Week 8 DQ 2 the DC Network,

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Mathematics

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Using the DC Network, locate information about the 10 Strategic Points, the Prospectus template, the Proposal template, and the Dissertation template. What is the purpose of each of these documents? How do you anticipate interacting with these documents? Explain.

Please provide a 250 word response to the above question. Please also reference and please list reference in paper in APA 6th edition format.

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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 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 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 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 versus those 7 03/15/2015 reported at low performing schools, which serve both a high percentage of low SES students and Hispanic students, on state math assessment. 4. Sample and location – Identify sample, needed sample size, and location (study phenomena with small numbers and variables/groups with large numbers): Need at least 30 grade schools that are high performing and 30 that are low performing on state mathematics test scores in the state of Texas. Schools need to have established PLCs for mathematics. a. Research questions – Provide research questions to collect data to answer the problem statement: R1: What differences exist, if any, between the levels of perceived teacher collaboration within PLCs in schools identified by the state of Texas as high performing versus those perceived at low performing schools that serve both, a high percentage of low SES and Hispanic students, on state math assessment? b. Hypothesis/variables or Phenomena - Develop Hypotheses with variables for each research question (quantitative) or describe the phenomena to be better understood (qualitative) Compare high performing schools on their state test scores in mathematics (group 1) to low performing schools (group 2) on their perceived level of collaboration in the mathematics PLCs. c. HA: There would be a significant difference between the levels of perceived teacher collaboration within PLCs in schools identified by the state of Texas as high performing versus those perceived at low performing that serve both, a high percentage of low SES and Hispanic students, on state math assessment. d. H0: There would be no significant difference between the levels of perceived teacher collaboration within PLCs in schools identified by the state of Texas as high performing versus those perceived at low performing that serve both, a high percentage of low SES and Hispanic students, on state math assessment. 5. Methodology and design - Describe the selected methodology and specific research design to address problem statement and research questions: Quantitative methodology with a causal comparative research design 6. Purpose statement – Provide one sentence statement of purpose including problem statement, sample, methodology, and design: The purpose of this causal comparative quantitative study is to examine to what extent the level of teacher collaboration within Mathematics PLCs is a factor that may influence the mathematics achievement level on the Texas mathematics assessment of elementary schools identified as 'high performing' or 'low performing', and serving a majority of low SES and Hispanic students. 7. Data collection – Describe primary instruments and sources of data to answer research questions: For the independent variable, this study will use the Mathematics Staff Interaction Questionnaire (MSIQ) developed by Naughton (2006). To measure the dependent variable, the researcher will use archival data (provided by the district’s Research Review Board office) for each elementary school in one North Texan school district to differentiate schools based on achievement level as indicated by the 2011 Texas mathematics assessment. 8. Data analysis – Describe the specific data analysis approaches to be used to address research questions: A priori analysis will be used to justify the sample size. Descriptive statistics will describe the sample characteristics and variable results. An independent t-test will test for difference 8 03/15/2015 between the two groups of 30 schools (high performing versus low performing on mathematics) on level of collaboration. 9 03/15/2015 Example 3: Ten Strategic Points for a Qualitative Case Study: 1. Topic – Provides a broad research topic area/title: A Case Study of how a comprehensive global programme, the International Baccalaureate Middle Years Programme, influences the success of a single middle school. 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. Prior studies which show a relationship between achievement in mathematics and literacy and taking a language identified need to study how taking a foreign language leads, especially in immersion programs, to higher levels of cognitive development as reflected in higher scores in mathematics and literacy (Stewart, 2008). ii. Dr. Celestine Gail Carr (1994) concluded that further studies on the effects of foreign language studies on vocabulary, mathematical concepts, and mathematical computations examining for a correlation between foreign language aptitude and mathematical aptitude at the middle school level. iii. Dr. Carolyn Joyce Taylor-Ward (2003) identified the need for future sties on relationship between studying elementary school foreign language and academic achievement on state test scores. b. Theoretical Foundations (models and theories to be foundation for study); Lev Vygotsky, a pioneer in developmental psychology researched the development of language and its relationship to thought (Vygotsky, 1986). Vygotsky studied cognitive development and its relationship to the role of social interaction with the environment (Vygotsky, 1978). Vygotsky proposed that language, along with environmental social interaction helps a child to learn to reason (Vygotsky, 1978). Learning a foreign language is a social activity that involves a learner’s interaction with the environment and their teacher. Vygotsky’s model supports the assumption that cognitive development transfers in the Zone of Proximal Development (Vygotsky, 1978). The International Baccalaureate Middle Years Program provides a medium for which a More Knowledgeable Other and the Zone of Proximal Development take place. Learners demonstrate through interaction in organized debates, hands-on experimentation projects, investigations, and problem solving activities. c. Review of literature topics with key theme for each one; i. Historical Events: Historically, there have been laws enacted, government initiatives, and global events that have driven the need for support of a global education as well as improved performance in basic areas such as mathematics and literacy within the United States of America. ii. National Security: Today’s global realities make it imperative for the United States to adapt a global perspective including learning foreign languages as a priority for U.S. national security and to help the U.S. remain a global leader. iii. Global Literacy: There are high performing schools that have comprehensive global learning programs, which have contributed to students’ cognitive development and resulting improvements of national and state standardized test scores. iv. Cognitive Development: Empirical research shows that a relationship exists between cognitive development, comprehensive global learning, and student success in areas such as mathematics and literacy. 10 03/15/2015 v. 3. 4. 5. 6. 7. 8. 9. Qualitative Case Study Design: Prior studies on this program have been predominately correlational and focused on determine the impact of the program. However, an in-depth understanding of how this program may be influencing student performance is missing. A case study is an ideal approach to understand the causal relationships within complex phenomena (Yin, 2014). d. Summary. i. United States priority for global literacy to be competitive and secure. ii. Learning foreign languages leads to improved cognitive development and student performance. iii. Gap in terms of additional research needed to examine these findings. iv. Case study design is ideal for understanding causal relationships within complex phenomena. Problem statement - Describes the phenomena to study (qualitative) or variables/groups (quantitative) to study, in one sentence: It is not known how the International Baccalaureate Middle Years Programme influences the success of a single middle school in the state of Georgia. Sample and location – Identifies sample, needed sample size, and location (study phenomena with small numbers and variables/groups with large numbers). a. Location: The state of Georgia of the United States of America. b. Target Population: A school district with over 25 schools. c. Sample: A single middle school that uses the International Baccalaureate Middle Years Programme and has over 500 students. Research questions – Provides research questions to collect data to answer the problem statement: a. R1: What is the nature and structure of the International Baccalaureate Middle Years Programme? b. R2: How does the International Baccalaureate Middle Years Programme impact school success including Annual Yearly Progress? c. R3: What factors of the International Baccalaureate Middle Years Programme contribute to cognitive development? d. R4: What factors of