.g., triangulation, member checking, validity and reliability, statistical versus textual, etc… maycause delays in the completion of your presentation and attaining candidate status. The designchapter is there to describe and qualify the basic components of the research design in an effortto arrange the conditions for collecting and analyzing data utilized in the study. The designsection starts with the formal statement of the problem or research topic. This can be a basicquestion (“How does A influence B?”), or as a statement of an issue in another form. If this is an




experimental study, this can be in hypothesis form (‘If A, then B”). There may be ancillaryquestions that may be stated here.

The methodology chapter, the third chapter in a traditional five chapter dissertation, details thedata sources (sample), data collection strategy or strategies, data management, and data analysisthat have been employed by the researcher. The reader should have a clear and completeunderstanding of the methodology used after reading this chapter.

The design chapter is there to describe and qualify the basic components of the research project.It includes the conditions experienced when collecting and analyzing the data utilized in thestudy. The APA Manual stresses the need for this chapter to be clear and accurate. Researchersshould be able to replicate your study based on the text included in this chapter. According tothe Manual, the method chapter can be divided into three sections:

• Participants or Subjects (i.e., data sources)

• Apparatus (i.e., survey, interview protocol—data collection and management strategy)

• Procedure (i.e., data analysis)

The methods chapter should utilize the following format:

1. Research MethodologyThe Method section describes in detail how the study will be or was conducted. Such adescription enables the reader to evaluate the appropriateness of your methods and thereliability of your results. It also permits experienced investigators to replicate the study if they so desire. The methodology section starts with a review of the formal statement of theresearch problem and questions. This can be written as a basic question (How does Ainfluence B?), or stated as a research problem. Ancillary or subsequent questions may bestated here. An orientation to the type of research should be included (e.g., qualitative,quantitative, survey, interview, mixed methodology, etc…). This puts what was done in theresearch in an accepted technique or method.

2. Research TermsIf unclear or ambiguous terms were not defined in an earlier chapter (usually theIntroduction-Chapter 1), they may be defined here. Terms that are from the methodology,qualitative or quantitative research terms for example, may be referenced and defined in thechapter as well.

3. Data SourcesThe data sources—population and sample—should be described. This answers the question,“What is the source of the information you used to answer your research questions and problem statement?”

4. Data Collection




The method(s) of collecting data should be described—surveys considered for use, interviewquestions asked, and other sources of data described. These documents may be included inan Appendix.

5. Data Analysis or ManagementThe strategy for managing the data should be outlined and the data analysis strategy should be described.

6. LimitationsFinally, this Chapter should include any conditions or limitations that may affect theinterpretation of the data or information collected.

7. HPRBDescription of document to Learning Community Committee.

8. Summary

Similar to the Orientation section, the Summary at the end of the proposal should briefly

outline what you plan to do with your research. A summary statement of the groups or variables under study, the type and technique of the research and the educational significanceof the study should be summarized.

References

Use APA style and include all citations used in the text.

REFERENCES

The Reference section starts on a new page. Use APA style, and include all citations

used in the text. The APA format can be seen starting on page 240 for edition 5 and page 198 for

edition 6. Note that the references should be shown in hanging paragraphs and double spaced as

seen in the following:

Herbst-Damm, K. L., & Kulik, J. A. (2005). Volunteer support, marital status, and the survival

times of terminally ill patients. Health Psychology, 24, 225-229. doi:10.1037/0278-

6133.24.2.225




Klimoski, R., & Palmer, S. (1993). The ADA and the hiring process in organizations. Consulting

Psychology Journal: Practice and Research, 45(2), 10-36.

Shotton, M. A. (1989). Computer addiction? A study of computer dependency. London, England:

Taylor & Francis.

APPENDIX E

DOCTORAL DISSERTATION TIMELINE

Note: Approximate course sequence

YEAR 1ED 701 Research basics, writing in APA style

Begin to focus research topics

ED 710, 720, 810 Read research literature search for topics

Consult with mentor and liaison about topicPerform research function

ED 801 Research SymposiumGraduates’ examples of previous researchExplore research literature




YEAR 2ED 730, ED 820 Research literature search for topics

Consult with mentor and liaison about topicPerform research function

ED 830 Finalize topic and write proposalAdvisor AssignedProposal presentation scheduled

ED 901 Written Comprehensive ExamProposal Presentations HeldHPRB Approval

YEAR 3ED 910 Finalize Chapter 1, 2 and 3 (past tense)

Plan data collectionReview Plan with Dissertation Advisor

ED 920 Collect DataBegin Data AnalysisConsult with Advisor about DataWrite Chapter 4

ED 930 Write Chapter 5 – conclusions, recommendationsConsult with Advisor about implicationsSchedule Dissertation DefensePublish Dissertation




APPENDIX F

HUMAN PARTICIPANTS REVIEW BOARD (HPRB) MATERIALS

The Human Participants Research Proposal Form is a formalized account of the intended

research methods and procedures to be used in conjunction with human participants. The proposal clarifies what is to be done, how, and why. Special attention is given to participant risk, benefit, and autonomy. Additionally, it becomes a vital part of an official paper trail showingthat the research is acceptable to a board of reviewers. Should anyone raise questions about theresearch, the approved proposal is evidence that the project is of sufficient value to justify anyrisks or inconveniences involved. Chapter 3 includes mention of the HPRB application. Includethe HPRB letter of approval in the Appendix of the dissertation.

The proposal form and guidelines may be accessed at http://hprb.edgewood.edu/

The Human Participants Review Board is always available to answer any questionsinvestigators may have.

