Chapter 2 of Dissertation Proposal

Research Questions and/or Hypotheses

A research question is a question that a particular study seeks to answer. It addresses an issue, through data analysis and interpretation, which is answered in the conclusion part of a study. As the name suggests, a research question is grounded on research. Cross-cultural awareness is closely linked with positive student leadership qualities and behavior. Hence, this study will be guided by two questions.

RQ1: How does cross-cultural experience affect student leadership capacity development?

RQ2: How does cross-cultural experience influence student academic achievement?

Advancing Scientific Knowledge and Significance of the Study

This study is significant in the sense that there is little research examining the relationship between cross-cultural experience and students' academic achievement as well as leadership development. It seeks to understand how cross-cultural experiences influence student leadership capacity development and academic achievement, thereby adding an updated qualitative aspect to cultural competence studies as it relates to student leadership development and academic achievement. Much of the study conducted on leadership in culturally diverse k-12 learning institutions tend to focus on leadership regarding school heads and administrators, educational stakeholders, and teachers instead of leadership issues among students in culturally diverse k-12 learning environments (Genao, 2016).

Bartel-Radic and Giannelloni (2017) acknowledge that there is a scarcity of scholarly materials exploring the impacts of cross-cultural issues on students' academic performance and leadership development. On the contrary, this study investigates the relationship between cross-cultural experience and students' academic performance as well as leadership development. This is crucial because cultural competence involves the development of internal knowledge, skills, and abilities that students bring to the school environment daily rather than the strategies they use in classrooms with their colleagues.

Several studies explore the impact of cultural competence on school heads and instructors (Genao, 2016), but this study is more directed on the effect on students. Other studies on the field of education have focused on how to develop cultural awareness and competence in healthcare students (Forsyth et al., 2019). Some have discussed the importance of developing cross-cultural experience among nursing students (Cruz et al., 2018). Moreover, there are many studies on issues related to cross-cultural awareness such as culturally relevant pedagogy (Ladson-Billings, 2014), culturally responsive teaching (Hernandez, Morales & Shroyer, 2013), and cultural congruence (Bayanova et al., 2016). Yet, there is a scarcity of studies on the topic being explored. The meaning of cultural competence implies that this asset is vital for effective leadership skills and good academic performance. In essence, a student must develop a higher cultural competence to become an all-round person in life. This study aims to fill the existing gap in literature such as the need to explore the impact of cultural competence on students' academic performance and the need to investigate the influence of cultural competence on students' leadership development.

Rationale for Methodology

This study will use the descriptive qualitative method of research design because it aims at understanding how cross-cultural experiences influence students' academic performance and leadership development. This study is more concerned with what issues instead of why or why a certain phenomenon has happened. Descriptive qualitative research methodology aims at describing a phenomenon and its features (Cresswell & Cresswell, 2012). Moreover, the descriptive qualitative approach will be used because it explores how a specific socio-cultural phenomenon operates (Poucher et al., 2020).

A qualitative study focuses on collecting non-numerical data such as the feelings and perceptions of research participants. The qualitative method of research design will be used because it is subjective and focuses on the interpretation as well as an understanding of a social phenomenon within natural settings (Saunders et al., 2018). Thus, the methodology is suitable for this study because it helps in understanding as well as interpreting the current state of student academic performance and leadership competence in culturally diverse k-12 learning institutions. The method can also be used to determine the appropriate strategies that can help in preventing and managing diversity-related issues that hinder academic attainment and obstruct leadership.

Moreover, the qualitative methodology of research design accommodates both the complexities and several realities regarding new ideas as well as themes emerging from the gathered data (Saunders et al., 2018). Therefore, the qualitative method of research design would facilitate the expansion of the study and allow accommodation as well as the generation of new ideas that would enhance understanding of diversity issues in learning institutions. The sensitivity of cultural diversity means that there is a need to have caution when choosing the type of research methodology for data collection. It is also important to focus on the researcher's behavior (Poucher et al., 2020). In this regard, the qualitative methodology is appropriate because the emphasis is to use ethical behaviors to create a socially conducive atmosphere where research subjects can comfortably provide their genuine responses. Genuine responses are crucial for data accuracy and reliability. Furthermore, the qualitative methodology allows for data analysis in a nonlinear, iterative, as well as holistic manner, which will improve the quality of the research (Cresswell & Cresswell, 2017).

Nature of the Research Design for the Study

The purpose of this qualitative descriptive study is to understand how cross-cultural experiences influence student leadership capacity development and academic achievement, located at a high school in Central Florida. A descriptive qualitative method of research design will be used to explore the relationship between cross-cultural experience and student academic performances as well as leadership development. Poucher et al. (2020) indicate that the purpose of a qualitative descriptive research design is to provide a comprehensive summarization of specific events faced by an individual or a group of people. In essence, it focuses on people's experiences, including the integration of people's experiences with consciousness, as well as the implication of the situation (Poucher et al, 2020).

The descriptive qualitative research design focuses on an understanding of the essence and core structure as well as the impacts of experiences. Allen (2017) asserts that a qualitative descriptive research design is used when there is a need for an uncomplicated description that focuses on the what, why, and when, as well as where of an experience. Doyle et al. (2020) offered a major reason for using the qualitative descriptive approach of research methodology. The rationale is that a qualitative descriptive research design offers a clear description of experiences as well as perceptions, especially in areas where there is insufficient information about the issue under investigation.

A descriptive qualitative research design will be used for this study as it requires an uncomplicated description of how cross-cultural experiences affect a student's leadership development and academic outcome. Moreover, a descriptive qualitative research design can help in understanding the lived experiences as well as academic performance of students in culturally diverse learning institutions based on the current state of cross-cultural cooperation as well as cohesion in schools. The qualitative methods of research methodology that will be used in this study are semi-structured interviews and observation. Allen (2017) defines the semi-structured interview as a qualitative method of data collection in which a researcher asks respondents a series of predetermined open-ended questions.

The semi-structured interview method of data collection is effective if a researcher wants to explore the thoughts, feelings, and beliefs of a research participant about a particular issue. It is also effective when a researcher wants to delve deeply into sensitive issues and to gather qualitative, open-ended data. Semi-structured interviews will be used because of their framework, which makes it easy to focus on the main themes of a study. Moreover, they are not restricted to particular questions (Poucher et al., 2020). Semi-structured interviews also permit flexibility to some limit, which can allow a researcher to interactively respond to the interviewees' respondents, thereby allowing the development of new themes and identification of new issues as they arise (Allen, 2017). The experimental form of the interview will be used because it enables a researcher to capture a respondent's perceptions, feelings, and experiences during the time they have been a culturally diverse learning institution.

In addition to semi-structured interviews, observation methods of data collection will also be used. It is a method of data collection in which a researcher observes within specific research. This method of data collection will be used since it allows a researcher to understand as well as capture the context within which interactions take place. Firsthand experience with the culturally diversified k-12 schools will allow the researcher to embrace inductive and discovery instead of guessing about the context. Moreover, the researcher will see some things that normally escape the respondents' awareness when using a different method of data collection. Most importantly, it will provide the researcher with an opportunity to learn new things that respondents may not be willing to discuss in an interview. Cresswell and Cresswell (2017) indicate that the observation method of data collection allows researchers to view events, norms, and actions from the respondents' perspectives. It also allows researchers to attend to mundane details needed to understand ongoing experiences and provide clues to other aspects of reality. Most importantly, observation enables researchers to contextualize events from social and historical perspectives.

The study will also utilize focus groups for data collection to complement semi-structured interviews. Guest et al. (2017) assert that focus groups are a qualitative method of data collection used to gather in-depth information about a topic under investigation. Focus groups help in collecting information on collective perspectives, and the meanings lying behind such perspectives. They will also help in acquiring a rich understanding of the research participants' experiences and beliefs. Cresswell and Cresswell (2017) assert that focus groups cans be used during the pre-structuring phase of a study when a researcher aspires to collect different perspectives or judgments of experts. Focus groups will be used to collect data from a purposely chosen group of people instead of a statistically representative sample. In addition, this method will help in understanding the respondent's socio-cultural aspects of life. The method will be employed by determining as well as defining the primary research objectives. Then a list of questions will be developed for discussion by the focus group.

Data will be gathered from a high school in Central Florida, school administrators, and teachers. In particular, the study will include 16 - 24 participants. Researchers will contact school administrators and teachers and explain the purpose as well as the significance of the study. The researcher will seek IRB approval by explaining the nature and significance of the study and how the study is aligned with ethical research principles and practices. This will only be done after obtaining permission from the school. The researcher will inform the school administrators and teachers about the research ninety days in advance so that they can decide on whether to participate or not and adequately prepare for the exercise.

