week 9

(FOR CLED 989 & 990)

The PhD in Christian Leadership and EdD in Christian Leadership (prior to Fall 2022) are terminal degrees requiring the writing of a social science model dissertation. This dissertation is produced as a result of a sequence of research courses and integrates work from all seminars in the program. While each student develops their own dissertation with specific sections and content appropriate to their research problem and design, the template's purpose is to ensure that the dissertation manuscript is a quality document that meets the program's standard. This template provides information about formatting and the content contained in each section of the dissertation. This template is designed for use in creating a qualitative dissertation. Students should use the quantitative template for quantitative dissertation designs. For mixed-methods designs, it is suggested that the student, with Supervisor oversight, modify the qualitative and quantitative templates, thus creating a hybrid model appropriate to their research.

Dissertation Template Sections

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What follows is the Qualitative Research Dissertation Template with a description of each section. This template is designed for writing Chapters 1 – 5 and is for use in CLED 989/990.

iv

LIBERTY UNIVERSITY

LIBRTY THEOLOGICAL SEMINARY

AN EXAMPLE OF THE TITLE PAGE: THE TITLE GOES HERE

ALL CAPS. INVERTED TRIANGLE,

17 WORDS MAXIMUM

A Dissertation Presented in Partial Fulfillment

Of the Requirements for the Degree

Doctor of [Education/Philosophy]

by

Student's Full Legal Name

Liberty University, Lynchburg, VA

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/Philosophy]

Liberty University, Lynchburg, VA

Date Defended

APPROVED BY:

__________________________________

Name and degree, Dissertation Supervisor

__________________________________

Name and degree, Second Reader

The abstract summarizes the contents of the dissertation. It should include the purpose (see template below), a brief rationale of the study, the research questions as appropriate, the methodology, and the results. The prospectus abstract is written in the future tense because the study is yet to be undertaken. The dissertation abstract is written in past tense because the study is complete. Descriptions of the methodology should include the design, the sample, setting, and data collection and analysis methods. The abstract should include results of the study, but should not include statistics. With regards to format, the word "ABSTRACT" should be in all caps and a Level 1 heading, centered, and bold. The abstract should be written as one, double-spaced paragraph in which the first sentence of the abstract is not indented. The typical length of the abstract is approximately 250 words or less. While some dissertation abstracts may need to be, no more than one page is permitted. The purpose statement should follow the construction taught in CLED770 and the Creswell textbook (Creswell, 2013).

The purpose of this_________( phenomenological, grounded theory, ethnographic, case) study is to ( understand, describe, develop, discover, explore, reveal) the _______________ ( central phenomenon of the study) for___________ ( the participants) at _________( the site, context, organization, etc). At this stage in the research , ____________ ( central phenomenon) will be generally defined as _____________ ( a general definition of the central concept). The theory guiding this study is ( identify theory and cite theorist) as it ( explain the relationship between the theory and your focus of inquiry).

Keywords: This is a list of 4-7 words (separated by commas) central 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.

List of Tables

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

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.

Society of Professors of Christian Education (SPCE)

National Association of Evangelicals (NAE)

Liberty University (LU)

The purpose of Chapter One is to provide an introduction, overview, and foundational framework for the research. The chapter should create reader interest, provide awareness of a problem that necessitates the research, establish literature context 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. The introduction segment of the chapter should briefly identify the theological, sociological, educational, and/or leadership concern generating the research problem. The introduction must also clearly and concisely describe the contents and organization of the chapter. Chapter One may vary in length from 12-20 pages.

The research problem is an issue or concern that is within the broad research topic area. In qualitative research, research problems tend to explore a process, a people group, an event, or a phenomenon. The "Background to the Problem" section of the chapter provides a compelling backdrop to the problem being researched. Generally, this section contains a summary of the most relevant literature and provides the theological, historical (i.e., how the problem has evolved), sociological (i.e., contexts), and theoretical (e.g., important variables and concepts, and the principles underpinning the research) contexts for the research problem. The author often uses this section to create a sense of anticipation and an early interest on the part of the reader in the problem being studied. It is best to remember that the reader is just being introduced to this problem. You have been reflecting on it for some time. Use this section to bring them into the conversation and gain a sense of your passion for this topic. In essence, the background segment creates a sense of urgency in addressing an issue that is dissertation worthy.

