edwards2

Revised 6/20/19

The purpose of this template is to ensure that the dissertation manuscript is a quality document. This template provides information about formatting and the content contained in each section of the dissertation.

Below is the Applied Dissertation Template with a description of each section.

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iv

THIS IS AN EXAMPLE OF THE TITLE PAGE: THE TITLE SHOULD GO HERE (ALL CAPS)

by

Student’s Full Legal Name

Liberty University

A Dissertation Presented in Partial Fulfillment

Of the Requirements for the Degree

Doctor of Education

Liberty University

Year

THIS IS AN EXAMPLE OF THE SIGNATURE PAGE: THE TITLE SHOULD GO HERE (ALL CAPS)

by Student’s Full Legal Name

A Dissertation Presented in Partial Fulfillment

Of the Requirements for the Degree

Doctor of Education

Liberty University, Lynchburg, VA

Year

APPROVED BY:

Name and degree, Committee Chair

Name and degree, Committee Member

The abstract summarizes the contents of the manuscript, starting with the purpose (see template below) or rationale of the study, the research questions (or at least the central research question), the methods, and the results. The first sentence is not indented. Descriptions of the methods should include the design, the sample, setting, and data collection and analysis methods. Approximately 250 words or less is recommended. It is written in future tense until the study is completed. No more than one page is allowable, and the abstract should be written as one, double-spaced paragraph. Author-date citations and direct quotes are not included. The abstract should include results of the study but should not include statistics, discussion of, or reference to, the literature review. The word “ABSTRACT” should be in all caps and a Level 1 heading, centered, but not bold. As an outline for your abstract, we recommend the template adapted from Creswell (1994, 2003):

The purpose of this applied study was to solve the problem of ________________ (identify the problem of practice) for ____________ (identify site/setting and stakeholders) and to design ___________ (identify the project - curriculum, intervention, training, etc.) to address the problem. Briefly introduce proposed data collection and data analysis strategies designed to describe the problem, followed by a general description of the project (curriculum, training, program, etc.) that will be developed to address the problem.

Keywords: This is a list of 4-7 words (separated by commas) relevant to your study.

The dedication page is a page in which the candidate dedicates the manuscript. This page is optional.

The acknowledgments page provides the opportunity for the candidate to acknowledge individuals who influenced the writing and completion of the dissertation. This page is optional.

The Table of Contents lists the various chapters and subsections of the manuscript along with their page numbers. The Table of Contents should include the Abstract, Copyright Page (optional), Dedication (optional), Acknowledgements (optional), List of Tables, List of Figures, CHAPTER TITLES (all caps), Level 1 headings, Level 2 headings, REFERENCES (all caps), and APPENDIX or APPENDICES (all caps). These should be left justified. The subsections included should only be APA Level 1 and Level 2 headings within the manuscript. Level 1 headings should be indented one half inch and Level 2 headings should be indented one inch. Chapter titles are not considered Level 1 headings. Entries should be double-spaced.

The List of Tables cites the tables and the corresponding pages of each table. This enables the reader to easily locate the tables in the manuscript. The title of this page should be a Level 1 heading, centered, 1 inch from the top of the page. Entries should be double-spaced.

The List of Figures cites the figures and the corresponding pages of each figure. This enables the reader to easily locate the figures in the manuscript. The title of this page should be a Level 1 heading, centered, 1 inch from the top of the page. Entries should be double-spaced.

The title of this page should be a Level 1 heading, centered, 1 inch from the top of the page. Entries should be double-spaced. Examples are provided below.

Association of Christian Schools International (ACSI)

National Center for Education Statistics (NCES)

No Child Left Behind (NCLB)

Standards of Learning (SOL)

The Overview should begin with a brief restatement of the purpose of the study. The purpose should be followed by a restatement of the Problem Statement. You will then clearly and concisely describe the contents and organization of the chapter using future tense. The purpose of Chapter One is to provide a framework for the research. The chapter should create reader interest, provide a foundation for the problem that necessitates the research, overview the context of literature in which the research is founded, identify the importance of the research for a specific audience, and briefly introduce the research via the research questions. Chapter One may vary in length from 10-15 pages for the final dissertation.

