EDD 614: Research in Educational Leadership

Course Description The course examines methodology and research designs utilized in education and social science. Students will refine the literature review, problem statement, research questions, research methodology and design for a dissertation study. The course culminates in the completion of a dissertation proposal and draft IRB application.

Significance of the Course This course is included in the research sequence which serves as the foundation for the development of scholar practitioner skills in the Doctorate of Education program. This course will address the following program goals and learning outcomes: Program Goals

Become practitioner scholars

Engage in scientific methods to assess practice, examine results and promote sound decision-making.

Program Learning Outcomes

Use research, professional practice knowledge, and critical thinking skills as practitioner scholars

Demonstrate information literacy through the use of a diverse range of appropriate information and educational technologies to improve practice

Course Overview This course bridges the applied research course sequence (EDD 605 Applied Research and EDD 607 Advanced Applied Research) and dissertation supervision sequence (EDD 680 Dissertation Supervision I, EDD 690 Dissertation Supervision II, and Dissertation Supervision III). The case assignments will guide you through the completion of a dissertation proposal document and the SLP assignments guide you through the development of an annotated bibliography. This course culminates in the completion of a dissertation proposal, a draft methodology document necessary for the IRB Application, and selection of a dissertation chair.

Module Learning Outcomes Module 1: Research Problem, Purpose, and Theoretical/Conceptual Framework

Draft a statement of the problem, purpose, and conceptual framework Develop an annotated bibliography related to the research problem, purpose, and

theoretical/conceptual framework

Discuss the links between a statement of the problem, purpose, theoretical framework, and research questions of a dissertation study.

Module 2: Research Design and Research Questions

Draft a the research design, research questions, and hypotheses statements (if necessary) section of the methodology

Develop an annotated bibliography related to the selected research design Locate and discuss a peer-reviewed research article that uses the same research design as your

proposed dissertation study Module 3: Population, Sample, and Instrumentation

Draft a the population, sample, and instrumentation sections of the methodology Develop an annotated bibliography related to the sampling method and instrumentation Identify the supporting documents to collect and provide to IRB

Module 4: Data Collection, Data Analysis, Trustworthiness, and Limitations

Draft the data collection, data analysis, trustworthiness, and limitations section of the methodology

Develop an annotated bibliography related to the data collection, data analysis, and trustworthiness

Identify and discuss a potential dissertation chair Module 5: Dissertation Format, Timeline, Dissemination Plan, and Chair Selection

Propose your dissertation format, timeline, and dissemination plan Upload your dissertation chair confirmation Discuss how article reviews support the development of your dissertation study

Module 6: Reflection and Integration

Reflect upon and discuss course concepts in relation to professional settings

Module 1: Research Problem, Purpose, and Theoretical/Conceptual

Framework Case

Draft a statement of the problem, purpose, and conceptual framework SLP

Develop an annotated bibliography related to the research problem, purpose, and theoretical/conceptual framework

Discussion

Discuss the links between a statement of the problem, purpose, theoretical framework, and research questions of a dissertation study.

Making the Link between Topic, Problem, and Purpose This module will require you to draft the statement of the problem, purpose, and conceptual framework for your dissertation research. At this point in your program of study, you have completed two courses related to research (Applied Research and Advanced Applied Research). The assignments within these two courses required you to explore literature (e.g. peer reviewed journals) related to the field of education and educational leadership. By now, you probably have an idea of the topic you wish to explore in your dissertation. In addition, you have developed the skill set necessary to determine how to use literature to support the need for your study and formulate a statement of the problem and purpose. As a review, Figure 3.1 from Christensen and Johnson (2013) is provided below.

The statement of the problem “is an education issue or problem within the broad topic area that you believe is important. For example, within the topic area of distance learning, there might be issues or problems relating to a lack of student interest or accuracy of assessment of performance” (Christensen and Johnson, 2013, p. 71). In this example, the topic is distance learning and the problem is lack of student interest or accuracy of assessment. A statement of the problem includes the following components:

This situation in/within (societal organization/institution/ policy, etc.)

Has created a problem (describe it in a few words).

In (name the context of your study), this problem plays out and creates this situation (be specific and give data to quantify the issue, reference the literature).

This problem impacts (name population) because (describe impact).

While it is being addressed in this manner (describe current activities, reference the literature), however, a study that investigates (discuss purpose of your study generally).

Literature discusses the following as being likely to impact the issue (describe variables, what is known, and cite references).

This study contributes to the body of knowledge needed to address this problem by answering the following questions (propose your research questions).

The purpose of a research study is the “intent or objective of the study” (Christensen and Johnson, 2013, p. 73). The purpose should build on a need for the study, which you establish with the statement of the problem (Creswell, 2009). The purpose can often include, or allude to, your research questions. According to Creswell (2009) a good qualitative purpose statement meets the following criteria:

Includes words such as purpose, intent, or objective

Focuses on a single phenomenon and provides a working definition of the phenomenon

Includes action words (e.g. describe, understand, develop, examine the meaning of, or discover)

Includes neutral words and phrases (keeps the inquiry open; does not imply an expected outcome)

Includes the strategy of inquiry (e.g. case study, phenomenology, grounded theory, or narrative)

Identifies the participants and site Qualitative Purpose Statement Script (Creswell, 2009) The purpose of this (strategy of inquiry) study is to (understand, describe, develop, or discover) the (central phenomenon) for (the participants) at (research site). At this stage in the research, the (central phenomenon) will be general defined as (provide general definition). Creswell (2009) defines a good quantitative purpose statement includes:

Words such as purpose, intent, or objective

A theory, model, or conceptual framework

Identifies the independent and dependent variables

Connects the independent and dependent variables (e.g. the relationship between or a comparison of)

The specific strategy of inquiry (e.g. survey, qausi-experimental)

The participants and site

A general definition of key variables Quantitative Purpose Statement Script (Creswell, 2009) The purpose of this (strategy of inquiry) study is to test the (theory of) that (compares or relates) the (independent variable) to (dependent variable) for (participants) at (research site). The independent variable(s) (insert variables) will be defined as (insert definition). The dependent variable(s) (insert dependent variable) will be defined as (insert definition). Theoretical or Conceptual Framework According to Creswell (2015) “a theory in research explains and predicts the probable relationship among different concepts (or variables). Theories about variables develop from research over time” (p. 121). If you are conducting a quantitative study, you will need to identify a theory that explains the relationship between the variables (independent variable relationship to dependent variable). Creswell (2009) recommend the following strategies:

Explore discipline-based theory: if you are studying variables related to psychology, education, or sociology, seek literature that aligns with these fields of study.