The process of data collection will commence by contacting the relevant school authorities. Since the study will not interfere with normal learning activities, research participants will be expected to respond to the interview questionnaires during weekdays or weekends. Observations will be conducted during indoor as well as outdoor activities by using cameras in classrooms. Direct observations will be used for outdoor activities. For teachers, paper and pen face-to face-interview will be effective. Secondary data will be gathered from education offices and teachers as well as school administrators' inventories. A compilation of data from different research participants will be done 30 days after completing the data collection process.

After data collection, the data will be coded and arranged systematically through itemization of nominal data in the same group. Different themes will be determined, and thematic analysis performed to interpret observations. For example, if one of the coded groups is leadership performance across all learners, the list's subcategory would be leadership performance among African-Americans, Asian American, and Caucasian students. The implication is that there will be an analysis and comparison of trends in different classes and sub-classes. Data validity will be ascertained by the deviations between the study's findings and research questions, and whether the findings are consistent with the standard accuracy limits of the research instruments employed in the study.

Data management is an important requirement in any research activity. It involves the organization, storage, and preservation, as well as sharing of data collected and utilized in a study (Cresswell & Cresswell, 2017). In this study, information systems will be used for data storage. A cloud backup system will be used to prevent loss, destruction, and deletion of data. Cloud backup will also safeguard data integrity. Furthermore, various information security methods such as encryption, physical access controls, as well as password authentication will be used for data security and protection. Most importantly, the data will be kept for at least one month to ensure easy accessibility during the data analysis stage or for verification purposes, and typically for 3- 5 years for record.

Definition of Terms

Various terms relating to cultural competence have been used throughout this proposal. Hence, it is important to provide their operational definition. They include:

African American: The two terms refer to persons having origins in the black racial groups of Africa (Planty et al., 2009).

Asian American: A person having origins in the original people of Southeast Asia, the Far East, and India (Planty et al., 2009).

Cultural competence: It is a set of congruent policies, behaviors, as well as attitudes that converge in a system or agency and enables that agency or system to operate effectively in a cross-cultural setting.

Culture: This is a lens via which life is perceived

Dominant culture: Since the study will be conducted in the United States, the dominant culture refers to a set of values and beliefs held by white Americans from the middle or upper class.

Hispanic/Latino: These two terms refer to persons of Mexican, Southern or Central American, Puerto Rican origin, or Spanish origin irrespective of race (Planty et al., 2009).

Native American: These are persons having origins in the original persons of North, South, and Central America (Planty et al., 2009).

School Poverty Rate: This is the proportion of learners within a learning institution receiving free lunch.

White Americans: These terms refers to persons having origins in the original people of Europe, the Middle East, or North Africa (Planty et al., 2009)

Assumptions, Limitations, Delimitations

Assumptions

It is assumed that:

· Cultural competence is acquired through training and practice

· The primary work of educators is to prepare culturally competent students

· The research participants will provide honest and socially desirable answers

Limitations and Delimitations

The main limitation of this study is that cultural competence measure is a self-report survey, which may not reflect the level of a participant's competence level in case of dishonesty. The first delimitation is that the study will be carried out in an urban area of mid-size Los Angeles County. In addition, this study will only explore the influence of cultural competence on students' academic performance and leadership development in culturally diverse k-12 schools.

Summary and Organization of the Remainder of the Study

The purpose of this study is to understand how cross-cultural experiences influence student leadership capacity development and academic achievement, located at a high school in Central Florida. This chapter has discussed various aspects such as the background of the study, the purpose of the study, research questions, and the significance of the study. This study is important because it will fill the existing gap in current literature about the correlation between cross-cultural experience and student leadership behaviors as well as the academic outcome. The next chapter will focus on a literature review of the study and the third chapter will discuss the research methodology.

Chapter 2: Literature Review

Introduction to the Chapter and Background to the Problem

This chapter presents the theoretical framework for the study and develops the topic, specific research problem, question(s), and design elements. In order to perform significant dissertation research, the learner must first understand the literature related to the research focus. A well-articulated, thorough literature review provides the foundation for a substantial, contributory dissertation. The purpose of Chapter 2 is to develop a well-documented argument for the selection of the research topic, to formulate the research questions, and to justify the choice of research methodology.A literature review is a synthesisof what has been published on a topic by accredited scholars and researchers. It is not an expanded annotated bibliography or a summary of research articles related to thrutopic.

The literature review will place the research focus into contextby analyzing and discussing the existing body of knowledge and effectively telling the reader everything that is known, or everything that has been discovered in research about that focus, and where the gaps and tensions in the research exist. As a piece of writing, the literature review must convey to the reader what knowledge and ideas have been established on a topic, and build an argument in support of the research problem.

This section describes the overall topic to be investigated, outlines the approach taken for the literature review, and the evolution of the problem based on the “gap” or “need” defined in the literature from its origination to its current form.Make sure the Introduction and Background section of the literature review addresses all required criterion listed in the table below.Learners may want to create a subsection title for the Introduction section and for the Background to the Problem section to provide clarity to the reader.

Criterion *(Score = 0, 1, 2, or 3)	Learner Score	Chair Score	Methodologist Score	Content ExpertScore
CHAPTER 2 INTRODUCTION (TO THE CHAPTER)AND BACKGROUND (TO THE PROBLEM) (Minimum two to three pages)
Introduction : Provides an orienting paragraph so the reader knows what the literature review will address.			X
Introduction : Describes how the chapter will be organized (including the specific sections and subsections).			X
Introduction: Describes how the literature was surveyed so the reader can evaluate thoroughness of the review. This includes search terms and databases used.			X
Background: Discusses how the problem has evolved historically into its current form.			X
Background : Describes the “gap” or “need” defined in the current literature and how it leads to the creation of the topic and problem statement for the study.Note: This section should be a significant expansion on the Background to the Problem section in Chapter 1.			X
Section is written in a way that is well structured, has a logical flow, uses correct paragraph structure, uses correct sentence structure, uses correct punctuation, and uses correct APA format.			X
*Score each requirement listed in the criteria table using the following scale: 0 = Item Not Present or Unacceptable. Substantial Revisions are Required. 1 = Item is Present. Does Not Meet Expectations. Revisions are Required. 2 = Item is Acceptable. Meets Expectations. Some Revisions May be Suggested or Required. 3 = Item Exceeds Expectations. No Revisions are Required.
Reviewer Comments:

Identification of the Gap

All learners must identify a gap or stated need for their authentic dissertation research. The gap, or stated need, for the dissertation is the difference between what is known in a field of research and what is not yet known. The gap is created by synthesizing the literature related to a societal need and/or broad topic. The stated need is defined from the literature from recent years, usually within the last five years. Lack of research on a topic is not a reason to do a dissertation.Just because something has not been researched does not mean it should be. Therefore, the learner must be “well read” on their topic to identify ways their study will add to the existing body of knowledge on the topic.

There are a variety of ways to synthesize the literature to define the gap. Below is a set of steps that may be used:

· First, explore original literature on this “societal” or big problem to determine has been discovered and what still needs to be discovered. Then, summarize and compare and contrast, the original literature on this problem.

· Second, while exploring the original literature identify the broad topics and problems researched.Explore the evolution of the research on the problem. How did the focus change? What findings emerged from these studies?

· Third, describe the research from the past 2 to 3 years to discover what has been discovered, and elaborate to discuss what still needs to be researched or discovered. Discuss the trends and themes that emerged. What has been discovered? What do researchers say still needs to be researched or discovered?

· Fourth, define the proposed topic and problem statement, by synthesizing the recent studies, including trends, limitations, and defined future research needs.

While the the verbiage in this section highlights a set of steps designed to help GCU doctoral learners identify the gap or need for their study, there are other methods that can be used. These include replication studies, recommendations for future research from from prior studies and literature reviews, adding to a broadly researched area, reframing problems and synthesizing areas of research to define a new or innovative area of research. This section must clearly identify the specific sources that form the basis for the gap. Learners can access further information on these strategies in the Doctoral Community, dc.gcu.edu, under the Residency tab, and GCU e-Book (Grand Canyon University, 2017b).

Criterion *(Score = 0, 1, 2, or 3)	Learner Score	Chair Score	Methodologist Score	Content Expert Score
CHAPTER 2: IDENTIFICATION OF THE GAP (Minimum two pages)
Summarizes the “societal” or big problem. Highlights what has been discovered and what still needs to be discovered related to the topic from literature or research dated within the last five years.
Discusses and synthesizes the evolution of the research on the problem. Specifically: · Identifies the key sources used as the basis for the gap · Identifies trends in research and literature. · Identifies how the research focus has changed over the recent past (five years). · Discusses key findings that emerged from recent studies. · Discusses limitations or prior research and defined future research needs.
From the findings of research studies and evolution of recent literature on the topic, defines the problem statement for the study.
*Score each requirement listed in the criteria table using the following scale: 0 = Item Not Present or Unacceptable. Substantial Revisions are Required. 1 = Item is Present. Does Not Meet Expectations. Revisions are Required. 2 = Item is Acceptable. Meets Expectations. Some Revisions May be Suggested or Required. 3 = Item Exceeds Expectations. No Revisions are Required.
Reviewer Comments:

Theoretical Foundations and/or Conceptual Framework

This section identifies and discusses the theory(ies) or model(s) that provide the foundation for the research study. It also contains an explanation of how the problem under investigation relates to the theory or model. The seminal source for each theory or model presented in this section should be identified and described.

