Original Research 10 Strategic Points Draft

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timer Asked: Mar 9th, 2019
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Question Description

In the prospectus, proposal and dissertation there are ten key or strategic points that need to be clear, simple, correct, and aligned to ensure the research is doable, valuable, and credible. These points, which provide a guide or vision for the research. The ten strategic points emerge from researching literature on a topic, which is based on or aligned with, the defined need in the literature as well as the researcher's personal passion, future career purpose, and degree area. You have practiced identifying the ten points in published studies, the next required skill is to define the ten points for an original as yet conducted research study. In this assignment, you will consider a potential gap in the literature that is emerging from your ongoing reading in your field of interest including

including no less than five specific research studies, and you will draft the 10 Strategic Points for a potential dissertation research study based on that identified gap.

General Requirements:

Use the following information to ensure successful completion of the assignment:

  • Important note: Successful completion of this assignment does not indicate that this topic and the related 10 Strategic Points have been approved for use as your dissertation research study topic.
  • Locate and download "10 Strategic Points Template with Instructions" located in the DC (https://dc.gcu.edu/dissertation/dissertation-templates/10_strategic_points_template/strategicpointstemplatewithinstructions2014docx) and use it to complete this assignment.
  • This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
  • Doctoral learners are required to use APA style for their writing assignments. The APA Style Guide is located in the Student Success Center.
  • You are required to submit this assignment to LopesWrite.

Directions:

Consider a potential gap in the literature that is emerging from your ongoing reading in your field of interest including no less than five specific research studies. Using the information from those research studies, state the potential gap that you identified and describe how it emerged from the studies you read.

Based on that identified gap, draft the 10 Strategic Points for a potential dissertation research study.