Each of the four contexts mentioned above (theological, historical, sociological, and theoretical) are often covered by dissertation writers using APA Level 2 headings for each. You should be sure to link and relate the background of the study to the proposed research. Questions that may be asked or addressed in this section may include, but are not limited to: Is there a biblical or theological issue or concern at stake here? What research has been done to investigate or address the problem? How will the proposed research extend or refine the existing knowledge in the area under study? Who will benefit or use the proposed research? What new information does the current research add to the body of existing literature regarding the topic? The majority of literature cited in this section should be no more than five years old. Finally, it is not uncommon in qualitative research to include a heading "Researcher's Relationship to The Problem" to discuss your own engagement in the issues or the research study itself.

You will remember from your research courses, that there is a funneling effect created in the background section. The reader is moved from the wider topic of interest to the specific problem being studied. A "gap" is identified in the existing literature specific to the issue or problem. The reader is then waiting to see how this research will fill that gap in understanding.

"A problem might be defined as the issue that exists in the literature, theory, or practice that leads to a need for the study" (Creswell, 2013, p. 50). The "Statement of the Problem" section continues to build the case for the research work and informs the reader of the nature of the problem being studied. In simplest terms, a research problem is a statement of the research concern and why it needs to be studied. This section varies in length depending on the problem and the need to aid the reader in understanding the context of the study. As you develop this section, seek to accomplish three results.

1. Summarize the recent research on the topic.

1. Explain how/why the current research is deficient or falls short.

1. Conclude with a focused statement identifying the problem in relation to your research design.

Purpose statements follow a common template and begin with these words, "The purpose of this study is . . ." It foreshadows the research questions that follow, creating an elevated view of the entire research endeavor. It is used several times in the dissertation and employs consistent wording whenever it appears in the dissertation. Though not required, you are encouraged to use the following template adapted from Creswell (2013):

The purpose of this ________ ( phenomenological, grounded theory, ethnographic, case) study is to ( understand, describe, develop, discover, explore, reveal) the _______________ ( central phenomenon of the study) for ___________ ( the participants) at __________ ( the site, context, organization, etc.). At this stage in the research, ____________ ( central phenomenon) will be generally defined as ____________ ( a general definition of the central concept). The theory guiding this study is ( identify theory and cite theorist) as it ( explain the relationship between the theory and your focus of inquiry).

The statement of the problem and purpose statements are two distinct and very important elements of the dissertation. Together, these statements create the structure and direction of the study. They also establish the importance of the study and identify the goal of the research. All preceding writing within should funnel into the problem and purpose statements. The writing that follows will refine, expand, explain, support, and align with these foundational statements. All content in the dissertation is included to answer the problem and fulfill the purpose. Content that does not, should be considered unnecessary and not included, no matter how interesting it is to the manuscript author. Use these statements as a measure to determine what to include and what to exclude from your document.

Research questions provide the skeletal structure of the dissertation. Therefore, they are critically important to the entire research and writing task. 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 qualitative studies, research questions are often philosophical or pragmatic in nature and ask about meaning, process, perceptions, or behavior. Qualitative research questions are usually broader and become more specific as you move into the actual data collection/analysis process.

In this section, list your research questions. Examples are provided below. Hypotheses are not used in qualitative research. Your research questions should serve to subdivide the problem by breaking it down into distinct researchable units. All research questions, when viewed collectively, will point you towards an answer to your problem and potential hypotheses for future research purposes. Three to five RQs are preferred. Fewer will not adequately subdivide the problem for study, and over five may make your research task too great to be accomplished in a reasonable timeframe. You should consult with your mentor on the appropriate number and wording of your questions. Remember, for every research question; data must be collected and then analyzed to answer the question. Include only questions that sub-divide the problem. Do not include sub-questions that are used in interviews, surveys, or other data collection methods. See the following paragraph for examples of qualitative questions.

