2010 Dissertation Handbook Edgewood ED830

Edgewood College
Education Doctorate Ed.D.

Dissertation Handbook
January, 2010
Table of Contents
GENERAL
INTRODUCTION………………………………………………………….. ......................4
ORAL AND WRITTEN EXAMINATIONS……………………………………………....4
ADMISSION TO DOCTORAL CANDIDACY………………………………………… ..5
ADVISING COMMUNITIES…………………………………………………………… . 6
THE DISSERTATION ADVISOR……………………………………………………… ..7
REQUIRED KNOWLEDGE FOR ADVISORS………………………………………… . 7
IMPORTANT DISPOSITIONS FOR ADVISORS……………………………………..... .8
REQUIRED EXPERIENCE AND APPROVAL FOR ADVISORS……………………. ..8
DUTIES OF THE DISSERTATION ADVISOR………………………………………... . 9
PROCEDURES FOR CHANGING DISSERTATION ADSVISORS………………….. .10
THE DISSERTATION PROCESS……………………………………………………... . 11
SUMMARY OF ADVISOR ROLE SCOPE AND RESPONSIBILITIES…………….. ..11
PREPARING THE DOCTORAL DISSERTATION PROPOSAL……………………. . .12
WRITING THE DOCTORAL DISSERTATION PROPOSAL……………………….. . .13
PROCESS FOR APPROVAL OF THE DISSERTATION PROPOSAL……………… ..13
PROPOSAL FORMAT…………………………………………………………………...13
PREPARATION OF THE DOCTORAL DISSERTATION…………………………… 13
PROCESS FOR THE APPROVAL OF THE DISSERTATION………………………. . 15
CRITERIA FOR DEFENSE OF THE DOCTORAL DISSERTATION………………. ..15
CONDUCTING THE DISSERTATION DEFENSE…………………………………... ..16
PUBLICATION………………………………………………………………………… . 17
APPENDIX A.....................................................…………………………………………18
HOW TO: SET UP YOUR WORD DOCUMENT…………………………. ..........18
APPENDIX B……………………………………………………………………………..19
CREATING A TABLE OF CONTENTS FOR A DISSERTATION……………. . .19
Table of Contents (Sample)………………………………………………………... 20
Concerning Tables………………………………………………………………..... .23
Concerning Figures………………………………………………………………..... 23
APPENDIX C……………………………………………………………………………..24
HOW TO: PAGE FORMATTING, NUMBERS AND PAGE SUPPRESSION…. ..24
Combining Chapter and Formatting……………………………………………….. .26
APPENDIX D………………………………………………………………………….. 27
DISSERTATION PROPOSAL COVER PAGE……………………………………. 27
First Page of Each Chapter (Sample)……………………………………………… 28
MAJOR PARTS OR HEADINGS FOR THE PROPOSAL……………………………. . 29
Chapter 1- Introduction to the Study………………………………………………. . 29
Chapter 2- The Literature Review………………………………………………..... .31
Chapter 3. - Design of the Study- The Method…………………………………….. 32
References………………………………………………………………………… . 35
APPENDIX E…………………………………………………………………………......36
DOCTORAL DISSERTATION TIMELINE……………………………………... ..36
APPENDIX F……………………………………………………………………………. .37
HUMAN PARTICIPANTS REVIEW BOARD (HPRB) MATERIALS………….. .37
APPENDIX G…………………………………………………………………………. . 38
Revised January 2010 2

DISSERTATION MANUSCRIPT Dissertation Cover Page…………………… .38
COPYRIGHT PAGE……………………………………………………………………...39
ABSTRACT……………………………………………………………………………... .40
ACKNOWLEDGEMENTS……………………………………………………………... .41
DEDICATION…………………………………………………………………………... .41
TABLE OF CONTENTS……………………………………………………………….. . 41
Chapter 4 - Results or Findings…………………………………………………………... 43
Chapter 5 - Conclusions and Recommendations………………………………………….44
References………………………………………………………………………………... 45
Appendixes………………………………………………………………………....……..45
APPENDIX H……………………………………………………………………………. 47
DOCTORAL DISSERTATION PROPOSAL CHECKLIST.....................................47
APPENDIX I……………………………………………………………………………...57
DOCTORAL DISSERTATION DEFENSE CHECKLIST………………………... .57

GENERAL INTRODUCTION
The culminating experience for all students in the Education Doctorate (Ed.D.) Program at
Edgewood College is writing a doctoral dissertation to be defended in a formal meeting with a
panel of doctoral faculty members. The doctoral dissertation is a thesis based on original
research and is evidence that a student has the ability to read and interpret existing research in
education, propose a study to add to the education knowledge base, carry out that individual and
authentic research project, and present the results of that research both orally and in a formal
written document. The dissertation is a requirement for all students to earn the doctorate degree
(see Graduate Catalogue ).

The stages of preparation for the doctoral dissertation begin with the program Proseminars, ED
701 and ED 801. Methods of professional writing using the APA style and conventions are
presented. Broad scope research techniques and examples of student dissertation research from
earlier cohorts are shared in Proseminars. Students are encouraged throughout the module
classes to choose and use topics that may help identify a research concept, and they are
encouraged to read literature and write papers that may be useful when the dissertation writing
begins.
ORAL AND WRITTEN EXAMINATIONS
The final program, Proseminar ED 901, is structured as an all-inclusive program assessment. A

formal written comprehensive examination is given, a final copy of a learning portfolio is
submitted for review, and an individual oral examination is scheduled for all students. The oral
examination is embedded in the dissertation proposal presentation. The proposal is presented in
written form and discussed orally in a formal meeting with the Advising Community Chair, the
Doctoral Program Director, the Director of Research, the Dissertation Advisor and other
members of the Doctoral Faculty Collaborative who may want to attend. The student presents
the written proposal and discusses the planned research with faculty members present. Students
are asked to reflect how their dissertation research and course work have had an impact upon
their work, or how it will influence future work or professional development. By positive vote of
the members present the student will have completed this requirement and the student is admitted
to doctoral degree candidacy. A letter from the Director of Doctoral Research confirms the
candidacy.
Committee findings for the oral examination are pass, rewrite, or fail. Students who are
requested to rewrite the proposal will have within the time-frame agreed upon by the committee
from the presentation date to submit a revision to the Doctoral Program Director. A finding of
fail on the part of the examining committee may be appealed to the program Assessment,
Instruction, Research, and Supervision (AIRS) Committee. The student may be offered one
opportunity to retake the examination.
ADMISSION TO DOCTORAL CANDIDACY
Students who have successfully completed the required coursework with a minimum grade point
average of 3.0, passed the comprehensive examinations, and received approval of their
Dissertation Proposal, are eligible for admission to candidacy for the Doctor of Education
Degree. Final acceptance to candidacy requires majority consent of the AIRS Committee.
After admission to candidacy, the candidate is expected to maintain continuous enrollment until
the degree is conferred. The department monitors this enrollment. Students must register for
dissertation credit each term until the dissertation has been successfully defended. Failure to
register during each term will result in termination of the candidacy. If the term of dissertation
candidacy is extended beyond three years, the candidate may be asked to pass another
comprehensive examination.

ADVISING COMMUNITIES
The Advising Community initiative was developed to build a community of learners in the
Edgewood College Doctoral Program, organized to provide guidance, support and expertise to
dissertators at every stage of their research journey. Advising Communities are organized
according to specific dissertation themes or research topics selected by the doctoral student. The
Advising Community initiative is a unique way in which to organize the functions of engaging
new cohort members in the research discernment process, all aspects of student advising,
proposal presentations, and final dissertation defenses. Each Advising Community will be
comprised of an Advising Community Chair, ~5 Dissertation Advisors, ~5 Dissertators, Readers
as assigned, and students in later cohorts. At the core of this imitative is the focus on supporting
the doctoral student throughout the entire dissertation process. Advantages for students include a
known group of advisors and readers, theme groups to help in focusing on a dissertation topic,
and more attention from a skilled group of professionals.

THE DISSERTATION ADVISOR
A faculty member is appointed to serve as a student’s Dissertation Advisor. The Dissertation

Advisor is a member of the doctoral faculty at Edgewood College and is assigned based on
expertise in the subject area in which the student plans to conduct independent research.
Dissertation Advisors may be selected from outside the Edgewood College campus. In such
cases the Dissertation Advisor becomes an adjunct faculty member at Edgewood College.
It is expected that the student will maintain a positive, respectful, ethical, and professional
relationship with the Dissertation Advisor at all times. Additionally, it is expected that the
student will initiate regular interactive communication with the Dissertation Advisor via face-to-
face consultations, telephone, video conference, email or other forms of communication. At a
minimum, this communication should occur at least once a month.

The student will prepare the dissertation proposal under the supervision of the Dissertation
Advisor and will present the dissertation proposal when authorized by the Dissertation Advisor
and the Doctoral Advising Community Chair. The doctoral candidate will defend the
dissertation when authorized by the Dissertation Advisor and the Doctoral Advising Community
Chair.
REQUIRED KNOWLEDGE FOR ADVISORS
In order to serve successfully as an Advisor, an individual should know the following:
 The contents of the Edgewood College Doctor of Education in Educational Leadership

Student Handbook, especially the sections that pertain to the Dissertation Advisor and
the Doctoral Dissertation, respectively.
 The elements that constitute the form and content of a dissertation proposal. While the
program has a dissertation proposal template, it should be noted that this template is a
model and not the only form that proposals may follow.
 The timelines for the proposal and the dissertation. It is expected that candidates will
complete their dissertations within one year after completing their required coursework.
 The guidelines outlined in the Publication Manual of the American Psychological

Association (APA), sixth edition, (2010).
 The academic writing style that is appropriate for scholarly research.
 At least one area of research design and methodology and willingness to learn about the
design and methodology proposed by the candidate.
 The elements that constitute the form, style, and content of a final dissertation.
 The Edgewood College Ed.D. Dissertation Checklist that provides guidelines for writing,
organizing, and formatting the dissertation document.
 Commitment, energy, and capacity to successfully manage multiple tasks.
 Superior time management and organizational skills; extreme attention to detail.
 Strong oral and written communication skills.
 Proficiency in MS software, including electronic editing of documents, and electronic

communications.
IMPORTANT DISPOSITIONS FOR ADVISORS
The elements of quality advising include:

 The Doctoral Program Advisor must actively support the mission of the college by
working with faculty, staff and students to share in the college’s core values: truth,
compassion, justice, partnership, and community.
 The Advisor brings his/her knowledge of education theory and practice in the field of
inquiry and of the research process to the dissertation writing experience. The Advisor
serves as well as facilitator, stakeholder, and gatekeeper throughout the dissertation
process, providing guidance and feedback to the candidate in a timely manner. Thus, key
relationship building skills are necessary and should be employed.
 The Advisor serves as the link between the candidate and the individual Advising
Community throughout the dissertation process. The Advisor will provide ongoing
feedback to the Advising Community Chair and upon the Chair’s request, the Assistant
Director of Research.
 An ethical relationship with the student to ensure the student’s work is their own.
REQUIRED EXPERIENCE AND APPROVAL FOR ADVISORS
The Dean of the School of Education and Director of the Doctoral Program are charged with
assuring that the assigned Dissertation Advisor has the required knowledge and experience to
serve in this capacity. The Advisor should possess the following:
 Current status as a full-time, part-time, or adjunct member of the Edgewood College

faculty.
 An earned doctorate or acceptable terminal degree from an accredited institution of

higher education.
 Experience conducting and evaluating research in educational settings.
 Experience in designing and advising dissertation research at the doctoral level.
DUTIES OF THE DISSERTATION ADVISOR
The dissertation Advisor’s responsibilities include the following:
 Working collaboratively with the Advising Community Chair and all community
members.
 Participating in a professional development module facilitated by the Assistant Director

of Research.
 Meeting regularly with the Advising Community (via technology option or face-to-face).