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The 10 Strategic Points for the Prospectus, Proposal, and Dissertation Introduction In the Prospectus, Proposal and Dissertation there are ten key or strategic points that need to be clear, simple, correct, and aligned to ensure the research is doable, valuable, and credible. These points, which provide a guide or vision for the research, are present in almost any research. They are defined within this 10 Strategic Points document. The 10 Strategic Points The 10 strategy points emerge from researching literature on a topic, which is based on, or aligned with, the defined need in the literature as well as the learner’s personal passion, future career purpose, and degree area. The 10 Strategic Points document includes the following ten key or strategic points that define the research focus and approach: 1. Topic – Provides a broad research topic area/title. 2. Literature review - Lists primary points for four sections in the Literature Review: (a) Background of the problem/gap and the need for the study based on citations from the literature; (b) Theoretical foundations (models and theories to be foundation for study); (c) Review of literature topics with key theme for each one; (d) Summary. 3. Problem statement - Describes the problem to address through the study based on defined needs or gaps from the literature. 4. Sample and location – Identifies sample, needed sample size, and location (study phenomena with small numbers and variables/groups with large numbers). 5. Research questions – Provides research questions to collect data to address the problem statement. 6. Hypothesis/variables or Phenomena - Provides hypotheses with variables for each research question (quantitative) or describes the phenomena to be better understood (qualitative). 7. Methodology and design - Describes the selected methodology and specific research design to address problem statement and research questions. 8. Purpose statement – Provides one sentence statement of purpose including the problem statement, methodology, design, population sample, and location. 9. Data collection – Describes primary instruments and sources of data to answer research questions. 10. Data analysis – Describes the specific data analysis approaches to be used to address research questions. 1 03/15/2015 The Process for Defining the Ten Strategic Points The order of the ten strategic points listed above reflects the order in which the learner does the work. The first five strategic points focus primarily on defining the focus for the research based on a clearly defined need or gap from the literature as well as the learner’s passion, purpose and specialty area focus. First, a learner identifies a broad topic area to research for their dissertation based on a clearly defined need or gap from the literature -- that they are interested in because based on their personal passion, future career purpose, and degree. Second, the learner completes a review of the literature to define the need or gap they will address, the theories and models that will provide a foundation for their research, related topics to demonstrate their expertise in their field, and the key strategic points behind their proposed research. Third, the learner develops a clear, simple, one sentence problem statement that defines the problem, or gap, their research will address. Fourth, the learner identifies some potential target populations they would have access to in order to collect the data for the study, considering the fact the quantitative study sample sizes need to be much larger than those for qualitative studies. Fifth, the learner develops a set of research questions, which define the data needed to address the problem statement. Based on the above five strategic points, the learner next defines the key aspects of the research methodology in the following five strategic points. Sixth, the learner either describes the phenomena to be studied (if it is a qualitative study), or develops a set of hypotheses (matching the research questions) that defines the variables that will be the focus for the research (if it is a quantitative study). Seventh, the learner determines if the study will be qualitative, quantitative or mixed research based on (a) the best approach for the research, (b) the size of the sample they can get permission to access, (c) availability of data collection tools and sources, and (d) time and resources to conduct the study. In addition, the learner selects the best design approach considering these same four factors. Eight, the learner develops a purpose statement by integrating the problem statement, methodology, design, sample, and location. Ninth, the learner identifies the data they will need to collect to address the research questions or hypotheses and how they will collect the data (e.g., interviews, focus groups, observations, tested and validated instruments or surveys, data bases, public media, etc.) Tenth, the learner identifies the appropriate data analysis steps, based on their design, to be used to answer their research questions and address their problem statement. Criteria for Evaluating the Ten Strategic Points: Clear, Simple, Correct and Aligned When developing research, it is important to define the ten strategic points so they are simple, clear and correct in order to ensure anyone who reviews them will easily understand them. It is important to align all of the ten strategic points to ensure it will be possible to conduct and complete the research. The problem statement must come out of the literature. The research questions must collect the data needed to answer the problem statement. The methodology and design must be appropriate for the problem statement and research questions. The data collection and data analysis must provide the information to answer the research questions (qualitative) or test the hypotheses (quantitative). Developing the 10 Strategic Points as a two to three-page document can help ensure clarity, simplicity, 2 03/15/2015 correctness, and alignment of each of these ten key or strategic points in the prospectus, proposal, and dissertation. Developing these ten strategic points on a two to three pages also provides an easy-to-use use template to ensure the ten strategic points are always worded the same throughout the prospectus, proposal, and dissertation. Value of the 10 Strategic Points Document The learner can use the 10 Strategic Points document for communicating and aligning key stakeholders for the dissertation. The learner can also use the document to get agreement between the learner and the chair on the initial focus and approach for their research. The 10 Strategic Points document is useful when reviewing the proposed research with the people or organizations where the learner needs to get permission to conduct their research. The learner needs to obtain this permission to conduct research, or site permission, before developing their Proposal. The document is useful for communicating the dissertation focus when attracting a Content Expert as well as for reviewing the proposal with the dissertation committee and the AQR reviewers. Further, submitting this document with the prospectus to the methodologist will assist in demonstrating to the methodologist the methodology, design, data collection, and data analysis align with the problem statement, research questions, and hypotheses or phenomena. Examples of the 10 Strategic Points Document It is important that the ten strategic points are clear, concise, doable, and aligned throughout the prospectus, proposal, and dissertation. Following are samples for a quantitative study and a qualitative study. GCU does not recommend using a mixed method study, which requires the completion of a 10 Strategic Points for both the quantitative and qualitative method. A mixed-methods study should not be proposed unless the learner has lots of extra time and resources to complete it. Additionally the learner must be able to do both qualitative and quantitative data analysis. A qualitative study with numbers or descriptive statistics does not mean it is mixed method study. Qualitative data can be displayed using tables, charts, graphs and descriptive statistics. Following the examples below, there is a table to use to develop your 10 Strategic Points. 3 03/15/2015 Example 1: Ten Strategic Points for a Quantitative Correlational Study: 1. Topic – Provides a broad research topic area/title: Relationship of Servant Leadership behaviors in principals, school culture, and student performance 2. Literature review - Lists primary points for four sections in the Literature Review: a. Background of the problem/gap; b. Theoretical foundations (models and theories to be foundation for study); c. Review of literature topics with key theme for each one; d. Summary a. Background of the problem/gap; i. The national call for school accountability is a critical issue that has gained attention from federal educational lawmakers given the rate at which American students are falling behind other countries influenced federal lawmakers in the creation of the NCL Act (Koretz, 2009). ii. The school principal of the twenty first century has been asked to do and be competent in more and more tasks than the previous two centuries of school principals including improving student performance and the school culture (Kafka, 2009). iii. The characteristics of school culture are complex, and a leader must understand these complex variables before they create change with the school (MacNeil et al., 2009). iv. Black (2010), who conducted a mixed method study showing relationship of servant leadership and school climate, suggest additional studies in this arrea. v. Pritchard et al. (2005) explored the relationships between district and school culture and student achievement. b. Theoretical foundations (models and theories to be foundation for study); i. Servant leadership model (Greenleaf, 1977; Patterson 