STRUCTURAL GUIDELINES FOR PROPOSALS AND FULL

STRUCTURAL GUIDELINES FOR PROPOSALS AND FULL DISSERTATIONS

ED.D.

PROGRAM IN EDUCATIONAL LEADERSHIP COLLEGE OF EDUCATION AND HUMAN SERVICES UNIVERSITY OF NORTH FLORIDA

12/1/2014

Table of ContentsIntroduction.................................................................................................................................................2

Quantitative Research.................................................................................................................................4

Structure for Proposal in Quantitative Methodology..............................................................................5

Structure for Full Dissertation in Quantitative Methodology..................................................................8

Qualitative Research..................................................................................................................................12

Structure for Proposal in Qualitative Methodology...............................................................................13

Structure for Full Dissertation in Qualitative Methodology...................................................................16

Mixed Methods.....................................................................................................................................19

Structure of Proposal and Full Dissertation in Mixed Methods.............................................................21

Q Methodology.........................................................................................................................................22

Structure for Proposal in Q Methodology.................................................................................................23

Structure for Full Dissertation in Q Methodology..................................................................................25

Philosophical Analysis Methodology.........................................................................................................28

Structure for Proposal in Philosophical Analysis Methodology.................................................................29

Structure for Full Dissertation in Philosophical Analysis Methodology.................................................32

Descriptions of the Proposal/Dissertation Components............................................................................36

Expression, Style, and Presentation...........................................................................................................45

1

Introduction

These guidelines have been prepared to be helpful to students and faculty during the development of the dissertation proposal and not to provide rules and regulations that must be adhered to inflexibly. Variations from convention can be justified if the variation strengthens the proposal and makes the argument more convincing.

A dissertation proposal is fundamentally an argument supporting the proposed research. Every component of the proposal should be developed to establish that the proposed research is of value, soundly designed, and within the capability of the researcher to complete (Marshall & Rossman, 1999). The proposal serves at least three functions: it communicates the student’s research plans; it serves as a plan for the research itself; and it is a contract between the student and the faculty who serve as members of the student’s dissertation committee (see Locke, Spirduso, & Silverman, 2000). The following guidelines to the development of the dissertation proposal have been prepared to assist doctoral students at the University of North Florida and the faculty who will be advising them during the dissertation process.

Dissertation proposals and dissertations at the University of North Florida will follow the style guidelines of the American Psychological Association as outlined in the Publication Manual of the American Psychological Association, Sixth Edition (2010). A number of books are available that describe development of the dissertation proposal and the dissertation itself. These references are particularly recommended for use by students and faculty at UNF:

Creswell, J. W. (2003). Research design: Qualitative, quantitative, and mixed methods approaches (2nd ed.). Thousand Oaks, CA: Sage.

Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). Thousand Oaks, CA: Sage.

Glatthorn, A. A. (1998). Writing the winning dissertation: A step-by-step guide. Thousand Oaks, CA: Sage.

Goes, J. & Simon, M. (2014). The importance of alignment in dissertation development. Retrievedhttp://www.dissertationrecipes.com/the-importance-of-alignment-in-dissertation-development/

Jones, R. D. (2014). Dissertation writing: The importance of alignment. Retrieved http://refractivethinker.com/articles/dissertation-writing-the-importance-of-alignment/

Leery, P. D., & Ormond, J. E. (2005). Practical research: Planning and design. Upper Saddle River, NJ: Pearson/Merrill Prentice Hall.

Locke, L. F., Spirduso, W. W., & Silverman, S. J. (2000). Proposals that work: A guide for planning dissertations and grant proposals (4th ed.). Thousand Oaks, CA: Sage.

Maher, F. A., & Tetreault, M. K. T. (2001). The feminist classroom: Dynamics of gender, race, and privilege (Expanded ed.). New York: Rowman & Littlefield Publishers, Inc.

Marshall, C., & Rossman, G. B. (1999). Designing qualitative research (3rd ed.).

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http://refractivethinker.com/articles/dissertation-writing-the-importance-of-alignment/


http://www.dissertationrecipes.com/the-importance-of-alignment-in-dissertation-development/

http://www.dissertationrecipes.com/the-importance-of-alignment-in-dissertation-development/

Thousand Oaks, CA: Sage.Roberts, C. M. (2010). The dissertation journey. A practical and comprehensive guide to

planning, writing, and defending your dissertation (2nd ed.). Thousand Oaks, CA: Corwin.

Rudestam, K. E., & Newton, R. R. (1992). Surviving your dissertation: A comprehensive guide to content and process. Newbury Park, CA: Sage.

These sources have been used in preparation of this document and the reader will be referred to specific sections of each book. The Locke et al. book includes several sample proposals. In addition to the references described above, both students and faculty should be familiar with two UNF documents: “University of North Florida Procedure Guide for Research Involving Human Subjects” and “University of North Florida Thesis/Dissertation Deposit Policy and Guide to Thesis/Dissertation Preparation.” Dissertation proposals will not be deposited in the library, but familiarity should be developed with the guidelines that will govern the final document. Hence all dissertation proposals as well as the final dissertation must adopt the approved graduate school template for thesis and dissertation which can be found at: http://www.unf.edu/graduateschool/student_resources/Thesis___Dissertation_Forms.aspx

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http://www.unf.edu/graduateschool/student_resources/Thesis___Dissertation_Forms.aspx

Quantitative Research

Quantitative methods emphasize objective measurements and the statistical, mathematical, or numerical analysis of data collected through polls, questionnaires, and surveys, or by manipulating pre-existing statistical data using computational techniques. Quantitative research focuses on gathering numerical data and generalizing it across groups of people or to explain a particular phenomenon.Babbie, E. R. (2010). The Practice of Social Research. 12th ed. Belmont, CA:

Wadsworth Cengage.Muijs, D. (2010). Doing Quantitative Research in Education with SPSS. 2nd edition.

London: SAGE Publications.

Your goal in conducting quantitative research study is to determine the relationship between one thing [an independent variable] and another [a dependent or outcome variable] within a population. Quantitative research designs are either descriptive [subjects usually measured once] or experimental [subjects measured before and after a treatment]. A descriptive study establishes only associations between variables; an experimental study establishes causality.

Quantitative research deals in numbers, logic, and an objective stance. Quantitative research focuses on numeric and unchanging data and detailed, convergent reasoning rather than divergent reasoning [i.e., the generation of a variety of ideas about a research problem in a spontaneous, free-flowing manner].

Main characteristics are: The data is usually gathered using structured research instruments. The results are based on larger sample sizes that are representative of the population. The research study can usually be replicated or repeated, given its high reliability. Researcher has a clearly defined research question to which objective answers are sought. All aspects of the study are carefully designed before data is collected. Data are in the form of numbers and statistics, often arranged in tables, charts, figures, or

other non-textual forms. Project can be used to generalize concepts more widely, predict future results, or

investigate causal relationships. Researcher uses tools, such as questionnaires or computer software, to collect numerical

data.The overarching aim of a quantitative research study is to classify features, count them, and construct statistical models in an attempt to explain what is observed.

4

Structure for Proposal in Quantitative Methodology

Bearing in mind that there is no one format for a dissertation proposal, the Educational Leadership program at UNF after the review of over 30 suggested outlines from sister universities and input from faculty, adopts the following formats for the different types of dissertations undertaken by our students. For the purposes of the EdD program at UNF, a proposal shall essentially be the first three chapters of the dissertation with chapters one and three written in future tense. Please ensure the approved template from the graduate school is used as well as the writing style approved by UNF library for the proposal. Even though the proposal is not submitted to the library, we want students to become conversant with the writing style acceptable for the actual dissertation and therefore all submitted proposals should adopt the writing style guidelines specified by the UNF library (see www.unf.edu/graduateschool/student_resources/thesis_step_two.aspx .) In addition, the approved dissertation template must be used for the proposal to engender familiarity with its use. See website link: http://www.unf.edu/graduateschool/student_resources/Thesis___Dissertation_Forms.aspx No other template is permissible.