The Background section educates the reader regarding the topic. The Background section provides a historical, social, and theoretical context related to the problem (thus, you may want to organize this section using these three Level 2 headings). For example, say that the problem is teacher retention. What does the literature say about teacher retention from a historical, social, and theoretical perspective? For an applied dissertation, the emphasis is on solving an existing problem of practice. In order to do this, you must rely heavily on existing research and explore what other scholars and practitioners are saying about the problem in general. The background should be well cited and approximately five pages in length.

The Problem Statement identifies the general educational problem, the specific educational problem, the focus of the research, the educational or organizational setting, population and stakeholders. This section provides you the opportunity to show that the proposed research is needed and is relevant to the organization being studied. Focus on the problem to be examined. The problem statement draws from the background section; it includes current (i.e., five years or less since publication) literature (at least five citations) to show that the proposed research is empirically significant and relevant to the field. The problem should be stated clearly and unambiguously in one to two paragraphs. You should state: “The problem is….” In one to two focused paragraphs, convince the reader why the particular issue or problem your study is investigating needs to be conducted.

· Introduce the general problem needing research, including relevant/recent statistics on the issue.

· Summarize the recent research on the problem.

· Explain how/why the current research is deficient or falls short to address the problem.

· Conclude with a focused statement identifying the problem in relation to a multimethod research design.

The purpose statement should flow from the problem statement and clearly and succinctly state the focus and intentions of the proposed research. The purpose statement should begin with the following statement: “The purpose of this applied study is to solve the problem of….” It foreshadows the research question(s), and the statement must be used consistently throughout the dissertation.

You are encouraged to use the following template:

“The purpose of this applied study is to solve the problem of ________________ (identify the problem of practice) for ___________ (identify site/setting and stakeholders) and to formulate a solution to address the problem. A multimethod design was used consisting of both qualitative and quantitative approaches. The first approach will be structured interviews with __________. The second approach will be (documents; records; archival data; survey; focus group; etc…) _________ with/using ______. The third approach will be (documents; records; archival data; survey; focus group; etc…) _________ with/using _________.”

Although brief in nature, the problem of the study and the purpose statement are two very important aspects of the manuscript. These statements identify the goal of the research and support the importance of the study. All preceding writing within the manuscript should funnel into the problem and purpose statements, and all proceeding aspects of the manuscript should align with, support, and further expand upon the problem and purpose statements.

The significance of the study section begins with a description of the practical contributions that the study makes to the organization being studied; why it is important to the location, organization, population, or stakeholders being studied (e.g., Why and how does it affect them? How will it improve the conditions, lives, work environment, etc.? How can this study be used on a wider scale to effect change to help a wider group of people or the organization as a whole?). Identify the specific stakeholders who will find the study significant for each section. References are very important here to lend additional credence and support the study. All assertions in this section need to be well supported by the literature. Citations are needed.

The proposed research questions should be derived from the problem and purpose statements. A well-written research question is feasible, clear, significant, and ethical. In applied studies, research questions are most often pragmatic in nature and include key terms of the study (e.g., retention, graduation rates, job satisfaction, etc…). Applied research questions are usually broader and become more specific as you move into the actual data collection/analysis process. It is expected that research questions may be revised as more information pertaining to the study is discovered. To begin your study, begin with one main central question and at least three sub-questions, understanding that it may be necessary to revise the number and kind of questions asked based on further research. The subsequent questions are called sub-questions and must be numbered. Remember that each research question will need to be addressed in the data collection, data analysis, project design, and discussion sections of later chapters. Be sure these questions do not elicit simple yes/no responses.

Research questions should be listed, each on a separate line. You are encouraged to use the following format. Example:

Central Question: How can the problem of teacher burnout be solved at XYZ High School located in central Georgia?

Sub-question 1: How would administrators in an interview solve the problem of teacher burnout at XYZ High School located in central Georgia?