For a quantitative study, the theory(ies) or models(s) guide the research question(s), justify what is being measured (variables),and describe how those variables are related.In a qualitative study, the theory(ies) or model(s) guide the research question(s)and help describe the phenomena being investigated (qualitative).This section also includes a discussion of how the research question(s) align with the respective theory(ies) or model(s) and illustrates how the study fits within the prior research based on the theory(ies) or model(s).

The learner should cite references reflective of the foundational, historical, and current literature in the field.Seminal works are usually more than five years old; it is important to include those, as well as relevant, more recent literature on the theory. Overall, the presentation in this section should reflect that the learner understands the theory or model and its relevance to the proposed study. The discussion should also reflect knowledge and familiarity with the historical development of the theory.

Criterion *(Score = 0, 1, 2, or 3)	Learner Score	Chair Score	Methodologist Score	Content ExpertScore
theoretical foundationsand/or conceptual framework (Minimum two to three pages)
Identifies a model(s) or theory(ies) from seminal source(s) that provide a reasonable conceptual framework or theoretical foundation to use in developing the research questions, identifying variables/phenomena, and selecting data collection instruments.			X
Cites the appropriate seminal source(s) for each theory or model.			X
Includes a cogent discussion/synthesis of the theory or model and justifies the theoretical foundation/framework as relevant to the study. Connects the study directly to the theory and describes how the study will add or extend the theory or model. Quantitative Studies: Have one theory for each variable. For example, use the model the survey is based on. Use the theory or model upon which the instrument is based. Distinguishes between the model/theories being used for research questions and data collection versus the background models and theories generically relevant to the study.			X
Builds a logical argument of how the research questions are developed based on the theoretical foundation for the study.			X
Reflects understanding of the foundational, historical, research relevant to the theoretical foundation/framework.			X
Section is written in a way that is well structured, has a logical flow, uses correct paragraph structure, uses correct sentence structure, uses correct punctuation, and uses correct APA format.			X
*Score each requirement listed in the criteria table using the following scale: 0 = Item Not Present or Unacceptable. Substantial Revisions are Required. 1 = Item is Present. Does Not Meet Expectations. Revisions are Required. 2 = Item is Acceptable. Meets Expectations. Some Revisions May be Suggested or Required. 3 = Item Exceeds Expectations. No Revisions are Required.
Reviewer Comments:

Review of the Literature

This section provides a broad, balanced overview of the existing literature related to the proposed research topic. The Review of Literature identifies themes, trends, and conflicts in research methodology, design, and findings. It provides a synthesis of the existing literature, examines the contributions of the literature related to the topic, and justifies the methodological approaches used for the research based on related empirical studies. Through this synthesis, the researcher applies this information to define the research gaps as well as to the creation of the plan and approach for their proposed study.

Citations are provided for all ideas, concepts, and perspectives. The researcher’s personal opinions or perspectives are not included. Chapter 2must be a minimum of 30 pages in length. However,it is important to note that a well-written comprehensive literature review will likely exceed this minimum requirement. The literature review must be continuously updated throughout the dissertation research and writing process. Chapter 2 needs to include a minimum of 50 peer-reviewed, empirical research articles,and 75% of all references within this chapter (and in proposal/dissertation) must be within the past five years. Seventy five percent (75%) of the sources must be dated withinfiveyears of the proposal defense dateand five years of the dissertation defense date, and updated as appropriate at the time of the dissertation defense.Other requirements for the literature review include:

· Quantitative study: Describes each research variable in the study discussing the prior empirical research that has been done on the variable(s) and the relationship between variables.

· Qualitative study: Describes the phenomena being explored in the study discussing the prior research that has been done on the phenomena.

· Discusses the various methodologies and designs that have been used to research topics related to the study. Uses this information to justify the proposed design.

· Argues the appropriateness of the dissertation’s instruments, measures, and/or approaches used to collect data.

· Discusses and synthesizes studies related to the proposed dissertation topic. This may include (1) studies describing and/or relating the variables (quantitative) or exploring related phenomena (qualitative), (2) studies on related research such as factors associated with the themes, (3) studies on the instruments used to collect data, (4) studies on the broad population for the study, and/or (5) studies similar to the proposed study. The themes presented and research studies discussed and synthesized in the Review of Literature demonstrates a deep understanding of all aspects of the research topic.The set of topics discussed in the Review of Literature must demonstrate a comprehensive understanding of the broad area in which the research topic exists.

· Discusses and synthesizes the various methodologies and designs that have been used in prior empirical research related to the study. Must use authoritative sources information to justify the proposed design. Provides discussion and justification for the instrumentation selected for the study. This section must argue the appropriateness of the dissertation’s instruments, measures, and/or approaches used to collect data. Empirical research must be used to justify the selection of instrument(s).

· Eachmajor section in the Review of Literature includes an introductory paragraph that explains why the particular topic was explored relative to the dissertation topic.

· Each major section in the Literature Review includes a summary paragraph(s) that (1) compares and contrasts alternative perspectives on the topic, (2) provides a synthesis of the themes relative to the research topic discussed that emerged from the literature, (3) discusses data from the various studies, and (4) identifies how themes are relevant to the proposeddissertation topic.

· The types of references that may be used in the literature review include empirical articles, a limited number of dissertations (no more than 5), peer-reviewed or scholarly journal articles, and books (no more than 5-10) that present cutting-edge views on a topic, are research based, or are seminal works.

· Provides additional arguments for the need for the study that was defined in the Background to the Problem section.

The body of a literature review can be organized in a variety of ways depending on the nature of the research. However, clearly explain the approach taken to the organization and flow of the topics for the Review of Literature section, explaining the organization in an introductory section for the Review of Literature. Learners will work with the chair and committee to determine the best way to organize this section of Chapter 2 as it pertains to the research design. Make sure to include a section for methodology and instrumentation (see the rubrics, below).

Chapter 2 can be particularly challenging with regard to APA format for citations and quotations. Refer to the APA manual frequently to make sure citations are formatted properly. It is critical that each in-text citation is appropriately listed in the Reference section. Incorrectly citing and referencing sources is a serious scholarly and ethical violation, particularly at the doctoral level when writing the dissertation. As an emerging scholar, learnersmust demonstrate the capability and responsibility to properly cite and reference every single source referenced in the literature review and in throughout the dissertation! Note that all in-text citations within parentheses must be listed in alphabetical order with semicolons between each citation (e.g., Barzun & Graff, 1992; Calabrese, 2006; Hacker, Somers, Jehn, & Rosenzweig, 2008; Mason, 2010; Nock, 1943; Squires &Kranyik, 1995; Strunk & White, 1979).

As a rule, if a direct quote comprises fewer than 40 words, incorporate it into the narrative and enclose it with double quotation marks. The in-text citation is included after the final punctuation mark [6.03]. The final punctuation mark in quoted text should be placed inside the quotation mark.

For a quote within a quote, use a set of single quotation marks. Here is an example of a direct quote within a quote integrated into the narrative. In the classic introspective autobiography, The Memoirs of a Superfluous Man,one reads that, “one never knows when or where the spirit’s breathe will rest, or what will come of its touch. ‘The spirit breathes where it will,’ said the Santissimo Salvatore, ‘and thou hearest the sound thereof, but cannot tell whence it cometh or whither it goeth.’” (Nock, 1943, p.187) [4.08].