Find prior studies that address the same topic (or variables): determine if the theory used to guide the studies might be appropriate for your study

Examine the relationship or “bridge” between your independent and dependent variable(s): why might the independent variable influence the dependent variable

Theory Statement Script (Creswell, 2009)

The (name of theory) will guide this study, it was developed by (identify the origin, source, or developer), and it was used to study (identify when it has been applied). This theory indicated that (provide more details on the theory). As applied to this study, this theory holds that the (independent variable) influences or explains the (dependent variable) because (provide a rationale that links back to the tenets of the theory).

Qualitative research also warrants the use of a theoretical framework for similar reasons, however, it may also provide “an overall orienting lens for the study of questions of gender, class, and race” (Creswell, 2009, p. 62). This perspective “shapes the types of questions asked, informs how data are collected and analyzed, and provides a call for action or change” (Creswell, 2009, p. 62). Some qualitative studies do not call for a theoretical framework, as a phenomenology generally attempts to describe participants’ experiences. In addition, if a study is utilizing the qualitative research design of grounded theory, there may be no need to include a theory early in the study, but include a theory at the conclusion of the study. For the purpose of this course, you are asked to explore a theory that may be incorporated into your study. The same strategies outlined above for quantitative research may be applied to a qualitative research study. Theory Statement Script (Creswell, 2009)

The (name of theory) will guide this study, it was developed by (identify the origin, source, or developer), and it was used to study (identify when it has been applied). This theory indicated that (provide more details on the theory). As applied to this study, this theory holds that the (independent variable) influences or explains the (dependent variable) because (provide a rationale that links back to the tenets of the theory).

References Creswell, J. (2009). Research design: Qualitative, quantitative, and mixed methods approaches. (3rd ed.). Los Angeles, CA: Sage Publications,

Inc. Johnson, B. & Christensen, L. (2012). Educational research: Quantitative, qualitative, and mixed approaches. (4th ed.). Los Angeles, CA: Sage

Publications, Inc.

Background Lewkowicz, M. (2010). Purpose Statement. In Neil J. Salkind (Ed.), Encyclopedia of Research Design. (pp.

1143-1144). Thousand Oaks, CA: SAGE Publications, Inc. Anfara, V. (2008). Theoretical Frameworks. In Lisa M. Given (Ed.), The Sage Encyclopedia of Qualitative

Research Methods. (pp. 870-874). Thousand Oaks, CA: SAGE Publications, Inc. Walker, R., & Solvason, C. (2014). Theoretical framework. In Success with your early years research

project. (pp. 21-33). London: SAGE Publications Ltd. Layder, D. (2013). Developing questions from research problems. In Doing excellent small-scale

research. (pp. 39-57). London: SAGE Publications Ltd. Walker, R., & Solvason, C. (2014). Considering your research question. In Success with your early years

research project. (pp. 7-21). London: SAGE Publications Ltd. Leshem, S., & Trafford, V. (2007). Overlooking the conceptual framework. Innovations in Education and

Teaching International, 44(1), 93-105. Berman, J. (2013). Utility of a conceptual framework within doctoral study: A researcher’s reflections.

Issues in Educational Research 23(1), 1 – 18.

Case 1 The Case assignments in this course are designed to assist you with the completion of the Three Article Dissertation Proposal. Each module will provide you with instructions and guidance on how to complete a component of the proposal. You are expected to follow the steps below:

Review all module content including the information provided on the module homepage

Incorporate any changes into your subsequent Case assignments based on instructor feedback

Use the track changes function in Word, beginning with Case 2, so the instructor can follow the modifications you make to your document over time

Using the module content as a guide, draft the following sections:

Statement of the Problem (1 – 2 paragraphs)

Purpose of the Study (1 – 2 paragraphs) o If you are ready, include a draft of your research questions

Conceptual or Theoretical Framework (4 – 5 paragraphs) Hints:

Use the information in the Module 1 homepage as a guide to write these components

Include at least 3 – 4 references to the literature in your work

Explore the SAGE Research Methods database

Remember to include a Reference List

SLP 1 The SLP assignments in this course will assist you with the development of an annotated bibliography. This document will become a valuable resource as you complete your dissertation study. For SLP 1, begin to develop an annotated bibliography for your dissertation with a focus on the articles you incorporated into your Case 1 assignment. For each resource provide the following:

Complete APA Citation: Sample for Journal Article: Author, A. A., Author, B. B., & Author, C. C. (Year). Title of article. Title of Periodical, volume number (issue number), pages. http://dx.doi.org/xx.xxx/yyyyy

o Visit OWL APA for guidance on how to cite other types of resources

Summary: Discuss key definitions, theories, concepts, or ideas (in your own words)

Key findings: Identify the findings that are relevant to your study.

Key quote(s): Identify any key quotes or statements (remember to include a page number for each quote).

Relation to other articles: Briefly compare and contrast this source to other sources in your annotated bibliography.

Relevance to my Research: Identify which research question(s) or research methodology/design this article supports.

Notes: Add any additional comments you have about this study (e.g. things to remember, follow up, or other considerations)

Discussion 1 Review the Problem Statement (p. 9), Purpose (p. 10), Theoretical Framework (p. 13), and Research Questions (p. 18) in the sample dissertation: Huber, R. L. (2014). Servant leadership, self-efficacy, and communities of inquiry in higher education

online learning (Order No. 3623182). Available from ProQuest Dissertations & Theses Global. (1548333568).