Sub-question 2: How would educators in a focus group solve the problem of teacher burnout at XYZ High School located in central Georgia?

Sub-question 3: How would quantitative survey data inform the problem of teacher burnout at XYZ High School located in central Georgia?

1. Attitude - Attitude is a psychological tendency that involves evaluating a particular object with some degree of favor or disfavor (Eagly & Chaiken, 1993).

2. Interest - The combination of emotion and personal valuation of a task resulting in a desire for various levels of enjoyment (Ainley & Ainley, 2011).

3. Etc…

Provide a chapter summary here. The Summary includes a succinct restatement of the problem and purpose of the study and provides a strong conclusion to the chapter.

The Overview should begin with a brief restatement of the purpose of the study. The purpose should be followed by a restatement of the Problem Statement. You will then clearly and concisely describe the contents and organization of the chapter using future tense. Chapter Two is often the longest chapter of the dissertation. The minimum length is 30 pages, but most are longer. In this chapter you will provide a context for the present research and demonstrate its importance based on related literature. Chapter Two is comprised of at least four sections: (a) the Overview, (b) a Theoretical (or Conceptual) Framework section, (c) a Related Literature section, and (d) a Summary. Subheadings at Level 2 and Level 3 are often necessary. Often 1,000–2,000 articles are read and around 100–200 integrated in the construction of this chapter. The majority of the literature cited in the chapter should be current (i.e., five years or less since publication), though it is understood that some seminal studies published more than five years ago are appropriate in certain sections and discussions. The Overview must clearly and concisely describe the contents and organization of the chapter.

This section should provide the reader with a direct connection to the conceptual or theoretical framework that will effectively guide the study and allow the findings to be situated within a greater context. According to Maxwell (2005),

The point is not to summarize what has already been done in the field. Instead, it is to ground your proposed study in the relevant previous work, and to give the reader a clear sense of your theoretical approach to the phenomena that you propose to study. (p. 123)

Start by describing the theory(ies), including origination and major theorist(s). Next, discuss how the theory(ies) has advanced or informed the literature on your topic. Conclude by articulating how your specific research focus relates to the theory and how it may potentially advance or extend the theory(ies). Examples of theoretical frameworks include Bandura’s (1986) Social Cognitive Theory, Maslow’s (1954) Hierarchy of Needs, Knowles (1980) Adult Learning Theory, etc. Situating your study and focus of inquiry within an established theoretical framework helps establish the significance of the study.

This section should provide a focused summary of what is currently known, what is not known, and how your proposed study can specifically address the problem. This should be a concise summary of the information presented in this chapter.

General notes:

It is important to remember that Chapter Two is not a summary of facts or summaries of relevant research, but rather a critical argument. Derived from Rudestam and Newtons’ (2007) Surviving Your Dissertation, here are some keys to a successful construction of a literature review:

1. Be a convincing writer. Remember that your literature review provides the context for your dissertation and demonstrates why your topic is important and relevant. Your literature review demonstrates the relationship between previous research and your study, and it demonstrates how your study is distinctive and different from previous research.

2. Be a critic not a reporter. Adopt a critical perspective in reading and identifying

relationships among research articles. Avoid composing a literature review that is a library of facts. That is, make sure your literature review is a coherent argument that leads to the problem statement or description of the study you are proposing. Your literature review should begin with a clear statement of your goal and be followed by a structured argument.

3. Be a selective writer. Avoid the temptation to report all the literature you review. Be selective and discuss only the articles that are most relevant. Keep in mind that you may review 2,000 articles and only include 100-200.

4. Be a skillful researcher. Use primarily seminal articles and articles that are no more than five years old in your literature review. Always strive to cite primary sources and reputable and scholarly sources.

5. Be a reasonable problem solver. At the conclusion of your literature review, write a statement that summarizes or highlights the most relevant literature and conclusions that lead to your proposed study. Be sure that you clearly identify that your problem has both theoretical and practical value.