the International Baccalaureate Middle Years Programme contribute to global literacy? e. R5: How does the leadership of an International Baccalaureate Middle Years Programme contribute to a schools’ success? f. R6: How is the International Baccalaureate Middle Years Programme evaluated? Hypothesis/variables or Phenomena - Provides hypotheses with variables for each research question (quantitative) or describes the phenomena to be better understood (qualitative). a. Phenomenon: Understanding the nature and impact of an International Baccalaureate Middle Years Programme in a single middle school in the state of Georgia on global literacy and improvement in cognitive development as well as mathematics and literacy performance. Methodology and design - Describes the selected methodology and specific research design to address problem statement and research questions: The methodology is qualitative. The design is a single case study of a single program and how it influences a single middle school. Purpose: The purpose of the qualitative single case study is to determine how the International Baccalaureate Middle Years Programme influences the success of a single middle school in the state of Georgia. Data collection – Describes primary instruments and sources of data to answer research questions: 11 03/15/2015 a. The researcher will get an overview of the International Baccalaureate Programme through the website provided by the International Baccalaureate. b. The investigator will look at the Georgia Department of Education’s public database to determine if state standardized test scores of this single middle school show success in performance and other dimensions of performance that display on the public database. c. The investigator will interview the founders of and curriculum developers of the International Baccalaureate to understand focus of program and how it develops global literacy and may lead to improved cognitive development reflected in mathematics and literacy scores on state tests. d. The investigator will interview the International Baccalaureate Middle Years Programme schoolbased principal, programme coordinator, and foreign language teachers. e. Media, curriculum (designer and school based), and evaluation reports about International Baccalaureate Programme will contribute to the study. f. The researcher will look at factors of the International Baccalaureate Middle Years Programme (curriculum, reports, interviews with developers and the school-based principal) that contributes to cognitive development and global literacy. 10. Data analysis – Describes the specific data analysis approaches to be used to address research questions. a. Data will be organized and prepared for analysis. b. Descriptive statistics will summarize the data. c. Coding will generate themes to address the research questions. d. A narrative and visual summary of the case study will be developed across the research questions. 12 03/15/2015 . Table to Use to Complete your 10 Strategic Points Ten Strategic Points Comments or Feedback Broad Topic Area Lit Review Problem Statement Research Questions Sample Describe Phenomena (qualitative) or Define Variables/Hy potheses (quantitative) Methodology & Design Purpose Statement Data Collection Approach Data Analysis Approach 13 03/15/2015 Dissertation Prospectus Submitted by Prospectus Instructions: 1. Read the entire Prospectus Template to understand the requirements for writing your Prospectus. Each section contains a narrative overview of what should be included in the section and a table with criteria required for each section. These criteria will be used to assess the prospectus for overall quality and feasibility of the proposed research study. 2. As you draft each section, delete the narrative instructions and insert your work related to that section. Use the criteria table for each section to ensure that you address the requirements for that particular section. Do not delete/remove the criteria table as this is used by you and your Committee to evaluate your prospectus. 3. Prior to submitting your prospectus for review by your Chair or Methodologist, use the criteria table for each section to complete a self-evaluation, inserting what you believe is your score for each listed criteria into the Learner Self-Evaluation column. 4. The scoring for the criteria ranges from a 0-3 as defined below. Complete a realistic and thoughtful evaluation of your work. Your Chair and Methodologist will also use the criteria tables to evaluate your work. 5. Your Prospectus should be between 6-10 pages when the tables are deleted. Scor e 0 1 2 3 Assessment Item Not Present Item is Present, But Does Not Meet Expectations: Not all components are present. Large gaps are present in the components that leave the reader with significant questions. All items scored at 1 must be addressed by learner per reviewer comments. Item Approaches Meeting Expectations, But Needs Revision: Component is present and adequate. Small gaps are present that leave the reader with questions. Any item scored at 2 must be addressed by the learner per the reviewer comments. Item Meets Expectations: Component is addressed clearly and comprehensively. No gaps are present that leave the reader with questions. No changes required. Dissertation Prospectus Introduction The Prospectus is 6-10 page document that serves as a road map for the dissertation. It provides the essential framework to guide the development of the dissertation proposal. The Prospectus builds on the 10 Strategic Points (shown in Appendix A). The Prospectus will be expanded to become your dissertation proposal (Chapters 1, 2 and 3 of your dissertation), which will in turn, be expanded to become the complete dissertation (Chapters 1-5). Prior to developing the Prospectus, the 10 Strategic Points should be reviewed with the Chair and Committee to ensure the10 Strategic Points are aligned and that you have a clear, defined, and a doable study. Your 10 Strategic Points should be included in Appendix A of this Prospectus document. The Introduction section broadly describes the research focus that will be addressed by the dissertation and why that focus is worthy of further investigation. The Introduction should clearly define how the study will extend prior research. Additionally, it should identify examples of the studies on the topic that illustrate the current research. It is also important to ensure the Prospectus is well written from the very first draft. Prior to submitting it to the Committee Chair, ensure paragraphs are developed that (1) contain a topic sentence defining the focus of the paragraph, (2) discuss only that single topic, (3) contain three to seven sentences, and (4) include a transition sentence to the next paragraph or section. The sentences should also be structurally correct, short, and focused. Throughout the dissertation process, learners are expected to always produce a well-written document. Committee members and the AQR reviewers will not edit writing. If it is not well written, reviewers will provide a high-level, general comment on the overall areas that need to be improved before they will review the document again. 2 Criteria (Required Components): score 0-3 Learner SelfEvaluation Score (0-3) Chair or Reviewer Evaluation Score (0-3) Introduction This section briefly overviews the research focus or problem, why this study is worth conducting, and how this study will be completed. The recommended length for this section is one paragraph. 1. Dissertation topic is introduced. 2. Describes how the study extends prior research or fills a “need” or “defined gap” from current literature. NOTE: This Introduction section elaborates on Point #1(the Topic) from the 10 Strategic Points. This Introduction section provides the foundation for the Introduction section in Chapter 1 of the Proposal. NOTE: When writing this section ensure it has a logical flow, as well as uses correct paragraph structure, sentence structure, tense, punctuation, and APA format. Comments from the Evaluator: Background of the Problem The Background of the Problem section of the Prospectus uses the literature to provide the reader with a brief historical perspective of the problem or research gap the study will address. A gap is defined as a need or opportunity that has been identified in the existing body of research literature (empirical research articles or dissertations). A gap is not defined as research on a topic for which there is no related research in the existing body of literature. A dissertation research topic must emerge from the existing body of research literature and not from a personal agenda. From this section, the reader should be able to discern how and when this problem originated and how it developed over time. This section, then, defines the current problem, that needs to be studied based on the literature and prior studies on the topic. This Prospectus Template v6.2.14.14 3 section must include citations from the past 5 years of the literature that clearly present evidence defining the current problem or opportunity that needs to be further researched. The studies referenced should help to justify the need for your specific research study. Criteria (Required Components): score 0-3 Learner SelfEvaluation Score (0-3) Chair or Reviewer Evaluation Score (0-3) Background of the Problem The background section explains both the history of and the present state of the problem and research focus. The recommended length for this section is two-three paragraphs. 