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EdD_Dissertation_Checklist_MixedMethods.docxEdD Dissertation Checklist: Mixed Methods
The following checklist provides guidance for reporting on the mixed methods EdD dissertations. A dissertation involves multiple steps, including (a) identification of the problem, purpose, theoretical foundation or conceptual framework, and the development of research question(s) to address them; (b) review of the background and context related to the problem; (c) systematic collection and analysis of data to inform a solution or strategy that addresses the practice-focused question(s); and (d) findings(s) and recommendation(s) for educational practice based on that analysis.
All items on the checklist should be addressed, although some may not be relevant to your particular study or may not necessarily be in the order that works best for your dissertation. Please consult with your committee; however, the checklist should work well in the absence of other considerations.
· Instructions for students:
· Indicate on the checklist the page number (use the actual document page number, not the MS Word pagination) where the appropriate indicator is located.
· Respond to comments from the committee in each comment history box. Do not delete previous commentsjust add your response in the appropriate space.
· Instructions for the chair and/or committee members:
· Provide specific feedback in the comment history column. Do not delete previous commentsjust add your response in the appropriate space.
· If you made detailed comments on the draft (using track changes and comments), you can make reference to the draft rather than restate everything in the checklist comment history section.
Date: (click here and type today’s date)
Student’s Name: Student ID:
Program:
Committee Members’ Names:
Chairperson:
Member:
University Research Reviewer:
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Front Matter |
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Checklist Items |
Comment History |
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Title |
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Type of mixed-methods study. |
Chair Comments: (click here) Second Member Comments: (click here) URR Comments: (click here)
Student Response: (click here) |
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Main issue investigated. |
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Participant group. |
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Abstract |
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Describe the research problem and why it is important. |
Chair Comments: (click here) Second Member Comments: (click here) URR Comments: (click here)
Student Response: (click here) |
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Identify the purpose of the study. |
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State the theoretical foundations and/or conceptual frameworks as appropriate. |
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Summarize the key research question(s). |
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Describe, concisely, the overall research design, methods, and data analysis procedures. (Include N and selection criteria.) |
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Identify key results, conclusions, and recommendations that capture the heart of the research (for the final study only). |
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Conclude with a statement on the implications for positive social change. |
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Chapter 1: Introduction to the Study |
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Checklist Items |
Pg/NA |
Comment History |
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Introduction (Note that APA section 3.03 does not allow a heading called Introduction; it is assumed that the first part of a manuscript is the introduction.) |
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Describe the topic of the study, why the study needs to be conducted, and the potential positive social change implications of the study. |
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Chair Comments: (click here) Second Member Comments: (click here) URR Comments: (click here)
Student Response: (click here) |
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Preview major sections of the chapter. |
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Background |
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Briefly summarize research literature related to the scope of the study topic. |
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Chair Comments: (click here) Second Member Comments: (click here) URR Comments: (click here)
Student Response: (click here) |
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Describe a gap in practice in the discipline that the study will address. |
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End the section with why the study is needed. |
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Problem Statement |
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State the research problem. |
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Chair Comments: (click here) Second Member Comments: (click here) URR Comments: (click here)
Student Response: (click here) |
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Provide evidence of consensus that the problem is current, relevant, and significant to the discipline. |
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Frame the problem in a way that builds upon or counters previous research findings focusing primarily on research conducted in the last 5 years. |
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Address a meaningful gap in practice supported by current research literature. |
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Purpose of the Study |
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Provide a concise statement that serves as the connection between the problem being addressed and the focus of the study. |
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Chair Comments: (click here) Second Member Comments: (click here) URR Comments: (click here)
Student Response: (click here) |
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Indicate that a mixed methods paradigm is being used. |
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Include the study intent (such as describe, compare, correlate, explore, develop). |
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Present the independent, dependent, and covariate variables and/or concept/phenomenon (as appropriate to the particular study). |
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Research Question(s) and Hypotheses |
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State the research questions. |
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Chair Comments: (click here) Second Member Comments: (click here) URR Comments: (click here)
Student Response: (click here) |
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For quantitative components, state the null and alternative hypotheses that identify the independent and dependent variables being studied, the association being tested, and how the variables are being measured. |
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Theoretical Foundation and/or Conceptual Framework for the Study Most studies have either a Theoretical Foundation or Conceptual Framework; if you have both, include both sections. |
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Theoretical Foundation |
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Identify the theory or theories and provide the origin or source. |
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Chair Comments: (click here) Second Member Comments: (click here) URR Comments: (click here)