 Facilitating regular meetings with Advisee.
 Reading all Proposal and Dissertation work of Advisee, and that of applicable others in
the Advising Community, providing constructive and timely feedback. Provide advice,
support, and counsel for all individual Advising Community Students, as part of the
Advising Community.
 Reading and reacting to the student’s writing throughout the dissertation process.
 Interacting with the candidate regarding current research and theory specific to the
dissertation topic.
 Advising the candidate about the form, style, and content of the dissertation proposal.
 Attending and actively participating in the Proposal Presentation.
 Accepting, accepting with revisions, or rejecting the proposed research in collaboration

with the Proposal Presentation Committee consisting of members of the individual
Advising Community including the Advisor, Chair and Reader.
 Participating as a Reader in an additional Proposal Presentation within the Advising

Community.
 Facilitating interaction with the candidate and providing timely feedback to the Advising
Community Chair, and upon the Chair’s request, the Assistant Director of Research.
 Reading and offering appropriate feedback to the candidate regarding draft proposal and
dissertation sections and chapters respectively.
 Ensuring that the candidate has produced work that is worthy of doctoral study and merits
acceptance as part of the program requirements.
 Advising the candidate about the form, style, and content of the final dissertation.
 Signing off on the Dissertation Proposal and Dissertation Defense Checklists.
 Informing the Advising Community Chair that the candidate is ready for the final oral
defense of the dissertation.
 Attending and actively participating in the Proposal Presentation and accepting, accepting
with revisions, or rejecting the research in collaboration with the Advising Community
Chair, Advisor, Reader, and a member of the Doctoral Faculty Collaborative.

 Attending and actively participating in the final Dissertation Defense and accepting,
accepting with revisions, or rejecting the research in collaboration with the Advising
Community Chair, Advisor, Reader, and a member of the Doctoral Faculty Collaborative.
 Participating in an additional Proposal Presentation and Dissertation Defense of an

individual Advising Community and accepting, accepting with revisions, or rejecting the
research in collaboration with the Advising Community Chair, Advisor, Reader, and a
member of the Doctoral Faculty Collaborative.
PROCEDURES FOR CHANGING DISSERTATION ADVISORS
A student may wish to change the Dissertation Advisor. If so desired, the student must submit a
written request for change of the Dissertation Advisor to the Assistant Director of Research.
If a student wishes to initiate such a change, the student should:
1. Discuss the matter with the Advisor

2. Consult with the Advising Community Chair
3. Submit a written request for a change of Advisor to the Assistant Director of
Research.
If a Dissertation Advisor wishes to withdraw as Dissertation Advisor, the Dissertation Advisor

should:
1. Discuss the matter with the student involved

2. Consult with the Advising Community Chair
3. Submit a written request for removal as Dissertation Advisor to the Advising
Community Chair and the Assistant Director of Research.
After the change of Dissertation Advisor, the new Dissertation Advisor must meet and review
the progress of the candidate to confirm the direction of the project. This meeting will be under
the direction of the Doctoral Advising Community Chair.
THE DISSERTATION PROCESS
The doctoral dissertation provides the student with the opportunity to reveal accomplishment in
learning, synthesis of program content, and application through intensive research, systematic
writing, and collegial discussion of a problem or issue in educational leadership. Thus, the
dissertation process should really begin with the first course taken in the doctoral program in
order to gather clarity, focus, and facility in the knowledge base, research foundations,
approaches of analysis and synthesis, and interpretative discussion of educational leadership
applications. Specifically, the doctoral dissertation proposal, proposal presentation, dissertation
final copy, and dissertation defense should be responsible for the following:
 Reveal the student’s ability to analyze, synthesize, and interpret information.

 Demonstrate the student’s knowledge of the literature and scholarship related to the
dissertation topic.
 Describe research methods, approaches, and procedures used in addressing the

dissertation topic.
 Present research findings, conclusions, and recommendations in a systematic way.
 Display appropriate and most current APA style throughout proposal and final
dissertation.
 Demonstrate the student’s ability to discuss thoroughly and cogently the meaning of
the study.
SUMMARY OF ADVISOR ROLE SCOPE AND RESPONSIBILITIES
Under direction of and in collaboration with the Advising Community Chair and the Assistant
Director of Research, the Dissertation Advisor will be responsible for all logistical aspects in
regard to their individual Advisee, and as specifically assigned to an Advising Community of the
Edgewood College Doctoral Program, consisting of approximately five (5) Advisors, five (5)
Advisees, and Readers as assigned.
Focus will be given to providing direct, regular, and ongoing advising to the assigned Advisee
and communication with the Doctoral Advising Community Chair.
The Advisor serves as a part of an Advising Community led by the Chair. It will be important to
meet the student’s expectations. The Doctoral Advising Community Chair will directly
supervise the work of all members of an individual Advising Community, and is expected to
facilitate and closely collaborate with all Advising Community members. The Assistant Director
of Research will provide direction to the work of the Advising Community Chair.
PREPARING THE DOCTORAL DISSERTATION PROPOSAL
The Dissertation Proposal is the formal presentation of the planned dissertation research and
methods. Like the dissertation, the Dissertation Proposal should be an evolving document. The
roots of the Dissertation Proposal are grounded in previous course work or research.
Consequently, informal work on the Dissertation Proposal in the form of development of
questions, literature reviews, and examination of methods should occur throughout the program
of study. The proposal will be developed in collaboration with the Dissertation Advisor, within
the context of the Doctoral Advising Community. Formal work on the dissertation follows the
submission and approval of the Dissertation Proposal.
Students will prepare a written Dissertation Proposal that is a summary of the planned research.
The proposal should consist of:

 A statement of the topic to be addressed.
 An explanation of why the topic is important.
 A review of the relevant literature.
 A selection of an appropriate research design.
Steps for students to consider as the dissertation proposal process unfolds in the course modules
and Proseminars include:
 Identify an area of potential research that could include a problem that needs a
solution, a professional development focus that can be expanded, a management issue
that needs resolve, a hypothesis that can be tested, a question that needs an answer, or
a topic that can be expanded through formal analysis and appraisal.
 Survey the existing literature in the broad research topic area and isolate the history of
the specific problem and its significance to educational leadership.
 Write an explicit problem statement and design a graphic representation of the

problem as a theoretical model.
 Isolate the problem, focus in research terms by clearly stating the research questions
that define the problem statement and that can be answered through empirical
investigation.
 Select an appropriate research method for the study and identify what information
(data) from which sources (participants or other) will be used.
 Describe the research steps with enough detail for potential replication.
 Anticipate potential findings as well as any limitations due to time, scope,

participants, data concerns, or other issues.
 Write the proposal according to guidelines provided.
WRITING THE DOCTORAL DISSERTATION PROPOSAL
The contents of a Dissertation Proposal approximate the introductory chapters of the dissertation
that includes such elements as: Chapter 1; the research problem, theoretical framework, Chapter
2; review of literature, and Chapter 3; an appropriate research methodology. The proposal is not
meant to be an exhaustive product but should be designed to demonstrate a grasp of the literature
and methodology needed to complete the dissertation. The proposal must follow APA editorial
guidelines and be prepared in the same format as that required for the completed dissertation.
Once students have presented their proposal for approval, and have complied with the Human

Subjects Research Board (HPRB) protocol if necessary, they are given campus authority to
conduct data collection and analysis as a dissertator. The HPRB guidelines are provided in
Appendix F.
PROCESS FOR APPROVAL OF THE DISSERTATION PROPOSAL
The student, before the members of the Dissertation Advising Community, the Advisor, and
members of the Doctoral Faculty Collaborative, will orally present the written Dissertation
Proposal. Committee members will receive the proposal two weeks before the oral presentation.
Each member is asked to decide if the proposed dissertation will:
 Make a significant contribution to the knowledge base for the area of investigation
 Make a significant contribution to the understanding of the problem that it examines
 Demonstrate the candidate’s capacity to carry out independent research
 Contain material worthy of dissemination as a doctoral level inquiry and report
PROPOSAL FORMAT
The format for a dissertation proposal is included as Appendix D. The proposal becomes the
first three chapters of the dissertation. As the proposal committee provides suggestions for
change and improvement, the style and substance of the dissertation chapters should take on a
new shape, springing out of the proposal. The proposal is written in the present and future tense.
This is because the Proposal is research proposed to be carried out in the future.
PREPARATION OF THE DOCTORAL DISSERTATION
The Education Doctorate (Ed.D.) is a practitioner degree oriented to the improvement of

professional practice by extending the knowledge, expertise, and skill of doctoral students
through the application of research to leadership issues. The assessment for the award of the
Ed.D. degree is based on three components: academic achievement in coursework, successful
completion of the comprehensive examinations, and the completion of a doctoral thesis that is
the candidate’s dissertation of authentic and original research. The successful dissertation
demonstrates that the student has mastery of and the ability to apply research findings, new
analyses, syntheses, interpretations, and other research methods and procedures in order to
contribute to the improvement of practice in educational leadership.
There are several standards for examining the dissertation. The dissertation, in order to receive
approval, must meet the following criteria:
 Demonstrate significance as an important project for educational leadership
 Contribute to the knowledge base of the profession

 Provide evidence of innovative thinking using a data-based approach to problem-solving
 Establish competence in organization and effectiveness of communication in APA style
 Demonstrate promise of being disseminated for improved professional practice
Appendix G provides an outline of the various sections and chapters of the traditional
dissertation, and a suggested format for the writing of the dissertation’s Abstract. Appendix B
also provides a sample Table of Contents for a dissertation. These recommendations on the
preparation and presentation of doctoral dissertations are guidelines for normal practice in
preparing a dissertation. A candidate should seek the approval of the Dissertation Advisor if a
dissertation preparation requires some major departure from these recommendations. A
statement from the Dissertation Advisor to the Advising Community Chair should support such a
request.
The responsibility for the layout of the dissertation and selection of the title rests with the
candidate after discussion with the Dissertation Advisor. The candidate should state specifically
in the reference list, the sources of the information and the extent to which the dissertation draws
on the work of others. Full and appropriate attribution is essential. The dissertation is not to
contain any work that has been previously presented for any degree at Edgewood College or
another institution except with the Doctoral Research Director’s prior written approval. Any
parts of the dissertation that have been previously published should be clearly indicated in an
appropriate APA style citation.
Throughout the conduct of the study, the candidate should be in close contact with the
Dissertation Advisor to receive guidance and feedback. The Dissertation Advisor and the
student should agree on a definite dissertation timeline and means of monitoring the progress of
the study. A general schedule of the major events is provided in Appendix E.
Candidates should avoid waiting until just before a deadline date to submit what is intended to be
the final draft of the study to the committee. In such cases it may be necessary to withhold
approval until the committee members have adequate time to read carefully and to evaluate the
dissertation. This may delay the graduation of the candidate.
While the candidate is conducting the research, the candidate, in consultation with the
Dissertation Advisor, writes various drafts of the dissertation. When the Dissertation Advisor
decides that the dissertation is ready for defense, the Advising Community Chair schedules a
meeting. Doctoral candidates must provide the defense draft of the dissertation to the
Dissertation Committee members two weeks in advance of the meeting. The Dissertation
Committee members must read the dissertation and indicate that it is acceptable before
approving the scheduling of a defense.

PROCESS FOR THE APPROVAL OF THE DISSERTATION
In committee sessions, not including individual conferences or reviews, the Dissertation

Committee will examine the written dissertation of the candidate. The Dissertation Committee
may require several revisions of the document involving written changes as necessary to assure
excellence in the final product. Upon review of the completed dissertation draft, the Dissertation
Committee members will indicate the defensibility of the study by scheduling a final defense of
the completed research.
CRITERIA FOR DEFENSE OF THE DOCTORAL DISSERTATION
Once the candidate has completed a first draft of the dissertation, the candidate will provide an
electronic copy of the draft manuscript for each member of the Dissertation Committee.
Dissertation Committee members should recognize that the Doctor of Education program is a
practitioner degree oriented toward the improvement of professional practice by extending the
knowledge, expertise, and skill of candidates through the application of research to create
solutions to problems and issues of leadership in educational settings and organizations. The
dissertation should display a mastery of research findings as well as the ability to apply these
findings to create new analyses, syntheses, and interpretations to contribute to the improvement
of practice and professional development in educational organizations.
Each dissertation committee member is asked to decide whether the dissertation:
 Makes a significant contribution to practitioner knowledge
 Gives evidence of an understanding of the problem that it examines
 Demonstrates the candidate’s capacity to carry out independent research
 Contains material worthy of dissemination for improved professional practice
 Is presented in the proper APA format
If the Dissertation Committee members decide that the dissertation meets the above criteria,
notations for changes should be made on the manuscript and returned to the candidate for
incorporation into the next draft of the dissertation. If Dissertation Committee members ask for
conflicting changes, the Director of Doctoral Research will resolve the issue with the committee
members. The candidate will be expected to incorporate these changes into the final manuscript
that will be presented to the Dissertation Committee for the dissertation defense.
CONDUCTING THE DISSERTATION DEFENSE
A dissertation defense is a required component of the Ed.D. program. The purpose of the
dissertation defense is to test the candidate’s ability to formally report on the research and relate
the dissertation to professional practice in a collegial setting.