You are to format your questions as follows. This is an exception to the APA style guide for this particular heading. This exception applies wherever research questions are listed in the dissertation. Research questions are always labeled as RQ with the number that applies to the question. They are indented and single-spaced with 12-point spacing between questions. All multi-line lists appear in this format. See below for examples of qualitative questions and proper formatting.

RQ1. What are the perspectives of SBC youth pastors with regards to the use of social media in ministry?

RQ2. What are the common practices of SBC youth pastors with regards to the use of social media in ministry?

RQ3. What are the perceived benefits of social media use in the pastoral care of adolescents as perceived by youth pastors who regularly employ social media in their ministry?

Following the question listing, it is common in qualitative research to explain the questions and the rationale for their inclusion in the research.

Assumptions and delimitations help frame the research for the reader. Assumptions provide a starting point and delimitations provide boundaries. In this program, they are grouped under one heading and follow the research questions section.

All research is built upon assumptions. Because research must start somewhere, assumptions serve as that starting point. Assumptions are facts that the researcher believes to be true and, therefore, will not seek to prove through the research. Most often, assumptions come from prior research, researcher worldview, or the literature review.

Assumptions are listed under this heading. They may simply be listed, or may be discussed in greater detail as the researcher determines necessary for clarity in presenting the research. If the researcher is working from a particular assumption, and that assumption is important to the research and its conclusions, those assumptions should be openly presented and discussed in this section of the dissertation. If there is doubt about listing an assumption, you should include it and then work with your committee chair to determine if it is needed.

Do not include obvious assumptions here. For example, there is no need to assume that "Excel accurately calculates t-test statistics" or that participants will "respond truthfully." Those are normally recognized assumptions in all research. Rather, one might assume that "Piaget's theory of cognitive development accurately identifies the cognitive development stages and processes in children."

Delimitations are the boundaries of your study. All research has limits and thus, certain work that will not be performed. The work that will and will not be undertaken is described as the delimitations of the research. In qualitative research designs, delimitations are important for issues relevant to the transferability of the research by helping the reader to understand how the research may or may not be applicable in other settings. Both inclusion and exclusion criteria should be expressed together when drawing out the design of the study and defining the setting and participants. Example of this grouping is provided below. Typically, delimitations are included in a single-spaced indented and numbered list as in the example below or may be presented in the standard, double-spaced format using regular indentation and included without numbers.

1. This research is delimited to students entering their first year of college in four-year public university settings. It does not include students entering community colleges, private college, religious institutions, or trade schools.

1. This research is further delimited to students entering their first year of college in four-year public university settings who are between 17 and 24 years of age. It, therefore, excludes students re-entering university as mature, adult learners.

1. This research is delimited to residential students and does not include students studying through alternative delivery systems such as online education modalities. Likewise, it does not include commuting students, part-time students, or students taking independent study coursework.

1. Youth Minister: A paid church staff member whose primary duties are to provide pastoral care to adolescents .

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

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

The significance of the study section contains a description of the contributions that the study makes to the knowledge base or discipline, both theoretically and empirically (i.e., How does it relate to other studies that are similar or that investigate the same issue?)

This section provides a summary of the design to be used to answer the research questions. It will be revised as chapter three is developed. It may also contain a chapter summary and transition to chapter two.

All research is built on prior research. Chapter Two creates the foundation for your study and is often the longest chapter of the dissertation. The minimum length should be 40 pages, but most are longer. Its purpose is to accomplish four goals. First, it provides a theological foundation on which your research is based. Second, it creates a theoretical framework for your research. Third, it provides a context for your research by exploring literature relevant to your research problem. And fourth, it demonstrates its importance on the problem being studied by identifying a gap in the literature which the dissertation will address. Begin the chapter with an introduction that provides a general explanation and overview of the chapter with links to the purpose of the study. This should be done in a short paragraph or two.

This section will include the literature review material created in CLED830. Of course, it will continue to develop as your knowledge of the literature grows. As a reminder though here are some guiding concepts related to the development of this section.