2003) ii. School culture models (MacNeil, 2009; Schein, 1985) iii. Broad set of studies exploring relationship among these two models and performance in school. (Halawah, 2005; MacNeil et al.,2009) c. Review of literature topics with key theme for each one; i. National Agenda: Need to improve the performance of students in schools to be competitive as a nation (Koretz, 2009). ii. Changing Role of Principal: The role of the principal in American schools has changed dramatically from its beginnings of uniformed education (Rousmaniere, 2007). iii. Servant Leadership in Principals Leads to More Effective leaders: The study used the Self-Assessment for Servant Leadership Profile (SALS) to assess whether or not a leader was a servant leader and the Leadership Practices Inventory (LPI) to assess principal effectiveness. (Taylor et al., 2007). iv. Principal’s Behavior Influence School Culture: The principal’s influence on school culture has an indirect effect on organizational and cultural factors of a school (MacNeil et al., 2009). v. School Culture Influences Student Performance: A strong relationship exists between school culture and student performance (McCoach et al., 2004). vi. Measuring Servant Leadership Behaviors: About 10 validated/tested Instruments exist to measure Servant Leadership Behaviors some of which have been used in schools 4 03/15/2015 vii. viii. ix. Measuring Culture: Validated/tested instruments to measure culture exist and have been used in schools. Measuring Student Performance: State Test Scores are a standardized way to measure student performance used across all schools in a state. Methodology: The primary design from the Literature Review used to evaluate relationship between Servant Leadership and variables such as culture, climate, and performance has been correlational. d. Summary. i. Gap/problem: There is a need to identify different approaches to improve student performance ii. Prior studies: Prior studies show various relationships between two of the three variables (servant leadership behaviors, culture and student performance) with only one exploring all three iii. Quantitative study: Instruments and sources of data exist to collect numerical data on the three variables iv. Significance: research will add to the broad area of correlating leadership, culture and performance; research may identify specific approaches to be use by school leadership to improve student performance 3. Problem statement - Describes the phenomena to study (qualitative) or variables/groups (quantitative) to study, in one sentence: It is not known if there is a relationship between the level of a principal’s servant leadership behaviors and characteristics as perceived by teachers in principals, the school culture as perceived by teachers, and level of student performance. 4. Sample and location – Identifies sample, needed sample size, and location (study phenomena with small numbers and variables/groups with large numbers). a. Location: Alaska b. Population: All schools in rural Alaska c. Sample: One district in rural Alaska with approximately 20 principals who each lead a single school d. Number of observations for each principal in the sample: There are 5 to 10 teachers in each school all of whom will be asked to complete the instruments on the principal 5. Research questions – Provides research questions to collect data to answer the problem statement: R1: Is there a relationship between teacher-perceived principal servant leadership characteristics and teacher-perceived school culture? R2: Is there a relationship between teacherperceived principal servant leadership characteristics and student achievement? R3: Is there a relationship between teacher-perceived school culture and student achievement? 6. Hypothesis/variables or Phenomena - Provides hypotheses with variables for each research question (quantitative) or describes the phenomena to be better understood (qualitative). a. H1: There is a significant relationship between a principal’s servant leadership characteristics as perceived by teachers and measured by the SLAI and teacher-perceived secondary school culture as measured by the SCS. b. H10: There is not a significant relationship between a principal’s servant leadership characteristics as perceived by teachers and measured by the SLAI and teacher-perceived secondary school culture as measured by the SCS. 5 03/15/2015 c. H2A: There is a significant relationship between the principal’s servant leadership characteristics as perceived by teachers and as measured by SLAI and student achievement measured by the SIVS. d. H2A0: There is not a significant relationship between the principal’s servant leadership characteristics as perceived by teachers and as measured by SLAI and student achievement measured by the SIVS. e. H3A: There is a significant relationship between teacher perceived secondary school culture as measured by the SCS and student achievement as measured by the SIVS. f. H3A0: There is a significant relationship between teacher perceived secondary school culture as measured by the SCS and student achievement as measured by the SIVS. 7. Methodology and design - Describes the selected methodology and specific research design to address problem statement and research questions: This study will use a Quantitative Methodology with a Correlation Design 8. Purpose statement – Provides one sentence statement of purpose including the problem statement, sample, methodology, and design: The purpose of this quantitative correlational study was to develop an understanding of the relationships between secondary school principals’ teacher-perceived servant leadership, teacher-perceived school culture, and student achievement in all of the schools in the Lower Kuskokwim School District. 9. Data collection – Describes primary instruments and sources of data to answer research questions: a. Independent variable: Level of principal’s servant leadership characteristics /behaviors: Data will be collected using one of the standard instruments/surveys that measure the Servant Leadership Style by measuring level of servant leadership characteristics in 6-10 dimensions currently used for similar studies (Dennis and Bocarnea; 2005) b. Dependent variable: Level of culture in the school: : Data will be collected using one of the standard instruments/surveys currently used for similar studies that measure School Culture by measuring the different dimensions of climate (MacNeil et al., 2009). c. Dependent Variable: Student performance will be measured by the state/school standardized test scores (SIVS). 10. Data analysis – Describes the specific data analysis approaches to be used to address research questions. a. Descriptive statistics to summarize the sample demographic data and the data on the three variables b. A test for univariate outliers to determine if any cases may not statistically be part of the sample collected. c. A test the assumptions of normality and homoscedasticity d. Inferential statistics for testing linear regression for the three hypotheses 6 03/15/2015 Example 2: Ten Strategic Points for a Quantitative Causal Comparative Study: 1. Topic – Provide a broad research topic area/title: Impact of teacher collaboration within Mathematics PLCs on Texas state math assessments 2. Literature review - List primary points for four sections in the Literature Review: a. Background of the problem/gap; b. Theoretical foundations (models and theories to be foundation for study); c. Review of literature topics with key theme for each one; d. Summary a. Introduction and Background i. Gap exists in tactics that contribute to improved performance in mathematics state test scores especially for low SES Hispanic students (NCES, 2010). . ii. Opportunity to quantity the relationships between collaboration in teachers and higher state mathematics test scores (DuFour, 2011). b. Theoretical Foundation i. Models of collaboration (Naughton, 2006). ii. Models of high performing schools (Sanders, 2010; Wilson, 2011), c. Review of Literature topics with key theme: i. Trends in Education at the National & State Level: Gaps exist in the performance on state mathematics tests (NCES, 2010) ii. Characteristics of the Low SES Student Population: Although performance gaps continue to be higher for some high minority low SES schools (NCES, 2010), others are high performing or excelling schools on state test results (Jensen, 2009; Dyson, H. 2008). . iii. Professional Learning Communities (PLCs): PLCs are being established with departments to improve collaboration and identify tactics to improve student performance (DuFour, DuFour, Eaker, & Many, 2006). iv. Teacher Collaboration: Collaboration has been shown to contribute to school and student success in qualitative but not quantitative studies (Piccardi, 2005; Erkens, 2008; DuFour, 2011). v. Teacher Collaboration (independent variable) can be measured using a tested and validated instrument (dependent variable) (Naughton, 2006); Student Achievement can be measured using mathematics results on state test scores vi. Methodology: Quantitative causal comparative design: The study will use a causal comparative design to compare two groups as has been done in prior studies d. Synthesis/Summary i. Background: There is Need to Close the Mathematics Achievement Gap ii. Gap/Problem: Demonstrate relationship between collaboration in PLC and mathematics achievement in high minority low SES grade schools iii. PLCs: The Way to Implement Change is through Collaboration through PLCs iv. Collaboration: Collaboration is a mean to Impact Student Achievement v. Final Thoughts 3. Problem statement - Explain the phenomena to study (qualitative) or variables/groups (quantitative) to study, in one sentence: It is unknown what differences exist, if any, in the levels of perceived teacher collaboration within PLCs in schools identified as high performing versu ...
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Tutor Answer