1. Identifies the “need,” or “defined gap” that will lead to the research problem statement in a following section. Citations from the literature in the last 5 years describe the problem as a current “need” or “gap” for further research. 2. Discusses how the “need” or “defined gap” has evolved historically into the current problem or opportunity to be addressed by the proposed study. 3. ALIGNMENT: The problem statement for the dissertation will be developed from and justified by the “need” or “defined gap” that is described in this section and supported by the Literature. NOTE: This Background of the Problem section uses information from Point #2 (Literature Review) in the 10 Strategic Points. This Background of the Problem section becomes the Background of the Study in Chapter 1 in the Proposal. It is then expanded to develop the comprehensive Background to the Problem section in Chapter 2 (Literature Review) in the Proposal. NOTE: When writing this section ensure it has a logical flow, as well as, uses correct paragraph structure, sentence structure, tense, punctuation, and APA format. Comments from the Evaluator: Prospectus Template v6.2.14.14 4 Theoretical Foundations and Review of the Literature/Themes The Theoretical Foundations section of the Prospectus provides a big picture of the theory(ies) or conceptual models that will provide the foundation for the study and addressing the problem statement. The preliminary Review of the Literature/Themes section defines and describes the major topics or themes related to the dissertation topic. The Theoretical Foundations, as well as, the problem statement help to define the Research Questions. Theoretical foundations/conceptual framework. This section names and describes the theory(s) or model(s) that will provide the Theoretical Foundation for the research study. Additionally, it describes their relevance to the proposed study topic and the stated problem that came out of the Background section. Citations from seminal and/or other sources are provided to justify the selected theory(s) or model(s). For a quantitative study, it should provide the theory or model for each variable as well the rationale for studying the relationship between the variables. For a qualitative study, it should discuss how the theories or models are relevant to understanding the phenomenon. Review of the literature/themes. This section on the Review of the Literature/Themes lists and describes the major themes or topics found in the literature related to the research topic and problem statement for the dissertation. This list of themes or topics is presented as a bulleted list of the major themes/topics related to the research topic. Each theme or topic should have a three to four sentence summary that describes the theme and its relevance to the dissertation topic. Include at least two empirical research citations from the past 5 years for each topic or theme. Prospectus Template v6.2.14.14 5 Criteria (Required Components): score 0-3 Learner SelfEvaluation Score (0-3) Chair or Reviewer Evaluation Score (0-3) Theoretical Foundations and/or Conceptual Framework This section identifies the theory(s) or model(s) that provide the foundation for the research. This section should present the theory(s) or models(s) and explain how the problem under investigation relates to the theory or model. The theory(s) or models(s) guide the research questions and justify what is being measured (variables) as well as how those variables are related (quantitative) or the phenomena being investigated (qualitative). Review of the Literature This section provides a broad, balanced overview of the existing literature related to the proposed research topic. It describes the literature in related topic areas and its relevance to the proposed research topic findings, providing a short one-two sentence description of each theme/topic and identifies its relevance to the research topic supporting it with at least one citation from the literature. The recommended length for this section is two-three paragraphs 1. Theoretical Foundations section identifies the theory(s), model(s) relevant to the variables (quantitative study) or phenomenon (qualitative study). This section should explain how the study topic or problem coming out of the “need” or “defined gap” in the Background to the Problem section relates to the theory(s) or model(s). (One paragraph) 2. Review of the Literature Themes/Topics section: This section lists the major themes or topics related to the research topic. It provides a short one-two sentence description of each theme/topic and identifies its relevance to the research topic supporting it with at least one citation from the literature. (One or two sentences per theme/topic). 3. ALIGNMENT: The Theoretical Foundations models and theories need to be related to and support the problem statement or study topic. The sections in the Prospectus Template v6.2.14.14 6 Criteria (Required Components): score 0-3 Learner SelfEvaluation Score (0-3) Chair or Reviewer Evaluation Score (0-3) Review of the Literature are topical areas needed to understand the various aspects of the phenomenon (qualitative) or variables/groups (quantitative) being studied; to select the design needed to address the Problem Statement; to select surveys or instruments to collect information on variables/groups; to define the population and sample for the study; to describe components or factors that comprise the phenomenon; to describe key topics related to the study topic, etc. NOTE: The two parts of this section use information from Point #2 (Literature Review) from the 10 Strategic Points. This Theoretical Foundations section is expanded upon to become the Theoretical Foundations section in Chapter 2 (Literature Review). The Theoretical Foundations section is also used to help create the Advancing Scientific Knowledge section in Chapter 1. This Review of Literature Themes/Topics section is expanded upon to provide the Review of the Literature section in Chapter 2 (Literature Review). The Review of the Literature Themes/Topics section is also used to provide the basis for the Significance of the Study section in Chapter 1. NOTE: When writing this section ensure it has a logical flow, as well as uses correct paragraph structure, sentence structure, tense, punctuation, and APA format. Comments from the Evaluator: Problem Statement This section of the Prospectus should begin with a one-sentence Problem Statement in the format appropriate for the design. It should clearly state the problem or research focus. This problem or research focus should evolve from the Background to the Problem section discussed above. The problem statement should begin with a clear declarative statement. This Prospectus Template v6.2.14.14 7 section describes the significance, magnitude, and importance of the problem that makes the study worthwhile. This section should be supported with citations from the literature. Criteria (Required Components): score 0-3 Learner SelfEvaluation Score (0-3) Chair or Reviewer Evaluation Score (0-3) Problem Statement This section includes the problem statement, the population affected, and how the study will contribute to solving the problem. The recommended length for this section is one paragraph. 1. Presents a clear declarative statement that begins with either: “It is not known how or why…” (qualitative), or “It is not known if or to what degree/extent…” (quantitative). 2. Clearly describes the magnitude and importance of the problem, supporting it with citations from the literature. 3. ALIGNMENT: The problem statement is developed from and justified by the “need” or “defined gap” defined by the Literature that is discussed in the Background to the Problem section above. NOTE: This section elaborates on Points #3 (Problem Statement) from the 10 Strategic Points. This section becomes the foundation for the Problem Statement section in Chapter 1(and other Chapters where appropriate) in the Proposal. NOTE: When writing this section ensure it has a logical flow, as well as uses correct paragraph structure, sentence structure, tense, punctuation, and APA format Comments from Evaluator: Research Question(s) and Phenomenon or Research Questions, Hypotheses, and Variables The Research Question(s) and Phenomenon or Research Questions and Hypothesis section of the Prospectus specifies the Research Questions to be answered by the study. For a Prospectus Template v6.2.14.14 8 qualitative study, this section specifies the Research Questions as well as the Phenomenon to be studied. For a quantitative study, it defines the Research Questions, the Hypotheses, and the Variables for which data will be collected. The Research Questions should be derived from the Problem Statement, as well as, the model(s) or theory(s) selected to provide the theoretical foundations for the research. If the study is qualitative, state two or more research question(s) that guide the research for collecting the information needed to answer the problem statement and describe the phenomenon being studied. If the study is quantitative, state two or more research question(s) and associated hypotheses. Additionally, identify and define the specific variables in the hypothesis for which data will be collected. The Research Questions are later used to define the data collection and analysis. HINT: Many researchers use their problem statement to develop a Primary Research Question they use to develop