TitleIntroductory section

Title pageDetailed table of contentsList of tablesList of figures

Chapter One-Introduction Background and contextualization of the issue Problem statement Purpose statementAssumptions of the study (if applicable)Hypotheses and/or research questionsDefinition of termsDefinition of measures/variablesOverview of theoretical framework and methodologySignificance of the researchDelimitations and limitations of the studyOrganization of the studyChapter summary

5


http://www.unf.edu/graduateschool/student_resources/thesis_step_two.aspx

Chapter Two-Review of the LiteratureIntroduction Theoretical framework(s) underlying the research purpose Analyses and syntheses of relevant empirical studies pertaining to the topic. Using studies directly and tangentially related to the topic with appropriate delineated subheadings.Conceptual framework (if applicable)Chapter summary

Chapter Three- Procedures and MethodsResearch design-Type of research and specific subtype Site selection- Context and accessDescription of the PopulationDescription of the sample (size and power)Sampling method(s)Description of the Research protocols/Instrumentation

Reliability (as found applicable to the study type)o Rationale equivalent reliabilityo Equivalent-forms reliabilityo Scorer/rater reliabilityo Split-half reliabilityo Test-retest reliabilityo Cronbach Alpha

Validity (as found applicable to the study type)o Face validityo Content validityo Construct validityo Criterion validity

Data SourcesPilot testing procedures, (if applicable)

Report on pilot testingo Designo Samplingo Data collection procedureso Findingso Lessons learned and changes adopted for main study

Data collection procedures: Prior to data collection During data collection After data collection

Researcher positionality

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Research validity Threats to internal validity (as found applicable to the study type)

o Differential selection of subjectso Instrumentationo Statistical regressiono Selection-maturation interactiono Historyo Mortalityo Maturation of subjectso Testing etc.

Threats to design validity (as found applicable to the study type)o Selection-treatment interactiono Reactive arrangementso Pretest-treatment interactiono Specificity of variableso Experimental effectso Multiple-treatment interference

Ethical issues- informed consent, and UNF Institutional Review Board approvalTreatment/cleaning and sorting of the data

Data analysis techniques Statistical model Analysis procedures Critical assumptions Justification of the model Chapter summary

ConclusionsReferencesAppendices

The following components should be appended to the proposal: Completed “Request for Review of the Institutional Review Board for the

Protection of Human and Animal Subjects” Copy of informed consent form, if required Copies of any tests, questionnaires, and other instruments to be used in the

research Copies of requests for access and letters of introduction, as appropriate Complete bibliography or reading list, if it is agreed upon by the student and

the major professor that this should be included in the proposal

Each of the appendices should be referenced within the text of the proposal and clearly labeled following the guidelines of the APA publication manual (e.g. “Appendix A” etc.).

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Structure for Full Dissertation in Quantitative Methodology

In final form, when the study is completed, care should be taken to ensure that all future tenses are converted to the past and the relevant sections of the three chapters are updated accordingly.

Please ensure the approved template from the graduate school is used by the student (see website link: http://www.unf.edu/graduateschool/student_resources/Thesis___Dissertation_Forms.aspx) as well as the writing style approved by UNF library for the dissertation (see www.unf.edu/graduateschool/student_resources/thesis_step_two.aspx .) . No other template is permissible.

Usually, a dissertation has five chapters as indicated below, but flexibility is the key word. If a committee adjudges that a particular dissertation warrants more than five chapters, justification should be provided in the first chapter under “organization of the study” and other relevant sections and proceed as directed.

TitleIntroductory Section

Title pageDetailed table of contentsList of tablesList of figures

Chapter One-Introduction Background and contextualization of the issue Problem statement Purpose statementAssumptions of the study (if applicable)Hypotheses and/or research questionsDefinition of termsDefinition of measures/variablesOverview of theoretical framework and methodologySignificance of the researchDelimitations and limitations of the studyOrganization of the studyChapter summary

Chapter Two-Review of the LiteratureIntroduction Theoretical framework(s) underlying the research purpose Analyses and syntheses of relevant empirical studies pertaining to the topic. Using studies directly and tangentially related to the topic with appropriate delineated subheadings.Conceptual framework (if applicable)Chapter summary

8



Chapter Three- Procedures and MethodsResearch design-Type of research and specific subtype Site selection- Context and accessDescription of the PopulationDescription of the sample (size and power)Sampling method(s)Description of the Research protocols/Instrumentation

Reliability (as found applicable to the study type)o Rationale equivalent reliabilityo Equivalent-forms reliabilityo Scorer/rater reliabilityo Split-half reliabilityo Test-retest reliabilityo Cronbach Alpha

Validity (as found applicable to the study type)o Face validityo Content validityo Construct validityo Criterion validity

Data SourcesPilot testing procedures, (if applicable)

Report on pilot testingo Designo Samplingo Data collection procedureso Findingso Lessons learned and changes adopted for main study

Data collection procedures: Prior to data collection During data collection After data collection

Researcher positionalityResearch validity

Threats to internal validity (as found applicable to the study type)o Differential selection of subjectso Instrumentationo Statistical regressiono Selection-maturation interactiono Historyo Mortalityo Maturation of subjectso Testing etc.

Threats to design validity (as found applicable to the study type)9

o Selection-treatment interactiono Reactive arrangementso Pretest-treatment interactiono Specificity of variableso Experimental effectso Multiple-treatment interference

Ethical issues- informed consent, and UNF Institutional Review Board approvalTreatment/cleaning and sorting of the data

Data analysis techniques Statistical model Analysis procedures Critical assumptions Justification of the model Chapter summary

Chapter Four- Analysis and Results Data Preparation

Cleaning data Missing data Statistical assumptions

Presentation of the ResultsAPA results tables with brief descriptions, well labelled and numbered.Chapter summary

Chapter Five- Summary, Conclusions, Implications and Suggestions for Future Research

Summary of major research findingsDiscussion of the findings Limitations of the Study in:

Sampling The Measures The Treatment The Data Analyses

Implications of the Study for: Theory development Research Practice Education and training Educational policy

ConclusionsFinal thoughts/reflections from the fieldChapter summaryReferencesAppendices

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VitaThe following components should be appended to the dissertation:

Approved “Request for Review of the Institutional Review Board for the Protection of Human and Animal Subjects”

Copy of informed consent form, if required Copies of any tests, questionnaires, and other instruments to be used in the


the major professor that this should be included in the dissertation

Each of the appendices should be referenced within the text of the dissertation and clearly labeled following the guidelines of the APA publication manual (e.g. “Appendix A” etc.).

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Qualitative Research

Qualitative research is aimed at gaining a deep understanding of a specific organization or event, rather than a surface description of a large sample of a population. It aims to provide an explicit rendering of the structure, order, and broad patterns found among a group of participants. It is also called ethnomethodology or field research. It generates data about human groups in social settings.

Qualitative research does not introduce treatments or manipulate variables, or impose the researcher's operational definitions of variables on the participants. Rather, it lets the meaning emerge from the participants. It is more flexible in that it can adjust to the setting. Concepts, data collection tools, and data collection methods can be adjusted as the research progresses.

Qualitative research aims to get a better understanding through first-hand experience, truthful reporting, and quotations of actual conversations. It aims to understand how the participants derive meaning from their surroundings, and how their meaning influences their behavior.

Qualitative research uses observation as the data collection method. Observation is the selection and recording of behaviors of people in their environment. Observation is useful for generating in-depth descriptions of organizations or events, for obtaining information that is otherwise inaccessible, and for conducting research when other methods are inadequate.

Observation is used extensively in studies by psychologists, anthropologists, sociologists, and program evaluators. Direct observation reduces distortion between the observer and what is observed that can be produced by an instrument (e.g., questionnaire). It occurs in a natural setting, not a laboratory or controlled experiment. The context or background of behavior is included in observations of both people and their environment. And it can be used with inarticulate subjects, such as children or others unwilling to express themselves.

To qualify as research, observation:1) serves a formulated research purpose;2) relates to existing literature or theories;3) is systematically planned4) is recorded systematically5) is refined into general propositions or hypotheses6) is subject to checks and controls on validity and reliability

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Structure for Proposal in Qualitative Methodology

Bearing in mind that there is no one format for a dissertation proposal the Educational Leadership program at UNF after the review of over 30 suggested outlines from sister universities and input from faculty adopts the following formats for the different types of dissertations undertaken by our students. For the purposes of the EdD program at UNF a proposal shall essentially be the first three chapters of the dissertation with chapters one and three written in future tense. Please ensure the approved template from the graduate school, as well as the writing style approved by UNF library for the proposal, are used by the student. Even though the proposal is not submitted to the library students need to become conversant with the writing style acceptable for the actual dissertation and therefore all submitted proposals should adopt the writing style guidelines specified by the UNF library (see www.unf.edu/graduateschool/student_resources/thesis_step_two.aspx .) In addition, the approved dissertation template must be used for the proposal to engender familiarity with its use. (See website link: http://www.unf.edu/graduateschool/student_resources/Thesis___Dissertation_Forms.aspx). No other template is permissible.


