dissertation concise

Research Methods and Research Methods and Dissertation Writing Dissertation Writing

Glatthorn (1998) Glatthorn (1998)

“ “Writing the Winning DissertationWriting the Winning Dissertation”” Walliman (2001) Walliman (2001)

“ “Your Research Project Your Research Project ””

THESIS PREPARATION THESIS PREPARATION for graduate studiesfor graduate studies

Dept. of pharmacology, Univ. of TorontoDept. of pharmacology, Univ. of Toronto

An An M.Sc.M.Sc. Thesis in Thesis in general is from general is from 70 - 70 - 120 pages120 pages in length. in length. A A Ph.D.Ph.D. thesis in thesis in general is from general is from 100 - 100 - 130 pages130 pages in length. in length. Ph.D.Ph.D. and and M.Sc.M.Sc. thesis manuscripts thesis manuscripts should be written should be written under the following under the following headings/componentsheadings/components::

TITLE PAGETITLE PAGE ABSTRACTABSTRACT ACKNOWLEDGEMENTSACKNOWLEDGEMENTS TABLE OF CONTENTSTABLE OF CONTENTS LIST OF TABLES (where applicable)LIST OF TABLES (where applicable) LIST OF PLATES (where applicable)LIST OF PLATES (where applicable) LIST OF FIGURESLIST OF FIGURES LIST OF APPENDICES (where LIST OF APPENDICES (where

applicable)applicable) Section I INTRODUCTIONSection I INTRODUCTION Section 2 METHODOLOGYSection 2 METHODOLOGY Section 3 RESULTSSection 3 RESULTS Section 4 DISCUSSION, Section 4 DISCUSSION,

CONCLUSIONS, CONCLUSIONS, RECOMMENDATIONSRECOMMENDATIONS

REFERENCESREFERENCES LIST OF PUBLICATIONS AND LIST OF PUBLICATIONS AND

ABSTRACTSABSTRACTS APPENDICES (as necessary)APPENDICES (as necessary)

Dissertation PatternDissertation Pattern

Most dissertations are organized in the Most dissertations are organized in the time-honored pattern:time-honored pattern:

1.1. IntroductionIntroduction

2.2. Review of the literatureReview of the literature

3.3. MethodologyMethodology

4.4. ResultsResults

5.5. Summary and discussionSummary and discussion

The Focused Review of the LiteraturesThe Focused Review of the Literatures

Proposal Proposal – a research contract that spells out th– a research contract that spells out the details of your research plan.e details of your research plan.

ProspectusProspectus – a preliminary sketch of the propos – a preliminary sketch of the proposalal

BothBoth need the need the focused reviewfocused review of the literatures of the literatures

project project 專案專案 ; ;

plan plan 計畫計畫 ; ;

proposal proposal 提案書提案書 ; ;

prospectus prospectus 說明書說明書

Evaluate the LiteraturesEvaluate the Literatures

1.1. Check the author.Check the author.

2.2. Check the title.Check the title.

3.3. Check the date.Check the date.

4.4. Note the source. Note the source. (importance)(importance)

5.5. Check the document Check the document type.type.

6.6. Read the abstract.Read the abstract.

Code 1Code 1 = “ = “must-havemust-have” ” sourcesource

Code 2Code 2 = “ = “maybe maybe helpfulhelpful” source” source

Code 3 = “not useful” Code 3 = “not useful” sourcesource

Example of ProspectusExample of ProspectusStudent Name October 15, 2004

Prospectus: Doctoral DissertationResearch topic: Performance assessmentsResearch problem: What problems do social studies teachers encounter in using performance assessments in the classroom?Methodology: RESEARCH PERSPECTIVE: Qualitative primary, qualitative first RESEARCH TYPE: Case study RESEARCH METHODS: The research will make primary use of observations, supplemented by interviews. Three teachers of American history will be observed during class sessions when they have decided to use performance assessments. Each teacher will be interviewed after the observation. The research will cover only the second term of the school year.Preliminary calendar: Plans call for the dissertation to be defended in April, 2005. A detailed but tentative planning calendar is attached.

Developing the ProspectusDeveloping the Prospectus

The prospectus usually includes three The prospectus usually includes three elements:elements:

1. Research topic and research problem1. Research topic and research problem Are the research topic and problem clearly stated?Are the research topic and problem clearly stated?

2. Methodology2. Methodology Is the methodology clearly explicated?Is the methodology clearly explicated? 3. Preliminary calendar for completing the 3. Preliminary calendar for completing the

dissertationdissertation Does the preliminary calendar accurately reflect my working Does the preliminary calendar accurately reflect my working

conditions and the likely pace of the research?conditions and the likely pace of the research?