Discuss how the problem statement, purpose, and theoretical framework support the research questions. How does the review of prior dissertation studies contribute to your understanding of the research process and dissertation process? Respond to at least 3 classmates’ posts.

Module 2: Research Design and Research Questions Case

Draft a the research design, research questions, and hypotheses statements (if necessary) section of the methodology

SLP

Develop an annotated bibliography related to the selected research design Discussion

Locate and discuss a peer-reviewed research article that uses the same research design as your proposed dissertation study

This module will require you to draft the research design and research questions for your study. At this point in your program of study, you have completed two courses related to research (Applied Research and Advanced Applied Research). The assignments within these two courses required you to explore research methodology (quantitative, qualitative, and mixed methods). In addition, you have developed a basic understanding of the quantitative designs (e.g. experimental, non-experimental) and qualitative designs (e.g. phenomenology, case study). The research questions for your study must align with the proposed methodology and design. A review of research designs and how to formulate research questions is provided below. Qualitative Research Designs

Case Study: the school, program, job, etc. is the unit of analysis. May use interviews, observation, document analysis.

Ethnographic/Qualitative Interview Study: the individual is the unit of analysis, 1:1 or focus group interviews are used

Ethnography: the culture is the unit of analysis; observation, interviews and artifact collection (documents) are used.

Narrative Study (or its pre-mutations): the story is the unit of analysis. Several individuals are interviewed in depth.

Grounded Theory: variables needed to develop the theory are the unit of analysis; many 1:1 interviews are used.

Phenomenological: the phenomena is the unit of analysis; many 1:1 interviews are used. Quantitative Research Designs

Experimental Research: To establish a possible “cause and effect” relationship between variables

o Types of experimental designs True experimental designs Quasi-experimental designs Pre-experimental designs Factorial designs

Non-Experimental Research: To describe an existing condition o Types of descriptive research

Correlational research: to determine relationships between variables Causal-comparative research (aka ex post facto): to determine the “cause” for

preexisting differences

Survey research: to describe the attitudes, opinions, behaviors, or characteristics of the population

Cross-sectional survey designs

Longitudinal survey designs Qualitative Research Questions Qualitative studies will ask one or two central questions and several (five to seven) sub-questions. The central question is the broader question of the study and the sub-questions allow the researcher to narrow the focus of the study. Good qualitative research questions meet the following criteria (Creswell, 2009):

A central question that relates to the strategy of inquiry (e.g. design)

Begin with words such as what or how to allow for exploration of a phenomena

Focus on a single phenomena

Use exploratory verbs o Discover (appropriate for grounded theory) o Seek to understand (appropriate for ethnography) o Explore a process (appropriate for case study) o Describe the experiences (appropriate for phenomenology) o Report the stories (appropriate for narrative)

Qualitative Research Question Script (Creswell, 2009) How or what is the (“story” for narrative; “meaning of” for phenomenology; theory that explains the process of for grounded theory; culture sharing patter for ethnography; issue for case study) of (central phenomena) for (participants) at (research site). Quantitative Research Questions Quantitative studies intend to compare groups, relate variables, or describe variables. The focus is narrow and specific because the variables included in the study are identified prior to data collection and analysis. You must have a solid understanding of your selected variable in order to write an effective quantitative research question. Quantitative studies should include a hypothesis statement for each research question. Quantitative Research Question Script (Clark and Creswell, 2015)

How frequently do [participants] [variable] at [research site]?

How does [independent variable] relate to [dependent variable]?

How do [group 1] compare to [group 2] in terms of the [dependent variable]? Hypothesis Statement (quantitative study only) A hypothesis is a prediction of the relationship between two variables. There are two types of hypotheses statements – the null (H0) or alternative (H1). The null hypothesis posits that “two or more

variables are not related or that two or more statistics (e.g. means for two different groups) are not the same” (Vogt, 2005, p. 217). An example null hypothesis script (Creswell, 2009, p. 133): H0 There is no significant difference between (independent variable) on (dependent variable). The alternative hypothesis is the opposite of the null hypothesis and is also referred to as the research hypothesis, it does states that “a difference (or an effect) between two or more variables is anticipated by the researchers” (Lavrakas, 2008, p. 19). The alternative hypothesis can be directional or non-directional (Creswell, 2009). Example alternative hypothesis script (Creswell, 2009, p. 134): H1 (Directional) Scores will be higher for Group A than for Group B on the dependent variable H1 (Non-directional) Scores for Group A will be significantly different than Group B on the dependent variable References: Creswell, J. (2009). Research design: Qualitative, quantitative, and mixed methods approaches. (3rd ed.). Los Angeles, CA: Sage Publications,

Inc. Null Hypothesis (H0). (2005). In W. Paul Vogt (Ed.), Dictionary of Statistics & Methodology. (3rd ed., p. 217). Thousand Oaks, CA: SAGE

Publications, Inc. Lavrakas, P. (2008). Alternative Hypothesis. In Paul J. Lavrakas (Ed.), Encyclopedia of Survey Research Methods. (pp. 19-20). Thousand Oaks, CA:

Sage Publications, Inc.

Background Harwell, M. (2011). Research design in qualitative/quantitative/mixed methods. In C. Conrad, & R. Serlin

(Eds.), The SAGE handbook for research in education: Pursuing ideas as the keystone of exemplary inquiry. (2nd ed., pp. 147-165). Thousand Oaks, CA: SAGE Publications, Inc.

General Considerations of Research Design (2002). In Delbert C. Miller, & Neil J. Salkind (Eds.), Handbook

of Research Design & Social Measurement. (6th ed., pp. 50-51). Thousand Oaks, CA: SAGE Publications, Inc.

Darius, P., & Portier, K. (1999). 5: Experimental Design. In Herman J Adèr, & Gideon J Mellenbergh (Eds.),

Research Methodology in the Social, Behavioural and Life Sciences. (pp. 67-96). London, England: SAGE Publications, Ltd.