Title page Detailed table of contentsList of tablesList of figures

Chapter One-Introduction Background and contextualization of the issue Problem statement Purpose statementHypotheses and/or research questionsOverview of theoretical framework and methodologySignificance of the researchDelimitations and limitations of the studyOrganization of the studyChapter summary

Chapter Two-Review of the LiteratureIntroduction Theoretical framework(s) underlying the research purpose Thorough review of relevant empirical studies and/or qualitative research pertaining to the topicConceptual framework (if applicable)Chapter summary

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Chapter Three-Procedures and MethodsThe qualitative paradigm- (strengths and weaknesses, as well as how it fits the research question)Qualitative Method(s)-specific subtype selectedSite selection- Context and accessParticipants Participant selectionResearch protocols/InstrumentationData sources Pilot testing procedures, if appropriateData collection procedureData collection procedures:

Prior to data collection During data collection After data collection

Researcher positionalityCredibility and ensuring rigor (as many as are applicable to the design selected)

Credibility/trustworthiness o Adoption of well-established methodso Development of early familiarity with the culture of

participants/organizationso Selection of participantso Triangulationo Tactics to ensure honesty of participants when contributing datao Iterative questioningo Negative case analysiso Frequent debriefing sessions between the researcher and his or her

supervisors, such as a project director or steering groupo Peer scrutiny of the research projecto The researcher’s “reflective commentary”o Background, qualifications and experience of the investigatoro Member checkso Thick description of the phenomenon under scrutinyo Examination of previous research findings to assess the degree to

which the project’s results are congruent with those of past studies.

Transferability (Provision of background data to establish context of study and detailed description of phenomenon in question to allow comparisons to be made).

Dependability (Employment of “overlapping methods” In-depth methodological description to allow study to be repeated).

o The research design and its implementation describing what was planned and executed on a strategic level

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o The operational detail of data gathering addressing what was done in the field

o Reflective appraisal of the project evaluating the effectiveness of the process of inquiry undertaken.

Confirmability o Triangulation o Admission of researcher’s beliefs and assumptionso Recognition of shortcomings in study’s methods and their potential

effectso In-depth methodological description to allow integrity of research

results to be scrutinizedo Use of diagrams to demonstrate “audit trail”

Ethical issues- informed consent, and UNF Institutional Review Board approvalTreatment/cleaning and sorting data for analysisData analysis techniquesChapter summaryReferencesAppendices

The following components should be appended to the proposal: Completed “Request for Review the Institutional Review Board for the





15

Structure for Full Dissertation in Qualitative Methodology

Please ensure the approved template from the graduate school is used by the student (see website link: http://www.unf.edu/graduateschool/student_resources/Thesis___Dissertation_Forms.aspx). as well as the writing style approved by UNF library for the dissertation (see www.unf.edu/graduateschool/student_resources/thesis_step_two.aspx .) . No other template is permissible. Usually, a dissertation has five chapters as indicated below but flexibility is the key word. If a committee adjudges that a particular dissertation warrants more than five chapters, justification should be provided in the first chapter under “organization of the study” and other relevant sections and proceed as directed.



Chapter One-Introduction Background and contextualization of the issue Problem statement Purpose statementResearch questionsOverview of theoretical framework and methodologySignificance of the researchDelimitations and limitations of the studyOrganization of the studyChapter summary

Chapter Two-Review of the LiteratureIntroduction Theoretical framework(s) underlying the research purpose Review of relevant empirical studies and/or qualitative research pertaining to the topicConceptual framework (if applicable)Chapter summary

Chapter Three-Procedures and MethodsThe qualitative paradigm- (strengths and weaknesses, as well as how it fits the research question)Qualitative Method(s)-specific subtype selectedSite selection- Context and accessParticipants Participant selectionResearch protocols/Instrumentation

16



Data sources Pilot testing procedures, if appropriateData collection procedureData collection procedures:

Prior to data collection During data collection After data collection

Researcher positionalityCredibility and ensuring rigor (as many as are applicable to the design selected)

Credibility/trustworthiness o Adoption of well-established methodso Development of early familiarity with the culture of

participants/organizationso Selection of participantso Triangulationo Truth value of datao Iterative questioningo Negative case analysiso Frequent debriefing sessions between the researcher and his or her

supervisors, such as a project director or steering groupo Peer scrutiny of the research projecto The researcher’s “reflective commentary”o Background, qualifications and experience of the investigatoro Member checkso Thick description of the phenomenon under scrutinyo Examination of previous research findings to assess the degree to

which the project’s results are congruent with those of past studies.

Transferability (Provision of background data to establish context of study and detailed description of phenomenon in question to allow comparisons to be made).

Dependability (Employment of “overlapping methods” In-depth methodological description to allow study to be repeated).


o The operational detail of data gathering addressing what was done in the field

o Reflective appraisal of the project evaluating the effectiveness of the process of inquiry undertaken.

Confirmability o Triangulation to reduce effect of investigator biaso Admission of researcher’s beliefs and assumptions

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o Recognition of shortcomings in study’s methods and their potential effects

o In-depth methodological description to allow integrity of research results to be scrutinized

o Use of diagrams to demonstrate “audit trail”

Ethical issues- informed consent, and UNF Institutional Review Board approvalTreatment/cleaning and sorting data for analysisData analysis techniquesChapter summary

Chapter Four-Data Analysis and Results Data analysis and results, organized according to the research question(s)by emergent themes

Chapter Five-Summary, Conclusions, Implications and Suggestions for Future ResearchSummaryFindings or interpretation of results (relationship of findings to previous literature)Limitations and reflections from the studyImplications for:

Theory development Research Practice Education and training Educational policy

Reflexivity- (personal reflections on research methodology; reflections on impact on research, site/individual)

Suggestions for future researchConclusionsReferencesAppendices Vita

The following components should be appended to the dissertation: Completed “Request for Review of the Institutional Review Board for the





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Mixed Methods

The following can be deduced as characteristic of a mixed method study: Combining or integrating the two methods to draw on the strengths of each with

intentionality; Adopting rigorous quantitative research assessing magnitude and frequency of constructs

as well as rigorous qualitative research exploring the meaning and understanding of constructs;

When the research questions call for real-life contextual understandings, multi-level perspectives, and cultural influences;

Employing multiple methods (e.g., intervention trials and in-depth interviews); and When the study is framed within philosophical and theoretical positions (Creswell, &

Plano Clark, 2011. Johnson, Onwuegbuzie, & Turner, 2007; Song, Sandelowski, & Happ, 2010; Teddlie, & Tashakkori, 2009).

The major assumption that mixed methods investigators make is that in understanding the social world, they gather evidence based on the nature of the question and the theoretical orientation. The inquiry focuses on various sources and multiple levels that influence a given problem (e.g., family, individual, policies, and organizations,). The quantitative component tends to be (mainly deductive) focusing on central patterns of association such as inferences of causality or measuring pervasiveness of “known” phenomena. The qualitative aspect mainly adopting inductive methods allow for examination of previously unknown processes, the exploration of the how and why of phenomena and the range of their effects (Pasick et al., 2009).

Mixed methods research goes beyond merely collecting qualitative data from interviews and observations, or collecting multiple forms of qualitative evidence through surveys and diagnostic tests. It requires intentionality on the part of the researcher in collecting both quantitative and qualitative data and the combination of the strengths of each to answer research questions. The strength of mixed methods studies, investigators intentional integration or combining quantitative and qualitative data rather than keeping them separate. By doing so, it maximizes the strengths and minimizes the weaknesses of each type of data. Creswell and Plano Clark, (2011) argue that the idea of integration of the new paradigm of mixed methods, emphasizes systematic integrative procedures that are critical in this approach. Students who select this methodological approach are expected to adopt this new paradigm of merging data, connecting data, and embedding data (Bryman, 2006; Hesse-Biber, 2010).