As a rule, if a quote comprises 40 or more words, display this material as a freestanding block quote. Start formal block quotes on a new line. They are indented one inch in from the left margin. The entire block quote is double-spaced. Quotation marks are not used with formal block quotes. The in-text citation is included after the final punctuation mark. [6.03]. Below is an example of a block quote: In an important biography, The First American:The Life and Times of Benjamin Franklin, historian H. W. Brands writes:

In February 1731, Franklin became a Freemason. Shortly thereafter, he volunteered to draft the bylaws for the embryonic local chapter, named for St. John the Baptist; upon acceptance of the bylaws, he was elected Warden and subsequently Master of the Lodge. Within three years, he became Grandmaster of all of Pennsylvania's Masons. Not unforeseeable he—indeed, this was much of the purpose of membership for everyone involved—his fellow Masons sent business Franklin’s way. In 1734 he printed TheConstitutions, the first formerly sponsored Masonic book in America; he derived additional [printing] work from his brethren on an unsponsored basis. (Brands, 2000, p. 113)

Table 1. Correct Formatting for a Multiple Line Table Title is Single Spacing and Should Look Like this Example

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

Methodology and instrumentation/data sources/research materials. The final section of Chapter 2 focuses on the methodologies and instrumentation in the empirical studies reviewed in Chapter 2. Unlike the methodology and instrumentation sections in Chapters 1 and 3, this section provides a clear overview of how the empirical studies in the literature review were conducted. This provides evidence for the methodology and instrumentation the learner selects for the study. For example, the key studies may show which instruments were used for studies on particular forms of leadership, and the discussion would point out how such instruments were used and why. That may support an argument by the learner about his or her choice of instrument for the study.

Criterion *(Score = 0, 1, 2, or 3)	Learner Score	Chair Score	Methodologist Score	Content ExpertScore
REVIEW OF THE LITERATURE (Minimum 30 pages)
This section must be a minimum of 30 pages. The purpose of the minimum number of pages is to ensure that the overall literature review reflects a foundational understanding of the theory or theories, literature and research studies related to the topic. A well-written comprehensive literature review that reflects the current state of research and literature on the topic is expected and will likely exceed 30 pages. Literature reviews should be updated continuously. This is an ongoing process to dissertation completion.			X
Quantitative Studies: Describes each research variable in the study discussing the prior empirical research that has been done on the variables and the relationship between the variables. Qualitative Studies: Describes the phenomena being explored in the study discussing the prior research that has been done on the phenomena.			X
Themes or Topics (Required): Discusses and synthesizes studies related to the proposed dissertation topic. May include (1) studies focused on the problem from a societal perspective, (2) studies describing and/or relating the variables (quantitative) or exploring related phenomena (qualitative), (3) studies on related research such as factors associated with the themes, (4) studies on the instruments used to collect data, (5) studies on the broad population for the study, and/or (6) studies similar to the proposed study. The themes presented and research studies discussed and synthesized in the Review of Literature demonstrates understanding of all aspects of the research topic and the research methodology.			X
Methodologies used in prior research on the topic (required): Section is built on prior research studies and does not include references to methodology books and articles. What other methods have been done in similar studies on the topic? Discusses and synthesizes the various methods that have been used in prior empirical research related to the study to present the best methodology for the proposed study.This section demonstrates broad understanding of methodologies used in research area.			X
Instruments/data sources/research materialsused in prior studies on the topic(required): Provides discussion of instruments, sources of data or research materials usedin closely-related empirical studies on the topic (dated within last 3 to 5 years). Demonstrates understanding of the instruments used in prior studies on the topic. Synthesizes the information to recommend the instruments to be used for the study.			X
Structures literature review in a logical order, includingactual data and accurate synthesis of results from reviewed studies as related to the learners own topic. Provides synthesis of the informationnot just a summary of the findings.			X
Includes in each major section (theme or topic) within the Review of Literature an introductory paragraph that explains why the particular topic or theme was explored relative to the overall dissertation topic.			X
Includes in each section within the Review of Literature a summary paragraph(s) that (1) compares and contrasts alternative perspectives on the topic and (2) provides a synthesis of the themes relative to the research topic discussed that emerged from the literature, and (3) identifies how themes are relevant to the proposed dissertation topic and research methodology.			X
Provides additional arguments for the need for the study that was defined in the Background to the Problem section.			X
Ensures that for every in-text citation a reference entry exists. Conversely, for every reference list entry there is a corresponding in-text citation. Note:The accuracy of citations and quality of sources must be verified by learner, chair and committee members.			X
Uses a range of references including founding theorists, peer-reviewed empirical research studies from scholarly journals, and government/foundation research reports.Note:A minimum of 50 peer-reviewed, empirical research articles are required for the literature review.			X
Verifies that 75% of all references are scholarly sources within the past4 years for the proposal and 5 years for the dissertation.The 5-year timeframe is referenced at the time of the proposal defense date and the 5-year timeframe is referenced at the time of the dissertation defense date.Note:Websites, dictionaries, publications without dates (n.d.), are not considered scholarly sources and should not be cited or present in reference list.			X
Avoids overuse of books and dissertations. Books: Maximum of 10 scholarly books that present cutting edge views on a topic, are research based, or are seminal works. Dissertations: Maximum of 5 published dissertations.			X
Section is written in a way that is well structured, has a logical flow, uses correct paragraph structure, uses correct sentence structure, uses correct punctuation, and uses correct APA format.			X
*Score each requirement listed in the criteria table using the following scale: 0 = Item Not Present or Unacceptable. Substantial Revisions are Required. 1 = Item is Present. Does Not Meet Expectations. Revisions are Required. 2 = Item is Acceptable. Meets Expectations. Some Revisions May be Suggested or Required. 3 = Item Exceeds Expectations. No Revisions are Required.
Reviewer Comments:

Summary

This section succinctly restates what was written in Chapter 2 and provides supporting citations for key points. The summary section reflects that the learner has done his/her "due diligence" to become well-read on the topic and can conduct a study that will add to the existing body of research and knowledge on the topic. It synthesizes the information from the chapter to define the "gaps" in or "identified research needs" arising from the literature, the theory(is) or model(s) to provide the foundation for the study, the problem statement, the primary research question, the methodology, the design, the variables or phenomena, the data collection instruments or sources, and the population to be studied. Overall, this section shouldhelp the reader clearly see and understand the relevance and importance of the research to be conducted. The criteria listed in the table below are required for this section.The Summary section transitions to Chapter 3 by building a case for the study, in terms of research design and rigor, and it formulates the research questions based on the gaps and tensions in the literature.

Criterion *(Score = 0, 1, 2, or 3)	Learner Score	Chair Score	Methodologist Score	Content ExpertScore
Chapter 2 Summary (Minimum one to two pages)
Synthesizes the information from all prior sections in the Literature Review using it to define the key strategic points for the research.			X
Summarizes the gaps and needs in the background and introduction describing how it informs the problem statement.			X
Identifies the theory(ies) or model(s) describing how they inform the research questions.			X
Justifies the methodology, design, variables or phenomena, data collection instruments or sources, and population to be studied.			X
Builds a case (argument) for the study in terms of the value of the research and how the research questions emerged from the review of literature.			X
Reflects that the learner has done his or her “due diligence” to synthesize the existing empirical research and write a comprehensive literature review on the research topic.			X
Summarizes key points in Chapter 2 and transitions into Chapter 3.			X
The chapter is correctly formatted to dissertation template using the Word Style Tool and APA standards. Writing is free of mechanical errors.			X
All research presented in the chapter is scholarly, topic-related, and obtained from highly respected, academic, professional, original sources. In-text citations are accurate, correctly cited and included in the reference page according to APA standards.			X
Section is written in a way that is well structured, has a logical flow, uses correct paragraph structure, uses correct sentence structure, uses correct punctuation, and uses correct APA format.			X
*Score each requirement listed in the criteria table using the following scale: 0 = Item Not Present or Unacceptable. Substantial Revisions are Required. 1 = Item is Present. Does Not Meet Expectations. Revisions are Required. 2 = Item is Acceptable. Meets Expectations. Some Revisions May be Suggested or Required. 3 = Item Exceeds Expectations. No Revisions are Required.
Reviewer Comments:

Chapter 3: Methodology

Introduction

Chapter 3 documents how the study is conducted in enough detail so that replication by others is possible. The introduction begins with a summary ofthe research focus and purpose statement to reintroduce the reader to the study.This can be summarized in three to four sentences from Chapter 1. This section also outlinesthe expectations for this chapter.

Remember, throughout this chapter,that verb tense must be changed from present or future tense (proposal) to past tense (dissertation manuscript). At the dissertation stage, all comments regarding “the proposed research” or “the proposal” must be removed and edited to reflect the fact that the research has been conducted. Furthermore, consider what happened during data collection and analysis. Sometimes, the research protocol ends up being modified based on committee, AQR review, or Institutional Review Board (IRB) recommendations. After the research study is complete, make sure this chapter reflects how the study was actually conducted.

Criterion *(Score = 0, 1, 2, or 3)	Learner Score	Chair Score	Methodologist Score	Content ExpertScore
CHAPTER 3 INTRODUCTION (Minimum two to three paragraphs)
The introduction restatesthe purpose statement to the study. This section also outlines the expectations for this chapter.				X
Section is written in a way that is well structured, has a logical flow, uses correct paragraph structure, uses correct sentence structure, uses correct punctuation, and uses correct APA format.				X
*Score each requirement listed in the criteria table using the following scale: 0 = Item Not Present or Unacceptable. Substantial Revisions are Required. 1 = Item is Present. Does Not Meet Expectations. Revisions are Required. 2 = Item is Acceptable. Meets Expectations. Some Revisions May be Suggested or Required. 3 = Item Exceeds Expectations. No Revisions are Required.
Reviewer Comments:

Statement of the Problem

This section restates the research problem for the convenience of the reader. Then, edit, blend, and integrate the problem statement into a narrative discussion that addresses how the problem statement addresses the gap in the literature, as described in the Problem Statement section in Chapter 1. Change future tense in proposals to past tense for dissertation manuscripts.