TheHess
School: New York University

Attached.

Running head: UNDERREPRESENTATION OF MINORITY STUDENTS

How minority students at predominantly White Institutions need Representation
Name
Institution

1

UNDERREPRESENATION OF MINORITY STUDENTS

2

Table to Use to Complete your 10 Strategic Points
Ten Strategic Points
Broad
Topic Area

Organizational leadership: How minority students at
predominantly White Institutions need Representation

Lit Review

a. Background
1. Over recent years, scholarly literature on higher education
has paid attention to the presence of Black college students in
predominantly white colleges and universities. Researchers
have tried to address the issue regarding underrepresentation
of Black students and faculty, mainly at predominantly White
institutions.
2. A study by Harper (2015) concluded that there is a gap in
the higher education literature regarding the experience of
Black students in upper-level administrative positions at
predominantly white institutions.
3. For most of the predominantly white institutions, the lack
of faculty leaders of color who can serve as mentors and
advisers, especially those who are Black, is considered a
barrier to nurturing supportive environments for
underrepresented minority students. A study conducted 2017
found out that Black women faculty members represented
only 1% of ...

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Anonymous
Tutor went the extra mile to help me with this essay. Citations were a bit shaky but I appreciated how well he handled APA styles and how ok he was to change them even though I didnt specify. Got a B+ which is believable and acceptable.

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