HPRB

1000 Edgewood College DriveMadison, WI 53711

Email: [email protected]


mailto:[email protected]





APPENDIX G

DISSERTATION MANUSCRIPT

Dissertation Cover Page

THIS IS YOUR TITLE IN ALL CAPS (Approximately Line 17)

ONE-THIRD DOWN FROM TOP OF PAGE

CENTERED AND DOUBLED SPACED

By Joe L. Smith (Your Name Goes Here)Centered both vertically and horizontally, approximately line 26

A dissertation submitted in partial fulfillment

of the requirements for the degree of

DOCTOR OF EDUCATION

at

EDGEWOOD COLLEGE

200X

Note: When you use this page, please disregard the top items, APPENDIX G, DISSERTATION MANUSCRIPT, and Dissertation Cover Page.




COPYRIGHT PAGE

(Do not show these two lines of text here. Just show the Copyright with your name and year in the center of the page.)

© Copyrighted by Your Name 20XX




ABSTRACT

The abstract should be in block form, with no indents.

All numbers should be numerals (1, 2, 3, etc.).

The abstract is one of the final steps in writing the dissertation. The abstract is a brief summaryof the entire study. Most abstracts are one paragraph of no more than 24 0 words , and not longer than a page in length . This limit is important in that the dissertation will be filed with UniversityMicrofilms, Inc. (UMI) and the abstract is the vehicle that others use to determine whether toaccess the entire work.

When writing the Abstract, think minimalistic. The Abstract is to be a self-contained piece, soabbreviations, jargon, and citations should be avoided unless absolutely necessary. The Abstractneeds to be concise and specific, so it is important to select the four or five most importantelements of the research to report.

A generic outline for an Abstract would be:

• The problem or general purpose of the study (one sentence)

• The participants or subjects (one or two sentences on the data sources)

• The method of the study including the goals or selected research questions (two or threesentences on how and why the study was done)

• The findings (a brief summary of the global results)

• The significant conclusions and implications (select the most important)

Abstracts should be written in the past tense – the work has been completed and the dissertation,including the Abstract will be read in the future only. Write the Abstract in as plain a languageas the study allows.

When writing the Abstract be careful not to confuse the study objectives with the procedures,e.g. the purpose of the study was not to correlate variables. Additionally, do not confuse theobjectives with the problem or purpose statement. Be very selective and only specify one or twoof the major objectives of the study. Be explicit. Use basic introductory phrases such as:

• “The purpose of this study was …”

• “The main objectives of the study were …”

• “The participants in the study were …”

• “The research methods included …”




• “Two basic findings were …”

• “The main conclusion was …”

One way to think about the Abstract is to think of how you would answer the question “Whatwas your research about?” in a casual conversation with colleagues.

ACKNOWLEDGEMENTS(if desired, on separate page)

It is customary for writers of dissertations (and other lengthy manuscripts like books or monographs) to include Acknowledgements to those who either helped in the actual writing, or who served in a formal or informal support role. The Acknowledgements section should be nextin the Table of Contents, and most often begins on page (iii).

DEDICATION(optional, on separate page)

Some dissertation authors dedicate their work to someone, or multiple people, who played asignificant role in their work or life while the research and writing were being completed. Whilenot a required component, any special dedication would follow the Acknowledgements sectionand be on a separate page, also numbered in lower case Roman numerals.

TABLE OF CONTENTS

The Table of Contents for the doctoral dissertation should follow the outline on the attachedsheet. The Table of Contents begins with the dissertation Abstract, which is the first pagenumbered in lower case Roman numerals, using the number (ii). The very first page, the Title

Page is number (i), but that number is suppressed, and the Title page is not listed in the Table of Contents.

The Table of Contents page is next, and it should have an all upper case, centered title, printed in bold, followed by two column heads, also bold upper case. The heading to the left of the pageshould be the ITEM column, and the heading on the right side of the page should be the PAGEcolumn. The two or three items mentioned above would be the first entries in the left column(Abstract, Acknowledgements, and Dedication) with the page number in the right column,connected by a continuous series of periods (………).

The Table of Contents itself should be the third or fourth item in the list, with its page number listed as well. If Tables or Figures are part of the dissertation, a list of each should be on a

separate page following the Table of Contents and numbered consecutively with lower caseRoman numerals. Then each chapter and chapter number should be listed in the far left columnunder the ITEM heading. The title of the chapter should be on the same line as the chapter number and should be in all upper case (not bold) letters, the same TAB should be used to alignall of the Titles. The title should be followed by the series of periods leading to the page number of the beginning of each chapter.




Beneath the chapter number and title line the subheadings used in the chapter should be listed.The same APA format used in the headings in the text should be used in the Table of Contents.The Major Chapter Divisions should align with the chapter title in the left column. The SecondMajor Division should be aligned with the Major Division and printed in italics. The ThirdSubdivision should be indented under the Second Major Division and printed in italics. If thereare Fourth Subdivisions, these too should be indented under the Third Subdivision and printed initalics. At the end of the Table of Contents are the References and Appendixes with the starting page number for each.

Chapter 4 - Results or Findings

The results section summarizes the data collected and the statistical or analytical treatment used.The results are generally presented in a straightforward manner without the author’s voice.Results and findings generally do not prove or disprove any of the hypotheses or answer the




research questions. They merely report what was collected in a coherent manner. The researchquestions can provide on organizing vehicle for the display of the data, however, and that sameformat may be used to organize Chapter 5.

According to Mauch and Park (2003) in their book Guide to the Successful Thesis and Dissertation, the findings should address the following questions:

• Does the reader learn how information in the raw form was summarized? Descriptivestatistics? Content analysis? Other?

• Do tables and figures contain all of the essential information? Are they developed in the best manner to display the results and findings?

• Does each table or figure stand on its own? Is each table or figure clear and self-explanatory?

• Are results and findings grouped in a coherent manner? Are they grouped in relation to

research questions or another clear analytical format? Chronologically?

• Is redundancy minimized?

• Is the section free of interpretation?

The APA recognizes only Tables and Figures. Charts, graphs, drawings, photos, etc. all need to be categorized as either a table or a figure. Tables, even tables that include textual data versusnumeric data, can be helpful when trying to organize large amounts of information.