Horner, R., & Spaulding, S. (2010). Single-Subject Design. In Neil J. Salkind (Ed.), Encyclopedia of Research

Design. (pp. 1387-1395). Thousand Oaks, CA: SAGE Publications, Inc. Rutter, M. (2007). Proceeding From Observed Correlation to Causal Inference: The Use of Natural

Experiments. In W. Paul Vogt (Ed.), SAGE Quantitative Research Methods. (Vol. 2, pp. 377-416). Thousand Oaks, CA: SAGE Publications, Inc.

Mrug, S. (2010). Survey. In Neil J. Salkind (Ed.), Encyclopedia of Research Design. (pp. 1473-1477).

Thousand Oaks, CA: SAGE Publications, Inc. D. Jean Clandinin (Ed.). (2007). Handbook of Narrative Inquiry: Mapping a Methodology. Thousand Oaks,

CA: SAGE Publications, Inc.

Angrosino, M. (Ed.). (2007). Doing Ethnographic and Observational Research. London, United Kingdom:

SAGE Publications Ltd. Bryant, A., & Charmaz, K. (Eds.). (2007). The SAGE Handbook of Grounded Theory. London, England:

SAGE Publications Ltd. Travers, M. (Ed.). (2001). Qualitative Research through Case Studies. London, England: SAGE Publications

Ltd. Maxwell, J. (2009). Designing a qualitative study. In L. Bickman, & D. Rog (Eds.), The SAGE handbook of

applied social research methods. (2nd ed., pp. 214-254). Thousand Oaks, CA: SAGE Publications, Inc.

Case 2 The Case assignments in this course are designed to assist you with the completion of the Three Article Dissertation Proposal. Each module will provide you with instructions and guidance on how to complete a component of the proposal. You are expected to follow the steps below:

Review all module content including the information provided on the module homepage

Incorporate any changes into your Case 2 assignment based on instructor feedback from Case 1

Use the track changes function in Word, so the instructor can follow the modifications you make to your document based on Case 1 feedback

Using the module content as a guide, draft the following sections:

Research Design (1 – 2 pages)

Research Questions

Hypotheses (quantitative studies only) Hints:

Use the information in the Module 2 homepage as a guide to write these components

Include at least 3 – 4 references to the literature in your work

Explore the SAGE Research Methods database

Remember to include a Reference List

SLP 2 The SLP assignments in this course will assist you with the development of an annotated bibliography. This document will become a valuable resource as you complete your dissertation study. For SLP 2, add to your annotated bibliography for your dissertation with a focus on the articles you incorporated into your Case 2 assignment. For each resource provide the following:

Complete APA Citation: Sample for Journal Article: Author, A. A., Author, B. B., & Author, C. C. (Year). Title of article. Title of Periodical, volume number (issue number), pages. http://dx.doi.org/xx.xxx/yyyyy

o Visit OWL APA for guidance on how to cite other types of resources

Summary: Discuss key definitions, theories, concepts, or ideas (in your own words)

Key findings: Identify the findings that are relevant to your study.

Key quote(s): Identify any key quotes or statements (remember to include a page number for each quote).

Relation to other articles: Briefly compare and contrast this source to other sources in your annotated bibliography.

Relevance to my Research: Identify which research question(s) or research methodology/design this article supports.

Notes: Add any additional comments you have about this study (e.g. things to remember, follow up, or other considerations)

Discussion 2 Locate a peer-reviewed journal article that uses the same research design as your proposed dissertation study. Share a complete APA citation for the article and discuss how reviewing articles utilizing the same research design will help shape your dissertation study. Respond to at least 3 classmates’ posts.

Module 3: Population, Sample, and Instrumentation Case

Draft a the population, sample, and instrumentation sections of the methodology SLP

Develop an annotated bibliography related to the sampling method and instrumentation Discussion

Identify the supporting documents to collect and provide to IRB This module will require you to draft the population, sample, and instrumentation sections of the methodology. At this point in the program, you have identified the population you wish to study, located a potential site to recruit participants, and considered which instruments you will need to collect data. Carefully consider how you will access participants and select participants for your study (sampling). Begin to explore existing instruments that you may use, or adapt, in your study. It is important to provide detailed information on the development and selection of your instruments. Instruments include surveys, questionnaires, interview protocols, observations and document analysis. Population and Sample Describe the characteristics of the population you will study. A population is the large collection of individuals you have identified for your study. If your research takes place within a specific educational setting, describe the demographics of the entire population. The sample is the subset of the population who you will contact to participate in your study. Provide details on the sampling method (specify the type of non-probability sampling – e.g. purposive sampling, convenience sampling, snowball sampling). Briefly discuss the sample size. If you will use multiple instruments provide a sample size for each data collection point. If you are using a survey design, predict the size of your sample using an estimated response rate (based on population). Instrumentation Interviews: Provide details on how the interview protocol (questions) was developed. Justify the use of one-on-one semi-structured interviews or focus groups.

If you created the interview questions, describe the process used to select the questions. Detail how the interview questions are related to the research questions. If you conducted a pilot of the interview protocol, discuss the pilot and any resulting modifications here.

If you are using an existing interview protocol (or a modified protocol) describe who created the instrument and any details available on the validity of the instrument. Justify the selection of this instrument (link to your research questions). You will also need to provide details on any modification(s) made to the existing protocol.

Provide the complete interview protocol in an appendix (do not include the protocol within this section).

Observations: Provide details on where the observation will take place and the instrument that will be used to gather data for the observation.

Qualitative: discuss how the observations allow you to observe the central phenomena

Quantitative: discuss how observations allow you to collect numerical data related to the research question(s)

Survey/Questionnaire: Provide detail on how the survey/questionnaire was developed and how it is related to your research question(s)

Qualitative: discuss how the questionnaire allows you to collect information related to demographics or characteristics of your participants that are relevant to the central phenomena

Quantitative: discuss how the survey instrument was developed. o If you created the instrument, detail how the survey questions were selected, refined,

and/or modified during the development of the instrument. When possible, address validity (e.g. construct validity, content validity) of your survey. Describe how the survey was designed to address potential issues related to administration and response rate.

o If you are using an existing survey, detail how the instrument was developed by the original creator. Provide details on how the instrument was modified or revised for your study. When possible, discuss any information on reliability and validity of the existing survey instrument.