Bryman, A. (2006). Integrating quantitative and qualitative research: How is it done? Qualitative Research, 6, 97-113.

Creswell, J. W., & Plano Clark, V. L. (2011). Designing and conducting mixed methods research. (2nd ed.). Thousand Oaks, CA: Sage.

Hesse-Biber, S. N. (2010). Mixed methods research: merging theory with practice. New York: Guilford.

Johnson, R. B., Onwuegbuzie, A. J., & Turner, L. A. (2007). Toward a definition of mixed methods research. Journal of Mixed Methods Research, 1(2), 112-133.

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Pasick, R. J., Burke, N. J., Barker, J. C., Galen, J., Bird, J. A., Otero-Sabogal, R., et al. (2009). Behavioral theory in a diverse society: Like a compass on Mars. Health Education Behavior, 36(5), 11S-35S.

Song, M., Sandelowski, M., & Happ, M. B. (2010). Current practices and emerging trends in conducting mixed methods intervention studies in the health sciences. In: A. Tashakkori & C. Teddlie (Eds.), Handbook of mixed methods in social & behavioral research (2nd ed., pp. 725–747). Thousand Oaks, CA: Sage

Teddlie, C., & Tashakkori, A. (2009). Foundations of mixed methods research: Integrating quantitative and qualitative approaches in the social and behavioral sciences. Thousand Oaks, CA: Sage.

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Structure of Proposal and Full Dissertation in Mixed Methods (If you select to undertake a mixed methods study combine the relevant sections of the qualitative and quantitative outlines as dictated by your research question).

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Q Methodology

Q Methodology is a research method used to study people's "subjectivity" -- that is, their viewpoint. Q Methodology was originally developed by William Stephenson (1902-1989), an Englishman trained in physics (Ph.D., 1926), psychology (Ph.D., 1929) and psychometrics under the tutelage of Charles Spearman and Sir Cyril Burt. It has been used both in clinical settings for assessing patients, as well as in research settings to examine how people think about a topic.

The basic steps of the Q sorting procedure are as follows. A heterogeneous set of items (called a Q sample) is drawn from the concourse. A group of respondents (P set) is instructed to rank-order (Q sort) the Q sample along a standardized continuum according to a specified condition of instruction. Participants do this according to their own likes and dislikes thus according to their own 'psychological significance'. The resulting Q sorts are submitted to correlation and factor analysis. Interpreted results are factors of 'operant subjectivity'.

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Structure for Proposal in Q Methodology

Bearing in mind that there is no one format for a dissertation proposal, the Educational Leadership program at UNF after the review of over 30 suggested outlines from sister universities and input from faculty adopts the following formats for the different types of dissertations undertaken by our students. For the purposes of the EdD program at UNF, a proposal shall essentially be the first three chapters of the dissertation with chapters one and three written in future tense. Please ensure the approved template from the graduate school as well as the writing style approved by UNF library for the proposal are used by the student. Even though the proposal is not submitted to the library, we want students to become conversant with the writing style acceptable for the actual dissertation and therefore all submitted proposals should adopt the writing style guidelines specified by the UNF library (see www.unf.edu/graduateschool/student_resources/thesis_step_two.aspx .) In addition, the approved dissertation template must be used for the proposal to engender familiarity with its use. (See website link: http://www.unf.edu/graduateschool/student_resources/Thesis___Dissertation_Forms.aspx). No other template is permissible.



Chapter One-Introduction Background and contextualization of the issue Problem statement Purpose statementResearch questionOverview of theoretical framework and methodologySignificance of the researchDelimitations and limitations of the studyOrganization of the studyChapter summary

Chapter Two-Review of the LiteratureIntroduction Theoretical framework(s) underlying the research purpose Review of relevant empirical studies and/or qualitative research pertaining to the

topicSpecific review of scholarship and research related to the importance or value of

examining human subjectivity regarding the topic – their perceptions/perspectives/attitudes

Conceptual framework (if applicable)

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Chapter summary

Chapter Three-Procedures and MethodsQ Methodology OverviewQ Methodology EpistemologyAppropriateness of ApproachResearch Question Concourse Theory to Develop the Q Sample. May include (depending on design):

Literature Review Concourse Questionnaire Other sources

Participant (P-set) and possibly site selectionData CollectionData Collection: Phase 1 – The Q SortData Collection: Phase 1 – Post Sort Questionnaire or InterviewsData Collection: Phase 2 – Post Factor Analysis Interviews or Focus Groups

Validity (Credibility)Reliability (Dependability)Generalizability (Transferability)Subjectivity StatementEthical ConsiderationsLimitations of the studyChapter SummaryReferencesAppendices






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Structure for Full Dissertation in Q Methodology

Please ensure the student uses the approved template from the graduate school (see website link: http://www.unf.edu/graduateschool/student_resources/Thesis___Dissertation_Forms.aspx). as well as the writing style approved by UNF library for the dissertation (see www.unf.edu/graduateschool/student_resources/thesis_step_two.aspx .) . No other template is permissible. Usually a dissertation has five chapters as indicated below but flexibility is the key word. If a committee adjudges that a particular dissertation warrants more than five chapters, justification should be provided in the first chapter under “organization of the study” and other relevant sections and proceed as directed.



Chapter One-Introduction Background and contextualization of the issue Problem statement Purpose statementResearch questionOverview of theoretical framework and methodologySignificance of the researchDelimitations and limitations of the studyOrganization of the studyChapter summary

Chapter Two-Review of the LiteratureIntroduction Theoretical framework(s) underlying the research purpose Thorough review of relevant empirical studies and/or qualitative research

pertaining to the topicSpecific review of scholarship and research related to the importance or value of

examining human subjectivity regarding the topic – their perceptions/perspectives/attitudes

Conceptual framework (if applicable)Chapter summary

Chapter Three-Procedures and MethodsQ Methodology OverviewQ Methodology EpistemologyAppropriateness of ApproachResearch Question

25



Concourse Theory to Develop the Q Sample. May include (depending on design): Literature Review Concourse Questionnaire Other sources

Participant (P-set) and possibly site selectionData CollectionData Collection: Phase 1 – The Q SortData Collection: Phase 1 – Post Sort Questionnaire or InterviewsData Collection: Phase 2 – Post Factor Analysis Interviews or Focus Groups

Validity (Credibility)Reliability (Dependability)Generalizability (Transferability)Subjectivity StatementEthical ConsiderationsLimitations of the studyChapter Summary

Chapter Four – Data Analysis and ResultsChapter IntroductionQ Data Analysis Correlation MatrixFactor Analysis

Eigenvalues Scree PlotHumphrey’s RuleFactor Rotation Factor CorrelationsFactor LoadingsFactor Scores and Arrays Overview of Factor Descriptions Factor Descriptions and Characteristics Factor Interpretation Consensus StatementsDistinguishing StatementsChapter Summary

Chapter Five-Summary, Conclusions, Implications and Suggestions for Future ResearchChapter IntroductionSummaryDiscussionFindings Comparison and Contrast of FactorsDiscussion of Factors and other Results through the lens of the literatureLimitations

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Implications for StakeholdersFuture Research (Implications, etc.)Final thoughts/reflections from the fieldChapter SummaryConclusion ReferencesAppendices Vita

The following components should be appended to the dissertation: Completed “Request for Review the Institutional Review Board for the





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Philosophical Analysis Methodology

It is important to note that the nature of philosophical inquiry is to engage deeply in literature in order to generate understanding, clarification, ideas, dialogue, and definition. Although philosophical inquiry may include empirical observation, it often does not. Rather, philosophical analysis is more likely to engage the constructs themselves, before measurement, in order to better understand the conceptual grounding and ontological status of those concepts. As a result, philosophical analysis consistently reaches back for the clarification of ideas by theorists, thinkers, and scientists, and, thus, in some ways, the entirety of a philosophical analysis dissertation acts as literature review.

We realize a typical philosophy dissertation would start with the problem and the literature as one and then address how one deals with it. The core of philosophical analysis consists in the rational reconstruction of an issue or phenomenon, and one does so by addressing how this issue is presented, argued for by major thinkers, then pursue an advancement of the discussion or perspective at stake. In other words, stake out a claim that one intends to make and then analyze and discuss contributions made—but all this with the systemic intent to finally arrive at a defendable position. To have a fairly comparative base for the different dissertations pursued by our students in Educational Leadership, we have made adaptations as follows: the issue explication and literature review are considered prior to this-in chapters 1 and 2, and then in chapter 3 the philosophical analyses are brought in. Please observe the outline below.