Student Response: (click here) |
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State concisely the major theoretical propositions and/or major hypotheses with a reference to more detailed explanation in Chapter 2. |
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Explain how the theory relates to the study approach and research questions. |
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Conceptual Framework |
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Identify and define the concept and/or phenomenon that ground the study. |
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Chair Comments: (click here) Second Member Comments: (click here) URR Comments: (click here)
Student Response: (click here) |
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Describe concisely the conceptual framework (for qualitative components, the contextual “lens”; for quantitative components, the body of research that supports the need for the study) as derived from the literature with more detailed analysis in Chapter 2. |
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State the logical connections among key elements of the framework with a reference to a more thorough explanation in Chapter 2. |
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State how the framework relates to the study approach and key research questions, as well as to the instrument development and data analysis, where appropriate. |
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Nature of the Study |
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Provide a concise rationale for selection of the design and/or tradition including references to primary sources for the chosen tradition. |
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Chair Comments: (click here) Second Member Comments: (click here) URR Comments: (click here)
Student Response: (click here) |
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Briefly describe the key study variables (independent, dependent, and covariate in quantitative components) or concept/phenomenon (qualitative components. |
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Briefly summarize the methodology (from whom and how data are collected and how data will be analyzed). |
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Definitions |
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Provide concise definitions of key concepts or constructs. |
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Chair Comments: (click here) Second Member Comments: (click here) URR Comments: (click here)
Student Response: (click here) |
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Define terms used in the study that have multiple meanings (e.g., socioeconomic status, educator, health service professional, among others). Do not include common terms or terms that can easily be looked up in a dictionary. |
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Include citations that identify support from the professional literature for the definition or operational definition provided. |
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Assumptions |
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Clarify aspects of the study that are believed but cannot be demonstrated to be true. Only include assumptions critical to the meaningfulness of the study. |
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Chair Comments: (click here) Second Member Comments: (click here) URR Comments: (click here)
Student Response: (click here) |
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Describe the reasons why the assumption(s) was (were) necessary in the context of the study. |
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Scope and Delimitations |
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Describe specific aspects of the research problem that are addressed in the study and why the specific focus was chosen (issue of internal validity). |
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Chair Comments: (click here) Second Member Comments: (click here) URR Comments: (click here)
Student Response: (click here) |
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Define the boundaries of the study by identifying populations included and excluded and theories and/or conceptual frameworks most related to the area of study that were not investigated (this is an issue of external validity). |
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Address potential generalizability (quantitative components) or transferability (qualitative components). |
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Limitations |
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Describe limitations of the study related to design and/or methodological weaknesses (including issues related to limitations of internal and external validity, construct validity, and confounder variables). |
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Chair Comments: (click here) Second Member Comments: (click here) URR Comments: (click here)
Student Response: (click here) |
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Describe any biases that could influence study outcomes and how they are addressed. |
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Describe reasonable measures to address limitations. |
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Significance |
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Identify potential contributions of the study that advance knowledge in the discipline. This is an elaboration of what the problem addresses. |
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Chair Comments: (click here) Second Member Comments: (click here) URR Comments: (click here)
Student Response: (click here) |
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Identify potential contributions of the study that advance practice and/or policy, as applicable. |
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Describe potential implications for positive social change that are consistent with and bounded by the scope of the study. |
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Summary |
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Summarize the main points of the chapter. |
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Chair Comments: (click here) Second Member Comments: (click here) URR Comments: (click here)
Student Response: (click here) |
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Provide transition to Chapter 2. |
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Chapter 2: Literature Review |
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Checklist Items |
Pg/NA |
Comment History |
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Introduction (Note that APA section 3.03 does not allow a heading called Introduction; it is assumed that the first part of a manuscript is the introduction.) |
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Restate the problem and the purpose. |
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Chair Comments: (click here) Second Member Comments: (click here) URR Comments: (click here)
Student Response: (click here) |
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Provide a concise synopsis of the current literature that establishes the relevance of the problem. |
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Preview the major sections of the chapter. |
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Literature Search Strategy |
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List accessed library databases and search engines used. |
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Chair Comments: (click here) Second Member Comments: (click here) URR Comments: (click here)
Student Response: (click here) |