The Dissertation Defense is usually a two-hour meeting in which the doctoral candidate presents
a formal oral report of the research and answers challenging questions from the Dissertation
Committee. The candidate will defend the relevance of the topic as a contribution to the field of
research. Any aspect of the study may be questioned.
The dissertation defense is scheduled after the Dissertation Committee has accepted the
completed draft of the dissertation. The Advising Community Chair facilitates the Dissertation
Defense and the Dissertation Advisor supports the candidate’s presentation with qualifying
remarks regarding the dissertation development.
The Dissertation Committee may meet in executive session prior to the defense to deliberate on
the dissertation project and to make any recommendations for final revisions. If revisions are
needed on the final dissertation the Advising Community Chair must assure that the changes
have been made prior to final publication of the document.
The Dissertation Committee indicates its acceptance of the dissertation at the time of the
dissertation defense. The committee members must unanimously agree that the dissertation
defense is successful.
At the close of the dissertation defense, the Dissertation Committee will make one of the
following five recommendations:
1. The candidate will be awarded the degree without further examination.
2. The candidate will be awarded the degree without further examination subject to insertion
in the dissertation of amendments noted in draft documents provided at the defense.
3. The candidate will be awarded the degree subject to satisfying the committee regarding
any questions raised regarding the research methodology or data.
4. The candidate will not yet be awarded the degree but be permitted to resubmit the
dissertation in a revised form.
5. The candidate will not be awarded the degree.
The Dissertation Committee is also expected, whether the report is favorable or unfavorable, to
provide some detailed comments on the strengths and/or weaknesses of the dissertation. The
Advising Community Chair and Dissertation Committee shall give oral notice to the candidate
on completion of the candidate's defense. Written notice will be provided within one week of
reception of the finalized document. The committee may require the candidate to complete a
second oral defense on general or specific topics relating to the project. Upon satisfactory
completion of the dissertation and the oral defense, a recommendation to the AIRS Committee
will be made to award the Doctor of Education degree.

PUBLICATION
Students will consult with the Doctoral Program Administrative Assistant regarding the
publication of the dissertation. The student is required to submit three bound copies of the
dissertation to the program office. One copy will be housed in the Oscar Rennebohm Library,
one copy to be filed in the Doctoral Program departmental office, and one copy given to the
dissertation advisor. In addition, the student must submit an electronic copy of the dissertation to
University Microfilms, Incorporated (UMI) for broad dissemination.

APPENDIX A
HOW TO:
A. Set up your Word document:
1. Set all margins at 1 inch
2. Set all indents at ½ inch
3. Set line spacing at double space
4. Set paragraph line at double space (Go to the Toolbar and enter Line Spacing)
5. When you start a paragraph, just hit the tab key on the computer
B. Set up Table of Contents (Appendix B)
C. Set up Page Formatting, Numbers and Page Suppression (Appendix C)

APPENDIX B
Creating a Table of Contents for a Dissertation
Step 1
Headings and subheadings
Decide which items you want listed in the Table of Contents as well as their level of importance.
The level of importance determines how the item will be formatted in the Table of Contents. A
main chapter heading would be flush with the left margin, but a subheading would appear
indented under the chapter heading to show that it belongs to that particular chapter.
Step 2
Apply a heading “style” to the items you want listed in the Table of Contents. Styles are used to
quickly format any document and also indicate which items will be included in the Table of
Contents. For the purpose of creating a Table of Contents you will want to indicate that a line of
text is a heading so that it will appear in the Table of Contents. Open up the styles menu from
the Home tab on the toolbar or press ALT+CTRL+Shift+S on the keyboard. Highlight the line
of text you want listed and then click on Heading 1 on the styles menu. The styles menu will
remain open until you close it. Repeat highlighting and clicking on Heading 1 for the remainder
of the document.
Step 3
Go to the page in the document where you want the Table of Contents located. From the
References tab on the toolbar , click on Table of Contents. Click on one of the Automatic table
selections that appears and a Table of Contents will generate and automatically appear on the
page. If you want to include subheadings, repeat step two but designate the subheading text as
Heading 2.
Note
1. Always refer to the Doctoral Dissertation Handbook as to how the heading should appear,
(e.g. indented, in Italics, etc.)
2. When you are finished editing your document, you should go back to the Table of Contents,
right click anywhere on it, and click on “update fields”. This will update any changes since the
Table of Contents was last created such as page numbering, text changes, etc.

TABLE OF CONTENTS
(Sample)
ITEM PAGE
ABSTRACT..………………………………………………….…………………… ii
ACKNOWLEDGEMENTS ……………………………………………………….. iii
DEDICATION …………………………………………………………………….. iv
TABLE OF CONTENTS ………………………………………………………….. v
LIST OF TABLES…………………………………………………………………. vi
LIST OF FIGURES………………………………………………………………… vii
CHAPTER 1 INTRODUCTION TO THE STUDY

Major Chapter Division (Center head – upper and lower case) ……………. 3
Second Major Division (Center Head – Italics)..…………………... 4

Third subdivision (Flush Left – Italics) …………………….. 5
Fourth Subdivision (Indented, italicized)…………… 6
Fourth Subdivision (Indented, italicized)…………… 7
Third subdivision …...………………………………………. 8
Third subdivision …...………………………………………. 9
Second Major Division..…………………………………………….. 10
Third subdivision …...………………………………………. . 11

Major Chapter Division (Center head – upper and lower case)…………….. 12
Second Major Division..……………………………………………. 14
Third subdivision (Flush Left – Italics) ……………………. 15
Fourth Subdivision. (Indented, italicized, period)...... 16
CHAPTER 2 REVIEW OF THE LITERATURE

Major Chapter Division (Center head – upper and lower case) ……….…… 23
Third subdivision (Flush Left – Italics) ……………………. 25

CHAPTER 3 METHODOLOGY
Major Chapter Division (Center head – upper and lower case) …………. 33
Second Major Division (Center Head – Italics)..………………... 34
Third subdivision (Flush Left – Italics) …………………. 35
Fourth Subdivision. (Indented, italicized, period).. 36
Fourth Subdivision. (Indented, italicized, period)... 37
CHAPTER 4 RESULTS
Major Chapter Division (Center head – upper and lower case) …………. 43
Second Major Division (Center Head – Italics)..……………….. 44
Fourth Subdivision. (Indented, italicized, period)..
47
CHAPTER 5 CONCLUSIONS, DISCUSSION, RECOMMENDATIONS &

SUMMARY
Major Chapter Division (Center head – upper and lower case)…….......... 53
Second Major Division (Center Head – Italics)..………………... 54
REFERENCES…………………………………………………….………..…… 60
APPENDIXES
A. Title of Appendix A..………………………………………… 70

B. Title of Appendix B………………………………………….. 80
C. Title of Appendix C………………………………………….. 90
End of page.
Next page:
LIST OF TABLES
Table Title Page
Table 1 Title of Table 1…..….…………………………………………… 4

Table 2 Title of Table 2…………………………………………………... 11
Table 3 Title of Table 3…………………………………………………... 12
Table 4 Title of Table 4…………………………………………………… 13

Etc.
End of page.
Next page:
LIST OF FIGURES
Figure Title Page
Figure 1 Title of Figure 1……………………………………………………… 1

Figure 2 Title of Figure 2..…………………………………………………….. 9
Figure 3 Title of Figure 3..…………………………………………………….. 12
Etc.
End of page.
The next page will be page 1 of the dissertation, but that page number should be suppressed (not
visible on the page). It will be the first chapter and the heading should be centered, in all upper
case letters, using an Arabic numeral to depict the number, and on two lines. Each chapter title
should follow the same format.

Concerning Tables
Note that the table number is in regular Roman 12 pt. font.
Table 1
Profile of Participant’s High School The title is in italics. Note line on top.
Subject’s Subject’s Subject’s Subject’s Subject’s Subject’s

Name Gender High School High School High School ACT
and attended Grade Point Ranking Composite
Age Average Class % Scores
John Male
18 Enter rest of
Bill Note Line the table
below
Michael captions.
Note line at bottom of table.
Avoid vertical lines in the table.

Double spacing within the table is appropriate to remove the internal horizontal lines.
Further information on Tables is in the APA Manual pages 147 to 167.
Concerning Figures
Italics Regular font with no bold
Figure 1. Theoretical Model—A Graphic Representation

Note the line before the representation.
Increase the font size to a least 8 point. Prefer 10 point as minimum.
Inside the figure, the font should be san serif, that is a font like Arial.
In this example, all the material between the top and bottom lines is in Arial font.
Then there is a final line to close out the figure.

Further information on figures is in the APA Manual.
APPENDIX C
How to: Page Formatting, Numbers and Page Suppression
This procedure outlines the process of formatting a paper’s page numbers. It will specifically
relate to larger word documents, 50+ pages. This procedure will cover page numbering and first
page section number suppression. All directions related to this document are given in Microsoft
Office 2007 Word. Older versions of Microsoft Office may be similar, but are not supported by
this procedure.
1. All page formatting, such as headers and footers used in page numbering are tied to a
specific page “section”. By default there is only one “section” in each document. Sections
determine formatting, templates, and styles. A single section’s pages numbers for example
will all be tied together. If you were to change the font for the overall document it would be
applied to all fonts in the given section. Again, by default the entire document is one
section. When dealing with small papers this makes little difference, but when you are
dealing with multiple chapters it makes a big difference. Because of this, long papers
(Dissertations) should be stored in the format “MyDisseration_Chapter_1”. In other words,
save Chapter 1 as its own file, Chapters 2 as its own file, etc. By doing this, it is easier to
format each section. Once the paper is completed, combine all the chapters (which is
also explained how to do in this document).
2. The picture to the right demonstrates the overall

formatting of the document. The document groups all Section Break
the items that will be formatted together with section
breaks separating each portion of the document.
3. Before addressing how to combine pages in a document, Dissertation

how to format a single section will be addressed first. As an
example of how to format a single section, start working with a Title Page, Table of
portion of the overall dissertation, Chapter 1. Contents, abstract
4. Adding page numbers to just one document is a simple Chapter 1

process. In Office 2007--go to the Insert Tab located at the top
of the screen. From there select footer. A list of pre-formatted
templates will appear. You can use these if you like, otherwise Chapter 2
select Edit Footer. This will gray out your entire document and
lock it. At this time you will only be able to edit the Footer and
Header areas of the document.
5. Click in the footer. You will be taken to a footer design tab that is only available while in edit

footer mode (grayed out document). Notice that your formatting buttons at the top of the
page have changed to reflect the special options available for the Footer and Header only.
From here by clicking on Page Number you will see options for several predefined
numbering styles and positions. For the purpose of this document we will use the “current
position option”. Using this option you will place a page number object in the current
location of your cursor.
Footer
This is a test Footer Page—(Centered, 1 inch from the bottom of the page)
X
6. In the test footer shown above, the X represents the current position of the cursor. You could
place this number wherever you wish in the footer by adjusting the position of your cursor.
That is all there is to inserting a page number.
Footer – Test 2
This is a test Footer Page—(Centered, 1 inch from the bottom of the page)
X
7. You may also need to do Page Suppression or alter the number at which the page starts.
These are both done in the same place. While still in the Edit Footer Mode, click on Page
Numbers > Format Page Numbers. Here you can format the style of numbers (e.g. If you
need Roman numerals you can specify that here). You can also change the number at which
this section starts (e.g. Many longer documents (dissertations) start page numbering after
abstracts, table of contents, and acknowledgments. When this is the case, the document
generally starts at a higher number like 9. If you were editing Chapter 1 you would need to
know that the section before Chapter 1 consumes X pages (X being the length of that section
in pages) then you would manually specify your section to start on the appropriate page (X+1
pages). Click OK to apply changes.
8. To suppress the first page of this section simply click on the Different First Page check box
located to the right of the Page Number Button in Edit Footer Mode. If you scroll to the first
page of your document you should see that there is no longer a footer being displayed.

