Description
Important Notes:
I have also completed chapter 2: The Literature Review Section. I will attach the literature review to this assignment template. Only Chapter 1 and Chapter 2 must be completed from the template. all other sections will be completed at a later date.
The assignment template, instructions, and grading rubric have been attached.
Title: Impact of the Under-representation of African American Male Administrators in K-12 Leadership on the Retention of African American Male Educators.
Research Questions:
RQ1: What are the root causes of the under-representation of African-American male administrators in K-12 school leadership positions?
RQ2: What strategies and interventions can be identified to address the under-representation of African-American male administrators in K-12 school leadership and mitigate its impact on the retention of African-American male educators?
OVERVIEW
In this assignment, you will develop the first draft of your Research Plan: Chapter 1, the introduction of the dissertation. By writing this first draft, you will begin developing a problem statement, purpose statement, and research questions that align with your research topic. You will gain experience writing quantitative research questions and selecting an appropriate research design. The subsequent chapters of the dissertation are all built on the foundation provided in Chapter 1.
INSTRUCTIONS
Compose a well-developed draft of the first chapter of your research plan, including all front matter found in the Quantitative Dissertation Template:
You’ll need to include all required sections in the template of Chapter 1 and include all components of each section as the template describes. Replace the typed instructions in each template section with the needed content, ensuring all headings and formatting remain intact.
Ensure the title, problem statement section, purpose statement, and research question(s) reflect proper topic alignment.
You will need to write with outstanding clarity and precision. Employ scholarly writing throughout the manuscript. Your word choice, grammar, punctuation, and spelling must be excellent, and the narrative should be logical and coherent.
Support your claims with evidence and critically evaluate the claims of others, seriously considering or engaging with other interpretations of the information you are presenting.
You must include at least 25 different, unique sources on the references pages at the end of the document. Acceptable sources are Liberty University textbooks and scholarly journal articles published within the last five years except where noted otherwise in the template. Submit the entire template as a whole, not just Chapter 1.
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Quantitative Dissertation Template
The purpose of the quantitative dissertation template is to ensure that the dissertation
manuscript is a quality document. This template provides information about formatting and the
content contained in each section of the dissertation.
Formatting
The margins for all chapters of the dissertation are as follows: 1 inch at the top and
bottom, 1 inch on the right side, and 1 inch on the left side. All text should be Times New
Roman, 12-point font. Text within the body of the manuscript should be left justified. Doublespacing should be employed throughout the manuscript. Page numbers should all be Arabic
numerals and placed in the upper right hand corner (with the page number on the first page
suppressed). All manuscripts should follow the latest version of the APA style manual.
Below is the Dissertation Template with a description of each section.
THIS IS AN EXAMPLE OF THE TITLE PAGE: THE TITLE SHOULD GO HERE (ALL
CAPS)
by
Student’s Full Legal Name
Liberty University
A Dissertation Presented in Partial Fulfillment
Of the Requirements for the Degree
[Doctor of Education or Doctor of Philosophy]
Liberty University
Year
2
THIS IS AN EXAMPLE OF THE SIGNATURE PAGE: THE TITLE SHOULD GO HERE
(ALL CAPS)
by Student’s Full Legal Name
A Dissertation Presented in Partial Fulfillment
Of the Requirements for the Degree
[Doctor of Education or Doctor of Philosophy]
Liberty University, Lynchburg, VA
Year
APPROVED BY:
Name and degree, Committee Chair
Name and degree, Committee Member
3
ABSTRACT
The abstract summarizes the contents of the manuscript. The first sentence is the purpose
statement which includes the method and design. Next, state the importance of the study, a brief
description of the sample and its size, setting, instrumentation, data collection, statistical analysis
procedures, results, conclusions, and recommendations for further research. Approximately 250
words or less is recommended; however, some dissertation abstracts are a little longer. No more
than one page is allowable, and the abstract should be written as one, double-spaced paragraph,
not indented. The abstract should not include statistics or citations. The word “ABSTRACT”
should be in all caps and centered. Keywords should be located at the end of the Abstract. Indent
and italicize the work Keyword followed by a colon, then a list of the words in lower case
separated by a comma.
Keywords: This is a list of 4-7 words (separated by commas) that are central to your
study.