Document Analysis: Provide detail on how the document analysis will contribute to your understanding of the central phenomena

Discuss the selection of documents included for analysis and make clear links to your research question(s). When necessary, discuss how document analysis contributes to the validity of your study (e.g. triangulation).

Secondary Data: Provide details on the original purpose for the collection of the data and how the data was collected. Discuss how this data provides the information necessary to address the research questions and variables included in your study. Provide a detailed discussion on how the variables included in the secondary data set match the variables included in your study (a table might be appropriate).

Background Singh, K. (2007). Quantitative social research methods. New Delhi: SAGE Publications India Pvt Ltd. Flick, U. (Ed.). (2014). The SAGE handbook of qualitative data analysis. London: SAGE Publications Ltd. SAMPLING. (2002). In Delbert C. Miller, & Neil J. Salkind (Eds.), Handbook of Research Design & Social

Measurement. (6th ed., pp. 52-57). Thousand Oaks, CA: SAGE Publications, Inc. Ayres, L. (2008). Semi-Structured Interview. In Lisa M. Given (Ed.), The Sage Encyclopedia of Qualitative

Research Methods. (pp. 811-812). Thousand Oaks, CA: SAGE Publications, Inc. Morgan, D. (2008). Focus Groups. In Lisa M. Given (Ed.), The Sage Encyclopedia of Qualitative Research

Methods. (pp. 353-355). Thousand Oaks, CA: SAGE Publications, Inc. Marvasti, A. (2014). Analysing observations. In U. Flick (Ed.), The SAGE handbook of qualitative data

analysis. (pp. 354-367). London: SAGE Publications Ltd.

Olsen, W. (2012). Document analysis. In Data collection: Key debates and methods in social research.

(pp. 79-82). London: SAGE Publications Ltd. Keith F. Punch (Ed.). (2003). Survey Research. London, England: SAGE Publications Ltd. Goodwin, J. (Ed.). (2012). SAGE Secondary Data Analysis. London: SAGE Publications Ltd.

Case 3 The Case assignments in this course are designed to assist you with the completion of the Three Article Dissertation Proposal. Each module will provide you with instructions and guidance on how to complete a component of the proposal. You are expected to follow the steps below:

Review all module content including the information provided on the module homepage

Incorporate any changes into your Case 3 assignment based on instructor feedback from Case 2

Use the track changes function in Word, so the instructor can follow the modifications you make to your document based on Case 2 feedback

Using the module content as a guide, draft the following sections:

Population (1 page)

Sampling (1 – 2 paragraphs) o This section only discusses your selected sampling method, you will provide more detail

on recruitment in the data collection section

Instrumentation (3 – 4 pages) o This section only discusses your instruments (e.g. selection and development) it does

not discuss data collection and data analysis. Hints:

Use the information in the Module 3 homepage as a guide to write these components

Include at least 3 – 4 references to the literature in your work

Explore the SAGE Research Methods database

Remember to include a Reference List

SLP 3 The SLP assignments in this course will assist you with the development of an annotated bibliography. This document will become a valuable resource as you complete your dissertation study. For SLP 3, add to your annotated bibliography for your dissertation with a focus on the articles you incorporated into your Case 3 assignment. For each resource provide the following:

Complete APA Citation: Sample for Journal Article: Author, A. A., Author, B. B., & Author, C. C. (Year). Title of article. Title of Periodical, volume number (issue number), pages. http://dx.doi.org/xx.xxx/yyyyy

o Visit OWL APA for guidance on how to cite other types of resources

Summary: Discuss key definitions, theories, concepts, or ideas (in your own words)

Key findings: Identify the findings that are relevant to your study.

Key quote(s): Identify any key quotes or statements (remember to include a page number for each quote).

Relation to other articles: Briefly compare and contrast this source to other sources in your annotated bibliography.

Relevance to my Research: Identify which research question(s) or research methodology/design this article supports.

Notes: Add any additional comments you have about this study (e.g. things to remember, follow up, or other considerations)

Discussion 3 Dissertation research requires IRB approval and several supporting documents are needed to accompany your IRB Application. This course focuses on the completion of a methodology document to accompany your IRB Application. However, you will also need to carefully consider other documents to collect and provide to IRB. This includes permission letters (access to participants), consent forms, instruments, etc. Develop a list of documents that will supplement your IRB Application. Provide a brief synopsis of your study and share your list of IRB documents in the Discussion 3 post. Then, offer a peer review of another student’s post, work together to ensure that your lists are complete.

Module 4: Data Collection, Data Analysis, Trustworthiness, and

Limitations Case

Draft the data collection, data analysis, trustworthiness, and limitations section of the methodology

SLP

Develop an annotated bibliography related to the data collection, data analysis, and trustworthiness

Discussion

Identify and discuss a potential dissertation chair This module will require you to draft the data collection, data analysis, trustworthiness (qualitative only) and limitations sections of the methodology. A successful IRB Application and Methodology document provides enough detail that a study could be easily replicated by the reader. Carefully consider all the steps of the data collection and data analysis of your study. Use the questions below to assist with composing the data collection, data analysis, trustworthiness, and limitations sections of your methodology document. Data Collection Provide a step-by-step description of your data collection methods. Include relevant information on gatekeepers (e.g. Institutional Review Board at the site, access to participants), consent, and protection of participant identity. You may have to provide multiple sections organized by the type of data (interview, observations, etc.)

How will you recruit participants?

How will you obtain informed consent?

How will you protect participant identity?

Where will interviews/observations take place?

How will you collect data (e.g. tape record, transcription, online security)?

How will you protect and store data? Data Analysis What techniques will you use to analyze your data? Qualitative You may have to provide multiple sections organized by the type of data collected.

How will you analyze transcripts from interviews?

Describe your coding process and how you will identify themes.