Combining Chapters and Formatting
1. To combine multiple chapters, add them sequentially (do Chapter 1, then 2, then 3, etc.).
2. Starting with Chapter 1, scroll to the last page in the chapter. Put your cursor on the last line
of that page. Go to Page Layout Tab and select Breaks > Next Page. This will do two things:
one, it will add another page to the end of the document, and two, it will also break the
formatting. This allows you to perform page suppressions on the first page of Chapter 2.
3. Open your Chapter 2 Document. Press control+A on the keyboard to select everything in the
document, then press control+C to copy the contents. Go back to the first document, scroll
down to the new page that was made with Page Break. Click anywhere on that new page and
press control+V on your keyboard to paste the contents of Chapter 2. Visually inspect each
page to check for any formatting issues (text alignment, charts and graphs, and titles).
4. Once you are confident that all of the content is in the document and in a useable format, go
to Insert Tab and click Footer > Edit Footer. You should notice that the blue labels right
above the footer should say First Page Footer –Section 2-. This is how you know that your
section break is working correctly. By default, the section breaks are set to “link to
previous” this will ensure that numbering stays the same across all the pages (e.g. If Chapter
1 ends on page 20 Chapter 2 will start on page 21). Turning this feature off may sometimes
be needed when changing between font types in the footer (e.g. Roman numeral vs.
numbering).
(Tim Briggs of the Technology Assistance Center was instrumental in the assistance of
developing this procedure.)

APPENDIX D
EDGEWOOD COLLEGE
Ed.D. Program in Educational Leadership
TITLE
DISSERTATION PROPOSAL
Month, Year
Your Name
Advisor’s Name
Advising Community Chair’s Name

FIRST PAGE OF EACH CHAPTER
(Sample)
CHAPTER 1
INTRODUCTION TO THE STUDY
Here is an example:
Start down 2 inches from the top of the page.
It is not necessary to use bold in any of your labels.
NO BOLD EXCEPT WHERE APA REQUIRES.

(Nearly all dissertations in a doctoral program have no need for bold.)
The page number is suppressed, but counted, on the first page of every chapter.
Start your first paragraph with an indent, and then type or input the rest of the text in a
double spaced document. Use the headings in the text exactly as they appear in the Table of
Contents.

MAJOR PARTS OR HEADINGS FOR THE PROPOSAL
The dissertation proposal is basically a solid draft of the first three chapters of the dissertation.
The proposal is the plan that the student will put into action as a research project. The proposal
is written in the present and future tense (“This study will show …”). The tense is changed
to the past these when the study is done and the dissertation is finalized (“This study
demonstrated …”). Each of these three chapters will grow and change as the final two chapters
take shape. Some of the basic subheadings for the first three chapters are as follows:
Chapter 1 – Introduction to the Study

Introduction
Contextual Orientation
Theoretical Model
Problem Statement
Research Questions
Definitions of Terms
Significance of the Study
Summary
Chapter 2 – The Literature Review

Center headings. Other sub-headings will flow from your
research topic. Use headings and sub-headings as advanced
organizers to help the reader understand the connection you
are making between the literature and the study you are doing.
Chapter 3 – Design of the Study

Research Methodology
Research Terms
Problem Statement (from Chapter 1)
Data Sources
Data Collection
Data Analysis
Limitations
Summary
References
A list of references used in the proposal in APA format.
Chapter 1 – Introduction to the Study
The dissertation proposal should be a very compact document with a minimum of 30 pages of
text following the outline provided above. The references and any appendixes are in addition to
the text pages. The intended outcome of the Proposal is to convince a professional audience that
the issue you are selecting for study is first, educationally significant, and second, able to be

accomplished in the time frame provided. The literature provides substantiation of the
significance. The design provides evidence of the time management.
The introduction contains glimpses into the elements included in the next two chapters, the
literature review and the methodology, respectively. However, the introduction should not
contain an extensive review of the literature or provide detail regarding the methodology. For
the dissertation, you may add more to the document but be sure that the tense is changed
to the past tense – you have completed the work. The first chapter generally has the following
parts:
1. Introduction
The introduction to a dissertation "presents the specific problem under study and
describes the research strategy" (APA, 2010, p. 27). A clear introduction, according to
the APA Manual, "gives the reader a firm sense of what was done and why" (p. 27).
2. Contextual Orientation
The orientation to the problem is a very brief description of the setting of the issue under
study. It should include the background or introduction to the research topic, the existing
or proposed paradigm, the constructs, and the variables or data sources that are part of the
study. This section describes the current global state of the proposed topic.
3. Theoretical Model – A Graphic Representation and Description of a Figure

Discussion of the theoretical model begins with the detail the interrelationships of the
variables or groups under study, their history and current status. The model that will be
employed in the research is described and the reasons for selecting that model are
outlined. This description may include a graphic representation of the model as a figure
that demonstrates the interrelationships of the groups or variables under study.
4. Problem Statement
The problem statement or research hypothesis that will be studied is described. The
problem statement is written in general or common language. This is a general statement
of the interrelationships of the variables (data sources) in the construct – an overview of
the problem. It does not include specific research questions.
5. Research Questions
Research questions are designed to frame the study. They should be directly linked to the
theoretical model and problem statement, and imply how findings are likely to advance
the knowledge base and improve educational practice. It is here that you make the
specific statements about the interrelationships between or among the variables (groups)
you hoped to find.
6. Definition of Terms
It may be important to define terms in this chapter, particularly if those terms are vague,
need to be put into the context of the dissertation, or are not part of common usage.
Again, the goal for this chapter is to help the reader understand the overview of the
dissertation. Key terms that will be used throughout the dissertation should be defined or
operational for the reader. There is no need to repeat dictionary definitions of words, but
it is important to define key words that have a specific meaning for the study.

7. Significance of the Study
In the proposal you convince the committee that the study has educational significance.
Make the connections to the literature and the issue to be researched, and anticipate some
possible findings, e.g. “While Smith (2003) said “A”, I believe this research will show
“B”…”. When the research has been completed, this section from the proposal is put in
the past tense and tells in general how the study was significant. The general statements
from this section may be used in the Abstract as well.
8. Summary
A summary of Chapter 1 invites the reader into Chapter 2.
Chapter 2 – The Literature Review
The literature review chapter is the key ingredient of a successful proposal and dissertation. It is
the place for the researcher to be creative in the identification, selection, and use of other written
sources on the topic under scrutiny. This chapter makes the case that the planned research
should be done. A scholarly review of earlier work provides an appropriate history of the topic
under examination and recognizes the priority of the work of others. Citing earlier work and
giving explicit credit to previous authors is part of the scientific and scholarly responsibility of
the researcher. A thorough review is essential for the growth of both individual and cumulative
knowledge.
The review of the literature should build to the issue that you are planning to study. It should
provide a foundation for your problem statement and the questions you plan to research. The
review of the literature for your proposal is a summary of the expanded review that should be
included in your dissertation. Often, the review of the literature is the longest chapter in a
dissertation. Both theoretical (dissertations and other research articles) and practical
(professional journals and books) literature should be included, along with references to
alternative viewpoints, related literature, and methodological resources.
For the proposal, you attempt to capture and explain the most salient works that relate directly to
your topic. At the time of final writing you may have read or reviewed additional references
since the proposal was prepared, and these can be added to the Literature chapter. Remember,
references in the proposal may be in the present tense “Smith (2003) says …”. In the
dissertation, make all references to past work in the past tense “Smith (2003) said …”.
Some points to keep in mind as this chapter is completed include:
1. When writing the review, work from an outline. Your research questions or Theoretical
Model are the framework for your literature review. It is easy to go off on tangents or
include works that aren’t specifically related to the topic if you do not work from an
outline. Use advanced organizers, i.e., headings and sub-headings, to assist the reader to
make connections between previous work and your proposed study.
2. Find out who are the major spokespeople for your topic. Find out what they are writing
and discussing about the narrow band of education you propose to examine. Attempt to
summarize their findings, conclusions, and recommendations.

3. Cite and reference only works pertinent to the specific topical area and not works of
tangential significance. Refer the reader to general reviews of the topic, if they are
available.
4. Demonstrate the logical continuity between previous work, present work, and the
completed study, and reinforce the attitude that the research was needed.
5. Develop the problem with enough breadth and clarity to make it generally understood by
as wide a professional audience as possible. Simple statements that certain studies
support one conclusion and others support another conclusion are better than an extensive
and inconclusive discussion.
6. Identify each author whose research is cited. Take care in the initial stages to report
correct bibliographic information. Use APA format for all print and electronic references
used.
7. Provide evidence that you have knowledge of the field of inquiry and knowledge of the
methodologies utilized in the field.
8. Include references in a topical and a methodological section. The review should help the
reader understand both why the proposed study has merit and worth, and why the
proposed methodology is the best way to answer the problem statement and research
questions. Lead the reader to understand the importance of the proposed work and how it
will replicate or expand previous research efforts.
9. Use references to tell the reader exactly how and why the problem statement was posed,
how the subsequent research questions were formulated, and why the research strategy or
method was selected.
10. Take care to isolate the exact problem under consideration, and suggest that there may be
additional questions generated from the completed study for future work. These
additional questions are placed in Chapter 5, but they can be mentioned in general here.
Chapter 3 - Design of the Study – The Method
For the proposal, give thought to the scope of your study, what is realistic considering the
parameters that define your personal and professional life, and balance the need to write a
worthwhile and meritorious dissertation by your expected graduation date. Think of this process
as a base hit into the gap that exists in educational research versus a home run.
Although the methodology chapter may be relatively brief in comparison to the other sections of
your proposal, it should be given an inordinate amount of thought and effort. What you detail in
the methodology chapter and what your dissertation committee ultimately approves will be the
method you must follow while conducting your research. If you propose to do X, and the
committee approves X, you have to follow through with X. If you stray from the accepted
methodology during the course of your study, without reconvening your committee and formally

presenting a change to your initial proposal, you may jeopardize the acceptance of your
completed dissertation.
Often, the methodology chapter is the shortest chapter in a dissertation. However, this is usually
the chapter that generates the most discussion during the proposal presentation. If unclear,
substantive questions about the sample, e.g., size, make-up, etc…, data collection strategy, e.g.,
survey versus interview versus observation to address your research questions, and data analysis,
e.g., triangulation, member checking, validity and reliability, statistical versus textual, etc… may
cause delays in the completion of your presentation and attaining candidate status. The design
chapter is there to describe and qualify the basic components of the research design in an effort
to arrange the conditions for collecting and analyzing data utilized in the study. The design
section starts with the formal statement of the problem or research topic. This can be a basic
question (“How does A influence B?”), or as a statement of an issue in another form. If this is an
experimental study, this can be in hypothesis form (‘If A, then B”). There may be ancillary
questions that may be stated here.
The methodology chapter, the third chapter in a traditional five chapter dissertation, details the
data sources (sample), data collection strategy or strategies, data management, and data analysis
that have been employed by the researcher. The reader should have a clear and complete
understanding of the methodology used after reading this chapter.
The design chapter is there to describe and qualify the basic components of the research project.
It includes the conditions experienced when collecting and analyzing the data utilized in the
study. The APA Manual stresses the need for this chapter to be clear and accurate. Researchers
should be able to replicate your study based on the text included in this chapter. According to
the Manual, the method chapter can be divided into three sections:
 Participants or Subjects (i.e., data sources)
 Apparatus (i.e., survey, interview protocol—data collection and management strategy)
 Procedure (i.e., data analysis)
The methods chapter should utilize the following format:
1. Research Methodology
The Method section describes in detail how the study will be or was conducted. Such a
description enables the reader to evaluate the appropriateness of your methods and the
reliability of your results. It also permits experienced investigators to replicate the study if
they so desire. The methodology section starts with a review of the formal statement of the
research problem and questions. This can be written as a basic question (How does A
influence B?), or stated as a research problem. Ancillary or subsequent questions may be
stated here. An orientation to the type of research should be included (e.g., qualitative,
quantitative, survey, interview, mixed methodology, etc…). This puts what was done in the
research in an accepted technique or method.

2. Research Terms
If unclear or ambiguous terms were not defined in an earlier chapter (usually the
Introduction-Chapter 1), they may be defined here. Terms that are from the methodology,
qualitative or quantitative research terms for example, may be referenced and defined in the
chapter as well.
3. Data Sources
The data sources—population and sample—should be described. This answers the question,
“What is the source of the information you used to answer your research questions and
problem statement?”
4. Data Collection
The method(s) of collecting data should be described—surveys considered for use, interview
questions asked, and other sources of data described. These documents may be included in
an Appendix.
5. Data Analysis or Management

The strategy for managing the data should be outlined and the data analysis strategy should
be described.
6. Limitations
Finally, this Chapter should include any conditions or limitations that may affect the
interpretation of the data or information collected.
7. HPRB
Description of document to Learning Community Committee.
8. Summary
Similar to the Orientation section, the Summary at the end of the proposal should briefly
outline what you plan to do with your research. A summary statement of the groups or
variables under study, the type and technique of the research and the educational significance
of the study should be summarized.
References
Use APA style and include all citations used in the text.