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Structure for Proposal in Philosophical Analysis Methodology

Bearing in mind that there is no one format for a dissertation proposal the Educational Leadership program at UNF after the review of over 30 suggested outlines from sister universities and input from faculty adopts the following formats for the different types of dissertations undertaken by our students. For the purposes of the EdD program at UNF a proposal shall essentially be the first three chapters of the dissertation with chapters one and three written in future tense. Please ensure the approved template from the graduate school as well as the writing style approved by UNF library for the proposal are used by the student. Even though the proposal is not submitted to the library we want students to become conversant with the writing style acceptable for the actual dissertation and therefore all submitted proposals should adopt the writing style guidelines specified by the UNF library (see www.unf.edu/graduateschool/student_resources/thesis_step_two.aspx .) In addition the approved dissertation template must be used for the proposal to engender familiarity with its use. (See website link: http://www.unf.edu/graduateschool/student_resources/Thesis___Dissertation_Forms.aspx). No other template is permissible.


Title page Detailed table of contentsList of tablesList of figuresList of concepts

Chapter One-Introduction IntroductionBackground and contextualization of the issue Contextualization and definition of foundational assumptions/axioms/conceptsProblem statement Purpose statementResearch Question(s)Overview of theoretical framework and methodologySignificance of the researchDelimitations and limitations of the studyOrganization of the studyChapter summary/conclusion

Chapter Two-Review of the LiteratureIntroduction Theoretical framework(s) underlying the research purpose Thorough review of relevant research pertaining to the topic

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Explication of theoretical concepts foundational to the literature using research directly and tangentially related to the topic with appropriate delineated subheadingsConceptual frameworkChapter summary/conclusion

Chapter Three-Methodology and DefinitionIn a philosophical dissertation it is strongly desirable to expand the meaning and

scope of this chapter such that the methodology and the theoretical framework and or the conceptual framework are seen as two sides of the same coin, as intrinsically bound up with one another. For instance, if a student chooses deconstruction, she or he will have to explain the method of interpretation assumed and used here, but this is organically fused with insights and claims about the nature of language, meaning, and even truth and agency. In phenomenology, concepts like “epoch” or “bracketing (of external reference when analyzing meaning)” are related to and only fully understandable in the context of the concepts of intentionality.

The qualitative paradigm- (strengths and weaknesses, as well as how it fits the research question)Philosophical analysis-specific subtypeContext of methodology and theoretical frameworkClarification of particular mode of philosophical analysis (i.e. deconstructive, semiotic, logo-mathematical, dialectical…)Explication of seminal literature justifying the above model (including presentation of leading philosophical paradigm)Researcher positionalityCredibility and ensuring rigor (as many as are applicable to the design selected)

Credibility/trustworthiness o Adoption of well-established methodso Frequent debriefing sessions between the researcher and his or her

superiors, such as a project director or steering groupo Peer scrutiny of the research projecto Clear chain of reasoning/audit trailo The researcher’s “reflective commentary”o Background, qualifications and experience of the investigatoro Member checkso Thick description of the phenomenon/concepts under scrutinyo Examination of coherence of any theoretical claims made for

consistency and coherence both internal and external.

Transferability (Provision of background data to establish context of study and detailed description of concepts/constructs in question as relevant to empirical research)

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Dependability (Employment of “overlapping methods” In-depth methodological description to allow study to be repeated)


o Detailed and clear explication of arguments made and theories referenced

o Reflective appraisal of the project evaluating the effectiveness of the process of inquiry undertaken

Confirmability o Admission of researcher’s beliefs and assumptionso Recognition of shortcomings in study’s methods and their potential


results to be scrutinizedo Use of diagrams/flow charts to demonstrate “audit trail”

Ethical issues- informed consent, and UNF Institutional Review Board approvalChapter summary conclusionsReferencesAppendices






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Structure for Full Dissertation in Philosophical Analysis Methodology

Please ensure the student uses the approved template from the graduate school (see website link: http://www.unf.edu/graduateschool/student_resources/Thesis___Dissertation_Forms.aspx). as well as the writing style approved by UNF library for the dissertation (see www.unf.edu/graduateschool/student_resources/thesis_step_two.aspx .) . No other template is permissible. Usually a dissertation has five chapters as indicated below but flexibility is the key word. If a committee adjudges that a particular dissertation warrants more than five chapters justification should be provided in the first chapter under “organization of the study” and other relevant sections and proceed as directed.


Title page Detailed table of contentsList of tablesList of figuresList of concepts

Chapter One-Introduction IntroductionBackground and contextualization of the issue Contextualization and definition of foundational assumptions/axioms/conceptsProblem statement Purpose statementResearch Question(s)Overview of theoretical framework and methodologySignificance of the researchDelimitations and limitations of the studyOrganization of the studyChapter summary/conclusion

Chapter Two-Review of the LiteratureIntroduction Theoretical framework(s) underlying the research purpose Thorough review of relevant research pertaining to the topic Explication of theoretical concepts foundational to the literature using research directly and tangentially related to the topic with appropriate delineated subheadingsConceptual frameworkChapter summary/conclusion

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Chapter Three-Methodology and DefinitionIn a philosophical dissertation it is strongly desirable to expand the meaning and

scope of this chapter such that the methodology and the theoretical framework and or the conceptual framework are seen as two sides of the same coin, as intrinsically bound up with one another. For instance, if a student chooses deconstruction, she or he will have to explain the method of interpretation assumed and used here, but this is organically fused with insights and claims about the nature of language, meaning, and even truth and agency. In phenomenology, concepts like “epoch” or “bracketing (of external reference when analyzing meaning)” are related to and only fully understandable in the context of the concepts of intentionality.

The qualitative paradigm- (strengths and weaknesses, as well as how it fits the research question)Philosophical analysis-specific subtypeContext of methodology and theoretical frameworkClarification of particular mode of philosophical analysis (i.e. deconstructive, semiotic, logo-mathematical, dialectical…)Explication of seminal literature justifying the above model (including presentation of leading philosophical paradigm)Researcher positionalityCredibility and ensuring rigor (as many as are applicable to the design selected)

Credibility/trustworthiness o Adoption of well-established methodso Frequent debriefing sessions between the researcher and his or her

superiors, such as a project director or steering groupo Peer scrutiny of the research projecto Clear chain of reasoning/audit trailo The researcher’s “reflective commentary”o Background, qualifications and experience of the investigatoro Member checkso Thick description of the phenomenon/concepts under scrutinyo Examination of coherence of any theoretical claims made for

consistency and coherence both internal and external.

Transferability (Provision of background data to establish context of study and detailed description of concepts/constructs in question as relevant to empirical research)

Dependability (Employment of “overlapping methods” In-depth methodological description to allow study to be repeated)


o Detailed and clear explication of arguments made and theories referenced

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o Reflective appraisal of the project evaluating the effectiveness of the process of inquiry undertaken

Confirmability o Admission of researcher’s beliefs and assumptionso Recognition of shortcomings in study’s methods and their potential


results to be scrutinizedo Use of diagrams/flow charts to demonstrate “audit trail”

Ethical issues- informed consent, and UNF Institutional Review Board approvalChapter summary conclusions

Chapter Four- Analysis and Results Due to the nature of philosophical analysis, the presentation of the data will in

many ways be an extension of the literature review. This may take the form of the literature clarifying the background theoretical framework in order to develop a conceptual framework and chapter four applying the conceptual framework as a means by which to understand, define, consider, examine, and clarify the concepts in question.

This chapter in some philosophical dissertations requires additional length, chapters, or parts in order to dissect and explicate the arguments in detail. If the literature review is the Hegelian thesis, then chapter four may be thought of as the anti-thesis (or, if more appropriate to the mode, the Derridian deconstruction), and the concluding chapter, or chapter five the “synthesis.”

IntroductionApplication of conceptual framework.Conclusions drawn, argued, evidenced, and supported.Chapter summary/conclusions

Chapter Five-Summary, Conclusions, Implications and Suggestions for Future ResearchChapter five should produce, in order to meet the empirical aims of the program,

an applicable conceptual theory, construct, or framework that can be applied in the context of educational leadership research. Ideally, this “synthesis” produces a new thesis that can begin the process of analysis again in a new light with an improved conceptual tool. This tool may take the form of a normative theory or claim, a clearly defined construct, clarification or delineation of ideas understood in a new way, or the collapsing of unnecessary or trivially true distinctions the formerly acted as epistemological impediments, for example.