Mauch and Park (2003) provide an outline of the traditional results chapter:

• Review of the plan of the study

• Review of the procedures

• Review of the hypotheses or basic research questions

• Evidence found that supports or fails to support the hypotheses or research questions

• Unanticipated results of findings

• Summary of what was found

Use the initial purpose statement, problem statement, and subsequent research questions asorganizers. As you develop your data collection instruments, think about the information youwill be collecting and how it may be organized and reported in a clear and concise manner. Asmentioned above, the research questions will provide an organizational vehicle for structuringthe display of the data.




Most researchers collect far more information than they can possibly include in the results or findings chapter. This is done so that anything that may be important to the research is notmissed in the collection phase. It is always easier to not use information collected than to go back and try to collect more information. Begin with the end in mind, and be open to subtlenuances that may be discovered. Remember that as changes are made while the data are beingcollected, these alterations must be captured in Chapter 3.

Chapter 5 - Conclusions and Recommendations

The conclusions and/or recommendations, or discussion, chapter should begin with a clear statement of support for your original problem statement or hypothesis. Then you can evaluateand interpret the implications of your findings and results, detailed in the previous chapter.Think about how your conclusions support previously conducted work and areas wherecontinued work needs to be completed.

Finally, after four chapters of using neutral voice, you are in a position to make your ownconclusions regarding the findings and results you have gathered and reported. However, the

conclusions must be drawn from your findings and a logical connection to the findings should bemade in Chapter 5.

Try to address three broad questions when you are formulating your conclusions for Chapter 5:

• Problem choice – Why is the problem important? What are the larger issues or problemsthat transcend the narrow band of research that you have completed, and how do theselarger issues relate to your study?

• Levels of Analysis – How can the findings be linked to other findings at other levels of analysis? What still needs to be done for these connections to be made?

• Application and Synthesis – If the findings appear valid and reliable, what real-life phenomena might be explained or modeled by the results? What applications arewarranted on the basis of this research?

One of the final tasks you will undertake is making recommendations based on your findings.Think about making recommendations for application of your findings and recommendations for future research. Some of you will also be able to make recommendations for policymakers.That is, what policy changes are suggested by the findings?

According to Mauch and Park (2003) in their book Guide to the Successful Thesis and Dissertation, the discussion chapter should address the following questions:

• Are there conclusions drawn about each question or hypothesis?

• Are limitations on conclusions specified?

• Are alternative explanations for the findings identified and discussed?

• Does the reader learn about the successes and failures of the study?




• Does the reader learn about what additional study might be needed on the topic?

Mauch and Park (2003) provide an outline of the traditional final chapter:

• Conclusions○ Conclusions are drawn based on the findings.

○ Alternative explanations for the findings are given.

○ Impact of the study (what was learned) is provided.

○ Strengths and weaknesses of the study are discussed.

• Implications○ Implications for practice or decision-making

○ Implications for scholarly understanding

○ Implications for building theory

○ Implications for future research

•

Recommendations○ Recommendations for future research, changing to a different methodology

○ Recommendations for changes in academic knowledge and practice

○ Recommendations for changes in accepted theoretical constructs

○ Recommendations for changes in organization, procedures, practices, and

behavior

Be careful not to draw conclusions or make recommendations that cannot be substantiated by thefindings. Think small, and work big. For example, understand that you are studying a narrow band within a larger construct. Your conclusions and recommendations should not stray too far from that narrow band. It would be difficult to change a larger universe based on the findings of one study.

References

Use APA style and include all citations used in the text. Conduct a reconciliation of allreferences to citations in the text.

Appendixes

Examples of items that should be included in the appendix section include:

• HPRB Approval letter

• Copies of Surveys

• Interview Questions

• Correspondence providing permission to use other authors’ work

• Other relevant documents




APPENDIX H

DOCTORAL DISSERTATION PROPOSAL CHECKLIST

This checklist is used to simplify the review of your dissertation proposal by the EdgewoodCollege Doctoral Dissertation Committee. This form must be submitted with the final copy of your proposal. This checklist must be signed by the doctoral student and advisor.

_____ 1. Style manual followed: APA, unless as designated by the Doctoral Handbook.

_____ 2. Dissertation proposal consistently followed this style manual.

1. Organization:

_____ 1. Title Page

_____ 2. Copyright Page

_____ 3. Abstract (not to exceed 240 words), in block form, no indentations and doublespaced

_____ 4. Acknowledgments (Optional)

_____ 5. Dedication Page (Optional) _____ 6. Table of Contents—set up correctly to include section headings

_____ 7. Appendixes, according to the Doctoral Handbook

_____ 8. List of Tables

_____ 9. List of Figures

_____ 10. Text, divided into chapters designated by Arabic numbers

_____ 11. References, conforms to APA style manual _____ 12. Research Compliance Approval Letter---HPRB (if using human subjects, etc.)

Format

a. Type Size:

_____ 1. Standard 12 pt in Times New Roman

b. Margins:

_____ 1. Left, right and bottom margins are 1 inch throughout. The right side of the paper isragged right. The top margin of the first page of each chapter is 2 inches; all other pages are 1inch from the top




c. Spacing:

_____ 1. Text is double spaced, first line of each paragraph indented 5 to 7 spaces

_____ 2. Single space between sentences

d. Pagination

_____ 1. Every page is assigned a number (but the first page of each chapter is suppressed) _____ 2. Small Roman numerals for preliminary pages, Arabic numbers for pages of text

_____ 3. Page numbers are positioned in the same place (at the bottom of the page, centered)

e. Tables/Figures

_____ 1. All tables and figures conform to the Burke Convention as described in the DoctoralHandbook _____ 2. Tables/figures follow the page on which they are first referenced, or they are included

in a separate appendix—depending upon size

_____ 3. Tables/figures are identified in the text by a number, such as Figure 1, Table 1

f. Appendixes

_____ 1. The following materials are included in the appendixes: original scales, tables (not intext), figures (not in text), or interview questions, informed consent forms, a copy of theinstrument(s), (surveys, questionnaires, etc.) used for data collection if the instrument(s) is/arenot well known or has/have not been published, and the Research Compliance Approval Letter---HPRB (if using human subjects, etc.).