Discuss any software or analysis procedures you will employ

Discuss steps you will take to address validity (e.g. bracketing, triangulation, member checking, auditing)

Quantitative How will you analyze the data? Organize this section by your research questions:

Research question 1 – Present question here…

Follow the research question with a discussion of the type of statistical analysis you will utilize. Trustworthiness and Credibility (Qualitative study only) Discuss actions you will take to ensure trustworthiness and address positionality. As scholar-practitioners you are more likely to address a problem of practice at your work site. There are additional steps you can take to ensure the trustworthiness and credibility of your findings. Limitations Describe limitations – what influences are you unable to control for in your study? What are the potential weaknesses in your study that are not within your control? How might this influence your findings?

Background Singh, K. (2007). Quantitative social research methods. New Delhi: SAGE Publications India Pvt Ltd. Flick, U. (Ed.). (2014). The SAGE handbook of qualitative data analysis. London: SAGE Publications Ltd. Given, L., & Saumure, K. (2008). Trustworthiness. In Lisa M. Given (Ed.), The Sage Encyclopedia of

Qualitative Research Methods. (pp. 896-897). Thousand Oaks, CA: SAGE Publications, Inc. Brooks, R., te Riele, K., & Maguire, M. (2014). Identity, power and positionality. In Research Methods in

Education: Ethics and education research. (pp. 100-117). London: SAGE Publications Ltd.

Case 4 The Case assignments in this course are designed to assist you with the completion of the Three Article Dissertation Proposal. Each module will provide you with instructions and guidance on how to complete a component of the proposal. You are expected to follow the steps below:

Review all module content including the information provided on the module homepage

Incorporate any changes into your Case 4 assignment based on instructor feedback from Case 3

Use the track changes function in Word, so the instructor can follow the modifications you make to your document based on Case 3 feedback

Using the module content as a guide, draft the following sections:

Data Collection

Data Analysis

Trustworthiness (qualitative studies only)

Limitations

Hints:

Use the information in the Module 4 homepage as a guide to write these components

Include at least 7 – 8 references to the literature in your work

Explore the SAGE Research Methods database

Remember to include a Reference List

SLP 4 The SLP assignments in this course will assist you with the development of an annotated bibliography. This document will become a valuable resource as you complete your dissertation study. For SLP 4, add to your annotated bibliography for your dissertation with a focus on the articles you incorporated into your Case 4 assignment. For each resource provide the following:

Complete APA Citation: Sample for Journal Article: Author, A. A., Author, B. B., & Author, C. C. (Year). Title of article. Title of Periodical, volume number (issue number), pages. http://dx.doi.org/xx.xxx/yyyyy

o Visit OWL APA for guidance on how to cite other types of resources

Summary: Discuss key definitions, theories, concepts, or ideas (in your own words)

Key findings: Identify the findings that are relevant to your study.

Key quote(s): Identify any key quotes or statements (remember to include a page number for each quote).

Relation to other articles: Briefly compare and contrast this source to other sources in your annotated bibliography.

Relevance to my Research: Identify which research question(s) or research methodology/design this article supports.

Notes: Add any additional comments you have about this study (e.g. things to remember, follow up, or other considerations)

Discussion 4 Identify a potential dissertation chair. Compose an email to the potential chair using the template below. Post your email draft to Discussion 4. Next, offer a peer review of a classmate’s email. Assess if there is sufficient detail about consideration of the potential chair’s professional expertise matching the dissertation topic. Consider whether the potential chair might have more questions about the study and if more details are necessary in the email. Carefully check grammar, spelling, and punctuation. Once the email has been reviewed you may send it to the proposed dissertation chair. Please note: SLP 5 will require you to obtain documentation (email is acceptable) indicating a willingness to serve. If the proposed chair is not a Trident University faculty or mentor, you will need to request a CV as well. DATE Dear Dr. <<NAME>>: My name is <<YOUR NAME >>. I am currently enrolled in the Ed.D. Program at Trident University International. I am in the phase of my program that includes the selection of my Dissertation Chair. My dissertation topic is <<topic>>. After careful consideration, I believe your expertise and professional background supports my request. I respectfully request that you serve as my chair.

<<Insert 1 – 2 paragraphs describing the potential dissertation committee member’s background or expertise and the match to your dissertation topic. Make it clear that you have carefully considered their individual background and expertise.>> In closing, I hope that you will consider serving as my Dissertation Chair. You can contact me <<insert email and telephone contact information here>>. Or, you may contact the Program Director, Dr. Heidi Gilligan at heidi.gilligan@trident.edu if you have further questions. I look forward to hearing from you. Sincerely,

Module 5: Dissertation Format, Timeline, Dissemination Plan, and Chair

Selection Case

Propose your dissertation format, timeline, and dissemination plan SLP

Upload your dissertation chair confirmation Discussion

Discuss how article reviews support the development of your dissertation study This module will require you to propose a dissertation format, dissertation planning timeline, and dissemination plan. Please review all the information provided below, as it is integral to successful completion of the Case assignment. Dissertation Format The common article dissertation formats can be located in the Ed.D. Program Dissertation Handbook on pages 8 – 9. Carefully review the formats and determine which one is best for your study. Next, propose the content of each article. Your dissertation chair will review your completed proposal at the conclusion of this course and determine if the format is acceptable. Sample article format dissertations are provided below. The Trident University Three Article Dissertation requires the following components: Introduction, Article 1, Article 2, Article 3, and Conclusion. Huber, R. L. (2014). Servant leadership, self-efficacy, and communities of inquiry in higher education

online learning (Order No. 3623182). Available from ProQuest Dissertations & Theses Global. (1548333568).

Coleman, E. R. (2014). Science youth action research: Promoting critical science literacy through

relevance and agency (Order No. 3623600). Available from ProQuest Dissertations & Theses Global. (1550897497).

Jager-Hyman, J. (2010). What students don't know may hurt them: The influence of low-income

students' pre-college perceptions on the first year of postsecondary enrollment (Order No. 3446284). Available from ProQuest Central; ProQuest Dissertations & Theses Global. (859272650).

Progressive or Developmental Format This format begins with a conceptual/theoretical piece that includes an extensive review of the literature. The subsequent articles should logically flow into an empirical research study or applied research study. The final article may expand on the study by offering application of the findings to practitioner settings.