The Overview should begin with a brief restatement of the purpose of the study. The purpose should be followed by a restatement of the Problem Statement. You will then clearly and concisely describe the contents and organization of the chapter using future tense. The purpose of Chapter Three is for you to present the research design, procedures, and analysis for the present research study. Provide the reader with the details of what will occur during the execution of research. Descriptions in this chapter should be comprehensive and in sufficient detail as to permit the replication of the study.

Begin this section by identifying the research design. You will use a multimethod design, which incorporates both qualitative and quantitative methods. According to Tashakkori and Teddlie (2009), “different scholars have used different terms (integrative, combined, blended, mixed methods, multimethod, multistrategy, etc.) to identify studies that attempt such integration” (p. 283). For a Liberty University SOE applied dissertation, use the term multimethod to describe your design. For example, it would be appropriate to state that “a multimethod research design was used for this applied study.” In addition to identifying the design, you will need to provide a rationale for why the design is most appropriate for the study. This rationale needs to be supported by scholarly sources. In other words, what is the purpose of the design? Why is it the most appropriate choice for the present study? Refer to your educational research texts for the proper design description and use them to support your rationales.

In the Design section, you must also discuss, in general terms, the specific approaches you will use in your multimethod study. Three data collection approaches are required for an applied dissertation. The first approach must be qualitative, in the form of interviews. The second approach can be qualitative or quantitative. The third approach must be quantitative. Some examples of qualitative data collection approaches include interviews, focus groups, document analysis, and observations. Some examples of quantitative data collection include quantitative surveys and archival data (e.g., test scores, attendance records, referral records, etc.). In an applied study, surveys are usually created by the researcher to elicit pertinent information for solving the problem of practice.

Note: For Liberty University applied research dissertations you will use a multimethod design. Other designs will need to be approved by the Director of Applied Research.

Sub-question 1: How would administrators in an interview solve the problem of teacher burnout at XYZ High School located in central Georgia?

Sub-question 2: How would educators in a focus group solve the problem of teacher burnout at XYZ High School located in central Georgia?

Sub-question 3: How would quantitative survey data inform the problem of teacher burnout at XYZ High School located in central Georgia?

In the Participants section, the sample pool, the proposed sample size, type of sample, and sampling procedures (e.g., convenience, snowball sample, maximum variation, etc.) should be clearly explained and each decision should be supported by research citations. Describe the pool of potential participants from which the participants will be drawn. Participants must be stakeholders directly involved with the problem identified in Chapter One.

For the interview portion of the study, the number of participants will most often range from 5-10, and no fewer than five participants will be acceptable without approval from the administrative team of Doctoral Programs and Research (School of Education). For example, “Four teachers and one principal will be interviewed for this study . . . etc.” For the quantitative portion of the study, you may choose to administer a survey. The number of participants will most often range from 15 to 30, and no fewer than 15 participants will be acceptable without approval from the administrative team of Doctoral Programs and Research (School of Education). The minimum number of participants for the survey may include the participants who participated in the interviews. Make sure your survey sample is large enough to make a reasonable interpretation of the data. If using a survey as an approach, include the proposed participant information. For example, “The survey will be sent to 24 teachers.”

In this section, clearly and thoroughly explain your motivation for conducting the study. Through bracketing, you must identify your relationship to the participants, your role in the setting or research site, and any bias or assumptions you bring to the study that may influence how you collect and analyze the data. The role of the researcher must also be articulated in light of the multimethod design and the implications of this role on the data collection and data analysis procedures must be addressed.

Note: Data CANNOT be collected until after the proposal is defended and Liberty University IRB permission to conduct the research has been granted. If data are collected or accessed prior to obtaining all necessary and full IRB approvals, the candidate will be removed from the program. Except in rare and unusual circumstances, investigators should not enroll employees under their direct supervision into their research studies that involve greater than minimal risk without the prospect of direct benefit.

Three data collection approaches are required for an applied dissertation. The first approach must be qualitative, in the form of interviews. The second approach may be qualitative or quantitative. The third approach must be quantitative. Organize this section with Level 2 headings according to the approach you choose. For example, your first Level 2 heading would be “ Interviews” (see example below).