_____ 2. If including one or more instruments in the appendixes, request has been made for permission in writing from the copyright holder to reproduce the instrument(s), giving full creditin the project to the copyright holder.

g. References

_____ 1. All the references cited within the text of the proposal appear in the reference list. _____ 2. All the references in the reference list are cited within the text of the proposal, except personal communication. Personal communication is cited in text, but is not listed in thereference section.

2. STYLE CRITERIA

a. Writing Style

_____ 1. Presented ideas in an orderly, logical fashion.




_____ 2. Used transitional words to achieve continuity and to help maintain the flow of thought (i.e., time links (then, next, after, while, since), cause-effect links (therefore,consequently, as a result), addition links (in addition, moreover, furthermore, similarly), andcontrast links (but, conversely, nevertheless, however, although, whereas).

_____ 3. Used active voice (e.g., “Simpson (2001) designed the experiment.”) rather than passive voice (e.g., “The experiment was designed by Simpson (2001).”) whenever possible.

_____ 4. Used past tense (e.g., Jones “showed”) or present perfect tense (e.g., researchers“have shown”) when writing the literature review, and describing procedures.

_____ 5. Avoided colloquial expressions, wordiness, redundancy, jargon, and clumsy prose.

_____ 6. Avoided writing in long, involved sentences that create difficult, sometimesincomprehensible material. Avoided having paragraphs that run longer than a double-spacedmanuscript page.

_____ 7. The writing avoids perpetuating demeaning attitudes and biased assumptions against persons on the basis of gender, sexual orientation, racial or ethnic group, disability, or age.

b. Editorial Style

_____ 1. Usedabbreviations sparingly, if at all.

_____ 2. The proposal is organized using an appropriate arrangement of section headings and subsection headings. (See APA for a set of guidelines for selecting an arrangement of headings, but remember to check the Edgewood College Doctoral Handbook for anychanges.)

_____ 3. When listing elements in a series, APA guidelines are followed for seriation.

_____ 4. When including a quotation of 40 or more words, it is set off as a freestanding block of double-spaced typewritten lines, omitting the quotation marks. The author, year, andspecific page citation in the text is provided. It is properly punctuated.

_____ 5. When incorporating a short quotation (i.e., less than 40 words) in text , the quotationwith double quotation marks is enclosed. The author, year, and specific page citation in thetext is provided. It is properly punctuated.

_____ 6. Whenquoting an author directly, the source in the text is credited and the page

number is included in parentheses to show where that quote appeared in the originaldocument.

_____ 7. When paraphrasing or referring to an idea contained in another work , the source inthe text is credited, but does not provide a page number in parentheses.

_____ 8. When including subsequent references to a study within the same paragraph, theyear is only included in the first reference and not in those subsequent references.




_____ 9. Whenciting a work that has three, four, or five authors, all authors are cited the firsttime the reference occurred and then in subsequent citations include only the surname of thefirst author followed by et al. (not italicized and with a period after “al”) and the year if it isthe first citation of the reference within a paragraph.

_____ 10. Whenciting a work that has six or more authors, the surname of the first author iscited followed by et al. (not italicized and with a period after “al”) and the year for the first andsubsequent citations.

_____ 11. Whenciting two or more works within the same parentheses, the citations are placed in the same order in which they appear in the reference list. If there are two or moreworks by the same authors, they are listed by year of publication. If there are two or moreworks by different authors within the same parentheses, they are listed in alphabetical order bythe first author’s surname. Semicolons are used to separate the citations.

_____ 12. The tables meet the criteria listed in the “Table Checklist” in the APA manual.

_____ 13. The figures meet the criteria listed in the “Figure Checklist” in the APA manual.

_____ 14. The guidelines in the Dissertation Handbook are followed for preparingappendixes.

3. INSTRUCTIONS FOR PREPARING THE DISSERTATION

_____ 1. 12-point, Times New Roman is used.

_____ 2. The entire proposal is double-spaced (even the block quotations and the reference list).

____ _ 3. The entire proposal is single spaced between sentences.

_____ 4. The proposal has uniform margins of at least 1 inch at the top, bottom, left, and right of each page, except on the first page of each chapter, in which it is 2 inches from the top.

_____ 5. A flushed left style is used, leaving the right margin uneven, or ragged.

_____ 6. All pages are numbered consecutively (except the: title page [which has no pagenumber], abstract, acknowledgements, dedication, table of contents, list of tables, and list of figures which have Roman Numerals). The page numbers appear at the bottom of each page,centered 1 inch from the bottom of the page. ( Note: This is Edgewood College’s criteria, not

APA.)

_____ 7. The first line of each paragraph is indented 5 to 7 spaces or ½ inch. Block quotes areindented 5 to 7 spaces or ½ inch without the usual opening paragraph indent.

_____ 8. Headings are properly formatted according to the Doctoral Handbook.




_____ 9. A hanging indent format is used for references (i.e., the first line of each reference isset flush left and subsequent lines are indented).

_____ 10. Edgewood College’s instructions for typing appendixes are followed. Note: This isdifferent than APA.

_____ 11. APA instructions were followed for typing tables and figures. Note: Incorporatetables and figures at the appropriate places within the proposal, if possible.

4. APA STYLE CHECKLIST FOR A DISSERTATION/RESEARCH STUDY

The APA Publication Manual , 5th Edition is the standard for APA writing. Each person shouldown a copy. The purpose of this checklist is to be a guide to enable the researcher to use and become comfortable with the Manual .