their other research questions. This is done by simply converting the Problem Statement into a question format. Below is an example for a qualitative and quantitative study. Assume the Problem Statement for a qualitative study is “It is not known how a high-minority, low-SES school in Atlanta outperforms all of the high SES schools in and around its district on state tests in literacy, mathematics and science.” The Primary Research Question becomes: “How does a high minority low SES school in Atlanta outperforms all of the high-minority, high-SES schools in and around its district on state tests in literacy, mathematics and science?” Assume the Problem Statement for a quantitative study is “It is not known if and to what degree there is a correlation between level of transformational leadership in principals and school climate.” The Primary Research Question is “Is there a correlation between level of transformational leadership in principals and school climate?” Qualitative (Research Questions and Phenomena Description) Prospectus Template v6.2.14.14 9 Phenomenon: R1: R2: OR Quantitative (Research Questions, Hypotheses and Variables) Variable 1: Variable 2: Variable 3: R1: H1: H01: R2: H2: H02: OR A Mixed Research Study (Includes both the Quantitative and Qualitative Sections from above). NOTE: A Mixed Methods Study approach is generally not recommended unless the learner has a significant amount of extra time to master both the qualitative and quantitative designs, collect the qualitative and quantitative data, as well as, learn how to do both the quantitative and qualitative data analysis. NOTE: Hypotheses are not required for quantitative descriptive survey studies. Prospectus Template v6.2.14.14 10 Criteria (Required Components): score 0-3 Learner SelfEvaluation Score (0-3) Chair or Reviewer Evaluation Score (0-3) Research Question(s) and/or Hypotheses This section narrows the focus of the study and specifies the research questions to address the problem statement. Based on the research questions, it describes the variables or groups and their hypothesized relationship for a quantitative study or the phenomena under investigation for a qualitative study. (2-3paragraphs) • The recommendation is a minimum of two research questions along with related hypotheses and variables is required for a quantitative study. • Also recommended is a minimum of two research questions along with the phenomenon description is required for a qualitative study. • Put the Research Questions in the appropriate Table in Appendix B based on whether the study is qualitative or quantitative. 1. Qualitative Designs: States the research question(s) the study will answer, and describes the phenomenon to be studied. or 2. Quantitative Designs: States the research question(s) the study will answer, identifies the variables, and presents the hypotheses. 3. ALIGNMENT: The research questions are based on both the Problem Statement and Theoretical Foundation model(s) or theory(s). There should be no research questions that are not clearly aligned to the Problem Statement. NOTE: This section elaborates on Points #5 (Research Questions) & #6 Hypothesis/variables or Phenomena) from the 10 Strategic Points. This section becomes the foundation for the Research Question(s) and/or Hypotheses section in Chapter 1 in the Proposal. NOTE: When writing this section ensure it has a logical flow, as well as uses correct paragraph structure, sentence structure, tense, punctuation, and APA format. Comments from the Evaluator: Prospectus Template v6.2.14.14 11 Significance of the Study This section of the Prospectus describes the significance of the study. First it describes the implications of the potential results. Second, it discusses how the research may extend or contribute to the models or theories being used for the theoretical foundation. Third, it describes professional and practical applications to the field. Criteria (Required Components): score 0-3 Learner SelfEvaluation Score (0-3) Chair or Reviewer Evaluation Score (0-3) Significance of the Study This section identifies and describes the significance of the study and the implications of the potential results based on the research questions and problem statement, hypotheses, or the investigated phenomena. It describes how the research fits within and will contribute to the current literature or body of research. It describes potential practical applications from the research. The recommended length for this section is one paragraph. 1. Describes how the proposed research will contribute to the Literature, relating it specifically to other studies from the Background to the Problem and Problem Statement above. 2. Describes how the proposed research will contribute to the literature on the selected theory(s) or model(s) that comprise the Theoretical Foundation for the study. 3. Describes how addressing the problem will have practical value for the real world considering the population, community, and/or society. 4. ALIGNMENT: Part 1 is based on specific studies from the Background to the Problem and Problem Statements sections above and identifies how this research will contribute to that Literature. Part 2 is based on specific model(s), theory(s) or variables from the Theoretical Foundations section above and identifies how Prospectus Template v6.2.14.14 12 Criteria (Required Components): score 0-3 Learner SelfEvaluation Score (0-3) Chair or Reviewer Evaluation Score (0-3) this research will contribute to the knowledge on those model(s) or theory(s). Part 3 reflects on potential practical applications of the potential research findings based on Literature in the field of practice. NOTE: This section does not directly come from any section of the 10 Strategic Points. However it does build on the Background to the Problem, Problem Statement and Theoretical Foundations sections that are developed from the 10 Strategic Points. This section becomes the Significance of the Study section in Chapter 1 in the Proposal. NOTE: When writing this section ensure it has a logical flow, as well as uses correct paragraph structure, sentence structure, tense, punctuation, and APA format. Comments from the Evaluator: Rationale for Methodology This section of the Prospectus identifies and explains the rationale for selecting a quantitative or qualitative methodology for the study. Develop a single paragraph to describe and justify the methodology selected as being qualitative or quantitative (or mixed methods). The methodology should be selected based on the best approach to address the problem statement and collect the data to answer the research questions. As stated before, Mixed Methods are not recommended because they take considerably more time to complete and may require taking additional dissertation continuation courses. Complete Table 1 (quantitative studies) and Table 2 (qualitative studies) in Appendix B as well. (NOTE: If doing Mixed Methods complete both Tables1 and Table 2). Prospectus Template v6.2.14.14 13 Criteria (Required Components): score 0-3 Learner SelfEvaluation Score (0-3) Chair or Reviewer Evaluation Score (0-3) Rationale for Methodology This section clearly justifies the methodology the researcher plans to use for conducting the study. It argues how the methodological framework is the best approach to answer the research questions and address the problem statement. It uses citations from textbooks and articles on research methodology and/or articles on related studies. The recommend length for this section is one paragraph and completion of Table 1 (quantitative) and/or Table 2 (qualitative) in Appendix B. 1. Identifies the specific research methodology for the study (quantitative, qualitative, or mixed). 2. Justifies the research methodology to be used for the study by discussing why it is the best approach for answering the research question and addressing the problem statement. Uses citations from original sources in the literature on the specific research methodology to support the arguments. (NOTE: Books such as those by Creswell, which are secondary sources summarizing others approaches to research, may not be used as sources in this section). 