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List key search terms and combinations of search terms (with more detailed search terms located in an appendix, if appropriate). |
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Describe scope of literature review in terms of years searched as well as types of literature and sources searched, including seminal literature as well as current, peer-reviewed literature. |
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In cases where there is little current research, and few (if any) dissertations and/or conference proceedings, describe how this was handled. |
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Theoretical Foundation (as appropriate) |
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Name the theory or theories. |
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Chair Comments: (click here) Second Member Comments: (click here) URR Comments: (click here)
Student Response: (click here) |
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Provide origin or source of the theory. |
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Describe major theoretical propositions and/or major hypotheses, including delineation of any assumptions appropriate to the application of the theory. |
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Provide a literature- and research-based analysis of how the theory has been applied previously in ways similar to the current study. |
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Provide the rationale for the choice of this theory. |
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Describe how and why the selected theory relates to the present study and how the research questions relate to, challenge, or build upon existing theory. |
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Conceptual Framework (as appropriate) |
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Identify and define the concept and/or phenomenon. |
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Chair Comments: (click here) Second Member Comments: (click here) URR Comments: (click here)
Student Response: (click here) |
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Synthesize primary writings by key theorists, philosophers, and/or seminal researchers related to the concept or phenomenon. |
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Provide key statements and definitions inherent in the framework. |
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Describe how the concept or phenomenon has been applied and articulated in previous research and how the current study benefits from this framework. |
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Literature Review Related to Key Variables and Concepts |
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Provide an exhaustive (typically 50-75 sources) review of the current (within past 5 years) literature drawn from acceptable peer-reviewed journals or sound academic journals. Additional sources may be included that are older than 5 years. |
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Chair Comments: (click here) Second Member Comments: (click here) URR Comments: (click here)
Student Response: (click here) |
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Describe studies related to the constructs of interest and chosen methodology and methods that are consistent with the scope of the study. |
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Describe ways researchers in the discipline have approached the problem and the strengths and weakness inherent in their approaches. |
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For Quantitative Components |
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Review and synthesize studies related to the key independent, dependent, and covariate variables to produce a description and explanation of what is known about the variables, what is controversial (i.e., mixed findings by researchers), and what remains to be studied. |
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Chair Comments: (click here) Second Member Comments: (click here) URR Comments: (click here)
Student Response: (click here) |
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Review and synthesize studies related to the research questions. |
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For Qualitative Components |
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Review and synthesize studies related to the key concepts and/or phenomena under investigation to produce a description of what is known about them, what is controversial, and what remains to be studied. |
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Chair Comments: (click here) Second Member Comments: (click here) URR Comments: (click here)
Student Response: (click here) |
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Review and synthesize studies related to the research questions and why the approach selected is meaningful. |
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Summary and Conclusions |
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Concisely summarize the major themes in the literature. |
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Chair Comments: (click here) Second Member Comments: (click here) URR Comments: (click here)
Student Response: (click here) |
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Summarize what is known in the discipline related to the topic of study. |
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Summarize what is not known in the discipline related to the topic of study. |
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Describe how the present study fills at least one of the gaps in the literature and will extend knowledge related to practice in the discipline. |
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Provide transitional material to connect the gap in the literature to the methods described in Chapter 3. |
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Chapter 3: Research Method |
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Checklist Items |
Pg/NA |
Comment History |
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Introduction (Note that APA section 3.03 does not allow a heading called Introduction; it is assumed that the first part of a manuscript is the introduction.) |
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Restate the study purpose as described in Chapter 1. |
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Chair Comments: (click here) Second Member Comments: (click here) URR Comments: (click here)
Student Response: (click here) |
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Preview major sections of Chapter 3. |
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Setting |
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Explain why the setting is relevant to the study. |
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Chair Comments: (click here) Second Member Comments: (click here) URR Comments: (click here)
Student Response: (click here) |
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Describe the attributes of the environment (e.g., physical setting, scope and size of the organization, and key members of the organization that impact the study). |
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Research Design and Rationale |
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Restate research questions as described in Chapter 1. |
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Chair Comments: (click here) Second Member Comments: (click here) URR Comments: (click here)
Student Response: (click here) |
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State and define central concept and/or phenomenon of the study. |