As a student of Liberty Theological Seminary, you are to research and write within a biblical and theological framework. Your literature review in Chapter 2 of your dissertation is to display such a biblical and theological perspective. The Christian researcher understands that all truth stems from our Lord. Therefore, it is appropriate to articulate a strong biblical and theological foundation in your literature review. Include citations from strong biblical and theological sources. Consider building a logical framework to undergird your topic. You must avoid sermonizing within this section, or simply offering multiple Scripture references without further citations from outside sources. Seek to build a rationale for the study from a biblical-theological perspective and systematically deal with biblical and theological themes that are particularly relevant to your topic.

A robust literature review for a dissertation should include the theoretical foundation(s) for the research topic. Again, this material was begun in CLED830 and should be inserted here. The theoretical framework for a literature review provides a foundation from which to understand the topic. The theoretical framework section should provide the reader with a direct connection to the literature that will effectively guide the study and allow the findings to be situated within a greater context. Include citations from the important authors in your topic area. The literature you review will help create this structure for you. Use your textbooks on writing a literature review to help guide the development of this section.

This section will encompass material from CLED830 and additional material you may have discovered since writing your Chapter Two Draft for that course. Keep in mind that a strong literature review should offer a comprehensive synthesis of highly related literature. This portion of the review will delve into related topics and sub-topics of your research topic. Again, cite all authors referenced.

A good literature review must also offer a clear rationale for the research study, suggesting a gap in the existing literature, which the study will seek to address. This will be a short section that identifies the place of your study as a contributor to the literature in the field. The reader should be left comprehending what this study will add to that literature base.

This section offers a summary of the study. It is best to write this section after you complete Chapter Three as it will provide a transition to Chapter Three. Note: This section is NOT the same as your Research Profile.

This should be written in past tense for the dissertation. Start Chapter Three with a brief, introductory statement (one short paragraph). This paragraph should orient the reader to the contents of the chapter. Length of Chapter Three is dependent on the research design and procedures.

Use this section to focus on the problem and the need for the study. It can be brief and drawn from chapter one material. It is best to summarize the content and not appear as merely a cut and paste effort. You may want to identify the most important reasons for doing this study. By doing so, you create a logical unity to the chapter.

This statement will be identical to the purpose statement used in chapter one. Remember, that purpose statements follow a common template and begin with these words, "The purpose of this _____ study is . . ." It foreshadows the research questions that follow, creating an elevated view of the entire research endeavor. It is used several times in the dissertation and employs consistent wording whenever it appears in the dissertation. You are encouraged to use the following template adapted from Creswell (2013):

The purpose of this ( phenomenological, grounded theory, ethnographic, case) study is to ( understand, describe, develop, discover, explore, reveal) the ( central phenomenon of the study) for ( the participants) at ( the site, context, organization, etc.) . At this stage in the research, ( central phenomenon) will be generally defined as ( a general definition of the central concept) . The theory guiding this study is ( identify theory and cite theorist) as it ( explain the relationship between the theory and your focus of inquiry) .

Again, if appropriate, use what you already wrote for Chapter One back in prior courses. The statement of the problem and purpose statement are two distinct and essential elements of the dissertation. Together, these statements create the structure and direction of the study as well as establishing the importance and the goal of the research. All preceding writing should funnel into the problem and purpose statements. The content that follows will refine, expand, explain, support, and align with these foundational statements.

In this section, list your research questions. Examples are provided below. Your research questions should serve to subdivide the problem by breaking it down into distinct researchable units. All research questions, when viewed collectively, will point you towards an answer to your problem and potential hypotheses for future research purposes. Three to five RQs are preferred. Fewer will not adequately subdivide the problem for study, and over five may make your research task too great to be accomplished in a reasonable timeframe. You should consult with your mentor on the appropriate number and wording of your questions. Remember, for every research question; data must be collected and then analyzed to answer the question. Include only questions that sub-divide the problem. Do not include sub-questions that are used in interviews, surveys, or other data collection methods.

RQ1. What are the perspectives of SBC youth pastors with regards to the use of social media in ministry?

RQ2. What are the common practices of SBC youth pastors with regards to the use of social media in ministry?

RQ3. What are the perceived benefits of social media use in the pastoral care of adolescents as perceived by youth pastors who regularly employ social media in their ministry?