Criterion *(Score = 0, 1, 2, or 3)	Learner Score	Chair Score	Methodologist Score	Content ExpertScore
STATEMENT OF THE PROBLEM (Minimum one to two paragraphs)
The research problem (Problem Statement)is restatedfor the convenience of the reader from Chapter 1.				X
Section is written in a way that is well structured, has a logical flow, uses correct paragraph structure, uses correct sentence structure, uses correct punctuation, and uses correct APA format.				X
*Score each requirement listed in the criteria table using the following scale: 0 = Item Not Present or Unacceptable. Substantial Revisions are Required. 1 = Item is Present. Does Not Meet Expectations. Revisions are Required. 2 = Item is Acceptable. Meets Expectations. Some Revisions May be Suggested or Required. 3 = Item Exceeds Expectations. No Revisions are Required.
Reviewer Comments:

Research Questionsand/orHypotheses

This section restates the research question(s) (qualiative and quantitative) and the hypotheses (quantiative)for the study from Chapter 1. For a quantitative study, it then presents the matching hypotheses and explains the variables. For a qualitative study, it then describes the phenomena to be understood as a result of the study. The section also briefly discusses the approaches to collecting the data to answer the research questions.For a quantitative study, it describes the instrument(s) or data source(s) to collect the data for each and every variable. The variables are described at the conceptual, operational and measurement levels. For example, a conceptual level of a variable in a school setting may be student achievement. The operational level of the variable may be student performance in social studies. The measurement level for the variable may be individual student scores on the high stakes test, or percentage of overall students passing the test (at the school level).

For a qualitative study, this describes the instrument(s) or data source(s) to collect the data to answer each research question.It also discusses why the design was selected to be the best approach to answer the research questions, test the hypotheses (quantitative), or understand the phenomena (qualitative).Remember to change future tense to past tense for dissertation manuscripts.

Criterion *(Score = 0, 1, 2, or 3)	Learner Score	Chair Score	Methodologist Score	Content ExpertScore
RESEARCH QUESTIONS AND/OR HYPOTHESES (Minimum one to two pages)
Qualitative Studies: Restates the research questions and the phenomena for the study from Chapter 1. Quantitative Studies: Describes the variables, at the conceptual, operational and measurement levels, then restates the research questions from Chapter 1, and presents the matching hypotheses.				X
Describes the nature and sources of necessary data to answer the research questions (primary versus secondary data, specific people, institutional archives, Internet open sources, etc.). Quantitative Studies: Describes the data collection methods, instrument(s) or data source(s) to collect the data for each variable. Qualitative Studies :Describes the data collection methods, instruments, and/or data sources to collect the data to answer each research question.				X
Section is written in a way that is well structured, has a logical flow, uses correct paragraph structure, uses correct sentence structure, uses correct punctuation, and uses correct APA format.				X
*Score each requirement listed in the criteria table using the following scale: 0 = Item Not Present or Unacceptable. Substantial Revisions are Required. 1 = Item is Present. Does Not Meet Expectations. Revisions are Required. 2 = Item is Acceptable. Meets Expectations. Some Revisions May be Suggested or Required. 3 = Item Exceeds Expectations. No Revisions are Required.
Reviewer Comments:

Research Methodology

This section describes the research methodology for the study (quantitative, qualitative, or mixed) and explains the rationale for selecting this particular methodology. It also describes why this methodology was selected as opposed to the alternative methodologies.This section shouldelaborate on the Methodology section (from Chapter 1) providing the rationale for the selected research method (quantitative, qualitative, or mixed). This section may bring in additional arguments based on the empirical studies used in the Methodology section in Chapter 2. This section justifies why the selected methodology is better than the alternative methodologies. Arguments are supported by citations from articles and books on research methodology and/or design.It is also appropriate in this section to outline the predicted results in relation to the research questions and hypotheses based on the existing literature.Learners should refer to their course e-books, specifically the RES-866 e-book (Grand Canyon University, 2016), for more information on developing this chapter.

Criterion *(Score = 0, 1, 2, or 3)	Learner Score	Chair Score	Methodologist Score	Content ExpertScore
RESEARCH METHODOLOGY (Minimum one to two pages)
Provides a rationale for the research methodologyfor the study (quantitative, qualitative, or mixed) based on research books and articles.				X
Provides a rationale for the selected the methodology based onempirical studieson the topic.
Justifies why the methodology was selected as opposed to alternative methodologies.
Uses authoritative source(s) to justify the selected methodology. Note: Do not use introductory research textbooks (such as Creswell) to justify the research design and data analysis approach.				X
Section is written in a way that is well structured, has a logical flow, uses correct paragraph structure, uses correct sentence structure, uses correct punctuation, and uses correct APA format.				X
*Score each requirement listed in the criteria table using the following scale: 0 = Item Not Present or Unacceptable. Substantial Revisions are Required. 1 = Item is Present. Does Not Meet Expectations. Revisions are Required. 2 = Item is Acceptable. Meets Expectations. Some Revisions May be Suggested or Required. 3 = Item Exceeds Expectations. No Revisions are Required.
Reviewer Comments:

Research Design

This section elaborates on the nature of the Research Design for the Study section from Chapter 1. It includes a detailed description of,and a rationale for, the specific design for the studyand describes how it aligns to the selected methodology indicated in the previous section.GCU core designs for quantitative studies include descriptive/survey, correlational, causal-comparative, quasi-experimental, and experimental. GCU core designs for qualitative designs include case study, narrative, grounded theory, and phenomenological.Additionally, this section must describe why the selected design is the best option to collect the data to answer the research questions and test the hypotheses. Learners should refer to their course e-books (Grand Canyon University, 2015, 2016, 2017b), for more information on developing this section.

Criterion *(Score = 0, 1, 2, or 3)	Learner Score	Chair Score	Methodologist Score	Content ExpertScore
RESEARCH DESIGN (Minimum one to two pages)
Elaborates on the research design from Chapter 1. Provides the rationale for selecting the research design supported by empirical references. Justifies why the design was selected as the best approach to collect the needed data, as opposed to alternative designs.				X
Quantitative Studies: Provides the variable structure and states the unit of analysis. and unit of observation. If multiple data sources have different units of observation, specify the key variable for matching cases. Qualitative Studies: Provides the unit of analysisand the unit of observation. If multiple data sources have different units of observation, specify the matching cases. In qualitative study designs the units of analysis (or observation) are each sample participant. In case study design (single or multiple), the unit of analysis is a “bounded system” in its own right. This could include one individual, one family, one group, one community, one school, one policy, one region, one state, one country, etc. The sample may include several participants, but these must be members of a homogeneous unit representing the “bounded system” that is the case study unit.
Uses authoritative source(s) to justify the design. Note: Do not use introductory research textbooks (such as Creswell) to justify the research design and data analysis approach.				X
Section is written in a way that is well structured, has a logical flow, uses correct paragraph structure, uses correct sentence structure, uses correct punctuation, and uses correct APA format.				X
*Score each requirement listed in the criteria table using the following scale: 0 = Item Not Present or Unacceptable. Substantial Revisions are Required. 1 = Item is Present. Does Not Meet Expectations. Revisions are Required. 2 = Item is Acceptable. Meets Expectations. Some Revisions May be Suggested or Required. 3 = Item Exceeds Expectations. No Revisions are Required.
Reviewer Comments:

Population and Sample Selection

This section discusses the setting, the population of interest, target population, and study sample. Researchers should identify each of these explicitly within the section. The discussion of the sample includes the research terminology specific to the type of sampling for the study. This section should include the components listed in the criterion table.

Quantitative sample size. The purpose of computing the sample size for a proposed study is to state the target sample size. The sample size needs to be computed for the unit of analysis. In quantitative studies, it is important to distinguish between the computed minimum sample size (a priori sample size) and the target sample size. The target sample size should be 15-20% larger than the computed minimum sample size. The following steps will be useful:

· State the computed minimum sample size, and

· Provide the evidence, which would be one of the following:

· G*Power output(s) of the sample size computation(s) for the statistical procedure(s) needed to answer the research questions;

· In case G*Power does not include a planned procedure, the computation can be done using an alternative software.G*Power software, which can be downloaded from this link: http://www.gpower.hhu.de/en.html(Faul , Erdfelder, Lang, & Buchner, 2007; Faul, Erdfelder, Buchner, & Lang, 2009). GCU recommends using an alpha error of 0.05, a medium effect size, and statistical power of 0.80, for calculating the sample size.In rare instances, the learner can justify why their sample may not be that suggested by G-Power and as such it becomes a study limitation. Include a graphic image of the G*Power in an Appendix, with a screen shot.