General Items:

_____ 1. There are no bold, oversized, or decorative fonts used in the document.

_____ 2. “I”, “we”, “our” are only used rarely in the research document. The writing is objectiveand impersonal.

_____ 3. In writing a research proposal, the study is described in the future tense.

_____ 4. Reference citations in text: Care is taken in how to cite multiple authors and how tocite a work with multiple authors the first time it appears and how it is cited later in the paper.

_____ 5. The symbol “&” is used inside parentheses; the word “and” is used in text. Note:Citation of secondary sources is extremely rare in APA style and thus is not recommended atEdgewood College.

_____ 6. Quotations in the text: The use of quotations is limited. The material is summarized inone’s own words. Too many direct quotes do not indicate what is learned from the author andhow it ties directly to the current study.

References:

_____ 1. APA guidelines were followed when preparing entries for the reference list. Eachentry is in its proper format.

_____ 2. The spelling and year are identical in each of the text citations and its reference listentry.

_____ 3. Heading is centered and not underlined.

_____ 4. Double-spaced; brought each new reference to the margin and indented the remainder of the reference.




_____ 5. Last names and first initials were only used, not first names.

_____ 6. Only references cited in the paper that appear in the references are used.

_____ 7. Anything cited in the paper, appears in the references.

Tables and Figures (Graphs)---the Burke Convention is used:

_____ 1. Each Table or Figure is on a separate sheet of paper.

_____ 2. Each Table or Figure has a title and number, e.g., Table 1, Figure 1.

_____ 3. Tables and Figures are referred to in the text of the paper by their number, e.g., Table1. _____ 4. Information in Tables and Figures is discussed in the text, but not repeated in the text.

CHAPTER 1: INTRODUCTION

_____ 1. Introduction _____ 2. Contextual Orientation

_____ 3. Theoretical Model (presented in accordance with the Burke Convention)

_____ 4. Statement of the problem/background of the problem (basic difficulty - area of concern, felt need, educational trends related to the problem, unresolved issues, social concerns)

_____ 5. A convincing case is made for why the problem that is to be studied is important.

_____ 6. Research Questions to be answered or investigated/or Hypothesis or Hypothesesstatements.

_____ 7. The variables that are planned to be studied are identified and defined. Technicalterms that are introduced are defined.

_____ 8. A clear statement of the proposed study’s purpose is provided.

_____ 9. Purpose of the study (goal oriented) -emphasizing practical outcomes or products

_____ 10. Significance of the study - may overlap with the statement of problem

_____ 11. Definition of terms (largely conceptual here; operational definitions may follow inMethodology Chapter)

_____ 12. Summary and a lead into Chapter 2

CHAPTER 2: LITERATURE REVIEW

_____ 1. This chapter is organized in the same order as the research questions. The research

questions are carefully aligned with the review of literature.

_____ 2. Historical background (if necessary)--The literature review provides an appropriatehistory, but not an exhaustive historical review, of the most pertinent literature related to the problem.

_____ 3. Theoretical Framework (Furnished from delineation of various theoretical positions, aconceptual framework affording bases for generation of research questions and/or hypotheses).




_____ 4. The approach (i.e., the research methodology) that is intended to be used in the studyto solve the problem that is being posed is explained.

_____ 5. If there are alternative, competing theories that address the problem planned for thestudy, the basic tenets and implied assumptions of those theories, highlighting the criticaldifferences between the theories is discussed. Personal opinions are kept out of the presentationof the theories.

_____ 6. When previous research studies in the literature review are cited, pertinent findings,relevant methodological issues, and major conclusions of those studies are emphasized.

_____ 7. If there are general surveys or reviews of the topic being studied, reference is made tothem in the literature review.

_____ 8. Controversial issues raised in the literature are treated fairly, representing both or multiple sides.

_____ 9. One term is chosen for a key concept or idea and that term is used consistently.Substituting one similar term for another is avoided.

_____ 10. A convincing case has been made as to why the proposed study is needed. Logicalcontinuity has been shown between previous work and the study that is planned to be conducted.

_____ 11. Summary of Chapter 2 reviewed

CHAPTER 3: METHODOLOGY

_____ 1. Overview or at least an introduction

_____ 2. Restate the research questions and/or the Hypotheses _____ 3. Description of research methodology

_____ 4. Research design-- Spelled out–HPRB/consent

_____ 5. Instrumentation (tests, measures, observations, scales, and questionnaires)

_____ 6. Procedures (Field, classroom or laboratory e.g., instructions to subjects, etc.)

_____ 7. Research Terms (if not defined in Chapter 1)

_____ 8. Problem Statement (from Chapter 1)

Data Sources/Participants

_____ 1. Subjects of the Study (sample and population)

_____ 2. The procedures that will be used to select participants for the study have been reported.




_____ 3. The total number of participants that are planned to be included in the study has beengiven. _____ 4. The major demographic characteristics of the participants that will be reported in the project have been identified. Data Collection/Methods/Procedures

_____ 1. Data collection and recording

_____ 2. In the use of one or more instruments in the study (e.g., a test, a questionnaire, asurvey, a rating inventory, etc.), the purpose(s) of the instrument(s) have been described, andgeneral information about the instrument(s) have been provided (e.g., number of items, nature of the construct(s) measured, response mode(s) employed, time required for administration, anyspecial accommodations participants will use, etc.).

_____ 3. The steps that are planned to be used to collect the data are described.

_____ 4. If a language other than English is being used when collecting information from participants, the language that will be used is specified.

_____ 5. If an instrument needs to be translated into another language, the specific method of translation that will be used is described.

Data Analysis or Management

_____ 1. Data analysis (statistical analysis or qualitative analysis explained in detail)

_____ 2. If it is planned to analyze the data using a statistical method, the particular method isidentified. The method is appropriate for the researcher’s purposes. _____ 3. If it is planned to use a statistical method to analyze the data, an outline of all theanalyses that will be run is done.