Research Design and Methodology

This section identifies the research design and methods in detail. In this section, the type of study (e.g., qualitative) and research design (e.g., case study, ethnography, grounded theory, phenomenology, etc.) should be identified.

Provide the following in this section: (a) The rationale for the design selection including why the study is qualitative and why the design is appropriate to answer your problem. (b) The definition of, nature of, history of, and general use of the research design with citations. (c) A concise description of the typical implementation processes required when employing the design. Be sure that your problem statement, purpose statement, and research questions are consistent with and aligned with the research design as proposed, thus demonstrating both an understanding of the design and its logical relationship to your proposed research problem. Throughout this section, you are encouraged to refer to qualitative research texts, guides, and articles for the proper design description and use them to support your rationale.

Sometimes more than one research design is appropriate. If more than one design is employed, discuss each design and why it was selected. This would include the rationale for a mix-methods design.

In this section, the setting of the study should be described (e.g., geographic location, context, organization, etc.). It is important to provide a rationale for your setting or context for your research. Convenience alone is not sufficient. Only important features which have a bearing on the present study should be included. The following questions should be addressed: Why was this setting or context chosen for this study? What does the organization(s) look like with regards to leadership, organizational structure, etc.? Describe it in detail and provide background data on the organization(s), church(s), people group(s), or denomination(s), etc. Because confidentiality is critical to trustworthy data collect and to the ethical use of that data, pseudonyms for both individuals and institutions should be utilized in this section as well.

Setting or contextual information refers to the circumstance within which the participants reside, work, minister, or otherwise engage in social contact. This section provides information that describes the culture and environment of the setting, the organization, or the institution. It is critical in qualitative research that this information is included because people and their behavior are influenced by the environment (setting) where they live, work, and serve. As you do your research, it is essential to recognize that human behavior, attitudes, and beliefs are a function of the interaction of the individual and their environment.

In the Participants section, describe the research population from which that sample will be drawn. Then discuss the sampling strategy used and why that method was selected. Depending on the qualitative research being conducted, a sample can include people, groups, organizations, documents, or cultural phenomena. You should describe in detail the sample pool regarding sample size, demographics, and inclusion criteria.

It is important that you fully explain the type of sample (e.g., theoretical, purposive), and sampling procedures (e.g., convenience, snowball sample, maximum variation, etc.). Support your explanation by research text citations. Demographic information (age, ethnicity, gender, etc.) should be described in narrative form and be accompanied by a tabular summary. This section should be updated when the actual participants are identified.

Sometimes a questionnaire is used as a first stage in identifying study participants. For example, let us assume that you were seeking to interview currently serving youth pastors who were previously terminated by a former church to understand the impact of termination on family dynamics. You might decide to use a short questionnaire of youth pastors in the denomination to identify who would be willing to be interviewed on the subject. You should discuss this process as part of your "Participants" section because the process of identifying participants is not considered a data collection procedure but a sampling procedure. Given the nature of qualitative research, pseudonyms should be provided when you write your dissertation.

Be sure to support all practices with regards to qualitative sampling from research literature with citations. In qualitative research, the typical number of participants will range from 12-15, or higher. Fewer than 10 participants will require a rationale and approval. An example of a qualitative study with fewer than 10 participants might be a single case study, a study of a limited size group, or the study of infrequently occurring phenomena.

Whenever possible anonymity is preferred in research design. Anonymity is difficult in qualitative research, so confidentiality must be maintained even if anonymity is not possible. Therefore, when conducting qualitative research, do not use real names for people, organizations, schools, and leaders. It is better to use pseudonyms for people and descriptors for organizations.

In this section, you must clearly and thoroughly explain your role as the "human instrument" in the study. You must be straightforward about your relationship to the participants, your role in the setting or research site(s), and any bias or assumptions you bring to the study that may influence how you view the data or conduct your analysis. The role of the researcher must also be articulated in light of the chosen design, and the implications of this role on the data collection and data analysis procedures must be addressed.