· For a nonparametric procedure, the computation for the corresponding parametric procedure + 15% (state this generic rule of thumb with appropriate reference), or

· Authoritativereference(s) from statistics sources regarding range of sample size for which a specific procedure is appropriate.

· For repeated measures (using primary data) and longitudinal studies (using secondary data), discuss attrition rate and compute the target sample size (number of complete cases in the final dataset) considering that rate.

Planning ahead . It is important to anticipate that attaining sufficient sample size may not go according to plan. The following steps help researchers develop a plan to handleproblems that may (and often do) emerge.For studies with planned parametric statistical procedures, provide the minimum sample for the parametric analysis as well as for the alternative nonparametric analysis, in case the data show major violations in the test(s) of assumption that cannot be resolved. In such a case, retain the largest number as the computed minimum sample size. To be on the safe side, consider the need to discard from the raw data file incomplete cases and outliers—to be able to do that, the target sample size should be 15-20% larger than the computed minimum sample size.

Qualitative sample size. Sample sizes in qualitative research are smaller than those in quantitative research. The criterion table below specifies sample size and adequacy of data for several qualitative research designs. GCU has provided guidelines regarding sample size for each of the core designs, which are based on the traditions of design and analysis in qualitative research (Grand Canyon University, 2015, 2016, 2017a, 2017b). See Guest, Bunce, and Johnson (2006), and Mason (2010) for two examples that discuss the sufficiency of sample size in qualitative research.

Criterion *(Score = 0, 1, 2, or 3)	Learner Score	Chair Score	Methodologist Score	Content ExpertScore
POPULATION AND SAMPLE SELECTION (Minimum one to two pages)
Describes: The population of interest (The group to which the results of the study will be generalized or applicable) (such as police officers in AZ), The target population from which the sample is selected(such as police officers in AZ who belong to the police fraternal association). The study sample (individuals drawn from target population who provide final source of data) (final number from whom complete data were collected).				X
· Site Authorization and Recruitment · Describes the process for obtaining site authorization to access the target population. · Describes the site authorization process (what needs to be included in request) confidentiality measures, study participation requirements, and geographic specifics. · If public data sources or social media are used to collect data, although site permission is not required, provide arguments and evidence as to why these sources can be used without site permission. · Describes the sampling strategy and process forrecruiting individuals to comprise the sample.
Quantitative Sample Size Requirements Describes the expected study sample and the proposed andrationale: An a priorior equivalent analysis and/or post hoc Power Analysis is required to justify the study sample size based on the anticipated effect size and selected design. Certain procedures are applicable for small samples. Those situations must be justified through computation or literature. Justification is based on the selected design and statistical procedures. G*Power or equivalent computation is required. G*Power software can be downloaded from the link presented below http://www.gpower.hhu.de/en.html using an alpha error of 0.05, a medium effect size and statistical power of 0.80 for each statistical analysis that is proposed.”				X
For proposals, this section discusses a priori computation and for dissertation, this section discusses both a priori and post hoc computation of statistical power based on actual sample size obtained through data collection. Screenshots of the computation for each statistical test (proposals – a priori and dissertation – a priori and post hoc) should be included in the Appendix When calculating the expected return rate for questionnaires and surveys, assume the return rate is 5-10% when no incentives are provided and 15-20% when incentives are provided. Attrition: When doing repeated measures studies in an experiment, learners should consider probable loss to attrition. Qualitative Sample Size Requirements: The sample size should be stated for each form of data collection including interviews, observations, questionnaires, documents, artifacts, visual data such as drawings and photographs, etc. Case Study: Guideline: A minimum of 10 participants or cases in the final sample for interviews. Learners should pursue a minimum 20 individuals to recruit toaccount for attrition; minimum of three sources of data; must demonstrate triangulation of the data across two sources for each RQ. Case study interviews may include closed-ended questions with a dominance of open-ended questions; should be no less than 30 minutes; no less than five pages of participant responses/speech in the transcribed dataper interview, single spaced, 12 pt. Times New Roman.A minimum of 50 questionnaires if the questionnaires will be used for thematic analysis. The size for other sources (e.g., number of documents or artifacts, observations, etc. should also be identified. Phenomenology : Guideline: Minimum of 8 interviews. Learners should pursue 12 individuals to interview to account for attrition.Interviews should be 60-90 minutes. There should be no less than 12pages of transcribed data, single spaced, 12 pt. Times New Roman, per interview. Interview questions must be open-ended. Descriptive: Guideline: A minimum of 10 participants in the final sample. Learners should pursue a minimum 20 individuals to recruit; 2 sources of data; no less than 5 pages of transcribed data, single spaced, 12 pt. Times New Roman, per interview. Narrative: Purpose is a collection of stories around a phenomenon. Protocol offers questions that get the participant to tell their personal story regarding a phenomenon including the roles of stakeholders. Guideline: Minimum of 8 interviews. Learners should pursue 12 participants to account for attrition. Interviews should be 60-90 minutes. There should be no less than 12 pages of transcribed data, single spaced, 12 pt. Times New Roman, per interview. Interview questions must be open-ended. Note: A key criterion for selecting a sample size for a narrative study is to elicit long, in-depth of stories about the phenomenon which may be hours long. Grounded Theory: Grounded theory studies yield a theory or model. Usually two rounds of data collection with interim analysis. Minimum of 50pages of transcribed data from interviews, open-ended questionnaires, or other data sources. Transcriptsare 12point font and single spaced. Studies typically have a minimum of 10-30 interviews (45-60 minutes in length) and/or40-60 open-ended questionnaires. Interview questions must be open-ended. Questionnaires or Surveys: If used in the study the minimum number should be 40. This data collection method can be used in different qualitative designs.
Strategies to account for attrition: Students should consider the anticipated sample size will not be reached, so must provide a justification or alternative plan for the study (expanding time frame, expanding target population, changing design to bring down sample size needed, or adding an additional data collection approach, adjust an analysis).
Defines and describes the sampling procedures (such as convenience, purposive, snowball, random, etc.) supported by scholarly research sources. Includes discussion of sample selection, and assignment to groups (if applicable), and strategies to account for participant attrition. For a purposive sample identify the screening criteria and device for screening the participants (egg: demographic questionnaire, expert knowledge of topic, screening questions such as years of experience in a position).				X
Describes the study sample size. Provides evidence (based on the empirical research) literature that sample size is adequate for the research design and meets GCU required sample size requirements (listed in criteria below).
Section is written in a way that is well structured, has a logical flow, uses correct paragraph structure, uses correct sentence structure, uses correct punctuation, and uses correct APA format.				X
*Score each requirement listed in the criteria table using the following scale: 0 = Item Not Present or Unacceptable. Substantial Revisions are Required. 1 = Item is Present. Does Not Meet Expectations. Revisions are Required. 2 = Item is Acceptable. Meets Expectations. Some Revisions May be Suggested or Required. 3 = Item Exceeds Expectations. No Revisions are Required.
Reviewer Comments:

Research Materials, Instrumentation ORSources of Data

This section fully identifies and describes the types of data that will be collected, as well as the specific research materials, instruments, and sources used to collect those data (tests, questionnaires, interviews, data bases, media, etc.). Discuss the specific research materials, instrument, or source to collect data for each variable or group for a quantitative study. Discuss the specificresearch materials, instrument(s), or source(s) to collect information to describe the phenomena being studied for a qualitative study.Use the “Instrumentation” heading for a quantitative study. Use the “Sources of Data” heading for qualitative research.Use the “Research Materials” heading is using materials for experiments other than instruments. Use appropriate APA level subheadings for each data collection instrument, sources, or research material and place a copy of all instruments and research materials in an appendix. For example, a subheading of “Sources of Data” might be “Interviews,” which should begin a new paragraph, and the term “Interviews” should be styled as Heading 3.

If you are using an existing instrument, make sure to discuss the characteristics of the instrument in detail. For example, on a preexisting survey tool describe: how the instrument was developed and constructed, the validity and reliability of the instrument, the number of items or questions included in the survey, the calculation of the scores, and the scale of measurement of data obtained from the instrument. Learners must also obtain all appropriate use permissions from instrument authors.Please note that GCU does not recommend developing or modifying instruments for quantitative studies and permission to do so must be obtained from the Assistant Dean.