_____ 4. If it is planned to use a software package that “mainstream” researchers do notcommonly employ (i.e., SPSS or SAS would be considered commonly employed software packages, for example), then the software is referenced, its author(s), and the particular versionof the software that will be used.

_____ 5. If it is planned to conduct qualitative research, or a combination of qualitative andquantitative research, the software analysis program that is used for the qualitative portion is

NVIVO.8

Limitations _____ 1. Any conditions or limitations that may affect the interpretation of the data or information collected have been included.

Summary




_____ 1. What the plan is to do with the research has been briefly outlined. The groups or variables under study, the type and technique of the research and the educational significance of the study have been summarized.

I have checked the dissertation proposal manuscript for all of the above items.

Student’s Name (please print): _________________________________________

Signature: _____________________________ Date: _____________

E-mail Address: ____________________


Advisor’s Name (please print): _________________________________________

Signature: _____________________________ Date:______________

E-mail Address:____________________


Community Chair’s Name (please print): _________________________________

Signature: _____________________________ Date: _____________

E-mail Address: ____________________

APPENDIX I




DOCTORAL DISSERTATION DEFENSE CHECKLIST

This checklist is used to simplify the review of your dissertation by the Edgewood CollegeDoctoral Dissertation Committee. This form must be submitted with the final copy of your dissertation at the time of your dissertation defense. This checklist must be signed by the

doctoral student and advisor. _____ 1. Style manual followed: APA, unless as designated by the Doctoral Handbook.

_____ 2. Dissertation proposal consistently followed this style manual.

1. Organization:

_____ 1. Title Page

_____ 2. Copyright Page

_____ 3. Abstract (not to exceed 240 words), in block form, no indentations and doublespaced

_____ 4. Acknowledgments (Optional)

_____ 5. Dedication Page (Optional)

_____ 6. Table of Contents—set up correctly to include section headings

_____ 7. Appendixes, according to the Doctoral Handbook

_____ 8. List of Tables

_____ 9. List of Figures

_____ 10. Text, divided into chapters designated by Arabic numbers

_____ 11. References, conforms to APA style manual

_____ 12. Research Compliance Approval Letter---HPRB (if using human subjects, etc.)

Format

a. Type Size:

_____ 1. Standard 12 pt in Times New Roman

b. Margins:

_____ 1. Left, right and bottom margins are 1 inch throughout. The right side of the paper isragged right. The top margin of the first page of each chapter is 2 inches; all other pages are 1inch from the top




c. Spacing:

_____ 1. Text is double spaced, first line of each paragraph indented 5 to 7 spaces

_____ 2. Single space between sentences

d. Pagination

_____ 1. Every page is assigned a number (but the first page of each chapter is suppressed)

_____ 2. Small Roman numerals for preliminary pages, Arabic numbers for pages of text

_____ 3. Page numbers are positioned in the same place (at the bottom of the page, centered)

e. Tables/Figures

_____ 1. All tables and figures conform to the Burke Convention as described in the DoctoralHandbook

_____ 2. Tables/figures follow the page on which they are first referenced, or they are included

in a separate appendix—depending upon size

_____ 3. Tables/figures are identified in the text by a number, such as Figure 1, Table 1

f. Appendixes

_____ 1. The following materials are included in the appendixes: original scales, tables (not intext), figures (not in text), or interview questions, informed consent forms, a copy of theinstrument(s), (surveys, questionnaires, etc.) used for data collection if the instrument(s) is/arenot well known or has/have not been published, and the Research Compliance Approval Letter---HPRB (if using human subjects, etc.). _____ 2. If including one or more instruments in the appendixes, request has been made for permission in writing from the copyright holder to reproduce the instrument(s), giving full creditin the project to the copyright holder.

g. References

_____ 1. All the references cited within the text of the proposal appear in the reference list.

_____ 2. All the references in the reference list are cited within the text of the proposal, except personal communication. Personal communication is cited in text, but is not listed in thereference section.

2. STYLE CRITERIA

a. Writing Style

_____ 1. Presented ideas in an orderly, logical fashion.




_____ 2. Used transitional words to achieve continuity and to help maintain the flow of thought (i.e., time links (then, next, after, while, since), cause-effect links (therefore,consequently, as a result), addition links (in addition, moreover, furthermore, similarly), andcontrast links (but, conversely, nevertheless, however, although, whereas).

_____ 3. Used active voice (e.g., “Simpson (2001) designed the experiment.”) rather than passive voice (e.g., “The experiment was designed by Simpson (2001).”) whenever possible.

_____ 4. Used past tense (e.g., Jones “showed”) or present perfect tense (e.g., researchers“have shown”) when writing the literature review, and describing procedures.

_____ 5. Avoided colloquial expressions, wordiness, redundancy, jargon, and clumsy prose.

_____ 6. Avoided writing in long, involved sentences that create difficult, sometimesincomprehensible material. Avoided having paragraphs that run longer than a double-spacedmanuscript page.

_____ 7. The writing avoids perpetuating demeaning attitudes and biased assumptions against persons on the basis of gender, sexual orientation, racial or ethnic group, disability, or age.

b. Editorial Style

_____ 1. Usedabbreviations sparingly, if at all.

_____ 2. The proposal is organized using an appropriate arrangement of section headings and subsection headings. (See APA for a set of guidelines for selecting an arrangement of headings, but remember to check the Edgewood College Doctoral Handbook for anychanges.)

_____ 3. When listing elements in a series, APA guidelines are followed for seriation.

_____ 4. When including a quotation of 40 or more words, it is set off as a freestanding block of double-spaced typewritten lines, omitting the quotation marks. The author, year, andspecific page citation in the text is provided. It is properly punctuated.