REFERENCES
The Reference section starts on a new page. Use APA style, and include all citations
used in the text. The APA format can be seen starting on page 240 for edition 5 and page 198 for
edition 6. Note that the references should be shown in hanging paragraphs and double spaced as
seen in the following:
Herbst-Damm, K. L., & Kulik, J. A. (2005). Volunteer support, marital status, and the survival
times of terminally ill patients. Health Psychology, 24, 225-229. doi:10.1037/0278-
6133.24.2.225
Klimoski, R., & Palmer, S. (1993). The ADA and the hiring process in organizations. Consulting
Psychology Journal: Practice and Research, 45(2), 10-36.
Shotton, M. A. (1989). Computer addiction? A study of computer dependency. London, England:
Taylor & Francis.

APPENDIX E
DOCTORAL DISSERTATION TIMELINE
Note: Approximate course sequence
YEAR 1
ED 701 Research basics, writing in APA style
Begin to focus research topics
ED 710, 720, 810 Read research literature search for topics

Consult with mentor and liaison about topic
Perform research function
ED 801 Research Symposium

Graduates’ examples of previous research
Explore research literature
YEAR 2
ED 730, ED 820 Research literature search for topics
Consult with mentor and liaison about topic
Perform research function
ED 830 Finalize topic and write proposal

Advisor Assigned
Proposal presentation scheduled
ED 901 Written Comprehensive Exam

Proposal Presentations Held
HPRB Approval
YEAR 3
ED 910 Finalize Chapter 1, 2 and 3 (past tense)
Plan data collection
Review Plan with Dissertation Advisor
ED 920 Collect Data

Begin Data Analysis
Consult with Advisor about Data
Write Chapter 4
ED 930 Write Chapter 5 – conclusions, recommendations

Consult with Advisor about implications
Schedule Dissertation Defense
Publish Dissertation

APPENDIX F
HUMAN PARTICIPANTS REVIEW BOARD (HPRB) MATERIALS
The Human Participants Research Proposal Form is a formalized account of the intended
research methods and procedures to be used in conjunction with human participants. The
proposal clarifies what is to be done, how, and why. Special attention is given to participant risk,
benefit, and autonomy. Additionally, it becomes a vital part of an official paper trail showing
that the research is acceptable to a board of reviewers. Should anyone raise questions about the
research, the approved proposal is evidence that the project is of sufficient value to justify any
risks or inconveniences involved. Chapter 3 includes mention of the HPRB application. Include
the HPRB letter of approval in the Appendix of the dissertation.
The proposal form and guidelines may be accessed at http://hprb.edgewood.edu/
The Human Participants Review Board is always available to answer any questions
investigators may have.
HPRB
1000 Edgewood College Drive
Madison, WI 53711
Email: HPRB@edgewood.edu

APPENDIX G
DISSERTATION MANUSCRIPT
Dissertation Cover Page
THIS IS YOUR TITLE IN ALL CAPS (Approximately Line 17)
ONE-THIRD DOWN FROM TOP OF PAGE
CENTERED AND DOUBLED SPACED
By Joe L. Smith (Your Name Goes Here)

Centered both vertically and horizontally, approximately line 26
A dissertation submitted in partial fulfillment
of the requirements for the degree of
DOCTOR OF EDUCATION
at
EDGEWOOD COLLEGE
200X
Note: When you use this page, please disregard the top items, APPENDIX G, DISSERTATION
MANUSCRIPT, and Dissertation Cover Page.

COPYRIGHT PAGE
(Do not show these two lines of text here.
Just show the Copyright with your name and year in the center of the page.)
© Copyrighted by Your Name 20XX

ABSTRACT
The abstract should be in block form, with no indents.
All numbers should be numerals (1, 2, 3, etc.).
The abstract is one of the final steps in writing the dissertation. The abstract is a brief summary
of the entire study. Most abstracts are one paragraph of no more than 240 words, and not longer
than a page in length. This limit is important in that the dissertation will be filed with University
Microfilms, Inc. (UMI) and the abstract is the vehicle that others use to determine whether to
access the entire work.
When writing the Abstract, think minimalistic. The Abstract is to be a self-contained piece, so
abbreviations, jargon, and citations should be avoided unless absolutely necessary. The Abstract
needs to be concise and specific, so it is important to select the four or five most important
elements of the research to report.
A generic outline for an Abstract would be:
 The problem or general purpose of the study (one sentence)
 The participants or subjects (one or two sentences on the data sources)
 The method of the study including the goals or selected research questions (two or three
sentences on how and why the study was done)
 The findings (a brief summary of the global results)
 The significant conclusions and implications (select the most important)
Abstracts should be written in the past tense – the work has been completed and the dissertation,
including the Abstract will be read in the future only. Write the Abstract in as plain a language
as the study allows.
When writing the Abstract be careful not to confuse the study objectives with the procedures,
e.g. the purpose of the study was not to correlate variables. Additionally, do not confuse the
objectives with the problem or purpose statement. Be very selective and only specify one or two
of the major objectives of the study. Be explicit. Use basic introductory phrases such as:
 “The purpose of this study was …”
 “The main objectives of the study were …”
 “The participants in the study were …”

 “The research methods included …”
 “Two basic findings were …”
 “The main conclusion was …”
One way to think about the Abstract is to think of how you would answer the question “What
was your research about?” in a casual conversation with colleagues.
ACKNOWLEDGEMENTS
(if desired, on separate page)
It is customary for writers of dissertations (and other lengthy manuscripts like books or
monographs) to include Acknowledgements to those who either helped in the actual writing, or
who served in a formal or informal support role. The Acknowledgements section should be next
in the Table of Contents, and most often begins on page (iii).
DEDICATION
(optional, on separate page)
Some dissertation authors dedicate their work to someone, or multiple people, who played a
significant role in their work or life while the research and writing were being completed. While
not a required component, any special dedication would follow the Acknowledgements section
and be on a separate page, also numbered in lower case Roman numerals.
TABLE OF CONTENTS
The Table of Contents for the doctoral dissertation should follow the outline on the attached
sheet. The Table of Contents begins with the dissertation Abstract, which is the first page
numbered in lower case Roman numerals, using the number (ii). The very first page, the Title
Page is number (i), but that number is suppressed, and the Title page is not listed in the Table of
Contents.
The Table of Contents page is next, and it should have an all upper case, centered title, printed in
bold, followed by two column heads, also bold upper case. The heading to the left of the page
should be the ITEM column, and the heading on the right side of the page should be the PAGE
column. The two or three items mentioned above would be the first entries in the left column
(Abstract, Acknowledgements, and Dedication) with the page number in the right column,
connected by a continuous series of periods (………).
The Table of Contents itself should be the third or fourth item in the list, with its page number
listed as well. If Tables or Figures are part of the dissertation, a list of each should be on a
separate page following the Table of Contents and numbered consecutively with lower case
Roman numerals. Then each chapter and chapter number should be listed in the far left column
under the ITEM heading. The title of the chapter should be on the same line as the chapter
number and should be in all upper case (not bold) letters, the same TAB should be used to align

all of the Titles. The title should be followed by the series of periods leading to the page number
of the beginning of each chapter.
Beneath the chapter number and title line the subheadings used in the chapter should be listed.
The same APA format used in the headings in the text should be used in the Table of Contents.
The Major Chapter Divisions should align with the chapter title in the left column. The Second
Major Division should be aligned with the Major Division and printed in italics. The Third
Subdivision should be indented under the Second Major Division and printed in italics. If there
are Fourth Subdivisions, these too should be indented under the Third Subdivision and printed in
italics. At the end of the Table of Contents are the References and Appendixes with the starting
page number for each.

Chapter 4 - Results or Findings
The results section summarizes the data collected and the statistical or analytical treatment used.
The results are generally presented in a straightforward manner without the author’s voice.
Results and findings generally do not prove or disprove any of the hypotheses or answer the
research questions. They merely report what was collected in a coherent manner. The research
questions can provide on organizing vehicle for the display of the data, however, and that same
format may be used to organize Chapter 5.
According to Mauch and Park (2003) in their book Guide to the Successful Thesis and
Dissertation, the findings should address the following questions:
 Does the reader learn how information in the raw form was summarized? Descriptive
statistics? Content analysis? Other?
 Do tables and figures contain all of the essential information? Are they developed in the
best manner to display the results and findings?
 Does each table or figure stand on its own? Is each table or figure clear and self-
explanatory?
 Are results and findings grouped in a coherent manner? Are they grouped in relation to
research questions or another clear analytical format? Chronologically?
 Is redundancy minimized?
 Is the section free of interpretation?
The APA recognizes only Tables and Figures. Charts, graphs, drawings, photos, etc. all need to
be categorized as either a table or a figure. Tables, even tables that include textual data versus
numeric data, can be helpful when trying to organize large amounts of information.
Mauch and Park (2003) provide an outline of the traditional results chapter:
 Review of the plan of the study
 Review of the procedures
 Review of the hypotheses or basic research questions
 Evidence found that supports or fails to support the hypotheses or research questions
 Unanticipated results of findings
 Summary of what was found

Use the initial purpose statement, problem statement, and subsequent research questions as
organizers. As you develop your data collection instruments, think about the information you
will be collecting and how it may be organized and reported in a clear and concise manner. As
mentioned above, the research questions will provide an organizational vehicle for structuring
the display of the data.
Most researchers collect far more information than they can possibly include in the results or
findings chapter. This is done so that anything that may be important to the research is not
missed in the collection phase. It is always easier to not use information collected than to go
back and try to collect more information. Begin with the end in mind, and be open to subtle
nuances that may be discovered. Remember that as changes are made while the data are being
collected, these alterations must be captured in Chapter 3.
Chapter 5 - Conclusions and Recommendations
The conclusions and/or recommendations, or discussion, chapter should begin with a clear
statement of support for your original problem statement or hypothesis. Then you can evaluate
and interpret the implications of your findings and results, detailed in the previous chapter.
Think about how your conclusions support previously conducted work and areas where
continued work needs to be completed.
Finally, after four chapters of using neutral voice, you are in a position to make your own
conclusions regarding the findings and results you have gathered and reported. However, the
conclusions must be drawn from your findings and a logical connection to the findings should be
made in Chapter 5.
Try to address three broad questions when you are formulating your conclusions for Chapter 5:
 Problem choice – Why is the problem important? What are the larger issues or problems
that transcend the narrow band of research that you have completed, and how do these
larger issues relate to your study?
 Levels of Analysis – How can the findings be linked to other findings at other levels of
analysis? What still needs to be done for these connections to be made?
 Application and Synthesis – If the findings appear valid and reliable, what real-life
phenomena might be explained or modeled by the results? What applications are
warranted on the basis of this research?
One of the final tasks you will undertake is making recommendations based on your findings.
Think about making recommendations for application of your findings and recommendations for
future research. Some of you will also be able to make recommendations for policymakers.
That is, what policy changes are suggested by the findings?
According to Mauch and Park (2003) in their book Guide to the Successful Thesis and
Dissertation, the discussion chapter should address the following questions:

 Are there conclusions drawn about each question or hypothesis?
 Are limitations on conclusions specified?
 Are alternative explanations for the findings identified and discussed?
 Does the reader learn about the successes and failures of the study?
 Does the reader learn about what additional study might be needed on the topic?
Mauch and Park (2003) provide an outline of the traditional final chapter:
 Conclusions
o Conclusions are drawn based on the findings.
o Alternative explanations for the findings are given.
o Impact of the study (what was learned) is provided.
o Strengths and weaknesses of the study are discussed.
 Implications
o Implications for practice or decision-making
o Implications for scholarly understanding
o Implications for building theory
o Implications for future research
 Recommendations
o Recommendations for future research, changing to a different methodology
o Recommendations for changes in academic knowledge and practice
o Recommendations for changes in accepted theoretical constructs
o Recommendations for changes in organization, procedures, practices, and
behavior
Be careful not to draw conclusions or make recommendations that cannot be substantiated by the
findings. Think small, and work big. For example, understand that you are studying a narrow
band within a larger construct. Your conclusions and recommendations should not stray too far
from that narrow band. It would be difficult to change a larger universe based on the findings of
one study.
References
Use APA style and include all citations used in the text. Conduct a reconciliation of all
references to citations in the text.
Appendixes
Examples of items that should be included in the appendix section include:

 HPRB Approval letter
 Copies of Surveys
 Interview Questions
 Correspondence providing permission to use other authors’ work
 Other relevant documents

APPENDIX H
DOCTORAL DISSERTATION PROPOSAL CHECKLIST
This checklist is used to simplify the review of your dissertation proposal by the Edgewood
College Doctoral Dissertation Committee. This form must be submitted with the final copy of
your proposal. This checklist must be signed by the doctoral student and advisor.
_____ 1. Style manual followed: APA, unless as designated by the Doctoral Handbook.
_____ 2. Dissertation proposal consistently followed this style manual.
1. Organization:
_____ 1. Title Page
_____ 2. Copyright Page
_____ 3. Abstract (not to exceed 240 words), in block form, no indentations and double
spaced
_____ 4. Acknowledgments (Optional)
_____ 5. Dedication Page (Optional)
_____ 6. Table of Contents—set up correctly to include section headings
_____ 7. Appendixes, according to the Doctoral Handbook
_____ 8. List of Tables
_____ 9. List of Figures
_____ 10. Text, divided into chapters designated by Arabic numbers
_____ 11. References, conforms to APA style manual
_____ 12. Research Compliance Approval Letter---HPRB (if using human subjects, etc.)
Format
a. Type Size:
_____ 1. Standard 12 pt in Times New Roman

b. Margins:
_____ 1. Left, right and bottom margins are 1 inch throughout. The right side of the paper is
ragged right. The top margin of the first page of each chapter is 2 inches; all other pages are 1
inch from the top
c. Spacing:
_____ 1. Text is double spaced, first line of each paragraph indented 5 to 7 spaces
_____ 2. Single space between sentences
d. Pagination
_____ 1. Every page is assigned a number (but the first page of each chapter is suppressed)
_____ 2. Small Roman numerals for preliminary pages, Arabic numbers for pages of text
_____ 3. Page numbers are positioned in the same place (at the bottom of the page, centered)
e. Tables/Figures
_____ 1. All tables and figures conform to the Burke Convention as described in the Doctoral
Handbook
_____ 2. Tables/figures follow the page on which they are first referenced, or they are included
in a separate appendix—depending upon size
_____ 3. Tables/figures are identified in the text by a number, such as Figure 1, Table 1
f. Appendixes
_____ 1. The following materials are included in the appendixes: original scales, tables (not in
text), figures (not in text), or interview questions, informed consent forms, a copy of the
instrument(s), (surveys, questionnaires, etc.) used for data collection if the instrument(s) is/are
not well known or has/have not been published, and the Research Compliance Approval Letter---
HPRB (if using human subjects, etc.).
_____ 2. If including one or more instruments in the appendixes, request has been made for
permission in writing from the copyright holder to reproduce the instrument(s), giving full credit
in the project to the copyright holder.
g. References
_____ 1. All the references cited within the text of the proposal appear in the reference list.

_____ 2. All the references in the reference list are cited within the text of the proposal, except
personal communication. Personal communication is cited in text, but is not listed in the
reference section.
2. STYLE CRITERIA
a. Writing Style
_____ 1. Presented ideas in an orderly, logical fashion.
_____ 2. Used transitional words to achieve continuity and to help maintain the flow of
thought (i.e., time links (then, next, after, while, since), cause-effect links (therefore,
consequently, as a result), addition links (in addition, moreover, furthermore, similarly), and
contrast links (but, conversely, nevertheless, however, although, whereas).
_____ 3. Used active voice (e.g., “Simpson (2001) designed the experiment.”) rather than
passive voice (e.g., “The experiment was designed by Simpson (2001).”) whenever possible.
_____ 4. Used past tense (e.g., Jones “showed”) or present perfect tense (e.g., researchers
“have shown”) when writing the literature review, and describing procedures.
_____ 5. Avoided colloquial expressions, wordiness, redundancy, jargon, and clumsy prose.
_____ 6. Avoided writing in long, involved sentences that create difficult, sometimes
incomprehensible material. Avoided having paragraphs that run longer than a double-spaced
manuscript page.
_____ 7. The writing avoids perpetuating demeaning attitudes and biased assumptions against
persons on the basis of gender, sexual orientation, racial or ethnic group, disability, or age.
b. Editorial Style
_____ 1. Used abbreviations sparingly, if at all.
_____ 2. The proposal is organized using an appropriate arrangement of section headings and
subsection headings. (See APA for a set of guidelines for selecting an arrangement of
headings, but remember to check the Edgewood College Doctoral Handbook for any
changes.)
_____ 3. When listing elements in a series, APA guidelines are followed for seriation.
_____ 4. When including a quotation of 40 or more words, it is set off as a freestanding block
of double-spaced typewritten lines, omitting the quotation marks. The author, year, and
specific page citation in the text is provided. It is properly punctuated.

_____ 5. When incorporating a short quotation (i.e., less than 40 words) in text, the quotation
with double quotation marks is enclosed. The author, year, and specific page citation in the
text is provided. It is properly punctuated.
_____ 6. When quoting an author directly, the source in the text is credited and the page
number is included in parentheses to show where that quote appeared in the original
document.
_____ 7. When paraphrasing or referring to an idea contained in another work, the source in
the text is credited, but does not provide a page number in parentheses.
_____ 8. When including subsequent references to a study within the same paragraph, the
year is only included in the first reference and not in those subsequent references.
_____ 9. When citing a work that has three, four, or five authors, all authors are cited the first
time the reference occurred and then in subsequent citations include only the surname of the
first author followed by et al. (not italicized and with a period after “al”) and the year if it is
the first citation of the reference within a paragraph.
_____ 10. When citing a work that has six or more authors, the surname of the first author is
cited followed by et al. (not italicized and with a period after “al”) and the year for the first and
subsequent citations.
_____ 11. When citing two or more works within the same parentheses, the citations are
placed in the same order in which they appear in the reference list. If there are two or more
works by the same authors, they are listed by year of publication. If there are two or more
works by different authors within the same parentheses, they are listed in alphabetical order by
the first author’s surname. Semicolons are used to separate the citations.
_____ 12. The tables meet the criteria listed in the “Table Checklist” in the APA manual.
_____ 13. The figures meet the criteria listed in the “Figure Checklist” in the APA manual.
_____ 14. The guidelines in the Dissertation Handbook are followed for preparing
appendixes.
3. INSTRUCTIONS FOR PREPARING THE DISSERTATION
_____ 1. 12-point, Times New Roman is used.
_____ 2. The entire proposal is double-spaced (even the block quotations and the reference list).
_____ 3. The entire proposal is single spaced between sentences.
_____ 4. The proposal has uniform margins of at least 1 inch at the top, bottom, left, and right of
each page, except on the first page of each chapter, in which it is 2 inches from the top.

_____ 5. A flushed left style is used, leaving the right margin uneven, or ragged.
_____ 6. All pages are numbered consecutively (except the: title page [which has no page
number], abstract, acknowledgements, dedication, table of contents, list of tables, and list of
figures which have Roman Numerals). The page numbers appear at the bottom of each page,
centered 1 inch from the bottom of the page. (Note: This is Edgewood College’s criteria, not
APA.)
_____ 7. The first line of each paragraph is indented 5 to 7 spaces or ½ inch. Block quotes are
indented 5 to 7 spaces or ½ inch without the usual opening paragraph indent.
_____ 8. Headings are properly formatted according to the Doctoral Handbook.
_____ 9. A hanging indent format is used for references (i.e., the first line of each reference is
set flush left and subsequent lines are indented).
_____ 10. Edgewood College’s instructions for typing appendixes are followed. Note: This is
different than APA.
_____ 11. APA instructions were followed for typing tables and figures. Note: Incorporate
tables and figures at the appropriate places within the proposal, if possible.
4. APA STYLE CHECKLIST FOR A DISSERTATION/RESEARCH STUDY
The APA Publication Manual, 5th Edition is the standard for APA writing. Each person should
own a copy. The purpose of this checklist is to be a guide to enable the researcher to use and
become comfortable with the Manual.
General Items:
_____ 1. There are no bold, oversized, or decorative fonts used in the document.
_____ 2. “I”, “we”, “our” are only used rarely in the research document. The writing is objective
and impersonal.
_____ 3. In writing a research proposal, the study is described in the future tense.
_____ 4. Reference citations in text: Care is taken in how to cite multiple authors and how to
cite a work with multiple authors the first time it appears and how it is cited later in the paper.
_____ 5. The symbol “&” is used inside parentheses; the word “and” is used in text. Note:
Citation of secondary sources is extremely rare in APA style and thus is not recommended at
Edgewood College.

_____ 6. Quotations in the text: The use of quotations is limited. The material is summarized in
one’s own words. Too many direct quotes do not indicate what is learned from the author and
how it ties directly to the current study.
References:
_____ 1. APA guidelines were followed when preparing entries for the reference list. Each
entry is in its proper format.
_____ 2. The spelling and year are identical in each of the text citations and its reference list
entry.
_____ 3. Heading is centered and not underlined.
_____ 4. Double-spaced; brought each new reference to the margin and indented the remainder
of the reference.
_____ 5. Last names and first initials were only used, not first names.
_____ 6. Only references cited in the paper that appear in the references are used.
_____ 7. Anything cited in the paper, appears in the references.
Tables and Figures (Graphs)---the Burke Convention is used:
_____ 1. Each Table or Figure is on a separate sheet of paper.
_____ 2. Each Table or Figure has a title and number, e.g., Table 1, Figure 1.
_____ 3. Tables and Figures are referred to in the text of the paper by their number, e.g., Table
1.
_____ 4. Information in Tables and Figures is discussed in the text, but not repeated in the text.
CHAPTER 1: INTRODUCTION
_____ 1. Introduction
_____ 2. Contextual Orientation
_____ 3. Theoretical Model (presented in accordance with the Burke Convention)
_____ 4. Statement of the problem/background of the problem (basic difficulty - area of

concern, felt need, educational trends related to the problem, unresolved issues, social concerns)
_____ 5. A convincing case is made for why the problem that is to be studied is important.

_____ 6. Research Questions to be answered or investigated/or Hypothesis or Hypotheses
statements.
_____ 7. The variables that are planned to be studied are identified and defined. Technical
terms that are introduced are defined.
_____ 8. A clear statement of the proposed study’s purpose is provided.
_____ 9. Purpose of the study (goal oriented) -emphasizing practical outcomes or products
_____ 10. Significance of the study - may overlap with the statement of problem
_____ 11. Definition of terms (largely conceptual here; operational definitions may follow in
Methodology Chapter)
_____ 12. Summary and a lead into Chapter 2
CHAPTER 2: LITERATURE REVIEW
_____ 1. This chapter is organized in the same order as the research questions. The research
questions are carefully aligned with the review of literature.
_____ 2. Historical background (if necessary)--The literature review provides an appropriate

history, but not an exhaustive historical review, of the most pertinent literature related to the
problem.
_____ 3. Theoretical Framework (Furnished from delineation of various theoretical positions, a

conceptual framework affording bases for generation of research questions and/or hypotheses).
_____ 4. The approach (i.e., the research methodology) that is intended to be used in the study
to solve the problem that is being posed is explained.
_____ 5. If there are alternative, competing theories that address the problem planned for the
study, the basic tenets and implied assumptions of those theories, highlighting the critical
differences between the theories is discussed. Personal opinions are kept out of the presentation
of the theories.
_____ 6. When previous research studies in the literature review are cited, pertinent findings,
relevant methodological issues, and major conclusions of those studies are emphasized.
_____ 7. If there are general surveys or reviews of the topic being studied, reference is made to
them in the literature review.
_____ 8. Controversial issues raised in the literature are treated fairly, representing both or
multiple sides.