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Identify and justify the mixed-methods design and how the two data collection and analysis strategies work together as the best approach to answering your research questions (e.g., quantitative qualitative or qualitative quantitative). |
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Describe why both methods are important to addressing the research question. |
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Provide rationale for the chosen data collection analysis and interpretation of timing decisions (e.g., concurrent and sequential), including how the integration between quantitative and qualitative data occurs. |
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Role of the Researcher |
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Define and explain your role as observer, participant, or observer-participant. |
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Chair Comments: (click here) Second Member Comments: (click here) URR Comments: (click here)
Student Response: (click here) |
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Reveal any personal and/or professional relationships the researcher may have with participants, with emphasis on supervisory or instructor relationships involving power over the participants. |
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State how any researcher biases and/or power relationships are managed. |
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Describe other ethical issues, as applicable (these could include doing a study within one’s own work environment, conflict of interest or power differentials, and justification for use of incentives) and the plan for addressing these issues. |
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Methodology |
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Participant Selection |
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Identify the population, if appropriate. |
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Chair Comments: (click here) Second Member Comments: (click here) URR Comments: (click here)
Student Response: (click here) |
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Identify and justify the sampling strategy. |
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State the criterion/criteria on which participant selection is based. |
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Establish how participants are known to meet the criterion/criteria. |
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State the number of participants and/or cases and the rationale for that number (for quantitative components, if applicable, justify the sample size using power analysis that includes justification for the effect size, alpha level, and power level chosen). |
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Explain the specific procedures for how participants will be identified, contacted, and recruited. |
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Describe the relationship between saturation and sample size (qualitative components). |
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Instrumentation |
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Qualitative Components |
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Identify each data collection instrument (observation sheet, interview protocol, focus group protocol, videotape, audiotape, artifacts, archival data, and other kinds of data collection instruments). |
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Chair Comments: (click here) Second Member Comments: (click here) URR Comments: (click here)
Student Response: (click here) |
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Identify the source for each data collection instrument (published or researcher produced). Include the permission to use in the appendix. |
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For published data collection instruments, identify: · Who developed the instrument. · Where and with which participant group it has been previously used. · Appropriateness to the current study. · How content validity will be/was established. · Any context- and culture-specific issues unique to the population while developing the instrument. |
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For researcher-developed instruments, identify: · Basis for instrument development. · Literature sources. · Other bases for legitimacy (or validity) of the instrument (such as pilot study). · How content validity will be/was established. |
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Quantitative Components |
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For published instruments, provide: · Name of developer(s) and year of publication. · Appropriateness to the current study. · Mention of permission from developer to use (include the permission letter in the appendix). · Published reliability and validity values relevant to their use in the study. · Where and with which populations the instrument has been used previously and how validity/reliability are/were established in the study sample. |
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Chair Comments: (click here) Second Member Comments: (click here) URR Comments: (click here)
Student Response: (click here) |
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For researcher-developed instruments, provide: · Literature sources. · Other bases (such as pilot study). · Evidence you will provide for reliability (e.g., internal consistency and test/retest). · Evidence you will provide for validity (e.g., predictive and construct validity). |
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For all instruments, establish sufficiency of instrumentation to answer research questions. |
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Chair Comments: (click here) Second Member Comments: (click here) URR Comments: (click here)
Student Response: (click here) |
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Intervention/Treatment (as appropriate) |
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Identify materials and/or programs applied as treatment or manipulation. |
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Chair Comments: (click here) Second Member Comments: (click here) URR Comments: (click here)
Student Response: (click here) |
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Provide information on the developer of the materials and/or programs. · If published, state where, how, and with what populations they were used previously. · If researcher developed, state the basis for their development and how they were developed. |
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Provide evidence that another agency will sponsor intervention studies (such as clinical interventions). |
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Procedures for Recruitment, Participation, and Data Collection (for students collecting their own data) |
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Thoroughly describe recruiting procedures. |
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Chair Comments: (click here) Second Member Comments: (click here) URR Comments: (click here)
Student Response: (click here) |
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Describe how participants will be provided informed consent. |
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Describe how data are collected. |
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Explain how participants exit the study (e.g., debriefing procedures). |
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Describe any follow-up procedures (such as requirements to return for follow-up interviews, treatments). |
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For each data collection instrument, provide details of data collection: · Location of data collection events. · Frequency of data collection events. · Duration of data collection events. · Recording of data collection events. |