_____ 5. When incorporating a short quotation (i.e., less than 40 words) in text , the quotationwith double quotation marks is enclosed. The author, year, and specific page citation in thetext is provided. It is properly punctuated.

_____ 6. Whenquoting an author directly, the source in the text is credited and the page

number is included in parentheses to show where that quote appeared in the originaldocument.

_____ 7. When paraphrasing or referring to an idea contained in another work , the source inthe text is credited, but does not provide a page number in parentheses.

_____ 8. When including subsequent references to a study within the same paragraph, theyear is only included in the first reference and not in those subsequent references.




_____ 9. Whenciting a work that has three, four, or five authors, all authors are cited the firsttime the reference occurred and then in subsequent citations include only the surname of thefirst author followed by et al. (not italicized and with a period after “al”) and the year if it isthe first citation of the reference within a paragraph.

_____ 10. Whenciting a work that has six or more authors, the surname of the first author iscited followed by et al. (not italicized and with a period after “al”) and the year for the first andsubsequent citations.

_____ 11. Whenciting two or more works within the same parentheses, the citations are placed in the same order in which they appear in the reference list. If there are two or moreworks by the same authors, they are listed by year of publication. If there are two or moreworks by different authors within the same parentheses, they are listed in alphabetical order bythe first author’s surname. Semicolons are used to separate the citations.

_____ 12. The tables meet the criteria listed in the “Table Checklist” in the APA manual.

_____ 13. The figures meet the criteria listed in the “Figure Checklist” in the APA manual.

_____ 14. The guidelines in the Dissertation Handbook are followed for preparingappendixes.

3. INSTRUCTIONS FOR PREPARING THE DISSERTATION

_____ 1. 12-point, Times New Roman is used.

_____ 2. The entire proposal is double-spaced (even the block quotations and the reference list).

____ _ 3. The entire proposal is single spaced between sentences.

_____ 4. The proposal has uniform margins of at least 1 inch at the top, bottom, left, and right of each page, except on the first page of each chapter, in which it is 2 inches from the top.

_____ 5. A flushed left style is used, leaving the right margin uneven, or ragged.

_____ 6. All pages are numbered consecutively (except the: title page [which has no pagenumber], abstract, acknowledgements, dedication, table of contents, list of tables, and list of figures which have Roman Numerals). The page numbers appear at the bottom of each page,centered 1 inch from the bottom of the page. ( Note: This is Edgewood College’s criteria, not

APA.)

_____ 7. The first line of each paragraph is indented 5 to 7 spaces or ½ inch. Block quotes areindented 5 to 7 spaces or ½ inch without the usual opening paragraph indent.

_____ 8. Headings are properly formatted according to the Doctoral Handbook.




_____ 9. A hanging indent format is used for references (i.e., the first line of each reference isset flush left and subsequent lines are indented).

_____ 10. Edgewood College’s instructions for typing appendixes are followed. Note: This isdifferent than APA

. _____ 11. APA instructions were followed for typing tables and figures. Note: Incorporatetables and figures at the appropriate places within the proposal, if possible.

4. APA STYLE CHECKLIST FOR A DISSERTATION/RESEARCH STUDY

The APA Publication Manual , 5th Edition is the standard for APA writing. Each person shouldown a copy. The purpose of this checklist is to be a guide to enable the researcher to use and become comfortable with the Manual .

General Items:

_____ 1. There are no bold, oversized, or decorative fonts used in the document.

_____ 2. “I”, “we”, “our” are only used rarely in the research document. The writing is objectiveand impersonal.

_____ 3. In writing a research proposal, the study is described in the future tense.

_____ 4. Reference citations in text: Care is taken in how to cite multiple authors and how tocite a work with multiple authors the first time it appears and how it is cited later in the paper.

_____ 5. The symbol “&” is used inside parentheses; the word “and” is used in text. Note:Citation of secondary sources is extremely rare in APA style and thus is not recommended atEdgewood College.

_____ 6. Quotations in the text: The use of quotations is limited. The material is summarized inone’s own words. Too many direct quotes do not indicate what is learned from the author andhow it ties directly to the current study.

References:

_____ 1. APA guidelines were followed when preparing entries for the reference list. Eachentry is in its proper format.

_____ 2. The spelling and year are identical in each of the text citations and its reference listentry.

_____ 3. Heading is centered and not underlined.

_____ 4. Double-spaced; brought each new reference to the margin and indented the remainder of the reference.




_____ 5. Last names and first initials were only used, not first names.

_____ 6. Only references cited in the paper that appear in the references are used.

_____ 7. Anything cited in the paper, appears in the references.

Tables and Figures (Graphs)---the Burke Convention is used:

_____ 1. Each Table or Figure is on a separate sheet of paper.

_____ 2. Each Table or Figure has a title and number, e.g., Table 1, Figure 1.

_____ 3. Tables and Figures are referred to in the text of the paper by their number, e.g., Table1. _____ 4. Information in Tables and Figures is discussed in the text, but not repeated in the text.

CHAPTER 1: INTRODUCTION

_____ 1. Introduction _____ 2. Contextual Orientation

_____ 3. Theoretical Model (presented in accordance with the Burke Convention)

_____ 4. Statement of the problem/background of the problem (basic difficulty - area of concern, felt need, educational trends related to the problem, unresolved issues, social concerns)

_____ 5. A convincing case is made for why the problem that is to be studied is important.

_____ 6. Research Questions to be answered or investigated/or Hypothesis or Hypothesesstatements.

_____ 7. The variables that are planned to be studied are identified and defined. Technicalterms that are introduced are defined.

_____ 8. A clear statement of the proposed study’s purpose is provided.

_____ 9. Purpose of the study (goal oriented) -emphasizing practical outcomes or products

_____ 10. Significance of the study - may overlap with the statement of problem

_____ 11. Definition of terms (largely conceptual here; operational definitions may follow inMethodology Chapter)

_____ 12. Summary and a lead into Chapter 2

CHAPTER 2: LITERATURE REVIEW

_____ 1. This chapter is organized in the same order as the research questions. The research

questions are carefully aligned with the review of literature.

