Residency: Formalizing the Research Prospectus

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Dissertation Prospectus

Uncovering The Driving Forces Between Successful Professional Learning Communities

Submitted by

October 23, 2019

The Prospectus Overview and Instructions

Prospectus Instructions: 1. Read the entire Prospectus Template to understand the requirements for writing your prospectus. Each section contains a narrative overview of what should be included in the section and a table with required criteria for each section. WRITE TO THE CRITERIA, as they will be used to assess the prospectus for overall quality and feasibility of your proposed research study. 2. As you draft each section, delete the narrative instructions and insert your work related to that section. Use the criterion table for each section to ensure that you address the requirements for that particular section. Do not delete/remove the criterion table as this is used by you and your committee to evaluate your prospectus. 3. Prior to submitting your prospectus for review by your chair or methodologist, use the criteria table for each section to complete a realistic self-evaluation, inserting what you believe is your score for each listed criterion into the Learner Self-Evaluation column. This is an exercise in self-evaluation and critical reflection, and to ensure that you completed all sections, addressing all required criteria for that section. 4. The scoring for the criteria ranges from a 0-3 as defined below. Complete a realistic and thoughtful evaluation of your work. Your chair and methodologist will also use the criterion tables to evaluate your work. 5. Your Prospectus should be no longer than 6-10 pages when the tables are deleted.
Score	Assessment
0	Item Not Present
1	Item is Present. Does Not Meet Expectations. Revisions are Required: Not all components are present. Large gaps are present in the components that leave the reader with significant questions. All items scored at 1 must be addressed by learner per reviewer comments.
2	Item is Acceptable. Meets Expectations. Some Revisions May Be Required Now or in the Future. Component is present and adequate. Small gaps are present that leave the reader with questions. Any item scored at 2 must be addressed by the learner per the reviewer comments.
3	Item Exceeds Expectations. No Revisions Required. Component is addressed clearly and comprehensively. No gaps are present that leave the reader with questions. No changes required.

Dissertation Prospectus

Introduction

Professional learning communities have become a key staple in the school environment in terms of increasing student outcomes and the instructional practices of educators. With ever increasing state standards, students have been mandated to take state assessments and teachers have been task with teaching the exam to students over the course of an academic year. Collaboration has begun to happen among teachers to lessen the load and to also be more effective when presenting material to students. Studies have also shown that teachers are more effective when they work in collaborative groups than when they work independently. Recent educational reforms such as response to intervention has sought to emphasis the need for school-based teams and effective collaboration within them (Murawski & Hughes 2009).

Public schools have now begun to adopt the professional learning community model because it focuses on collaboration among the teachers with emphasis on student achievement by analyzing student data (Gokhale, 1995; Schaap & Bruijn, 2017). Previous studies have looked at the time spent within a group as a factor of concern when implementing professional learning communities as well as the collaborative learning factor being very important as well.

This study will explore the ways in which successful professional learning communities contribute to student learning outcomes in a qualitative manner. By doing so, the idea of what a successful professional learning community should look like will come into focus even more.

*Criteria*	*Learner Self-Evaluation Score* *(0-3)*	*Chair Evaluation Score* *(0-3)*	*Reviewer Score* *(0-3)*
Introduction This section briefly overviews the research focus or problem, why this study is worth conducting, and how this study will be completed. The recommended length for this section is two to three paragraphs.
1. Dissertation topic is introduced along with why the study is needed.
2. Provides a summary of results from the prior empirical research on the topic.
3. Using results, societal needs, recommendations for further study, or needs identified in three to five research studies (primarily from the last three years), the learner identifies the stated need, called a gap.
4. Section is written in a way that is well structured, has a logical flow, uses correct paragraph structure, uses correct sentence structure, uses correct punctuation, and uses correct APA format.
NOTE: This Introduction section elaborates on the Topic from the 10 Strategic Points . This Introduction section provides the foundation for the Introduction section in Chapter 1 of the Proposal.
Reviewer Comments:

Background of the Problem

Previous research has worked to identify the need for a qualitative based descriptive study that focuses on successful professional learning communities in regard to learning outcomes (Antinluoma, Homaki, Lahti-Nuutila, & Toom, 2018). The previous stated study builds on research done by Schaap & Brujin (2018) who suggested that research be expanded to include more PLCSs and more members in different schools. Hirn, Hollo, & Scott (2017) conclude that in future studies it is important to examine both the strength of the association, the PLC, and the predictive power of teacher behaviors and school outcomes. Therefore, this study expands on the unknown area of understanding exactly what a successful professional learning community looks like.

With changes in the state assessments, many states have had to make drastic changes to bring their educational level from the forty-eighth state when it comes to academic achievement in America. Many teaches work collaboratively, but still independently. Departmental meetings that are usually seen as a time for collective collaboration for academic purposes usually are not. Teachers have been seen planning lessons independently, cutting out manipulatives, grading papers, and even gossiping. No real work is seen when it comes to advancing student learning. Professional development that is not tailored or structured to the needs of teachers is ineffective.

*Criteria*	*Learner Self-Evaluation Score* *(0-3)*	*Chair or Score* *(0-3)*	*Reviewer Score* *(0-3)*
Background of the Problem This section uses the literature to provide the reader with a definition and statement of the research gap and problem the study will address. This section further presents a brief historical perspective of when the problem started and how it has evolved over time. The recommended length for this section is two-three paragraphs.
1. Includes a brief discussion demonstrating how literature has established the gap and a clear statement informing the reader of the gap.	1
2. Discusses how the “need” or “defined gap” has evolved historically into the current problem or opportunity to be addressed by the proposed study (citing seminal and/or current research).	1
3. ALIGNMENT: The problem statement for the dissertation will be developed from and justified by the “need” or “defined gap” that is described in this section and supported by the empirical research literature published within the past 3-5 years.	2
4. Section is written in a way that is well structured, has a logical flow, uses correct paragraph structure, uses correct sentence structure, uses correct punctuation, and uses correct APA format.	2
NOTE: This Background of the Problem section uses information from the Literature Review in the 10 Strategic Points. This Background of the Problem section becomes the Background of the Study in Note, this section develops the foundation for Chapter 1 in the Proposal. It is then expanded to develop the comprehensive Background to the Problem section and Identification of the GAP sections in Chapter 2 (Literature Review) in the Proposal.
Reviewer Comments:

Theoretical Foundations/Conceptual Framework and Review of the Literature/Themes

Theoretical Foundations

Teachers have the daunting task today of educating children. Therefore, teacher development comes into play when it comes to learning outcomes. It is important that teachers are continuing to develop their skills with the ever increasing changes within education. The theory of collaborative learning is key when it comes to professional development. It is not about what one can do apart, it is about what individuals can accomplish when they work together (Laal, 2013). The collaborative learning speaks of the value of working together, rather than working alone (Gokhale, 1995). The researchers further explain that collaborative learning can cause critical thinking skills to advance as well. This in turn will cause the actions and outcomes of an individual to improve.

Literature Themes

Theme 1: Collaborative learning theory is the idea that two or more people attempt to learn something together (Gokhale, 1995). Collaborative learning theory seeks to bring individuals together to advance the learning and skillset of all involved.

*Criteria*	*Learner Self-Evaluation Score* *(0-3)*	*Chair or Score* *(0-3)*	*Reviewer Score* *(0-3)*
Theoretical Foundations and/or Conceptual Framework This section identifies the theory(s) or model(s) that provide the foundation for the research. This section should present the theory(s) or models(s) and explain how the problem under investigation relates to the theory or model. The theory(s) or models(s) guide the research questions and justify what is being measured (variables) as well as how those variables are related (quantitative) or the phenomena being investigated (qualitative). Review of the Literature/Themes This section provides a broad, balanced overview of the existing literature related to the proposed research topic. It describes the literature in related topic areas and its relevance to the proposed research topic findings, providing a short 3-4 sentence description of each theme and identifies its relevance to the research problem supporting it with at least two citations from the empirical literature from the past 3-5 years. The recommended length for this section is 1 paragraph for Theoretical Foundations and a bulleted list for Literature Themes section.
1. Theoretical Foundations section identifies the theory(s), model(s) relevant to the variables (quantitative study) or phenomenon (qualitative study). This section should explain how the study topic or problem coming out of the “need” or “defined gap” in the as described in the Background to the Problem section relates to the theory(s) or model(s) presented in this section. (One paragraph)	1
2. Review of the Literature Themes section: This section is a bulleted list of the major themes or topics related to the research topic. Each theme or topic should have a one-two sentence summary.	1.5
3. ALIGNMENT: The Theoretical Foundations models and theories need to be related to and support the problem statement or study topic. The sections in the Review of the Literature are topical areas needed to understand the various aspects of the phenomenon (qualitative) or variables/groups (quantitative) being studied; to select the design needed to address the Problem Statement; to select surveys or instruments to collect information on variables/groups; to define the population and sample for the study; to describe components or factors that comprise the phenomenon; to describe key topics related to the study topic, etc.	1.5
4. Section is written in a way that is well structured, has a logical flow, uses correct paragraph structure, uses correct sentence structure, uses correct punctuation, and uses correct APA format.	1
NOTE: The two parts of this section use information about the Literature Review and Theoretical Foundations/Conceptual Framework from the 10 Strategic Points. This Theoretical Foundations section is expanded upon to become the Theoretical Foundations section in Chapter 2 (Literature Review). The Theoretical Foundations and the Literature Review sections are also used to help create the Advancing Scientific Knowledge/Review of the Literature section in Chapter 2 (Literature Review).
Reviewer Comments:

Problem Statement

It is not known how successful professional learning communities contribute to improved learning outcomes. Many public schools across the United States have begun to implement professional learning communities, especially those within the Southeast region of the United States. With the release of state ranking and many states falling behind, the state department of education had to come up with a solution to resolve this persisting issue of students being left behind other states academically (Burns, Naughton, Preast, June, Ze Wang, Gordon, Robb, & Smith, 2017). Therefore, many schools in the South began to implement models of PLCs. With the changes in the educational standards, the need for middle schools to increase learning outcomes became critical, because it weighed on the factor of if students would graduate on time within four years. While done in a very abrupt manner, many public schools had to adjust to the model quickly, with many still trying to figure out the proper way to do things to gain the necessary end results. With the use of a descriptive study it will be seen just how those schools in the South are effectively implementing the PLC model and how it is directly affecting learning outcomes. This problem must be addressed to serve as a model of how PLCs should be utilized within middle schools in the United States.

*Criteria*	*Learner Self-Evaluation Score* *(0-3)*	*Chair or Score* *(0-3)*	*Reviewer Score* *(0-3)*
Problem Statement This section includes the problem statement, the population affected, and how the study will contribute to solving the problem. The recommended length for this section is one paragraph.
1. States the specific problem proposed for research with a clear declarative statement.	1
Describes the population of interest affected by the problem. The general population refers to all individuals that could be affected by the study problem.	1
Describes the unit of analysis. For qualitative studies this describes how the phenomenon will be studied. This can be individuals, group, or organization under study. For quantitative studies, the unit of analysis needs to be defined in terms of the variable structure (conceptual, operational, and measurement).	1
Discusses the importance, scope, or opportunity for the problem and the importance of addressing the problem.	1
The problem statement is developed based on the need or gap defined in the Background to the Study section.	2
Section is written in a way that is well structured, has a logical flow, uses correct paragraph structure, uses correct sentence structure, uses correct punctuation, and uses correct APA format.	1
NOTE: This section elaborates on the Problem Statement from the 10 Strategic Points. This section becomes the foundation for the Problem Statement section in Chapter 1 and other Chapters where appropriate in the Proposal.
Reviewer Comments:

Purpose of the Study

The purpose of this qualitative descriptive study is to understand how successful professional learning communities contribute to improved learning outcomes in Southeast region of the United States middle schools. This study will demonstrate the importance of the implementation of various factors to have an effective professional learning community.

*Criteria*	*Learner Self-Evaluation Score* *(0-3)*	*Chair or Score* *(0-3)*	*Reviewer Score* *(0-3)*
PURPOSE OF THE STUDY This section reflects what the study is about, connecting the problem statement, methodology & research design, target population, variables/phenomena, and geographic location. The recommended length for this section is one paragraph.
1. Begins with one sentence that identifies the research methodology and design, target population, variables (quantitative) or phenomena (qualitative) to be studied and geographic location.	1
Quantitative Studies : Defines the variables and relationship of variables. Qualitative Studies: Describes the nature of the phenomena to be explored.	1
Section is written in a way that is well structured, has a logical flow, uses correct paragraph structure, uses correct sentence structure, uses correct punctuation, and uses correct APA format.	1
NOTE: This section elaborates on information in the Purpose Statement from the 10 Strategic Points. This section becomes the foundation for the Purpose of the Study section in Chapter 1 and other Chapters where appropriate in the Proposal.
Reviewer Comments:

Research Questions and/or Hypotheses

This study will be a descriptive study that will utilize interviews to collect data to understand how successful professional learning communities, contribute to improved learning outcomes.

Qualitative analysis will also be utilized within this study to evaluate the relationships between successful professional learning communities and learning outcomes in middle schools. Creswell & Poth (2016) stated that the primary purpose of a qualitative study is to interpret material practices that will work to transform the world. The following research questions guide this qualitative study:

RQ1: How do successful professional learning communities with contribute to improved learning outcomes?

RQ2: How do successful professional learning communities use collaborative learning to contribute to improved learning outcomes?

Criteria	*Learner Self-Evaluation Score* *(0-3)*	*Chair Score* *(0-3)*	*Reviewer Score* *(0-3)*
Research Question(s) and/or Hypotheses · The recommendation is a minimum of two research questions along with related hypotheses and variables is required for a quantitative study. · Also recommended is a minimum of two research questions along with the phenomenon description is required for a qualitative study. · Put the Research Questions in the appropriate Table in Appendix B based on whether the study is qualitative or quantitative. The recommended length for this section is a list of research questions and associated hypotheses (quantitative)
1. Qualitative Studies: States the research question(s) the study will answer and describes the phenomenon to be studied. Quantitative Studies : States the research questions the study will answer, identifies and describes the variables, and states the hypotheses (predictive statements) using the format appropriate for the specific design and statistical analysis.	2
Alignment: The research questions are based on both the Problem Statement and Theoretical Foundation model(s) or theory(s). There should be no research questions that are not clearly aligned to the Problem Statement.	2
Section is written in a way that is well structured, has a logical flow, uses correct paragraph structure, uses correct sentence structure, uses correct punctuation, and uses correct APA format.	2
NOTE: This section elaborates on the information about Research Questions) & Hypothesis/variables or Phenomena from the 10 Strategic Points. This section becomes the foundation for the Research Question(s) and/or Hypotheses* section in Chapter 1 in the Proposal.*
Reviewer Comments:

Advancing Scientific Knowledge and Significance of the Study

Teachers play an integral role in the advancement of learning within a school (Schaap & Brujin, 2018). Their main responsibility is to dispense knowledge in a way that all students can understand. Being that each student learns different, teachers must incorporate the theory of multi-intelligences (Brown, Bynum, & Beziat, 2017). This theory guides their instructional styles utilized in the classroom. This study will enhance the understanding of how professional learning communities contribute to improved learning outcomes. The above will seek to fulfill the gap in research, this study will also provide insight on information that can assist schools with the implementation of a successful professional learning community among their teachers and administration. This will enhance the school’s effectiveness overall. It will also justify the reasons that teachers work collaboratively better together (Murawski, 2009).

Criteria	*Learner Self-Evaluation Score* *(0-3)*	*Chair Score* *(0-3)*	*Reviewer Score* *(0-3)*
ADVANCING SCIENTIFIC KNOWLEDGE and SIGNIFICANCE OF THE STUDY This section reiterates the gap or need in the literature and states how the study will address the gap or need and how the research will contribute to the literature, practical implications to the community of interest, and alignment with the program of study. The recommended length for this section is one to two paragraphs, providing a brief synopsis of each criteria listed below which will be expanded in the proposal.
1. Clearly identifies the “gap” or “need” in the literature that was used to define the problem statement and develop the research questions. (citations required)	2
Describes how the study will address the “gap” or “identified need” defined in the literature and contribute to /advance the body of literature. (citations required)	2
Describes the potential practical applications from the research. (citations required)	2
Identifies and connects the theory(ies) or model(s) that provide the theoretical foundations or conceptual frameworks for the study. (citations required)	2
Section is written in a way that is well structured, has a logical flow, uses correct paragraph structure, uses correct sentence structure, uses correct punctuation, and uses correct APA format.	2
NOTE: This section builds on information about the Literature review and Theoretical Foundations sections in the 10 Strategic Points. This section becomes the foundation for the Theoretical Foundations section in Chapter 2
Reviewer Comments:

Rationale for Methodology

The current study will be a qualitative descriptive study. The methodology chosen is relevant for this study. This study seeks to uncover the phenomena to explain the identify problem and gap in literature of successful professional learning communities and how they improve learning outcomes. Onwuegbuzie, Dickinson, Leech, & Zoran (2009) argue a descriptive study determines the breakdown of information concerning thematic analysis at hand. Open-ended questions will be constructed by researcher to utilize for focus groups and one-on-one interviews respectively. Open-ended questions have been noted to yield critical information related to a phenomenon (Onwuegbuzie et al., 2009).

Criteria	*Learner Self-Evaluation Score* *(0-3)*	*Chair or Score* *(0-3)*	*Reviewer Score* *(0-3)*
Rationale for Methodology The Rationale for Methodology section clearly justifies the methodology the researcher plans to use for conducting the study. It argues how the methodological choice (quantitative or qualitative) is the best approach to answer the research questions and address the problem statement. Finally, it contains citations from textbooks and articles on research methodology and/or articles on related studies to provide evidence to support the argument for the selected methodology. The recommended length for this section is one paragraph.
1. Identifies the specific research methodology for the study.	2
Justifies the methodology to be used for the study by discussing why it is an appropriate approach for answering the research question(s) and addressing the problem statement. Quantitative Studies: Justify in terms of problem statement and the variables for which data will be collected. Qualitative Studies: Justify in terms of problem statement and phenomenon.	2
Uses citations from seminal (authoritative) sources (textbooks and/or empirical research literature) to justify the selected methodology. Note: Introductory or survey research textbooks (such as Creswell) are not considered seminal sources.	2
Section is written in a way that is well structured, has a logical flow, uses correct paragraph structure, uses correct sentence structure, uses correct punctuation, and uses correct APA format.	2
NOTE: This section elaborates on the Methodology and Design in the 10 Strategic Points. This section becomes the foundation for the Research Methodology in Chapter 1 of the Proposal and the basis for developing Chapter 3, Research Methodology.
Reviewer Comments:

Nature of the Research Design for the Study

The study is a qualitative descriptive study designed to collect information from teachers in a structured manner where conversation will flow within the interviews. Kim, Sefcik, & Bradway, (2017) describes that a qualitative descriptive study is a study that is descriptive in nature and describes a natural phenomenon. Two focus groups will be utilized as well as one-on-one interviews for thirty minutes. Focus groups utilize about six to twelve participants and last about one hour (Onwuegbuzie et al., 2009). With open-ended questions information will be extracted from the dialogue and transcribed and coded at a later time. The phenomena that will be uncovered will be to understand how successful professional learning communities improve learning outcomes of students.

The target population will be middle school teachers in the southeast region of the United States. These schools that have been deemed to have made significant gains when it comes to student growth within a three-year span will be chosen. This will insinuate that professional learning communities are conducted in a successful manner to garner such as change. Two to three schools will be utilized for the study.

Criterion Score	*Learner Self-Evaluation Score* *(0-3)*	*Chair or Score* *(0-3)*	*Reviewer Score* *(0-3)*
Nature of the Research Design for the Study This section describes the specific research design to answer the research questions and why this approach was selected. Here, the learner discusses why the selected design is the best design to address the problem statement and research questions as compared to other designs. This section contains a description of the research sample being studied, as well as, the process that will be used to collect the data on the sample. The recommended length for this section is two to three paragraphs and must address each criterion.
1. Identifies and describes the selected design for the study.	2
Justifies why the selected design addresses the problem statement and research questions. Quantitative Studies: Justifies the selected design based on the appropriateness of the design to address the research questions and data for each variable. Qualitative Studies: Justifies the selected design based on appropriateness of design to address research questions and study the phenomenon.	1
Briefly describes the target population and sample for the study.	2
Identifies the sources and instruments that will be used to collect data needed to answer the research questions.	1
Briefly describes data collection procedures to collect data on the sample.	2
Section is written in a way that is well structured, has a logical flow, uses correct paragraph structure, uses correct sentence structure, uses correct punctuation, and uses correct APA format.	2
NOTE: This section also elaborates on the Design portion of the Methodology and Design section in the 10 Strategic Points . This section provides the foundation for Nature of the Research Design for the Study in Chapter 1.
Reviewer Comments:

Research Materials, Instrumentation, OR Sources of Data

This study will be utilized open-ended questions developed by the researcher to uncover the phenomena at hand. A focus group and individual one-on-one interviews will be conducted as well. There will be two sets of open-ended questions utilized for each type of interview session. A tape-based analysis will be utilized within the focus group and one-on-one interviews. According to Onwuegbuzie et al. (2009) researchers can use tape-based analysis and create an abridged transcript.

Criterion Score	*Learner Self-Evaluation Score* *(0-3)*	*Chair or Score* *(0-3)*	*Reviewer Score* *(0-3)*
RESEARCH MATERIALS, INSTRUMENTATION, OR SOURCES OF DATA This section identifies and describes the types of data that will be collected, as well as the specific research materials, instruments, and sources used to collect those data (tests, surveys, validated instruments, questionnaires, interview protocols, databases, media, etc.). The recommended length for this section is one to two paragraphs. Note: this section can be set up as a bulleted list.
Quantitative- Instruments/Research Materials : Provides a bulleted list of the instrumentation and/or materials for data collection. Describes the survey instruments or equipment/materials used (experimental research), and specifies the type and level of data collected with each instrument. Includes citations from original publications by instrument developers (and subsequent users as appropriate) or related studies.	1
Qualitative - Sources of Data: Describes the structure of each data collection instrument and data sources (tests, questionnaires, interview protocols, observations databases, media, etc.).	1
Section is written in a way that is well structured, has a logical flow, uses correct paragraph structure, uses correct sentence structure, uses correct punctuation, and uses correct APA format.	1
NOTE: This section elaborates on the Data Collection from the 10 Strategic Points. This information is summarized high level in Chapter 1 in the Proposal in the Nature of the Research Design for the Study section. This section provides the foundation for Research Materials, Instrumentation (quantitative) or Sources of Data (qualitative) section in Chapter 3.
Reviewer Comments:

Data Collection

After the approval of the project by Grand Canyon University’s IRB committee, participants will be selected. The study sample is set to include all middle school teachers in Southeast region of the United States. Teachers will be formally asked at the two identified successful implementation of professional learning communities over the course of the program’s implementation.

The intention is to recruit as many teachers as possible to be able to achieve the most effective sample size. Those teachers that are serving in long-term sub positions and even sabbaticals for a term will not be allowed to participate within the study.

· Two separate focus groups will be conducted with five participants each at each school.

· One-on-one interviews with ten participants from each school

· Participants will be asked open-ended questions in accordance with research questions.

· Field notes will be taken during focus group and interviews

· Data will be transcribed and coded by hand

· Member checking will be done with participants of the study to clarify dialogue.

· Expert panel will be utilized

· Data will be entered into MAXQDA to generate themes to address research questions.

Criteria	*Learner Self-Evaluation Score* *(0-3)*	*Chair or Score* *(0-3)*	*Reviewer Score* *(0-3)*
DATA COLLECTION AND MANAGEMENT This section details the data collection process and procedures so that another researcher could conduct or replicate the study. It includes authorizations and detailed steps. The recommended length for this section is a bullet or numbered list of data collection steps that should not exceed one page.
Quantitative Studies: Lists steps for the actual data collection that would allow replication of the study by another researcher, including how each instrument or data source was used, how and where data were collected, and recorded. Includes a linear sequence of actions or step-by-step of procedures used to carry out all the major steps for data collection. Includes a workflow and corresponding timeline, presenting a logical, sequential, and transparent protocol for data collection that would allow another researcher to replicate the study. Data from different sources may have to be collected in parallel (e.g., paper-and-pen surveys for teachers, corresponding students, and their parents AND retrieval of archival data from the school district). A flow chart is ok—"linear" may not apply to all situations Qualitative Studies: Provides detailed description of data collection process, including all sources of data and methods used, such as interviews, member checking, observations, surveys, field tests, and expert panel review. Note: The collected data must be sufficient in breadth and depth to answer the research question(s) and interpreted and presented correctly, by theme, research question, and/or source of data.	2
Describes the procedures for obtaining participant informed consent and for protecting the rights and well-being of the study sample participants.	2
Section is written in a way that is well structured, has a logical flow, uses correct paragraph structure, uses correct sentence structure, uses correct punctuation, and uses correct APA format.	2
NOTE: This section elaborates on the Sample and Location and Data Collection in the 10 Strategic Points . This section provides the foundation for the Data Collection Procedures section in Chapter 3 in the Proposal. And it is summarized high level in Chapter 1 in Nature of the Research Design for the Study in the Proposal.
Reviewer Comments:

Data Analysis Procedures

Data will be analyzed using descriptive statistics. The research will focus on how successful professional learning communities contribute to learning outcomes. Data will be will transcribed through tape-analysis from interviews and focus groups. It will then be hand coded and categorized. From the categories MAXQDA will be used to identify the common themes within the data. Those themes will then be analyzed, and the results will yielded from them will explain the problem at hand.

Criteria	*Learner Self-Evaluation Score* *(0-3)*	*Chair or Score* *(0-3)*	*Reviewer Score* *(0-3)*
DATA ANALYSIS PROCEDURES This section provides detailed steps for the analytic procedures to be used to conduct data analysis. The recommended length for this section is one to two paragraphs, can also be presented in bulleted format.
Describes in detail the relevant data collected for each stated research question and/or each variable within each hypothesis (if applicable). Quantitative Studies: "In detail" means scales (and subscales) of specified instruments AND type of data for each variable of interest. IMPORTANT: For (quasi) experimental studies, provide detailed description of all treatment materials per treatment condition, as part of the description of the independent variable corresponding to the experimental manipulation.	2
What: Describes, in detail, statistical and non-statistical analysis to be used and procedures used to conduct the data analysis. Quantitative Studies: (1) describe data file preparation (descriptive statistics used to check completeness and accuracy; for files from different sources, possibly aggregating data to obtain a common unit of analysis in all files, necessarily merging files (using the key variable defining the unit of analysis); (2) computation of statistics for the sample profile; (3) computation of (subscales and) scales; (4) reliability analysis for all scales and subscales; (5) computation of descriptive statistics for all variables of interest in the study (except those already presented in the sample profile); (6) state and justify all statistical procedures ("tests") needed to generate the information to answer all research questions; and (7) state assumptions checks for all those statistical procedures (including the tests and / or charts to be computed). Qualitative Studies: This section begins by identifying and discussing the specific analysis approach or strategy, followed by a discussion of coding procedures to be used. Note: coding procedures may be different for Thematic Analysis, Narrative Analysis, Phenomenological Analysis, or Grounded Theory Analysis.	2
Why: Provides the justification for each of the (statistical and non-statistical) data analysis procedures used in the study.	2
Show Steps that Support Evidence Quantitative Analysis - states the level of statistical significance for each test as appropriate, and describes tests of assumptions for each statistical test. Qualitative Analysis - evidence of qualitative analysis approach, such as coding and theming process, must be completely described and included the analysis /interpretation process. Clear evidence from how codes moved to themes must be presented.	2
Section is written in a way that is well structured, has a logical flow, uses correct paragraph structure, uses correct sentence structure, uses correct punctuation, and uses correct APA format.	2
NOTE: This section elaborates on the Data Analysis from the 10 Strategic Points. This section provides the foundation for Data Analysis Procedures section in Chapter 3 in the Proposal.
Reviewer Comments:

Ethical Considerations

Research will be submitted to GCU’s IRB for approval. Once approved, the study will be conducted in accordance to the IRB rules and regulations. For this research teachers will be recruited from two different schools within parish that have been deemed successful in the past three years with student growth. Subjects will have to consent to the study. The school board will have to give authorization for study to be conducted. The individual principals of the chosen schools will also have to consent as well. All information collected the study will remain confidential. Participants have the free will to withdraw from the study at any time. Information is confidential. No names, organization affiliations, or other identifiable data will be utilized and revealed in the study. Participants will have access to the results from the study. Data will be stored on a portable drive and kept in a home office for a minimum of five years.

Criteria	*Learner Self-Evaluation Score* *(0-3)*	*Chair or Score* *(0-3)*	*Reviewer Score* *(0-3)*
Ethical Considerations This section discusses the potential ethical issues surrounding the research, as well as how human subjects and data will be protected. It identifies how any potential ethical issues will be addressed. The recommended length for this section is one paragraph.
1. Describes site authorization process, subject recruiting, and informed consent processes.	2
2. Describes how the identities of the participants in the study and data will be protected.	2
3. Discusses potential ethical concerns that might occur during the data collection process.	2
4. ALIGNMENT: Ethical considerations are clearly aligned with, and relate directly to the specific Data Collection Procedures. This section also identifies ethical considerations related to the target population being researched and organization or location as described in the Purpose Statement section.	2
Section is written in a way that is well structured, has a logical flow, uses correct paragraph structure, uses correct sentence structure, uses correct punctuation, and uses correct APA format.	2
NOTE: This section does not include information from any of the 10 Strategic Points. This section provides the foundation for Ethical Considerations* section in Chapter 3 in the Proposal.*
Reviewer Comments:

References

Antinluoma, Homaki, Lahti-Nuutila, & Toom. (2018). Schools as Professional

Learning Communities. Journal of Education and Learning. Vol. 7, No.5.

https://files.eric.ed.gov/fulltext/EJ1185915.pdf.

Brown III, G., Bynum, Y., & Beziat, T. (2017). Leading for Low Income Students:

Results from a Study on School Leaders in Low Income Elementary Schools.

138(1), 68–74.

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Appendix A

10 Strategic Points

	My degree is (pick one) Ed.D. Ph.D. DBA My program emphasis is: Organizational Leadership K-12
	Ten Strategic Points	Comments or Feedback
Broad Topic Area (12-15 words)	Factors contributing to successful teacher professional learning communities
Lit Review ( Theoretical Framework (Theory) Gaps Themes All Citations	Gaps A. Hirn, Hollo, and Scott (2018) conclude in “future studies it is important to examine both the strength of the association and the predictive power of teacher behaviors and school outcomes.” B. Schaap and Bruijn (2018) studied four PLCs in one school setting. They recommend the “research be expanded to include more PLCs and more members in different schools.” C. Antinluoma (2018) states that research that combines qualitative data with case studies on successful PLCs and successful progressions connected to improved learning outcomes is necessary, to extend our knowledge of PLCs. Theoretical Foundation A. Teachers are comprised into subject matter areas to ensure that all students are learning at the right pace according to the curriculum. Collaborative learning theory: They idea that two or more people attempt to learn something together (Gokhale, 1995). Professional learning communities are the way teachers work together to improve their strategies and student achievement overall. Literature Review (Themes) A. Interdependent Learning: The value of working together collaborative than working alone (Laal, 2013). B. Cooperative Learning: According to Brame and Biel (2015) cooperative learning is the instructional use of small groups to promote working together. This eventually leads to learning from one another. C. Shared Vision and Goals
Problem Statement	It is not known how successful professional learning communities contribute to improved learning outcomes.
Research Questions	R1: How do successful professional learning communities contribute to improved learning outcomes? R1A How do successful professional learning communities use collaborative learning to contribute to improved learning outcomes?
Population Target Population Sample	Location: Southeast in the United States Population: Middle School Teachers Target Population: Middle school teachers in Southeast Sample: 26 middle school teachers in Southeast region of the United States
Describe Phenomena (qualitative) or Define Variables/Hypotheses (quantitative)	To understand how successful professional learning communities, contribute to improved learning outcomes.
Methodology & Design	Qualitative Descriptive Study
Purpose Statement	The purpose of this qualitative descriptive study is to understand how successful professional learning communities contribute to improved learning outcomes in Southeastern middle schools.
Data Collection Approach	D. Permissions A. Site Authorization: School Board B. IRB Approval II. Informed Consent from participants III. Sampling Method: Purposeful Sampling IV. Sources use to collect data: Interviews (One-on-One and Focus Groups) V. Storage of Data: On primary jump drive in home office for a minimum of five years.
Data Analysis Approach	1. Data will be organized and prepared for thematic analysis. 2. Descriptive statistics will summarize the data. 3. Coding will generate themes to address the research questions. 4. A narrative and visual summary will be developed across the research questions.

References

Antinluoma, Homaki, Lahti-Nuutila, & Toom. (2018). Schools as Professional

Learning Communities. Journal of Education and Learning. Vol. 7, No.5. https://files.eric.ed.gov/fulltext/EJ1185915.pdf.

Brame, C.J. and Biel, R. (2015). Setting up and facilitating group work:

Using cooperative learning groups effectively.

Brown III, G., Bynum, Y., & Beziat, T. (2017). Leading for Low Income Students:

Results from a Study on School Leaders in Low Income Elementary Schools. Education,

138(1), 68–74.

Gokhale, A. A. (1995). Collaborative Learning Enhances Critical Thinking. Journal of Technology Education, 7(1).

Hirn, R., Hollo, A., & Scott, T. (2018). Exploring instructional differences and school

performance in high-poverty elementary schools, Preventing School Failure: Alternative Education for Children

and Youth, 62:1, 37-48, DOI: 10.1080/1045988X.2017.1329197

Laal, Marjan. (2013). Positive Interdependence in Collaborative Learning. Procedia-Social and

Behavioral Sciences, Volume 93. Pages 1433-1437. https://doi.org/10.1016/j.sbspro.2013.10.058.