3. ALIGNMENT: The selected methodology should be justified based on the Problem Statement and Research Questions. NOTE: This section elaborates on the methodology part of Point #7(Methodology and Design) in the 10 Strategic Points. This section becomes the foundation for the Research Methodology in Chapter 1 of the Proposal and the basis for developing Chapter 3, Research Methodology. NOTE: When writing this section ensure it has a logical flow, as well as uses correct paragraph structure, sentence structure, tense, punctuation, and APA format Comments from the Evaluator: Prospectus Template v6.2.14.14 14 Nature of the Research Design for the Study This section of the Prospectus discusses the specific Research Design. The design is selected based on the selected research methodology (qualitative or quantitative). Quantitative and qualitative methodologies each have a set of distinct designs. Explain the rationale for selecting the specific design based on the variables and research questions/hypotheses (for a quantitative study) or the research questions and phenomenon being studied (for a qualitative study). Provide citations both to describe the design and to justify its use. It is important to use resources in terms of scholarly articles, as well as, current books on research that are written by experts in either qualitative designs or quantitative designs both for describing and justifying the design. Various resources on design can be located in the Research and Residency sections on the DC Network. Please do not use secondary sources such as Creswell that primarily provide a summary of work from others. Criteria (Required Components): score 0-3 Learner SelfEvaluation Score (0-3) Chair or Reviewer Evaluation Score (0-3) Nature of the Research Design for the Study This section describes the specific research design to answer the research questions and why this approach was selected. It describes the research sample being studied as well as the process that will be used to collect the data on the sample. The recommend length for this section is one paragraph and completion of Table 1 (quantitative) and/or Table 2 (qualitative) in Appendix B. 1. Identifies the specific type of research design chosen for the study as well as a sample appropriate for the design. (e.g., Quantitative designs include descriptive/survey, correlational, causal-comparative, quasi-experimental, and experimental. Prospectus Template v6.2.14.14 15 Criteria (Required Components): score 0-3 Learner SelfEvaluation Score (0-3) Chair or Reviewer Evaluation Score (0-3) Qualitative designs include case study, narrative, grounded theory, historical, and phenomenological.) Although other designs are possible, these are the designs GCU recommends doctoral learners use to help ensure a doable study. 2. Discusses why the selected design is the best design to address the research questions as compared to other designs. 3. ALIGNMENT: The selected Research Design should be justified based on the research questions as well as the hypotheses/variables (quantitative) or phenomenon (qualitative). It should also be aligned with the selected Research Methodology. NOTE: This section also elaborates on the Design part of Point #7 (Methodology and Design) in the 10 Strategic Points. This section provides the foundation for Nature of the Research Design for the Study in Chapter 1. NOTE: When writing this section ensure it has a logical flow, as well as uses correct paragraph structure, sentence structure, tense, punctuation, and APA format. Comments from Evaluator: Purpose of the Study The Purpose of the Study section of the Prospectus summarizes the study by providing a reflection of the Problem Statement, methodology, design, target population, and study location. This section should begin with a declarative statement, “The purpose of this (qualitative, quantitative, or mixed method/ with design) study is to (describe, improve, predict, or examine)…”. From the purpose statement, the reader should be able to discern the problem being addressed, the research method (qualitative, quantitative, or mixed), the research design, the Prospectus Template v6.2.14.14 16 variables or phenomenon to be studied, the target population, and the general geographic location of the study. Creswell (2009) provided some sample scripts for developing purpose statements aligned with the different research methods (qualitative/quantitative/mixed) as follows: The purpose of this qualitative ______________ (case study, ethnography) is to _________ (understand, describe, explore, develop) the ____________________ (phenomenon being studied) for _______ (participants) at ________________ (research site/geographical location). At this stage in the research, the __________________ (central phenomenon being studied) will be generally be defined as ___________ (provide a general definition). The purpose of this quantitative ___________ (correlational, descriptive, etc.) research is to ____________ (compare or see to what degree a relationship exists) between/among ______________________ (independent variable) to ___________________ (dependent variable) for ________________ (participants) at ___________________ (research site/geographical location). The independent variable ________ will be defined/measured as/by _______ (provide a general definition). The dependent variable will be defined/measured as/by ______ (provide a general definition). The purpose of this mixed methods study will be to explore participant views with the intent of using this information to develop and test an instrument with a sample from a population. The first phase will be a qualitative exploration of _______________ (central phenomenon) by collecting _____ (data) from _____ (participants) at __________ (geographical location/research site). The second phase will use a quantitative research method. Themes from this qualitative data will be developed into an instrument (or a ______ instrument will be used) Prospectus Template v6.2.14.14 17 to (related, compare) ________ (the independent variable) with _________ (dependent variable) for _________ sample of population) at __________ (geographical research site). Please note that Creswell may not be cited as an authoritative resource to justify the methodology, design or statistics. Primary, authoritative sources from the scholarly literature must be used. Creswell is an excellent introductory research textbook with excellent educational examples such as above. However, it is considered a secondary source, like most textbooks, and therefore, is only used for training and education purposes. Criteria (Required Components): score 0-3 Learner SelfEvaluation Score (0-3) Chair or Reviewer Evaluation Score (0-3) Purpose of the Study The purpose statement section provides a reflection of the problem statement and identifies how the study will be accomplished. It explains how the proposed study will contribute to the field. The recommend length for this section is one paragraph. 1. Presents a declarative statement: “The purpose of this _______study is….” that identifies the research methodology, research design, target population, variables/groups (quantitative), or phenomena (qualitative) to be studied, and geographic location. It often includes a version of the Problem Statement as a way to define the phenomenon or variables/hypotheses. 2. ALIGNMENT: The Purpose Statement includes: Research Methodology, Research Design, and Problem Statement from the previous sections. It also includes the target population, which should be of sufficient size to provide a large enough sample to complete the study and provide significant (quantitative) or meaningful (qualitative) results. NOTE: This section elaborates on Points #8 (Purpose Statement) in the 10 Strategic Points. This section becomes the foundation for the Purpose of the Study in Chapter 1 of the Proposal. Prospectus Template v6.2.14.14 18 Chair or Reviewer Evaluation Score (0-3) NOTE: When writing this section ensure it has a logical flow, as well as uses correct paragraph Criteria (Required Components): score 0-3 Learner SelfEvaluation Score (0-3) structure, sentence structure, tense, punctuation, and APA format. Comments from the Evaluator: Instrumentation or Sources of Data This section of the Prospectus identifies and describes the types of data that will be collected and how they will be collected (e.g. observations, standardized tests, surveys, interviews, documents). Use the Instrumentation heading if the study uses a quantitative methodology. Use the Sources of Data heading if the study uses a qualitative methodology. The data collection approaches should be specific to the selected methodology and design for the study. The learner should check on the costs and certification requirements for the learner and/or faculty for validated quantitative instruments, which can be expensive, and may require formal certification training. The learner should get written permission from the owner of any data collection instruments or sources to be used. When doing a quantitative study, the learner should find a validated survey or instrument that has been used to collect the data for each of the variable(s) being studied. Developing a quantitative instrument could add 6 to 12 months to the study time because of the time to run validation studies. Developing a quantitative instrument based on a model or theory is often a doctoral dissertation by itself. Use the literature to find data collection instruments. Additionally, www.buros.org is a good source to use to look for validated tests and instruments. Prospectus Template v6.2.14.14 19 For a qualitative study, the researcher may use and/or modify a previously-developed interview, questionnaire or observation form if they receive permission from the author. Or, the researcher may develop their own data collection tools. When developing qualitative data collection tools such as interview guides or observation guides, it is important to ensure they will collect all of the data needed to answer the research questions. Both the research questions, and the theories or models to provide the theoretical foundation for the study, should be used to develop qualitative instruments. Qualitative instruments or tools (interviews, questionnaires, or observation forms) need to be validated by a group of at least three experts AND must be field tested prior to data collection. Criteria (Required Components): score 0-3 Learner SelfEvaluation Score (0-3) Chair or Reviewer Evaluation Score (0-3) Instrumentation or Sources of Data Describes, in detail, all data collection instruments and sources (tests, questionnaires, interviews, data bases, media, etc.). Discusses the specific instrument or source to collect data for each variable or group (quantitative study). Discusses specific instrument or source to collect information to describe the phenomena being studied (qualitative study). The recommend length for this section is one paragraph AND completion of Table 1 (quantitative) and/or Table 2 (qualitative) in Appendix B. 1. Identifies and describes the types of data that will be collected to answer each Research Question for a qualitative study. Identifies the data that will be collected for each Variable/Group in a quantitative study. 