Organizing the CommitteeOrganizing the Committee Timing of the Committee Selection ProcessTiming of the Committee Selection Process Choosing the ChairChoosing the Chair1.1. Availability.Availability.

2.2. Reputation for responding promptly and constructively.Reputation for responding promptly and constructively.

3.3. Interest in your research topic.Interest in your research topic.

4.4. Interpersonal compatibility.Interpersonal compatibility.

5.5. Research skills.Research skills.

6.6. Complementarity.Complementarity.

Organize the Rest of the CommitteeOrganize the Rest of the Committee1.1. Complements the chair.Complements the chair.

2.2. Generally available.Generally available.

3.3. Get along with each other.Get along with each other.

Examine the Research ProblemExamine the Research Problem Explain the research problem clearly.Explain the research problem clearly. Explain your personal interest.Explain your personal interest. Explain its professional significance:Explain its professional significance:1.1. Tests a theory.Tests a theory.2.2. Contributes toward the development of theory.Contributes toward the development of theory.3.3. Extends existing knowledge.Extends existing knowledge.4.4. Tests prevailing beliefs.Tests prevailing beliefs.5.5. Suggests relationships between phenomena.Suggests relationships between phenomena.6.6. Extends a research methodology.Extends a research methodology.7.7. Provides greater depth of knowledge about Provides greater depth of knowledge about

previously studied phenomena.previously studied phenomena.

Follow Up on the ConferenceFollow Up on the Conference

Send the committee a letter thanking them Send the committee a letter thanking them for their suggestions and summarizing the for their suggestions and summarizing the decisions made. decisions made.

In fact, in all meetings with the committee In fact, in all meetings with the committee make it a practice to take careful notes, make it a practice to take careful notes, systematize them for the record, and send systematize them for the record, and send copies to the committee.copies to the committee.

Maintain Good Research Practices Maintain Good Research Practices Throughout the SearchThroughout the Search

1.1. Maintain your search record.Maintain your search record.2.2. Keep your research journal.Keep your research journal.3.3. Make copies of all sources.Make copies of all sources.4.4. Be sure that the copy has full bibliographic information.Be sure that the copy has full bibliographic information.5.5. Check the reference list of every source you have Check the reference list of every source you have

located.located.6.6. Back up all computer files.Back up all computer files.7.7. Get expert help whenever you need it.Get expert help whenever you need it.8.8. Keep your dissertation chair informed about progress Keep your dissertation chair informed about progress

and problems.and problems.9.9. It is useful to set up and maintain a home page on the It is useful to set up and maintain a home page on the

Internet.Internet.

Comprehensive SearchComprehensive Search

PubMedPubMed IngentaIngenta (UnCover)(UnCover) NetLibrary NetLibrary (Your library)(Your library) ProQuest Digital ProQuest Digital DissertationsDissertations HighWireHighWire (The (The Washington DC Principles for FrWashington DC Principles for Fr

ee Access to Scienceee Access to Science)) Engineering Village2Engineering Village2 ( (conferenceconference materials) materials) Delphion Delphion PatentPatent Search Search (PDF files) (PDF files)

Length of a ProposalLength of a Proposal

ChapterChapter Comprehensive Comprehensive proposal lengthproposal length

Working Working proposal lengthproposal length

1. Introduction to 1. Introduction to the studythe study

2020 55

2. Review of the 2. Review of the literatureliterature

4040 55

3. Methodology3. Methodology 1515 1515

Appendix: Proposed Appendix: Proposed timelinetimeline

11 11

TotalTotal 7676 2626

The Proposal: Chapter 1The Proposal: Chapter 1

Introduction to the chapterIntroduction to the chapter The background of the studyThe background of the study The problem statementThe problem statement The professional significance of the studyThe professional significance of the study

The Proposal: Chapter 2The Proposal: Chapter 2 The review of the literature The review of the literature

Reviewing the Theoretical LiteratureReviewing the Theoretical Literature

1.1. Reviewing theoriesReviewing theories

2.2. Developing a conceptual framework (a Developing a conceptual framework (a viewgraph or a flowchart)viewgraph or a flowchart)

The Proposal: Chapter 3The Proposal: Chapter 3MethodologyMethodology

1.1. Type of research and specific subtypeType of research and specific subtype

2.2. Context and accessContext and access

3.3. Participants and how selectedParticipants and how selected

4.4. InstrumentationInstrumentation

5.5. Data collectionData collection

6.6. Data analysisData analysis

The Proposal: The Appendix The Proposal: The Appendix SectionSection

Any supporting materialsAny supporting materials Planning schedule or summary of itPlanning schedule or summary of it Use CBE style for writingUse CBE style for writing

The Proposal DefenseThe Proposal Defense

Preproposal summary? (Yes or no?)Preproposal summary? (Yes or no?) Who will lead the session? (Chair or you?)Who will lead the session? (Chair or you?) Who will be responsible for making notes Who will be responsible for making notes

of decisions made? (You!)of decisions made? (You!) How long will the session probably last? (1 How long will the session probably last? (1

hour)hour) About how much time should the student tAbout how much time should the student t

ake to present the proposal? (30 min assuake to present the proposal? (30 min assuming that your committee has read the proming that your committee has read the proposal.)posal.)

Procedure (I)Procedure (I)

1.1. You send Chapter 1 to your chair.You send Chapter 1 to your chair.2.2. He or she reviews it and suggest revisions.He or she reviews it and suggest revisions.3.3. You revise and submit the revision to the chair, You revise and submit the revision to the chair,

who reviews it and approves it (unless who reviews it and approves it (unless additional changes are needed.)additional changes are needed.)

4.4. You then use the same procedures with You then use the same procedures with Chapters 2 and 3, in succession.Chapters 2 and 3, in succession.

5.5. When the chair has approved the first three When the chair has approved the first three chapters, he or she notifies the other chapters, he or she notifies the other committee members that those chapters are committee members that those chapters are ready for their review.ready for their review.

Procedure (II)Procedure (II)

6. You send the other committee members 6. You send the other committee members the approved drafts of Chapter 1, 2, and the approved drafts of Chapter 1, 2, and 3.3.

7. The other committee members send their 7. The other committee members send their suggestions for revision to the chair, who suggestions for revision to the chair, who reviews them and confers with you about reviews them and confers with you about additional changes required for Chapters additional changes required for Chapters 1-3.1-3.

8. You revise Chapters 1-3.8. You revise Chapters 1-3.

Procedure (III)Procedure (III)

9. You write Chapter 4 and send it to the 9. You write Chapter 4 and send it to the chair, who suggests revisions.chair, who suggests revisions.

10. You revise Chapter 4 and send the 10. You revise Chapter 4 and send the revised chapters to your chair.revised chapters to your chair.

11. You write Chapter 5 and send it to the 11. You write Chapter 5 and send it to the chair, who suggests revisions.chair, who suggests revisions.

12. You revise Chapter 5.12. You revise Chapter 5.

Procedure (IV)Procedure (IV)

13. Your chair notifies the committee that all 13. Your chair notifies the committee that all chapters have been approved and that chapters have been approved and that you are ready for the dissertation draft.you are ready for the dissertation draft.

14. You send the completed dissertation to 14. You send the completed dissertation to the committee.the committee.

15. You make any final changes the other 15. You make any final changes the other committee members request.committee members request.

Be sure to resolve the procedure issue Be sure to resolve the procedure issue with the committee.with the committee.

Following the Recommended Style Following the Recommended Style GuideGuide

1.1. Use high-quality white paper, minimum Use high-quality white paper, minimum 20-pound weight, 8 ½” by 11”. Do not 20-pound weight, 8 ½” by 11”. Do not use erasable stock.use erasable stock.

2.2. Double-space all text. Long quotations Double-space all text. Long quotations and footnotes may be single-spaced.and footnotes may be single-spaced.

3.3. Use a 10-point or 12-point font.Use a 10-point or 12-point font.4.4. Use a letter-quality printer.Use a letter-quality printer.5.5. Do not use correction fluid or tape.Do not use correction fluid or tape.6.6. Use a left margin of 1 ½ inches to Use a left margin of 1 ½ inches to

provide room for binding.provide room for binding.

An Effective Approach to WritingAn Effective Approach to Writing

Ensure that you have ready access to a Ensure that you have ready access to a computer and good word processing software. computer and good word processing software. The computer is a scholarly necessity.The computer is a scholarly necessity.

Create a research-writing center for yourself. Create a research-writing center for yourself. Equip it with your research and writing needs: Equip it with your research and writing needs: computer, files, dictionary, and related computer, files, dictionary, and related professional works.professional works.

Reserve the center only for dissertation work, so Reserve the center only for dissertation work, so that every time you sit down in that special chair, that every time you sit down in that special chair, the environment says “dissertation time.”the environment says “dissertation time.”

An Effective Approach to WritingAn Effective Approach to Writing

Develop a writing schedule that will help Develop a writing schedule that will help you write systematically and effectively. you write systematically and effectively. You can’t write while you’re watching the You can’t write while you’re watching the baby, doing the laundry, or watching baby, doing the laundry, or watching television.television.

Arrange for the help you will need: a Arrange for the help you will need: a professional word processor, a good professional word processor, a good editor. Professors are scholars, not editor. Professors are scholars, not editors.editors.

Write With an Efficient ProcessWrite With an Efficient Process

Begin to write. Check your outline.Begin to write. Check your outline.

What do you do if you have “writer’s block” – What do you do if you have “writer’s block” – that frustrating feeling that all writers know at that frustrating feeling that all writers know at times, when the words just will not come?times, when the words just will not come?

The best answer is to write your way through The best answer is to write your way through it. Grit your teeth and write whatever comes it. Grit your teeth and write whatever comes into your head. Force yourself to write, even into your head. Force yourself to write, even if the writing seems bad. Do not sit there and if the writing seems bad. Do not sit there and worry that you cannot write.worry that you cannot write.

Write With an Efficient ProcessWrite With an Efficient Process

Use Use headingsheadings and and verbal signalsverbal signals to make to make your organization clear to the reader. The your organization clear to the reader. The appropriate use of headings will help the appropriate use of headings will help the reader track your organizational pattern. reader track your organizational pattern. You should also use verbal signals that You should also use verbal signals that show where the chapter is going, such as show where the chapter is going, such as first, next, also, finallyfirst, next, also, finally..

With that first draft finished, the best With that first draft finished, the best advice is to put it aside for a few hours at advice is to put it aside for a few hours at least – and the read it with a fresh eye.least – and the read it with a fresh eye.

Document AssertionsDocument Assertions

The The journalistjournalist writes: “Experts now believe writes: “Experts now believe that most large employers will soon be that most large employers will soon be providing child-care services for working providing child-care services for working parents.”parents.”

The The scholarsscholars writes: “According to several writes: “According to several studies, a large percentage of the studies, a large percentage of the companies employing more than 1,000 companies employing more than 1,000 employees provide some form of child employees provide some form of child care for working parents (see, for care for working parents (see, for example, example, the Murphy 1997 surveythe Murphy 1997 survey).”).”

The Way You Identify SourcesThe Way You Identify Sources

According to Walker (1998), parents reported According to Walker (1998), parents reported satisfaction ...satisfaction ...

Walker (1998) concluded that ...Walker (1998) concluded that ... Parents reported a high level of satisfaction with Parents reported a high level of satisfaction with

the charter schools their children attended the charter schools their children attended (Walker, 1998).(Walker, 1998).

Several studies conclude that parents are Several studies conclude that parents are generally satisfied with the charter school their generally satisfied with the charter school their children attended (see, for example, Jones, children attended (see, for example, Jones, 1996; King, 1990; Walker, 1998).1996; King, 1990; Walker, 1998).

In the 1998 study by Walker ...In the 1998 study by Walker ...

Write Clear, Mature SentencesWrite Clear, Mature Sentences

1.1. Combine shorter sentences.Combine shorter sentences. Too short:Too short: Gray (1998) studied the Gray (1998) studied the

effectiveness of the new schedule. He effectiveness of the new schedule. He used scores on the Stanford used scores on the Stanford Achievement Test as the measure.Achievement Test as the measure.

Combined:Combined: Gray (1998) studied the Gray (1998) studied the effectiveness of the new schedule, using effectiveness of the new schedule, using scores on the Stanford Achievement scores on the Stanford Achievement Test as the measure.Test as the measure.


2. Put the main idea in the main clause.2. Put the main idea in the main clause.

Incorrect:Incorrect: The schedule was in effect only The schedule was in effect only 1 year, with students achieving better 1 year, with students achieving better results.results.

Better:Better: Students achieved better results, Students achieved better results, although the schedule was in effect only although the schedule was in effect only 1 year.1 year.


3. Reduce the number of 3. Reduce the number of andands.s.

Too many ands:Too many ands: The teacher put the The teacher put the assignment on the board, and then she assignment on the board, and then she checked the roll and found that three checked the roll and found that three students were absent.students were absent.

Better:Better: After putting the assignment on the After putting the assignment on the board, the teacher found by checking the board, the teacher found by checking the roll that three students were absent.roll that three students were absent.


4. Achieve an effect of clarity and directness by ex4. Achieve an effect of clarity and directness by expressing the main action of the sentence in the vpressing the main action of the sentence in the verb and the main doer of the action (the agent) ierb and the main doer of the action (the agent) in the subject.n the subject.

Nonaction verbs:Nonaction verbs: do, make, have, be, perform, a do, make, have, be, perform, and occur.nd occur.

Vague and wordy:Vague and wordy: Orientations and explanations Orientations and explanations are important methods used by teachers in teacare important methods used by teachers in teaching writing.hing writing.

Better:Better: Teachers teach writing by orienting and e Teachers teach writing by orienting and explaining.xplaining.


5. Avoid inserting long modifiers between the 5. Avoid inserting long modifiers between the subject and the verb.subject and the verb.

Too separated:Too separated: School administrators who are School administrators who are interested in making changes that are not too interested in making changes that are not too expensive or too complex for the most part have expensive or too complex for the most part have been overly receptive to simplistic solutions.been overly receptive to simplistic solutions.

Better:Better: Because many school administrators Because many school administrators seem interested in making only simple and seem interested in making only simple and inexpensive changes, they have been overly inexpensive changes, they have been overly receptive to simplistic solutions.receptive to simplistic solutions.


6. Avoid using subordinate clauses that modify 6. Avoid using subordinate clauses that modify other subordinate clauses.other subordinate clauses.

Tandem subordination:Tandem subordination: One of the obstacles that One of the obstacles that deter the installation of solar energy systems deter the installation of solar energy systems that are designed to achieve the savings that are that are designed to achieve the savings that are important to all people is the reluctance of those important to all people is the reluctance of those same individuals to make large capital same individuals to make large capital investments.investments.

Better:Better: Many people are reluctant to install solar Many people are reluctant to install solar energy systems because of the large capital energy systems because of the large capital investment required.investment required.


7. Place modifiers so that they clearly modify 7. Place modifiers so that they clearly modify what you intend them to modify.what you intend them to modify.

Incorrect:Incorrect: Having explained the directions, Having explained the directions, the students began to write.the students began to write.

Correct:Correct: After the teacher explained the After the teacher explained the directions, the students began to write.directions, the students began to write.


8. Avoid excessive use of the passive voice.8. Avoid excessive use of the passive voice.

Passive voice resulted in a wordy, lifeless Passive voice resulted in a wordy, lifeless style. One way of avoiding the excessive ustyle. One way of avoiding the excessive use of the passive is to use se of the passive is to use II to refer to the r to refer to the researcher. esearcher. Do not overdo it.Do not overdo it. Do not riddle Do not riddle your paper with your paper with II’s. You are writing a disse’s. You are writing a dissertation, not a personal essay.rtation, not a personal essay.


9. Be consistent in matters of verb tense.9. Be consistent in matters of verb tense. Use Use future tensefuture tense in the in the proposalproposal. “A random . “A random

sample of students will be selected …”sample of students will be selected …” Use Use past tensepast tense in the in the literature reviewliterature review, , unlessunless

you are referring to you are referring to a current beliefa current belief of the of the researcher.researcher.

In the dissertation, use In the dissertation, use past tensepast tense for the design for the design or or procedureprocedure..

In the dissertation, use In the dissertation, use present tensepresent tense to describe to describe and discuss and discuss the resultsthe results that are there before the that are there before the reader.reader.

The Organization of Individual The Organization of Individual ChaptersChapters

FirstFirst, each chapter must seem to relate to the whole., each chapter must seem to relate to the whole. NextNext, each chapter should make sense by itself and , each chapter should make sense by itself and

be organized in such a way that the reader can be organized in such a way that the reader can easily follow the line of argument.easily follow the line of argument.

FinallyFinally, the parts of the chapter should clearly relate , the parts of the chapter should clearly relate to each other, conveying a sense of order and form.to each other, conveying a sense of order and form.

AlsoAlso, be sure to frame each chapter with a definite , be sure to frame each chapter with a definite introduction that opens the chapter and suggests introduction that opens the chapter and suggests what is to come and a clear conclusion that draws what is to come and a clear conclusion that draws the chapter to a close.the chapter to a close.

Chapter 1: Statement of the Chapter 1: Statement of the problemproblem

General background of the studyGeneral background of the study Problem statementProblem statement Professional significance of the problemProfessional significance of the problem Overview of the methodologyOverview of the methodology Delimitations of the studyDelimitations of the study Definitions of key termsDefinitions of key terms Organization of the dissertationOrganization of the dissertation

Chapter 2: A review of the Chapter 2: A review of the literatureliterature

An overview of how the chapter is An overview of how the chapter is organizedorganized

Review of the theoretical and empirical Review of the theoretical and empirical literature, organized according to one of literature, organized according to one of certain patternscertain patterns

A summary of what the previous research A summary of what the previous research seems to mean and how it relates to this seems to mean and how it relates to this studystudy

Chapter 3: The methodology of Chapter 3: The methodology of the studythe study

A description of the general methodologyA description of the general methodology The research context or siteThe research context or site The subjects or participantsThe subjects or participants The instruments and materials usedThe instruments and materials used The procedures followedThe procedures followed The data analyses madeThe data analyses made A summary statement of the methodologyA summary statement of the methodology

Chapter 4: The results of the Chapter 4: The results of the studystudy

An overview of the chapterAn overview of the chapter A presentation of the results, organized in A presentation of the results, organized in

terms of how the problem statement was terms of how the problem statement was posed in the first chapterposed in the first chapter

A summary in general terms of the results A summary in general terms of the results obtainedobtained

Chapter 5: The summary and Chapter 5: The summary and discussiondiscussion

A summary of the results, organized in A summary of the results, organized in terms of how the problem statement was terms of how the problem statement was posedposed

A discussion of the findingsA discussion of the findings

Organization of a ChapterOrganization of a Chapter

You begin by indicating in Chapter 1 how You begin by indicating in Chapter 1 how the dissertation is organized.the dissertation is organized.

You open each chapter by linking it with You open each chapter by linking it with the previous chapter and by indicating the previous chapter and by indicating what will come.what will come.

You use headings and subheadings at the You use headings and subheadings at the major divisions of the chapter.major divisions of the chapter.

As each division begins, you use a As each division begins, you use a transition between that division and what transition between that division and what has gone before.has gone before.

Transition ParagraphTransition Paragraph

A transition A transition paragraphparagraph is a short is a short paragraph that links major sections of the paragraph that links major sections of the paper.paper.

The first sentence looks back to the The first sentence looks back to the previous section or division.previous section or division.

The second sentence looks ahead.The second sentence looks ahead.

Transition SentenceTransition Sentence

A transition A transition sentencesentence has the same has the same structure in condensed form: The first part, structure in condensed form: The first part, usually a subordinate clause, of the usually a subordinate clause, of the sentence looks back. The second part, sentence looks back. The second part, usually the main clause, looks ahead.usually the main clause, looks ahead.

““In addition to this examination of the In addition to this examination of the types of questions, researchers have also types of questions, researchers have also studied the frequency of question asking.”studied the frequency of question asking.”

How Is the Dissertation How Is the Dissertation Packaged?Packaged?

Approval page.Approval page. Acknowledgments page.Acknowledgments page. Contents.Contents. (Not (Not Table of ContentsTable of Contents.).) List of tables and figures.List of tables and figures. The chapters.The chapters. References.References. Appendixes.Appendixes. (Index.)(Index.)

Example of Introductory ChapterExample of Introductory Chapter

1. Introduction to the study1. Introduction to the study

This dissertation is a report of an ethnographic study of the teaching This dissertation is a report of an ethnographic study of the teaching

of writing. The study was based primarily upon the direct observation of a of writing. The study was based primarily upon the direct observation of a

fifth-grade teacher in an urban school district who used …fifth-grade teacher in an urban school district who used …

Background of the StudyBackground of the Study

It might be useful at this juncture to describe briefly the It might be useful at this juncture to describe briefly the

professional developments occurring at the time that influenced the study. professional developments occurring at the time that influenced the study.

It was first of all a time when the public in general and …It was first of all a time when the public in general and …

The Final Outline for the Review of the LiteratureThe Final Outline for the Review of the LiteratureI.I. Search ProcessSearch Process

II.II. Theoretical LiteratureTheoretical Literature

A. JacksonA. Jackson

B. BurdenB. Burden

C. HubermanC. Huberman

III.III. Empirical ResearchEmpirical Research

A. StagesA. Stages

1. Entry1. Entry

2. Stabilization2. Stabilization

3. Experimentation/reassessment3. Experimentation/reassessment

4. Serenity/conservatism4. Serenity/conservatism

5. Disengagement5. Disengagement

B. Factors influencing developmentB. Factors influencing development

1. Personal1. Personal

2. Contextual2. Contextual

3. Intervention-related3. Intervention-related

C. Means of fostering professional developmentC. Means of fostering professional development

1. Supervision1. Supervision

2. Staff development2. Staff development

3. Graduate study3. Graduate study

4. External workshops4. External workshops

5. Change in role5. Change in role

6. Change in teaching assignment6. Change in teaching assignment

Headings: 4 LevelsHeadings: 4 Levels[Level 1][Level 1]

[intro][intro]

[Level 2][Level 2]

[Level 2][Level 2]

[Level 2][Level 2]

[Level 3][Level 3]

[Level 4][Level 4]

2. Review of the Literature2. Review of the Literature

A large body of literature on the nature of teachers’ professional development provides a basis for the present A large body of literature on the nature of teachers’ professional development provides a basis for the present

study. This chapter will explain the search process in reviewing that literature and then examine both the theoretical study. This chapter will explain the search process in reviewing that literature and then examine both the theoretical

and empirical studies in the field.and empirical studies in the field.

Search ProcessSearch Process

The following review was developed through a systematic …The following review was developed through a systematic …

Theoretical LiteratureTheoretical Literature

Several theories have been advanced to explain the nature …Several theories have been advanced to explain the nature …

Empirical ResearchEmpirical Research

The empirical studies that have been conducted have focused on three elements: the stages of development; The empirical studies that have been conducted have focused on three elements: the stages of development;

factors influencing development; and means of fostering that development.factors influencing development; and means of fostering that development.

Stages of DevelopmentStages of Development

Several major studies have examined teachers’ professional development through the several stages of growth.Several major studies have examined teachers’ professional development through the several stages of growth.

Entry stage.Entry stage. The entry stage, when the teachers begin their careers, is chiefly a time when the teacher develops The entry stage, when the teachers begin their careers, is chiefly a time when the teacher develops

survival skills.survival skills.

3. Methodology3. Methodology

This chapter explains the methods used in carrying out the study, giving special This chapter explains the methods used in carrying out the study, giving special

emphasis to the analysis of data. It should be noted at the outset that the methodology was to a emphasis to the analysis of data. It should be noted at the outset that the methodology was to a

certain extent an evolving one that took definite shape as the study progressed.certain extent an evolving one that took definite shape as the study progressed.

The General PerspectiveThe General Perspective

As a qualitative study, the research reported here embodied both a quantitative and a As a qualitative study, the research reported here embodied both a quantitative and a

qualitative perspective …qualitative perspective …

The Research ContextThe Research Context

The study took place in a charter school in its first year of operation. For purposes of The study took place in a charter school in its first year of operation. For purposes of

confidentiality, the school will be referred to with the fictitious name …confidentiality, the school will be referred to with the fictitious name …

The Research ParticipantsThe Research Participants

Although the researcher was inevitably aware of the actions of both the director and Although the researcher was inevitably aware of the actions of both the director and

the students, his primary concern was with the actions of the teachers …the students, his primary concern was with the actions of the teachers …

Table 1. Primary Source Used for Developing Long-Term Plans for Instruction

Primary SourcePrimary Source 19971997

%%

19861986

%%

District curriculum guideDistrict curriculum guide 1212 88

State testState test 2424 1212

TextbookTextbook 1818 2626

Teacher’s knowledge of studentsTeacher’s knowledge of students 2222 3232

Suggestions by colleaguesSuggestions by colleagues 1313 1515

Plans from previous yearPlans from previous year 99 66

OtherOther 33 22

Note: Totals do not equal to 100 because of rounding off.Note: Totals do not equal to 100 because of rounding off.

Summary and DiscussionSummary and Discussion

An older style uses the title An older style uses the title Conclusions Conclusions and Recommendations.and Recommendations.

The previous chapter reported the results The previous chapter reported the results in detail, the last chapter reports the in detail, the last chapter reports the general findings.general findings.

Because many readers will turn first to the Because many readers will turn first to the last chapter of your dissertation, you last chapter of your dissertation, you should write it so that it tells the full story should write it so that it tells the full story of your study.of your study.

Develop an Outline of the Final Develop an Outline of the Final ChapterChapter

1.1. IntroductionIntroduction

2.2. Statement of the problemStatement of the problem

3.3. Review of the methodologyReview of the methodology

4.4. Summary of the resultsSummary of the results

5.5. Discussion of the resultsDiscussion of the results1. Interpretation of the findings1. Interpretation of the findings

2. Relationship of the current study to previous research2. Relationship of the current study to previous research

3. Recommendations for educators3. Recommendations for educators

4. Suggestions for additional research4. Suggestions for additional research

Summary (and Discussion)Summary (and Discussion)

Write the Introductory ParagraphWrite the Introductory Paragraph““As an aid to the reader, this final chapter of the dissertation restates the As an aid to the reader, this final chapter of the dissertation restates the

research problem and reviews the major methods used in the study. The research problem and reviews the major methods used in the study. The major sections of this chapter summaries the results and discuss their major sections of this chapter summaries the results and discuss their implications.”implications.”

Restate the Problem and Review the Restate the Problem and Review the MethodologyMethodology

Summarize the ResultsSummarize the Results

Write the Discussion SectionWrite the Discussion Section

In writing the discussion section, do not feIn writing the discussion section, do not feel that you have to follow a prescribed ordel that you have to follow a prescribed order. This section is one place where intercher. This section is one place where interchapter consistency is not critical. Tell your sapter consistency is not critical. Tell your story in any way that seems effective, and ftory in any way that seems effective, and feel free to be somewhat more subjective.eel free to be somewhat more subjective.

Write the AbstractWrite the Abstract

The abstract is a summary limited to 350 The abstract is a summary limited to 350 words.words.

You should state the problem and briefly You should state the problem and briefly indicate the methodology. You also should indicate the methodology. You also should summarize the results.summarize the results.

““If I were a researcher trying to decide if If I were a researcher trying to decide if this dissertation is worth retrieving, what this dissertation is worth retrieving, what would I want to know?”would I want to know?”

Preparing for the DefensePreparing for the Defense

Even though you probably will have to make Even though you probably will have to make changes after the hearing, the good copy will changes after the hearing, the good copy will make a more positive impact on the committee.make a more positive impact on the committee.

A manuscript replete with errors and strikeovers A manuscript replete with errors and strikeovers invites criticism.invites criticism.

Arrange matters so that the committee receives Arrange matters so that the committee receives the copy 2 to 3 weeks prior to the hearing.the copy 2 to 3 weeks prior to the hearing.

The night before the hearing, relax, rest, and do The night before the hearing, relax, rest, and do whatever else seems appropriate to help you whatever else seems appropriate to help you feel at ease in the morning.feel at ease in the morning.

Holding the DefenseHolding the Defense Arrive at the defense about 30 minutes ahead of Arrive at the defense about 30 minutes ahead of

time.time. If it seems appropriate to your chair, arrange to If it seems appropriate to your chair, arrange to

have coffee and pastry available for the have coffee and pastry available for the committee.committee.

Check out the room, find out where you will be Check out the room, find out where you will be sitting, and check all other final arrangements.sitting, and check all other final arrangements.

Greet faculty as they arrive; introduce any who Greet faculty as they arrive; introduce any who might not know each other.might not know each other.

Act as if it is your show and you know how to Act as if it is your show and you know how to handle things.handle things.

Holding the DefenseHolding the Defense

Ordinarily, when all have assembled, the Ordinarily, when all have assembled, the chair will ask you to leave. While you pace chair will ask you to leave. While you pace the floor outside, the chair is reviewing the floor outside, the chair is reviewing with the committee the procedures that will with the committee the procedures that will be followed. The chair is also using the be followed. The chair is also using the time to smooth the way for you, because time to smooth the way for you, because in many ways the chair is also on the spot. in many ways the chair is also on the spot. You then are summoned to return and the You then are summoned to return and the hearing begins.hearing begins.

Holding the HearingHolding the Hearing

Act as if you are presenting a scholarly paper at Act as if you are presenting a scholarly paper at a major conference.a major conference.

If possible, avoid using notes.If possible, avoid using notes. Begin by explaining how and why you became Begin by explaining how and why you became

interested in the problem. Discuss briefly the interested in the problem. Discuss briefly the problem as you conceived it. Review your problem as you conceived it. Review your methodology.methodology.

Focus mainly on the contents of your last Focus mainly on the contents of your last chapter by summarizing, interpreting, and chapter by summarizing, interpreting, and discussing your results.discussing your results.

The QuestioningThe Questioning

You want to respond in a way that You want to respond in a way that suggests: suggests:

You are informed, articulate, suitably You are informed, articulate, suitably humble in the presence of your elders, but humble in the presence of your elders, but quietly confident.quietly confident.

After Your PresentationAfter Your Presentation

At most universities, committee will make one of three At most universities, committee will make one of three decisions:decisions:

1.1. Dissertation is accepted.Dissertation is accepted.2.2. Dissertation will be accepted, with minor changes Dissertation will be accepted, with minor changes

made under the guidance of the chair.made under the guidance of the chair.3.3. Dissertation is not accepted; major changes are Dissertation is not accepted; major changes are

required, with final approval by the committee.required, with final approval by the committee. When you have been told that you have “passed, with When you have been told that you have “passed, with

minor changes to be made,” thank all participants – minor changes to be made,” thank all participants – and, at once, make arrangements to consult with your and, at once, make arrangements to consult with your chair about he changes to be made and the final steps chair about he changes to be made and the final steps to be taken.to be taken.

dissertation concise

Documents

research methodology

research type

type of research

research plan

research problemare

research perspective

research contract

research skills