Summary and IntroductionConclusions or interpretation of analysis (relationship of findings to previous literature)Synthesis

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Limitations and reflections from the studyImplications for:

Theory development Research Practice Education and training Educational policy

Reflexivity- (personal reflections on research methodology; reflections on impact on research, site/individual)

Suggestions for future researchFinal conclusionsReferencesBibliography (separated from the references but also organized alphabetically if

needed)Appendices Vita

The following components should be appended to the dissertation: Completed “Request for Review the Institutional Review Board for the





As in all writing, conciseness is a virtue for the dissertation proposal. The proposal will not have any upper limit page number but should comprehensively address the relevant subheadings indicated above. It should be typed and double-spaced, excluding the reference list. It should be presented in future tense, particularly chapters 1 and 3 since it is a proposal and the study has not yet been done.

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Descriptions of the Proposal/Dissertation Components

Descriptions of each of the components of the proposal and the appendices are given below. Both students and faculty should remember that the form and consent of each component should be assessed against a single criterion: What does the reader need to know to be assured that the research proposal is of value, soundly designed, and within the capability of the researcher to complete? That means that the contents of a particular component (and even, at times, whether a component should be included) will depend upon the kind of research that the student is proposing. The descriptions below are meant to be sufficiently broad to include both experimental and descriptive research and both quantitative and qualitative research methodologies. Final judgments about content, however, rest with the student and the dissertation committee.

TitleThe title should be brief and describe the content sufficiently to be clear to the reader. As a brief statement, the title should avoid superfluous phrases such as “a study of” and “a proposal to.” If a long title cannot be avoided, consider a main title and a subtitle (e.g. “Enrollment Trends: Application in Institutional Planning”). See pages 10-11 in the Publication Manual of the APA and pp. 126-129 in Locke et al. for additional considerations in choosing the title. Remember that people will search for your dissertation by keyword. **Note if you are using the electronic version of the APA Manual please refer to the relevant section headings.

Introduction and backgroundIntroductions to research proposals are not different from introductions in other kinds of writing. The introduction should be understandable to any intelligent person interested in the topic, and it should provide a careful, gentle, interesting path into the topic of the proposal. The introduction should not be so gentle, however, as to carry the reader through several pages before getting to the point. This is the background contextualization of the issue under investigation. It addresses the questions what do we know about the topic; what do we not know, and what do we want to know (Roberts, 2010).

The introduction should not contain technical details but should set the stage for later sections of the proposal. Locke et al. suggested defining central constructs (pp. 8-9). Marshall and Rossman suggested five purposes for the introduction, including a description of the focus of the research and a frame for its significance (pp. 22-32). The introduction should end with a transition to the next section.

Problem statementThe problem statement frames the entire study; therefore, it is critical for the student to spend some time conceptualizing this section. The research problem statement should lay the foundation for work that needs to be done to correct a situation. It should seek to outline the current situation and identify the challenges. It is the crystallization of the problem that has given rise to the question under investigation. According to Creswell (2003), it addresses the issue that exists in literature, theory or in practice that leads to a need for the study” (p.80). A problem

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statement should unequivocally explicate the problem that exists; provide evidence that supports the existence of the problem, as well as evidence of an existing trend that has led to the problem.

Purpose of the study This section of the proposal should begin with a brief, simple statement of what the study is about. This section may begin, in fact, with the words “The purpose of this study is…” or “The purposes of this study are…” Each word in the statement should be meaningful, definitive, and clear. The statement of purpose should not be written as formal research questions or hypotheses. It should, instead, express in ordinary language the intent of the study. A purpose statement is a short straightforward explanation of the objective of the study. It is “usually written in a single sentence or paragraph, clearly and succinctly states the intent of your study-what exactly you’re going to find out. It represents the essence of your study and reflects the parameters” (Roberts, 2010, p.134). In the words of Creswell (2009), it “is the most important statement in the entire study, and it needs to be clearly and specifically presented” (p.111).

Hypotheses and/or research questionsIn this section of the proposal, more specific and formal research questions are stated. For experimental, quasi-experimental, casual-comparative, correlational studies, and some survey research, formal research hypotheses are appropriate. For other kinds of research (case study, history, descriptive survey research, legal research, and ethnography), the questions the researcher has chosen to pursue through disciplined inquiry should be made explicit (see Marshall & Rossman, 1999, pp. 38-42). The relationships between the purpose(s) of the study and the research questions or hypotheses should be clear and logical. If the relationships are not obvious, the researcher should provide brief explanation. Each question and hypothesis should be stated clearly and briefly. Good research questions are characterized by the following: clear variables or concepts; obvious measurement types; no “how” or “why” questions; no questions that can be answered by counting or answering “yes” or “no” (Roberts 2010, p. 136).

Significance of the researchThe section should convince the reader of the importance of the study. It should articulate reasons why the study adds to the scholarly research and theory, or how it helps improve practice, or how it will improve policy (Creswell, 2009). Typically, the researcher will argue that the study does one of more of the following:

1) advances knowledge by creating new knowledge or revising existing knowledge;2) has implications for the development or revision of policy;3) contributes to the solution of a practical problem faced by educators;4) demonstrates use of a novel procedure or technique or novel use of an existing

procedure or technique; or5) is a preliminary study that may provide the basis for a larger, later programmatic

research effort.Studies that are significant are more than clerical exercises, more than simple reporting of characteristics, quantities, and opinions. Marshall and Rossman suggested several other possibilities regarding establishment of significance that might be helpful (see pp. 34-38). Glatthorn provided a table for comparing the significance of possible topics (see p. 17).

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Definition of terms Here the student briefly operationalizes or defines the key technical terms that are involved in the study under investigation. If terms are defined conceptually, usually cite from a professional source rather than a dictionary. Terms could also be operationally defined, if appropriate indicating how the term will be measured in the study.

Delimitations and Limitations of the studyDelimitation usually refers to the scope or coverage of the study. They are the factors carefully chosen by the researcher to define the boundaries of the study. In other words they are sometimes referred to as the factors that are within the control of the researcher. On the other hand limitations can be seen as factors that are likely or actually prevented the researcher from achieving the full goals of the study which are outside the control of the researcher. Specific designs have inherent weaknesses and they may sometimes become limitations. It is critical for the student to carefully discuss these and show what steps are being taken to address these where possible and applicable. Examples of areas that could have implications for limitations are: the population being sampled, instruments, methodology, and sampling techniques used, and geographical regions represented.

See link here for more details:http://www.dissertationrecipes.com/wp-content/uploads/2011/04/limitationscopedelimitation1.pdf

Organization of the study This is more or less the section that summarizes the different aspects of the study. In other words it is the table of content in prose.

According to Jones (2014), it is critical for doctoral students to grasp the concept of complete alignment to address the chosen topic. Alignment refers to careful articulation that engenders a logical and consistent flow ensuring that different aspects fit with the problem, purpose, and question. See link: http://refractivethinker.com/articles/dissertation-writing-the-importance-of-alignment/ The Historical Alignment Tool (HAT) is suggested as a helping guide for the student. See link here for more details: http://www.dissertationrecipes.com/

Review of the literatureA literature review discusses published information in a particular subject area, and sometimes information in a particular subject area within a certain time period. A literature review has an organized pattern that combines both summary and synthesis. A summary is a recap of the important information of the source, but a synthesis is a re-organization, or a reshuffling, of that information. It might give a new interpretation of old material or combine new with old interpretations. Or it might trace the intellectual progression of the field, including major debates. Depending on the situation, the literature review may evaluate the sources and advise the reader on the most pertinent or relevant.

As noted in Locke et al., the fundamental purpose of the review of the literature is “to place the question of hypothesis in the context of previous work in such a way as to explain and justify the

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http://www.dissertationrecipes.com/



http://www.dissertationrecipes.com/wp-content/uploads/2011/04/limitationscopedelimitation1.pdf

http://www.dissertationrecipes.com/wp-content/uploads/2011/04/limitationscopedelimitation1.pdf

decisions made” (p. 68). In doing this, researchers are neither obligated to report everything they have read before developing the proposal nor to provide lengthy descriptions of particular works they have consulted. Instead, researchers should use the literature review to demonstrate that they are knowledgeable about the theoretical and intellectual frameworks for the study, that they are familiar with previous empirical studies in this area and have identified gaps in previous work, that the proposed study fills a need, and that the study is workable as defined. The literature review may include identification of key concepts and constructs, theoretical relationships, and probable casual links that will be used to organize and analyze the data of the study.

Organization of the literature review is a challenge for any researcher. Researchers should define the structure of the review and outline the review before beginning to write. Locke et al. described a method for outlining the major points in the literature review and supporting these points with relevant literature (see pp. 68-74). Glatthorn provided a sample outline (see p. 141). Any number of possibilities exists for organizing a particular literature review; the review is of necessity selective, and reasons for inclusion of particular studies should either be apparent or should be stated explicitly.

The method described in Locke et al. is one approach to ensuring that the literature review provides a synthesis and evaluation of previous work in the field rather than the “string of beads” approach that novices find so tempting. Clues that a literature review may be failing at synthesis and analysis include the following:

paragraphs that do not have clearly stated main points; paragraphs that begin with statements of fact; paragraphs that begin with a reference to a single study; paragraphs that include only one in-text citation.

Writers and advisers should test the organization of the literature review by highlighting the main point of each paragraph and reading through the main points to see if the literature review builds a cohesive, coherent, logical framework for the study proposed. The guidelines for evaluating the related literature section included as Table 4.3 in Locke et al. (p. 77) should be used for evaluation of the effectiveness of the literature review.

The literature review section should include clear markers for the reader. It should begin with an introductory paragraph that describes what is included in the review, how it is organized, and why it is organized the way it is. It may include subheadings that will guide the reader through the discussion. It should end with a summary in which the review is synthesized and evaluated in relation to the problem under consideration.

The literature review and the sections of the proposal that precede it comprise what Marshall and Rossman called “the conceptual body of the proposal” (p. 52). These sections are obviously interrelated. The relationships should be clear to readers. Together, these sections of the proposal set the context for the final section, research methods and design, and provide rationale for the particular decisions about design and methods that the researcher has made.

The literature review section should have the following three broad sections:

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Introduction to the literature review- this should spell out clearly the major areas the student intends to review literature and why they are justified in providing a context to the research question and the purpose of the study. This should be presented in a systematic order that provides a sequentially order to the thoughts and ideas.

Critical review of relevant literature-this is the section of the main body of the literature review. Different major headings and their sub-topics can be examined, analyzed and discussed. It is important that you follow the sequential order in which the topics were presented in the introduction to the literature review. Please ensure that you use the APA level headings appropriately in this section as well as throughout your writing.

Summary- the strengths and weaknesses of the literature examined should be presented here and tied into the way in which the literature supports the need for the present study.

After reading the literature, do you get the feeling that “I now understand this body of information, its weaknesses, and how prior research leads to the question being asked.” A good literature review is evaluative, coherent, and forward-looking; an integration of what is known and what remains unanswered and not a mere recitation of studies.

Procedures and methodsSome research studies test hypotheses, some describe phenomena, some are exploratory, some are conceptual, and some are experimental requiring manipulation of variables. Irrespective of what choice the student makes, the research method should be a natural outgrowth of the research question.

The description of procedures and methods is the researcher’s plan for disciplined inquiry, for the careful and systematic observation or measurement of events. The methodology section should identify the kind of study proposed (see Glatthorn, pp. 33-40). The procedures and methods sections must include descriptions of the sources of data, the collection of data, and the analysis of data. If appropriate, this section should also include descriptions of a pilot study if one has been done. Copies of instruments or questionnaires to be used in the study and interview or experimental protocols should be appended to the proposal and referenced in the text. Reliability and validity issues should be addressed in the text of the proposal. Methods for analysis of the data should be described. Locke et al. identify aspects of the study that should be explained in the procedures section for a quantitative study (see pp. 79-82) and for a qualitative study (see pp. 102-106). See also Glatthorn, pages 49-50 and Chapter 9. Citations should be used to support descriptions of the methodology and procedures when appropriate.

Ethical issues related to the proposed research should also be raised in this section. What ethical risks are involved in this research proposal? How will the researcher ensure that those involved are treated fairly? See Locke et al. (Chapter 2) for a general discussion of ethics in research and Marshall and Rossman on the ethical issues related to qualitative research (pp. 79-103). Each proposal should include in an appendix the completed “Request for Review by Institutional Review Board for the Protection of Human and Animal” (available at http://www.unf.edu/dept/research/IRB.html)

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http://www.unf.edu/dept/research/IRB.html

Here is a breakdown of areas usually included in the methodology section: Design- what is it, strengths and weakness and why does it fit your study Site selection-description of the site-

Demographics Size Student teacher ratio etc. Other characteristics as found applicable

Participants- describe the participants, age, gender, educational attainment, length of service and critical applicable information that gives a general idea about who your participants are.

Participant selection/ sampling- the process adopted to select the participants of the study

Research protocols/instruments- what are you going to use as a major tool(s) for data collection.

Take each one and describe it briefly (i.e. who developed them, how many questions or items are on it?

How long will it take to complete it, what are the major issues the questions or items cover?

Are there any validity index or reliability coefficients? Please do not paste the instrument here, simply describe in such a way that

your reader gets a good idea about the type and nature of the data collection tool(s) you intend to use and make reference to it as an appendix.

Sources of data- from which source(s) will you obtain your data? (i.e. interviews, observations, existing data sets, document analyses). Take each one you intend to use and describe in detail.

Ensure that your reader can understand what it entails even if they have never read about it before.

Discuss the advantages and disadvantages and how you intend to address the disadvantages/weaknesses in your study.

Justify why these sources of data are critical for your study. Data collection procedure- provide a step-by-step description of how you intend to

begin data collection and end, indicating time frames, places, etc. Ethical issues- discuss the ethical issues that arise from your study and how you hope

to address them.Researcher positionality- positionality allows you to clearly state the lens through which you interpret a social world and discuss how your background influences data collection and analysis. Maher and Tetreault (2001) explain, “knowledge [is] valid when it takes into account the knower’s specific position in any context, a position always defined by gender, race, class and other socially significant dimensions” (p. 22). Credibility techniques- what steps will you take to ensure that your study is credible,

reliable, valid or trustworthy. Data analyses- describe the step-by-step process you will use in analyzing the data.

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The main question that should guide the reviewer is, “What would be a skeptic’s view of the procedure and results or findings?” Researchers should act like skeptics who search for simple and reliable answers to important questions and question the answers people give.

Here is a breakdown of areas usually included in the analysis and results section:

Analysis and ResultsThis chapter organizes and reports the main findings of the study. Depending on the research genre selected this chapter is written differently but by and large these elements should be present. Please note the following:

Introduction: Provide a restatement of the purpose and research questions/hypotheses and describe the rationale for how data were analyzed. Briefly describe how the chapter is organized, according to thematic categories, hypotheses, research questions, or conceptual framework

Presentation and analyses of findings: Alignment as defined by Jones (2014) should continue here (see p. 38 of this document: see link: http://www.dissertationrecipes.com/) ensure that the findings flow logically the problem, research questions, and design.

Presentation:o Present the data under headings organized according to hypotheses, research

questions, themes, or other appropriate organizational schemes, using tables and figures where appropriate. In qualitative studies using verbatim quotes and thick description are marks of quality. But do not string series of quotes together without adequate commentary and substantive explanations. The narrative and discussion should be connected and clearly demonstrate synthesis utilizing explanatory text as well as visual displays and not mere compilations. In quantitative studies each table or figure should be clearly presented in a manner that facilitates comprehension of the data. It should be well explained and linked back to the hypothesis under investigation. The discussion under each hypothesis, research question or theme should have a unified argument that ensures that the issue at stake is satisfactorily addressed. For example if it is a research question, the question should be answered by the end of the discussion on the selected sub-heading.

o It is important to discuss unexpected data, inconsistencies, or discrepant data and provide possible alternative explanations.

Analysis and syntheses:o Here you provide a synthesis and discussion of the findings in the light of the

hypotheses, research questions, literature review, theoretical framework and or conceptual framework. It demonstrates a deep understanding of what the findings really mean or what lies beneath the findings.

o It is important to address the issues of trustworthiness/reliability/validity as applicable throughout the analysis process in a more integrative manner.

o In seeking to provide critical analysis, synthesis and in-depth interpretation of the results/findings one can search for emergent patterns; reflect them against the literature, theoretical framework and/or conceptual framework for contradictions, confirmations, and new scholarship as well as extensions of existing scholarship.

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**Note: the presentation, analysis and synthesis can be combined in such a manner that as the findings are being presented the analysis, synthesis, interpretation, constant reflection of these findings against the literature review, theoretical framework and/or conceptual framework happen side by side. Students in consultation with their chairs and methodologist should decide which route to go and provide a justification. Irrespective of the approach selected the fluidity and coherence of the dissertation should not be sacrificed.

Summary: Provide a summary of what the chapter has identified as well as foreshadowing the intent of the final chapter.

Here is a breakdown of areas usually included in the summary, conclusions, implications and suggestions for future research section:

Summary, Conclusions, Implications and Suggestions for Future ResearchThis chapter presents a summary, concluding statements, implications for theory, practice and or policy, suggestions for future research as well as reflections from the field.

Summary: It provides a recap of the entire study form background contextualization to findings. It reads better if it is not divided up into subheadings but the student makes very good use of topical sentences and transitional phrases to show movement from one section to the other. In other words, it is a précis of the dissertation; a form of a long abstract in a sequential, logical and narrative form. If a person has not read the first four chapters of your dissertation he or she should be able to understand what you have done and what you found in your study by reading this section.

Conclusions: They are strong, clear, and concise messages the reader can take away. They emerge from a thoughtful and critical reflection of the integration of the study findings, analysis, interpretation, and synthesis. They are therefore not the same as the findings or interpretation. The major question to answer with concluding statements is “what have I learned now that I did not know before embarking on this study?” They should be logical and emanate for the findings. No concluding statement should be at variance with the findings or be unrelated.

Implications: The study must have implications for theory, policy, or practice. If you did a good job in chapter one under significance when you were projecting who may benefit from the study and why, this is the time to return to that section and ask your yourself this question; “knowing what I know now from the study who and what agencies or institutions would benefit from this study and why? It is critical to organize your implications section under theory, policy or practice where applicable. Implications in a sense could be seen as the application of the conclusions. These implications should be actionable, achievable, and must relate to the findings. Ensure that you do not overgeneralize the relevance of the study or state implications that have no clear usefulness or simply not doable. The implications drawn should be characterized by the following: reasonableness, practical and capable of implementation, logically deduced from the findings, as well as content and context specific. It is critical for the student to carefully reflect on this section of the dissertation since it validates the contribution of the researcher into the

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company of scholars in the field of study.

Suggestions for future research: The basic assumption is that a good research opens up other questions as it answers others. The new questions that emerge from the study that the study did not address or was not designed to address are used in this section as recommendations for future research. These questions are framed as topics, issues, problems or questions for future studies. These could become the research agenda for the student many years down the road or provide fodder for other researchers seeking to engage with those issues.

Reflexivity/final thoughts/reflections from the field: It is important for the student at this point to provide some self-reflection comments about his or her journey into the “company of scholars.” The following are some of the areas worth reflecting on among others:

What have a learned as a person, a professional and a scholar? What will I do differently in the research process knowing what I know now? What knowledge, inspiration and insights have I gained? What have I learned conceptually as a writer and a thinker? What lessons have I learned from undertaking the study? What approaches worked or did not work and why?

Conclusion As with any good expository writing, the proposal should end with a sense of finality and conclusion. The researcher should use this section to tie all the preceding sections together, add any final comments and significance and workability, and end with a flourish.

ReferencesThe reference section will include only those works actually cited in the text. If the writer wishes to list all works consulted or all works identified, a bibliography should be included in an appendix. All references should be reported using APA style.

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Expression, Style, and Presentation

HeadingsDissertation proposals are lengthy documents and should include headings and subheadings to guide the reader through the material. See pages 62-63 of the APA style guide for a discussion of the use of headings and subheadings in a document. Note that the APA style guide recommends the format to use with five, four, three, or two level of headings. Note that one should never have just one subsection heading or subsection in a section. In other wordings, a section cannot be divided into less than two parts. **Note if you are using the electronic version of the APA Manual please refer to the relevant section headings.

If the proposal is written in chapters, the chapter title can be treated as one level of heading. Make sure the levels of headings are consistent in all the chapters.

AppendicesTechnical details are often better included in appendices to the research proposal rather than in the text. The proposal reader can then reference them as needed. Each appendix should be clearly referenced in the text of the proposal (e.g., “see Appendix A”) and clearly labeled. Locke et al. list the following items that might be included in the appendices:

1) specifications for equipment;2) instructions to subjects;3) letters and other relevant documents;4) subject consent forms;5) raw data or tabular material from pilot studies;6) tabular materials from related research;7) copies of paper and pencil instruments;8) questions for structured interviews;9) credentials of experts, judges, or other special personnel to be employed in the study;10) diagrammatic models of the research design;11) diagrammatic models of the statistical analysis;12) schematics for constructed equipment;13) chapter outline for the final report;14) proposed time schedule for executing the study; and15) supplementary bibliographies. (pp. 22-23)

Decisions about what to include should be made with reference to what the proposal reader really needs to know and see to find the proposal convincing.

The UNF Library has a revised writing and style guidelines from 2012 that can be found here: www.unf.edu/graduateschool/student_resources/thesis_step_two.aspx. Students are to consult

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this this link and ensure strict compliance. In addition the dissertation template must be used in the presentation of the dissertation.

Good ideas should not be buried in an ungrammatical and inelegant presentation; disguised in poor punctuation, spelling, and grammar; or lost in an unprofessional looking manuscript. The APA style guide should be used as reference for writing style, grammar, unbiased and nonsexist language, and the conventions of punctuation, spelling, capitalization, and use of numbers. Glatthorn’s discussion of academic style includes examples of effective and ineffective writing (see pp. 112-122). The APA style guide’s outline for levels or headings should be used, with the writer choosing the levels of headings that make sense for the proposal. Quotations should be used sparingly and only when required to make the point (see Locke et al., pp. 120-121). Sources should be carefully cited (APA, pp. 169-179). Plagiarism should be carefully avoided (see APA, pp. 15-16; Locke et al., pp. 34-36). If tables and figures are included in the text, the conventions of the APA guide should be followed. In-text citations should be used following the APA manual. **Note if you are using the electronic version of the APA Manual please refer to the relevant section headings.

Because the APA style guide was developed primarily for use with articles submitted for publication which will be typeset, APA style guidelines regarding the manuscript should not be adhered to rigidly. The proposal should be double-spaced throughout with uniform margins of 1-1/2 inches at the top, bottom, right, and left of every page. The reference list and materials included in the appendices may be single-spaced. Pages should be numbered consecutively. Proposals do not require the inclusion of a running head or footer in addition to the page numbers. Proposals do not require an abstract. Tables should be titled and figures should be captioned following the guidelines in the APA manual. The sample papers included in the Publication Manual of the APA provide illustrations of papers presented in APA style (see pp. 41-60). **Note if you are using the electronic version of the APA Manual please refer to the relevant section headings.

There are many resources that can assist students hone their writing style. An internet search would yield a plethora of web sites offering help with grammar, punctuation, and style. Students should search for the one that serves their needs. Some frequently recommended books include the following:

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

Cochrane, J. (2004). Between you and I: A little book of bad English. Naperville, IL: Sourcebooks.

Gordon, K. E. (1993). The new well-tempered sentence: A punctuation handbook for the innocent, the eager, and the doomed (expanded and revised). Boston: Houghton Mifflin.

Hallinger, P. (2013). A conceptual framework for systematic reviews of research in educational leadership and management. Journal of Educational Administration, 51(2), 126-149.

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Stilman, A. (2004). Grammatically correct: An essential guide to punctuation, style, usage & more. Cincinnati, OH: Writer’s Digest.

Strunk, W., & White, E. B. (2000). The elements of style (4th ed.). Boston: Longman. Truss, L. (2003). Eats, shoots & leaves: The zero tolerance approach to punctuation. New York:

Gotham.

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Documents

STRUCTURAL GUIDELINES FOR PROPOSALS AND FULL