_____ 9. One term is chosen for a key concept or idea and that term is used consistently.
Substituting one similar term for another is avoided.
_____ 10. A convincing case has been made as to why the proposed study is needed. Logical
continuity has been shown between previous work and the study that is planned to be conducted.
_____ 11. Summary of Chapter 2 reviewed
CHAPTER 3: METHODOLOGY
_____ 1. Overview or at least an introduction
_____ 2. Restate the research questions and/or the Hypotheses
_____ 3. Description of research methodology
_____ 4. Research design-- Spelled out–HPRB/consent
_____ 5. Instrumentation (tests, measures, observations, scales, and questionnaires)
_____ 6. Procedures (Field, classroom or laboratory e.g., instructions to subjects, etc.)
_____ 7. Research Terms (if not defined in Chapter 1)
_____ 8. Problem Statement (from Chapter 1)
Data Sources/Participants
_____ 1. Subjects of the Study (sample and population)
_____ 2. The procedures that will be used to select participants for the study have been reported.
_____ 3. The total number of participants that are planned to be included in the study has been
given.
_____ 4. The major demographic characteristics of the participants that will be reported in the
project have been identified.
Data Collection/Methods/Procedures
_____ 1. Data collection and recording
_____ 2. In the use of one or more instruments in the study (e.g., a test, a questionnaire, a
survey, a rating inventory, etc.), the purpose(s) of the instrument(s) have been described, and
general information about the instrument(s) have been provided (e.g., number of items, nature of
the construct(s) measured, response mode(s) employed, time required for administration, any
special accommodations participants will use, etc.).

_____ 3. The steps that are planned to be used to collect the data are described.
_____ 4. If a language other than English is being used when collecting information from
participants, the language that will be used is specified.
_____ 5. If an instrument needs to be translated into another language, the specific method of
translation that will be used is described.
Data Analysis or Management
_____ 1. Data analysis (statistical analysis or qualitative analysis explained in detail)
_____ 2. If it is planned to analyze the data using a statistical method, the particular method is
identified. The method is appropriate for the researcher’s purposes.
_____ 3. If it is planned to use a statistical method to analyze the data, an outline of all the
analyses that will be run is done.
_____ 4. If it is planned to use a software package that “mainstream” researchers do not

commonly employ (i.e., SPSS or SAS would be considered commonly employed software
packages, for example), then the software is referenced, its author(s), and the particular version
of the software that will be used.
_____ 5. If it is planned to conduct qualitative research, or a combination of qualitative and

quantitative research, the software analysis program that is used for the qualitative portion is
NVIVO.8
Limitations
_____ 1. Any conditions or limitations that may affect the interpretation of the data or
information collected have been included.
Summary
_____ 1. What the plan is to do with the research has been briefly outlined. The groups or
variables under study, the type and technique of the research and the educational significance of
the study have been summarized.

I have checked the dissertation proposal manuscript for all of the above items.
Student’s Name (please print): _________________________________________
Signature: _____________________________ Date: _____________
E-mail Address: ____________________
Advisor’s Name (please print): _________________________________________
Signature: _____________________________ Date:______________
E-mail Address:____________________
Community Chair’s Name (please print): _________________________________
Signature: _____________________________ Date: _____________
E-mail Address: ____________________

APPENDIX I
DOCTORAL DISSERTATION DEFENSE CHECKLIST
This checklist is used to simplify the review of your dissertation by the Edgewood College
Doctoral Dissertation Committee. This form must be submitted with the final copy of your
dissertation at the time of your dissertation defense. This checklist must be signed by the
doctoral student and advisor.
_____ 1. Style manual followed: APA, unless as designated by the Doctoral Handbook.
_____ 2. Dissertation proposal consistently followed this style manual.
1. Organization:
_____ 1. Title Page
_____ 2. Copyright Page
_____ 3. Abstract (not to exceed 240 words), in block form, no indentations and double
spaced
_____ 4. Acknowledgments (Optional)
_____ 5. Dedication Page (Optional)
_____ 6. Table of Contents—set up correctly to include section headings
_____ 7. Appendixes, according to the Doctoral Handbook
_____ 8. List of Tables
_____ 9. List of Figures
_____ 10. Text, divided into chapters designated by Arabic numbers
_____ 11. References, conforms to APA style manual
_____ 12. Research Compliance Approval Letter---HPRB (if using human subjects, etc.)

Format
a. Type Size:
_____ 1. Standard 12 pt in Times New Roman
b. Margins:
_____ 1. Left, right and bottom margins are 1 inch throughout. The right side of the paper is
ragged right. The top margin of the first page of each chapter is 2 inches; all other pages are 1
inch from the top
c. Spacing:
_____ 1. Text is double spaced, first line of each paragraph indented 5 to 7 spaces
_____ 2. Single space between sentences
d. Pagination
_____ 1. Every page is assigned a number (but the first page of each chapter is suppressed)
_____ 2. Small Roman numerals for preliminary pages, Arabic numbers for pages of text
_____ 3. Page numbers are positioned in the same place (at the bottom of the page, centered)
e. Tables/Figures
_____ 1. All tables and figures conform to the Burke Convention as described in the Doctoral
Handbook
_____ 2. Tables/figures follow the page on which they are first referenced, or they are included
in a separate appendix—depending upon size
_____ 3. Tables/figures are identified in the text by a number, such as Figure 1, Table 1
f. Appendixes
_____ 1. The following materials are included in the appendixes: original scales, tables (not in
text), figures (not in text), or interview questions, informed consent forms, a copy of the
instrument(s), (surveys, questionnaires, etc.) used for data collection if the instrument(s) is/are
not well known or has/have not been published, and the Research Compliance Approval Letter---
HPRB (if using human subjects, etc.).

_____ 2. If including one or more instruments in the appendixes, request has been made for
permission in writing from the copyright holder to reproduce the instrument(s), giving full credit
in the project to the copyright holder.
g. References
_____ 1. All the references cited within the text of the proposal appear in the reference list.
_____ 2. All the references in the reference list are cited within the text of the proposal, except
personal communication. Personal communication is cited in text, but is not listed in the
reference section.
2. STYLE CRITERIA
a. Writing Style
_____ 1. Presented ideas in an orderly, logical fashion.
_____ 2. Used transitional words to achieve continuity and to help maintain the flow of
thought (i.e., time links (then, next, after, while, since), cause-effect links (therefore,
consequently, as a result), addition links (in addition, moreover, furthermore, similarly), and
contrast links (but, conversely, nevertheless, however, although, whereas).
_____ 3. Used active voice (e.g., “Simpson (2001) designed the experiment.”) rather than
passive voice (e.g., “The experiment was designed by Simpson (2001).”) whenever possible.
_____ 4. Used past tense (e.g., Jones “showed”) or present perfect tense (e.g., researchers
“have shown”) when writing the literature review, and describing procedures.
_____ 5. Avoided colloquial expressions, wordiness, redundancy, jargon, and clumsy prose.
_____ 6. Avoided writing in long, involved sentences that create difficult, sometimes
incomprehensible material. Avoided having paragraphs that run longer than a double-spaced
manuscript page.
_____ 7. The writing avoids perpetuating demeaning attitudes and biased assumptions against
persons on the basis of gender, sexual orientation, racial or ethnic group, disability, or age.
b. Editorial Style
_____ 1. Used abbreviations sparingly, if at all.
_____ 2. The proposal is organized using an appropriate arrangement of section headings and
subsection headings. (See APA for a set of guidelines for selecting an arrangement of
headings, but remember to check the Edgewood College Doctoral Handbook for any
changes.)

_____ 3. When listing elements in a series, APA guidelines are followed for seriation.
_____ 4. When including a quotation of 40 or more words, it is set off as a freestanding block
of double-spaced typewritten lines, omitting the quotation marks. The author, year, and
specific page citation in the text is provided. It is properly punctuated.
_____ 5. When incorporating a short quotation (i.e., less than 40 words) in text, the quotation
with double quotation marks is enclosed. The author, year, and specific page citation in the
text is provided. It is properly punctuated.
_____ 6. When quoting an author directly, the source in the text is credited and the page
number is included in parentheses to show where that quote appeared in the original
document.
_____ 7. When paraphrasing or referring to an idea contained in another work, the source in
the text is credited, but does not provide a page number in parentheses.
_____ 8. When including subsequent references to a study within the same paragraph, the
year is only included in the first reference and not in those subsequent references.
_____ 9. When citing a work that has three, four, or five authors, all authors are cited the first
time the reference occurred and then in subsequent citations include only the surname of the
first author followed by et al. (not italicized and with a period after “al”) and the year if it is
the first citation of the reference within a paragraph.
_____ 10. When citing a work that has six or more authors, the surname of the first author is
cited followed by et al. (not italicized and with a period after “al”) and the year for the first and
subsequent citations.
_____ 11. When citing two or more works within the same parentheses, the citations are
placed in the same order in which they appear in the reference list. If there are two or more
works by the same authors, they are listed by year of publication. If there are two or more
works by different authors within the same parentheses, they are listed in alphabetical order by
the first author’s surname. Semicolons are used to separate the citations.
_____ 12. The tables meet the criteria listed in the “Table Checklist” in the APA manual.
_____ 13. The figures meet the criteria listed in the “Figure Checklist” in the APA manual.
_____ 14. The guidelines in the Dissertation Handbook are followed for preparing
appendixes.
3. INSTRUCTIONS FOR PREPARING THE DISSERTATION
_____ 1. 12-point, Times New Roman is used.

_____ 2. The entire proposal is double-spaced (even the block quotations and the reference list).
_____ 3. The entire proposal is single spaced between sentences.
_____ 4. The proposal has uniform margins of at least 1 inch at the top, bottom, left, and right of
each page, except on the first page of each chapter, in which it is 2 inches from the top.
_____ 5. A flushed left style is used, leaving the right margin uneven, or ragged.
_____ 6. All pages are numbered consecutively (except the: title page [which has no page
number], abstract, acknowledgements, dedication, table of contents, list of tables, and list of
figures which have Roman Numerals). The page numbers appear at the bottom of each page,
centered 1 inch from the bottom of the page. (Note: This is Edgewood College’s criteria, not
APA.)
_____ 7. The first line of each paragraph is indented 5 to 7 spaces or ½ inch. Block quotes are
indented 5 to 7 spaces or ½ inch without the usual opening paragraph indent.
_____ 8. Headings are properly formatted according to the Doctoral Handbook.
_____ 9. A hanging indent format is used for references (i.e., the first line of each reference is
set flush left and subsequent lines are indented).
_____ 10. Edgewood College’s instructions for typing appendixes are followed. Note: This is
different than APA
.
_____ 11. APA instructions were followed for typing tables and figures. Note: Incorporate
tables and figures at the appropriate places within the proposal, if possible.
4. APA STYLE CHECKLIST FOR A DISSERTATION/RESEARCH STUDY
The APA Publication Manual, 5th Edition is the standard for APA writing. Each person should
own a copy. The purpose of this checklist is to be a guide to enable the researcher to use and
become comfortable with the Manual.
General Items:
_____ 1. There are no bold, oversized, or decorative fonts used in the document.
_____ 2. “I”, “we”, “our” are only used rarely in the research document. The writing is objective
and impersonal.
_____ 3. In writing a research proposal, the study is described in the future tense.

_____ 4. Reference citations in text: Care is taken in how to cite multiple authors and how to
cite a work with multiple authors the first time it appears and how it is cited later in the paper.
_____ 5. The symbol “&” is used inside parentheses; the word “and” is used in text. Note:
Citation of secondary sources is extremely rare in APA style and thus is not recommended at
Edgewood College.
_____ 6. Quotations in the text: The use of quotations is limited. The material is summarized in
one’s own words. Too many direct quotes do not indicate what is learned from the author and
how it ties directly to the current study.
References:
_____ 1. APA guidelines were followed when preparing entries for the reference list. Each
entry is in its proper format.
_____ 2. The spelling and year are identical in each of the text citations and its reference list
entry.
_____ 3. Heading is centered and not underlined.
_____ 4. Double-spaced; brought each new reference to the margin and indented the remainder
of the reference.
_____ 5. Last names and first initials were only used, not first names.
_____ 6. Only references cited in the paper that appear in the references are used.
_____ 7. Anything cited in the paper, appears in the references.
Tables and Figures (Graphs)---the Burke Convention is used:
_____ 1. Each Table or Figure is on a separate sheet of paper.
_____ 2. Each Table or Figure has a title and number, e.g., Table 1, Figure 1.
_____ 3. Tables and Figures are referred to in the text of the paper by their number, e.g., Table
1.
_____ 4. Information in Tables and Figures is discussed in the text, but not repeated in the text.
CHAPTER 1: INTRODUCTION
_____ 1. Introduction
_____ 2. Contextual Orientation
_____ 3. Theoretical Model (presented in accordance with the Burke Convention)

_____ 4. Statement of the problem/background of the problem (basic difficulty - area of
concern, felt need, educational trends related to the problem, unresolved issues, social concerns)
_____ 5. A convincing case is made for why the problem that is to be studied is important.
_____ 6. Research Questions to be answered or investigated/or Hypothesis or Hypotheses

statements.
_____ 7. The variables that are planned to be studied are identified and defined. Technical
terms that are introduced are defined.
_____ 8. A clear statement of the proposed study’s purpose is provided.
_____ 9. Purpose of the study (goal oriented) -emphasizing practical outcomes or products
_____ 10. Significance of the study - may overlap with the statement of problem
_____ 11. Definition of terms (largely conceptual here; operational definitions may follow in
Methodology Chapter)
_____ 12. Summary and a lead into Chapter 2
CHAPTER 2: LITERATURE REVIEW
_____ 1. This chapter is organized in the same order as the research questions. The research
questions are carefully aligned with the review of literature.
_____ 2. Historical background (if necessary)--The literature review provides an appropriate

history, but not an exhaustive historical review, of the most pertinent literature related to the
problem.
_____ 3. Theoretical Framework (Furnished from delineation of various theoretical positions, a

conceptual framework affording bases for generation of research questions and/or hypotheses).
_____ 4. The approach (i.e., the research methodology) that is intended to be used in the study
to solve the problem that is being posed is explained.
_____ 5. If there are alternative, competing theories that address the problem planned for the
study, the basic tenets and implied assumptions of those theories, highlighting the critical
differences between the theories is discussed. Personal opinions are kept out of the presentation
of the theories.
_____ 6. When previous research studies in the literature review are cited, pertinent findings,
relevant methodological issues, and major conclusions of those studies are emphasized.