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Chair Comments: (click here) Second Member Comments: (click here) URR Comments: (click here)
Student Response: (click here) |
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For intervention studies, as appropriate and in addition to what is described for all studies: Describe clearly and thoroughly the nature of the treatment, intervention, or experimental manipulation; how it will be designed and administered; and by whom and to whom it will be administered. |
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Chair Comments: (click here) Second Member Comments: (click here) URR Comments: (click here)
Student Response: (click here) |
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For studies using archival data, as appropriate and in addition to what is described for all studies: · Include all procedures for recruitment, participation, and data collection associated with the main study. · Describe the procedure for gaining access to the data set. · Describe necessary permissions to gain access to the data (with permission letters located in the appendix). · If historical or legal documents are used as sources of data, demonstrate the reputability of the sources and justify why they represent the best source of data. |
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Chair Comments: (click here) Second Member Comments: (click here) URR Comments: (click here)
Student Response: (click here) |
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Data Analysis Plan |
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Quantitative Components |
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Identify software used for analyses. |
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Chair Comments: (click here) Second Member Comments: (click here) URR Comments: (click here)
Student Response: (click here) |
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Provide detailed explanation of data cleaning and screening procedures as appropriate to the study. |
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Restate the hypotheses from Chapter 1 (null and alternative) and, for each, describe in detail the analysis plan including · Statistical tests that will be used to test the hypothesis. · Rationale for inclusion of potential covariates/confounding variables. · How results will be interpreted (key parameter estimates, confidence intervals/probability values, odds ratios). · Explanation of data cleaning and screening procedures as appropriate to the study. |
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Qualitative Components |
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Include: · Type of coding. · Type of analysis. · Any software used for data management. · Manner of treatment of discrepant cases. |
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Chair Comments: (click here) Second Member Comments: (click here) URR Comments: (click here)
Student Response: (click here) |
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State the plan for how quantitative and qualitative data will be integrated in the analysis. |
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Chair Comments: (click here) Second Member Comments: (click here) URR Comments: (click here)
Student Response: (click here) |
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Threats to Validity |
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Describe threats to external validity (e.g., testing reactivity, interaction effects of selection and experimental variables, specificity of variables, reactive effects of experimental arrangements, and multiple-treatment interference, as appropriate to the study) and how they will be/were addressed. |
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Chair Comments: (click here) Second Member Comments: (click here) URR Comments: (click here)
Student Response: (click here) |
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Describe threats to internal validity (e.g., history, maturation, testing, instrumentation, statistical regression, experimental mortality, and selection-maturation interaction, as appropriate to the study) and how they will be/were addressed. |
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Describe any threats to construct or statistical conclusion validity. |
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Trustworthiness |
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Credibility (internal validity): Describe appropriate strategies to establish credibility, such as triangulation, prolonged contact, member checks, saturation, reflexivity, and peer review. |
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Chair Comments: (click here) Second Member Comments: (click here) URR Comments: (click here)
Student Response: (click here) |
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Transferability (external validity): Describe appropriate strategies to establish transferability, such as thick description and variation in participant selection. |
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Dependability (the qualitative counterpart to reliability): Describe appropriate strategies to establish dependability, such as audit trails and triangulation. |
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Confirmability (the qualitative counterpart to objectivity): Describe appropriate strategies to establish confirmability, such as reflexivity. |
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Intra- and intercoder reliability, where applicable. |
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Ethical Procedures |
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Describe the treatment of human participants including the following (include actual documents in the Institutional Review Board [IRB] application): · Institutional permissions, including IRB approvals that are needed (proposal) or were obtained (completed dissertation); include relevant IRB approval numbers in the final dissertation. · Ethical concerns related to recruitment materials and processes and a plan to address them. · Ethical concerns related to data collection and/or intervention activities (these could include participants refusing participation or early withdrawal from the study and response to any predicable adverse events and a plan to address them). |
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Chair Comments: (click here) Second Member Comments: (click here) URR Comments: (click here)
Student Response: (click here) |
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Describe treatment of data (including archival data), including issues of: · Whether data are anonymous or confidential and any concerns related to each. · Protections for confidential data (data storage procedures, data dissemination, who will have access to the data, and when data will be destroyed). |
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Other ethical issues as applicable (these issues could include doing a study within one’s own work environment, conflict of interest or power differentials, and justification for use of incentives). |
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Summary |
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Summarize the main points of the chapter. |
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Chair Comments: (click here) Second Member Comments: (click here) URR Comments: (click here)
Student Response: (click here) |
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Transition to Chapter 4. |
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[Content of Proposal Ends Here. See APA Form and Style Check at the end of the Checklist.]