Ethical considerations are discussed in this section. For example, if you were to study adolescents, you would need to explain how you obtained parental consent for the participation of a minor and how you protected that minor from harm in taking your survey. You will want to discuss any procedures you used to create anonymity or confidentiality. Be sure this section discusses any potential ethical matters that were addressed in implementing the research design. This section will also provide a clear statement of the IRB approval process.

This section briefly describes the kinds of information you will need to answer your research questions, thus shedding light on the problem you are investigating and the means by which that information will be gathered. This section will include information about the methods of data collection, any instruments used in that data collection, and the procedures and approvals that were followed in data collection including the IRB approval process.

Rigorous data collection techniques mark credible qualitative inquiry. This section will detail the methods to be employed in the study. For each method used, you will need to describe the method drawing on supportive citations from qualitative research textbooks and articles to demonstrate your understanding of the methodology(ies) to be conducted in the study. The use of more than one data collection method in qualitative research tends to add support to the conclusions reached. For example, if you are studying attitudes of Christian organizational leaders towards illegal immigration, you might compare the data received in individual interviews with that data through focus group responses. In this case, you would have a sub-section in your methodology section for each of these data collection methods with supporting citations.

You will discuss any instruments or tools you will use for data collection and how those instruments will be developed and validated. Include in the discussion any field tests or pilot studies you may plan to undertake. For example, if you are using an interview method, how will you develop your interview questions? What process will you use to validate the questions? Will you use an expert panel? Will you use a pilot study to refine and revise the questions? How will the interviews be conducted? Below you will find information on several of the common data collection methods and the type of material you should include in your dissertation should you decide to use that methodology.

Sub-sections on each data collection strategy should be included. Discuss the role of the strategy in your study and any logistics (when/where/how/with whom will data be collected, recording, etc.). Be sure to address which research questions will be addressed by this strategy and how your research question will be answered by this data collected.

Interviews

Interviews require a list of the specific questions to be asked and a rationale for why those questions are included. It is important to demonstrate that interview questions are generated from and grounded in the literature on your topic. Discuss any method for validating the questions that will be used and the protocol for conducting the interview. If multiple interviewers are used, discuss any interviewer selection criteria and training that will be employed.

Surveys/Questionnaires

While the survey research method is generally connected with quantitative research, it can also be used in qualitative studies. Such surveys seek qualitative, open-ended responses which then require content analysis methodology for data analysis. Sometimes demographic surveys are used as well to describe the sample group more accurately or to stratify responses from participants when reporting the results of the study. Discuss any method of validation that will be used in creating the questions. If generating your own survey, you will need to address face and content validity and describe piloting procedures used to test the validity and reliability of the survey instrument.

Focus Groups

Focus groups are similar to interviews but engage a group of individuals together on a subject of common experience, knowledge, or concern. Focus groups provide the researcher with the opportunity to interact with multiple participants at the same time allowing them to communicate not only with the researcher but also with one another. Focus groups are used to explore complex matters which may have many layers, factors, emotions, or perspectives. For example, a focus group might be an effective way to explore how a group of adolescents responded to a newsworthy event in which the views of the participants might differ or be in conflict. If used in your research, focus group questions must be developed and reported using the same format as interview questions (see Interview section above).

Observations

Observation and the accompanying field notes are often used in ethnographic research. A system for collecting and processing observations is required and must be discussed in detail. If conducting observations, develop and include in the appendices your observation protocol (examples are provided in most qualitative research texts), and be sure to address both descriptive and reflective field notes. Identify the frequency, duration, and context of the observations, the role of the researcher as a participant or non-participant, the collection, and storage of field notes, and the analysis of the field data.

Case Study

Case studies are detailed investigations of individuals, groups, events, communities, or phenomena. Case studies are not generalizable but can offer transferable insights beneficial to organization leadership or a general field of study. Discuss the rationale for your case study, the context and participants, and the data collection methods and analysis. A case study is a complex qualitative research method, therefore, be thoroughly acquainted with this method if you intend to employ it in your research. You should discuss your case study approach here in sufficient detail to be replicated by others and to demonstrate your ability to carry out the method if approved. Most cases are studied over an extended period and utilize other common qualitative methods for data collection and analysis.