4
Copyright Page (Optional)
5
Dedication (Optional)
The dedication page is a page in which the candidate dedicates the manuscript. This
page is optional.
6
Acknowledgments (Optional)
The acknowledgments page provides the opportunity for the candidate to acknowledge
individuals who influenced the writing and completion of the dissertation. This page is optional.
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Table of Contents
The Table of Contents lists the various chapters and subsections of the manuscript along
with their page numbers. The Table of Contents should include the Abstract, Copyright Page
(optional), Dedication (optional), Acknowledgements (optional), List of Tables, List of Figures,
CHAPTER TITLES (all caps), Level 1 headings, Level 2 headings, REFERENCES (all caps),
and APPENDIX or APPENDICES (all caps). These should be left justified. The subsections
included should only be APA Level 1 and Level 2 headings within the manuscript. Level 1
headings should be indented one half inch and Level 2 headings should be indented one inch.
Chapter titles are not considered Level 1 headings. Entries should be double-spaced. The
hyperlinks must remain functional and accurate.
ABSTRACT…………………………………………………………………………………………………………………….3
Copyright Page (Optional) …………………………………………………………………………………………………4
Dedication (Optional) ……………………………………………………………………………………………………….5
Acknowledgments (Optional) …………………………………………………………………………………………….6
List of Tables …………………………………………………………………………………………………………………10
List of Figures ………………………………………………………………………………………………………………..11
List of Abbreviations ………………………………………………………………………………………………………12
CHAPTER ONE: INTRODUCTION ………………………………………………………………………………..13
Overview …………………………………………………………………………………………………………….13
Background …………………………………………………………………………………………………………13
Problem Statement ……………………………………………………………………………………………….14
Purpose Statement ………………………………………………………………………………………………..14
Significance of the Study ………………………………………………………………………………………15
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Research Question(s) ……………………………………………………………………………………………15
Definitions…………………………………………………………………………………………………………..16
CHAPTER TWO: LITERATURE REVIEW ……………………………………………………………………..17
Overview …………………………………………………………………………………………………………….17
Conceptual or Theoretical Framework ……………………………………………………………………17
Related Literature…………………………………………………………………………………………………18
Summary …………………………………………………………………………………………………………….18
CHAPTER THREE: METHODS ……………………………………………………………………………………..19
Overview …………………………………………………………………………………………………………….19
Design ………………………………………………………………………………………………………………..19
Research Question(s) ……………………………………………………………………………………………19
Hypothesis(es)……………………………………………………………………………………………………..20
Participants and Setting…………………………………………………………………………………………21
Instrumentation ……………………………………………………………………………………………………23
Procedures …………………………………………………………………………………………………………..24
Data Analysis ………………………………………………………………………………………………………25
CHAPTER FOUR: FINDINGS ………………………………………………………………………………………..26
Overview …………………………………………………………………………………………………………….26
Research Question(s) ……………………………………………………………………………………………26
Null Hypothesis(es) ……………………………………………………………………………………………..26
Descriptive Statistics …………………………………………………………………………………………….26
Results ………………………………………………………………………………………………………………..27
Hypothesis(es)…………………………………………………………………………………………..27
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CHAPTER FIVE: CONCLUSIONS …………………………………………………………………………………28
Overview …………………………………………………………………………………………………………….28
Discussion …………………………………………………………………………………………………………..28
Implications…………………………………………………………………………………………………………28
Limitations ………………………………………………………………………………………………………….28
Recommendations for Future Research …………………………………………………………………..29
REFERENCES ………………………………………………………………………………………………………………30
APPENDIX or APPENDICES …………………………………………………………………………………………31
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List of Tables
The List of Tables cites the tables and the corresponding pages of each table. This
enables the reader to easily locate the tables in the manuscript. The title of this page should be a
Level 1 heading, centered, 1 inch from the top of the page. Entries should be double spaced.
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List of Figures
The List of Figures cites the figures and the corresponding pages of each figure.
This enables the reader to easily locate the figures in the manuscript. The title of this page
should be a Level 1 heading, centered, 1 inch from the top of the page. Entries should be
double-spaced.
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List of Abbreviations
The title of this page should be a Level 1 heading, centered, 1 inch from the top of
the page. Entries should be double-spaced. Examples are provided below.
Association of Christian Schools International (ACSI)
National Center for Education Statistics (NCES)
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CHAPTER ONE: INTRODUCTION
Overview
Start Chapter One with a brief, introductory statement (one short paragraph). This should
orient the reader to the contents of the chapter. Include no citations.
Background
The Background section educates the reader regarding the topic. Start this section by
catching the reader’s attention. Use recent evidence from at least three to four scholarly journal
articles published within the last five years. The Background section then moves into an
overview of the most relevant literature regarding the issue and provides a historical, social, and
theoretical context regarding the issue. Remember that this is just an overview. You will go into
more depth in Chapter Two.
Historical Overview
The historical overview examines how the issue has evolved over time from the past to
present-day. The background’s historical overview should be well supported by at least five to
seven scholarly journal articles or books. Some sources may be older than five years old for this
section.
Society-at-Large
The background explained how the issue affects society-at-large (e.g. society,
community, education system, etc.). The background’s society-at-large discussion was well
supported by at least 3-5 scholarly journal articles and/or books. Some sources may be older than
5 years old for this section.
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Theoretical or Conceptual Background
Identify the theory or theories underpinning the issue. Make it clear how the theory(s) are
relevant to the study and how they will guide the research questions. A conceptual and/or
theoretical background overview relates the issue to similar studies and discusses the theories
that drive them. The background’s theory discussion should be supported by at least three to five
scholarly journal articles and/or books. Some sources may be older than five years old for this
section. Conclude the Background section by summarizing the information and preparing the
reader for the problem. The Background section is approximately three to five pages long.
Problem Statement
The problem statement discusses how the literature may not have completely addressed
the issue. For example, there may be controversy regarding mixed results from other studies,
unexamined populations, lack of new testing instruments, etc. In other words, convince the
reader that there is not enough research available to bring the issue to closure. The problem
statement finds its “roots” in other studies and expands on their recommendations for further
research. In general terms, the problem is always a lack of research on a particular issue. The
problem statement should be well-supported by at least one to three scholarly journal articles
published within the last five years. The problem statement ends with a declarative statement:
“The problem is …” which is clearly supported by current literature. The Problem Statement
section is approximately one page long.
Purpose Statement
The purpose statement usually begins with, “The purpose of this quantitative, [insert
design] study is…” The purpose statement gives the reader a quick overview on how you plan to
help “solve the problem.” Once again, since the problem is a lack of research on a particular
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issue, your purpose is simply to propose another research study. However, you need to be
specific on what you plan to do. The purpose statement foreshadows the research question(s).
The purpose statement includes the variables (i.e., Independent/Dependent and/or
Predictor/Criterion) and defines each of the variables. Dictionary definitions are not acceptable.
The purpose statement also includes a “brief” description of the population. The Purpose
Statement is typically less than one page.
Significance of the Study
At this point, the reader should be convinced that the issue is important, that there is a
lack of research on the issue, and you have a proposed study to help solve the problem. The
significance of the study convinces the reader that the study will add to the existing body of
knowledge by building off similar studies that investigate the same issue. It includes a
description of the contributions that your study will make to the knowledge base or discipline,
both theoretically and empirically. This section also includes a brief description of how the study
is important to other locations, organizations, general populations, or the sample being studied.
References are very important here, as they lend additional credence and support for your study.
All assertions in this section need to be well-supported by the literature; at least three to five
scholarly journal articles published within the last five years. The Significance of the Study
section is approximately one page long.
Research Question(s)
The proposed research questions need to be derived from the problem and purpose
statements. A well-formulated research question (a) asks about the relationship/differences
between two or more variables, (b) is stated clearly and in the form of a question, (c) is testable
(i.e., possible to collect quantitative data to answer the question), (d) does not pose an ethical or
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moral problem for implementation, (e) is specific and restricted in scope (i.e., the aim is not to
solve the world’s problems), and (f) identifies exactly what is to be solved. A good research
question also clearly identifies the sample population. In addition, it should be noted that the
research question implies the research design and statistical analysis. A typical dissertation
contains one to three research questions. Research questions should be listed, each on a separate
line. Example:
RQ1: Is there a difference in teacher self-efficacy for student engagement among
elementary, middle, and high school teachers?
RQ2: Is there a difference in teacher self-efficacy score for classroom management among
elementary, middle, and high school teachers?
Definitions
Terms pertinent to the study should be listed and defined as the final section of chapter
one. All definitions in this section also need to be supported by the literature. Include terms that
use abbreviations. Citations are needed. Dictionary definitions are not acceptable. Italicize terms
to be defined and alphabetize. Example:
1. Attitude – Attitude is a psychological tendency that involves evaluating a particular object
with some degree of favor or disfavor (Eagly & Chaiken, 1993).
2. Interest – The combination of emotion and personal valuation of a task resulting in a
desire for various levels of enjoyment (Ainley & Ainley, 2011).
3. Etc…
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CHAPTER TWO: LITERATURE REVIEW
Overview
Chapter Two is often the longest chapter of the dissertation. The minimum length should
be 30 pages. Its purpose is to provide a context for the research and to demonstrate its
importance based on the problem demonstrated via the literature as well as the gap in the
literature. Chapter Two is comprised of at least four sections: (a) an overview, (b) a theoretical or
conceptual framework section, (c) the related literature section, and (d) a summary.
The overview should provide a general explanation and overview of the chapter with
links to the purpose of the study. This should be done in a short paragraph.
Conceptual or Theoretical Framework
The conceptual or theoretical background section should provide the reader with a direct
connection to the framework that will effectively guide the study and allow the findings to be
situated within a greater context. According to Maxwell (2005),
the point is not to summarize what has already been done in the field. Instead, it is to
ground your proposed study in the relevant previous work, and to give the reader a clear
sense of your theoretical approach to the phenomena that you propose to study. (p. 123)
Start by describing the theory(ies), including origination and major theorist(s). Next discuss how
the theory(ies) has advanced or informed the literature on your topic. Conclude by articulating
how your specific research focus relates to the theory and how it may potentially advance or
extend the theory(ies). Examples of theoretical frameworks include Bandura’s (1986) Social
Cognitive Theory, Maslow’s (1954) Hierarchy of Needs, Knowles (1980) Adult Learning
Theory, etc. Situating the study and research questions within an established theoretical
framework helps establish the significance of the study.
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Related Literature
The purpose of the Related Literature section is to provide a tight synthesis (not simply a
study-by-study summary) of the existing general knowledge on this topic and link this existing
knowledge to the proposed study. Remember that the literature review is the argument for the
significance of the study. It communicates what has been examined on the topic(s), what has not
been examined or how understanding on the topic is still developing, and how the study can fill
the gap or further understanding in the field.
The chapter should end with a focused summary of what is currently known, what is not
known, and how the study can specifically address gaps in the existing literature. Subheadings at
Level 2 and Level 3 are often necessary. Often 1,000 to 2,000 articles are reviewed and at least
100 to 200 are integrated in the construction of this chapter. The majority of the literature cited in
the chapter needs to be current (i.e., five years or less since publication).
Summary
Provide a chapter summary. The Summary provides a strong conclusion to the chapter.
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CHAPTER THREE: METHODS
Overview
Start Chapter Three with a brief, introductory statement (one short paragraph). This
should orient the reader to the contents of the chapter.
Design
Begin this section by identifying the research design. The research design needs to be
specific. For example, it is not sufficient to state that “a quasi-experimental study was used.” It
would be more appropriate to state that “a quasi-experimental static-group comparison design
was used.” In addition to identifying the design, a rationale for why the design is most
appropriate for the study is needed. This rationale needs to be supported by research as well as
topic-specific, peer-reviewed literature. In other words, what is the purpose of the design? When
is it used? Why is it the most appropriate choice for the present study? Refer to your
educational research texts for the proper design description and use them to support your
rationales. The chosen research design(s) should be consistent with the research question and
hypothesis proposed as well as the procedures described in your study. Sometimes more than one
research design is appropriate.
Research Question(s)
The proposed research questions need to be derived from the problem and purpose
statements. A well-formulated research question (a) asks about the relationship/differences
between two or more variables, (b) is stated clearly and in the form of a question, (c) is testable
(i.e., possible to collect quantitative data to answer the question), (d) does not pose an ethical or
moral problem for implementation, (e) is specific and restricted in scope (i.e., the aim is not to
solve the world’s problems), and (f) identifies exactly what is to be solved. A good research
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question also clearly identifies the sample population. In addition, it should be noted that the
research question implies the research design and statistical analysis. A typical dissertation
contains one to three research questions. Research questions should be listed, each on a separate
line. Example:
RQ1: Is there a difference in teacher self-efficacy for student engagement among
elementary, middle, and high school teachers?
RQ2: Is there a difference in teacher self-efficacy for classroom management among
elementary, middle, and high school teachers?
Hypothesis(es)
Every research question will normally have at least one corresponding null hypothesis;
however, sometimes more than one is needed. The number of hypotheses needed should be
based upon the number of variables under study and the planned analysis method. Wellformulated hypotheses are based on the following criteria: (a) the hypothesis states the expected
relationship/differences between variables, (b) the hypothesis is testable, (c) the hypothesis is
stated as simply and concisely as possible, and (d) the hypothesis is founded in the problem
statement and supported by research. Like the research questions, the hypotheses directly
influence the statistical procedures used. It is recommended that hypotheses be written in the null
form, mainly because that is how they will be treated in the statistical analyses. If hypotheses are
written in directional form (directional research hypotheses), there must be a firm basis in the
literature for doing so. Example:
The null hypotheses for this study are:
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H01: There is no difference in teacher self-efficacy for student engagement scores among
elementary, middle, and high school teachers, as measured by [insert instrument name and
subscale, if appropriate].
H02: There is no difference in teacher self-efficacy for classroom management scores
among elementary, middle, and high school teachers as measured by [insert instrument name and
subscale, if appropriate].
Participants and Setting
Open this section with a brief introduction of what the reader will find in this section: a
description of the population, the participants, the sampling technique, and sample size. The
section concludes with a description of the setting.
Population
Begin this section with an overview of your population. For example, “The participants
for the study were drawn from a convenience sample of middle school students located in
southeastern Virginia during the spring semester of the 2013-2014 school year. The school
district was a middle-to-upper income suburb outside of …” Describe the population from
which your sample was drawn. Make sure to specify your sampling procedure. Real names for
people, schools, and school districts should never be used. Use pseudonyms for people and
descriptors for schools, colleges, and school districts. After you have described the population,
next describe the participants and sampling.
Participants
You might begin by reporting the sample size. For example, “…for this study, the
number of participants sampled was 00 which exceeded the required minimum when assuming a
medium effect size. According to Gall et al. (2007), 126 students is the required minimum for a
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one-way ANOVA with three groups when assuming a medium effect size with statistical power
of .7 at the .05 alpha level.” Quantitative literature citations, including references to research
texts, must be provided to demonstrate the adequate sample size. Then, describe where the
sample came from. For example, “… the sample came from three different middle schools in the
district. Within each school, students were selected from six introductory math classes. The
introductory math classes taught basic additions, subtraction and multiplication skills to…” Also
include sample demographic information regarding the age, ethnicity, gender, grade level, etc. of
your sample. You may need to consider tables to represent this data. Note: If you are still
developing your plan, prospectus, or proposal, please plug in “place holders.” For example “…
the sample consisted of 00 males and 00 females from a first grade physical education class.”
This section will be updated after you have collected your real data and then real numbers will be
inserted. The sample must be described with enough detail so that other researchers could
possibly replicate your study with similar subjects if your results need to be verified.
Depending on your study, after you have described the sample, you may need to identify
and describe each group (e.g., treatment, control, etc.). Describe each group’s make-up in enough
detail so that the study can be replicated. Include similar information as described in the sample
section, but at the group level. At this point, write this section in future tense. It will be changed
to past tense in the final version.
Setting
The setting was discussed (e.g., specific course, program, online/offline environment,
semester-term, and/or treatment/control group testing location, etc.). Real names for people and
schools should never be used. Use pseudonyms for descriptors when necessary (e.g. high school
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#1, biology lab # 2). The setting, especially the treatment setting needs to be described in
sufficient details so that the study could be replicated.
Instrumentation
In this section, the instrument(s) was clearly identified by name and correctly cited. Insert
into your manuscript the statement: “See Appendix X for instrument.” Include an Appendix and
use correct APA format. The instruments may be tests, surveys, questionnaires, or other
measurements. Only validated instruments may be used. The first paragraph will state the name
of each instrument used and the variable it is measuring. If more than one instrument is used, use
a heading for each instrument and completely address all requirements of each instrument
separately.
Title of First Instrument
The instrument’s purpose was discussed. Example: “The purpose of this instrument was
to measure…” A description of each instrument, its content, its origin, and its appropriateness
needs to be included. State other peer-reviewed studies where an instrument was used. This will
help with its credibility. For example, “the instrument was used in numerous studies (e.g.,
Jackson, 2014; Jones, 2013; Smith, 2009).” The scales of measurement need to be discussed and
include the number of questions. For example “… the instrument consisted of 30 questions and
used a five-point Likert scale that ranged from Strongly Agree to Strongly Disagree. Responses
were as follows: Strongly Agree = 5, Agree = 4, Neutral = 3, Disagree = 2, and Strongly
Disagree = 1.” Include scoring information regarding the instrument. For example, “… the
combined possible score on the ATSF range from 20 to 200 points. A score of 20 points is the
lowest possible score, meaning that…and a score of 200 points is the highest, meaning
that…etc.” The composite and each subscale need to be included as well as validity information
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and reliability statistics. The validity and reliability information should be cited. State that
permission was granted to use the instrument(s). All documents related to the instrument should
be included as appendices. The instrument itself should only be included if written permission
was granted to do so.
Title of Second Instrument
If a second instrument is used, provide all the above information for this instrument.
Procedures
The procedure section is similar to a “cookbook.” It should contain enough detail that
another researcher can read your procedures and conduct your study and produce the same
results. This includes, but is not limited to, information about securing IRB approval, eliciting
participants for the study, conducting a pilot study, training individuals to implement treatment,
administration of the procedures, gathering the data, and recording procedures. The procedures
should be described in a chronological, step-by-step format. Remember to describe the
procedures clearly and with enough detail so that the study can be replicated. All procedural
material (e.g., IRB permission, school permission, consent forms, assent forms, protocol, training
manual, and any other pertinent information) should be included in the appendices.
Include your plans for data security. For example,
At all stages of data collection, all information that could identify the participants was
protected. Data were stored securely and only the researcher had access to records. Data were
stored on [insert how you will store data–password protected computer and/or password
protected external drive/jump drive/cloud storage, are commonly used). When not being utilized,
the [jump drove, external drive] was stored in a locked [drawer, filing cabinet, etc]. The data will
be retained for a period of five years after the completion of this research study.
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Data Analysis
In the Data Analysis section, the type of data analysis is identified and a concise rationale
for the type of analysis is provided. The chosen statistical procedures should be consistent with
the research questions, hypotheses, and the type of data collected. In other words, why is the
chosen analysis the most appropriate choice to test the hypotheses? The rationale needs to be
supported by your research textbooks. For each identified analysis, be sure to discuss all
assumption tests and how they were tested, the statistic used to report the effect size and the
convention used to interpret it, and the alpha used. In this section, there needs to be identified
statistical procedures for each hypothesis. Thus, it is useful to organize this section according to
the research hypotheses.
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CHAPTER FOUR: FINDINGS
Overview
A short introductory paragraph is appropriate for this chapter. It should orient the reader
to the contents of the chapter. After the introductory paragraph, include the research question(s)
and hypothesis(es), as shown below.
Research Question(s)
RQ1: Is there a difference in teacher self-efficacy for student engagement among
elementary, middle, and high school teachers?
RQ2: Is there a difference in teacher self-efficacy for classroom management among
elementary, middle, and high school teachers?
Null Hypothesis(es)
H01: There is no difference in teacher self-efficacy for student engagement scores among
elementary, middle, and high school teachers, as measured by [insert instrument name and
subscale, if appropriate].
H02: There is no difference in teacher self-efficacy for classroom management scores
among elementary, middle, and high school teachers as measured by [insert instrument name and
subscale, if appropriate].
Descriptive Statistics
Use descriptive statistics to describe your data. The purpose of descriptive statistics is
simply to give your reader an overview of your findings. Statistics such as mean, median, mode,
frequency, standard deviation, etc., should be used. Only report the descriptive statistics that are
relevant to your study; do not overwhelm the reader with unnecessary data. It may be useful to
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organize and manage this section by using tables and charts. Unlike inferential sta