_____ 7. If there are general surveys or reviews of the topic being studied, reference is made to
them in the literature review.
_____ 8. Controversial issues raised in the literature are treated fairly, representing both or
multiple sides.
_____ 9. One term is chosen for a key concept or idea and that term is used consistently.
Substituting one similar term for another is avoided.
_____ 10. A convincing case has been made as to why the proposed study is needed. Logical
continuity has been shown between previous work and the study that is planned to be conducted.
_____ 11. Summary of Chapter 2 reviewed
CHAPTER 3: METHODOLOGY
_____ 1. Overview or at least an introduction
_____ 2. Restate the research questions and/or the Hypotheses
_____ 3. Description of research methodology
_____ 4. Research design-- Spelled out–HPRB/consent
_____ 5. Instrumentation (tests, measures, observations, scales, and questionnaires)
_____ 6. Procedures (Field, classroom or laboratory e.g., instructions to subjects, etc.)
_____ 7. Research Terms (if not defined in Chapter 1)
_____ 8. Problem Statement (from Chapter 1)
Data Sources/Participants
_____ 1. Subjects of the Study (sample and population)
_____ 2. The procedures that will be used to select participants for the study have been reported.
_____ 3. The total number of participants that are planned to be included in the study has been
given.
_____ 4. The major demographic characteristics of the participants that will be reported in the
project have been identified.

Data Collection/Methods/Procedures
_____ 1. Data collection and recording
_____ 2. In the use of one or more instruments in the study (e.g., a test, a questionnaire, a
survey, a rating inventory, etc.), the purpose(s) of the instrument(s) have been described, and
general information about the instrument(s) have been provided (e.g., number of items, nature of
the construct(s) measured, response mode(s) employed, time required for administration, any
special accommodations participants will use, etc.).
_____ 3. The steps that are planned to be used to collect the data are described.
_____ 4. If a language other than English is being used when collecting information from
participants, the language that will be used is specified.
_____ 5. If an instrument needs to be translated into another language, the specific method of
translation that will be used is described.
Data Analysis or Management
_____ 1. Data analysis (statistical analysis or qualitative analysis explained in detail)
_____ 2. If it is planned to analyze the data using a statistical method, the particular method is
identified. The method is appropriate for the researcher’s purposes.
_____ 3. If it is planned to use a statistical method to analyze the data, an outline of all the
analyses that will be run is done.
_____ 4. If it is planned to use a software package that “mainstream” researchers do not

commonly employ (i.e., SPSS or SAS would be considered commonly employed software
packages, for example), then the software is referenced, its author(s), and the particular version
of the software that will be used.
_____ 5. If it is planned to conduct qualitative research, or a combination of qualitative and

quantitative research, the software analysis program that is used for the qualitative portion is
NVIVO.8
Limitations
_____ 1. Any conditions or limitations that may affect the interpretation of the data or
information collected have been included.

Summary
_____ 1. What the plan is to do with the research has been briefly outlined. The groups or
variables under study, the type and technique of the research and the educational significance of
the study have been summarized.
CHAPTER 4: RESULTS OR FINDINGS
Introduction
____1. An overview is given of how the chapter is organized to present the data analysis.
____2. A brief review of the purpose of the study and the problem to be addressed is given.
____3. The research method employed is given.
____4. Personal interpretation of the study’s data is omitted. Just the facts of the data are
presented.
Organization of Data Analysis
____1. An overview is given of how the data will be presented.
____2. The way in which the research questions/hypotheses will be presented is reviewed.
Research Questions/Hypotheses
____1. An introduction of the research questions/hypotheses is given.
Analysis of Data
____1. An introductory sentence is given.
____2. Each research question/hypothesis is presented separately.
____3. After stating each research question/hypothesis, each is followed by a discussion of the
type of statistical analysis that was utilized. If a hypothesis is used, a discussion is given which
reviews the resulting data from the statistical analysis.
____4. After each research question/hypothesis discussion, a concluding summary is given

indicating the rejection or retention of the question or hypothesis.
____5. The Chapter is organized closely following the guiding research questions and
hypotheses as they appear in Chapter 1.

____6. If the study is complex, the most important findings both in the text and in the
accompanying tables are highlighted and simple conclusions are drawn in anticipation of more
developed discussions in Chapter 5.
Summary
____1. A summary paragraph is presented as a brief review of the chapter.
____2. A sentence is given to introduce the final chapter (Chapter 5).
____3. No conclusions or implications appear in this chapter.
CHAPTER 5: CONCLUSIONS AND RECOMMENDATIONS
Introduction
____1. An introductory paragraph is given reviewing the sections in this chapter.
____2. Essential points made in Chapters 1 and 3 are summarized briefly, such as: Why this
topic is important and how this study was designed to contribute to one’s understanding of the
topic.
Summary of the Study
____1. An overview of the entire study is given by beginning with a review of the problem and
the type of information collected.
____2. The research questions/hypotheses are restated.
____3. A brief statement or several sentences of the contents of the literature review are
included.
____4. The population from which the sample was drawn is described. If there is a response rate
from a survey, this is stated.
Findings
____1. A review of all of the findings from the statistical analysis of data are presented.
____2. The review of all of the findings are presented in the same sequence as they were
presented in Chapter 4.
____3. The findings are presented factually and in an organized narrative.
Conclusions

____1. Conclusions are based on the research questions/hypotheses in Chapter 1.
____2. The conclusions to the research questions/hypotheses are presented in the same
sequential order, as listed in Chapter 1.
____3. Conclusions and the discussion of the conclusions are stated clearly.
____4. The researcher has said everything and anything he/she wants to say about the research
that has been conducted. Also, the researcher has told the reader what he/she thinks about the
research---by using references to support what he/she said.
____5. Explanations to what is said are supported through the literature.
____6. Life experiences are drawn upon to support thoughts, views, and ideas.
____7. Everything is tied together.
____8. What was found in the research is analyzed, synthesized and evaluated with what the
researcher thinks.
Implications
Theoretical Implications
____1. The researcher’s interpretation of the dissertation findings in terms of the

questions/hypotheses that guided the study is given.
____2. Evaluation of the strengths and weaknesses of the study, the degree to which the
conclusions drawn are credible given the researcher’s method and data are critically evaluated.
____3. A critical, retrospective examination of the framework presented in the literature review
in light of the dissertation’s new findings is given.
Practical Implications
____1. Practical suggestions for addressing the issues that have been raised in the research of
what should be done are given.
____2. Following suggestions as to what should be done, suggestions as to how it can be done
are indicated.
____3. New insights derived from the dissertation to solve real and significant problems of
education are given.
____4. The quantity of the implications for practice is not as important as the quality of thought
behind the suggestions.

Implications for Future Research
____1. Based on the review of literature and in the research that was studied, things that the
study did not do or find, lead to indicate what further could be studied in the area of the research
conducted.
____2. When stating what should be studied, why this is important is also indicated.
____3. A rationale for why the additional research should be conducted is provided.
____4. Based on what the study did and found, the implications of future research are given.
Summary
____1. The summary begins with a brief statement of the purpose.
____2. An overview of the findings follows the statement of the purpose.
____3. An overview of the conclusions follows the overview of the findings.

I have checked the dissertation defense manuscript for all of the above items.
Student’s Name (please print): _______________________________________
Signature: _____________________________ Date: _____________
E-mail Address: ____________________
Advisor’s Name (please print): ______________________________________
Signature: _____________________________ Date:______________
E-mail Address:_____________________
Community Chair’s Name (please print):________________________________
Signature: _____________________________ Date:_______________
E-mail Address:_____________________

2010 Dissertation Handbook Edgewood ED830

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Edgewood College

Education Doctorate Ed.D.

Revised January 2010 2

Revised January 2010 3

Revised January 2010 4

ORAL AND WRITTEN EXAMINATIONS

The final program, Proseminar ED 901, is structured as an all-inclusive program assessment. A

ADMISSION TO DOCTORAL CANDIDACY

Revised January 2010 5

Revised January 2010 6

A faculty member is appointed to serve as a student’s Dissertation Advisor. The Dissertation

Revised January 2010 7

REQUIRED KNOWLEDGE FOR ADVISORS

In order to serve successfully as an Advisor, an individual should know the following:

 The contents of the Edgewood College Doctor of Education in Educational Leadership

 The guidelines outlined in the Publication Manual of the American Psychological

 The academic writing style that is appropriate for scholarly research.

 Commitment, energy, and capacity to successfully manage multiple tasks.

 Superior time management and organizational skills; extreme attention to detail.

 Strong oral and written communication skills.

 Proficiency in MS software, including electronic editing of documents, and electronic

IMPORTANT DISPOSITIONS FOR ADVISORS

The elements of quality advising include:

Revised January 2010 8

REQUIRED EXPERIENCE AND APPROVAL FOR ADVISORS

 Current status as a full-time, part-time, or adjunct member of the Edgewood College

 An earned doctorate or acceptable terminal degree from an accredited institution of

 Experience conducting and evaluating research in educational settings.

 Experience in designing and advising dissertation research at the doctoral level.

DUTIES OF THE DISSERTATION ADVISOR

The dissertation Advisor’s responsibilities include the following:

 Participating in a professional development module facilitated by the Assistant Director

Revised January 2010 9

 Attending and actively participating in the Proposal Presentation.

 Accepting, accepting with revisions, or rejecting the proposed research in collaboration

 Participating as a Reader in an additional Proposal Presentation within the Advising

 Signing off on the Dissertation Proposal and Dissertation Defense Checklists.

Revised January 2010 10

 Participating in an additional Proposal Presentation and Dissertation Defense of an

PROCEDURES FOR CHANGING DISSERTATION ADVISORS

If a student wishes to initiate such a change, the student should:

1. Discuss the matter with the Advisor

If a Dissertation Advisor wishes to withdraw as Dissertation Advisor, the Dissertation Advisor

1. Discuss the matter with the student involved

THE DISSERTATION PROCESS

 Reveal the student’s ability to analyze, synthesize, and interpret information.

Revised January 2010 11

 Describe research methods, approaches, and procedures used in addressing the

 Present research findings, conclusions, and recommendations in a systematic way.

SUMMARY OF ADVISOR ROLE SCOPE AND RESPONSIBILITIES

PREPARING THE DOCTORAL DISSERTATION PROPOSAL

Revised January 2010 12

 An explanation of why the topic is important.

 A review of the relevant literature.

 A selection of an appropriate research design.

 Write an explicit problem statement and design a graphic representation of the

 Anticipate potential findings as well as any limitations due to time, scope,

 Write the proposal according to guidelines provided.

WRITING THE DOCTORAL DISSERTATION PROPOSAL

Revised January 2010 13

PROCESS FOR APPROVAL OF THE DISSERTATION PROPOSAL

Each member is asked to decide if the proposed dissertation will:

 Make a significant contribution to the understanding of the problem that it examines

 Demonstrate the candidate’s capacity to carry out independent research