For quantitative studies, distinguish between the validated instruments and the questions added by the researcher. The latter have to be justified as (1) data for one or more variables of interest in the study (included in the analysis), or (2) data needed for the sample profile (must be relevant to the topic), or (3) combination of both. Separate appendices required for each instrument; the validated instruments (or watermarked samples thereof) have to be accompanied by authors' or vendors' permission to use. Information required for quantitative validated instruments: (1) number and labels of scales (and subscales); (2) number or items per scale (and subscale); (3) type of scale/data (e.g., Likert scales produce technically ordinal data—ONLY SOME have a format that allows for APPROXIMATION to continuous data—required justification of approximation, with references); (4) method of data aggregation (e.g., for continuous scales: sum vs. mean vs. other mathematical formula).

For quantitative studies, describe the method of instrument administration. All instruments will be administered together,in a single session via online survey. If different instruments are administered separately to different participants, generate separate data files, establish the unit of analysis and create an identification for that as the key variable that will be used to merge the files—make sure to collect data for the key variable from all participants (include the key variable in all instruments).

If using research materials for an experiment for a quantitative study, discuss in detail not only the materials, but also the structure of the experiment or study. Describe all materials and how they will be used. Describe how the participant(s) interact with the materials during the experiment. In psychology and business, an experiment can be run to collect data for experimental, correlation and causal comparative designs. If using psychology data collection software tools such as e-Prime, learners should provide a copy of the software contract showing they are licensed to use the software. Validity and reliability of the experiment and materials must be argued using literature and similar studies.

For qualitative and quantitative studies, the learner often uses data sources other than instruments. These data sources may include databases, journals, participant drawings, photographs, documents, artifacts, and media. Additionally, learners will most likely develop their own interview or focus group guide, observation checklist, or other protocol when conducting a qualitative study. Therefore,learners mustdescribe in detail the process used to develop the instrument, including the research, literature, theory or expert in the field used to develop and justify the questions. Additionally, learners must describe how the validity and reliability of the instrument was established, which often include expert panel review, member checking, field testing and/or pilot testing.

Criterion *(Score = 0, 1, 2, or 3)	Learner Score	Chair Score	Methodologist Score	Content ExpertScore
RESEARCH MATERIALS, INSTRUMENTATION, OR SOURCES OF DATA (Minimum one to three pages)
Data Collection Instruments/Materials : Provides a detailed discussion of the instrumentation and/or materials for data collection which includes validity and reliability of the data. collection instrument or experiment. Includes citations from original publications by instrument developers (and subsequent users as appropriate) or related studies.				X
Data Collection Instruments/Materials: Describes the structure of each data collection instrument and data sources (tests, questionnaires, interviews, observations data bases, media, etc.). When using materials for an experiment, describes the structure of the experiment and the materials used for it. Specifies the type and level of data collected with each instrument.				X
Section is written in a way that is well structured, has a logical flow, uses correct paragraph structure, uses correct sentence structure, uses correct punctuation, and uses correct APA format.				X
*Score each requirement listed in the criteria table using the following scale: 0 = Item Not Present or Unacceptable. Substantial Revisions are Required. 1 = Item is Present. Does Not Meet Expectations. Revisions are Required. 2 = Item is Acceptable. Meets Expectations. Some Revisions May be Suggested or Required. 3 = Item Exceeds Expectations. No Revisions are Required.
Reviewer Comments:

Trustworthiness (for Qualitative Studies)

This section describes the four key elements that together serve to produce confidence in the research procedures and results of a qualitative study. These elements constitute the overarching concept of “trustworthiness.” The four elements are credibility, transferability, dependability, and confirmability. Credibility and transferability are the qualitative version of validity, and dependability and confirmability are the qualitative version of reliability.

Learners can start this discussion by (1) defining the concept (e.g., credibility), (2) identifying the “threats” (biases or weaknesses) inherent in their methodology (design, sampling, data collection procedures and sources of data/instruments, and data analysis), and (3) describing how they will minimize such threats (e.g., reflexivity for subjective bias in qualitative data analysis).The following are steps taken by a qualitative researcher to ensure the research is trustworthy, and are from Shenton (2004, p. 73), based on Guba’s (1981) four criteria for trustworthiness. The researcher should address as many as are applicable to the design selected.

Credibility. Credibility refers to how well the study’s findings accurately represent the experiences of participants for the sample under study. In other words, credibility describes the internal validity of the study. Some strategies qualitative researchers use to ensure credibility include:

· Adoption of a well-established data collection plan.

· Fundamental knowledge of naturalistic inquiry, which is the essence of naturalistic inquiry is that research is conducted in natural settings, that is, in settings where the participants live or engage in activities that are relevant to the phenomenon under study. (Armstrong, 2010; Lincoln & Guba, 1985)

· Deep engagement, which means sufficient time is given to listen, document, and achieve saturation of data.

· Member checking, which increases the authenticity of the final transcript.

· Narrative truth, which means the researcher represents the authenticity of participants’ reflections, comments, stories, and perspectives.

· Negative cases and rival explanations, which include evidence that does not fit the pattern that emerges during analysis, and provide explanation.

· Researcher reflexivity, which is how the researcher maintain awareness about how results unfold, documenting emerging patterns.The researcher’s positionality or “reflective commentary:” allows researcher to clearly state the lens through which the social world is interpreted and discuss how the researcher’s background influences data collection and analysis (Lincoln& Guba, 1985).

· Thick description, which isthe context(s) of the participants be described in a rich and detailed manner.

· Triangulation via use of different data collection methods, different informants, different locations

· Researcher experience, which includes a description of background, qualifications, and experience of the researcher (researcher positionality)

Transferability. Transferability refers to the degree to which findings are applicable to policy, practice, and future research, or the degree to which the results of a qualitative study apply to other people or contexts. Transferability addresses the external validity and is the qualitative version of “generalizability” of the study’s results.

· Thick description that provides background data to establish context of study and detailed description of phenomenon in question to allow comparisons of the context can be made to other contexts. The greater the detailed description of the phenomena, the more meaningful the results may be when informing another context.to be made.

· Sampling sufficiency, which refers both to the sample size and to the appropriateness of the sample, so that the participants experience the phenomena so that the data collected from them provide insight into the phenomena.

Dependability. Dependability refers to the degree to which research procedures are documented and are reliable. Techniques used to demonstrate dependability include:

· Audit trail, which is documentation of the inquiry process.

· Evidence, which includes full transcripts, careful documentation of data gathering sessions, media (audiotapes, videotapes, documents, photographs)Employment of “overlapping methods.”

· An in-depth methodological descriptionthat provides a comprehensible record of how data were collected and analyzed. Meticulous description increases soundness of study that can be useful for future studies.

· Records of the data analysis process, which includes codebooks, how coding schemes were developed, documentation of initial codes secondary codes, categories, with multiple examples from the dataset (interview transcripts, observational records, focus group transcripts, for example).

· Clear alignment of gap, problem statement, research questions, methodology, research design.

· Peer debriefing, which includes consulting with mentors or experienced qualitative researchers to discuss and receive feedback on the study, prior to, during, and after the completion of the study.

· Test the strength of the analysis and interpretation, which includes checking analysis and interpretation against documents, records, recordings (the dataset).

Confirmability. Confirmability refers to the objectivity or the ability of others to confirm or corroborate findings (Chess, 2017, section 3, para. 3). Qualitative researchers develop confirmability through:

· Coding, which is clear and well defined; the naming of patterns identified in the data; patterns can include stories, ideas, specific participant-offered terms, and phrases.

· Providing ample evidence to support claims.

· Intercoder reliability. The extent to which two researchers, coding data based on the same codebook (an inductively developed list of codes and their definitions) code the data in the same way.

· Rival explanations and negative cases. Identify examples that do not fit a pattern that is emerging. These might indicate an alternative organizing scheme, or may be the exception that proves the rule (Creswell & Miller, 2000; Patton, 1999)

· Researcher reflexivity, which is how the researcher maintain awareness about how results unfold, documenting emerging patterns.The researcher’s positionality or “reflective commentary:” allows researcher to clearly state the lens through which the social world is interpreted and discuss how the researcher’s background influences data collection and analysis (Lincoln& Guba, 1985).

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

· Admission or statement of researcher’s beliefs and assumptions.*

· Recognition of shortcomings in study’s methods and their potential effects.*

· *These are covered in the assumptions and limitations sections of the dissertation.