I. Introduction: Describes the purpose and nature of each article. If the articles do not allow for a comprehensive review of the literature, it should be included in the introduction. Insert appropriate headings and subheadings for the Introduction here.

II. Article 1: An extensive review of the literature to justify the significance of the problem, including the key conceptual/theoretical underpinnings for the dissertation research as a whole. Provide a description of the scope and purpose of Article 1. Propose appropriate headings and subheadings for Article 1 here (outline the content).

III. Article 2: A complete research study with methods, findings, and conclusion Provide a description of the scope and purpose of Article 2. Propose appropriate headings here – use the sample article from the peer reviewed journal included in your dissemination plan as a guide. Commonly used headings are provided below; however, your proposed outline should align with the sample article in your dissemination plan. Introduction Literature Review Research Questions Research Hypotheses (Quantitative study only) Population and Sample Instrumentation Data Collection Data Analysis Trustworthiness and Credibility (Qualitative study only) Limitations (optional) Delimitations (optional)

IV. Article 3: A direct application of the findings in a practitioner setting; it can include application of a new program or curriculum, the development of a handbook, or implementation of a new initiative or policy in an education setting. Provide a description of the scope and purpose of Article 3. Insert appropriate headings and subheadings for Article 3 here – use the sample article from the peer reviewed journal included in your dissemination plan as a guide.

V. Conclusion: A general discussion based on the progression of the research process and identifies the application to practice and future research. Insert appropriate headings and subheadings for the Conclusion here.

Single Study/Interdependent Format This format may utilize data from a similar sample population across all three articles, but each article explores unique variables and/or applies different methodological approaches. Each article should build on the findings of the prior article, or show a clear link between the identified variables.

I. Introduction: Describes the purpose and nature of each article. If the articles do not allow or a comprehensive review of the literature, it should be included in the introduction

II. Article 1: A complete research study with methods, findings, and conclusion

Provide a description of the scope and purpose of Article 1. Propose appropriate headings here – use the sample article from the peer reviewed journal included in your dissemination plan as a guide. Commonly used headings are provided below; however, your proposed outline should align with the sample article in your dissemination plan.

Introduction Literature Review Research Questions Research Hypotheses (Quantitative study only) Population and Sample Instrumentation Data Collection Data Analysis Trustworthiness and Credibility (Qualitative study only) Limitations (optional) Delimitations (optional)

III. Article 2: A complete research study with methods, findings, and conclusion. It builds on, or

compliments, the findings of Article 1.

Provide a description of the scope and purpose of Article 2. Propose appropriate headings here – use the sample article from the peer reviewed journal included in your dissemination plan as a guide. Commonly used headings are provided below; however, your proposed outline should align with the sample article in your dissemination plan. Introduction Literature Review Research Questions Research Hypotheses (Quantitative study only) Population and Sample Instrumentation Data Collection Data Analysis Trustworthiness and Credibility (Qualitative study only) Limitations (optional) Delimitations (optional)

IV. Article 3: A complete research study with methods, findings, and conclusion. It builds on, or

compliments, the findings of Article 1 and/or Article 2.

Provide a description of the scope and purpose of Article 3. Propose appropriate headings here – use the sample article from the peer reviewed journal included in your dissemination plan as a guide. Commonly used headings are provided below; however, your proposed outline should align with the sample article in your dissemination plan. Introduction Literature Review Research Questions Research Hypotheses (Quantitative study only) Population and Sample Instrumentation Data Collection

Data Analysis Trustworthiness and Credibility (Qualitative study only) Limitations (optional) Delimitations (optional)

V. Conclusion: A general discussion based on the progression of the research process and

identifies the application to practice and future research. Insert appropriate headings and subheadings for the Conclusion here.

Independent or Major Project Format This format includes three articles that are independent studies with different sample populations, the studies should all be within your area of expertise. Each article is reported independently.

I. Introduction: Describes the purpose and nature of each article. If the articles do not allow or a comprehensive review of the literature, it should be included in the introduction

II. Article 1: A complete research study with methods, findings, and conclusion

Provide a description of the scope and purpose of Article 1. Propose appropriate headings here – use the sample article from the peer reviewed journal included in your dissemination plan as a guide. Commonly used headings are provided below; however, your proposed outline should align with the sample article in your dissemination plan. Introduction Literature Review Research Questions Research Hypotheses (Quantitative study only) Population and Sample Instrumentation Data Collection Data Analysis Trustworthiness and Credibility (Qualitative study only) Limitations (optional) Delimitations (optional)

III. Article 2: A complete research study with methods, findings, and conclusion

Provide a description of the scope and purpose of Article 2. Propose appropriate headings here – use the sample article from the peer reviewed journal included in your dissemination plan as a guide. Commonly used headings are provided below; however, your proposed outline should align with the sample article in your dissemination plan. Introduction Literature Review Research Questions Research Hypotheses (Quantitative study only) Population and Sample Instrumentation

Data Collection Data Analysis Trustworthiness and Credibility (Qualitative study only) Limitations (optional) Delimitations (optional)

IV. Article 3: A complete research study with methods, findings, and conclusion

Provide a description of the scope and purpose of Article 3. Propose appropriate headings here – use the sample article from the peer reviewed journal included in your dissemination plan as a guide. Commonly used headings are provided below; however, your proposed outline should align with the sample article in your dissemination plan.. Introduction Literature Review Research Questions Research Hypotheses (Quantitative study only) Population and Sample Instrumentation Data Collection Data Analysis Trustworthiness and Credibility (Qualitative study only) Limitations (optional) Delimitations (optional)

V. Conclusion: A general discussion based on the progression of the research process and

identifies the application to practice and future research. Insert appropriate headings and subheadings for the Conclusion here.