Document Analysis

Document analysis is a method of examining and thematically analyzing the content of documents, interview transcripts, and publications. Documents can include but are not limited to such sources as books, articles, sermons, letters, diaries, meeting minutes, legal documents, and newspaper clippings. A particular collection of sources is identified using some form of inclusion criteria and are then systematically examined using a coding process described in the data analysis section below. In summary, you should discuss the documents that were be reviewed, the criteria for selecting the documents, and how those documents were accessed.

In this section, all the steps necessary to conduct the data collection portion of the study are to be outlined. This includes, but is not limited to, information about eliciting participants for the study, steps in gathering and recording the data, and the process of securing the Institutional Review Board (IRB) approval. All procedural material (e.g., IRB permission, instruments usage permissions, informed consent forms, implementation protocols, and any other pertinent information) will need to be included in the appendices section.

In summary, be sure that you have addressed all of the following matters in "Data Collection Methods and Instruments" section.

1. Describe each data-collection method you plan to use.

1. Provide a rationale for each of the methods selected.

1. Provide complete information about how you plan to use each method.

1. Describe how you developed each of your instruments.

1. Describe how you field tested your instruments.

1. Describe how you recorded and safeguarded your data.

1. Describe the steps you took to preserve confidentiality and anonymity of data.

In this section, you discuss how you organized and analyzed your data. In qualitative research, it is essential that you have a defined plan for data analysis before data is collected. Because most qualitative data is received in the form of words, content analysis is required. This involves a coding system.

In this section, the data analysis procedures should be identified, and a short rationale for each type of analysis should be provided. The process of data analysis begins with putting in place a plan to manage the large volume of data you collected and reducing it in a meaningful way. You complete this process by identifying significant patterns and themes within your data. You are advised to utilize resources dedicated to qualitative data analysis techniques as this section is developed. The following steps typically are used in the analysis of qualitative, non-numerical data. Include your coding schema or coding legend as an appendix.

1. Transcribe all data

1. Organize all data

1. Develop and apply codes

1. Identifying themes, patterns, and relationships

1. Validate your data

1. Summarizing the data

Be sure to discuss the procedures used and how they are aligned with your research design. Provide enough detail that someone can replicate your study by following procedures outlined in this chapter. For example, discuss the coding methods used such as open coding, axial, and selective coding. If you are employing software tools to analyze textual data, be sure to explain them here in detail.

Whether you use software or manually analyze the data, the development of visuals in the form of tables and figures can be useful in organizing your thinking and for displaying your data so your readers can better understand them.

In quantitative research, the standards that are most frequently used for judging good and bad research are validity and reliability. In qualitative research, the standard is trustworthiness. This section discusses the criteria for evaluating the trustworthiness of your qualitative research regarding its credibility, dependability, confirmability, and transferability. You must indicate the strategies you plan to employ to enhance the trustworthiness of your findings. Each trustworthiness topic (credibility, dependability, transferability, or confirmability) must be covered under its own APA Level 2 subheading. Under each subheading, first, define the importance of each category as it relates to your research topic (with citations). Then, identify the strategy to be used to establish the criteria. Ask yourself, how will readers know my data can be believed? What did I do to ensure this?

Credibility

Credibility refers to the extent to which the findings accurately describe reality. What evidence you collected that demonstrates your data is credible or that you as a researcher can credibly address this data analysis?

Dependability

Dependability refers to the detail of both the research context and your processes and procedures. Does your document demonstrate the dependability of your research conclusions by clearly and concisely outlining how your study was conducted and can the reader replicate the study themselves?

Confirmability

Confirmability refers to whether one can track the processes and procedures used to collect and interpret the data. In other words, providing what is known as an "audit trail" is critical. Although it is not possible or practical to include all of your data in the findings chapter, many qualitative researchers state that their data will be made available for review by other researchers upon request. This adds to the sense of confirmability of your data.

Transferability

While generalizability is not possible in qualitative research, transferability is a preferred quality. Transferability refers to the possibility that results found in one context apply to other contexts. In this section, you will want to discuss the potential of how your study might be applied in other contexts, settings, or situations. What lessons might be learned from your research that will be of value to others in the field or other fields of study?