(This is a required approach for all applied dissertations)

Begin by restating sub-question one in statement form. For example, “The first sub-question for this study explored how administrators in an interview would solve the problem of teacher burnout at XYZ High School located in central Georgia.” For applied research at Liberty University, interviews are a required data collection approach. No fewer than five participants will be acceptable without approval from the administrative team of Doctoral Programs and Research (School of Education). Interview data collection procedures should follow the recommendations of established researchers in the field (e.g., Erlandson, Harris, Skipper, & Allen, 1993; Lincoln & Guba, 1985; Merriam, 1988; Miles & Huberman, 1994; Patton, 1980, 1990, etc.). Interviews must be conducted synchronously: face-to-face, individual phone call or e-conference, or in-person focus groups. All interviews must be transcribed for data analysis.

Identify the data collection strategy (e.g., structured, semi-structured, etc.), fully define it in the context of applied inquiry (with citation), explain the data collection strategy in layman’s terms (if appropriate), and justify its appropriateness for your research. Discuss any logistics (when/where/how/with whom data will be collected, recorded, etc.) and explicate which of your research questions will be answered by this data collection strategy. It is important to demonstrate that your interview questions are generated from and supported by in the literature on your topic and will address all research questions. Your interview questions should be included in a numbered list with an item-by-item discussion of each question, their basis in the literature, and how they align with the research questions. By explaining in detail the purpose of each interview question, you not only establish the validity of your questions, but also establish the basis for your discussion of findings in relation to the literature in Chapter Five. This approach should include enough detail that another researcher could duplicate your study in another setting. The procedures should be described in chronological, step-by-step format.

Finish this section by telling the reader how you plan to analyze the qualitative data. For example, the sentence could begin: “Interview data will be analyzed…” Clearly identify the data analysis procedures and provide a concise rationale for the analysis. Be sure that your analysis procedures are aligned with your research approach. For qualitative data analysis, interviews must be transcribed in order to code and categorize information into themes. Tell the reader which of these tools you will use to analyze the data. Fully define each tool you will use (with appropriate citations), and explain why these are appropriate choices for the qualitative data analysis for your study.

Begin by restating sub-question two in statement form. For example, “The second sub-question for this study explored educators in a focus group would solve the problem of teacher burnout at XYZ High School located in central Georgia.” Focus groups are a qualitative data collection strategy that attempts to obtain information on a phenomenon through an involved discussion consisting of various research participants who have gathered in one location at a specified time. Focus groups are common within applied research due to the efficiency that it brings concerning data collection. A focus group will also minimize reflexivity that might occur between the researcher and a single participant.

Finish this section by telling the reader how you plan to analyze the qualitative data. For example, the sentence could begin: “Focus group data will be analyzed…” Clearly identify the data analysis procedures and provide a concise rationale for the analysis. Be sure that your analysis procedures are aligned with your research approach. For qualitative data analysis, focus group data must be transcribed in order to code and categorize information into themes. Tell the reader which of these tools you will use to analyze the data. Fully define each tool you will use (with appropriate citations), and explain why these are appropriate choices for the qualitative data analysis for your study.

Begin by restating sub-question three in statement form. For example, “The third sub-question for this study explored how quantitative survey data would inform the problem of teacher burnout at XYZ high school located in central Georgia.” In this section, tell the reader how you plan to collect the quantitative data. One option would be to administer a survey. Develop the survey questions based on the literature. The survey must be in quantitative format (e.g., Likert scale, semantic differential scale, forced rank scale, etc.). Discuss any logistics (when/where/how/with to whom the survey will be sent out to, how the data will be collected, recorded, etc.) and explicate which of your research questions will be answered by this data collection strategy. This approach should include enough detail that another researcher could duplicate your study in another setting. The procedures should be described in chronological, step-by-step format.