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Chapter 4: Results |
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Checklist Items |
Pg/NA |
Comment History |
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Introduction (Note that APA section 3.03 does not allow a heading called Introduction; it is assumed that the first part of a manuscript is the introduction.) |
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Review briefly the purpose and research questions. |
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Chair Comments: (click here) Second Member Comments: (click here) URR Comments: (click here)
Student Response: (click here) |
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Preview the organization of Chapter 4. |
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Setting |
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Describe any personal or organizational conditions that influenced participants or their experience at the time of the study that may affect interpretation of the study results (e.g., changes in personnel, budget cuts, and other trauma). |
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Chair Comments: (click here) Second Member Comments: (click here) URR Comments: (click here)
Student Response: (click here) |
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Present participant demographics and characteristics relevant to the study. |
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Data Collection |
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State numbers of participants from whom each type of data was collected. |
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Chair Comments: (click here) Second Member Comments: (click here) URR Comments: (click here)
Student Response: (click here) |
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Describe location, frequency, and duration of data collection for each data collection instrument. |
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Describe how the data were recorded. |
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Present any variations in data collection from the plan presented in Chapter 3. |
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Present any unusual circumstances encountered in data collection. |
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Data Analysis |
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Report the process used to move inductively from coded units to larger representations, including categories and themes. |
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Chair Comments: (click here) Second Member Comments: (click here) URR Comments: (click here)
Student Response: (click here) |
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Describe the specific codes, categories, and themes that emerged from the data using quotations as needed to emphasize their importance. |
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Describe qualities of discrepant cases and how they were factored into the analysis. |
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Results (order of presentation depends on the specific design) |
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Qualitative Components |
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Address each research question (chapter may be organized by research questions or by patterns/themes). |
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Chair Comments: (click here) Second Member Comments: (click here) URR Comments: (click here)
Student Response: (click here) |
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Present data to support each finding (quotes from transcripts, documents). |
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Discuss discrepant cases and/or disconfirming data, as applicable. |
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Include tables and figures to illustrate results, as appropriate, and per the current edition of the Publication Manual of the American Psychological Association. |
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Quantitative Components |
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Report descriptive statistics that appropriately characterize the sample. |
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Chair Comments: (click here) Second Member Comments: (click here) URR Comments: (click here)
Student Response: (click here) |
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Report statistical analysis findings, organized by research questions/hypotheses, including: · Exact statistics and associated probability values. · Confidence intervals around the statistics, as appropriate. · Effect sizes, as appropriate. |
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Report results of post-hoc analyses of statistical tests, if applicable. |
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Report any additional statistical tests of hypotheses that emerged from the analysis of main hypotheses, as appropriate for the study. |
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Include tables and figures to illustrate results, as appropriate, and per the current edition of the Publication Manual of the American Psychological Association |
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Evidence of Trustworthiness |
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Credibility: Describe implementation of/adjustments to credibility strategies stated in Chapter 3. |
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Chair Comments: (click here) Second Member Comments: (click here) URR Comments: (click here)
Student Response: (click here) |
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Transferability: Describe implementation of/adjustments to transferability strategies stated in Chapter 3. |
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Dependability: Describe implementation of/adjustment to consistency strategies stated in Chapter 3. |
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Confirmability: Describe implementation of/adjustment to consistency strategies stated in Chapter 3. |
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Intra- and intercoder reliability, if applicable: Describe implementation of/adjustment to consistency strategies stated in Chapter 3. |
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Summary |
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Summarize answers to research questions. |