2. Identifies tools, instruments, or databases to be used to collect the data (e.g., observations, interviews, questionnaires, documents, media (qualitative), standardized tests, surveys, and databases (quantitative)). For a qualitative study, identify the Prospectus Template v6.2.14.14 20 Criteria (Required Components): score 0-3 Learner SelfEvaluation Score (0-3) Chair or Reviewer Evaluation Score (0-3) specific tools, instruments, or databases for each research question in a qualitative study. For a quantitative study, identify the name of the specific “validated” and “previously used in quantitative research” survey or data source to be used to collect data for each variable, providing a citation for the instrument or data source. 3. ALIGNMENT: Aligns with the Research Questions (qualitative) or Variables (quantitative) previously described in the Research Question(s) and Phenomena or Research Questions, Hypotheses, and Variables section above. Identifies and describes the data and data source that will be used to answer each Research Question for a qualitative study. Identifies, describes, and names the type of numerical data and specific data collection instrument or source that will be used for each variable and group in a quantitative study. NOTE: This section elaborates on Point #9 (Data Collection) from the 10 Strategic Points. This information is summarized high level in Chapter 1 in the Proposal in the Nature of the Research Design for the Study section. This section provides the foundation for Instrumentation (quantitative) or Sources of Data (qualitative) section in Chapter 3. NOTE: When writing this section ensure it has a logical flow, as well as uses correct paragraph structure, sentence structure, tense, punctuation, and APA format. Comments from the Evaluator: Data Collection Procedures This section of the Prospectus includes a description and size of the target population and the expected sample to be realized from the target population. It also provides an overview Prospectus Template v6.2.14.14 21 of the step-by-step process that will be used to collect the data using the tools described in the previous section. Criteria (Required Components): score 0-3 Learner SelfEvaluation Score (0-3) Chair or Reviewer Evaluation Score (0-3) Data Collection Procedures This section details the entirety of the process used to collect the data. It describes each step of the data collection process in a way that another researcher could replicate the study. NOTE: It is recommended that the researcher get written approval (or at the very least unofficial approval) to conduct their research study in their selected organization. Ensure the person (who is usually a school superintendent, school boards, or corporate officer) providing approval is authorized by the organization to grant approval for research. Do not assume your organization will allow you to collect data since many organization do not allow research to be completed within the organization. The recommended length for this section is two paragraphs. 1. Defines the target population and the expected sample size, which comprises the people or organizations being studied, as defined in the problem statement. For quantitative studies, it justifies why the target population and expected sample size (final number of people or organizations being studied for which data will be collected) is large enough to produce statistically significant results (quantitative) or meaningful results (qualitative). 2. Provides an overview the proposed step-by-step procedure to collect data using the tools, instruments, or databases from the section above. Includes the steps (e.g., obtaining initial informed consent from participating organization; IRB review; sample selection; groupings; protecting rights/well-being; maintaining data security; sample recruitment; data collection instruments and approaches; field testing instruments; notifying participants; collecting the data, etc.) in a way another Prospectus Template v6.2.14.14 22 Criteria (Required Components): score 0-3 Learner SelfEvaluation Score (0-3) Chair or Reviewer Evaluation Score (0-3) researcher can replicate the study. Steps may be provided in a list format. 3. ALIGNMENT: Shows the steps and approach to collect data for each and every data source identified in the Instrumentation or Sources of Data section. Defines the sample as the set of people or organizations being studied for which data will be collected. The sample size must be correct for the type of design selected to get statistically significant (quantitative) or meaningful (qualitative) results. NOTE: This section elaborates on Points #4 (Sample and Location) and #9 (Data Collection) in the 10 Strategic Points. This section provides the foundation for the Data Collection Procedures section in Chapter 3 in the Proposal. And it is summarized high level in Chapter 1 in Nature of the Research Design for the Study in the Proposal. NOTE: When writing this section ensure it has a logical flow, as well as uses correct paragraph structure, sentence structure, tense, punctuation, and APA format. Comments from the Evaluator: Data Analysis Procedures This section of the Prospectus provides an overview of the procedures that will be used to analyze the data. For each of the stated hypotheses (quantitative), it describes the types of statistical analyses (descriptive statistics and inferential statistics) to be used to do data analysis. For each research question (qualitative), it identifies the type of data analysis to be used to answer the research question. Data analysis for qualitative studies often uses descriptive statistics to summarize data. Additionally, it uses qualitative data analysis techniques that are often Prospectus Template v6.2.14.14 23 specific to the research design. Many qualitative studies use coding and thematic analysis as a part of their data analysis. Others use case study summaries, comparative case analysis, model creation, network analysis (Bernard and Ryan, 2010). Identify the specific data analysis approaches to be used in Table 1 for each hypothesis (quantitative) or in Table 2 for each qualitative research question (Appendix B). Criteria (Required Components): score 0-3 Learner SelfEvaluation Score (0-3) Chair or Reviewer Evaluation Score (0-3) Data Analysis Procedures This section describes how the data were collected for each variable or group (quantitative study) or for each research question (qualitative study). It describes the type of data to be analyzed, identifying the descriptive, inferential, and/or non-statistical analyses. Demonstrates that the research analysis is aligned to the specific research design. The recommend length for this section is one paragraph AND completion of Table 1 (quantitative) and/or Table 2 (qualitative) in Appendix B. 1. Describes the analysis to examine each stated research question and/or hypothesis. For quantitative studies, describes the analyses including the inferential and/or descriptive statistics to be completed. For qualitative studies, describes the specific analytic approach appropriate for the Research Design and each research question to be completed. In qualitative research the different research questions may require different approaches to doing qualitative data analysis, as well as descriptive statistics. 2. ALIGNMENT: For qualitative studies, there is a clear and obvious alignment between each research question, data to be collected, tool or data source, as well as data analysis to understand/explain the phenomenon. For quantitative studies, there is a clear and obvious alignment between each Prospectus Template v6.2.14.14 24 Criteria (Required Components): score 0-3 Learner SelfEvaluation Score (0-3) Chair or Reviewer Evaluation Score (0-3) variable, data to be collected, instrument or data source, as well as data analysis for each hypothesis. NOTE: This section elaborates on Point #10 (Data Analysis) from the 10 Strategic Points. This section provides the foundation for Data Analysis Procedures section in Chapter 3 in the Proposal. NOTE: When writing this section ensure it has a logical flow, as well as uses correct paragraph structure, sentence structure, tense, punctuation, and APA format. Comments from the Evaluator: Ethical Considerations This section of the Prospectus discusses the anticipated ethical issues surrounding the research including how human subjects and data will be protected. This section should also reference necessary IRB approval(s) required to conduct the research, the subject recruiting and informed consent processes, and how site authorization will be obtained. Criteria (Required Components): score 0-3 Learner SelfEvaluation Score (0-3) Chair or Reviewer Evaluation Score (0-3) Ethical Considerations This section discusses the potential ethical issues surrounding the research, as well as how human subjects and data will be protected. It identifies how any potential ethical issues will be addressed. The recommended length for this section is one paragraph. 