Finish this section by telling the reader how you plan to analyze the quantitative data. Clearly identify the data analysis procedures and provide a concise rationale for the analysis. Be sure that your analysis procedures are aligned with your research approach. For example, the sentence could begin: “Survey data will be analyzed…” Use descriptive statistics such as means and/or frequency counts. Include the type of figures that will be used such as trend charts, bar charts, pie graphs, etc…

Any ethical considerations or implications of the research should be discussed. These might include data storage (e.g., locked filing cabinets and password protection for electronic files) and usage, influence, confidentiality (e.g., use of site and participant pseudonyms), and any other potential issues that might arise and how they will be addressed.

Provide a chapter summary. The Summary provides a strong conclusion to the chapter.

Note: The proposal defense includes Chapter One, Two, and Three. Following an approved proposal defense, the candidate conducts the research necessary to complete Chapters Four and Five.

The Overview should begin with a brief restatement of the purpose of the study. The purpose should be followed by a restatement of the Problem Statement. You will then clearly and concisely describe the contents and organization of the chapter using past tense. The purpose of Chapter Four is to present the results of the data collection and analysis. This chapter is reserved for findings and discussion of results. Data should be presented in the form of themes (narrative), and include charts, graphs, tables, and/or models. Data should be presented in the order in which the research questions were stated and according to themes generated. The research questions should be answered before concluding the chapter.

Since this applied dissertation used participants to collect both qualitative and quantitative date, it is important to present this information in an appropriate format. Organize these participant descriptions using Level 2 APA headings. For instance, use the Level 2 APA heading Interview Participants to mark the section where you describe each participant and the heading Survey Participants where you use a table to describe the demographic information of the survey participants. Remember, Chapter Four is written in past tense.

For the qualitative data collection piece or pieces, provide a description or portrait of each individual who participated in the study (using pseudonyms). Pseudonyms must be presented using the appropriate title of the participant such as principal, teacher, parent, legal guardian, student, etc. For example, if you interview one administrator and four teachers, then your participant pseudonyms would be administrator one, teacher one, teacher two, teacher three, and teacher four. For the quantitative piece or pieces, include demographic information in narrative form regarding the age, ethnicity, gender, occupation, grade level, etc. of your sample. For example, 30 teachers were surveyed. Their average age was 32.5 years old. There were 26 females and 4 males, etc.

This section must be organized according to research sub-questions. Begin with a Level 1 Results heading. Under the Results heading, begin with a paragraph that generally restates the data collection procedures.

For example:

Semi-structured interviews were conducted with teachers from XYZ High School in order to find themes related to their experiences teaching at this school. Several themes emerged from the qualitative analysis. Second, a focus group was conducted with teachers in order to find themes related to their experiences at this school. Finally, a quantitative survey was administered to measured teacher satisfaction and was used to corroborate the themes.

Following the Results section, organize your research sub-questions and corresponding themes. Your research should generate between three and five themes. For example:

Sub-question one for this study was, “How would administrators in an interview solve the problem of teacher burnout at XYZ High School located in central Georgia?” Interviews were conducted with administrators from XYZ High School in order to find themes related to teacher burnout at their school. The themes uncovered in the qualitative analysis were … [expand on the themes] …etc… In addition to the narrative presentation of the data, you must also present the data in the form of qualitative tables such as those including (1) open codes and themes and (2) frequency codes across qualitative data points.

Table 1 shows an examples of codes and the frequency of the codes.

Table 1

Frequency of Codes

Theme #1. The theme should be specified, and participant quotes should be included that support theme development. Include both qualitative and quantitative data to support themes where applicable.

Theme #2. Etc. . . .

Theme #3. Etc. . . .

Sub-question 2

Sub-question two for this study was, “How would educators in a focus group solve the problem of teacher burnout at XYZ High School located in central Georgia?” Etc. . . .

Theme #1. The theme should be specified, and participant quotes should be included that support theme development. Include both qualitative and quantitative data to support themes where applicable.

Theme #2. Etc. . . .

Theme #3. Etc. . . .

Sub-question 3

Sub-question two for this study wa s, “How would quantitative survey data inform the problem of teacher burnout at XYZ High School located in central Georgia?”

Theme #1. The theme should be specified, and participant quotes should be included that support theme development. Include both qualitative and quantitative data to support themes where applicable.