Dissertation Timeline The dissertation timeline becomes an important tool to plan ahead for your study and solidify in your mind how your study should progress over time. A dissertation study takes a substantial amount of time and effort. The timeline prepares you for the scope and demands of your study. Begin by determining the session you plan to enroll in EDD 700: Dissertation Supervision III (contact the Program Director or Advisor if you are uncertain which session). At a minimum the timeline should include the following:

Submission of IRB application and proposal Data collection

o Provide details on your proposed timeline related to data collection steps Data analysis

o Provide details on your proposed timeline related to data analysis steps Article 1 (EDD 680)

o Include enough time for your committee to review the final document (2 weeks) Article 2 (EDD 690)

o Include enough time for your committee to review the final document (2 weeks) Article 3 (EDD 700)

o Include enough time for your committee to review the final document (2 weeks)

Introduction (EDD 700) o Include enough time for your committee to review the final document (2 weeks)

Conclusion (EDD 700) o Include enough time for your committee to review the final document (2 weeks)

Final Defense (EDD 700) Dissemination Plan The dissemination plan includes information on the journals you hope to submit an article for publication consideration. The best approach to selecting a journal is to conduct a search within the journal itself for articles related to your topic. At a minimum, include the following information for each article you will submit for publication:

Journal Name: Publication cycle (e.g. monthly, quarterly): Link to submission requirements: Sample article(s) from the journal that use the same methodology and design as your study: Anticipated submission date:

A list of journals to consider is provided below. Trident University may not offer full text access to all of the journals listed, nor is this a complete list. This list is intended to provide you with a starting point for the development of your dissemination plan. Your dissertation chair will review your completed proposal at the conclusion of this course and determine if the dissemination plans is acceptable. Leadership Studies

Academy of Educational Leadership Journal

Advancing Women in Leadership

International Journal of Leadership Studies

Journal of Leadership & Organizational Studies

Journal of Leadership Studies

Journal of Leadership, Accountability and Ethics

Leadership

Leadership & Organization Development Journal

Leadership in Action

Leadership Quarterly

Nonprofit Management & Leadership

Educational Research American Educational Research Journal

Educational Evaluation and Policy Analysis

Educational Research

Educational Researcher

Research in Higher Education

Review of Educational Research

Review of Research in Education

Early Childhood or Youth Education

American Educational Research Journal

Child Development

Developmental Psychology

Early Childhood Research and Practice (on line journal)

Early Childhood Research Quarterly

Early Education and Development

International Journal of Early Childhood Special Education (on line journal)

Journal of Applied Developmental Psychology

Journal of Early Childhood Teacher Education

Journal of Early Intervention

Journal of Research in Childhood Education

Higher Education or Student Affairs American Educational Research Journal

ASHE Higher Education Report (2005-present)

ASHE-ERIC Higher Education Reports (1995-2004)

College Student Affairs Journal

College Student Journal

Community College Review

Educational Evaluation and Policy Analysis

Educational Gerontology

Educational Policy

Educational Researcher

Higher Education

Higher Education Quarterly

Innovative Higher Education

Journal of College and University Student Housing

Journal of College Student Development

Journal of Higher Education

Journal of Hispanic Higher Education

Journal of Student Affairs Research and Practice (Formerly NASPA Journal)

NASPA Journal

Research in Higher Education

Review of Educational Research

Review of Higher Education

Review of Research in Education

Studies in Higher Education

Background

Becker, L., & Denicolo, P. (2012). When, what and where to publish. In Success in Research: Publishing journal articles. (pp. 1-28). London: SAGE Publications Ltd.

Becker, L., & Denicolo, P. (2012). Selecting your topic/adapting your work. In Success in Research:

Publishing journal articles. (pp. 28-42). London: SAGE Publications Ltd. Becker, L., & Denicolo, P. (2012). Planning and getting started. In Success in Research: Publishing journal

articles. (pp. 42-59). London: SAGE Publications Ltd. Publishing Articles in Academic Journals. (2005). In D. Epstein, J. Kenway, & R. Boden (Eds.), Writing for

Publication. (pp. 52-77). London, England: SAGE Publications Ltd. Disseminating Research Findings. (2001). In Bruce A. Thyer (Ed.), The Handbook of Social Work Research

Methods. (pp. 500-513). Thousand Oaks, CA: SAGE Publications, Inc.

Case 5 The Case assignments in this course are designed to assist you with the completion of the Three Article Dissertation Proposal. Each module will provide you with instructions and guidance on how to complete a component of the proposal. You are expected to follow the steps below:

Review all module content including the information provided on the module homepage

Incorporate any changes into your Case 5 assignment based on instructor feedback from Case 4

Use the track changes function in Word, so the instructor can follow the modifications you make to your document based on Case 4 feedback

Using the module content as a guide, draft the following sections:

Dissertation Format

Dissertation Timeline

Dissemination Plan

Hints:

Use the information in the Module 4 homepage as a guide to write these components

Explore the SAGE Research Methods database

Remember to include a Reference List

SLP 5 Upload documentation (email correspondence) that confirms your proposed dissertation chair’s willingness to serve. If the proposed chair is not a Trident University faculty member, or Ed.D. Program Mentor, please also request and upload their current CV.

Discussion 5 How does a review of articles within a journal included in your dissemination plan help you to construct an article for your dissertation? Respond to at least 3 classmates’ posts.

Module 6: Reflection and Integration Upon successful completion of this module, the student will be able to satisfy the following outcomes:

Reflect upon and discuss course concepts in relation to professional settings

The Doctor of Education program goals include regular self-assessment, self-reflection, and goal

setting. It is important to take a moment to reflect on your development as an educational leader and

scholar practitioner. The completion of each course in the program is a milestone that provides an

opportunity for reflection. At the end of each course, you will be asked to discuss what you have

learned and how it applies to your current practice, or you will be asked to set an academic or

professional goal. The expectation is that you will save these self-reflection essays and have a record of

your development throughout the program. This is a valuable tool to assist with your professional

development in the program; it is also a practice that many educational leaders use to mark their

professional and personal development.

In a 1 page essay, identify and reflect on one element of this course that is useful in your professional

development and ability to:

Become a practitioner scholar

Engage in scientific methods to assess practice, examine results and promote sound decision-making

Discussion 6 Conducting research and writing a dissertation is a lengthy process, briefly discuss the sources of support that will be critical to your success. The support can be academic, professional, or personal. Respond to at least 3 classmates’ posts.