_____ 2. Historical background (if necessary)--The literature review provides an appropriatehistory, but not an exhaustive historical review, of the most pertinent literature related to the problem.

_____ 3. Theoretical Framework (Furnished from delineation of various theoretical positions, aconceptual framework affording bases for generation of research questions and/or hypotheses).




_____ 4. The approach (i.e., the research methodology) that is intended to be used in the studyto solve the problem that is being posed is explained.

_____ 5. If there are alternative, competing theories that address the problem planned for thestudy, the basic tenets and implied assumptions of those theories, highlighting the criticaldifferences between the theories is discussed. Personal opinions are kept out of the presentationof the theories.

_____ 6. When previous research studies in the literature review are cited, pertinent findings,relevant methodological issues, and major conclusions of those studies are emphasized.

_____ 7. If there are general surveys or reviews of the topic being studied, reference is made tothem in the literature review.

_____ 8. Controversial issues raised in the literature are treated fairly, representing both or multiple sides.

_____ 9. One term is chosen for a key concept or idea and that term is used consistently.Substituting one similar term for another is avoided.

_____ 10. A convincing case has been made as to why the proposed study is needed. Logicalcontinuity has been shown between previous work and the study that is planned to be conducted.

_____ 11. Summary of Chapter 2 reviewed

CHAPTER 3: METHODOLOGY

_____ 1. Overview or at least an introduction

_____ 2. Restate the research questions and/or the Hypotheses _____ 3. Description of research methodology

_____ 4. Research design-- Spelled out–HPRB/consent

_____ 5. Instrumentation (tests, measures, observations, scales, and questionnaires)

_____ 6. Procedures (Field, classroom or laboratory e.g., instructions to subjects, etc.)

_____ 7. Research Terms (if not defined in Chapter 1)

_____ 8. Problem Statement (from Chapter 1)

Data Sources/Participants

_____ 1. Subjects of the Study (sample and population)

_____ 2. The procedures that will be used to select participants for the study have been reported.








____5. The Chapter is organized closely following the guiding research questions andhypotheses as they appear in Chapter 1.

____6. If the study is complex, the most important findings both in the text and in theaccompanying tables are highlighted and simple conclusions are drawn in anticipation of moredeveloped discussions in Chapter 5.

Summary

____1. A summary paragraph is presented as a brief review of the chapter.

____2. A sentence is given to introduce the final chapter (Chapter 5).

____3. No conclusions or implications appear in this chapter.

CHAPTER 5: CONCLUSIONS AND RECOMMENDATIONS

Introduction

____1. An introductory paragraph is given reviewing the sections in this chapter.

____2. Essential points made in Chapters 1 and 3 are summarized briefly, such as: Why thistopic is important and how this study was designed to contribute to one’s understanding of thetopic.

Summary of the Study

____1. An overview of the entire study is given by beginning with a review of the problem andthe type of information collected.

____2. The research questions/hypotheses are restated.

____3. A brief statement or several sentences of the contents of the literature review areincluded.

____4. The population from which the sample was drawn is described. If there is a response ratefrom a survey, this is stated.

Findings

____1. A review of all of the findings from the statistical analysis of data are presented.

____2. The review of all of the findings are presented in the same sequence as they were presented in Chapter 4.

____3. The findings are presented factually and in an organized narrative.




Conclusions

____1. Conclusions are based on the research questions/hypotheses in Chapter 1.

____2. The conclusions to the research questions/hypotheses are presented in the samesequential order, as listed in Chapter 1.

____3. Conclusions and the discussion of the conclusions are stated clearly.

____4. The researcher has said everything and anything he/she wants to say about the researchthat has been conducted. Also, the researcher has told the reader what he/she thinks about theresearch---by using references to support what he/she said.

____5. Explanations to what is said are supported through the literature.

____6. Life experiences are drawn upon to support thoughts, views, and ideas.

____7. Everything is tied together.

____8. What was found in the research is analyzed, synthesized and evaluated with what theresearcher thinks.

Implications

Theoretical Implications

____1. The researcher’s interpretation of the dissertation findings in terms of thequestions/hypotheses that guided the study is given.

____2. Evaluation of the strengths and weaknesses of the study, the degree to which theconclusions drawn are credible given the researcher’s method and data are critically evaluated.

____3. A critical, retrospective examination of the framework presented in the literature reviewin light of the dissertation’s new findings is given.

Practical Implications

____1. Practical suggestions for addressing the issues that have been raised in the research of what should be done are given.

____2. Following suggestions as to what should be done, suggestions as to how it can be doneare indicated.

____3. New insights derived from the dissertation to solve real and significant problems of education are given.

____4. The quantity of the implications for practice is not as important as the quality of thought behind the suggestions.




Implications for Future Research

____1. Based on the review of literature and in the research that was studied, things that thestudy did not do or find, lead to indicate what further could be studied in the area of the researchconducted.

____2. When stating what should be studied, why this is important is also indicated.

____3. A rationale for why the additional research should be conducted is provided.

____4. Based on what the study did and found, the implications of future research are given.

Summary

____1. The summary begins with a brief statement of the purpose.

____2. An overview of the findings follows the statement of the purpose.

____3. An overview of the conclusions follows the overview of the findings.

I have checked the dissertation defense manuscript for all of the above items.

Student’s Name (please print): _______________________________________ Signature: _____________________________ Date: _____________

E-mail Address: ____________________


Advisor’s Name (please print): ______________________________________




Signature: _____________________________ Date:______________

E-mail Address:_____________________


Community Chair’s Name (please print):________________________________

Signature: _____________________________ Date:_______________

E-mail Address:_____________________

2010 Dissertation Handbook Edgewood ED830

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