1. Discusses potential ethical concerns that might occur during the data collection process. Prospectus Template v6.2.14.14 25 Criteria (Required Components): score 0-3 Learner SelfEvaluation Score (0-3) Chair or Reviewer Evaluation Score (0-3) 2. Describes how the identities of the participants in the study and data will be protected. 3. Describes subject recruiting, informed consent and site authorization processes. 4. ALIGNMENT: Ethical considerations are clearly aligned with, and relate directly to the specific Data Collection Procedures. This section also identifies ethical considerations related to the target population being researched and organization or location as described in the Purpose Statement section. NOTE: This section does use information from any of the 10 Strategic Points. This section provides the foundation for Ethical Considerations section in Chapter 3 in the Proposal. NOTE: When writing this section ensure it has a logical flow, as well as uses correct paragraph structure, sentence structure, tense, punctuation, and APA format. Comments from the Evaluator: Prospectus Template v6.2.14.14 26 References Bernard, H. Russell, and Ryan, Gery W. (2010). Analyzing qualitative data: Systematic approaches. Thousand Oaks, CA: SAGE Publications. Creswell, J.W. (2009). Research design: Qualitative, quantitative, and mixed methods Approaches. Thousand Oaks: Sage Publications. Prospectus Template v6.2.14.14 27 Appendix A The 10 Strategic Points for the Prospectus, Proposal, and Dissertation Introduction In the Prospectus, Proposal and Dissertation there are 10 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 that 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 10 key or strategic points that define the research focus and approach: 1. Topic—Provides a board 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 a one-sentence statement of purpose including the problem statement, methodology, design, population sample, and location. Prospectus Template v6.2.14.14 28 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. The Process for Defining the Ten Strategic Points The order of the 10 strategic points listed above reflects the order in which the work is done by the learner. 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 it is based on their personal passion, future career purpose, and degree being pursued. 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 that are needed to demonstrate their expertise in their field, and define the key strategic points behind their proposed research. Third, the learner develops a clear, simple, onesentence problem statement that defines the problem, or gap, that will be addressed by the research. Fourth, the learner identifies some potential population samples 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 that will define the data needed to address the problem statement. Based on the above five strategic points the learner now defines the key aspects of the research methodology through the last 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. Additionally, they select the best design approach considering these same factors. Eighth, 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, they identify the appropriate data analysis, based on their design, to be used to answer their research questions and address their problem statement. Prospectus Template v6.2.14.14 29 Criteria for Evaluating the Ten Strategic Points: Clear, Simple, Correct and Aligned When developing research, it is important to define the 10 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 10 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, correctness, and alignment of each of these ten key or strategic points in the prospectus, proposal, and dissertation. Developing these 10 strategic points on a two to three page document also provides an easy-to-use use template to ensure the 10 strategic points are always worded the same throughout the prospectus, proposal, and dissertation. Prospectus Template v6.2.14.14 30 Appendix B Variables/Groups, Phenomena, and Data Analysis Instructions: Complete the applicable table to assist with your research design. Use Table 1 for quantitative studies. Use Table 2 for qualitative studies. Use both tables for mixed method studies. This table is intended to define how you will collect and analyze the specific data for each research questions (qualitative) and each variable (quantitative). Add additional rows to your table if needed. Table 1 Quantitative Studies Research Questions: State the research Questions 1. 1. 2. 2. Hypotheses: State the hypotheses to match each Research question List of Variables/Groups to Collect Data For: Independent and Dependent Variable(s) Instrument(s) To collect data for each variable Analysis Plan Data analysis approach to (1) describe data and (2) test the hypothesis 3. Table 2 Qualitative Studies Research Questions: State the Research Questions that will be used to collect data to understand the Phenomenon being studied 2. Phenomenon: Describe the overall phenomenon being studied by the research questions 1. Prospectus Template v6.2.14.14 Sources of Data: Identify the specific approach (e.g., interview, observation, artifacts, documents, database, etc.) to be used to collect the data to answer each Research Question Analysis Plan: Describe the specific approach that will be used to (1) summarize the data and (2) analyze the data. 31 Research Questions: State the Research Questions that will be used to collect data to understand the Phenomenon being studied 3. Phenomenon: Describe the overall phenomenon being studied by the research questions 2. 3. Prospectus Template v6.2.14.14 Sources of Data: Identify the specific approach (e.g., interview, observation, artifacts, documents, database, etc.) to be used to collect the data to answer each Research Question Analysis Plan: Describe the specific approach that will be used to (1) summarize the data and (2) analyze the data. The Dissertation Title Appears in Title Case and is Centered Submitted by Insert Your Full Legal Name (No Titles, Degrees, or Academic Credentials) Equal Spacing ~2.0” – 2.5” A Dissertation Presented in Partial Fulfillment of the Requirements for the Degree Doctorate of Education Equal Spacing~2.0” – 2.5” Grand Canyon University Phoenix, Arizona December 31, 2015 © by Your Full Legal Name (No Titles, Degrees, or Academic Credentials), 2015 All rights reserved. GRAND CANYON UNIVERSITY The Dissertation Title Appears in Title Case and is Centered by Insert Your Full Legal Name (No Titles, Degrees, or Academic Credentials) Approved December 31, 2015 DISSERTATION COMMITTEE: Full Legal Name, Ed.D., DBA, or Ph.D., Dissertation Chair Full Legal Name, Ed.D., DBA, or Ph.D., Committee Member Full Legal Name, Ed.D., DBA, or Ph.D., Committee Member ACCEPTED AND SIGNED: ________________________________________ Michael R. Berger, Ed.D. Dean, College of Doctoral Studies _________________________________________ Date GRAND CANYON UNIVERSITY The Dissertation Title Appears in Title Case and is Centered I verify that my dissertation represents original research, is not falsified or plagiarized, and that I have accurately reported, cited, and referenced all sources within this manuscript in strict compliance with APA and Grand Canyon University (GCU) guidelines. I also verify my dissertation complies with the approval(s) granted for this research investigation by GCU Institutional Review Board (IRB). _____________________________________________ [Type Doctoral Learner Name Beneath Signature] ______________________ Date Abstract The abstract is required for the dissertation manuscript only. It is not a required page for the proposal. The abstract, typically read first by other researchers, is intended as an accurate, nonevaluative, concise summary or synopsis of the research study. It is usually the last item completed when writing the dissertation. The purpose of the abstract is to assist future researchers in accessing the research material and other vital information contained in the dissertation. Although few people typically read the full dissertation after publication, the abstract will be read by many scholars and researchers. Consequently, great care must be taken in writing this page of the dissertation. The content of the abstract covers the purpose of the study, problem statement, theoretical foundation, research questions stated in narrative format, sample, location, methodology, design, data analysis, results, and a valid conclusion of the research. The most important finding(s) should be stated with actual data/numbers (quantitative) or themes (qualitative) to support the conclusion(s). The abstract does not appear in the table of contents and has no page number. The abstract is double-spaced, fully justified with no indentations or citations, and no longer than one page. Refer to the APA Publication Manual, 6th Edition, for additional guidelines for the development of the dissertation abstract. Make sure to add the keywords at the bottom of the abstract to assist future researchers. Keywords: Abstract, assist future researchers, 150 to 250 words, vital information Criterion *(Score = 0, 1, 2, or 3) Learner Score Chair Score Methodologist Score Content Expert Score ABSTRACT (Dissertation Only—Not Required for the Proposal) The abstract is typically read first by other researchers and is an accurate, non-evaluative, concise summary or synopsis of the research study. The abstract provides a succinct summary of the study and MUST include the purpose of the study, theoretical foundation, research questions (stated in narrative format), sample, location, methodology, design, data analysis, and results, as well as, a valid conclusion of the research. Abstracts must be double-spaced, fully justified with no indentions. (one page) The abstract provides a succinct summary of the study and MUST include: the purpose of the study, theoretical foundation, research questions stated in narrative format, sample, location, methodology, design, data analysis, results, and a valid conclusion of the research. Note: The most important finding(s) should be stated with actual data/numbers (quantitative) ~or~ themes (qualitative) to support the conclusion(s). The abstract is written in APA format, one paragraph fully justified with no indentations, double spaced with no citations, and includes key search words. Keywords are on a new line and indented. The abstract is written in a way that is well structured, has a logical flow, uses correct paragraph structure, uses correct sentence structure, uses correct punctuation, and uses correct APA format. *Score each requirement listed in the criteria table using the following scale: 0 = Item Not Present or Unacceptable. Substantial Revisions are Required. 