Theme #2. Etc. . . .

Theme #3. Etc. . . .

The purpose of this section is to discuss the study findings in relationship to the empirical and theoretical literature reviewed in Chapter Two. This is a critical section where you present yourself as an emerging scholar among your peers. This section should be a detailed examination of all major topics covered in Chapter Two, and you should position your own findings alongside those of existing perspectives and studies. The empirical and theoretical literature discussions must be written under their own APA Level 2 headings. How does your study confirm or corroborate previous research? How does your study diverge from or extend on previous research? How does your study extend or shed new light on solving the problem?

Provide a chapter summary. The Summary includes a succinct conclusion to the chapter.

The Overview should begin with a brief restatement of the purpose of the study. The purpose should be followed by a restatement of the Problem Statement. You will then clearly and concisely describe the contents and organization of the chapter using past tense.

In a concise paragraph, restate the problem (explain the problem. Do not simply restate the problem statement). Reference the Problem Statement section in Chapter One; however, this will now be written in past tense and may be influenced by the results.

In this section, provide a detailed solution for the problem by answering the central question in detail. The section must include a description of the solution itself, the goals of the solution, a scholarly rationale of why the solution was chosen based on the themes developed in the Results section of Chapter Four, including considerations of the literature from Chapter Two, and a scholarly rationale of how the problem will be addressed through the solution.

Describe the resources needed to generate the solution. Include possible means of procuring the needed resources and potential barriers.

Describe the funds needed to generate the solution. Include possible sources of revenue and potential barriers to those resources.

Describe the various roles needed to lead and implement the solution. Include possible personnel implications (new hires, training/retraining, certifications, etc.). Describe specific responsibilities assigned to each role. For example: “In order to help with retention of teachers at XYZ High School, it is recommended that additional support staff be hired. Additional support staff would include… etc… and their primary function would be to… etc.”

Provide both a general narrative overview and a bulleted list of a timeline needed to resolve the problem. The bulleted list can be placed as an appendix.

The purpose of this section is to provide a clear explanation of both positive and negative implications of the solution. Examine and explain potential benefits and pitfalls of all aspects of the chapter content (resources, funds, roles/responsibilities, timeline, etc.). Include specific recommendations for various stakeholders, such as policy makers, administrators, teachers, parents, etc., to address the implications.

Provide a detailed plan to assess the effectiveness of the solution to the problem. Describe the type of evaluation that will be conducted (goal-based, outcomes-based, formative or summative). The plan must provide justification for using this type of evaluation. Include who is responsible for this assessment, how it will be conducted, and what criterion or standards will be used. Evaluation plans should also include delimitations and limitations related to the research. Delimitations are purposeful decisions the researcher makes to limit or define the boundaries of the study. Describe the rationale behind decisions made to limit or define the scope and focus of the study. Limitations are potential weaknesses of the study that cannot be controlled. They may be related to the design, the analysis, or the sample (e.g., gender, age, ethnicity, etc.). In consideration of the study findings, limitations, and the delimitations placed on the study, provide multiple recommendations and directions for future research to help solve the problem.

Provide a summary of the study. From your Solution Implications section, reiterate what you consider to be the one or two most important “take-aways” from the results of your research (you may consider including an anecdotal illustration). If your project was implemented prior to your dissertation defense, include an epilogue including the impact, execution, etc., of the research.

All the references cited within the text should be listed in accordance with the most recent edition of the Publication Manual of APA. The reference page title should be capitalized, bold, and centered.

The Appendix must include a variety of artifacts. The appendix must include the IRB application (replace with the approval letter for the complete dissertation), informed consent/assent forms, surveys/questionnaires/instruments, protocols (interviews or observations), sample transcripts of interviews, theoretical memos, and other documents used to establish an audit trail. Any identifying or personal information (names, schools, districts, phone numbers, email addresses) should be eliminated. All documents pertinent to the implementation of the project should also be included. Each artifact should have a section labeled as Appendix A, Appendix B, etc. Each appendix must be addressed in the narrative text. The appendix title should be capitalized, bold, and centered.