The Dissertation Proposal Title Appears in Title Case and is Centered

The Dissertation Proposal Title Appears in Title Case and is Centered
Sub

The Dissertation Proposal 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 Proposal 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
Table of Contents
List of Tables vi
List of Figures vii
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
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 52
Limitations and Delimitations 53
Summary 54
References 56
Appendix A. The Parts of a Dissertation 59
Appendix B. IRB Approval Letter 62
Appendix C. Informed Consent 63
Appendix D. Copy of Instruments and Permissions Letters to Use the Instruments 64
(Note: once you automatically update the TOC, you will need to manually add a period after the Appendix letter (e.g., “Appendix A. xxx) per the example above.

List of Tables
Table 1. Correct Formatting for a Multiple Line Table Title is Single Spacing and
Should Look Like this Example 29
Table 2. t Test for Equality of Emotional Intelligence Mean Scores by Gender 48
Note: single space multiple-line table titles; double space between entries per example above. The List of Tables and List of Figures have been formatted as such in this template. You can update the List of Tables [Right click ? Update Field ? Update Entire Table] the table title and subtitle show up with the in-text formatting. After you update your List of Tables, you will need to manually remove the italics from each of your table titles and also manually add a period after the table number (e.g., “Table 1. xxx), per the example above).

List of Figures
Figure 1. Correlation for SAT Composite Score and Time Spent on Facebook. 50
Note: single-space multiple line figure titles; double-space between entries per example in List of Tables on previous page. After you update your List of Figures, you will need to manually remove the italics per the example above.

Chapter 1: Introduction to the Study
Introduction
This section describes the conceptual basis for what the researcher will investigate, including the research questions, hypotheses, and basic research design. The introduction develops the significance of the study by describing how the study is new or different from other studies, how it addresses something that is not already known or has not been studied before, or how it extends prior research on the topic in some way. This section should also briefly describe the basic nature of the study and provide an overview of the contents of Chapter 1.
Keep in mind that you will write Chapters 1 through 3 as your dissertation proposal. However, there are changes that typically need to be made in these chapters to enrich the content or to improve the readability as you write the final dissertation manuscript. Often, after data analysis is complete, the first three chapters will need revisions to reflect a more in-depth understanding of the topic and to ensure consistency.
To ensure the quality of both your proposal and your final dissertation and reduce the time for AQR reviews, your writing needs to reflect doctoral level, scholarly writing standards from your very first draft. Each section within the proposal or dissertation should be well organized and easy for the reader to follow. Each paragraph should be short, clear, and focused. A paragraph should (1) be three to eight sentences in length, (2) focus on one point, topic, or argument, (3) include a topic sentence the defines the focus for the paragraph, and (4) include a transition sentence to the next paragraph. Include one space after each period. There should be no grammatical, punctuation, sentence structure, or APA formatting errors. Verb tense is an important consideration for Chapters 1 through 3. For the proposal, the researcher uses future tense (e.g. “The purpose of this study is to…”), whereas in the dissertation, the chapters are revised to reflect past tense (e.g. “The purpose of this study was to…”). Taking the time to ensure high quality, scholarly writing for each draft will save you time in all the steps of the development and review phases of the dissertation process so make sure to do it right the first time!
As a doctoral researcher, it is your responsibility to ensure the clarity, quality, and correctness of your writing and APA formatting. The DC Network provides various resources to help you improve your writing. Grand Canyon University also offers writing tutoring services through the Center for Learning Advancement on writing basics, however the writing tutors do not provide any level of dissertation editing. Your chair and your committee members are not obligated to edit your documents, nor will the AQR reviewers edit your proposal or dissertation. If you do not have outstanding writing skills, you may need to identify a writing coach, editor and/or other resource to help you with writing and editing. Poorly written proposals and dissertations will be immediately suspended in the various levels of review if submitted with grammatical, structural, and/or form and formatting errors.
The quality of a dissertation is not only evaluated on the quality of writing. It is also evaluated based on the criteria that GCU has established for each section of the dissertation. The criteria describe what must be addressed in each section within each chapter. As you develop a section, first read the section description. Then review each criterion contained in the table below the description. Use both the overall description and criteria as you write each section. It is important that each listed criterion is addressed in a way that it is clear to your chair and committee members. You should be able to point out where each criterion is met in each section.
Prior to submitting a draft of your proposal or dissertation or a single chapter to your chair or committee members, please assess yourself on the degree to which each criterion has been met. Use the criteria table at the end of each section to complete this self-assessment. The following scores reflect the readiness of the document:
• 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 Required.
You need to continuously and objectively self-evaluate the quality of your writing and content for each section within the proposal or dissertation. You will score yourself using the learner column in the criteria tables as evidence that you have critically evaluated your own work. When you have completed a comprehensive self-evaluation of your work, then you may submit your document to your chair for review. Your chair will also review and score each section of the proposal and dissertation and will determine when it is ready for full committee review. Keep in mind the committee review process will likely require several editorial/revisions rounds, so plan for multiple revision cycles as you develop your dissertation completion plan and project timeline. You will notice in the tables that certain columns have an X in the scoring box. As mentioned above, your chair will score all five chapters, the abstract and the reference list; your methodologist is only required to score Chapters 1, 3, and 4 and the abstract; your content expert is only required to score Chapters 1, 2, and 5 and the abstract. Your chair and committee members will assess each criterion in their required chapters when they return the document with feedback.
Once the document has been fully scored and approved by your chair and committee, and is approved for Level 2 or 5 review, your chair will submit one copy of the proposal or dissertation document with the fully scored assessment tables and one copy of the document with the assessment tables removed for AQR review.
Refer to the Dissertation Milestone Guide for descriptions of levels of review and submission process.
Criterion
*(Score = 0, 1, 2, or 3) Learner Score Chair Score Methodologist Score Content Expert Score
INTRODUCTION
This section provides a brief overview of the research focus or problem, explains why this study is worth conducting, and discusses how this study will be completed. (Minimum three to four paragraphs or approximately one page)
Dissertation topic is introduced and value of conducting the study is discussed.
Discussion provides an overview of what is contained in the chapter.
Section 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:

Background of the Study
The background section of Chapter 1 explains both the history of and the present state of the problem and research focus. It provides a summary of results from the prior empirical research on the topic and identifies a gap, based on prior research which the current study will address. This section summarizes the Background section from Chapter 2.
Criterion
*(Score = 0, 1, 2, or 3) Learner Score Chair Score Methodologist Score Content Expert Score
BACKGROUND OF THE STUDY
The background section explains both the history of and the present state of the problem and research focus. It identifies the “gap” or “need” based on a summary of the current literature and discusses how the study will address that “gap” or “need.” (Minimum two to three paragraphs or approximately one page)
Provides a summary of results from the prior empirical research on the topic and identifies the need as defined by the prior research which this current study will address.
Section 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:

Problem Statement
This section clearly states the problem or research focus, the population affected and how the study will contribute to solving the problem. A well-written problem statement begins with the big picture of the issue (macro) and works to the small, narrower, and more specific problem (micro). It clearly communicates the significance, magnitude, and importance of the problem and transitions into the Purpose of the Study with a declarative statement such as “It is not known if and to what degree/extent…” or “It is not known how/why and…”
• Other examples are:
• It is not known _____.
• Absent from the literature is______.
• While the literature indicates ____________, it is not known in (school/district/organization/community) if __________.
• It is not known how or to what extent ________________.
As you are writing this section, make sure your research problem passes the ROC test meaning your problem is Researchable, Original, and Contributory!
Criterion
*(Score = 0, 1, 2, or 3) Learner Score Chair Score Methodologist Score Content Expert Score
PROBLEM STATEMENT
This section includes the problem statement, the population affected, and how the study will contribute to solving the problem. This section is summarized in Chapter 3. This section of Chapter 1 should be a minimum of three to four paragraphs with citations from empirical research articles to support statements. (Minimum three or four paragraphs or approximately one page)
States the specific problem proposed for research by presenting a clear declarative statement that begins with “It is not known if and to what degree/extent…” (quantitative) ~or~ or “It is not known how/why and…” (qualitative)
Identifies the general population affected by the problem.
Suggests how the study may contribute to solving the problem.
Section 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:

Purpose of the Study
The Purpose of the Study section of Chapter 1 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 section begins with a declarative statement, “The purpose of this study is…. .” Included in this statement are also the research design, population, variables (quantitative) or phenomena (qualitative) to be studied, and the geographic location. Further, the section clearly defines the dependent and independent variables, relationship of variables, or comparison of groups for quantitative studies. For qualitative studies, this section describes the nature of the phenomena to be explored. Keep in mind that the purpose of the study is restated in other chapters of the dissertation and should be worded exactly as presented in this section of Chapter 1. Refer to Creswell (2014) for sample purpose statement templates that are aligned with the different research methods (qualitative/quantitative/mixed method).
Criterion
*(Score = 0, 1, 2, or 3) Learner Score Chair Score Methodologist Score Content Expert Score
PURPOSE OF THE STUDY
The purpose statement section expands on the problem statement and identifies how the study will be accomplished. It explains how the proposed study will contribute to the field. This section is summarized in Chapter 3. (Minimum two to three paragraphs)
Presents a declarative statement: “The purpose of this study is….” that identifies the research methodology and design, population, variables (quantitative) or phenomena (qualitative) to be studied and geographic location.
Identifies research methodology as qualitative, quantitative, or mixed, and identifies the specific research design.
Describes the target population and geographic location for the study.
Quantitative: Defines the variables, relationship of variables, or comparison of groups.
Qualitative: Describes the nature of the phenomena to be explored.
Section 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:

Research Question(s) and 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. The research questions and hypotheses should be derived from, and are directly aligned with, the problem and purpose statements, research methods, and data analyses. The Research Questions or Hypotheses section of Chapter 1 will be presented again in Chapter 3 to provide clear continuity for the reader and to help frame your data analysis in Chapter 4.
If your study is qualitative, state the research question(s) the study will answer, and describe the phenomenon to be studied. Qualitative studies will typically have one overarching research question with three or more sub-questions. If your study is quantitative or mixed methods, state the research questions the study will answer, identify the variables, and state the hypotheses (predictive statements) using the format appropriate for the specific design. Quantitative studies will typically have three or four research questions and associated hypotheses; mixed method studies can use both depending on the design.
In a paragraph prior to listing the research questions or hypotheses, include a discussion of the research questions, relating them to the problem statement. Then, include a leading phrase to introduce the questions such as: The following research questions guide this qualitative study:
RQ1: This is an example of how a qualitative research question should align within the text of the manuscript. Indent .25 inches from the left margin. Text that wraps around to the next line is indented using the Hanging Indent feature at .5”.
RQ2: Add a research question here following the format above. Additional research questions should follow the same format.
Or for a quantitative study the research questions are formatted as below. The following research question and hypotheses guide this quantitative study:
RQ1: This is an example of how a quantitative research questions and hypotheses should align within the text of the manuscript. Indent .25 inches from the left margin. Text that wraps around to the next line is indented using the Hanging Indent feature at .5”.
H10: The null hypothesis that aligns to the research question is listed here.
H1a: The alternative hypothesis that aligns to the research question and null hypothesis is listed here. Repeat this pattern for each quantitative research question and associated hypotheses.
Criterion
*(Score = 0, 1, 2, or 3) Learner Score Chair Score Methodologist Score Content Expert Score
RESEARCH QUESTION(S) AND/OR HYPOTHESES
This section narrows the focus of the study by specifying the research questions to address the problem statement. Based on the research questions, it describes the variables and/or groups and their hypothesized relationship (quantitative study) or the phenomena under investigation (qualitative study). It describes how the research questions are related to the problem statement and how the research questions will facilitate collection of the data needed to answer the research questions. (Minimum two to three paragraphs or approximately one page)
Qualitative Designs: States the research question(s) the study will answer and describes the phenomenon to be studied.
Quantitative Designs: States the research questions the study will answer, identifies the variables, and states the hypotheses (predictive statements) using the format appropriate for the specific design.
This section includes a discussion of the research questions, relating them to the problem statement.
Section 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:

Advancing Scientific Knowledge
The Advancing Scientific Knowledge section describes how the proposed research will advance the body of knowledge on the topic. This advancement can be a small step forward in a line of current research, but it must add to the current body of knowledge and align to the learner’s program of study. This section also identifies the “gap” or “need” based on the current literature and discusses how the study will address that “gap” or “need.” This section summarizes the Theoretical Foundations section from Chapter 2 by identifying the theory or model upon which the study is built. It also describes how the study will advance that theory or model.
Criterion
*(Score = 0, 1, 2, or 3) Learner Score Chair Score Methodologist Score Content Expert Score
ADVANCING SCIENTIFIC KNOWLEDGE
This section specifically describes how the research will advance the body of knowledge on the topic. The study can yield a small step forward in a line of current research, but it must add to the current body of knowledge in the literature in the learner’s program of study. It identifies the “gap” or “need” based on the current literature and discusses how the study will address that “gap” or “need.” This section also identifies the theory(ies) or model(s) that provide the theoretical foundation for the study and how the study will contribute to the research on the theory(ies) or model(s). This section summarizes part of the Background (focused on identifying the “gap” or “need” from the literature) and Theoretical Foundations sections (expanded in Chapter 2). (Minimum two to three paragraphs)
Clearly identifies the “gap” or “need” in the literature that was used to define the problem statement and develop the research questions.
Describes how the study will address the “gap” or “identified need” defined in the literature and contribute to the body of literature.
Identifies the theory(ies) or model(s) that provide the theoretical foundations or conceptual frameworks for the study.
Connects the study directly to the theory and describes how the study will add or extend the theory or model.
Section 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:

Significance of the Study
This section identifies and describes the significance of the study. It also discusses the implications of the potential results based on the research questions and problem statement, hypotheses, or the investigated phenomena. Further, it describes how the research fits within and will contribute to the current literature or body of research. Finally, it describes the potential practical applications from the research. This section is of particular importance because it justifies the need for, and the relevance of, the research.
Criterion
*(Score = 0, 1, 2, or 3) Learner Score Chair Score Methodologist Score Content Expert Score
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, the problem statement, and the 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. (Minimum three to four paragraphs)
Describes how the proposed research fits within the prior research and how the study will make an academic research contribution in the field of study.
Describes how the study will make a practical contribution in the field of study.
Describes how addressing the problem will add value to the population, community, or society.
Section 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:
Rationale for Methodology
The Rationale for Methodology section of Chapter 1 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. Finally, it contains citations from textbooks and articles on research methodology and/or articles on related studies.
For qualitative designs, this section states the research question(s) the study will answer and describes the phenomenon to be studied. For quantitative designs, this section describes the research questions the study will answer, identifies the variables, and states the hypotheses (predictive statements) using the format appropriate for the specific design. Finally, this section includes a discussion of the research questions, relating them to the problem statement. This section should illustrate how the methodological framework is aligned with the problem statement and purpose of the study, providing additional context for the study.
Criterion*
(Score = 0, 1, 2, or 3) Learner Score Chair Score Methodologist Score Content Expert Score
RATIONALE FOR METHODOLOGY
This section clearly justifies the methodology the researcher plans to use for conducting the study. It argues why the methodological framework is the best approach to answer the research questions and how it will address the problem statement. It uses citations from textbooks and articles on research methodology and/or articles on related studies to justify the methodology. (Minimum two to three paragraphs)
Identifies the specific research methodology for the study.
Justifies the methodology to be used for the study by discussing why it is the best approach for answering the research question(s) and addressing the problem statement.
Uses citations from seminal (authoritative) sources (textbooks and/or empirical research literature) to justify the selected methodology. Note: Introductory or survey research textbooks (such as Creswell) are not considered seminal sources.
Section 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:

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. Here, the learner discusses why the selected design is the best design to address the problem statement and research questions as compared to other designs. This section also contains a description of the research sample being studied, as well as, the process that will be used to collect the data on the sample. In other words, this section provides a preview of Chapter 3 and succinctly conveys the research approach to answer the research questions and/or test the hypotheses.
Criterion
*(Score = 0, 1, 2, or 3) Learner Score Chair Score Methodologist Score Content Expert Score
NATURE OF THE RESEARCH DESIGN FOR THE STUDY
This section describes the specific research design to answer the research questions and affirms 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. It identifies the instruments or sources of data needed to answer the research questions. It provides citations from seminal sources such as research textbooks, research articles, and articles on similar studies.(Minimum three to four paragraphs or approximately one page)
Describes the selected design for the study.
Discusses why the selected design is the best design to address the problem statement and research questions as compared to other designs.
Briefly describes the target population, and the sample for the study, the data collection procedures to collect data on the sample, and the instruments or sources of data needed to answer the research questions.
Section 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:

Definition of Terms
The Definition of Terms section of Chapter 1 defines the study constructs and provides a common understanding of the technical terms, exclusive jargon, variables, phenomena, concepts, and technical terminology used within the scope of the study. Terms are defined in lay terms and in the context in which they are used within the study. Each definition may be a few sentences to a paragraph in length. This section includes any words that may be unknown to a lay person (words with unusual or ambiguous meanings or technical terms).
Definitions must be supported with citations from scholarly sources. Do not use Wikipedia to define terms. This popular “open source” online encyclopedia can be helpful and interesting for the layperson, but it is not appropriate for formal academic research and writing. Additionally, do not use dictionaries to define terms. A paragraph introducing this section prior to listing the definition of terms can be inserted. However, a lead-in phrase is needed to introduce the terms such as: “The following terms were used operationally in this study.” This is also a good place to “operationally define” unique phrases specific to this research. See below for the correct format:
Term. Write the definition of the word. This is considered a Level 3 heading., Make sure the definition is properly cited (Author, 2010, p.123). Terms often use abbreviations. According to the American Psychological Association (APA), abbreviations are best used only when they allow for clear communication with the audience. Standard abbreviations, such as units of measurement and names of states, do not need to be written out. APA also allows abbreviations that appear as words in Merriam-Webster’s Collegiate Dictionary (2005) to be used without explanation [4.22-4.30].
Spaces. Do not use periods or spaces in abbreviations of all capital letters unless the abbreviation is a proper name or refers to participants using identity-concealing labels. The exception to this rule is that a period is used when abbreviating the United States as an adjective. Use a period if the abbreviation is a Latin abbreviation or a reference abbreviation [4.02]. Use standard newspaper practice when presenting AM and PM times, as in 7:30 PM or 6:00 AM.
Abbreviations. Do not use periods with abbreviated measurements, (e.g., cd, ft, lb, mi, and min). The exception to this rule is to use a period when abbreviated inch (in.) to avoid confusion with the word “in”. Units of measurement and statistical abbreviations should only be abbreviated when accompanied by numerical values, e.g., 7 mg, 12 mi, M = 7.5 measured in milligrams, several miles after the exit, the means were determined [4.27].
Time units. Only certain units of time should be abbreviated. Do abbreviate hr, min, ms, ns, s. However, do not abbreviate day, week, month, and year [4.27]. To form the plural of abbreviations, add “s” alone without apostrophe or italicization (e.g., vols, IQs, Eds). The exception to this rule is not to add “s” to pluralize units of measurement (12 m not 12 ms) [4.29].
Criterion*
(Score = 0, 1, 2, or 3) Learner Score Chair Score Methodologist Score Content Expert Score
DEFINITIONS OF TERMS
This section defines the study constructs and provides a common understanding of the technical terms, exclusive jargon, variables, phenomena, concepts, and sundry terminology used within the scope of the study. Terms are defined in lay language and in the context in which they are used within the study. (Each definition may be a few sentences to a paragraph.)
Defines any words that may be unknown to a lay person (words with unusual or ambiguous meanings or technical terms) from the research or literature.
Defines the variables for a quantitative study or the phenomena for a qualitative study from the research or literature.
Definitions are supported with citations from scholarly sources.
Section 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:

Assumptions, Limitations, Delimitations
This section identifies the assumptions and specifies the limitations, as well as the delimitations, of the study. An assumption is a self-evident truth. This section should list what is assumed to be true about the information gathered in the study. State the assumptions being accepted for the study as methodological, theoretical, or topic-specific. For each assumption listed, you must also provide an explanation. Provide a rationale for each assumption, incorporating multiple perspectives, when appropriate. For example, the following assumptions were present in this study:
1. It is assumed that survey participants in this study were not deceptive with their answers, and that the participants answered questions honestly and to the best of their ability. Provide an explanation to support this assumption.
2. It is assumed that this study is an accurate representation of the current situation in rural southern Arizona. Provide an explanation to support this assumption.
Limitations are things that the researcher has no control over, such as bias. Delimitations are things over which the researcher has control, such as location of the study. Identify the limitations and delimitations of the research design. Discuss the potential generalizability of the study findings based on these limitations. For each limitation and/or delimitation listed, make sure to provide an associated explanation. For example: The following limitations/delimitations were present in this study:
1. Lack of funding limited the scope of this study. Provide an explanation to support this limitation.
2. The survey of high school students was delimited to only rural schools in one county within southern Arizona, limiting the demographic sample. Provide an explanation to support this delimitation.

Criterion
*(Score = 0, 1, 2, or 3) Learner Score Chair Score Methodologist Score Content Expert Score
ASSUMPTIONS, LIMITATIONS AND DELIMITATIONS
This section identifies the assumptions and specifies the limitations, as well as the delimitations, of the study. (Minimum three to four paragraphs)
States the assumptions being accepted for the study (methodological, theoretical, and topic-specific).
Provides rationale for each assumption, incorporating multiple perspectives, when appropriate.
Identifies limitations of the research design.
Identifies delimitations of the research design.
The Section 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:

Summary and Organization of the Remainder of the Study
This section summarizes the key points of Chapter 1 and provides supporting citations for those key points. It then provides a transition discussion to Chapter 2 followed by a description of the remaining chapters. For example, Chapter 2 will present a review of current research on the centrality of the dissertation literature review in research preparation. Chapter 3 will describe the methodology, research design, and procedures for this investigation. Chapter 4 details how the data was analyzed and provides both a written and graphic summary of the results. Chapter 5 is an interpretation and discussion of the results, as it relates to the existing body of research related to the dissertation topic. For the proposal, this section should also provide a timeline for completing the research and writing up the dissertation. When the dissertation is complete, this section should be revised to eliminate the timeline information.

Criterion*
(Score = 0, 1, 2, or 3) Learner Score Chair Score Methodologist Score Content Expert Score
CHAPTER 1 SUMMARY AND ORGANIZATION OF THE REMAINDER OF THE STUDY
This section summarizes the key points of Chapter 1 and provides supporting citations for those key points. It then provides a transition discussion to Chapter 2 followed by a description of the remaining chapters. The Proposal, but not the Dissertation, provides a timeline for completing the research and dissertation. (Minimum one to two pages)
Summarizes key points presented in Chapter 1.
Provides citations from scholarly sources to support key points.
Describes the remaining Chapters and provides a transition discussion to Chapter 2. For proposal only, a timeline for completing the research and dissertation is provided.
The Chapter is correctly formatted to dissertation template using the Word Style Tool and APA standards. Writing is free of mechanical errors.
All research presented in the Chapter is scholarly, topic-related, and obtained from highly respected academic, professional, original sources. In-text citations are accurate, correctly cited, and included in the reference page according to APA standards.
Section 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:

Chapter 2: Literature Review
Introduction to the Chapter and Background to the Problem
This chapter presents the theoretical framework for the study and develops the topic, specific research problem, question(s), and design elements. In order to perform significant dissertation research, the learner must first understand the literature related to the research focus. A well-articulated, thorough literature review provides the foundation for a substantial, contributory dissertation. The purpose of Chapter 2 is to develop a well-documented argument for the selection of the research topic, to formulate the research questions, and to justify the choice of research methodology. A literature review is a synthesis of what has been published on a topic by accredited scholars and researchers. It is not an expanded annotated bibliography or a summary of research articles related to your topic.
The literature review will place the research focus into context by analyzing and discussing the existing body of knowledge and effectively telling the reader everything that is known, or everything that has been discovered in research about that focus, and where the gaps and tensions in the research exist. As a piece of writing, the literature review must convey to the reader what knowledge and ideas have been established on a topic, and build an argument in support of the research problem.
This section describes the overall topic to be investigated, outlines the approach taken for the literature review, and the evolution of the problem based on the “gap” or “need” defined in the literature from its origination to its current form. Make sure the Introduction and Background section of your literature review addresses all required criterion listed in the table below.
Criterion
*(Score = 0, 1, 2, or 3) Learner Score Chair Score Methodologist Score Content Expert Score
CHAPTER 2 INTRODUCTION (TO THE CHAPTER) AND BACKGROUND (TO THE PROBLEM)
This section describes the overall topic to be investigated, outlines the approach taken for the literature review, and argues the evolution of the problem based on the “gap” or “need” defined in the literature from its origination to its current form. (Minimum two to three pages)
Introduction: Provides an orienting paragraph so the reader knows what the literature review will address. X
Introduction: Describes how the chapter will be organized (including the specific sections and subsections). X
Introduction: Describes how the literature was surveyed so the reader can evaluate thoroughness of the review. This includes search terms and databases used. X
Background: Discusses how the problem has evolved historically into its current form. X
Background: Describes the “gap” or “need” defined in the current literature and how it leads to the creation of the topic and problem statement for the study. X
Section 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. X
*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:

Theoretical Foundations and/or Conceptual Framework
This section identifies the theory(ies) or model(s) that provide the foundation for the research study. It also contains an explanation of how the problem under investigation relates to the theory or model. The seminal source for each theory or model presented in this section should be identified and described.
For a quantitative study, the theory(ies) or models(s) guides the research question(s) and justifies what is being measured (variables), and describes how those variables are related. In a qualitative study the theory or model justifies the phenomena being investigated (qualitative). This section also includes a discussion of how the research question(s) align with the respective theory(ies) or model(s) and illustrates how the study fits within the prior research based on the theory(ies) or model(s). The learner should cite references reflective of the foundational, historical, and current literature in the field. Overall, the presentation in this section should reflect that the learner understands the theory or model and its relevance to the proposed study. The discussion should also reflect knowledge and familiarity with the historical development of the theory.
Criterion
*(Score = 0, 1, 2, or 3) Learner Score Chair Score Methodologist Score Content Expert Score
THEORETICAL FOUNDATIONS AND/OR CONCEPTUAL FRAMEWORK
This section identifies the theory(ies) or model(s) that provide the foundation for the research. This section should present the theory(ies) or models(s) and explain how the problem under investigation relates to the theory(ies) or model(s). The theory(ies) 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). (Minimum two to three pages)
Identifies a model(s) or theory(ies) from seminal source(s) that provide a reasonable conceptual framework or theoretical foundation to use in developing the research questions, identifying variables/phenomena, and selecting data collection instruments. X
Accurately cites the appropriate seminal source(s) for each theory or model. X
Includes a cogent discussion/synthesis of the theory or model and justifies the theoretical foundation/framework as relevant to the study. Connects the study directly to the theory and describes how the study will add or extend the theory or model. X
Builds a logical argument of how the research questions directly align to the theoretical foundation for the study. X
Reflects a deep understanding of the foundational, historical, research relevant to the theoretical foundation/framework. X
Section 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. X
*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:

Review of the Literature
This section provides a broad, balanced overview of the existing literature related to the proposed research topic. The Review of Literature identifies themes, trends, and conflicts in research methodology, design and findings. It provides a synthesis of the existing literature, examines the contributions of the literature related to the topic, and presents an evaluation of the overall methodological strengths and weaknesses of the research. Through this synthesis, the gaps in research should become evident to the reader.
Citations are provided for all ideas, concepts, and perspectives. The researcher’s personal opinions or perspectives are not included. Chapter 2 must be a minimum of 30 pages in length. However, it is important to note that a well-written comprehensive literature review will likely exceed this minimum requirement. The literature review must be continuously updated throughout the dissertation research and writing process. Chapter 2 needs to include a minimum of 50 peer-reviewed, empirical research articles, and 75% of all references within this chapter (and in proposal/dissertation) must be within the past five years. Seventy five percent (75%) of your sources must be dated within five years of the proposal defense date or dissertation defense date, and updated as appropriate at the time of the dissertation defense. Other requirements for the literature review include:
• Quantitative study: Describes each research variable in the study discussing the prior empirical research that has been done on the variable(s) and the relationship between variables.
• Qualitative study: Describes the phenomena being explored in the study discussing the prior research that has been done on the phenomena.
• Discusses the various methodologies and designs that have been used to research topics related to the study. Uses this information to justify the proposed design.
• Argues the appropriateness of the dissertation’s instruments, measures, and/or approaches used to collect data.
• Discusses and synthesizes studies related to the proposed dissertation topic. This may include (1) studies describing and/or relating the variables (quantitative) or exploring related phenomena (qualitative), (2) studies on related research such as factors associated with the themes, (3) studies on the instruments used to collect data, (4) studies on the broad population for the study, and/or (5) studies similar to the proposed study. The themes presented and research studies discussed and synthesized in the Review of Literature demonstrates a deep understanding of all aspects of the research topic. The set of topics discussed in the Review of Literature must demonstrate a comprehensive understanding of the broad area in which the research topic exists.
• Discusses and synthesizes the various methodologies and designs that have been used in prior empirical research related to the study. Must use authoritative sources information to justify the proposed design. Provides discussion and justification for the instrumentation selected for the study. This section must argue the appropriateness of the dissertation’s instruments, measures, and/or approaches used to collect data. Empirical research must be used to justify the selection of instrument(s).
• Each major section in the Review of Literature includes an introductory paragraph that explains why the particular topic was explored relative to the dissertation topic.
• Each major section in the Literature Review includes a summary paragraph(s) that (1) compares and contrasts alternative perspectives on the topic, (2) provides a synthesis of the themes relative to the research topic discussed that emerged from the literature, (3) discusses data from the various studies, and (4) identifies how themes are relevant to the proposed dissertation topic.
• The types of references that may be used in the literature review include empirical articles, a limited number of dissertations (no more than 5) , peer-reviewed or scholarly journal articles, and books (no more than 5-10) that present cutting edge views on a topic, are research based, or are seminal works.
• Provides additional arguments for the need for the study that was defined in the Background to the Problem section.
The body of a literature review can be organized in a variety of ways depending on the nature of the research. Work with your chair and committee to determine the best way to organize this section of Chapter 2 as it pertains to your research design. Make sure you include a section for methodology and instrumentation (see the rubrics, below).
Chapter 2 can be particularly challenging with regard to APA format for citations and quotations. Refer to your APA manual frequently to make sure your citations are formatted properly. It is critical that each in-text citation is appropriately listed in the Reference section. Incorrectly citing and referencing sources is a serious scholarly and ethical violation, particularly at the doctoral level when writing the dissertation. As an emerging scholar you must demonstrate the capability and responsibility to properly cite and reference every single source that you reference in your literature review and in throughout your dissertation!
As a rule, if a direct quote comprises fewer than 40 words, incorporate it into the narrative and enclose it with double quotation marks. The in-text citation is included after the final punctuation mark [6.03]. The final punctuation mark in quoted text should be placed inside the quotation mark.
For a quote within a quote, use a set of single quotation marks. Here is an example of a direct quote within a quote integrated into the narrative. In the classic introspective autobiography, The Memoirs of a Superfluous Man, we read that, “one never knows when or where the spirit’s breathe will rest, or what will come of its touch. ‘The spirit breathes where it will,’ said the Santissimo Salvatore, ‘and thou hearest the sound thereof, but cannot tell whence it cometh or whither it goeth.’” (Nock, 1943, p.187) [4.08].
As a rule, if a quote comprises 40 or more words, display this material as a freestanding block quote. Start formal block quotes on a new line. They are indented one inch in from the left margin. The entire block quote is double-spaced. Quotation marks are not used with formal block quotes. The in-text citation is included after the final punctuation mark. [6.03]. Below is an example of a block quote: In an important biography, The First American: the Life and Times of Benjamin Franklin, historian H. W. Brands writes:
In February 1731, Franklin became a Freemason. Shortly thereafter, he volunteered to draft the bylaws for the embryonic local chapter, named for St. John the Baptist; upon acceptance of the bylaws, he was elected Warden and subsequently Master of the Lodge. Within three years, he became Grandmaster of all of Pennsylvania’s Masons. Not unforeseeable he–indeed, this was much of the purpose of membership for everyone involved–his fellow Masons sent business Franklin’s way. In 1734 he printed The Constitutions, the first formerly sponsored Masonic book in America; he derived additional [printing] work from his brethren on an unsponsored basis. (Brands, 2000, p. 113)
Table 1

Correct Formatting for a Multiple Line Table Title is Single Spacing and Should Look Like this Example

Variable Column A
M (SD)
Column B
M (SD) Column C
M (SD)
Row 1 10.1 (1.11) 20.2 (2.22) 30.3 (3.33)
Row 2 20.2 (2.22) 30.3 ( 3.33) 20.2 (2.22)
Row 3 30.3 (3.33) 10.1 (1.11) 10.1 (1.11)
Note. Adapted from “Sampling and Recruitment in Studies of Doctoral Students,” by I.M. Researcher, 2010, Journal of Perspicuity, 25, p. 100. Reprinted with permission.

Criterion
*(Score = 0, 1, 2, or 3) Learner Score Chair Score Methodologist Score Content Expert Score
REVIEW OF THE LITERATURE
This section provides a broad, balanced overview and synthesis of the existing literature related to the proposed research topic. It identifies topics, themes, trends, and conflicts in research methodology, design, and findings. It describes the literature in related topic areas and its relevance to the research topic and research approach. It provides an overall analysis and synthesis of the existing literature examining the contributions of this literature to the field; identifying the conflicts; and relating the topics, themes, and results to the study topic and research approach. Accurate, empirical research citations are provided for all ideas, concepts, and perspectives. The researcher’s personal opinions or perspectives are not included. (Minimum 30 pages)
This section must be a minimum of 30 pages. The purpose of the minimum number of pages is to ensure that the overall literature review reflects a foundational understanding of the theory or theories, literature and research studies related to the topic. A well-written comprehensive literature review that reflects the current state of research and literature on the topic is expected and will likely exceed 30 pages. Literature review should be updated continuously. This is an ongoing process to dissertation completion. X
Quantitative Studies: Describes each research variable in the study discussing the prior empirical research that has been done on the variables and the relationship between the variables.
Qualitative Studies: Describes the phenomena being explored in the study discussing the prior research that has been done on the phenomena. X
Themes or Topics (Required): Discusses and synthesizes studies related to the proposed dissertation topic. May include (1) studies describing and/or relating the variables (quantitative) or exploring related phenomena (qualitative), (2) studies on related research such as factors associated with the themes, (3) studies on the instruments used to collect data, (4) studies on the broad population for the study, and/or (5) studies similar to the proposed study. The themes presented and research studies discussed and synthesized in the Review of Literature demonstrates a deep understanding of all aspects of the research topic. X
Methodology Section (required): Discusses and synthesizes the various methodologies and designs that have been used in prior empirical research related to the study. Must use authoritative sources to justify the proposed design. X
Instrumentation Section (required): Provides discussion and justification for the instrumentation selected for the study. This section must argue the appropriateness of the dissertation’s instruments, measures, and/or approaches used to collect data. Empirical research must be used to justify the selection of instrument(s). X
Structures literature review in a logical order, includes actual data and accurate synthesis of results from reviewed studies as related to the learners own topic, not just a summary of the findings. X
Includes in each major section (theme or topic) within the Review of Literature an introductory paragraph that explains why the particular theme or topic was explored relative to the overall dissertation topic. X
Includes in each section within the Review of Literature a summary paragraph(s) that (1) compares and contrasts alternative perspectives on the topic and (2) provides a synthesis of the themes relative to the research topic discussed that emerged from the literature, and (3) identifies how themes are relevant to the proposed dissertation topic. X
Provides additional arguments for the need for the study that was defined in the Background to the Problem section. X
Ensures that for every in-text citation a reference entry exists. Conversely, for every reference list entry there is a corresponding in-text citation. Note: The accuracy of citations and quality of sources must be verified by learner, chair and committee members. X
Uses a range of references including founding theorists, peer-reviewed empirical research studies from scholarly journals, and government/foundation research reports. Note: A minimum of 50 peer-reviewed, empirical research articles are required for the literature review. X
Verifies that 75% of all references are scholarly sources within the past 5 years. The 5 year time frame is referenced at the time of the proposal defense date and at the time of the dissertation defense date. Note: Websites, dictionaries, publications without dates (n.d.), are not considered scholarly sources and should not be cited or present in reference list. X
Avoids overuse of books and dissertations. Books: Maximum of 10 scholarly books that present cutting edge views on a topic, are research based, or are seminal works. Dissertations: Maximum of 5 published dissertations. X
Section 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. X
*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:

Summary
This section succinctly restates what was written in Chapter 2 and provides supporting citations for key points. The summary section reflects that the learner has done his/her “due diligence” to become well-read on the topic and can conduct a study that will add to the existing body of research and knowledge on the topic. It synthesizes the information from the chapter to define the “gaps” in or “identified research needs” arising from the literature, the theory(ies) or model(s) to provide the foundation for the study, the problem statement, the primary research question, the methodology, the design, the variables or phenomena, the data collection instruments or sources, and the population to be studied. Overall, this section should help the reader clearly see and understand the relevance and importance of the research to be conducted. The criteria listed in the table below are required for this section. The Summary section transitions to Chapter 3 by building a case for the study, in terms of research design and rigor, and it formulates the research questions based on the gaps and tensions in the literature.
Criterion
*(Score = 0, 1, 2, or 3) Learner Score Chair Score Methodologist Score Content Expert Score
CHAPTER 2 SUMMARY
This section restates what was written in Chapter 2 and provides supporting citations for key points. The summary section reflects that the learner has done his/her “due diligence” to become well-read on the topic and can conduct a study that will add to the existing body of research and knowledge on the topic. It synthesizes the information from the chapter to define the “gaps” in or “identified research needs” arising from the literature, the theory(ies) or model(s) to provide the foundation for the study, the problem statement, the primary research question, the methodology, the design, the variables or phenomena, the data collection instruments or sources, and the population to be studied. It then provides a transition discussion to Chapter 3. (Minimum one to two pages)
Synthesizes the information from all of the prior sections in the Literature Review using it to define the key strategic points for the research. X
Summarizes the gaps and needs in the background and introduction describing how it informs the problem statement. X
Identifies the theory(ies) or model(s) describing how they inform the research questions. X
Justifies the design, variables or phenomena, data collection instruments or sources, and population to be studied. X
Builds a case (argument) for the study in terms of the value of the research and how the research questions emerged from the review of literature X
Reflects that the Learner has done his or her “due diligence” to synthesize the existing empirical research and write a comprehensive literature review on the research topic. X
Summarizes key points in Chapter 2 and transitions into Chapter 3. X
The Chapter is correctly formatted to dissertation template using the Word Style Tool and APA standards. Writing is free of mechanical errors. X
All research presented in the Chapter is scholarly, topic-related, and obtained from highly respected, academic, professional, original sources. In-text citations are accurate, correctly cited and included in the reference page according to APA standards. X
Section 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. X
*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:

Chapter 3: Methodology
Introduction
Chapter 3 documents how the study is conducted in enough detail so that replication by others is possible. The introduction begins with a summary of the research focus and purpose statement to reintroduce the reader to the study. This can be summarized in three to four sentences from Chapter 1. This section also outlines the expectations for this chapter.
Remember, throughout this chapter, that verb tense must be changed from present tense (proposal) to past tense (dissertation manuscript). Furthermore, consider what happened during data collection and analysis. Sometimes, the research protocol ends up being modified based on committee, AQR review, or Institutional Review Board (IRB) recommendations. After the research study is complete, make sure this chapter reflects how the study was actually conducted.
Criterion
*(Score = 0, 1, 2, or 3) Learner Score Chair Score Methodologist Score Content Expert Score
CHAPTER 3 INTRODUCTION
This section includes both a restatement of the research focus and the Purpose Statement for the study from Chapter 1 to reintroduce reader to the need for the study and a description of contents of the chapter. (Minimum two to three paragraphs)
The Introduction summarizes the research focus, and the purpose statement to reintroduce the reader to the study. This section also outlines the expectations for this chapter. X
Section 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. X
*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:

Statement of the Problem
This section restates the research problem for the convenience of the reader. Then, edit, blend, and integrate this material into the narrative. Change future tense in proposals to past tense for dissertation manuscripts.
Criterion
*(Score = 0, 1, 2, or 3) Learner Score Chair Score Methodologist Score Content Expert Score
STATEMENT OF THE PROBLEM
This section restates the problem for the convenience of the reader. This section is a summary of the related section in Chapter 1. (Minimum one to two paragraphs)
The research problem is restated for the convenience of the reader. This section aligns to the related section in Chapter 1. X
Section 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. X
*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:
Research Question(s) or Hypotheses
This section restates the research question(s) and the hypotheses for the study from Chapter 1. For a quantitative study, it then presents the matching hypotheses and explains the variables. For a qualitative study, it then describes the phenomena to be understood as a result of the study. The section also briefly discusses the approaches to collecting the data to answer the research questions. For a quantitative study, it describes the instrument(s) or data source(s) to collect the data for each and every variable. For a qualitative study, it describes the instrument(s) or data source(s) to collect the data to answer each research question. It also discusses why the design was selected to be the best approach to answer the research questions, test the hypotheses (quantitative), or understand the phenomena (qualitative). Remember to change future tense to past tense for dissertation manuscripts.
Criterion
*(Score = 0, 1, 2, or 3) Learner Score Chair Score Methodologist Score Content Expert Score
RESEARCH QUESTIONS AND/OR HYPOTHESES
This section restates the research question(s) and the hypotheses or phenomena and explains why the selected design is the best approach to answer the research questions. Further, it defines the variables and/or groups. The section also discusses the approaches to collecting the data to answer the research questions. This section expands on the related section in Chapter 1. (Minimum one to two pages)
For a qualitative study, restates the research questions and the phenomena for the study from Chapter 1.
For a quantitative study, restates the research questions from Chapter 1, presents the matching hypotheses and operationalizes the variables. Research questions must align directly with the problem and purpose statements, X
Describes the nature and sources of necessary data to answer the research questions (primary versus secondary data, specific people, institutional archives, Internet open sources, etc.).
For a quantitative study, the section describes the instrument(s) or data source(s) to collect the data for each and every variable.
For a qualitative study, The section describes the instrument(s) or data source(s) to collect the data to answer each research question. X
Section 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. X
*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:
Research Methodology
This section describes the research methodology for the study (quantitative, qualitative, or mixed) and explains the rationale for selecting this particular methodology. It also describes why this methodology was selected as opposed to the alternative methodologies. This section should elaborate on the Methodology section (from Chapter 1) providing the rationale for the selected research method (quantitative, qualitative, or mixed). Arguments are supported by citations from articles and books on research methodology and/or design. It is also appropriate in this section to outline the predicted results in relation to the research questions and hypotheses based on the existing literature.
Criterion
*(Score = 0, 1, 2, or 3) Learner Score Chair Score Methodologist Score Content Expert Score
RESEARCH METHODOLOGY
This section describes the research methodology for the study (quantitative, qualitative, or mixed) and explains the rationale for selecting this particular methodology as opposed to the alternative methodologies. (Minimum one to two pages)
Elaborates on the research methodology (from Chapter 1) for the study (quantitative, qualitative, or mixed). Provides the rationale for selecting the particular methodology supported by empirical studies in the research literature. Justifies why the methodology was selected as opposed to alternative methodologies. X
Uses authoritative source(s) to justify the selected methodology. Note: Do not use introductory research textbooks (such as Creswell) to justify the research design and data analysis approach. X
Section 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. X
*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:
Research Design
This section elaborates on the nature of the Research Design for the Study section from Chapter 1. It includes a detailed description of, and a rationale for, the specific design for the study. It also discusses the specific research design for the study (descriptive, correlational, experimental, quasi-experimental, historical, case study, ethnography, phenomenology, content analysis, exploratory, explanatory, embedded, triangulation, etc.) and describes how it aligns to the selected methodology indicated in the previous section. Additionally, it describes why the selected design is the best option to collect the data to answer the research needed for the study. It explains exactly how the selected design will be used to collect data for each and every variable (for a quantitative study), or how the selected design will be used to collect data to describe the nature of the phenomena in detail (for a qualitative study). It identifies the specific instruments and data sources to be used to collect all of the different data required for the study. Arguments are supported by citations from articles and books on research methodology and/or design. This section should specify the independent, dependent, and/or classificatory variables as appropriate. Be sure to relate the variables back to the research questions and/or hypotheses. A brief discussion of the type of data collection tool chosen (survey, interview, observation, etc.) can also be included in this section as related to the variables.
Criterion
*(Score = 0, 1, 2, or 3) Learner Score Chair Score Methodologist Score Content Expert Score
RESEARCH DESIGN
This section describes in detail the specific design for the study and describes why it is the best design to collect the data to answer the research needed for the study. It explains exactly how the selected design was used to facilitate collection of data for each and every variable (for a quantitative study) or how the selected design was used to facilitate collection of data to describe the nature of the phenomena in detail (for a qualitative study). It identifies the specific instruments and data sources to be used to collect all of the different data required for the study. This section expands on the Nature of the Research Design for the Study section in Chapter 1. (Minimum one to two pages)
Elaborates on the research design from Chapter 1. Provides the rationale for selecting the particular research design supported by empirical references. Justifies why the design was selected as the best approach to collect the needed data, as opposed to alternative designs. X
Describes how the specific, selected research design will be used to collect the type of data needed to answer the research questions and the specific instruments or data sources that will be used to collect this data. For quantitative studies provide the variable structure and state the unit of analysis. X
Uses authoritative source(s) to justify the design. Note: Do not use introductory research textbooks (such as Creswell) to justify the research design and data analysis approach. X
Section 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. X
*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:
Population and Sample Selection
This section discusses the setting, general population, target population, and study sample. The discussion of the sample includes the research terminology specific to the type of sampling for the study. This section should include the components listed in the following table.
Criterion
*(Score = 0, 1, 2, or 3) Learner Score Chair Score Methodologist Score Content Expert Score
POPULATION AND SAMPLE SELECTION
This section discusses the setting, general population, target population, and study sample. The discussion of the sample includes the research terminology specific to the type of sampling for the study as well as how the sample population and final sample will be protected. This section provides a detailed description of the population and sample which were identified in the Research Design for the Study section in Chapter 1 as well as research considerations relevant to the sample and population. (Minimum one to two pages)
Describes the general population (i.e., students with disabilities), target population (i.e. students with disabilities in one specific district – geographic location) and the study sample (students with disabilities in the district that participated in the study – actual study sample). X
Describes the study sample size. Provides evidence (based on the empirical research) literature that sample size is adequate for the research design and meets GCU required sample size requirements (listed in criteria below). X
Quantitative Sample Size Requirements:
Absolute Minimum: 50 cases or participants or 40 cases per cell. Applicable to studies that use frequencies/descriptive statistics and parametric statistical tests (t-tests, ANOVA, correlation, regression analysis)—additional requirements related to the use of certain statistical analysis procedures may increase that number. General rule of thumb on survey research = 10 subjects per survey question. An a-priori and/or post hoc Power Analysis is required to justify the study sample size based on the anticipated effect size and selected design.

Qualitative Sample Size Requirements:
Case Study: Minimum 10 participants or cases; Recommended Target=20 due to attrition; minimum of 3 sources of data; must demonstrate triangulation of the data. Case study interviews may include closed-ended questions with a dominance of open-ended questions; should be no less than 30 minutes; at least 15 pages of transcribed data, single spaced, 12 pt. Times New Roman.
Phenomenology: 10-15 interviews; no closed ended questionnaires allowed; Interviews should be 60-90 minutes. There should be a minimum of 60 pages of transcribed data, single spaced, 12 pt. Times New Roman.
Descriptive: 12-15 interviews or cases with at least 3 sources of data; 30-60 pages of transcribed data, single spaced, 12 pt. Times New Roman.
Narrative or Grounded Theory: Minimum of 30 pages of transcribed data from interviews, open-ended questionnaire, or other data sources. Transcript to be 12 Point and single spaced. Studies typically have a minimum of 10-20 interviews or40-60 open-ended questionnaires. Interviews are 60-90 minutes in length. Grounded theory studies must yield a theory or model. X
Defines and describes the sampling procedures (such as convenience, purposive, snowball, random, etc.) supported by scholarly research sources. Includes discussion of sample selection, and assignment to groups (if applicable), and strategies to account for participant attrition. X
Describes the site authorization process, confidentiality measures, study participation requirements, and geographic specifics. X
Section 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. X
*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:

Instrumentation OR Sources of Data
This section fully identifies and describes the types of data that will be collected, as well as the specific instruments and sources used to collect those data (tests, questionnaires, interviews, data bases, media, etc.). Discuss the specific instrument or source to collect data for each variable or group for a quantitative study. Discuss the specific instrument or source to collect information to describe the phenomena being studied for a qualitative study. Use the “Instrumentation” heading if you are conducting quantitative research. Use the “Sources of Data” heading if you are conducting qualitative research. Use appropriate APA level subheadings for each data collection instrument and place a copy of all instruments in an appendix.
If you are using an existing instrument, make sure to discuss in detail the characteristics of the instrument. For example, on a preexisting survey tool describe: how the instrument was developed and constructed, the validity and reliability of the instrument, the number of items or questions included in the survey, the calculation of the scores, and the scale of measurement of data obtained from the instrument. You must also obtain all appropriate use permissions from instrument authors. If you are developing your own instrument, describe in detail the process used to develop the instrument, how the validity and reliability of the instrument was established, and the characteristics of the instrument as described above. Please note that GCU does not recommend developing or modifying instruments for quantitative studies and permission to do so must be obtained from the Director of Dissertations.
Criterion
*(Score = 0, 1, 2, or 3) Learner Score Chair Score Methodologist Score Content Expert Score
INSTRUMENTATION OR SOURCES OF DATA
This section identifies and describes the types of data that were collected as well as the specific instruments and sources used to collect those data. For quantitative studies it also describes the specific type of scale of measurement used in an instrument or used to define the different groups. (Minimum one to three pages)
Data Collection Instruments: Provides a detailed discussion of the instrumentation and data collection which includes validity and reliability of the data. Includes citations from original publications by instrument developers (and subsequent users as appropriate). X
Data Collection Instruments: Describes the structure of each data collection instrument and data sources (tests, questionnaires, interviews, observations data bases, media, etc.). Specifies the type and level of data collected with each instrument. X
Section 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. X
*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:

Validity
This section describes and defends the procedures used to determine the validity of the data collected. Validity refers to the degree to which a study accurately reflects or assesses the specific concept that the researcher is attempting to measure. Ask if what is actually being measured is what was set out to be measured. As a researcher, you must be concerned with both external and internal validity. External validity refers to the extent to which the results of the study are generalizable (quantitative) or transferable (qualitative) to the population. Internal validity refers to the rigor with which the study was conducted (study design, theory instrumentation, measurements, etc.). For this section, provide specific validity statistics for quantitative instruments, identifying how they were developed. Explain specific approaches on how validity will be addressed for qualitative data collection approaches.
Criterion
*(Score = 0, 1, 2, or 3) Learner Score Chair Score Methodologist Score Content Expert Score
VALIDITY
This section describes and defends the procedures used to determine the validity of the data collected appropriate to the methodology conducted. (Minimum two to four paragraphs or approximately one page)
Quantitative Studies: Provides specific validity statistics for quantitative instruments, identifying how they were developed. Validated surveys cannot be used in part or adapted. Validated instruments borrowed by the learner must be included in the proposal/dissertation appendices as a pdf or jpeg document along with the learner’s word file of his/her version of the instrument (whose content should be identical with that of the original pdf). NOTE: Learners should not modify or develop quantitative instruments without permission from the Director of Dissertations.
Qualitative Studies: Establishes validity to ensure the data that is collected is true and certain. Processes include collection of multiple sources of data; triangulation; member checking; quasi-statistics; review of data analysis by others; expert panel review of developed instruments; and/or practicing interviews and observations. X
Appendices must include copies of instruments, qualitative data collection protocols, codebooks, and permission letters from instrument authors (for validated instruments, surveys, interview guides, etc.) X
Section 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. X
*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:

Reliability
This section describes and defends the procedures used to determine the reliability of the data collected. Reliability is the extent to which an experiment, test, or any measuring procedure is replicable and yields the same result with repeated trials. For this section, provide specific reliability statistics for quantitative instruments, identifying how the statistics were developed. Explain specific approaches on how reliability will be addressed for qualitative data collection approaches.
Criterion
*(Score = 0, 1, 2, or 3) Learner Score Chair Score Methodologist Score Content Expert Score
RELIABILITY
This section describes and defends the procedures used to determine the reliability of the data collected appropriate to the methodology conducted. (Minimum two to four paragraphs or approximately one page)
Quantitative Studies: Provides specific reliability statistics for quantitative instruments, identifying how the statistics were developed. Explains specific approaches on how reliability will be addressed for qualitative data collection approaches.
Qualitative Studies: Establishes consistency and repeatability of data collection through in-depth documented methodology; detailed interview/observation/data collection protocols and guides; creation of research data-base; and/or use of triangulation. X
Section 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. X
*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:

Data Collection and Management
This section details the entirety of the process used to collect the data. Describe the step-by-step procedures used to carry out all the major steps for data collection for the study in a way that would allow another researcher to replicate the study. Think of this section of Chapter 3 as a recipe, that you need to carefully follow in order to produce the best possible study results (or “entrée”).
If you were to insert a table in this section, for any reason, set it up as shown below. Refer to Table 1 on page 29 for formatting instructions.
Table 2

t Test for Equality of Emotional Intelligence Mean Scores by Gender
t test for Equality of Means
t df p
EI 1.908 34
.065

Criterion
*(Score = 0, 1, 2, or 3) Learner Score Chair Score Methodologist Score Content Expert Score
DATA COLLECTION AND MANAGEMENT
This section details the entirety of the process used to collect the data. It describes each step of the data collection process in such a way that another researcher could replicate the study. (Minimum one to three pages)
Quantitative Studies: Describes the procedures for the actual data collection that would allow replication of the study by another researcher, including how each instrument or data source was used, how and where data were collected, and recorded. Includes a linear sequence of actions or step-by-step of procedures used to carry out all the major steps for data collection. Includes a workflow and corresponding timeline, presenting a logical, sequential, and transparent protocol for data collection that would allow another researcher to replicate the study.
Qualitative Studies: Provides detailed description of data collection process that would allow replication of the study by another researcher, including all sources of data and methods used, such as interviews, member checking, observations, surveys, and expert panel review. Note: The collected data must be sufficient in breadth and depth to answer the research question(s) and interpreted and presented correctly, by theme, research question and/or instrument. X
Describes the procedures for obtaining informed consent and for protecting the rights and well-being of the study sample participants. X
Describes (for both paper-based and electronic data) the data management procedures adopted to maintain data securely, including the length of time data will be kept, where it will be kept, and how it will be destroyed. X
Section 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. X
*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:

Data Analysis Procedures
This section provides a step-by-step description of the procedures to be used to conduct the data analysis. The key elements of this section include the process by which you prepared raw data for analysis and then subsequently analyzed that data. Overall, be sure that the language used to describe the data analysis procedure is consistently used in Chapters 4 and 5.
Here is an example of a figure:

Figure 1. Correlation for SAT Composite Score and Time Spent on Facebook.

Criterion
*(Score = 0, 1, 2, or 3) Learner Score Chair Score Methodologist Score Content Expert Score
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 analyzed, identifying the descriptive, thematic, inferential, and/or non-statistical analyses. This section demonstrates that the research analysis is aligned to the specific research design. (Minimum one to three pages)
Lists the research question(s). Also includes the null and alternative hypotheses for quantitative studies. X
Describes in detail the relevant data collected for each stated research question and/or each variable within each hypothesis (if applicable). X
Describes in detail the data management practice including how the raw data was organized and prepared for analysis, i.e., ID matching of respondents who may respond to more than one survey/instrument, coding/recoding of variables, treatment of missing values, scoring, calculations, etc. X
What: Describes, in detail, statistical and non-statistical analysis to be used and procedures used to conduct the data analysis. X
Why: Provides the justification for each of the (statistical and non-statistical) data analysis procedures used in the study. X
How: Demonstrates how the statistical and non-statistical data analysis techniques align with the research questions/design. X
Quantitative Analysis – states the level of statistical significance for each test as appropriate, and describes tests of assumptions for each statistical test.
Qualitative Analysis – evidence of qualitative analysis approach, such as coding and theming process, must be completely described and include the analysis /interpretation process. X
Provides evidence that quantity and quality of data is sufficient to answer the research questions. This must be present in this section or in an appendix including data samples. X
Section 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. X
*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:
Ethical Considerations
This section should demonstrate adherence to the key principles of the Belmont Report (respect, justice and beneficence) in the study design, sampling procedures, and within the theoretical framework, research problem, and questions. You should clearly discuss how your data will be stored, safeguarded, and destroyed, as well as how the results of the study will be published. This section should also reference IRB approval to conduct the research, which includes subject recruiting and informed consent processes, in regard to the voluntary nature of study. Finally, the IRB approval letter with the protocol number, informed consent/subject assent documents, site authorization letter(s), or any other measures required to protect the participants or institutions, must be included in an appendix.
Criterion
*(Score = 0, 1, 2, or 3) Learner Score Chair Score Methodologist Score Content Expert Score
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 have been and will be addressed. (Minimum three to four paragraphs or approximately one page)
Provides a discussion of ethical issues related to the study and the sample population of interest. X
Describes the procedures for obtaining informed consent and for protecting the rights and well-being of the study sample participants. X
Addresses anonymity, confidentiality, privacy, strategies to prevent coercion, and any potential conflict of interest. X
Describes the data management procedures adopted to store and maintain paper and electronic data securely, including the length of time data will be kept, where it will be kept, and how it will be destroyed.
Note: Learners are required to securely maintain and have access to raw data/records for a minimum of three years. If asked by AQR reviewer or CDS representative, learner must provide all evidence of data including source data, Excel files, interview transcripts, evidence of coding or data analysis, or survey results etc. No dissertation will be allowed to move forward in the review process if data are not produced upon request. X
Includes copy of IRB Informed Consent (Proposal) and IRB Approval letter (Dissertation) in an Appendix. X
Section 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. X
*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:
Limitations and Delimitations
While Chapter 1 addresses the broad, overall limitations of the study, this section discusses, in detail, the limitations related to the research methodology and design and potential impacts on the results. The section also describes any limitations related to the methods, sample, instrumentation, data collection process and analysis. Other methodological limitations of the study may include issues with regard to the sample in terms of size, population and procedure, instrumentation, data collection processes, and data analysis. This section also contains an explanation of why the existing limitations are unavoidable and are not expected to affect the results negatively.
Criterion
*(Score = 0, 1, 2, or 3) Learner Score Chair Score Methodologist Score Content Expert Score
LIMITATIONS AND DELIMITATIONS
This section discusses in detail the limitations and delimitations related to the research methodology and design and potential impacts on the results. (Minimum two to three paragraphs)
Describes any limitations and delimitations related to the methodology, sample, instrumentation, data collection process and analysis. Explains why the existing limitations are unavoidable. Note: This section must be updated as limitations emerge in the data collection/analysis, and then incorporated in Chapter 5 the limitations overall and how the study results were affected. X
Presents strategies to minimize and/or mitigate the negative consequences of limitations and delimitations. X
Section 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. X
*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:

Summary
This section restates what was written in Chapter 3 and provides supporting citations for key points. Your summary should demonstrate an in-depth understanding of the overall research design and analysis techniques. The Chapter 3 summary ends with a discussion that transitions the reader to Chapter 4.
Criterion
*(Score = 0, 1, 2, or 3) Learner Score Chair Score Methodologist Score Content Expert Score
CHAPTER 3 SUMMARY
This section restates what was written in Chapter 3 and provides supporting citations for key points. It then provides a transition discussion to Chapter 4. (Minimum one to two pages)
Summarizes key points presented in Chapter 3 using authoritative, empirical sources/citations. X
Presents alignment of the 10 strategic points, illustrating how the research questions align with the problem statement, methodology, design, instrumentation, data collection, procedures and data analysis approach. X
Demonstrates in-depth understanding/mastery of the overall research methodology, design and data analysis techniques. X
Ends Chapter 3 with a transition discussion to focus for Chapter 4. X
The Chapter is correctly formatted to dissertation template using the Word Style Tool and APA standards. Writing is free of mechanical errors. X
All research presented in the Chapter is scholarly, topic-related, and obtained from highly respected academic, professional, original sources. In-text citations are accurate, correctly cited and included in the reference page according to APA standards. X
Section 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. X
*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:
References
Barzun, J., & Graff, H. F. (1992). The Modern researcher: A classic work on research and writing completely revised and brought up to date. San Diego: Harcourt Brace Jovanovich.
Brands, H. W. (2000). The first American: the life and times of Benjamin Franklin. New York: Doubleday.
Calabrese, R. L. (2006). The elements of an effective dissertation & thesis: a step-by-step guide to getting it right the first time. Lanham, MD: Roman & Littlefield Education.
Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches, 4th edition. Thousand Oaks: Sage Publications, Inc.
Hacker, D., Somers, N., Jehn, T., & Rosenzweig, J. (2008). Rules for writers. Boston, MA: Bedford/St. Martin’s.
Nock, A. J. (1943). The memoirs of a superfluous man. New York: Harper & Brothers.
Publication Manual of the American Psychological Association. (2010). Washington, DC: American Psychological Association. (6th edition) (ISBN 10: 1-4338-0559-6; ISBN 13: 978-1-4338-0561-5; ISBN 10: 1-4338-0561-8).
Sprague, J., & Stuart, D. (2000) The speaker’s handbook, Harcourt College Publishers.
Squires, D. A., & Kranyik, R. D. (1995). The comer program: changing school culture. Educational Leadership, 53(4), 29-32.
Strunk, W. I., & White, E.B. (1979). The elements of style. New York: Macmillan Publishing, Inc.

Criterion
*(Score = 0, 1, 2, or 3) Learner Score Chair Score Methodologist Score Content Expert Score
QUALITY OF SOURCES & REFERENCE LIST
For every in-text citation a reference entry exists; conversely, for every reference list entry there is an in-text citation. Uses a range of references including founding theorists, peer-reviewed empirical research studies from scholarly journals, and government/foundation research reports. The majority of all references must be scholarly, topic-related sources published within the last 5 years. Websites, dictionaries, and publications without dates (n.d.) are not considered scholarly sources and should not be cited or present in the reference list. In-text citations and reference list must comply with APA 6th Ed.
Ensures that for every in-text citation a reference entry exists. Conversely, for every reference list entry there is a corresponding in-text citation. Note: The accuracy of citations and quality of sources must be verified by learner, chair and committee members. X X
Uses a range of references including founding theorists, peer-reviewed empirical research studies from scholarly journals, and government /foundation research reports. Note: A minimum of 50 peer-reviewed, empirical research articles are required for the literature review. X X
Verifies that 75% of all references are scholarly sources within the last 5 years. The 5 year time frame is referenced at the time of the proposal defense date and at the time of the dissertation defense date. Note: Websites, dictionaries, publications without dates (n.d.), are not considered scholarly sources and should not be cited or present in reference list. X X
Avoids overuse of books and dissertations.
Books: Maximum of 10 scholarly books that present cutting edge views on a topic, are research based, or are seminal works.
Dissertations: Maximum of 5 published dissertations. X X
Section 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. X X
*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:
Appendix A
The Parts of a Dissertation
GCU uses the Publication Manual of the American Psychological Association, 6th edition for its dissertation formatting and style guide. The GCU dissertation template complies with APA 6.0 with exceptions as noted in the template and in this formatting guide. A dissertation has three parts: preliminary pages, main text, and supplementary pages. Some preliminary or supplementary pages may be optional or not appropriate to a specific project. The learner should consult with his or her dissertation chair and committee regarding inclusion/exclusion of optional pages.
Preliminary pages. The following preliminary pages precede the main text of the dissertation.
• Title Page
• Author’s Name
• Copyright Page (optional)
• Committee and Deans Approval Page
• Learner Signature Page
• Abstract
• Dedication Page (optional)
• Acknowledgements (optional)
• Table of Contents
• List of Tables (if you have tables, a list is required)
• List of Figures (if you have figures, a list is required)
Main text. The main text is divided into five major chapters. Each chapter can be further subdivided into sections and subsections based on the formatting requirements for each college.
• Chapter 1: Introduction to the Study
• Chapter 2: Literature Review
• Chapter 3: Methodology
• Chapter 4: Data Analysis and Results
• Chapter 5: Summary, Conclusions and Recommendations
Supplementary pages. Supplementary pages follow the body text, including reference materials and other required or optional addenda.
• References (required)
• Appendices (required)
• IRB Approval Letter
• Informed Consent Form
• Copies of Instruments and Permission Letters
• Appendices (optional)
• Data analysis, tables and charts if referenced in Chapter 4
• Lengthy tables or large figures if referenced in other chapters
• Photographs, artifacts or media related to study results
• Vitae (optional)
• Glossary (optional)
• List of Abbreviations (optional)
Keep in mind that most formatting challenges are found in the preliminary and supplementary pages. Allocate extra time and attention for these sections to avoid delays in the electronic submission process. Also, as elementary as it may seem, run a complete spell and grammar check of your entire document before submission.

Appendix B
IRB Approval Letter

This is a required Appendix.
Appendix C
Informed Consent

This is a required Appendix.
Appendix D
Copy of Instruments and Permissions Letters to Use the Instruments

This is a required Appendix.

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mitted by
Insert Your Full Legal Name (No Titles, Degrees, or Academic Credentials)
Equal Spacing
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A Dissertation Proposal Presented in Partial Fulfillment
of the Requirements for the Degree
Doctorate of Education

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Grand Canyon University
Phoenix, Arizona
December 31, 2015
Table of Contents
List of Tables vi
List of Figures vii
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
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 52
Limitations and Delimitations 53
Summary 54
References 56
Appendix A. The Parts of a Dissertation 59
Appendix B. IRB Approval Letter 62
Appendix C. Informed Consent 63
Appendix D. Copy of Instruments and Permissions Letters to Use the Instruments 64
(Note: once you automatically update the TOC, you will need to manually add a period after the Appendix letter (e.g., “Appendix A. xxx) per the example above.

List of Tables
Table 1. Correct Formatting for a Multiple Line Table Title is Single Spacing and
Should Look Like this Example 29
Table 2. t Test for Equality of Emotional Intelligence Mean Scores by Gender 48
Note: single space multiple-line table titles; double space between entries per example above. The List of Tables and List of Figures have been formatted as such in this template. You can update the List of Tables [Right click ? Update Field ? Update Entire Table] the table title and subtitle show up with the in-text formatting. After you update your List of Tables, you will need to manually remove the italics from each of your table titles and also manually add a period after the table number (e.g., “Table 1. xxx), per the example above).

List of Figures
Figure 1. Correlation for SAT Composite Score and Time Spent on Facebook. 50
Note: single-space multiple line figure titles; double-space between entries per example in List of Tables on previous page. After you update your List of Figures, you will need to manually remove the italics per the example above.

Chapter 1: Introduction to the Study
Introduction
This section describes the conceptual basis for what the researcher will investigate, including the research questions, hypotheses, and basic research design. The introduction develops the significance of the study by describing how the study is new or different from other studies, how it addresses something that is not already known or has not been studied before, or how it extends prior research on the topic in some way. This section should also briefly describe the basic nature of the study and provide an overview of the contents of Chapter 1.
Keep in mind that you will write Chapters 1 through 3 as your dissertation proposal. However, there are changes that typically need to be made in these chapters to enrich the content or to improve the readability as you write the final dissertation manuscript. Often, after data analysis is complete, the first three chapters will need revisions to reflect a more in-depth understanding of the topic and to ensure consistency.
To ensure the quality of both your proposal and your final dissertation and reduce the time for AQR reviews, your writing needs to reflect doctoral level, scholarly writing standards from your very first draft. Each section within the proposal or dissertation should be well organized and easy for the reader to follow. Each paragraph should be short, clear, and focused. A paragraph should (1) be three to eight sentences in length, (2) focus on one point, topic, or argument, (3) include a topic sentence the defines the focus for the paragraph, and (4) include a transition sentence to the next paragraph. Include one space after each period. There should be no grammatical, punctuation, sentence structure, or APA formatting errors. Verb tense is an important consideration for Chapters 1 through 3. For the proposal, the researcher uses future tense (e.g. “The purpose of this study is to…”), whereas in the dissertation, the chapters are revised to reflect past tense (e.g. “The purpose of this study was to…”). Taking the time to ensure high quality, scholarly writing for each draft will save you time in all the steps of the development and review phases of the dissertation process so make sure to do it right the first time!
As a doctoral researcher, it is your responsibility to ensure the clarity, quality, and correctness of your writing and APA formatting. The DC Network provides various resources to help you improve your writing. Grand Canyon University also offers writing tutoring services through the Center for Learning Advancement on writing basics, however the writing tutors do not provide any level of dissertation editing. Your chair and your committee members are not obligated to edit your documents, nor will the AQR reviewers edit your proposal or dissertation. If you do not have outstanding writing skills, you may need to identify a writing coach, editor and/or other resource to help you with writing and editing. Poorly written proposals and dissertations will be immediately suspended in the various levels of review if submitted with grammatical, structural, and/or form and formatting errors.
The quality of a dissertation is not only evaluated on the quality of writing. It is also evaluated based on the criteria that GCU has established for each section of the dissertation. The criteria describe what must be addressed in each section within each chapter. As you develop a section, first read the section description. Then review each criterion contained in the table below the description. Use both the overall description and criteria as you write each section. It is important that each listed criterion is addressed in a way that it is clear to your chair and committee members. You should be able to point out where each criterion is met in each section.
Prior to submitting a draft of your proposal or dissertation or a single chapter to your chair or committee members, please assess yourself on the degree to which each criterion has been met. Use the criteria table at the end of each section to complete this self-assessment. The following scores reflect the readiness of the document:
• 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 Required.
You need to continuously and objectively self-evaluate the quality of your writing and content for each section within the proposal or dissertation. You will score yourself using the learner column in the criteria tables as evidence that you have critically evaluated your own work. When you have completed a comprehensive self-evaluation of your work, then you may submit your document to your chair for review. Your chair will also review and score each section of the proposal and dissertation and will determine when it is ready for full committee review. Keep in mind the committee review process will likely require several editorial/revisions rounds, so plan for multiple revision cycles as you develop your dissertation completion plan and project timeline. You will notice in the tables that certain columns have an X in the scoring box. As mentioned above, your chair will score all five chapters, the abstract and the reference list; your methodologist is only required to score Chapters 1, 3, and 4 and the abstract; your content expert is only required to score Chapters 1, 2, and 5 and the abstract. Your chair and committee members will assess each criterion in their required chapters when they return the document with feedback.
Once the document has been fully scored and approved by your chair and committee, and is approved for Level 2 or 5 review, your chair will submit one copy of the proposal or dissertation document with the fully scored assessment tables and one copy of the document with the assessment tables removed for AQR review.
Refer to the Dissertation Milestone Guide for descriptions of levels of review and submission process.
Criterion
*(Score = 0, 1, 2, or 3) Learner Score Chair Score Methodologist Score Content Expert Score
INTRODUCTION
This section provides a brief overview of the research focus or problem, explains why this study is worth conducting, and discusses how this study will be completed. (Minimum three to four paragraphs or approximately one page)
Dissertation topic is introduced and value of conducting the study is discussed.
Discussion provides an overview of what is contained in the chapter.
Section 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:

Background of the Study
The background section of Chapter 1 explains both the history of and the present state of the problem and research focus. It provides a summary of results from the prior empirical research on the topic and identifies a gap, based on prior research which the current study will address. This section summarizes the Background section from Chapter 2.
Criterion
*(Score = 0, 1, 2, or 3) Learner Score Chair Score Methodologist Score Content Expert Score
BACKGROUND OF THE STUDY
The background section explains both the history of and the present state of the problem and research focus. It identifies the “gap” or “need” based on a summary of the current literature and discusses how the study will address that “gap” or “need.” (Minimum two to three paragraphs or approximately one page)
Provides a summary of results from the prior empirical research on the topic and identifies the need as defined by the prior research which this current study will address.
Section 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:

Problem Statement
This section clearly states the problem or research focus, the population affected and how the study will contribute to solving the problem. A well-written problem statement begins with the big picture of the issue (macro) and works to the small, narrower, and more specific problem (micro). It clearly communicates the significance, magnitude, and importance of the problem and transitions into the Purpose of the Study with a declarative statement such as “It is not known if and to what degree/extent…” or “It is not known how/why and…”
• Other examples are:
• It is not known _____.
• Absent from the literature is______.
• While the literature indicates ____________, it is not known in (school/district/organization/community) if __________.
• It is not known how or to what extent ________________.
As you are writing this section, make sure your research problem passes the ROC test meaning your problem is Researchable, Original, and Contributory!
Criterion
*(Score = 0, 1, 2, or 3) Learner Score Chair Score Methodologist Score Content Expert Score
PROBLEM STATEMENT
This section includes the problem statement, the population affected, and how the study will contribute to solving the problem. This section is summarized in Chapter 3. This section of Chapter 1 should be a minimum of three to four paragraphs with citations from empirical research articles to support statements. (Minimum three or four paragraphs or approximately one page)
States the specific problem proposed for research by presenting a clear declarative statement that begins with “It is not known if and to what degree/extent…” (quantitative) ~or~ or “It is not known how/why and…” (qualitative)
Identifies the general population affected by the problem.
Suggests how the study may contribute to solving the problem.
Section 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:

Purpose of the Study
The Purpose of the Study section of Chapter 1 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 section begins with a declarative statement, “The purpose of this study is…. .” Included in this statement are also the research design, population, variables (quantitative) or phenomena (qualitative) to be studied, and the geographic location. Further, the section clearly defines the dependent and independent variables, relationship of variables, or comparison of groups for quantitative studies. For qualitative studies, this section describes the nature of the phenomena to be explored. Keep in mind that the purpose of the study is restated in other chapters of the dissertation and should be worded exactly as presented in this section of Chapter 1. Refer to Creswell (2014) for sample purpose statement templates that are aligned with the different research methods (qualitative/quantitative/mixed method).
Criterion
*(Score = 0, 1, 2, or 3) Learner Score Chair Score Methodologist Score Content Expert Score
PURPOSE OF THE STUDY
The purpose statement section expands on the problem statement and identifies how the study will be accomplished. It explains how the proposed study will contribute to the field. This section is summarized in Chapter 3. (Minimum two to three paragraphs)
Presents a declarative statement: “The purpose of this study is….” that identifies the research methodology and design, population, variables (quantitative) or phenomena (qualitative) to be studied and geographic location.
Identifies research methodology as qualitative, quantitative, or mixed, and identifies the specific research design.
Describes the target population and geographic location for the study.
Quantitative: Defines the variables, relationship of variables, or comparison of groups.
Qualitative: Describes the nature of the phenomena to be explored.
Section 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:

Research Question(s) and 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. The research questions and hypotheses should be derived from, and are directly aligned with, the problem and purpose statements, research methods, and data analyses. The Research Questions or Hypotheses section of Chapter 1 will be presented again in Chapter 3 to provide clear continuity for the reader and to help frame your data analysis in Chapter 4.
If your study is qualitative, state the research question(s) the study will answer, and describe the phenomenon to be studied. Qualitative studies will typically have one overarching research question with three or more sub-questions. If your study is quantitative or mixed methods, state the research questions the study will answer, identify the variables, and state the hypotheses (predictive statements) using the format appropriate for the specific design. Quantitative studies will typically have three or four research questions and associated hypotheses; mixed method studies can use both depending on the design.
In a paragraph prior to listing the research questions or hypotheses, include a discussion of the research questions, relating them to the problem statement. Then, include a leading phrase to introduce the questions such as: The following research questions guide this qualitative study:
RQ1: This is an example of how a qualitative research question should align within the text of the manuscript. Indent .25 inches from the left margin. Text that wraps around to the next line is indented using the Hanging Indent feature at .5”.
RQ2: Add a research question here following the format above. Additional research questions should follow the same format.
Or for a quantitative study the research questions are formatted as below. The following research question and hypotheses guide this quantitative study:
RQ1: This is an example of how a quantitative research questions and hypotheses should align within the text of the manuscript. Indent .25 inches from the left margin. Text that wraps around to the next line is indented using the Hanging Indent feature at .5”.
H10: The null hypothesis that aligns to the research question is listed here.
H1a: The alternative hypothesis that aligns to the research question and null hypothesis is listed here. Repeat this pattern for each quantitative research question and associated hypotheses.
Criterion
*(Score = 0, 1, 2, or 3) Learner Score Chair Score Methodologist Score Content Expert Score
RESEARCH QUESTION(S) AND/OR HYPOTHESES
This section narrows the focus of the study by specifying the research questions to address the problem statement. Based on the research questions, it describes the variables and/or groups and their hypothesized relationship (quantitative study) or the phenomena under investigation (qualitative study). It describes how the research questions are related to the problem statement and how the research questions will facilitate collection of the data needed to answer the research questions. (Minimum two to three paragraphs or approximately one page)
Qualitative Designs: States the research question(s) the study will answer and describes the phenomenon to be studied.
Quantitative Designs: States the research questions the study will answer, identifies the variables, and states the hypotheses (predictive statements) using the format appropriate for the specific design.
This section includes a discussion of the research questions, relating them to the problem statement.
Section 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:

Advancing Scientific Knowledge
The Advancing Scientific Knowledge section describes how the proposed research will advance the body of knowledge on the topic. This advancement can be a small step forward in a line of current research, but it must add to the current body of knowledge and align to the learner’s program of study. This section also identifies the “gap” or “need” based on the current literature and discusses how the study will address that “gap” or “need.” This section summarizes the Theoretical Foundations section from Chapter 2 by identifying the theory or model upon which the study is built. It also describes how the study will advance that theory or model.
Criterion
*(Score = 0, 1, 2, or 3) Learner Score Chair Score Methodologist Score Content Expert Score
ADVANCING SCIENTIFIC KNOWLEDGE
This section specifically describes how the research will advance the body of knowledge on the topic. The study can yield a small step forward in a line of current research, but it must add to the current body of knowledge in the literature in the learner’s program of study. It identifies the “gap” or “need” based on the current literature and discusses how the study will address that “gap” or “need.” This section also identifies the theory(ies) or model(s) that provide the theoretical foundation for the study and how the study will contribute to the research on the theory(ies) or model(s). This section summarizes part of the Background (focused on identifying the “gap” or “need” from the literature) and Theoretical Foundations sections (expanded in Chapter 2). (Minimum two to three paragraphs)
Clearly identifies the “gap” or “need” in the literature that was used to define the problem statement and develop the research questions.
Describes how the study will address the “gap” or “identified need” defined in the literature and contribute to the body of literature.
Identifies the theory(ies) or model(s) that provide the theoretical foundations or conceptual frameworks for the study.
Connects the study directly to the theory and describes how the study will add or extend the theory or model.
Section 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:

Significance of the Study
This section identifies and describes the significance of the study. It also discusses the implications of the potential results based on the research questions and problem statement, hypotheses, or the investigated phenomena. Further, it describes how the research fits within and will contribute to the current literature or body of research. Finally, it describes the potential practical applications from the research. This section is of particular importance because it justifies the need for, and the relevance of, the research.
Criterion
*(Score = 0, 1, 2, or 3) Learner Score Chair Score Methodologist Score Content Expert Score
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, the problem statement, and the 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. (Minimum three to four paragraphs)
Describes how the proposed research fits within the prior research and how the study will make an academic research contribution in the field of study.
Describes how the study will make a practical contribution in the field of study.
Describes how addressing the problem will add value to the population, community, or society.
Section 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:
Rationale for Methodology
The Rationale for Methodology section of Chapter 1 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. Finally, it contains citations from textbooks and articles on research methodology and/or articles on related studies.
For qualitative designs, this section states the research question(s) the study will answer and describes the phenomenon to be studied. For quantitative designs, this section describes the research questions the study will answer, identifies the variables, and states the hypotheses (predictive statements) using the format appropriate for the specific design. Finally, this section includes a discussion of the research questions, relating them to the problem statement. This section should illustrate how the methodological framework is aligned with the problem statement and purpose of the study, providing additional context for the study.
Criterion*
(Score = 0, 1, 2, or 3) Learner Score Chair Score Methodologist Score Content Expert Score
RATIONALE FOR METHODOLOGY
This section clearly justifies the methodology the researcher plans to use for conducting the study. It argues why the methodological framework is the best approach to answer the research questions and how it will address the problem statement. It uses citations from textbooks and articles on research methodology and/or articles on related studies to justify the methodology. (Minimum two to three paragraphs)
Identifies the specific research methodology for the study.
Justifies the methodology to be used for the study by discussing why it is the best approach for answering the research question(s) and addressing the problem statement.
Uses citations from seminal (authoritative) sources (textbooks and/or empirical research literature) to justify the selected methodology. Note: Introductory or survey research textbooks (such as Creswell) are not considered seminal sources.
Section 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:

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. Here, the learner discusses why the selected design is the best design to address the problem statement and research questions as compared to other designs. This section also contains a description of the research sample being studied, as well as, the process that will be used to collect the data on the sample. In other words, this section provides a preview of Chapter 3 and succinctly conveys the research approach to answer the research questions and/or test the hypotheses.
Criterion
*(Score = 0, 1, 2, or 3) Learner Score Chair Score Methodologist Score Content Expert Score
NATURE OF THE RESEARCH DESIGN FOR THE STUDY
This section describes the specific research design to answer the research questions and affirms 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. It identifies the instruments or sources of data needed to answer the research questions. It provides citations from seminal sources such as research textbooks, research articles, and articles on similar studies.(Minimum three to four paragraphs or approximately one page)
Describes the selected design for the study.
Discusses why the selected design is the best design to address the problem statement and research questions as compared to other designs.
Briefly describes the target population, and the sample for the study, the data collection procedures to collect data on the sample, and the instruments or sources of data needed to answer the research questions.
Section 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:

Definition of Terms
The Definition of Terms section of Chapter 1 defines the study constructs and provides a common understanding of the technical terms, exclusive jargon, variables, phenomena, concepts, and technical terminology used within the scope of the study. Terms are defined in lay terms and in the context in which they are used within the study. Each definition may be a few sentences to a paragraph in length. This section includes any words that may be unknown to a lay person (words with unusual or ambiguous meanings or technical terms).
Definitions must be supported with citations from scholarly sources. Do not use Wikipedia to define terms. This popular “open source” online encyclopedia can be helpful and interesting for the layperson, but it is not appropriate for formal academic research and writing. Additionally, do not use dictionaries to define terms. A paragraph introducing this section prior to listing the definition of terms can be inserted. However, a lead-in phrase is needed to introduce the terms such as: “The following terms were used operationally in this study.” This is also a good place to “operationally define” unique phrases specific to this research. See below for the correct format:
Term. Write the definition of the word. This is considered a Level 3 heading., Make sure the definition is properly cited (Author, 2010, p.123). Terms often use abbreviations. According to the American Psychological Association (APA), abbreviations are best used only when they allow for clear communication with the audience. Standard abbreviations, such as units of measurement and names of states, do not need to be written out. APA also allows abbreviations that appear as words in Merriam-Webster’s Collegiate Dictionary (2005) to be used without explanation [4.22-4.30].
Spaces. Do not use periods or spaces in abbreviations of all capital letters unless the abbreviation is a proper name or refers to participants using identity-concealing labels. The exception to this rule is that a period is used when abbreviating the United States as an adjective. Use a period if the abbreviation is a Latin abbreviation or a reference abbreviation [4.02]. Use standard newspaper practice when presenting AM and PM times, as in 7:30 PM or 6:00 AM.
Abbreviations. Do not use periods with abbreviated measurements, (e.g., cd, ft, lb, mi, and min). The exception to this rule is to use a period when abbreviated inch (in.) to avoid confusion with the word “in”. Units of measurement and statistical abbreviations should only be abbreviated when accompanied by numerical values, e.g., 7 mg, 12 mi, M = 7.5 measured in milligrams, several miles after the exit, the means were determined [4.27].
Time units. Only certain units of time should be abbreviated. Do abbreviate hr, min, ms, ns, s. However, do not abbreviate day, week, month, and year [4.27]. To form the plural of abbreviations, add “s” alone without apostrophe or italicization (e.g., vols, IQs, Eds). The exception to this rule is not to add “s” to pluralize units of measurement (12 m not 12 ms) [4.29].
Criterion*
(Score = 0, 1, 2, or 3) Learner Score Chair Score Methodologist Score Content Expert Score
DEFINITIONS OF TERMS
This section defines the study constructs and provides a common understanding of the technical terms, exclusive jargon, variables, phenomena, concepts, and sundry terminology used within the scope of the study. Terms are defined in lay language and in the context in which they are used within the study. (Each definition may be a few sentences to a paragraph.)
Defines any words that may be unknown to a lay person (words with unusual or ambiguous meanings or technical terms) from the research or literature.
Defines the variables for a quantitative study or the phenomena for a qualitative study from the research or literature.
Definitions are supported with citations from scholarly sources.
Section 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:

Assumptions, Limitations, Delimitations
This section identifies the assumptions and specifies the limitations, as well as the delimitations, of the study. An assumption is a self-evident truth. This section should list what is assumed to be true about the information gathered in the study. State the assumptions being accepted for the study as methodological, theoretical, or topic-specific. For each assumption listed, you must also provide an explanation. Provide a rationale for each assumption, incorporating multiple perspectives, when appropriate. For example, the following assumptions were present in this study:
1. It is assumed that survey participants in this study were not deceptive with their answers, and that the participants answered questions honestly and to the best of their ability. Provide an explanation to support this assumption.
2. It is assumed that this study is an accurate representation of the current situation in rural southern Arizona. Provide an explanation to support this assumption.
Limitations are things that the researcher has no control over, such as bias. Delimitations are things over which the researcher has control, such as location of the study. Identify the limitations and delimitations of the research design. Discuss the potential generalizability of the study findings based on these limitations. For each limitation and/or delimitation listed, make sure to provide an associated explanation. For example: The following limitations/delimitations were present in this study:
1. Lack of funding limited the scope of this study. Provide an explanation to support this limitation.
2. The survey of high school students was delimited to only rural schools in one county within southern Arizona, limiting the demographic sample. Provide an explanation to support this delimitation.

Criterion
*(Score = 0, 1, 2, or 3) Learner Score Chair Score Methodologist Score Content Expert Score
ASSUMPTIONS, LIMITATIONS AND DELIMITATIONS
This section identifies the assumptions and specifies the limitations, as well as the delimitations, of the study. (Minimum three to four paragraphs)
States the assumptions being accepted for the study (methodological, theoretical, and topic-specific).
Provides rationale for each assumption, incorporating multiple perspectives, when appropriate.
Identifies limitations of the research design.
Identifies delimitations of the research design.
The Section 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:

Summary and Organization of the Remainder of the Study
This section summarizes the key points of Chapter 1 and provides supporting citations for those key points. It then provides a transition discussion to Chapter 2 followed by a description of the remaining chapters. For example, Chapter 2 will present a review of current research on the centrality of the dissertation literature review in research preparation. Chapter 3 will describe the methodology, research design, and procedures for this investigation. Chapter 4 details how the data was analyzed and provides both a written and graphic summary of the results. Chapter 5 is an interpretation and discussion of the results, as it relates to the existing body of research related to the dissertation topic. For the proposal, this section should also provide a timeline for completing the research and writing up the dissertation. When the dissertation is complete, this section should be revised to eliminate the timeline information.

Criterion*
(Score = 0, 1, 2, or 3) Learner Score Chair Score Methodologist Score Content Expert Score
CHAPTER 1 SUMMARY AND ORGANIZATION OF THE REMAINDER OF THE STUDY
This section summarizes the key points of Chapter 1 and provides supporting citations for those key points. It then provides a transition discussion to Chapter 2 followed by a description of the remaining chapters. The Proposal, but not the Dissertation, provides a timeline for completing the research and dissertation. (Minimum one to two pages)
Summarizes key points presented in Chapter 1.
Provides citations from scholarly sources to support key points.
Describes the remaining Chapters and provides a transition discussion to Chapter 2. For proposal only, a timeline for completing the research and dissertation is provided.
The Chapter is correctly formatted to dissertation template using the Word Style Tool and APA standards. Writing is free of mechanical errors.
All research presented in the Chapter is scholarly, topic-related, and obtained from highly respected academic, professional, original sources. In-text citations are accurate, correctly cited, and included in the reference page according to APA standards.
Section 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:

Chapter 2: Literature Review
Introduction to the Chapter and Background to the Problem
This chapter presents the theoretical framework for the study and develops the topic, specific research problem, question(s), and design elements. In order to perform significant dissertation research, the learner must first understand the literature related to the research focus. A well-articulated, thorough literature review provides the foundation for a substantial, contributory dissertation. The purpose of Chapter 2 is to develop a well-documented argument for the selection of the research topic, to formulate the research questions, and to justify the choice of research methodology. A literature review is a synthesis of what has been published on a topic by accredited scholars and researchers. It is not an expanded annotated bibliography or a summary of research articles related to your topic.
The literature review will place the research focus into context by analyzing and discussing the existing body of knowledge and effectively telling the reader everything that is known, or everything that has been discovered in research about that focus, and where the gaps and tensions in the research exist. As a piece of writing, the literature review must convey to the reader what knowledge and ideas have been established on a topic, and build an argument in support of the research problem.
This section describes the overall topic to be investigated, outlines the approach taken for the literature review, and the evolution of the problem based on the “gap” or “need” defined in the literature from its origination to its current form. Make sure the Introduction and Background section of your literature review addresses all required criterion listed in the table below.
Criterion
*(Score = 0, 1, 2, or 3) Learner Score Chair Score Methodologist Score Content Expert Score
CHAPTER 2 INTRODUCTION (TO THE CHAPTER) AND BACKGROUND (TO THE PROBLEM)
This section describes the overall topic to be investigated, outlines the approach taken for the literature review, and argues the evolution of the problem based on the “gap” or “need” defined in the literature from its origination to its current form. (Minimum two to three pages)
Introduction: Provides an orienting paragraph so the reader knows what the literature review will address. X
Introduction: Describes how the chapter will be organized (including the specific sections and subsections). X
Introduction: Describes how the literature was surveyed so the reader can evaluate thoroughness of the review. This includes search terms and databases used. X
Background: Discusses how the problem has evolved historically into its current form. X
Background: Describes the “gap” or “need” defined in the current literature and how it leads to the creation of the topic and problem statement for the study. X
Section 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. X
*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:

Theoretical Foundations and/or Conceptual Framework
This section identifies the theory(ies) or model(s) that provide the foundation for the research study. It also contains an explanation of how the problem under investigation relates to the theory or model. The seminal source for each theory or model presented in this section should be identified and described.
For a quantitative study, the theory(ies) or models(s) guides the research question(s) and justifies what is being measured (variables), and describes how those variables are related. In a qualitative study the theory or model justifies the phenomena being investigated (qualitative). This section also includes a discussion of how the research question(s) align with the respective theory(ies) or model(s) and illustrates how the study fits within the prior research based on the theory(ies) or model(s). The learner should cite references reflective of the foundational, historical, and current literature in the field. Overall, the presentation in this section should reflect that the learner understands the theory or model and its relevance to the proposed study. The discussion should also reflect knowledge and familiarity with the historical development of the theory.
Criterion
*(Score = 0, 1, 2, or 3) Learner Score Chair Score Methodologist Score Content Expert Score
THEORETICAL FOUNDATIONS AND/OR CONCEPTUAL FRAMEWORK
This section identifies the theory(ies) or model(s) that provide the foundation for the research. This section should present the theory(ies) or models(s) and explain how the problem under investigation relates to the theory(ies) or model(s). The theory(ies) 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). (Minimum two to three pages)
Identifies a model(s) or theory(ies) from seminal source(s) that provide a reasonable conceptual framework or theoretical foundation to use in developing the research questions, identifying variables/phenomena, and selecting data collection instruments. X
Accurately cites the appropriate seminal source(s) for each theory or model. X
Includes a cogent discussion/synthesis of the theory or model and justifies the theoretical foundation/framework as relevant to the study. Connects the study directly to the theory and describes how the study will add or extend the theory or model. X
Builds a logical argument of how the research questions directly align to the theoretical foundation for the study. X
Reflects a deep understanding of the foundational, historical, research relevant to the theoretical foundation/framework. X
Section 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. X
*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:

Review of the Literature
This section provides a broad, balanced overview of the existing literature related to the proposed research topic. The Review of Literature identifies themes, trends, and conflicts in research methodology, design and findings. It provides a synthesis of the existing literature, examines the contributions of the literature related to the topic, and presents an evaluation of the overall methodological strengths and weaknesses of the research. Through this synthesis, the gaps in research should become evident to the reader.
Citations are provided for all ideas, concepts, and perspectives. The researcher’s personal opinions or perspectives are not included. Chapter 2 must be a minimum of 30 pages in length. However, it is important to note that a well-written comprehensive literature review will likely exceed this minimum requirement. The literature review must be continuously updated throughout the dissertation research and writing process. Chapter 2 needs to include a minimum of 50 peer-reviewed, empirical research articles, and 75% of all references within this chapter (and in proposal/dissertation) must be within the past five years. Seventy five percent (75%) of your sources must be dated within five years of the proposal defense date or dissertation defense date, and updated as appropriate at the time of the dissertation defense. Other requirements for the literature review include:
• Quantitative study: Describes each research variable in the study discussing the prior empirical research that has been done on the variable(s) and the relationship between variables.
• Qualitative study: Describes the phenomena being explored in the study discussing the prior research that has been done on the phenomena.
• Discusses the various methodologies and designs that have been used to research topics related to the study. Uses this information to justify the proposed design.
• Argues the appropriateness of the dissertation’s instruments, measures, and/or approaches used to collect data.
• Discusses and synthesizes studies related to the proposed dissertation topic. This may include (1) studies describing and/or relating the variables (quantitative) or exploring related phenomena (qualitative), (2) studies on related research such as factors associated with the themes, (3) studies on the instruments used to collect data, (4) studies on the broad population for the study, and/or (5) studies similar to the proposed study. The themes presented and research studies discussed and synthesized in the Review of Literature demonstrates a deep understanding of all aspects of the research topic. The set of topics discussed in the Review of Literature must demonstrate a comprehensive understanding of the broad area in which the research topic exists.
• Discusses and synthesizes the various methodologies and designs that have been used in prior empirical research related to the study. Must use authoritative sources information to justify the proposed design. Provides discussion and justification for the instrumentation selected for the study. This section must argue the appropriateness of the dissertation’s instruments, measures, and/or approaches used to collect data. Empirical research must be used to justify the selection of instrument(s).
• Each major section in the Review of Literature includes an introductory paragraph that explains why the particular topic was explored relative to the dissertation topic.
• Each major section in the Literature Review includes a summary paragraph(s) that (1) compares and contrasts alternative perspectives on the topic, (2) provides a synthesis of the themes relative to the research topic discussed that emerged from the literature, (3) discusses data from the various studies, and (4) identifies how themes are relevant to the proposed dissertation topic.
• The types of references that may be used in the literature review include empirical articles, a limited number of dissertations (no more than 5) , peer-reviewed or scholarly journal articles, and books (no more than 5-10) that present cutting edge views on a topic, are research based, or are seminal works.
• Provides additional arguments for the need for the study that was defined in the Background to the Problem section.
The body of a literature review can be organized in a variety of ways depending on the nature of the research. Work with your chair and committee to determine the best way to organize this section of Chapter 2 as it pertains to your research design. Make sure you include a section for methodology and instrumentation (see the rubrics, below).
Chapter 2 can be particularly challenging with regard to APA format for citations and quotations. Refer to your APA manual frequently to make sure your citations are formatted properly. It is critical that each in-text citation is appropriately listed in the Reference section. Incorrectly citing and referencing sources is a serious scholarly and ethical violation, particularly at the doctoral level when writing the dissertation. As an emerging scholar you must demonstrate the capability and responsibility to properly cite and reference every single source that you reference in your literature review and in throughout your dissertation!
As a rule, if a direct quote comprises fewer than 40 words, incorporate it into the narrative and enclose it with double quotation marks. The in-text citation is included after the final punctuation mark [6.03]. The final punctuation mark in quoted text should be placed inside the quotation mark.
For a quote within a quote, use a set of single quotation marks. Here is an example of a direct quote within a quote integrated into the narrative. In the classic introspective autobiography, The Memoirs of a Superfluous Man, we read that, “one never knows when or where the spirit’s breathe will rest, or what will come of its touch. ‘The spirit breathes where it will,’ said the Santissimo Salvatore, ‘and thou hearest the sound thereof, but cannot tell whence it cometh or whither it goeth.’” (Nock, 1943, p.187) [4.08].
As a rule, if a quote comprises 40 or more words, display this material as a freestanding block quote. Start formal block quotes on a new line. They are indented one inch in from the left margin. The entire block quote is double-spaced. Quotation marks are not used with formal block quotes. The in-text citation is included after the final punctuation mark. [6.03]. Below is an example of a block quote: In an important biography, The First American: the Life and Times of Benjamin Franklin, historian H. W. Brands writes:
In February 1731, Franklin became a Freemason. Shortly thereafter, he volunteered to draft the bylaws for the embryonic local chapter, named for St. John the Baptist; upon acceptance of the bylaws, he was elected Warden and subsequently Master of the Lodge. Within three years, he became Grandmaster of all of Pennsylvania’s Masons. Not unforeseeable he–indeed, this was much of the purpose of membership for everyone involved–his fellow Masons sent business Franklin’s way. In 1734 he printed The Constitutions, the first formerly sponsored Masonic book in America; he derived additional [printing] work from his brethren on an unsponsored basis. (Brands, 2000, p. 113)
Table 1

Correct Formatting for a Multiple Line Table Title is Single Spacing and Should Look Like this Example

Variable Column A
M (SD)
Column B
M (SD) Column C
M (SD)
Row 1 10.1 (1.11) 20.2 (2.22) 30.3 (3.33)
Row 2 20.2 (2.22) 30.3 ( 3.33) 20.2 (2.22)
Row 3 30.3 (3.33) 10.1 (1.11) 10.1 (1.11)
Note. Adapted from “Sampling and Recruitment in Studies of Doctoral Students,” by I.M. Researcher, 2010, Journal of Perspicuity, 25, p. 100. Reprinted with permission.

Criterion
*(Score = 0, 1, 2, or 3) Learner Score Chair Score Methodologist Score Content Expert Score
REVIEW OF THE LITERATURE
This section provides a broad, balanced overview and synthesis of the existing literature related to the proposed research topic. It identifies topics, themes, trends, and conflicts in research methodology, design, and findings. It describes the literature in related topic areas and its relevance to the research topic and research approach. It provides an overall analysis and synthesis of the existing literature examining the contributions of this literature to the field; identifying the conflicts; and relating the topics, themes, and results to the study topic and research approach. Accurate, empirical research citations are provided for all ideas, concepts, and perspectives. The researcher’s personal opinions or perspectives are not included. (Minimum 30 pages)
This section must be a minimum of 30 pages. The purpose of the minimum number of pages is to ensure that the overall literature review reflects a foundational understanding of the theory or theories, literature and research studies related to the topic. A well-written comprehensive literature review that reflects the current state of research and literature on the topic is expected and will likely exceed 30 pages. Literature review should be updated continuously. This is an ongoing process to dissertation completion. X
Quantitative Studies: Describes each research variable in the study discussing the prior empirical research that has been done on the variables and the relationship between the variables.
Qualitative Studies: Describes the phenomena being explored in the study discussing the prior research that has been done on the phenomena. X
Themes or Topics (Required): Discusses and synthesizes studies related to the proposed dissertation topic. May include (1) studies describing and/or relating the variables (quantitative) or exploring related phenomena (qualitative), (2) studies on related research such as factors associated with the themes, (3) studies on the instruments used to collect data, (4) studies on the broad population for the study, and/or (5) studies similar to the proposed study. The themes presented and research studies discussed and synthesized in the Review of Literature demonstrates a deep understanding of all aspects of the research topic. X
Methodology Section (required): Discusses and synthesizes the various methodologies and designs that have been used in prior empirical research related to the study. Must use authoritative sources to justify the proposed design. X
Instrumentation Section (required): Provides discussion and justification for the instrumentation selected for the study. This section must argue the appropriateness of the dissertation’s instruments, measures, and/or approaches used to collect data. Empirical research must be used to justify the selection of instrument(s). X
Structures literature review in a logical order, includes actual data and accurate synthesis of results from reviewed studies as related to the learners own topic, not just a summary of the findings. X
Includes in each major section (theme or topic) within the Review of Literature an introductory paragraph that explains why the particular theme or topic was explored relative to the overall dissertation topic. X
Includes in each section within the Review of Literature a summary paragraph(s) that (1) compares and contrasts alternative perspectives on the topic and (2) provides a synthesis of the themes relative to the research topic discussed that emerged from the literature, and (3) identifies how themes are relevant to the proposed dissertation topic. X
Provides additional arguments for the need for the study that was defined in the Background to the Problem section. X
Ensures that for every in-text citation a reference entry exists. Conversely, for every reference list entry there is a corresponding in-text citation. Note: The accuracy of citations and quality of sources must be verified by learner, chair and committee members. X
Uses a range of references including founding theorists, peer-reviewed empirical research studies from scholarly journals, and government/foundation research reports. Note: A minimum of 50 peer-reviewed, empirical research articles are required for the literature review. X
Verifies that 75% of all references are scholarly sources within the past 5 years. The 5 year time frame is referenced at the time of the proposal defense date and at the time of the dissertation defense date. Note: Websites, dictionaries, publications without dates (n.d.), are not considered scholarly sources and should not be cited or present in reference list. X
Avoids overuse of books and dissertations. Books: Maximum of 10 scholarly books that present cutting edge views on a topic, are research based, or are seminal works. Dissertations: Maximum of 5 published dissertations. X
Section 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. X
*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:

Summary
This section succinctly restates what was written in Chapter 2 and provides supporting citations for key points. The summary section reflects that the learner has done his/her “due diligence” to become well-read on the topic and can conduct a study that will add to the existing body of research and knowledge on the topic. It synthesizes the information from the chapter to define the “gaps” in or “identified research needs” arising from the literature, the theory(ies) or model(s) to provide the foundation for the study, the problem statement, the primary research question, the methodology, the design, the variables or phenomena, the data collection instruments or sources, and the population to be studied. Overall, this section should help the reader clearly see and understand the relevance and importance of the research to be conducted. The criteria listed in the table below are required for this section. The Summary section transitions to Chapter 3 by building a case for the study, in terms of research design and rigor, and it formulates the research questions based on the gaps and tensions in the literature.
Criterion
*(Score = 0, 1, 2, or 3) Learner Score Chair Score Methodologist Score Content Expert Score
CHAPTER 2 SUMMARY
This section restates what was written in Chapter 2 and provides supporting citations for key points. The summary section reflects that the learner has done his/her “due diligence” to become well-read on the topic and can conduct a study that will add to the existing body of research and knowledge on the topic. It synthesizes the information from the chapter to define the “gaps” in or “identified research needs” arising from the literature, the theory(ies) or model(s) to provide the foundation for the study, the problem statement, the primary research question, the methodology, the design, the variables or phenomena, the data collection instruments or sources, and the population to be studied. It then provides a transition discussion to Chapter 3. (Minimum one to two pages)
Synthesizes the information from all of the prior sections in the Literature Review using it to define the key strategic points for the research. X
Summarizes the gaps and needs in the background and introduction describing how it informs the problem statement. X
Identifies the theory(ies) or model(s) describing how they inform the research questions. X
Justifies the design, variables or phenomena, data collection instruments or sources, and population to be studied. X
Builds a case (argument) for the study in terms of the value of the research and how the research questions emerged from the review of literature X
Reflects that the Learner has done his or her “due diligence” to synthesize the existing empirical research and write a comprehensive literature review on the research topic. X
Summarizes key points in Chapter 2 and transitions into Chapter 3. X
The Chapter is correctly formatted to dissertation template using the Word Style Tool and APA standards. Writing is free of mechanical errors. X
All research presented in the Chapter is scholarly, topic-related, and obtained from highly respected, academic, professional, original sources. In-text citations are accurate, correctly cited and included in the reference page according to APA standards. X
Section 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. X
*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:

Chapter 3: Methodology
Introduction
Chapter 3 documents how the study is conducted in enough detail so that replication by others is possible. The introduction begins with a summary of the research focus and purpose statement to reintroduce the reader to the study. This can be summarized in three to four sentences from Chapter 1. This section also outlines the expectations for this chapter.
Remember, throughout this chapter, that verb tense must be changed from present tense (proposal) to past tense (dissertation manuscript). Furthermore, consider what happened during data collection and analysis. Sometimes, the research protocol ends up being modified based on committee, AQR review, or Institutional Review Board (IRB) recommendations. After the research study is complete, make sure this chapter reflects how the study was actually conducted.
Criterion
*(Score = 0, 1, 2, or 3) Learner Score Chair Score Methodologist Score Content Expert Score
CHAPTER 3 INTRODUCTION
This section includes both a restatement of the research focus and the Purpose Statement for the study from Chapter 1 to reintroduce reader to the need for the study and a description of contents of the chapter. (Minimum two to three paragraphs)
The Introduction summarizes the research focus, and the purpose statement to reintroduce the reader to the study. This section also outlines the expectations for this chapter. X
Section 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. X
*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:

Statement of the Problem
This section restates the research problem for the convenience of the reader. Then, edit, blend, and integrate this material into the narrative. Change future tense in proposals to past tense for dissertation manuscripts.
Criterion
*(Score = 0, 1, 2, or 3) Learner Score Chair Score Methodologist Score Content Expert Score
STATEMENT OF THE PROBLEM
This section restates the problem for the convenience of the reader. This section is a summary of the related section in Chapter 1. (Minimum one to two paragraphs)
The research problem is restated for the convenience of the reader. This section aligns to the related section in Chapter 1. X
Section 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. X
*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:
Research Question(s) or Hypotheses
This section restates the research question(s) and the hypotheses for the study from Chapter 1. For a quantitative study, it then presents the matching hypotheses and explains the variables. For a qualitative study, it then describes the phenomena to be understood as a result of the study. The section also briefly discusses the approaches to collecting the data to answer the research questions. For a quantitative study, it describes the instrument(s) or data source(s) to collect the data for each and every variable. For a qualitative study, it describes the instrument(s) or data source(s) to collect the data to answer each research question. It also discusses why the design was selected to be the best approach to answer the research questions, test the hypotheses (quantitative), or understand the phenomena (qualitative). Remember to change future tense to past tense for dissertation manuscripts.
Criterion
*(Score = 0, 1, 2, or 3) Learner Score Chair Score Methodologist Score Content Expert Score
RESEARCH QUESTIONS AND/OR HYPOTHESES
This section restates the research question(s) and the hypotheses or phenomena and explains why the selected design is the best approach to answer the research questions. Further, it defines the variables and/or groups. The section also discusses the approaches to collecting the data to answer the research questions. This section expands on the related section in Chapter 1. (Minimum one to two pages)
For a qualitative study, restates the research questions and the phenomena for the study from Chapter 1.
For a quantitative study, restates the research questions from Chapter 1, presents the matching hypotheses and operationalizes the variables. Research questions must align directly with the problem and purpose statements, X
Describes the nature and sources of necessary data to answer the research questions (primary versus secondary data, specific people, institutional archives, Internet open sources, etc.).
For a quantitative study, the section describes the instrument(s) or data source(s) to collect the data for each and every variable.
For a qualitative study, The section describes the instrument(s) or data source(s) to collect the data to answer each research question. X
Section 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. X
*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:
Research Methodology
This section describes the research methodology for the study (quantitative, qualitative, or mixed) and explains the rationale for selecting this particular methodology. It also describes why this methodology was selected as opposed to the alternative methodologies. This section should elaborate on the Methodology section (from Chapter 1) providing the rationale for the selected research method (quantitative, qualitative, or mixed). Arguments are supported by citations from articles and books on research methodology and/or design. It is also appropriate in this section to outline the predicted results in relation to the research questions and hypotheses based on the existing literature.
Criterion
*(Score = 0, 1, 2, or 3) Learner Score Chair Score Methodologist Score Content Expert Score
RESEARCH METHODOLOGY
This section describes the research methodology for the study (quantitative, qualitative, or mixed) and explains the rationale for selecting this particular methodology as opposed to the alternative methodologies. (Minimum one to two pages)
Elaborates on the research methodology (from Chapter 1) for the study (quantitative, qualitative, or mixed). Provides the rationale for selecting the particular methodology supported by empirical studies in the research literature. Justifies why the methodology was selected as opposed to alternative methodologies. X
Uses authoritative source(s) to justify the selected methodology. Note: Do not use introductory research textbooks (such as Creswell) to justify the research design and data analysis approach. X
Section 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. X
*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:
Research Design
This section elaborates on the nature of the Research Design for the Study section from Chapter 1. It includes a detailed description of, and a rationale for, the specific design for the study. It also discusses the specific research design for the study (descriptive, correlational, experimental, quasi-experimental, historical, case study, ethnography, phenomenology, content analysis, exploratory, explanatory, embedded, triangulation, etc.) and describes how it aligns to the selected methodology indicated in the previous section. Additionally, it describes why the selected design is the best option to collect the data to answer the research needed for the study. It explains exactly how the selected design will be used to collect data for each and every variable (for a quantitative study), or how the selected design will be used to collect data to describe the nature of the phenomena in detail (for a qualitative study). It identifies the specific instruments and data sources to be used to collect all of the different data required for the study. Arguments are supported by citations from articles and books on research methodology and/or design. This section should specify the independent, dependent, and/or classificatory variables as appropriate. Be sure to relate the variables back to the research questions and/or hypotheses. A brief discussion of the type of data collection tool chosen (survey, interview, observation, etc.) can also be included in this section as related to the variables.
Criterion
*(Score = 0, 1, 2, or 3) Learner Score Chair Score Methodologist Score Content Expert Score
RESEARCH DESIGN
This section describes in detail the specific design for the study and describes why it is the best design to collect the data to answer the research needed for the study. It explains exactly how the selected design was used to facilitate collection of data for each and every variable (for a quantitative study) or how the selected design was used to facilitate collection of data to describe the nature of the phenomena in detail (for a qualitative study). It identifies the specific instruments and data sources to be used to collect all of the different data required for the study. This section expands on the Nature of the Research Design for the Study section in Chapter 1. (Minimum one to two pages)
Elaborates on the research design from Chapter 1. Provides the rationale for selecting the particular research design supported by empirical references. Justifies why the design was selected as the best approach to collect the needed data, as opposed to alternative designs. X
Describes how the specific, selected research design will be used to collect the type of data needed to answer the research questions and the specific instruments or data sources that will be used to collect this data. For quantitative studies provide the variable structure and state the unit of analysis. X
Uses authoritative source(s) to justify the design. Note: Do not use introductory research textbooks (such as Creswell) to justify the research design and data analysis approach. X
Section 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. X
*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:
Population and Sample Selection
This section discusses the setting, general population, target population, and study sample. The discussion of the sample includes the research terminology specific to the type of sampling for the study. This section should include the components listed in the following table.
Criterion
*(Score = 0, 1, 2, or 3) Learner Score Chair Score Methodologist Score Content Expert Score
POPULATION AND SAMPLE SELECTION
This section discusses the setting, general population, target population, and study sample. The discussion of the sample includes the research terminology specific to the type of sampling for the study as well as how the sample population and final sample will be protected. This section provides a detailed description of the population and sample which were identified in the Research Design for the Study section in Chapter 1 as well as research considerations relevant to the sample and population. (Minimum one to two pages)
Describes the general population (i.e., students with disabilities), target population (i.e. students with disabilities in one specific district – geographic location) and the study sample (students with disabilities in the district that participated in the study – actual study sample). X
Describes the study sample size. Provides evidence (based on the empirical research) literature that sample size is adequate for the research design and meets GCU required sample size requirements (listed in criteria below). X
Quantitative Sample Size Requirements:
Absolute Minimum: 50 cases or participants or 40 cases per cell. Applicable to studies that use frequencies/descriptive statistics and parametric statistical tests (t-tests, ANOVA, correlation, regression analysis)—additional requirements related to the use of certain statistical analysis procedures may increase that number. General rule of thumb on survey research = 10 subjects per survey question. An a-priori and/or post hoc Power Analysis is required to justify the study sample size based on the anticipated effect size and selected design.

Qualitative Sample Size Requirements:
Case Study: Minimum 10 participants or cases; Recommended Target=20 due to attrition; minimum of 3 sources of data; must demonstrate triangulation of the data. Case study interviews may include closed-ended questions with a dominance of open-ended questions; should be no less than 30 minutes; at least 15 pages of transcribed data, single spaced, 12 pt. Times New Roman.
Phenomenology: 10-15 interviews; no closed ended questionnaires allowed; Interviews should be 60-90 minutes. There should be a minimum of 60 pages of transcribed data, single spaced, 12 pt. Times New Roman.
Descriptive: 12-15 interviews or cases with at least 3 sources of data; 30-60 pages of transcribed data, single spaced, 12 pt. Times New Roman.
Narrative or Grounded Theory: Minimum of 30 pages of transcribed data from interviews, open-ended questionnaire, or other data sources. Transcript to be 12 Point and single spaced. Studies typically have a minimum of 10-20 interviews or40-60 open-ended questionnaires. Interviews are 60-90 minutes in length. Grounded theory studies must yield a theory or model. X
Defines and describes the sampling procedures (such as convenience, purposive, snowball, random, etc.) supported by scholarly research sources. Includes discussion of sample selection, and assignment to groups (if applicable), and strategies to account for participant attrition. X
Describes the site authorization process, confidentiality measures, study participation requirements, and geographic specifics. X
Section 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. X
*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:

Instrumentation OR Sources of Data
This section fully identifies and describes the types of data that will be collected, as well as the specific instruments and sources used to collect those data (tests, questionnaires, interviews, data bases, media, etc.). Discuss the specific instrument or source to collect data for each variable or group for a quantitative study. Discuss the specific instrument or source to collect information to describe the phenomena being studied for a qualitative study. Use the “Instrumentation” heading if you are conducting quantitative research. Use the “Sources of Data” heading if you are conducting qualitative research. Use appropriate APA level subheadings for each data collection instrument and place a copy of all instruments in an appendix.
If you are using an existing instrument, make sure to discuss in detail the characteristics of the instrument. For example, on a preexisting survey tool describe: how the instrument was developed and constructed, the validity and reliability of the instrument, the number of items or questions included in the survey, the calculation of the scores, and the scale of measurement of data obtained from the instrument. You must also obtain all appropriate use permissions from instrument authors. If you are developing your own instrument, describe in detail the process used to develop the instrument, how the validity and reliability of the instrument was established, and the characteristics of the instrument as described above. Please note that GCU does not recommend developing or modifying instruments for quantitative studies and permission to do so must be obtained from the Director of Dissertations.
Criterion
*(Score = 0, 1, 2, or 3) Learner Score Chair Score Methodologist Score Content Expert Score
INSTRUMENTATION OR SOURCES OF DATA
This section identifies and describes the types of data that were collected as well as the specific instruments and sources used to collect those data. For quantitative studies it also describes the specific type of scale of measurement used in an instrument or used to define the different groups. (Minimum one to three pages)
Data Collection Instruments: Provides a detailed discussion of the instrumentation and data collection which includes validity and reliability of the data. Includes citations from original publications by instrument developers (and subsequent users as appropriate). X
Data Collection Instruments: Describes the structure of each data collection instrument and data sources (tests, questionnaires, interviews, observations data bases, media, etc.). Specifies the type and level of data collected with each instrument. X
Section 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. X
*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:

Validity
This section describes and defends the procedures used to determine the validity of the data collected. Validity refers to the degree to which a study accurately reflects or assesses the specific concept that the researcher is attempting to measure. Ask if what is actually being measured is what was set out to be measured. As a researcher, you must be concerned with both external and internal validity. External validity refers to the extent to which the results of the study are generalizable (quantitative) or transferable (qualitative) to the population. Internal validity refers to the rigor with which the study was conducted (study design, theory instrumentation, measurements, etc.). For this section, provide specific validity statistics for quantitative instruments, identifying how they were developed. Explain specific approaches on how validity will be addressed for qualitative data collection approaches.
Criterion
*(Score = 0, 1, 2, or 3) Learner Score Chair Score Methodologist Score Content Expert Score
VALIDITY
This section describes and defends the procedures used to determine the validity of the data collected appropriate to the methodology conducted. (Minimum two to four paragraphs or approximately one page)
Quantitative Studies: Provides specific validity statistics for quantitative instruments, identifying how they were developed. Validated surveys cannot be used in part or adapted. Validated instruments borrowed by the learner must be included in the proposal/dissertation appendices as a pdf or jpeg document along with the learner’s word file of his/her version of the instrument (whose content should be identical with that of the original pdf). NOTE: Learners should not modify or develop quantitative instruments without permission from the Director of Dissertations.
Qualitative Studies: Establishes validity to ensure the data that is collected is true and certain. Processes include collection of multiple sources of data; triangulation; member checking; quasi-statistics; review of data analysis by others; expert panel review of developed instruments; and/or practicing interviews and observations. X
Appendices must include copies of instruments, qualitative data collection protocols, codebooks, and permission letters from instrument authors (for validated instruments, surveys, interview guides, etc.) X
Section 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. X
*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:

Reliability
This section describes and defends the procedures used to determine the reliability of the data collected. Reliability is the extent to which an experiment, test, or any measuring procedure is replicable and yields the same result with repeated trials. For this section, provide specific reliability statistics for quantitative instruments, identifying how the statistics were developed. Explain specific approaches on how reliability will be addressed for qualitative data collection approaches.
Criterion
*(Score = 0, 1, 2, or 3) Learner Score Chair Score Methodologist Score Content Expert Score
RELIABILITY
This section describes and defends the procedures used to determine the reliability of the data collected appropriate to the methodology conducted. (Minimum two to four paragraphs or approximately one page)
Quantitative Studies: Provides specific reliability statistics for quantitative instruments, identifying how the statistics were developed. Explains specific approaches on how reliability will be addressed for qualitative data collection approaches.
Qualitative Studies: Establishes consistency and repeatability of data collection through in-depth documented methodology; detailed interview/observation/data collection protocols and guides; creation of research data-base; and/or use of triangulation. X
Section 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. X
*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:

Data Collection and Management
This section details the entirety of the process used to collect the data. Describe the step-by-step procedures used to carry out all the major steps for data collection for the study in a way that would allow another researcher to replicate the study. Think of this section of Chapter 3 as a recipe, that you need to carefully follow in order to produce the best possible study results (or “entrée”).
If you were to insert a table in this section, for any reason, set it up as shown below. Refer to Table 1 on page 29 for formatting instructions.
Table 2

t Test for Equality of Emotional Intelligence Mean Scores by Gender
t test for Equality of Means
t df p
EI 1.908 34
.065

Criterion
*(Score = 0, 1, 2, or 3) Learner Score Chair Score Methodologist Score Content Expert Score
DATA COLLECTION AND MANAGEMENT
This section details the entirety of the process used to collect the data. It describes each step of the data collection process in such a way that another researcher could replicate the study. (Minimum one to three pages)
Quantitative Studies: Describes the procedures for the actual data collection that would allow replication of the study by another researcher, including how each instrument or data source was used, how and where data were collected, and recorded. Includes a linear sequence of actions or step-by-step of procedures used to carry out all the major steps for data collection. Includes a workflow and corresponding timeline, presenting a logical, sequential, and transparent protocol for data collection that would allow another researcher to replicate the study.
Qualitative Studies: Provides detailed description of data collection process that would allow replication of the study by another researcher, including all sources of data and methods used, such as interviews, member checking, observations, surveys, and expert panel review. Note: The collected data must be sufficient in breadth and depth to answer the research question(s) and interpreted and presented correctly, by theme, research question and/or instrument. X
Describes the procedures for obtaining informed consent and for protecting the rights and well-being of the study sample participants. X
Describes (for both paper-based and electronic data) the data management procedures adopted to maintain data securely, including the length of time data will be kept, where it will be kept, and how it will be destroyed. X
Section 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. X
*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:

Data Analysis Procedures
This section provides a step-by-step description of the procedures to be used to conduct the data analysis. The key elements of this section include the process by which you prepared raw data for analysis and then subsequently analyzed that data. Overall, be sure that the language used to describe the data analysis procedure is consistently used in Chapters 4 and 5.
Here is an example of a figure:

Figure 1. Correlation for SAT Composite Score and Time Spent on Facebook.

Criterion
*(Score = 0, 1, 2, or 3) Learner Score Chair Score Methodologist Score Content Expert Score
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 analyzed, identifying the descriptive, thematic, inferential, and/or non-statistical analyses. This section demonstrates that the research analysis is aligned to the specific research design. (Minimum one to three pages)
Lists the research question(s). Also includes the null and alternative hypotheses for quantitative studies. X
Describes in detail the relevant data collected for each stated research question and/or each variable within each hypothesis (if applicable). X
Describes in detail the data management practice including how the raw data was organized and prepared for analysis, i.e., ID matching of respondents who may respond to more than one survey/instrument, coding/recoding of variables, treatment of missing values, scoring, calculations, etc. X
What: Describes, in detail, statistical and non-statistical analysis to be used and procedures used to conduct the data analysis. X
Why: Provides the justification for each of the (statistical and non-statistical) data analysis procedures used in the study. X
How: Demonstrates how the statistical and non-statistical data analysis techniques align with the research questions/design. X
Quantitative Analysis – states the level of statistical significance for each test as appropriate, and describes tests of assumptions for each statistical test.
Qualitative Analysis – evidence of qualitative analysis approach, such as coding and theming process, must be completely described and include the analysis /interpretation process. X
Provides evidence that quantity and quality of data is sufficient to answer the research questions. This must be present in this section or in an appendix including data samples. X
Section 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. X
*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:
Ethical Considerations
This section should demonstrate adherence to the key principles of the Belmont Report (respect, justice and beneficence) in the study design, sampling procedures, and within the theoretical framework, research problem, and questions. You should clearly discuss how your data will be stored, safeguarded, and destroyed, as well as how the results of the study will be published. This section should also reference IRB approval to conduct the research, which includes subject recruiting and informed consent processes, in regard to the voluntary nature of study. Finally, the IRB approval letter with the protocol number, informed consent/subject assent documents, site authorization letter(s), or any other measures required to protect the participants or institutions, must be included in an appendix.
Criterion
*(Score = 0, 1, 2, or 3) Learner Score Chair Score Methodologist Score Content Expert Score
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 have been and will be addressed. (Minimum three to four paragraphs or approximately one page)
Provides a discussion of ethical issues related to the study and the sample population of interest. X
Describes the procedures for obtaining informed consent and for protecting the rights and well-being of the study sample participants. X
Addresses anonymity, confidentiality, privacy, strategies to prevent coercion, and any potential conflict of interest. X
Describes the data management procedures adopted to store and maintain paper and electronic data securely, including the length of time data will be kept, where it will be kept, and how it will be destroyed.
Note: Learners are required to securely maintain and have access to raw data/records for a minimum of three years. If asked by AQR reviewer or CDS representative, learner must provide all evidence of data including source data, Excel files, interview transcripts, evidence of coding or data analysis, or survey results etc. No dissertation will be allowed to move forward in the review process if data are not produced upon request. X
Includes copy of IRB Informed Consent (Proposal) and IRB Approval letter (Dissertation) in an Appendix. X
Section 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. X
*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:
Limitations and Delimitations
While Chapter 1 addresses the broad, overall limitations of the study, this section discusses, in detail, the limitations related to the research methodology and design and potential impacts on the results. The section also describes any limitations related to the methods, sample, instrumentation, data collection process and analysis. Other methodological limitations of the study may include issues with regard to the sample in terms of size, population and procedure, instrumentation, data collection processes, and data analysis. This section also contains an explanation of why the existing limitations are unavoidable and are not expected to affect the results negatively.
Criterion
*(Score = 0, 1, 2, or 3) Learner Score Chair Score Methodologist Score Content Expert Score
LIMITATIONS AND DELIMITATIONS
This section discusses in detail the limitations and delimitations related to the research methodology and design and potential impacts on the results. (Minimum two to three paragraphs)
Describes any limitations and delimitations related to the methodology, sample, instrumentation, data collection process and analysis. Explains why the existing limitations are unavoidable. Note: This section must be updated as limitations emerge in the data collection/analysis, and then incorporated in Chapter 5 the limitations overall and how the study results were affected. X
Presents strategies to minimize and/or mitigate the negative consequences of limitations and delimitations. X
Section 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. X
*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:

Summary
This section restates what was written in Chapter 3 and provides supporting citations for key points. Your summary should demonstrate an in-depth understanding of the overall research design and analysis techniques. The Chapter 3 summary ends with a discussion that transitions the reader to Chapter 4.
Criterion
*(Score = 0, 1, 2, or 3) Learner Score Chair Score Methodologist Score Content Expert Score
CHAPTER 3 SUMMARY
This section restates what was written in Chapter 3 and provides supporting citations for key points. It then provides a transition discussion to Chapter 4. (Minimum one to two pages)
Summarizes key points presented in Chapter 3 using authoritative, empirical sources/citations. X
Presents alignment of the 10 strategic points, illustrating how the research questions align with the problem statement, methodology, design, instrumentation, data collection, procedures and data analysis approach. X
Demonstrates in-depth understanding/mastery of the overall research methodology, design and data analysis techniques. X
Ends Chapter 3 with a transition discussion to focus for Chapter 4. X
The Chapter is correctly formatted to dissertation template using the Word Style Tool and APA standards. Writing is free of mechanical errors. X
All research presented in the Chapter is scholarly, topic-related, and obtained from highly respected academic, professional, original sources. In-text citations are accurate, correctly cited and included in the reference page according to APA standards. X
Section 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. X
*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:
References
Barzun, J., & Graff, H. F. (1992). The Modern researcher: A classic work on research and writing completely revised and brought up to date. San Diego: Harcourt Brace Jovanovich.
Brands, H. W. (2000). The first American: the life and times of Benjamin Franklin. New York: Doubleday.
Calabrese, R. L. (2006). The elements of an effective dissertation & thesis: a step-by-step guide to getting it right the first time. Lanham, MD: Roman & Littlefield Education.
Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches, 4th edition. Thousand Oaks: Sage Publications, Inc.
Hacker, D., Somers, N., Jehn, T., & Rosenzweig, J. (2008). Rules for writers. Boston, MA: Bedford/St. Martin’s.
Nock, A. J. (1943). The memoirs of a superfluous man. New York: Harper & Brothers.
Publication Manual of the American Psychological Association. (2010). Washington, DC: American Psychological Association. (6th edition) (ISBN 10: 1-4338-0559-6; ISBN 13: 978-1-4338-0561-5; ISBN 10: 1-4338-0561-8).
Sprague, J., & Stuart, D. (2000) The speaker’s handbook, Harcourt College Publishers.
Squires, D. A., & Kranyik, R. D. (1995). The comer program: changing school culture. Educational Leadership, 53(4), 29-32.
Strunk, W. I., & White, E.B. (1979). The elements of style. New York: Macmillan Publishing, Inc.

Criterion
*(Score = 0, 1, 2, or 3) Learner Score Chair Score Methodologist Score Content Expert Score
QUALITY OF SOURCES & REFERENCE LIST
For every in-text citation a reference entry exists; conversely, for every reference list entry there is an in-text citation. Uses a range of references including founding theorists, peer-reviewed empirical research studies from scholarly journals, and government/foundation research reports. The majority of all references must be scholarly, topic-related sources published within the last 5 years. Websites, dictionaries, and publications without dates (n.d.) are not considered scholarly sources and should not be cited or present in the reference list. In-text citations and reference list must comply with APA 6th Ed.
Ensures that for every in-text citation a reference entry exists. Conversely, for every reference list entry there is a corresponding in-text citation. Note: The accuracy of citations and quality of sources must be verified by learner, chair and committee members. X X
Uses a range of references including founding theorists, peer-reviewed empirical research studies from scholarly journals, and government /foundation research reports. Note: A minimum of 50 peer-reviewed, empirical research articles are required for the literature review. X X
Verifies that 75% of all references are scholarly sources within the last 5 years. The 5 year time frame is referenced at the time of the proposal defense date and at the time of the dissertation defense date. Note: Websites, dictionaries, publications without dates (n.d.), are not considered scholarly sources and should not be cited or present in reference list. X X
Avoids overuse of books and dissertations.
Books: Maximum of 10 scholarly books that present cutting edge views on a topic, are research based, or are seminal works.
Dissertations: Maximum of 5 published dissertations. X X
Section 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. X X
*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:
Appendix A
The Parts of a Dissertation
GCU uses the Publication Manual of the American Psychological Association, 6th edition for its dissertation formatting and style guide. The GCU dissertation template complies with APA 6.0 with exceptions as noted in the template and in this formatting guide. A dissertation has three parts: preliminary pages, main text, and supplementary pages. Some preliminary or supplementary pages may be optional or not appropriate to a specific project. The learner should consult with his or her dissertation chair and committee regarding inclusion/exclusion of optional pages.
Preliminary pages. The following preliminary pages precede the main text of the dissertation.
• Title Page
• Author’s Name
• Copyright Page (optional)
• Committee and Deans Approval Page
• Learner Signature Page
• Abstract
• Dedication Page (optional)
• Acknowledgements (optional)
• Table of Contents
• List of Tables (if you have tables, a list is required)
• List of Figures (if you have figures, a list is required)
Main text. The main text is divided into five major chapters. Each chapter can be further subdivided into sections and subsections based on the formatting requirements for each college.
• Chapter 1: Introduction to the Study
• Chapter 2: Literature Review
• Chapter 3: Methodology
• Chapter 4: Data Analysis and Results
• Chapter 5: Summary, Conclusions and Recommendations
Supplementary pages. Supplementary pages follow the body text, including reference materials and other required or optional addenda.
• References (required)
• Appendices (required)
• IRB Approval Letter
• Informed Consent Form
• Copies of Instruments and Permission Letters
• Appendices (optional)
• Data analysis, tables and charts if referenced in Chapter 4
• Lengthy tables or large figures if referenced in other chapters
• Photographs, artifacts or media related to study results
• Vitae (optional)
• Glossary (optional)
• List of Abbreviations (optional)
Keep in mind that most formatting challenges are found in the preliminary and supplementary pages. Allocate extra time and attention for these sections to avoid delays in the electronic submission process. Also, as elementary as it may seem, run a complete spell and grammar check of your entire document before submission.

Appendix B
IRB Approval Letter

This is a required Appendix.
Appendix C
Informed Consent

This is a required Appendix.
Appendix D
Copy of Instruments and Permissions Letters to Use the Instruments

This is a required Appendix.

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