1 = Item is Present. Does Not Meet Expectations. Revisions are Required. 2 = Item is Acceptable. Meets Expectations. Some Revisions May be Suggested or Required. 3 = Item Exceeds Expectations. No Revisions are Required. Reviewer Comments: vi Dedication An optional dedication may be included here. While a dissertation is an objective, scientific document, this is the place to use the first person and to be subjective. The dedication page is numbered with a Roman numeral, but the page number does not appear in the table of contents. It is only included in the final dissertation and is not part of the proposal. If this page is not to be included, delete the heading, the body text, and the page break below. If you cannot see the page break, click on the ¶Show/Hide button (go to the Home tab and then to the Paragraph toolbar). vii Acknowledgments An optional acknowledgements page can be included here. This is another place to use the first person. If applicable, acknowledge and identify grants and other means of financial support. Also acknowledge supportive colleagues who rendered assistance. The acknowledgments page is numbered with a Roman numeral, but the page number does not appear in the table of contents. This page provides a formal opportunity to thank family, friends, and faculty members who have been helpful and supportive. The acknowledgements page is only included in the final dissertation and is not part of the proposal. If this page is not to be included, delete the heading, the body text, and the page break below. If you cannot see the page break, click on the ¶Show/Hide button (go to the Home tab and then to the Paragraph toolbar). viii Table of Contents List of Tables ..................................................................................................................... xi List of Figures ................................................................................................................... xii Chapter 1: Introduction to the Study....................................................................................1 Introduction ....................................................................................................................1 Background of the Study ...............................................................................................5 Problem Statement .........................................................................................................5 Purpose of the Study ......................................................................................................7 Research Question(s) and Hypotheses ...........................................................................8 Advancing Scientific Knowledge ................................................................................11 Significance of the Study .............................................................................................12 Rationale for Methodology ..........................................................................................13 Nature of the Research Design for the Study...............................................................15 Definition of Terms......................................................................................................16 Assumptions, Limitations, Delimitations ....................................................................18 Summary and Organization of the Remainder of the Study ........................................20 Chapter 2: Literature Review .............................................................................................22 Introduction to the Chapter and Background to the Problem ......................................22 Theoretical Foundations and/or Conceptual Framework .............................................24 Review of the Literature ..............................................................................................25 Summary ......................................................................................................................32 Chapter 3: Methodology ....................................................................................................35 Introduction ..................................................................................................................35 ix Statement of the Problem .............................................................................................36 Research Question(s) or Hypotheses ...........................................................................36 Research Methodology ................................................................................................38 Research Design...........................................................................................................39 Population and Sample Selection.................................................................................41 Instrumentation OR Sources of Data ...........................................................................43 Validity ........................................................................................................................45 Reliability.....................................................................................................................47 Data Collection and Management ................................................................................48 Data Analysis Procedures ............................................................................................49 Ethical Considerations .................................................................................................51 Limitations and Delimitations......................................................................................53 Summary ......................................................................................................................54 Chapter 4: Data Analysis and Results ................................................................................56 Introduction ..................................................................................................................56 Descriptive Data...........................................................................................................57 Data Analysis Procedures ............................................................................................60 Results ..........................................................................................................................62 Summary ......................................................................................................................69 Chapter 5: Summary, Conclusions, and Recommendations ..............................................72 Introduction ..................................................................................................................72 Summary of the Study .................................................................................................73 Summary of Findings and Conclusion.........................................................................74 x Implications..................................................................................................................76 Theoretical implications. .....................................................................................77 Practical implications ..........................................................................................77 Future implications .............................................................................................77 Recommendations ........................................................................................................79 Recommendations for future research ................................................................79 Recommendations for future practice. ................................................................80 References ..................
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Locating information on strategic points is a vital step towards realizing a successful
doctoral dissertation prospectus (Roberts, 2010). Using the DC network, different templates
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