In this section, you will need to provide a clear summary of the chapter.

The purpose of Chapter Four is to present the results of the data analysis. This chapter is reserved for findings specifically; methodological information should be discussed in Chapter Three, and an interpretation and discussion of results should be reserved for Chapter Five. The chapter should begin with a brief overview of the chapter content. The Overview should also include a brief restatement of the study's purpose. The data, in the form of themes (narrative), charts, graphs, tables, or models, should then be presented. Data should be presented in the order in which the research questions were stated or according to themes generated, though the research questions should still be answered before concluding the chapter. The Overview must clearly and concisely describe the contents and organization of the chapter.

Present this section using the Research Questions as level 2 headings. You will want to follow your procedures for Data Analysis as described in Chapter 3 as you report your findings. You will not provide a transcript of your findings. Instead, you will incorporate both paraphrasing and direct quotes as you support your findings. It is also appropriate to convey both body language and tone in a narrative form, if appropriate.

Begin the Overview section with a brief restatement of the purpose of the study. The Overview must clearly and concisely describe the contents and organization of the chapter. Chapter Five is unique in that you are expected to use your own interpretations and ideas. Length of Chapter 5 is a minimum of 15 to 20 pages. Note: This chapter is not part of the plan, prospectus, or proposal.

State your purpose as it appears in Chapter One.

List your Research questions as they appear in Chapter One.

Provide a concise summary of the study findings, briefly answering each research question. Do not merely cut and paste from Chapter Four Results section.

The purpose of this section is to discuss the study findings in relationship to the empirical and theoretical literature reviewed in Chapter Two. 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? What novel contribution does your study add to the field? How does your study extend or shed new light on the theory informing the topic?

Address the theoretical, empirical, and practical implications of the study. The theoretical, empirical, and practical implications must be written under their own APA Level 2 headings. Depending on the topic, it may be appropriate to include specific recommendations for various stakeholders, such as policymakers, administrators, teachers, parents, etc.

The purpose of this section is to discuss Research Limitations. 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, geographical location, etc.).

In consideration of the study findings, limitations, and the delimitations placed on the study, provide multiple recommendations and directions for future research. Include an argument for what topics and populations should be studied, along with specific types of designs that should be employed.

Provide a summary of the study. From your Research Conclusions, Implications, and Applications 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).

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 title should be capitalized, bold, and centered. Note that the reference list is to be single-spaced within each entry. Spacing between entries should be 12-point. See the example below of how the reference page should be formatted.

Please consult the current edition of the APA style manual for proper formatting guidelines per reference type. The newest edition now includes citation for online sources, including podcasts and social medial posts.

Creswell, J. W. (2018).  Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). Saga Press.

Galvan, J. L., & Galvan, M. C. (2017).  Writing literature reviews: A guide for students of the social and behavioral sciences (7th ed.). Routledge.

Leedy, P. D., & Ormrod, J. E. (2016).  Practical research: Planning and design (11th ed.). Pearson.

Lowe, S. D., & Lowe, M. E. (2010). Spiritual formation in theological distance education: an ecosystems model.  Christian Education Journal,  7, 85–102.

Machi, L. A., & McEvoy, B. T. (2017).  The literature review: Six steps to success (3rd ed.). Corwin.

Roberts, C. M. (2010).  The dissertation journey: A practical and comprehensive guide to planning, writing, and defending your dissertation (2nd ed.). Saga Press.

Shields, J. B. (2008).  An assessment of dropout rates of former youth ministry participants in conservative Southern Baptist megachurches. (Publication No. 3401805) [Doctoral dissertation, Southern Baptist Theological Seminary]. ProQuest Dissertations Publishing.

Smith, C. (2007, January 1). Evangelicals behaving badly with statistics. Books & Culture: A Christian Review. http://www.christianitytoday.com/bc/2007/janfeb/ 5.11.html.

The Appendix must include a variety of artifacts. The appendix must include the IRB approval letter (this will replace the IRB application provided within the prospectus), 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. If numerous types of artifacts are included as appendices, each type 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.