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Chair Comments: (click here) Second Member Comments: (click here) URR Comments: (click here)
Student Response: (click here)
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Provide transition to Chapter 5. |
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Chapter 5: Discussion, Conclusions, and Recommendations |
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Checklist Items |
Pg/NA |
Comment History |
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Introduction (Note that APA section 3.03 does not allow a heading called Introduction; it is assumed that the first part of a manuscript is the introduction.) |
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Concisely reiterate the purpose and nature of the study and why it was conducted. |
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Chair Comments: (click here) Second Member Comments: (click here) URR Comments: (click here)
Student Response: (click here) |
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Concisely summarize key findings. |
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Interpretation of the Findings |
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Describe in what ways findings confirm, disconfirm, or extend knowledge in the discipline by comparing them with what has been found in the peer-reviewed literature described in Chapter 2. |
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Chair Comments: (click here) Second Member Comments: (click here) URR Comments: (click here)
Student Response: (click here) |
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Analyze and interpret the findings in the context of the theoretical and/or conceptual framework, as appropriate. Ensure interpretations do not exceed the data, findings, and scope. |
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Limitations of the Study |
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Describe the limitations to generalizability and/or trustworthiness that arose from execution of the study. These should be used to revise what was written in Chapter 1 for the proposal. |
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Chair Comments: (click here) Second Member Comments: (click here) URR Comments: (click here)
Student Response: (click here) |
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Recommendations |
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Describe recommendations for further research that are grounded in the strengths and limitations of the current study as well as the literature reviewed in Chapter 2. Ensure recommendations do not exceed the study boundaries. |
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Chair Comments: (click here) Second Member Comments: (click here) URR Comments: (click here)
Student Response: (click here) |
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Implications |
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Describe the potential impact for positive social change at the appropriate level (individual, family, organizational, and societal/policy). Ensure implications for social change do not exceed the study boundaries. |
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Chair Comments: (click here) Second Member Comments: (click here) URR Comments: (click here)
Student Response: (click here) |
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Describe methodological, theoretical, and/or empirical implications, as appropriate. |
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Describe recommendations for practice, as appropriate. |
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Conclusion |
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Provide a strong “take home” message that captures the key essence of the study. |
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Chair Comments: (click here) Second Member Comments: (click here) URR Comments: (click here)
Student Response: (click here) |
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Checklist Items |
Comment History |
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Citations and Referencing |
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All citations have been crosschecked to ensure that there are corresponding references (and that there are no references that do not have associated citations). |
Chair Comments: (click here) Second Member Comments: (click here) URR Comments: (click here)
Student Response: (click here) |
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All sources are cited correctly per APA formatting requirements (e.g., studies listed in alphabetical order by first author; no first names of authors). |
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Grammar, Spelling, and Syntax |
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The paper has been thoroughly checked for grammar, spelling, and syntax errors. |
Chair Comments: (click here) Second Member Comments: (click here) URR Comments: (click here)
Student Response: (click here) |
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For the final dissertation, the dissertation has been checked for correct verb tense representing a completed study. |
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Headings |
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Headings are used, consistent with the Walden Dissertation Template. |
Chair Comments: (click here) Second Member Comments: (click here) URR Comments: (click here)
Student Response: (click here) |
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Use of the Writing Center Template |
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The Writing Center EdD Dissertation Template (APA, 6th edition) was used to construct the proposal and/or dissertation so that all formatting is correct. |
Chair Comments: (click here) Second Member Comments: (click here) URR Comments: (click here)
Student Response: (click here) |
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Use of for Academic Integrity Check |
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An academic integrity/anti-plagiarism report report was run with the exclusions setting set to “Exclude < 4 words”. Previous submissions (false matches) should also be excluded. |
Chair Comments: (click here) Second Member Comments: (click here) URR Comments: (click here)
Student Response: (click here) |