Criterion *(Score = 0, 1, 2, or 3)	Learner Score	Chair Score	Methodologist Score	Content Expert Score
TRUSTWORTHINESS (for Qualitative Studies) Trustworthiness is the term used to describe the elements that establish the credibility, transferability, dependability, and confirmability of the study. (Minimum two to four paragraphs or approximately one page)
Qualitative “validity” is composed of credibility and transferability. Strategies generally include rigorous techniques and methods, thick description, audit trails, evident methodological processes and procedures, well-defined coding, ample examples of quotes, and findings that clearly emerge from the data.
· Defines the concepts of credibility, transferability · Credibility: discusses how the study represents the participants’ experiences · Transferability: discusses how the study’s findings may be applicable to policy, practice, future research				X
· Describes the threats to the credibility and transferability of the study inherent in the study design, sampling strategy, data collection method/instruments, and data analysis · Addresses how these threats will be minimized				X
Qualitative “reliability” is composed of dependability and confirmability. Establishes consistency and repeatability of data collection through in-depth documented methodology; detailed interview/observation/data collection protocols and guides; creation of research data-base; and/or use of triangulation.
· Defines concepts of dependability and confirmability				X
· Dependability: discusses how the study documents research procedures				X
· Confirmability: discusses how the study could be confirmed or findings corroborated by others				X
· Describes the threats to dependability and confirmability of the study inherent in the study design, sampling strategy, data collection method/instruments, and data analysis · Addresses how these threats will be minimized				X
Appendices must include copies of instruments, materials, qualitative data collection protocols, codebook(s), and permission letters from instrument authors (for validated instruments, surveys, interview guides, etc.)				X
Section is written in a way that is well structured, has a logical flow, uses correct paragraph structure, uses correct sentence structure, uses correct punctuation, and uses correct APA format.				X
*Score each requirement listed in the criteria table using the following scale: 0 = Item Not Present or Unacceptable. Substantial Revisions are Required. 1 = Item is Present. Does Not Meet Expectations. Revisions are Required. 2 = Item is Acceptable. Meets Expectations. Some Revisions May be Suggested or Required. 3 = Item Exceeds Expectations. No Revisions are Required.
Reviewer Comments:

Validity (for Quantitative Studies)

This section describes and defends the procedures used to determine the validity of the data collected. Validity refers to the degree to which a study accurately reflects or assesses the specific concept that the researcher is attempting to measure. Ask if what is being measured is what was set out to be measured. Researchers must be concerned with both external and internal validity. External validity refers to the extent to which the results of the study are generalizable (quantitative) or transferable (qualitative) to the population. Internal validity refers to the rigor with which the study was conducted (study design, theory instrumentation, measurements, etc.).For this section, provide specific validity statistics for quantitative instruments, identifying how they were developed. Explain specific approaches on how validity will be addressed for qualitative data collection approaches.

Criterion *(Score = 0, 1, 2, or 3)	Learner Score	Chair Score	Methodologist Score
VALIDITY (for Quantitative Studies)/TRUSTWORTHINESS (for Qualitative Studies) (Minimum two to four paragraphs or approximately one page)
Quantitative Studies : Provides specific validity statistics for quantitative instruments, identifying how they were developed. Validated surveys cannot be used in part or adapted. Validated instruments borrowed by the learner must be included in the proposal/dissertation appendices as a pdf or jpeg document along withthe learner’s word file of his/her version of the instrument (whose content should be identical with that of the original pdf). NOTE: Learners should not modify or develop quantitative instruments without permission from the Director of Dissertations. Qualitative Studies : Trustworthiness is the term used to describe the elements that establish the credibility, transferability, dependability, and confirmability of the study. Strategies generally include rigorous techniques and methods, thick description, audit trails, evident methodological processes and procedures, well-defined coding, ample examples of quotes, and findings that clearly emerge from the data. Defines the concept of credibility or dependability. Describes the threats to the credibility or dependability of the study inherent in the study design, sampling strategy, data collection method/instruments, and data analysis Addresses how these threats will be minimized.				X
Appendices must include copies of instruments, materials, qualitative data collection protocols, codebooks, and permission letters from instrument authors (for validated instruments, surveys, interview guides, etc.)				X
Section is written in a way that is well structured, has a logical flow, uses correct paragraph structure, uses correct sentence structure, uses correct punctuation, and uses correct APA format.				X
*Score each requirement listed in the criteria table using the following scale: 0 = Item Not Present or Unacceptable. Substantial Revisions are Required. 1 = Item is Present. Does Not Meet Expectations. Revisions are Required. 2 = Item is Acceptable. Meets Expectations. Some Revisions May be Suggested or Required. 3 = Item Exceeds Expectations. No Revisions are Required.
Reviewer Comments:

Reliability(for Quantitative Studies)

This section describes and defends the procedures used to determine the reliability of the data collected. Reliability is the extent to which an experiment, test, or any measuring procedure is replicable and yields the same result with repeated trials. For this section, providespecific reliability statistics for quantitative instruments, identifying how the statistics were developed. Explain specific approaches on how reliability will be addressed for qualitative data collection approaches.

Criterion *(Score = 0, 1, 2, or 3)	Learner Score	Chair Score	Methodologist Score	Content ExpertScore
RELIABILITY (Minimum two to four paragraphs or approximately one page)
Quantitative Studies: Provides specific reliability statistics for quantitative instruments, identifying how the statistics were developed. Explains specific approaches on how reliability will be addressed for qualitative data collection approaches. Qualitative Studies: Establishes consistency and repeatability of data collection through in-depth documented methodology; detailed interview/observation/data collection protocols and guides; creation of research data-base; and/or use of triangulation.				X
Section is written in a way that is well structured, has a logical flow, uses correct paragraph structure, uses correct sentence structure, uses correct punctuation, and uses correct APA format.				X
*Score each requirement listed in the criteria table using the following scale: 0 = Item Not Present or Unacceptable. Substantial Revisions are Required. 1 = Item is Present. Does Not Meet Expectations. Revisions are Required. 2 = Item is Acceptable. Meets Expectations. Some Revisions May be Suggested or Required. 3 = Item Exceeds Expectations. No Revisions are Required.
Reviewer Comments:

Data Collection and Management

This section details the entirety of the process used to collect the data. Describe the step-by-step procedures used to carry out all the major steps for data collection for the study in a way that would allow another researcher to replicate the study. Think of this section of Chapter 3 as a recipe, that needs to be carefully followed to produce the best possible study results (or “entrée”). Review the Criteria Table below for the exact requirements in this section. It is critical this section is clear, comprehensive, and details the exact steps used in the data collection process.

If you were to inset a table in this chapter, set it upas shown below. Refer to Table 1 for formatting instructions.

Table 2. Equality of Emotional Intelligence Mean Scores by Gender

t test for Equality of Means
	t	df	p
EI	1.908	34	.065

Criterion *(Score = 0, 1, 2, or 3)	Learner Score	Chair Score	Methodologist Score	Content ExpertScore
DATA COLLECTION AND MANAGEMENT (Minimum one to three pages)
Quantitative Studies: Describes the procedures for the actual data collection that would allow replication of the study by another researcher, including how each instrument or data source was used, how and where data were collected, andrecorded. Includes a linear sequence of actions or step-by-step of procedures used to carry out all the major steps for data collection. Includes a workflow and corresponding timeline, presenting a logical, sequential, and transparent protocol for data collection that would allow another researcher to replicate the study. Data from different sources may have to be collected in parallel (e.g., paper-and-pen surveys for teachers, corresponding students, and their parents AND retrieval of archival data from the school district). A flow chart is ok—"linear" may not apply to all situations Qualitative Studies: Provides detailed description of data collection process, including all sources of data and methods used, such as interviews, member checking, observations, surveys, and expert panel review. Note: The collected data must be sufficient in breadth and depth to answer the research question(s) and interpreted and presented correctly, by theme, research question and/or instrument.				X
Describes the procedures for obtaining participant informed consent and for protecting the rights and well-being of the study sample participants. Include site authorization letter(s) and participants' informed consent (parents' consent and children's consent, as needed) in appendices.				X
Describes how raw data are prepared for analysis (i.e., transcribing interviews, conducting member checking, downloading from SPSS and checking for missing data). Describes (for both paper-based and electronic data) the data management procedures adopted to maintain data securely, including the length of time data will be kept, where it will be kept, and how it will be destroyed				X
Section is written in a way that is well structured, has a logical flow, uses correct paragraph structure, uses correct sentence structure, uses correct punctuation, and uses correct APA format.				X
*Score each requirement listed in the criteria table using the following scale: 0 = Item Not Present or Unacceptable. Substantial Revisions are Required. 1 = Item is Present. Does Not Meet Expectations. Revisions are Required. 2 = Item is Acceptable. Meets Expectations. Some Revisions May be Suggested or Required. 3 = Item Exceeds Expectations. No Revisions are Required.
Reviewer Comments:

Data Analysis Procedures

This section provides a step-by-step description of the procedures to be used to conduct the data analysis. The key elements of this section include the process by which raw data were prepared for analysis and then subsequently analyzed.Overall, be surethat the language used to describe the data analysis procedure isconsistently used in Chapters 4 and 5.

Here is an example of a figure and its caption: