Dissertation Guide
2015-2016
Doctorate in Educational Leadership for Social Justice
Original Contributors
Terese Jiménez, Ph.D.
Mary K. McCullough, Ph.D.
Andrea Clemons, Ph.D.
Acknowledgements
Thanks to the members of the Doctoral Committee for their continued work in crafting the
content, curriculum, benchmarks, and design of the doctoral program:
Shane Martin, Ph.D., Dean, School of Education
Ernest Rose, Ph.D., Director, Doctoral Program
Jill Bickett, Ed.D., Associate Director, Doctoral Program
Marta Baltodano, Ph.D.
Ernesto Colin, Ph.D.
Antonia Darder, Ph.D.
Karen Huchting, Ph.D.
Magaly Lavadenz, Ph.D.
Martha McCarthy, Ph.D.
Mary McCullough, Ph.D.
Olga Moraga, Ed.D.
Elizabeth Stoddard, Ph.D.
Deanna Pittman, M.A, Doctoral Program Coordinator
Thanks to Patrick Lynch, Ed.D., Doctoral Writing Specialist and Dissertation Pre-Publication
Reviewer, for his work in updating the Dissertation Guide to better reflect APA intricacies and
LMU expectations for preparing the dissertation for publication.
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TABLE OF CONTENTS
INTRODUCTION............................................................................................................ 1
SECTION 1: Dissertation Overview ............................................................................. 2
History and Purpose .................................................................................................. 2
Dissertation Elements and Structure ......................................................................... 2
Introductory Sections ................................................................................................ 4
Chapter 1: Background of Study............................................................................... 5
Chapter 2: Literature Review .................................................................................. 11
Chapter 3: Methods ................................................................................................. 14
Chapter 4: Results/Main Findings .......................................................................... 18
Chapter 5: Discussion and Implications ................................................................. 20
References ............................................................................................................... 21
Appendices .............................................................................................................. 22
SECTION 2: The Dissertation Process ....................................................................... 23
Benchmark One: Preliminary Review .................................................................... 25
Preliminary Review Process ............................................................................ 25
Protocol for Preliminary Review ..................................................................... 26
The Dissertation Committee ............................................................................ 27
Benchmark Two: Dissertation Proposal Defense, Institutional Review Board,
Approval and Advancement to Candidacy .......................................................... 28
Dissertation Proposal Defense......................................................................... 28
Protocol for Dissertation Proposal Defense .................................................... 28
Advancement to Candidacy............................................................................. 30
Institutional Review Board Approval.............................................................. 30
Benchmark Three: Final Dissertation Defense ....................................................... 32
Protocol for Final Dissertation Defense .......................................................... 33
Benchmark Matrix .................................................................................................. 36
SECTION 3: Conducting Research ............................................................................ 37
Selecting a Research Topic ..................................................................................... 37
Conducting the Literature Review .......................................................................... 37
Human Subjects Approval ...................................................................................... 39
Ethical Issues in Research ....................................................................................... 39
Data Collection ....................................................................................................... 41
Data Entry ............................................................................................................... 41
Data Analysis .......................................................................................................... 42
Share Results ........................................................................................................... 42
Strategies for Conducting Effective Research ........................................................ 42
SECTION 4: The Writing Process .............................................................................. 44
Getting Started ........................................................................................................ 44
Writing the First Draft ............................................................................................ 46
Obtaining Feedback ................................................................................................ 47
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Revising .................................................................................................................. 47
Managing Time ....................................................................................................... 48
Overcoming Writer’s Block .................................................................................... 49
APA Style ............................................................................................................... 49
Avoiding APA Style Common Errors .................................................................... 50
Guidelines for Selecting Verb Tenses..................................................................... 51
Variations from APA .............................................................................................. 51
SECTION 5: Manuscript Construction and Preparation ......................................... 54
Manuscript Construction ......................................................................................... 55
Materials ........................................................................................................... 55
Preparing Original Document ........................................................................... 55
Manuscript Reproduction Quality..................................................................... 56
Oversize, Illustrative, and Special Material ...................................................... 56
Manuscript Preparation ........................................................................................... 57
Arrangement ..................................................................................................... 57
Preliminary Pages ............................................................................................. 58
Copyright Permissions ...................................................................................... 60
References ......................................................................................................... 60
Appendices ........................................................................................................ 61
SECTION 6: Pre-Publication and Publication Requirements ................................. 62
Process Overview.................................................................................................... 62
Pre-Publication ........................................................................................................ 63
Pre-Defense Editing ................................................................................................ 63
Pre-Publication Checklist........................................................................................ 63
Required Pre-Publication Review ........................................................................... 64
Dissertation Publishing ........................................................................................... 64
Creating an Account ......................................................................................... 65
The Submission Process ................................................................................... 65
APPENDICES
A: Sample Title Page ....................................................................................................... 68
B: Sample Copyright Page ............................................................................................... 69
C: Sample Abstract Page ................................................................................................. 70
D: Sample Signature Page ............................................................................................... 71
E: Sample Permission Letter ............................................................................................ 72
F: Sample Reference Page ............................................................................................... 73
G: Pre-Publication Checklist............................................................................................ 74
H: Faculty Role and Research Interests ........................................................................... 76
I: Three-Year Schedule .................................................................................................... 81
REFERENCES ............................................................................................................... 86
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Introduction
Welcome to the dissertation phase of your doctoral studies. A doctoral dissertation is designed
to be an independent, problem posing, research study conducted by the doctoral student under
the supervision of a faculty member, the dissertation chair. The purpose of this guide is to assist
you in realizing your career goal of earning a doctorate and contributing to the field of research
designed to transform education. The leadership for social justice emphasis of the LMU
doctorate should be reflected in your study as you seek to understand the economic, political, and
social causes of injustice, and work for changes in education and in society. The Ed.D.
dissertation and your work in the field will be “a powerful force in both understanding and
responding to social inequities and historical forces of oppression” (LMU Conceptual
Framework, 2001, p. 1). As a researcher and writer in this tradition, you will pursue a topic,
employ research methods, and write up a study that is aligned with the LMU School of
Education goals:
 Respect and values all individuals;
 Educate by integrating theory and practice;
 Advocate for access to a socially just education; and
 Lead in order to facilitate transformation
(LMU Conceptual Framework, 2009, p. 1).
The LMU Dissertation Guide was originally prepared by three professors who experienced the
joys and frustrations of writing a dissertation, encouraged by all professors in the LMU School of
Education, and designed as the guide to build your capacity to effectively complete the final step
in your doctoral studies. By the time you complete your dissertation, you will be an expert in
your area of research, and you will contribute to the knowledge base that helps students and
colleagues in the field advance the study of social justice in education.
In 2010, as part of a Doctoral Task Force charged with revising and updating the Dissertation
Guide, professors from the LMU School of Education––Dr. Jill Bickett, Dr. Karie Huchting, and
Dr. Mary McCullough––collaborated on a major review and revision of the Dissertation Guide.
The objective was to bring the Guide into compliance with the current 6th edition of the
American Psychological Association Publication Manual and to clarify and enhance all policies
and procedures in the Guide, using feedback from faculty, students, and staff. The Dissertation
Guide is reviewed and updated each year to reflect programmatic changes. The most current
edition of the Dissertation Guide can be found in Blackboard in the Ed.D. student’s organization.
The authors and editors of the LMU Dissertation Guide wish you well in realizing your dream,
thank you for contributing to excellence and justice in the field, invite your feedback on the use
and content of the Guide, and offer assistance to you and your chair in completing your
dissertation.
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SECTION 1
Dissertation Overview
History and Purpose
This section aims to clarify the steps in the process of conceptualizing, writing, and completing a
dissertation. By doing this, you bring the dissertation and the wholeness of your program closer
to you. We hope this process will be part of many conversations about your dissertation you
have throughout your program. These conversations will demystify the process, the
overgeneralizations and rigid advice, the conceptions and misconceptions. This will make the
dissertation less tasks that must be completed and more processes that prepare you for
meaningful work in the field of education. More importantly, exploring these issues around the
dissertation will engage you in discourse about your own thinking and the possibilities for
working with the rich concepts and issues you will raise in your own writing.
As a doctoral dissertation becomes more a part of professional preparation, there is a need to
understand the rationale behind the dissertation as a scholarly convention. For both the doctoral
student and the faculty advisor, arguably, the most difficult part of a doctoral program is the
dissertation. It is often the first significant research project a student has attempted and for many
doctoral students today, it is completed in addition to full-time professional and personal
obligations.
There have been significant changes in the doctoral dissertation in the U.S. over recent years.
The nature of the experience and the students who undertake it have changed in many ways.
New concentrations for doctoral programs and specialized graduate faculty attract a different
doctoral student body today.
Dissertation Elements and Structure
An LMU doctoral dissertation must include the following elements based on the
recommendations of the 2010 Doctoral Taskforce:







Use leadership for social justice as a focusing lens
Literature review/knowledge base
Research question
Acknowledge lens/theoretical framework
Methodology
Rationale/contextual analysis
Findings/evidence
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There is a traditional outline or structure for dissertations that students are expected to follow to
varying degrees. The conventional dissertation structure is one example of how such a
comprehensive work can be organized logically and effectively. How strictly you follow these
conventions should be a personal decision and one that you negotiate with your dissertation
chair. If you decide to deviate from this tradition, you should have clear reasons for doing so.
Ask yourself: How does the organizational structure I am proposing advance the message I want
to convey about my topic and my position as a researcher?
The components of the dissertation listed in Table 1 are standard elements in a complete
framework for your doctoral dissertation. This structure allows for the logical flow of ideas from
each phase of the dissertation research. The background, statement of the problem, and research
questions lead into a review of the literature and research that serve as a foundation to your
understanding of the topic. The literature review also introduces the methodological background
in the study of your topic. The methods section that follows the literature review details the
methods you employ in your study, the study design and the rationale for these choices. The
methodological decisions you describe build on the research foundation that you detail in the
previous literature review section. The findings you report and analyze in Chapter 4 are the
results of the methods detailed in Chapter 3. Ultimately, Chapter 5 allows you to come fullcircle, dealing again with the answers to the research questions set out in Chapter 1, the
implications of these answers for policy and practice, and the recommendations for research that
will further our knowledge in this area of study, in essence, raising new research questions.
Table 1.
Standard Structure of a Traditional Doctoral Dissertation
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Title page
Copyright page
Signature page
Acknowledgements/Dedication (optional)
Table of Contents
List of Tables (if appropriate)
List of Graphs and Figures (if appropriate)
List of Abbreviations (if appropriate)
Abstract
Body of Dissertation

Chapter 1: Background, problem, research questions, purpose, significance of the research,
theoretical framework, research design, limitation, definition of terms, and organization of study

Chapter 2: Review of the Literature

Chapter 3: Research Methods

Chapter 4: Report of Findings/Research Evidence and Analysis

Chapter 5: Conclusions, Implications, and Recommendations
11. References
12. Appendices
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Introductory Sections
Title
The title should be a shortcut to understanding your study. It should indicate not only your
message but also your method. The publication manual (2009) of the American Psychological
Association (APA) notes, “A title should be fully explanatory when standing alone” (p. 23). You
should be creative, if you want, but a clever title should still fully represent your work. Here are
some examples of effective titles:
Education, culture and identity: Constructing Chicano and Mexican (Nunez-Janes, 2003)
Gendered achievement-related choices and behaviors in Mathematics and English: The nature
and influence of self-, task, and value-perceptions (Watt, 2002)
Weapon scans, lesson plans, and power-less computers: Becoming a teacher in urban America
(Klugman, 2004)
Note how the topic and approach to the topic are indicated in each of the titles. The first two
titles indicate the key factors in the study (“education,” “culture,” and “identity” in the first and
“self-, task, and value-perceptions” in the second) as well as their conceptual orientations (the
first, a constructivist approach and the second a gender-based analysis). The third title is more
literary and conveys metaphorically the insights generated in the study of “becoming a teacher in
urban America.”
Abstract
The abstract is a brief but comprehensive overview of your study. A reader should be able to
review your abstract and have a clear picture of your research focus, conceptual frame, methods,
findings, and salient conclusions. It should not be longer than 150-250 words. Typically,
citations do not appear in the abstract, but if another researcher or theorist’s work is foundational
to your study, it is acceptable to cite that source (See APA Style Manual (2009), p. 25-27.).
Table 2 lists the standard elements and organization of an abstract.
Table 2.
Elements and Organization of an Abstract
1.
2.
3.
4.
5.
Statement of the problem
Research objective or main questions
Research methods and process
Summary of main findings
Conclusions
The following abstract from a dissertation entitled, Fighting Fire with Fire: The Use of A
Multimedia WebQuest in Increasing Middle-School Students’ Understanding of Cyberbullying
(Brewer, 2011) is an effective example:
[Statement of problem] Cyberbullying, the use of personal and information and
communication technologies to harass or intimidate others, is an increasingly pervasive
problem in schools. [Research objective/main questions] This mixedmethods study
explored the effectiveness of a multimedia WebQuest in teaching 156 middle-school
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students about the dangers of cyberbullying and examined the role of gender in learning
about cyber-harassment. Set within a constructivist framework, the study provides an
innovative, technological intervention for cyberbullying education for use with
adolescents and is instrumental in reshaping public policy surrounding cyberbullying
education and prevention. [Research methods/process] The dissertation study occurred
in two phases. Phase I, WebQuest Construction, was qualitative in nature and employed
stakeholder focus groups to assess middle-school students’ knowledge and awareness
surrounding cyberbullying. Data from the focus groups informed the construction of the
WebQuest. The second phase, Data Collection from Students, was quantitative in nature
and was composed of a pre-test, WebQuest treatment, and post-test. Data analyses for
Phase II included paired-sample t tests, repeated-measures analyses of variance, and
descriptive statistics that focused on three dependent variables, namely awareness, safety,
and knowledge. [Main findings] Findings indicated statistically significant increases in
awareness and knowledge from the pre-test to post-test among the middle-school aged
participants, while the slight increase in safety from pre to post-test was not significant.
[Conclusions] The findings support the need for school communities to begin engaging
in conversation surrounding the best ways to teach students about cyberbullying’s
dangers through the use of technology and issue a call for a re-examination of
constructivist learning theory.
The abstract along with the table of contents may be drafted early as helpful organizational and
brainstorming tools, but should be finalized after the study is complete.
Chapter 1: Background of Study
Purpose
The purpose and rationale of Chapter 1 is to provide the background of the study, highlighting
your purpose and its significance. Your first section should offer a clear introduction to the
problem that you investigate and how it addresses a particular social justice issue. This section
should be brief, approximately one to two pages. Keep in mind that you will deal with each
element that you introduce here in detail in the following chapters. This introduction should
include a description of the background of the problem: its history, trends, conflicts, and
changes. As you make clear the political, social, economic, and historical values and context,
your aim should be to increase your reader’s understanding about relevant issues of injustice and
inequity.
The background you describe should lead logically to the problem you will study. Although
previous research and theory is often cited here to support factual statements, this section is not
intended to offer a review of the literature. The literature is dealt with at length in Chapter 2.
Chapter 1 should include:






Introduction or background of the problem
Statement of the problem & how it addresses social justice issue
Research questions
Purpose of the study
Significance of the study
Theoretical framework
5




Research design and methodology
Limitations, delimitations, assumptions
Definitions of key terms
Organization of dissertation (contains summary of Chapter 1 and introduces Chapter 2)
Problem Statement
A clear, declarative statement of the specific focus of the study is the central part of the first
chapter. It should identify the problem to be researched and imply its importance. This brief,
150-200 word statement may declare your attempt to address a gap in the previous research, to
take a new approach to an ongoing problem, or to state a need for this new study of the problem.
Logically, the authors, researchers, and questions you highlight in your background section
should relate directly to the factors and variables that are central to your research question(s).
The purpose, significance and research questions for the study all directly flow from this
statement. The readers will base their interest in your work on the compelling nature of the
problem you describe, and they will base their satisfaction with your research on how well you
address the problem and our understanding of possible remedies of that problem. Table 3 lists
several questions that may help you start a problem statement with a social justice orientation.
Table 3.
Developing a Problem Statement with a Social Justice Orientation
Answering the following questions may help you begin to form a problem statement:
1. What is the nature of injustice or inequity in society or in one of its organizations?
2. Whose critical voices are less often heard on a significant topic?
3. What potential change making strategies are worthy of study?
4. What political and historical values and contexts need further study or reconsideration in light of new
findings or events?
5. How is current or accepted theory applied to build the capacity of those involved to take action?
Note: Adapted Qualitative evaluation and research methods (2nd ed.). Newbury Park, CA: Sage Publications by M. Q Patton, 1990.
Here is an example of an effective problem statement taken from a recent award-winning dissertation,
entitled, Latino children and families negotiating identities and cultural productions: A sociocultural
perspective on cultural contact (Monzo, 2003, p.11):
It is believed that the more exposure to this dominant set of cultural “norms” the
more opportunity and quicker immigrant children will adopt these cultural “traits”
(Gibson, 1998). However, absent from these arguments is that these middle-class
“norms” are wrapped up with issues of race. The dominant group in this country
is the white middle class and the majority of institutions, including education, are
generally organized around the values, beliefs, and practices presumed
appropriate among those in power and thus, legitimized. An important concern
then is understanding the role that race relations and racial identities play in
creating access to these and in mitigating children and parents’ interest in
attaining them and whether indeed incorporating such practices and ideologies
support overall outcomes for non-white and non-dominant group children.
(Monzo, 2003, p.11)
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Please refer to the School of Education’s Conceptual Framework to review the School of
Education’s description of Social Justice. How your dissertation addresses Social Justice issues
should be clearly woven throughout each chapter.
For additional resources on Social Justice refer to:
Freire, P. (1970). Pedagogy of the oppressed. (M. B. Ramos, Trans.). New York: Continuum.
Giroux, H. A. (1988). Teachers as intellectuals: Toward a critical pedagogy of learning.
Granby, MA: Bergin & Garvey.
Hooks, B. (1994). Teaching to transgress. New York: Routledge.
Mayo, P. (1999). Gramsci, Freire, & adult education. New York: Zed Books.
Research Questions
Research questions should directly follow the variables and factors set out in the statement of the
problem. It is an acceptable and common practice to simply rephrase the problem statement as a
research question or questions. A common challenge for dissertation authors is limiting the
number of questions you will investigate. If you propose more than three to five questions, you
should have a clear rationale for doing so and have the approval of your Dissertation chair.
As you determine a topic, you will also begin raising questions about that topic. These may be
early attempts at research questions. Be sure that your question is focused enough so you can
offer meaningful answers that are not too broad. Also avoid a question that is so narrow that the
study has no depth. Piantanida and Garman (1999) provide dissertation authors helpful
guidelines for structuring effective research questions.
Try to distinguish between “data gathering” questions (those that will ask people about their
experiences or perspectives) and research questions, also called “guiding questions” (those that
represent the steps in the process of achieving the purpose of your inquiry). Think of research
questions as representing the underlying structure/organization of your paper or dissertation.
Together, they constitute the total sequence of information you want to provide.
Table 4 contains examples of research questions and how their organization follows the
organization of the paper/dissertation.
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Table 4.
Potential Research Question Typology
1. What is your interest in the phenomenon?
Example: What is the experience of children from undocumented families in urban schools?
2. How has the literature related to the phenomenon shaped the approach to the topic?
Example: How do the experiences of students in a Title I school reflect the concept of a “resistance” as defined
by cultural ecological theory?
3. How will the information be gathered and how will it be portrayed?
Example: What characterizes new teachers’ perceptions of their first year of work in an inner city school?
4. How will meaning be derived and/or analyzed from the representation of the phenomenon?
Example: What theory of multicultural education emerges from the interpretations of students in a diverse
classroom?
5. What is the nature of the contribution of this research (i.e., policy, practice, theory)
Example: What are the policy/practical implications of defining a transformative space in a diverse classroom?
Note. Adapted from The qualitative dissertation: A guide for students and faculty. Thousand Oaks, CA: Sage Publications by M. Piantanida and
N. B. Garman, 1999.
Purpose of the Study
The primary purpose statement is a clearly phrased statement that clarifies the essence of the
study. It identifies the research methods, setting, dependent and independent variables if
quantitative or sensitizing concepts or factors if qualitative, and to whom the problem is
significant. Use a separate heading to present the purpose of the study.
There are several standard phrases that introduce and structure a purpose statement, including:
 The purpose of this (qualitative/quantitative) study is…
 This research aims to…
 This study will help clarify…
 My aim is to explore/examine…
For instance:
“The purpose of this study was to investigate the relationship between educational resource
variables and student achievement…. A second purpose of this study was to determine the
existence and extent of disparity in per pupil spending across Louisiana school districts that
differ in local property wealth” (Watt, 2003).
A conventional way to develop the purpose statement is to rephrase your research questions as
statements. For instance, if your research question is: How do peer groups impact the academic
achievement of African American students in an urban high school? then write: The purpose of
this study is to examine the impact of peer groups on the achievement of African American
students in an urban high school.
Significance of the Study
This statement will answer the “so what?” question (Piantanida, 2001). It should explicitly
address such questions as, why is this study important at this moment in time? Who will benefit
from understanding this problem at a deeper level and how will they benefit? What is the
8
significance of the study as a social justice issue? Answering these questions in clear declarative
sentences will offer material for this section. Coppola (1998) provides a good example of a
comprehensive statement of the significance of his study in his dissertation entitled Moral
leadership: A proposed theory illustrated by select Catholic secondary school principals:
…this research is significant because it proposed and illustrates a theory of moral
leadership which qualitatively describes the practice of leadership in terms of the
individual principal in relationship to his community, eventually reaching out to the
greater society in the practice of service and social justice.…This study is also significant
for the general study of leadership and provides both public and private school scholars
with more data on the essential character base that empowers some principals to lead
morally.…Finally, the training and empowering of administrators to reason (and
hopefully act) with greater attentiveness to ethical concerns will influence self-esteem,
job performance, positive school climate, and student outcomes in a philosophically and
practically valued school. (p. 27)
Theoretical Framework
The theoretical framework is the underlying structure, the scaffolding or frame of your
dissertation study (Merriam, 2009). Maxwell (2005, p. 33) asserts that it is the “system of
concepts, assumptions, expectations, beliefs and theories that supports and informs your
research.” It originates from the perspective you bring to the study, your orientation or stance.
The researcher is socialized into a discipline with its own vocabulary, concepts and theories.
This is the lens the researcher uses to view the world. As Merriam (2009) suggests, different
researchers looking at the same classroom will see many different things: pedagogy, curriculum,
discipline, student behavior, etc. One of the best ways to identify your theoretical framework is
to read broadly in literature that is related to your research interest. “The framework of your
study will draw upon concepts, terms, definition, models, and theories of a particular literature
base and disciplinary orientation” (Merriam, 2009, p. 67). Further, researchers use a theoretical
lens to provide an overall orienting lens for the study of gender, class, and race (or others issues
of marginalized groups). The lens can then become the advocacy perspective that shapes how
the dissertation questions are formed, how data is collected, and allows for a call for action and
change (Creswell, 2009.) Merriam’s (2009) model below is a good illustration of how the
theoretical framework fits into the context of a dissertation.
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Figure 1. The Theoretical Framework. Adapted Qualitative research; A guide to design and implementation. San
Francisco, CA: Jossey-Bass by from S.B. Merriam, 2009.
Research Design and Methodology
Methodology means the philosophy and process for data collection and analysis: How the study
is designed (descriptive vs. experimental), conducted, analyzed, and organized and why it is
conducted this way. The methods you use are the specific data collection tools employed, such
as semi-structured interviews, surveys, and participant observation. In Chapter 3, the methods
section of your dissertation, you will clarify and explain in depth how your methods are
appropriate tools for answering the research question(s) you have proposed.
Limitations
These are factors out of your control that impact the validity of your study. Access to evidence,
settings, or participants are common limitations in research.
Delimitations
These are limitations set by the researcher that impact the generalizability of the research
findings. The selected scope of the study is a typical delimitation, for instance, deciding to focus
on one student or school instead of a representative sampling of students or schools. This should
be explained in light of your philosophical and methodological approach to research in your area
of study.
Definition of Terms
Although you may be an expert in the specific discourse area of your dissertation, your readers
may not all have the same background. By the time you complete your dissertation, you will
10
have a highly sophisticated and technical understanding of your topic. Part of demonstrating this
expertise is being able to effectively communicate the finer points of your understanding of the
topic to your readers. This means that you will want to define all technical terms that are part of
the discourse. As well, you will need to define terms that you may be using in a specific way, as
they relate to your research problem or questions.
You will need to decide whether you want to define relevant terms in one of three ways:
1. As terms are used in the text,
2. In a separate “Definitions” section at the end of Chapter 1, or
3. On a separate “Definitions” page, following the List of Tables, Graphs, and Figures
and before the Introduction.
Your Dissertation chair may recommend an appropriate placement for definitions. The same
conventions apply to the use of abbreviations, and acronyms in your study.
Summary/Organization of the Study
Chapter 1 typically ends with a clear outline of the organization of Chapters 2 through 5 and
their relationship to each other, though chairs should be asked for direction on this.
NOTE: Return to Chapter 1 frequently. After the draft of the dissertation or Proposal is
complete, ask yourself: Does the draft directly reflect the outline set out in Chapter 1? Does it
directly follow the literature review, methods, findings, and conclusions described? Are all
aspects of every question treated?
NOTE: Your chair may have specific requests for the content contained within each chapter or
the specific layout within each chapter. Be sure to consult with your chair often during the
writing process.
Chapter 2: Literature Review
Purpose
Chapter 2 typically presents a synthesis and critical analysis of research, theory, and literature
relevant to your research problem. The purpose of the “literature review” is to set the context of
your study: Discover what your topic means to others and to yourself, what the forces behind
your topic are, why they impact your topic the way they do, and how your topic fits into the
larger landscape of theories and ideas relevant to your topic. While it is expected that your
review will be a comprehensive representation of your understanding of the state of the problem,
you should be certain that all of the literature you review clearly relates to the research problem
you are examining. The literature review should build in a logically organized way so that your
readers understand all perspectives of the problem, its history, current status, and importance.
In beginning your review, you will want to consider what other research studies have been
written about your topic, landmark studies, and the work of prominent scholars in the area of
your topic. You will want to consider how your study is related to this work. What doctoral
research has been conducted in this area, and what have these studies concluded? Ask yourself
how your study builds on these other discourses.
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If, on the other hand, you can demonstrate that there is little research and literature relevant to
your topic, you will want to critically examine why this is so. Is it because your study is entirely
new? Ask yourself if your topic of study is sufficiently significant to merit the commitment,
time, and effort a dissertation requires.
By searching and reading in your area, you will gain a deep understanding of a knowledge base,
conceptual tools, and research designs that have allowed others to explore in your area of
research. This understanding may not come only from an examination of scholarly research.
Piantanida and Garman (1999) prefer the phrase “review of discourse” to “review of literature”
(p. 99). Rightfully, they argue that scholarly/academic literature is only one form of discourse
that characterizes the dialogue around a specific topic. Discussion around your area of interest,
if it is a significant area, will involve a variety of voices, including but not limited to those in the
media, practitioners, consumers, and theorists. Reviews of discourse may draw from curriculum
and classroom practice, television, newspapers, and magazines, as well as federal statutes and
Congressional records. Indeed, representing the perspective of those whose voices are less often
heard is an essential critical change criterion of which you should be aware. These authors state,
“We also prefer reviewing discourses to counteract the dysfunctional notion of the review of the
literature. Too often, students seem to think in terms of a monolithic body of literature that is
presented in one chapter of the proposal and transferred into the dissertation” (Piantanida &
Garman, 1999, p. 99). While it is a qualitative convention to weave the literature throughout the
proposal and dissertation, you should ask for your Dissertation chair’s input on the appropriate
placement and role for literature in a dissertation.
Writing the Literature Review
Introduction
Like all other chapters, Chapter 2 begins with an introduction that reiterates the purpose of the
study and the relationship of the specific chapter to the purpose.
Body: Ways to Organize
Two of the most common ways to organize your review of the literature are (1) chronologically,
from earlier to more recent research, and (2) by themes that are relevant to your question(s).
Within both types of organization, you will want to move from general but relevant topics to
those that relate to the most essential details of your questions. It should be clear how all of the
literature reviewed is relevant to you and your readers’ understanding of the problem.
You can use these questions to guide your review of qualitative analyses of educational research.
(For a more comprehensive list of evaluation criteria, see Patton, 2002, 544-554). Of course, do
not allow your review to be limited to these questions. Raise any other concerns you feel are
relevant.
1. What is the purpose of this author/researcher’s work? Where does it “fit” within the
discourse landscape about your topic?
2. Does the author use a conceptual framework and/or specified methodology? Describe the
form and content of the framework or methodology. In your view, is the framework
appropriate for the purpose set out by the author?
12
3. How does the author state the importance of the work?
4. Is the research design appropriate to address the research questions/problem? Explain
how so. Might there have been more promising alternative research designs?
5. What are the most important findings of the study? Explain how they relate to the
theoretical or methodological stance of the author. How do they advance the research,
practical, or theoretical literature?
6. In your view, what are the strongest and weakest features of this work?
7. What is the meaning you personally and/or professionally derive from it?
8. How does your study address the gaps identified or build on the strengths identified?
Conclusion
The final section of Chapter 2 should summarize the nature of the scholarly literature relevant to
your question and state its implications for your study: How did the research and literature shape
the focus of your dissertation research? A good strategy is to explain how the literature not only
shaped your conceptual focus but your methodological focus as well. This can serve as an
effective transition to the next chapter, your methods section.
Other Issues: Ethics, Scope, and Currency
Bryant (2004) notes that the conduct of the review presents ethical as well as practical
conventions. One of the most common dilemmas faced by dissertation writers is around the
decision to cite sources that are cited in other works but which you have not read. Since citing a
source implies that you have read and that you accept an author’s contribution, you run the risk
of endorsing bad research if you cite work that you have not read. We recommend that you try
to read all of the literature that you cite. Understandably, this may be an extremely difficult task.
When it is not possible to locate and read a work you plan to cite in your dissertation, you should
indicate that you have not read the original piece by mentioning the source of the original
citation. For instance, you may write, “Jimenez (as cited in Renn, 2005) offers similar
evidence….”
Scope and currency are two other issues around which dissertation writers have questions. There
are different views on how much literature is sufficient in a review. You should be able to talk
with authority about your topic. A good measure of when to stop including literature is when, in
your searches, you continue to come across the authors and concepts that you have already cited
in your review. As for currency, again, there are a variety of expectations. You will be expected
to have up-to-date research cited in your review and should be prepared to offer an explanation
of why you do not, if you do not. Of course, this does not mean that you should not include
dated research as needed to cover the historical development of ideas and research. The key is
relevance. If these older works are relevant to the intent of your study and your position on the
topic of investigation, they should be reviewed.
13
Chapter 3: Methods
Purpose
Chapter 3 typically describes in detail how the study will be conducted, how evidence will be
collected, recorded, analyzed, organized, and how meaning will be interpreted. These methods
are the tools you used to answer the questions you set out in Chapter 1. The details you provide
here will display your knowledge of qualitative, quantitative, and mixed methods and research
design. This includes discussion of the rationale and utility of the investigative tools you chose
to use, such as surveys, unstructured or structured interviews, statistical analyses, etc. It also
includes discussion of your research design components: why was this site and/or this specific
population selected, why were participants included or not in data analysis, what kind of controls
did you impose on the setting of your study? How did you organize your data and interpret
meaning from it? This chapter also sets forth the way that you will present the data in Chapter 4.
Selecting the Research Methodology
Dissertation research can be considered Empirical Research when it is based on observed and
measured phenomena. Empirical research derives knowledge from actual experience rather than
from theory or belief. We categorize research in basically three broad areas: quantitative,
qualitative, and mixed methods.
Quantitative methods focus on statistical analyses rather than on meaning and experience. It
provides information which is easy to analyze statistically.
Qualitative methods focus on observation of phenomena occurring in a real world setting to gain
insight and understanding that can apply to similar settings or situations.
Mixed Methods studies attempt to draw from both quantitative and qualitative approaches.
Your choice of research method(s) will depend primarily on the literature in your area and on
your research questions. Figure 3, Basic Organization of Empirical Research, provides a basic
organizational chart of empirical research. Not all methods reviewed below are included in this
figure. Consult texts on educational research methods for a more extensive review on these and
additional methodologies. With the assistance of your Dissertation chair discuss and determine
the methodology most appropriate to answer your research questions. You must explain why
you chose a certain methodology to answer your research questions. Refer to Patton (2001)
Qualitative research and evaluation methods (3rd ed.) or Locke, Silverman, and Spirduso (2009)
Reading and understanding research (3rd ed.) for additional research methods.
14
Quasi-Experimental /
Experimental
Correlational/
Predictive
Descriptive
Meta-analysis
Quantitative
Single-subject
Mixed
Methods
Empirical Research
Qualitative
Interpretive
Phenomenological
Critical
Ethnographic
Grounded
Theory
Figure 3. Basic Organization of Empirical Research. Adapted from Reading and understanding research (3rd ed.).
Thousand Oaks, CA: Sage by L. F. Locke, S. J. Silverman, and W. W. Spirduso, 2009.
Writing the Methodology Chapter
Traditionally, Chapter 3 is divided into four subsections, each with its own purpose:
 Introduction
 Research Questions
 Methodology
 Validity and Reliability/Authenticity and Utility
15
Introduction
Like other chapters, Chapter 3 should begin with a brief introduction that explicitly connects the
methodology with a restatement of the purpose of your study. This should be a brief
introduction of one to two paragraphs.
Research Questions and Hypotheses
It is common practice to copy your research question(s), word for word, from Chapter 1 and to
state how you will answer them through the implementation of your specific methods. If you are
conducting a quantitative study and described your hypotheses in Chapter 1, the hypotheses
should also be restated here. Although you may want to include an explanation of these
questions, this section should be only two to four paragraphs.
Methodology
There are many good methods books out there to guide your understanding of the vast array of
methods, and methodological approaches to research. Issues that seem to be at the fore of
students’ minds as they tackle the dissertation are (1) research design, (2) quantitative and
qualitative issues, (3) getting good data, and (4) objectivity and bias (Bryant, 2004; Piantanida &
Garman, 1999).
Quantitative Methods
Quantitative research designs might include a process for explaining the relationship between
variables, testing hypotheses, or proving a causal relationship. For instance, you may want to
know what or if a reading program improves reading test scores for a certain population of
students. Test scores would be the dependent variable and the factors defined as impacting test
scores (instructional strategy, curriculum, etc.) would be the independent variables, assuming a
traditional, randomized experimental design.
Methods sections for qualitative and most quantitative studies typically contain several
subsections, including: Research Population, Data Collection, Sampling Method, Sample Size,
Data Collection Method, Instrumentation, and Data Analysis. Other subsections often include
Research Population or Participants, explaining every step of the process to identify who you
selected to participate in your study and your data collection techniques. If you will survey a
representative group, how will you conduct that survey? Tools used to collect the data, how you
organized it and how you analyzed it should also be explained thoroughly. You will need to
demonstrate the validity of your instruments, whether they are qualitative or quantitative. Table 5
lists the most common issues addressed in quantitative research design (Bryant, 2004). Each of
these components should be separated with a subheading.
16
Table 5
Issues to Consider in Quantitative Studies Using Inferential Statistics
1.
2.
3.
4.
5.
6.
7.
8.
Explicit definition of dependent and independent variables
Population, sample frame, and sample size
Questionnaire or other instrument design
Number of cases
Type of data (nominal, ordinal, interval, ratio)
Statistical tests
Assumptions of the selected statistical test
Null hypothesis
While your study may not include all of these elements, keep in mind that you want to present a
clear and detailed picture of what you are going do. Your Dissertation chair and committee
members expect to see evidence that you are able to gather and analyze the appropriate data to
answer your specific research questions. Planning the steps for your study and piloting your
instruments at the proposal stage will help you and your committee feel confident in the process
and finding of your research.
Qualitative Methods
A qualitative study typically requires a more in-depth, sustained examination of a phenomenon
and with participants. The quantitative, descriptive, and qualitative studies conducted at the
doctoral level, all require significant levels of detail about methods, although their focuses are
different. The biggest methodological challenges are often (1) collecting enough data, (2)
managing the vast amount of data you will ultimately have, and (3) determining what the data
mean. You will need to explain the tools you will use to collect data and an explanation of how
these will provide the best assistance to you in your investigation to answer your research
questions. Ask yourself how will this tool improve my chances to access the appropriate
evidence for my purpose? What will be the sources of data? What will I do with the information
once I have it? You will also want to explicitly address the following:
Table 6.
Questions to Consider in Qualitative Studies







How you identified participants
How you gained entry to the setting under study
How you earned the trust of participants
How you achieved an emic or insider’s perspective
How you asked probing questions that deepened the data
How you recorded information
How you maintained the confidentiality and lowest risk to participants
NOTE: Whatever research design you ultimately propose, you should be prepared to alter your
design. If it becomes evident that the research plan proposed will not result in good data, your
chair or committee may ask you to consider what you will do if participants unexpectedly drop
out of the study, if your survey return rate is very low, if teachers are unwilling to participate in
focus group interviews.
17
Instrumentation
If your study involves the use of specific instruments (e.g., examinations, surveys,
questionnaires, observation tools, interview protocols) authored by other individuals or
developed exclusively for the purpose of your study, you must explain where they originated,
how they were developed, and provide evidence regarding their reliability and validity (see
definitions below). Include copies of such instruments in the appendix of the dissertation. You
must have permission to include any instruments authored by another individual, company, or
group. Studies may also include archival data such as student records. Include a detailed
description of such records and the information obtained in the dissertation. Also, indicate how
you obtained permission to access archival records.

Reliability – This refers to a measure’s consistency. Does a test produce dependable,
stable, or accurate results?

Validity – Indicates how an instrument measures what it purports to measure. There are
various types of validity including criterion, content, and construct validity.
Chapter 4: Results/Main Findings
Purpose
Chapter 4 satisfies the promises made in Chapter 3. In Chapter 3, you promise the reader that
you will use your research methods in a certain way to access certain information. Chapter 4 is
where you show how well your methods worked by reporting back the evidence you recorded. If
in Chapter 3 you said that you would record the perspectives of new teachers in inner city
schools, Chapter 4 should contain a well-organized report of those perspectives. Because
Chapter 4 is for the reporting of your unique data, there are fewer conventions or standards and
more stylistic considerations of how you will present your data in such a way that will best
convey its meaning. Many qualitative dissertations do not confine the presentation of data to a
single chapter in order to more appropriately demonstrate its depth and complexity. Qualitative
studies will often include a discussion of findings as they are presented in order to draw
connections and trace the interconnectedness of evidence in a more fluid narrative. Most
quantitative dissertations present results exclusively in Chapter 4 with a discussion of those
results in the following chapter.
You should, regardless of your research approach and design, take into consideration the
conventions presented in Table 7 as a guide to the presentations of your research findings. All of
these elements should aim to satisfy your committee’s expectations for sound data collection
techniques and authoritative interpretations, clarity of focus, and systematic processes and
procedures for gathering and reporting findings.
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Table 7
Guiding Standards for Presenting Data in the Dissertation
1.
2.
3.
4.
5.
6.
7.
A restatement of the purpose of the research
An introductory summary of findings
An organized presentation of the data
An explanation of how data was analyzed
An explanation of how data was organized and reduced
Charts, figures, and/or graphs to graphically display data and their relationships
A culminating summary and introduction of remaining key discussion points
Introduction
Like other chapters, Chapter 4 should begin with a brief introduction that outlines the content of
this chapter. This outline should explicitly connect the key findings of your research to the
methodology and back to the purpose of your study. This should be brief. The following
explication of your research process and results will minimize any confusion a reader may have,
especially if you are presenting multiple relationships and/or voluminous quantities of data. The
summary outline at the beginning of the chapter will tell the reader how you will be presenting
your data, a kind of road map to the direction of your Chapter 4. A particular challenge in
providing guiding introductions and summaries is to avoid redundancy. Try exploring scholarly
articles, dissertations, and book chapters to get an idea of how skilled writers guide readers
without becoming repetitive.
Although many researchers reiterate their research questions in this sections and allow them to
dictate the structure of the chapter, you should also be prepared to acknowledge how the data
exceeded or altered your expectation for the research. Whether the data were as you had
predicted or not, your Dissertation committee will want to see an organized presentation of your
systematic process of data collection and analysis. This demonstrates to the committee three
things: 1) how you minimized bias through uniform use of research tools and procedures; 2) how
clearly you understand and can communicate your understanding about the data; and 3) how
useful the details of your study may be to future researchers, who may want to replicate or build
on it.
Bryant (2004) writes, “Chapter 4 is all about presenting data and reducing data” (p. 119). There
is an inherent tension for the dissertation writer/researcher to want to present enough data to
convince the reader that the findings are authoritative and sufficient to answer your research
questions. On the other hand, researchers need to hone their data, especially large quantities of
qualitative data, in order to facilitate analysis. If your study is quantitative, you may not want to
provide all of the data you analyzed. Present the summaries of your data and the results of
statistical tests. When you present this data in graphic form, be sure to review the most recent
APA Style Manual (2009, Chapter 5) for acceptable reporting formats. Of course, you will want
to report descriptive statistics and the results of any statistical tests that you ran, but usually there
is no need to provide every descriptive table for every variable. If appropriate, you can include
this information in an Appendix.
Similarly, if you are writing up a qualitative study, you will want to present (and your committee
will want to see) a complete picture of the data from which themes emerge or which support
your codes. Yet, it is not necessary, and may even be confusing, for you to list detailed
transcriptions of interviews or field notes. If meaningful to your conclusions, these pieces of
19
data can be included in an appendix. Again, regardless of your approach or research paradigm,
you must reduce data carefully in order to reduce confusing complexity while maintaining the
depth of data. You should save all raw data you collect since your chair and committee members
will likely want to review the “building blocks” with which you worked. As well, future
researchers can have access to it should they choose to build on your study.
Chapter 5: Discussion and Implications
Purpose
Chapter 5 completes the presentation of evidence in Chapter 4. It typically follows the same
organization as Chapter 4 and presents the interpretations and implications of what you
discovered through the research methods laid out in Chapter 3, the initial outline of which was
laid out in Chapter 1. Chapter 5 completes your study and brings the structure of your
dissertation full-circle to the goals you set forth in Chapter 1.
Conventional sections of this, typically final, chapter of your dissertation include the following:
1. A restatement of your purpose and question(s)
2. A discussion of your findings
3. An assessment of the significance of your findings
4. A list of recommendations for practice and future research
The introduction to this chapter usually provides an overview of the content and outline of the
organization of your discussion.
This part of the dissertation can be either the most enjoyable or the most challenging, depending
on your familiarity and close consideration of the data presented in Chapter 4. This chapter
answers the question, what does it all mean? The “all” are the factors and considerations that
you’ve set out in your research questions. This explains the need for a reiteration of your
purpose and questions. The challenge here is not to do so redundantly, since you have been
referring and reiterating your purpose and questions in may forms throughout your dissertation.
Keep this a brief reminder.
As you give meaning to your data, be frank in your evaluation of how well you answered the
questions you set out to answer. Before or as you write this section, it is important to share your
interpretations and seek the input of your chair, peers, and all members of your writing group, if
you participate in one. On your own you can analyze your writing with the following themes in
mind: be open to multiple possibilities, especially those that go against your assumptions; think
about the multiplicity of meaning in your data, good data is usually representative of many things
rather than one thing; explore a variety of directions and possibilities before deciding on the
meaning you will convey; and, finally, trust the expertise that you have developed over the
course of your program and your significant effort for this project.
Whether your results are statistical, qualitative or both, this is the section where you discuss the
significance of the relationship or themes that you presented in Chapter 4. Statistical results of
various strengths should be explored and discussed, regression coefficients need to be explained,
and findings of non-significance need to be discussed.
20
It is increasingly common to consider the interrelationship of the work of other scholars with
your interpretations of your themes and other data. In so doing, you construct meaning as part of
a collective discourse of scholars. Arguably, the literature woven into the discussion of your
dissertation takes on more meaning and significance than that presented in Chapter 2.
Patton (2001) suggests several techniques for enhancing the quality of your analysis and
discussion. Outside scholarship can be used to test rival explanations or themes. Your
discussion could include illustrations of how you have inductively looked for other ways of
organizing data, seeing if those possibilities can be supported by the data. As you look for data
that supports explanations alternative to your own, you are not trying to disprove these other
explanations but to “test” your data for a “best fit” explanation. According to Patton, doing so
shows intellectual integrity and adds credibility to your findings.
Other strategies for fortifying your discussion of findings include triangulation. While you may
have introduced triangulation of data as an analytical tool in Chapter 3, expanding this practice in
Chapter 4 can also strengthen your analysis. The data, methods, and paradigms used by other
scholars in their research can be reintroduced here as a means to support and deepen the
conclusions that you are proposing.
We recommend that you consult many of the excellent texts and other authoritative sources for
advice about presenting and analyzing data. Whether you choose to access the resources or not,
it is useful to reflect on the design of your study, in addition to the meaning of your findings, in
Chapter 4. If your study did not produce significant relationships or remarkable data, it is
possible that your research design led you to miss important findings. Missing a significant
finding or obtaining a null hypothesis is statistically described as a Type I error. Again, it is
important to be frank about the shortcomings of your research design. You may also be selfcritical of stating significant or infallible findings, a Type II error in statistical analysis. Your
committee and other readers will be far more understanding and willing to engage in dialogue
around research shortcomings than erroneous statements of significant findings that may lead to
misinformed recommendations for action. Keep in mind and be open to discussing the factors
that might cause your findings to be erroneous or your recommendations to be limited to specific
audiences.
Recommendations
Because your dissertation will become part of a public scholarly landscape, suggested areas of
future research or connections to ways to improve practice are an expectation for the end of
Chapter 5. Any recommendations that you make should be explicitly connected to your
research, findings, and analysis.
References
Your reference section should follow your Appendices. It should include all of the sources cited
in your dissertation. It does not include resources relevant to your topic but not mentioned by
you in the dissertation.
A common expectation is that the majority of your sources will be recent, written within the last
five years. This demonstrates that you are aware of the most recent thinking on the academic
21
landscape of your topic. Of course, you will also be expected to cite the seminal/definitive
works in your area of study. And these foundational works will likely span a large time frame.
Of course, if you take an historical approach, you will also be expected to have sources that
range widely in publication dates.
There is no prescribed number of references for a dissertation, but keep in mind that the number
and quality of references demonstrates your knowledge of the history, theory, and knowledge
base relevant to your topic. You should prioritize the use of primary source material, or firsthand accounts of phenomena. In contrast, secondary sources offer only second-hand accounts:
compilations, summaries, paraphrases of primary source information.
Scholarly journals, Dissertation Abstracts Index, conference proceedings and presentations are
good primary sources. Both primary and secondary sources can be found in scholarly journal
articles, ERIC, EBSCO, Infotrac, and ProQuest. Reviews of research and literature, as well as
macro-analysis of research, are typical categories of secondary sources. Refer to Chapter 2 of
this guide for additional information on the review of the literature, primary and secondary
sources, and library research.
Keep detailed bibliographic notes of all resources you access. It is good practice to use APA
reference style even in your notes. This practice will ensure that you have a complete reference
if you have to cite the work or search for it again; it will make APA style references second
nature to you.
Keep in mind that all sources cited in your text must be included in your reference section. A
good practice is to begin building your reference section from the very beginning of your
dissertation. Add sources to your reference section every time you include them in your text.
Even if you revise the text and delete the reference, it is easier to cut a reference than to search
for it among the thousands of items you will be working with during your writing up of the work.
See the most recent APA Style Manual (2009, Chapter 6 and 7) for guidelines on how to format
your reference section.
Appendices
Appendix items are important supporting documents for your dissertation, but are items that
would be distracting if placed in the body of your text. These items may include sample
permission letters, surveys, interview protocols, transcript samples, maps, etc. Each different
appendix item should be labeled separately: Appendix A, Appendix B, and so on. See the most
recent edition of the APA Style Manual (2009, pp. 38-39).
22
SECTION 2
The Dissertation Process
Research / Dissertation Process Flow Chart
Pilot test any instruments you are
developing or modifying before initiating
your study. Determine if you need to go
through IRB process for pilot study.
Summer Year 1 - Fall Year 2
Choose a Research Topic
Preliminary Review
Choose & discuss dissertation with chair
& committee members.
Conduct a Review of the
Literature
Investigate possible research sites &
participants for your study. Most likely you
will need to obtain additional permission to
conduct your study at a particular school
site, project office, or institution.
Develop Research Questions
Choose Your Research
Methodology
Remember to meet periodically with your
peer writing group to share & revise drafts
of your proposal.
Spring Year 2
Finalize & Submit Your Dissertation
Proposal to Committee
Remember you must submit your
dissertation proposal to all dissertation
committee members Two weeks prior to
your Dissertation Proposal Defense date.
Successfully Defend Your
Dissertation Proposal
Officially Advance to Candidacy
You cannot begin to collect data for your
study until your study has been approved
through IRB. They accept proposals for
review on the first of every month.
Submit Proposal to IRB to receive
acceptance to proceed with study.
23
Summer & Fall Year 3
Begin Data Collection
Remember to verify that you have
permission to collect data from the
particular research site(s) & participants
you initially designated.
Begin Data Analysis
Do not wait until you have finished
collecting & analyzing your data to
begin writing additional dissertation
chapters & formatting your manuscript.
Write Your Results & Discussion
Sections of Your Dissertation
Remember to obtain necessary
permission letters to include copies of
material that is copy written in your
dissertation manuscript.
Submit your Dissertation to all committee
members 2-3 weeks prior to your
defense
Prepare a brief 20 minute PowerPoint
presentation for your defense. This
should guide your presentation of your
study. Discuss what should be included
with your chair.
Spring Year 3
Successfully
Defend Dissertation
Program coordinator must give
authorization to work with student to
Pre-Publication Reviewer.
Submit Dissertation for
Pre-Publication Review
Provide LMU with two copies of bound
dissertation.
Publish Dissertation and
Order Copies from ProQuest
24
Benchmark One: Preliminary Review
The Preliminary Review process is scheduled at the end of the student’s first year in the program and
is the first benchmark in the doctoral program. The purpose of the Preliminary Review is for students
to provide evidence of successful academic progress and to plan for the next phase in the doctoral
program, the completion of the dissertation. The Preliminary Review is coordinated by the Director
and consists of three required components: (1) a personal reflection, (2) a brief concept paper, and a
(3) critical friends group oral presentation of the concept paper.
Preliminary Review Process
The Preliminary Review is a student’s first formal exploration into the dissertation topic. It is not
meant to be a definitive statement of topic selection, but rather a thoughtful consideration of an
area in educational leadership for social justice that is of interest to the student. However, the
student must successfully complete the Preliminary Review process in order to continue in the
program. Failure to successfully complete this process can occur because of the following:
 The student is on academic probation and may not be permitted to participate in this
benchmark.
 The student has an incomplete in a previous course.
 The doctoral director and faculty determine the student has failed to present a cohesive
research concept.
 The student has failed to address all points in the components description below.
Exceptions to these requirements must be approved by the director.
1. Reflection: (2-3 pages) A written reflection on the first year’s work in the doctoral
program, including strengths and challenges with learning, writing, and scholarship at the
doctoral level. Identify the resources you feel you need to address areas for improvement.
How has your knowledge of social justice grown/ changed?
2. Brief Concept Paper: (3-5 pages) Discuss an issue you are interested in studying and your
understanding of the need for research in this area.
 How is this related to the program objectives?
 What literature/research have you encountered in this area?
 What research methodology might help you address this issue (e.g. quantitative,
qualitative, or mixed methods)?
 How does the exploration of this issue relate to your understanding of leadership in
social justice?
 What is your proposed theoretical framework?
 Summarize your concept paper by formulating a research question related to your topic
of interest.
3. Oral Presentation of Concept Paper: A 10-minute presentation to your critical friend
group, faculty panel, and the directors.
25
Protocol for Preliminary Review
The Preliminary Review is scheduled in June of the first year.
TIMELINE
Due Dates
Fall
Description
First Year Advisement Meeting
Students receive Preliminary Review process packet
Spring
Meet with potential chairs
Summer I
EDLA 7940: Preliminary Review Design
Develop Concept Paper
Benchmark 1: Preliminary Review Oral Presentation of Concept
Paper
Students will receive advisement and paperwork related to the preliminary review in Fall of their
first year. A month prior to the date of the preliminary review, students will sign up for their
presentation date and time. Doctoral faculty and colleagues are invited to the preliminary review
sessions.
The preliminary review session will proceed with a panel of faculty as evaluators, and peers
present as critical friends. Each doctoral student will give a 10-minute PowerPoint presentation
focused on the brief concept paper that the student has completed. The student will not present
the personal reflection section of the preliminary review requirement. After the student
presentation, faculty and peers will discuss the presentation to help clarify and further explore
the topic with the student.
After the presentation, the student will turn in a hard copy of the reflection, the brief concept
paper, and the PowerPoint to the faculty evaluators. Written documents must be typewritten,
double spaced, error free, and use the APA Style Manual, 6th ed. (2009). The student must also
submit an electronic copy of the refection paper, the concept paper, and the presentation to the
Preliminary Review Course module in Blackboard by the assigned Preliminary Review date.
The oral presentation and the written presentation will be evaluated separately, using rubrics
which students will have received previously. Students will be notified of the decision of the
faculty evaluators in a timely manner.
Possible Outcomes
Faculty Decision
Pass
Definition
Student has successfully completed the Preliminary Review, and may proceed
to further explore the suggested dissertation topic.
Pass with Recommendations
Student has passed the Preliminary Review with recommendations for revisions
in the proposal design and/or content.
No Pass
Student has not successfully completed the Preliminary Review Process and
therefore must follow the directions of the Director. Resubmission and a
repeat presentation may be required.
26
Appeal Process
A student wishing to appeal the decision for Preliminary Review must submit a written statement
of request within two weeks to the program director to be reviewed by a committee appointed by
the director. If the appeal process cannot be resolved by the committee, the issue will be
submitted to the associate dean, and if necessary, to the dean.
The Dissertation Committee
While the entire School of Education faculty has confirmed their support and commitment to the
doctoral program, individual faculty members serving as dissertation chairs and/or as dissertation
committee members will do so on a voluntary basis.
Selection of the Dissertation Chair
The selection of the dissertation chair consists of a student-initiated meetings with potential
chairs to invite chair participation and to discuss the proposal topic/outline. The chair will
become the student’s advisor following successful completion of the Preliminary Review
process. The Chair Selection Form must be completed and submitted to the Doctoral Center by
the end of Summer Session I of year one.
To serve as a dissertation committee chair, the School of Education full-time faculty member must (1)
hold an earned Ed.D. or Ph.D., (2) be active in current research and have a research and publication
record, and (3) be willing to accept the duties and responsibilities of a dissertation chair. Select
adjunct faculty may serve as a dissertation committee chair upon approval by the director.
Selection of Committee Members
Dissertation committee members should be selected by the student in consultation with the
dissertation chair. The Committee Selection Form must be completed and signed by the committee
members and chair and submitted to the Doctoral Center before the Proposal Defense is scheduled.
To serve as a dissertation committee member, the faculty member must hold an earned Ed.D. or
Ph.D., and be willing to accept the duties of a dissertation committee member. Committee
members may come from: (1) the full-time faculty of the School of Education, (2) the full-time
faculty of the University outside the School of Education, and/or (3) the full-time faculty of
another University, or (4) a practitioner in the field. If the committee member is from outside the
University, he/she must have expertise in the area of the candidate’s research, hold an earned
doctorate, and be willing to accept the responsibilities of a dissertation committee member. The
selection of committee members will be approved by the dissertation committee chair and the
program director.
Changing Chair or Committee Member
Open communication is the best approach if a student wishes to change either the chair or committee
member. Ensure everyone involved agrees with the proposed change. The previous chair must first
sign the Change of Chair form, followed by the new chair. The Change of Chair or Change of
Committee Member form must be submitted to the program director with all signatures.
27
Benchmark Two: Dissertation Proposal Defense, Institutional Review Board
Approval, and Advancement to Candidacy
Benchmark 2 assesses the student’s knowledge of his/her topic and preparation to conduct
research leading to the dissertation. Students may not proceed with any of the activities
associated with this benchmark if they are on academic probation or are carrying an incomplete.
This process involves three phases: (1) Dissertation Proposal Defense, (2) Advancement to
Candidacy, and (3) Institutional Review Board Approval. Successful completion of the
Dissertation Proposal Defense grants students candidate status, and IRB Approval permits
student to conduct research and complete data collection process for their dissertation.
Dissertation Proposal Defense
During the spring of Year 2, students should plan to orally defend their dissertation proposal.
The dissertation proposal, which traditionally consists of a draft of dissertation Chapters 1-3, is
submitted to the dissertation chair and committee members two weeks prior to the oral defense.
Under the direction of the chair and in conjunction with the dissertation committee members, a
formal discussion and review of the dissertation proposal is conducted. Upon approval of the
chair, the scheduling of the defense is initiated by the student with support from the program
coordinator. The student must submit the Request for Dissertation Proposal Defense form to the
program coordinator at least four weeks prior to the requested defense date. The Request form is
used to determine the student’s eligibility to defend the proposal and to schedule a defense date.
Eligibility for Dissertation Proposal Defense
Eligibility to enter the second program benchmark – the dissertation proposal defense – must be
met in order for a proposal defense date to be scheduled. Eligibility is determined based on the
following criteria:
 All coursework to date has been completed with a grade of B- or higher.
 The student must be in good academic standing and my not be on academic probation.
 The student must be in good financial standing with the university and may not have any
student account/financial holds.
 The student must have passed the preliminary review.
 The chair must approve the date of the proposal defense.
Exceptions to this policy must be approved by the program director or designee.
Protocol for Dissertation Proposal Defense
Four-Six Weeks before the Defense
 Chair reviews draft and permits student to schedule defense.
 Student submits Request for Dissertation Proposal Defense form to the program
coordinator and works with the coordinator to schedule the defense.
 Coordinator notifies the dissertation committee members and program directors of the
defense date and location.
28
Two Weeks before the Defense
 Students must present a finalized draft of their dissertation proposal to their committee
two weeks prior to the defense date. An electronic copy of the final draft of the
dissertation proposal and the proposal defense presentation (PowerPoint) must also be
provided to the program coordinator.
 The program coordinator prepares the Dissertation Proposal Defense and Advancement
to Candidacy Recommendation Form (Advancement to Candidacy form) and submits the
form to the chair prior to the defense.
Defense Meeting Procedure

The committee discusses, without the student present, the strategy for the meeting,
possible questions, concerns, and recommendations, etc.

The student joins the meeting and presents the proposal.

The chair facilitates a discussion and takes notes. After the meeting the chair will share
notes with the student.

The student leaves the room; the committee discusses the proposal, and makes a
decision about the outcome.

The student returns and the chair debriefs the student on the committee’s decision,
commendations and/or recommendations.

The committee solicits feedback, questions, or requests for clarification from the
student. This step should occur only after the committee has made a decision.

The committee signs the Advancement to Candidacy form and submits it to the
program coordinator.

The chair lists any required revisions/changes to the proposal on the form or as a typed
attachment and submits the form or attachment to the program coordinator.
Possible Outcomes
Committee
Decision*
Pass
Definition
Pass with
Revisions
Student has passed the Dissertation Proposal Defense with recommendations for revisions
In the proposal design and/or content. Upon completion, the student will be
recommended for Advancement to Candidacy.
Student has not successfully completed the Dissertation Proposal Defense, and therefore
must follow the directions of the chair. The chair may require a resubmission of the
proposal, and/or a new defense.
No Pass
Student has successfully completed the Dissertation Proposal Defense and is recommended
for Advancement to Candidacy.
*The chair of the dissertation committee is responsible for informing the student of the committee decision, type of revisions
required, the timeline for completing the requested revisions, and the timeline for the dissertation.
Appeals Process
A student wishing to appeal the committee decision for the Dissertation Proposal Defense should
first contact his/her dissertation chair. If a student wishes to appeal the dissertation chair’s
recommendation, he or she must submit a written statement of request within two weeks to the
program director to be reviewed by a committee, comprised of faculty members, appointed by
29
the director. If the committee cannot resolve the appeal process, the issue will then be submitted
to the associate dean.
Advancement to Candidacy
If there are no revisions or changes the program coordinator sends the Advancement to
Candidacy form to the Registrar. If there are revisions or changes, the program coordinator
keeps the form until notified by the chair that all revisions/changes have been completed. The
chair then signs the back of the form to accept the revisions/changes, and the program
coordinator submits the form to the Registrar. The student’s status will be updated in PROWL to
that of Candidate. The student Advances to Candidacy only after successful completion of
required course work and passing the Dissertation Proposal Defense
The following prerequisites must be met to Advance to Candidacy:
1. Successful completion of courses (29 of 46 units)
2. Successful completion of the Preliminary Review
3. Maintain good academic standing (no grades of Incomplete and student must not be on
academic probation)
4. Pass Proposal Defense (complete all required revisions and obtain chair approval)
Institutional Review Board Approval
In addition to obtaining the approval of the dissertation committee to begin the proposed
research, students must present their application to the University’s Institutional Review Board
(IRB). The IRB application is an academic document that will be reviewed by faculty and
administration from a variety of disciplines at LMU. Extreme care should be exercised in
preparing this document to ensure that the proposed research is clearly articulated, consistent
with IRB guidelines, and meets the highest standards of excellence. The failure to exercise care
may result in an unsatisfactory ruling from the IRB, thus delaying the opportunity to proceed
with the research.
The IRB Office must receive the application by the first of the month in order to be reviewed at
that month’s meeting. All investigators, faculty and students, must complete the free on-line
tutorial on Protecting Human Research Participants, offered by the National Institute of Health,
and attach the certificate of completion with each application. Students must attach the
completion certificate for their chair, too.
The National Institute of Health’s free online tutorial is at: http://phrp.nihtraining.com.
Students must obtain a copy of the current LMU Policy on the Use of Human Subjects in Research
which can be found on the IRB website. The guide provides all necessary information and application
documents. Submission involves sending one copy (electronic or hard copy) of the following
documents to the Institutional Review Board:
1. Application form completed and signed. The Application form can be found on the
IRB’s website listed above.
30
2. Answers to the Questionnaire for the specific category of submission (New Research).
Please be sure to fill out the entire form and simply list N/A if the question does not
apply to your particular study.
3. Detailed research protocol (i.e., description of the purpose and methodology of the
research procedures) plus any supporting material.
4. Informed Consent Form(s) developed in accord with the IRB guidelines.
5. Include any surveys or interview questions you plan to administer.
6. One copy of the Grant Application if research is extramurally funded.
7. Copy of researcher and sponsoring faculty NIH certification.
The chair will review the proposal to ensure the University guidelines for the study of human
subjects are followed. Students and chairs must complete the free on-line tutorial offered by the
National Institute of Health. Both the student and chair must submit the certificate of
completion of the tutorial along with the application to the IRB. Research related to the
dissertation must not be conducted until the student receives approval from the IRB.
The student submits the application to the Institutional Review Board, along with the tutorial
completion certificates for both the student and the chair, ONLY after successfully defending
her/his proposal and incorporating any methodological revisions (e.g., research design,
methodology, sample size, etc.). The IRB prefers an electronic copy of the application and a
hard copy of the signature page only. The student files an electronic copy of the IRB application
and a hard copy signature page with the Doctoral Center.
If you require additional assistance in the preparation of your material, please contact the IRB office at
(310) 258-5465.
When completing this application, use the following campus address:
Student Name
c/o Doctoral Program Coordinator, School of Education
UNH 2348
The Institutional Review Board serves to safeguard the rights and welfare of all human subjects in
research. The university accepts the principles set forth by the National Commission for the
Protection of Human Subjects of Biomedical and Behavioral Research in its report, Ethical Principles
and Guidelines for the Protection of Human Subjects of Research (commonly known as the Belmont
Report). The commitment to these principles includes recognition of necessity for review of a
research project independent of the investigator to ensure optimum protection of human subjects
involved in that project. (Policy on the Use of Human Subjects in Research, 2003, p. 3)
31
Three basic ethical principles cited in the Belmont Report include:
Respect for Persons. Human subjects must be treated as autonomous and able to make
responsible choices. This principle leads to the requirement of informed voluntary
consent.
Beneficence. Subjects must be protected from harm and their well being must be secured.
This principle leads to the requirement that the benefits to subjects or to humanity
generally must be judged to outweigh the risks to subjects.
Justice. The risks and benefits of research must be distributed fairly without creating
differences in treatment among ethnic, racial, religious, sexual, or age defined classes.
This principle leads to the requirement that investigators take care not to exploit special
categories of persons less able to refuse participation in research such as prisoners, mental
patients, and children.
NOTE: To obtain permission to begin your study through LMU’s Institutional Review Board you
might also need to obtain permission from the research sites (e.g., school districts) and participating
individuals (e.g., teachers, principals). Oftentimes schools, districts and other organizations have
specific procedures one must follow in order to allow outside institutions/individuals to conduct
independent research within their site. You must incorporate this process into your study’s timeline.
For example, LAUSD requires its own IRB approval. Be sure to consult the LAUSD website for
information on their IRB process and note that their application is different from the LMU application.
Once permission is obtained from a local site, and from LMU, you should also consider the time
required to obtain any additional permission (e.g., students’ parents). This process of gaining approval
in its entirety can take several months.
Benchmark 3: Final Dissertation Defense
The final dissertation defense will take place in the spring semester of the third year. The
candidate will meet regularly with his/her dissertation chair and committee members to revise
the dissertation during the fall and spring semesters of the third year and prepare for the defense.
In order to participate in graduation ceremonies, the candidate must successfully complete the
dissertation defense prior to April 15. Exceptions to this requirement must be approved by the
director.
The final oral defense will be conducted in the presence of the dissertation committee and the
program director and/or associate director. A notice of the defense will be included in the SOE
This Week newsletter, and members of the School of Education may observe the oral
presentation. The dissertation chair will facilitate the defense meeting.
In preparation for the successful completion of the Oral Presentation and Defense, all doctoral
candidates are expected to adhere to the following protocol. The candidate must complete all
course requirements, clear any incompletes, and advance to candidacy prior to scheduling the
final defense.
32
Protocol for Final Dissertation Defense
Six-Eight Weeks before the Defense
 Candidate meets with chair and submits a final draft of the dissertation. The chair
decides whether the candidate is ready for the defense.
Four-Six Weeks before the Defense
 Student submits Request for Final Dissertation Defense form to program coordinator and
works with coordinator to schedule defense.
 Coordinator notifies the dissertation committee members and program directors of the
defense date and location.
Two-Three Weeks before the Defense
 Candidate must complete and submit an autobiographical statement of 100 words or less
to the program coordinator at least two weeks prior to the presentation/defense.
 Candidates must submit a completed dissertation copy, including editing and formatting
requirements in alignment with the Dissertation Guide, to all committee members at
least two weeks prior to the defense date. An earlier submission may be required by the
dissertation committee members. Candidates must check with their chair.
One Week before the Defense
 Candidate must prepare an oral presentation summarizing the relevant components of the
dissertation including: statement of the problem, research questions and/or hypothesis,
research design, analysis of data, findings, conclusions, and recommendations. The oral
presentation should be limited to no more than 20 minutes of the two-hour oral defense.
Candidates may use appropriate technology and/or visual aides during the oral
presentation. Candidate is responsible for duplicating any materials he/she distributes
during the oral defense.
 The chair will coordinate with the candidate on the oral defense agenda with the
following components:
o Committee meeting without candidate present. The committee then invites the
candidate into the meeting.
o Introductions
o Candidate oral presentation
o Committee discussion with candidate, led by chair
o Committee deliberations without candidate present
o Committee and candidate discussion
o Committee sign-off and/or revision instructions
Defense Day
 The dissertation chair will instruct candidate on decisions of committee including any
changes, modifications, and/or additional requirements needed to successfully complete
the dissertation. Chair will follow up with candidate to complete any additional
requirements.
 On the day of the scheduled defense, the dissertation chair will be supplied with the
dissertation signature page, the Final Dissertation Defense Approval Form, and the Final
33
Report on Dissertation form. The chair will coordinate the appropriate signatures from
committee members based on the following committee decisions.
Possible Outcomes
Committee Decision
Definition
No revisions required
Chair and committee members all sign form
Minor revisions required
Committee members sign form, chair signs only when all revisions
are completed
Significant revisions required
No one signs until modifications are made. Defense may be
repeated.
Post Defense Requirements
Process Overview
Once your dissertation chair accepts all required revisions to your dissertation resulting from
your final defense you may precede with preparing your dissertation for publication.
1. Submit your final draft to an editor of your choice for assistance with APA/Dissertation
Guide adherence, grammar, etc. You may make an appointment with the Doctoral
Writing Specialist.
2. Contact the program coordinator to confirm that your dissertation has been approved by
your committee with final signatures on the Dissertation Signature Page and the Final
Report on Dissertation form.
3. Submit the completed pre-publication checklist (Appendix A) to the Doctoral Center to
verify that your document meets the specified standards with respect to formatting and
writing, including grammar and punctuation. Once submitted, the program coordinator
will notify the Pre-Publication Reviewer that you are authorized to begin pre-publication
review. The Reviewer cannot proceed without this authorization.
4. Submit your dissertation as an email attachment in Word to the Pre-Publication
Reviewer. Students work directly with the Reviewer throughout the review process.
If an initial assessment by the Pre-Publication Reviewer finds that the publication
standards have not been met, the document will be returned. You must conform the
document to the standards and resubmit the dissertation.
5. The Pre-Publication Reviewer forwards your document to the Pre-Publication Approver
who notifies the program coordinator that your dissertation is acceptable for publication.
34
6. Request an electronic copy of the Dissertation Signature Page from the program
coordinator to include in the dissertation.
7. Submit your dissertation for publication and binding through ProQuest at
www.etdadmin.com/lmu. Please follow the instructions provided by ProQuest for
submitting your dissertation for publishing. The program coordinator will work with you
through the electronic submission process.
8. Once you submit your dissertation online, the program coordinator will review the
submission to ensure it was completed correctly.
9. You must order one 8.5’ x 11’ hardbound copy of your dissertation through ProQuest and
submit to the program coordinator. The copy will be maintained in the Doctoral Center.
10. Finally, the program coordinator will notify the Registrar that your dissertation is
complete and your degree can be posted.
Please note: To be eligible to walk in the graduation ceremony you must submit an Application
for Degree by the deadline posted in the academic calendar (typically mid-January).
35
36
SECTION 3
Conducting Research
Selecting a Research Topic
Before conducting your dissertation research you must choose a topic of interest – special
education, college access, early intervention, parental participation in schools, to name a few.
Most students hesitate to make a final decision regarding their dissertation topic. Although
your work will be an important contribution to the field, it is not the only work you will
complete as a professional. Choose a topic you find interesting, a topic related to social justice
in education, and move on.
Conducting the Literature Review
This section reviews important information related to conducting (not writing) a literature
review. A review of the research involves an exploration of primary and secondary resources,
library databases, and sample dissertations. Such a review allows you to better understand
what other scholars and researchers have published on your topic of interest. Your written
review of the literature will include a critical appraisal of these resources, identifying
unanswered questions or insufficiently addressed areas of the literature.
William H. Hannon Library
Early on you should familiarize yourself with Loyola Marymount University’s library services.
As a graduate student you have free access to the library. As a doctoral student you have the
same borrowing privileges as part-time faculty. Refer to the library’s website,
http://library.lmu.edu, or call (310) 338-2788 for additional information regarding accessing
library services and hours of operation.
Another option is obtaining assistance online via Chat Help. Chat Help is available 24 hours a
day, 7 days a week, and 365 days a year. In collaboration with various other institutions
around the globe, Loyola Marymount provides students with readily accessible reference
services online. Through live on-line chat discussions you can obtain various types of
information. You can ask whether or not LMU owns a particular resource, find articles on a
particular subject, or obtain factual web based information. Do not use Chat Help to obtain
large numbers of articles on a topic. In those instances, the library suggests that students visit
the campus library directly, consult with someone at the Reference Desk, or schedule an
appointment by calling (310) 338-2790.
The School of Education library guides, LibGuides, is another resource available online
through the LMU Library. Link to the SOE LibGuides, Chat Help, and more at:
library.lmu.edu/get_help.htm.
Primary Sources
Primary sources include those works in which authors describe their own research. The
authors outline the methodology and results of their study while later discussing their findings
and providing a conclusion. These sources appear in journals that may be published monthly
or quarterly.
37
Secondary Sources
Once you have a research topic and have obtained access to the library (One-Card and OffCampus Online Access), you may find it helpful to review a number of secondary resources
first for an overview of research already completed in your area of interest. Secondary sources
may include current editions of the following:





Encyclopedia of Educational Research
Handbook of Research on Teaching
National Society for the Study of Education
Review of Educational Research
Review of Research in Education
Library Databases
The database you will primarily use to search for articles will greatly depend on your topic of
interest. Once you have a general research topic consult an LMU librarian for suggestions
regarding the most suitable database to utilize. Students can start by accessing the databases
listed below:
ERIC – Education Research Information Center provides journal and non-journal
educational material. ERIC contains over 1 million citations including sources dating
back to 1966.
 PsychINFO – This database includes books, journal articles, dissertations, and book
chapters in Education, Psychology and other areas related to the behavioral sciences
including anthropology, sociology, psychiatry, and medicine.
 ProQuest Dissertations and Theses - You may find it helpful to search through previous
dissertation and theses abstracts. This database contains abstracts from numerous
universities in North America and Europe on a variety of topics. You can access only
abstracts from this database.
 Education Full Text – This index provides access to over 400 periodicals in the field of
education, with full text available in over 200 journals.

Most U.S. dissertations from 1997-present are available in the library’s subscription to
ProQuest Dissertations & Theses (PQDT) in Adobe Acrobat .pdf format. Follow the link to
research on the library’s homepage and search for ProQuest Dissertations and Theses.

For dissertations not available in full text in PQDT, contact the Library’s Reference
Desk. The library’s staff will attempt to acquire a hard copy of the dissertation you wish
to obtain through Inter Library Loan. Many institutions are reluctant to lend their only
copy of a doctoral dissertation, so some requests cannot be met.

If the library cannot obtain a copy from the lending institution, students can purchase a
copy of a dissertation directly from ProQuest for a fee. Contact a librarian regarding
dissertation orders through ProQuest. Dissertations obtained through this manner should
be essential to your study given the costs this may incur. You should base the majority
of your dissertation’s literature review on published studies in your area of research.
38
Research Topic Notebook
We recommend that you keep a notebook as you begin to conduct your initial literature
searches on your topics of interest. That way you can record important citations and classic
studies in this area. Write down ideas that appear absent in the literature you are reviewing or
highlight potential research questions or methods. Remember to take the time to write
essential reference information of the resources you review (e.g., author’s name, date of
publication, journal title, page numbers).
Note Cards
You may find it helpful to write a summary of each article you review in order to keep track of
important information for later use. Note cards should review a study’s research problem,
hypotheses, procedures, findings, and conclusions. See Figure 2.
Problem – State it clearly.
Hypotheses/objectives – List them as stated in article.
Procedures – Describe methodology used, subjects & instruments.
Findings – List major findings, indicate whether hypotheses were supported.
Conclusions – Describe author’s conclusions; note any disagreements you
have with the author and your reasons. Note strengths and weaknesses of
study that are applicable to your research question.
Reference – Author, date, title of study & publication.
Figure 2. Sample Literature Review Note Card. Adapted from Educational Research: A Guide to the Process.
Mahwah, NJ: Lawrence Erlbaum by N. E Wallen, and J. R. Fraenkel, 2001.
Software
Software such as EndNote, which is available free to students, is also useful for tracking
sources to which you may refer in your literature review and research. It allows you to view
and annotate PDFs, store PDFs in a central location on the Web, and cite while you write in
APA format.
Human Subjects Approval
After defending your dissertation proposal and prior to initiating any data collection for your
dissertation, candidates MUST go through Loyola Marymount University’s Institutional
Review Board (IRB). Information on the process is available in Section 2 of the Dissertation
Guide and online,
http://www.lmu.edu/libraries_research/research/Institutional_Review_Board__IRB_.htm.
Ethical Issues in Research
In 1992 the American Educational Research Association (AERA) adopted the Ethical
Standards of the American Educational Research Association. These Ethical Standards were
replaced with the AERA Code of Ethics in 2011. The complete document is available online,
http://www.aera.net/Portals/38/docs/About_AERA/CodeOfEthics(1).pdf. The following
guiding principles are designed to assist researchers in determining ethical code of conduct:
39
Table 8.
AERA Code of Ethics, Principles
Principal A:
Professional
Competence
Education researchers strive to maintain the highest levels of competence in their
work; they recognize the limitations of their expertise; and they undertake only
those tasks for which they are qualified by education, training, or experience.
They recognize the need for ongoing education in order to remain professionally
competent; and they utilize the appropriate scientific, scholarly, professional,
technical, and administrative resources needed to ensure competence in their
professional activities. They consult with other professionals when necessary for
the benefit of their students, research participants, and clients.
Principal B:
Integrity
Education researchers are honest, fair, and respectful of others in their
professional activities—in research, teaching, practice, and service.
Education researchers do not knowingly act in ways that jeopardize the
welfare of others. Education researchers conduct their professional
activities in ways that are worthy of trust and confidence.
Principal C:
Professional,
Scientific, and
Scholarly
Responsibility
Education researchers adhere to the highest scientific and professional
standards and accept responsibility for their work. Education researchers
value the public trust in research and are concerned about their ethical
behavior and the behavior of other education researchers that might
compromise that trust. Education researchers understand that they form a
community and show respect for other education researchers even when
they disagree on theoretical, methodological, or personal approaches to
professional activities. While endeavoring always to be collegial, education
researchers must never let the desire to be collegial outweigh their shared
responsibility for ethical behavior. When appropriate, they consult with
colleagues in order to prevent or avoid unethical conduct.
Principal D:
Respect for
People’s Rights,
Dignity, and
Diversity
Education researchers respect the rights, dignity, and worth of all people
and take care to do no harm in the conduct of their work. In their research,
they have a special obligation to protect the rights, welfare, and dignity of
research participants. They are sensitive to cultural, individual, and role
differences in teaching, studying, and providing service to groups of people
with distinctive characteristics. They strive to eliminate bias in their
professional activities, and they do not tolerate any forms of discrimination
based on race; ethnicity; culture; national origin; gender; sexual
orientation; gender identity; age; religion; language; disability; health
conditions; socioeconomic status; or marital, domestic, or parental status.
In all of their work-related activities, education researchers acknowledge
the rights of others to hold values, attitudes, and opinions that differ from
their own, and they treat others with dignity and respect.
Principal E: Social
Responsibility
Education researchers are aware of their professional and scientific
responsibility to the communities and societies in which they live and
work. They apply and make public their knowledge in order to contribute
to the public good. When undertaking research, they strive to advance
scientific and scholarly knowledge and to serve the public good.
Note. Information obtained directly from AERA Code of Ethics. Washington, DC: American Educational Research Association, by
American Educational Research Association (AERA), 2011.
40
Data Collection
Sampling Methods
At this time you must determine who will make up your study’s participants. Consider how
and why you will include these individuals in your study. This process will depend heavily on
the type of research you conduct (qualitative, quantitative, mixed methods).
Probability sampling is used in more quantitative methods of investigation. It
depends on larger sample sizes selected at random from the population. The purpose of this
approach is to be able to generalize from the selected sample to a wider population.
Purposeful sampling is used in qualitative research in order to obtain rich information
and detail from a selected sample. This type of sampling method obtains specific information
in more depth.
Storing Data
As you collect your data (e.g., observation notes, scales, measures, surveys, questionnaires,
transcriptions, archival information, pictures, case notes, assessments, recordings, databases)
make certain to store it in a safe and appropriate place. Human Subjects guidelines require that
you store this information in a place only accessible by the principle investigator in order to
guarantee confidentiality. Also consider the environmental conditions of this storage area.
Extreme heat, cold, or damp areas can irreversibly damage important documents and materials.
Investigators should make copies of extremely important/sensitive information (e.g., case
notes, databases) while storing them in multiple areas for safe keeping. Some examples
include:





Safe
Locked cabinet
Desk drawer
Air tight/waterproof storage bag
Your home office AND work office (at least Twodifferent locations at all times)
Timeline for Collection
Make sure to have a copy of your research site’s internal calendar. You must keep in mind any
scheduled events, testing days, holidays, and minimum days that may interfere with your data
collection timeline.
Notices for Data Collection
It is ideal to have a contact person at your research site in order for you to relay and obtain
important information regarding the data collection phase. Keep in mind how busy schools,
families, and other organizations can be. Regular telephone calls, emails and written notices
regarding your schedule and activities help to alert those in need of the information. Keeping
the lines of communication open between you and your research sites/participants will greatly
help you obtain your data.
Data Entry
You will most likely spend some time typing up case, observation, or interview notes, entering
survey or assessment data into a database, etc. It is possible to recruit an undergraduate
41
student to enter or type this data for you as research units for a course or through independent
study. You might consult your dissertation chair or professors in the School of Education
regarding this possibility. This can potentially assist you greatly with the data entry process
which can be very time consuming. If you choose to employ a student to assist you with data
entry or collection, make sure to have a system to double-check their work. Do not give
students raw data to keep at home. They can have access to the data but should not be allowed
to move the data to a non-secure area beyond your supervision. This is done in order to ensure
confidentiality.
Data Analysis
This will depend entirely on the methodology used (qualitative and/or quantitative) and on
your dissertation questions. You should consult your dissertation chair regarding methods for
analysis. Students should consider, develop, and propose data analyses during the dissertation
proposal phase.
Share Results
We strongly recommend that you share your dissertation results with study participants as soon
as you successfully defend your dissertation. You can provide a brief written summary or
presentation of your results, findings, and recommendations for participating administrators,
teachers, parents, etc. Along with this summary, take the time to directly thank these
individuals in some manner for their support and assistance. Your dissertation depends on
these individuals and their cooperation. They deserve some of your time in order to understand
your study, its findings, and your recommendations. Make sure to prepare your summary
and/or presentation so that other individuals not necessarily research savvy can readily
comprehend the information.
Strategies for Conducting Effective Research
Research Notebook
We recommend that you keep a research notebook throughout the research process. In your
notebook you will keep notes regarding your dialogue with important contacts at your research
sites. You might also include particular information that arises regarding individual subjects
who were added or removed from your subject pool and why. Your notebook can include
questions that arise throughout the research process or important reminders you wish to attend
to at a later time.
Selecting Literature Sources
Make certain to obtain sources that apply to your topic and advance your research arguments.
Limit your sources to those pertaining directly to your topic and relevant research questions.
You will not be able to read everything that is available on your topic. Be selective about what
articles you request, copy, review, and critique given the limitations to your time.
Literature Review Notes
During your initial review of the literature in your chosen area of research we recommend that
you take notes regarding the main ideas of the literature you evaluate. You might indicate how
your study fits into this previous research. Include a critique of the study you review so as to
42
highlight how your study adds to this original work. These notes should be brief but
descriptive and factual enough for you to later utilize in your actual dissertation write-up.
Photocopying
Many studies use testing protocols, questionnaires, and/or surveys to administer to a target
group of subjects in the field. Studies may also require copies of confidential and and/or
archival information from the field (e.g., report cards, school reports, Individualized Education
Plans). Any time you photocopy materials for data collection purposes make sure that your
copies are appropriately made. Oftentimes pages may be unintentionally left out, copied
inappropriately with low toner or additional lines. You will not want to discover photocopying
errors when you no longer have access to your testing sites or subject pool.
Quick Writes
The moment you begin to review the literature, collect and analyze data you should jot down
important ideas and hypotheses as they come to you. Do not wait until your data is completely
collected and analyzed to initiate this process. By that time, you might forget those moments
of inspiration you had earlier in the process. Understand that most authors do not necessarily
separate the research and writing phases. You need to recognize that the research process can
extend through the final stages of dissertation writing.
Research Partners
When you begin your dissertation research make sure to establish a circle of close doctoral
research partners. These individuals can include colleagues in your doctoral program or
doctoral students at other institutions who are also beginning to conduct their dissertation
research. Develop this partnership early so that you may formulate common goals and
timelines. You may wish to meet with your research partners frequently (e.g., once per week)
or every so often. During these meetings you and your colleagues can spend time discussing
issues related to data collection, data analysis, conclusions, writing, etc. You do not have to
choose research partners investigating specifically your area of research. Multiple areas of
expertise can assist you through this process. This will become your first line of assistance
before going to your dissertation chair or committee members for further consultation.
Data Collection Timeline
If you plan to collect data from a local school district take into consideration the incredible
pressure schools are regularly under with regards to national, state, and district mandates.
Schools have their own calendars, timelines, and requirements. We ask that you respect their
responsibilities and be as accommodating as possible to their needs and wishes. Offer to
provide a review of your results at the end of your study in the form of a workshop, meeting, or
informal written report. Again, make certain to go through the proper district channels in order
to conduct your study within the district.
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SECTION 4
The Writing Process
Since the first day in the doctoral program, you have been working on your dissertation. You
have been thinking, questioning, reading, and writing about topics that concern you in the field
of education. The process of writing a dissertation, however, is not linear. During the
dissertation process you revisit questions, data, literature, and drafts many times. There is a
point in the process, however, when you must sit in the chair and begin your first draft. The
process of beginning to write your dissertation is similar to the famous Nike commercial, “Just
do it!” You will know when you are ready to begin writing your dissertation when you have
formulated your research questions, exhausted the literature on your topic, discussed ideas at
length with peers and professors, and gathered all your notes. All the while you are getting
anxious to organize the material you have been collecting in order to begin writing. The
purpose of this chapter is to give you some suggestions to help you start and settle into the
process of writing your dissertation. This chapter offers suggestions on the writing process,
explores writers block, encourages you to keep writing, and addresses the need for revision and
proper use of current APA style.
Getting Started
The whole process of writing a dissertation can seem overwhelming. It is a good idea to take
it one step at a time. The more you read about your topic and the more you investigate your
research questions, the more you will see connections and your ideas beginning to fall into
place. The following are suggestions designed to help you begin the writing process:
1. Create a comfortable environment: Take a few minutes to reflect on methods and
rituals you use to do your best work. Do you need quiet? Do you need music? Do you
need something to drink? Do you write in longhand or compose on the computer? Once
you decide on the necessary environment, create it in a comfortable space. Be sure the
space has adequate lighting and a comfortable chair. You will be sitting in the chair for
a long time. The secret to finishing the dissertation is sitting in the chair long enough to
do the good work you are being called to do. Gather all the necessary tools you need:
books, notes, paper, pens, pencils, disks, folders, water, tea, etc. Once you have created
the environment, used the rituals to settle into the work, and gathered all the necessary
materials, it is time to sit and write.
2. Make a schedule: It is helpful if you plan to spend some time each day or at least five
days per week, writing. The amount of time you spend each day is not as important as
scheduling the time to work on your writing. A writing schedule is similar to an
exercise schedule. Once you take time off from the exercise schedule it is more
difficult to return to regular exercise. The same is true for the writing process. The
important tip here is to write something related to your dissertation every day!
3. Investigate research examples: Spend time in the library and/or the Doctoral Center
studying completed dissertations. This will be time well spent and give you an idea of
how other students have organized topics, conducted research, presented information,
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and formatted the writing. These dissertations will give you hope, help you focus, and
give you ideas for your own work.
4. Design tools for record keeping: Your topic and methodology will determine the type
and amount of data you will collect and need to store. It is a good idea to design a
system for recording and storing your data and drafts of your dissertation. One method
is to have file folders for each aspect of your data collection and each chapter in your
dissertation. As you collect data or write drafts, you can keep them in the file folders.
Be sure to carefully label all data, including date, time, and location of collection. As
you write drafts of your dissertation, you will want to label them by date. You may
want to keep a separate folder on your computer or flash drive related to each chapter.
The type of record keeping system you use is not important, only that you use one and
that it is organized! You can also use software, such as EndNote, to help organize your
literature.
5. Begin writing: One of the most difficult parts of writing the dissertation is actually
sitting in the chair and focusing your mind on the task at hand. Think completion!
Think finished! The final dissertation draft always begins with the first word…in the
beginning. Two important starting points are your research questions and your review
of the literature. The research questions should drive the organization of the
dissertation and the literature review should cover all aspects of the topic you are
researching. Keeping these two tasks in mind will help you focus your work. Sitting
in the chair, whether you write longhand or use a computer, is the key to completion.
Students who can sit in the chair long enough to do productive and thoughtful work on
their dissertation are the students who will graduate with an earned doctorate.
6. Develop a Table of Contents: Keep ongoing updates to the Table of Contents section.
You can use Microsoft Word to help you organize and update the Table of Contents. A
current Table of Contents will be a good check for the sections you need to add or
move, and a reference to your original outline.
7. Keep an updated reference section: As you write and enter citations into the text, create
a system of keeping track of all references used. One idea is to immediately enter a
citation in the reference section and cite it correctly in the text using author, date, and
page number if appropriate. If you create your reference section using the proper and
current APA format, you will not need to redo it in the final draft stage. EndNote is
also useful for tracking citations and creating a properly formatted APA references
section. Remember, only references cited in your dissertation are included in the
reference section.
8. Use the checklist provided: As you prepare and refine the dissertation, refer to the PrePublication Review Checklist in the Appendices that will assist you in conforming to
the required publication standards.
9. Save often and in multiple locations: As you write, collect data, analyze research, and
review literature related to your topic it is important to save files and research material
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in safe places. There are many stories about dissertation drafts and data being lost,
stolen, succumbed to computer failure, destroyed by fire and/or flood, or eaten by the
family pet. To avoid adding to the dissertation horror stories get in the habit of making
multiple copies of important files and drafts. Keep the drafts in safe and familiar places
so you can remember where to locate your most recent draft when it is time to resume
writing or share it with colleagues. Be sure to date drafts as you create them.
10. Consider keeping a journal: You may find it useful to keep a journal during the process
of writing your dissertation and conducting research. Journal entries can capture your
reflections on what you are learning in the process of data collection and analysis, and
serve as a detailed record of your progress. Journal entries can also record your
thoughts about the writing process. Your journal could provide data for writing future
articles related to your dissertation topic. Decide which method of journaling works for
you. You could keep your journal in a file on your computer, in a notebook, or in a file
of emails addressed to yourself.
Writing the First Draft
The following are suggestions for writing your first draft:
1. Craft a clear outline for your dissertation: Decide what topics you will address in each
section of the dissertation and draft an outline. Keep the outline available on your work
station at all times. It even helps to have multiple copies of your outline posted in
strategic thinking places so you can refer to it often and refine it.
2. Write with unity and coherence: Clear, strong, consistent writing is essential for your
dissertation. Do not use unnecessary words or flowery language. You are not writing
the great American novel, rather you are writing a coherent piece of research that will
shed light on a topic you have researched, know well, and are anxious to share. Avoid
writing one or two sentence paragraphs, and long, whole page paragraphs. Consult a
reliable guide to English usage for questions of grammar, structure, or word usage, e.g.,
Hodge’s Harbrace Handbook (2001).
3. Write in proper voice and tense: Use active voice in which the subject of the sentence
performs the action. Do not use passive voice in which the subject receives the action.
Example of active voice: The cohort celebrated completion of the first year in the
doctoral program. Example of passive voice: The first year completion was celebrated
by the cohort. Be consistent in use of verb tense. See Guidelines for Selecting Verb
Tense later in this chapter.
4. Do not use jargon: “Jargon is the continuous use of a technical vocabulary even in
places where that vocabulary is not relevant” (APA Style Manual, 2009, p. 68). Refer
to this section of the current APA Style Manual for further guidelines. Your
dissertation will be read by a wide audience, so you need to explain all terms used in
the manuscript.
46
5. Use resources effectively and efficiently: Your dissertation should reflect your
knowledge of the material for which you are now an expert. Use direct quotes
judiciously, but give credit where credit is due. Referencing material from the field
gives your work credibility. Be sure to record all references accurately and reference
only those works cited in the body of the dissertation.
6. Place tables or figures effectively: Keep in mind which parts of your data or
information might best be presented in a table or graph. Be sure information presented
is accurate and adds to the explanation of your research questions.
7. Avoid biased language: As mentioned throughout this Guide reread your material to
make sure it is free of biased language. Refer to the current APA Style Manual for
additional guidance.
Obtaining Feedback
Feedback is important for two reasons: writing help and accountability. It is a good idea to have
at least one writing partner to whom you are accountable for producing sections or drafts. You
can form a writing group where several members of your cohort share various stages of the
dissertation writing process. The members of the writing group should agree to give “critical
friend feedback.” This type of feedback comes in the form of questions:

Did you consider…?

What if you changed…?

Have you thought about…?
The goal of critical friend feedback is to help the author improve the content and style of
writing. When receiving feedback from your colleagues and/or committee members, it is a
good idea to listen and take notes. If you spend this valuable feedback time defending your
ideas, you will not benefit from the feedback. Instead, listen to the feedback, take notes, and
consider the application of the feedback at a later time.
Revising
Revising is essential to the success of your dissertation writing process. In revising drafts of
your dissertation it is important to carefully check all word usage, including grammar and
spelling. If you carefully read over your draft before you share it with others, it will help your
colleagues read for content. Content matters! Your dissertation should be interesting, well
written, free from errors, relevant and significant in content.
It is also important to consult with your chair as you prepare your chapters. Your chair should
never be given a first draft of a chapter or section to read. Your job is to get the chapters in
close to final form and present them to the chair for comment and/or approval. Be sure to give
your chair a current version of your dissertation draft. You can create a system of numbering
or dating drafts, so you and your chair are clear on the correct draft to read for feedback.
The role of your chair is to help you write the very best dissertation worthy of your topic and
your professionalism. The chair will critique your work. This does not mean the chair is not
supportive of your work. It means the chair is doing his/her job in helping you write a great
47
dissertation, one you can be proud to share. The process of working with your chair is
reiterative. Based on the feedback from your chair and your writing partners, you will revisit
your questions, data, introduction, and organization on several occasions.
Managing Time
“Life is what happens when you are making plans.” Even though you have set a schedule for
writing, finding time to write is sometimes challenging with the demands of family, work, and
self-maintenance. One of the most important factors in finishing a doctoral degree is
maintaining a balance in your life. Learning to manage your time will help you find the
balance you need, maximize the time you have, and work efficiently to finish your dissertation.
The following are some techniques for effective time management:
1. Set goals: Goals are an essential part of finishing your dissertation. Set clear and
reasonable goals that will lead to completion. A good idea is to include people in your
personal life who support you in the goal setting process. They can help you set
realistic goals and help you keep them. Accountability to someone helps with goal
attainment.
2. Backwards map: After you have your goal firmly in place, create a plan for finishing
the dissertation. Use backward mapping as a tool to help you create this plan. Using a
timetable and a task analysis approach, start with your finished dissertation. Picture
your dissertation bound and sitting on a shelf in the LMU Library. Next, go back from
that point and make some decisions about what needs to happen from the end point to
the beginning in order to accomplish your goal. Decide the length of the timetable, for
example one year to completion. Then decide what needs to happen in month number
one, two, three, etc. Make decisions about when each section of your dissertation needs
to be completed, the information and/or research that needs to be gathered, the people
that need to be involved in the process, and the drafts that must be completed to get to
the finished product. NOTE: See the Research/Dissertation Process Flow Chart at the
beginning of Section 2 of the Dissertation Guide.
3. Follow your schedule: Once you have your plan in place, follow it. Be sure to include
time to read, think, and analyze your data. Sometimes you will need to walk around
with all the ideas floating in your brain long enough to put them into coherent language.
Your research questions, research, and drafts will be very close companions during the
dissertation phase of your doctoral program.
4. Know yourself: Be attuned to your needs, strengths, and areas of growth. If you know
you are easily distracted by noise, be sure to work in a quiet space. If you know you
have a tendency to procrastinate, make a timeline and stick to it. If you know you need
help proofreading drafts of your dissertation, make a connection with a writing or
research partner. Your partner can read drafts of your work and give you critical friend
feedback. You can return the favor.
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Overcoming Writer’s Block
At some point during the writing process you may experience a writer’s block. Writer’s block
is when no matter how long you sit with a new yellow tablet and nice pen, or stare at the
computer screen, nothing seems to flow. Ideas are not coming to you, words are difficult to
retrieve, and you are unable to move forward in your writing. Do not be discouraged. This is
normal and happens to the best writers in the field.
One idea to cure the block is to walk away from your topic and the process for a short break.
Take a walk, go see a good movie, go dancing, do something completely different to clear your
mind. After a short break, commit to spending time each day writing, even if the writing you
do does not become part of your final draft. Starting to write again gets your energy flowing in
the right direction, you can always edit later. The important thing to remember in dealing with
writer’s block is to clear your head and start writing again as soon as you are ready. Schedule
an appointment with yourself to resume writing and “just do it.”
The following are some tips, if you find yourself facing writer’s block:
1. Keep writing: Even if you sit and write words in a stream of consciousness style, keep
writing. Keep to your schedule and write something, anything. Continuing to write
will help you refine your writing, reorganize your writing, or clarify ideas that are
getting confused in your mind. You may want to keep a journal during the dissertation
writing process. This will help you to keep the focus on the skill of writing and record
anecdotal notes along the way. Sometimes it helps to speak your thoughts and record
yourself, then return to writing.
2. Set goals: Determine small goals that will be easy to accomplish. Setting small goals,
such as finishing one subsection of the literature review will help you to stay on task
and stay motivated. Think about the finish line!
3. Find a writing partner: Accountability to someone is a help when facing writer’s block.
It is also a help in the writing process. Find a writing partner or form a writing group
that meets regularly to share work and progress. The process of being accountable to
even one other person to share a portion of your work can break the cycle of writer’s
block. Your writing or research partner should not be your chair or member of your
committee. You want someone outside your dissertation committee to read first drafts
and encourage you to keep writing.
APA Style
Loyola Marymount University’s School of Education requires that all manuscripts, including
dissertations, be formatted in APA style, as outlined in the most recent edition of the
Publication Manual of the American Psychological Association. There is no substitute for the
information presented in the APA Style Manual. You will become very familiar with all
aspects of the manual and if you follow the format from the beginning of your writing process,
you will save hours of frustration as you complete your dissertation.
49
APA style is based on the following basic principles:
 clear formatting and organization of information;
 clear communication giving proper acknowledgement to source material;
 organized design for presentation of information; and
 ethical principles guiding writing without bias.
NOTE: Where LMU’s Dissertation Guide requirements differ from APA’s Publication
Manual, the Dissertation Guide requirements take precedence.
Avoiding APA Common Errors
The purpose of this section is to highlight some common errors students make in using APA
style. Always consult the current APA Style Manual directly. You might use tabs to mark the
sections of the manual you consult most frequently. After you use APA style, it becomes more
familiar and you do not have to rely on the manual for every section and subsection of your
dissertation. However, APA updates its manual frequently, and it is recommended that you
obtain and consult the current edition during your dissertation. Some frequent errors include
the following:
Use of “&” and “and” in citations: In writing multiple author citations in the text, use
“&” inside the parenthesis, and “and” within the text.


Multiple authors of a work cited: When citing a work with three or more authors, write
out all the authors’ last names in the very first mention of the citation. Later, use the last
name of the first author followed by “et al.” and the year if it is the first citation of the
reference. If the same reference is mentioned again within the same paragraph, omit the
year. Refer to the current APA Style Manual for further guidelines.

Use of underline: Do not underline in the text to show emphasis. Instead, use italics
when writing the emphasized words and follow immediately with the words “emphasis
added” in brackets (e.g., he was not [emphasis added] present)

Use of commas: Between all elements in a series of three or more items (including
before “and” or “or”).

Use of quotations and periods: Sometimes quotations are inserted before or after a final
period. These details are most often overlooked. Refer to the current APA Style Manual
for details.

Headings: Use headings to convey the sequence and levels of importance. Be
consistent. Refer to the current APA Style Manual for details.

Use of contractions: Do not use contractions unless quoting verbatim from a source.
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Guidelines for Selecting Verb Tenses
The following quotes from the APA Style Manual (6th ed.) clarify the proper choice of verb
tenses when you are writing about previously published literature, methods, and the results of
your research:
p. 26 Use present tense to describe conclusions drawn or results with
continuing applicability; use the past tense to describe specific variables
manipulated or outcomes measured.
p. 65-66
Past tense (e.g., “Smith showed”) or present perfect tense (e.g.,
“researchers have shown”) is appropriate for the literature review and the
description of the procedure if the discussion is of past events. Stay within the
chosen tense. Use the past tense (e.g., “anxiety decreased significantly”) to
describe the results. Use the present tense (e.g., “the results of Experiment 2
indicate”) to discuss implications of the results and to present the conclusions.
By reporting conclusions in the present tense, you allow readers to join you in
deliberating the matter at hand.
p. 78 Use the past tense to express an action or a condition that occurred at a
specific, definite time in the past, as when discussing another researcher’s work
and when reporting your results.
Correct:
Sanchez (2000) presented similar results.
Incorrect:
Sanchez (2000) presents similar results.
Use the present perfect tense to express a past action or condition that did not
occur at a specific, definite time or to describe an action beginning in the past
and continuing to the present.
Correct:
Since that time, several investigators have used this method.
Incorrect:
Since that time, several investigators used this method.
Variations from APA
NOTE: Where LMU’s Dissertation Guide requirements differ from APA’s Publication
Manual, the Dissertation Guide requirements take precedence. Variations from the APA Style
Manual that are required or optional for an LMU dissertation are listed as follows:
1. Running Head - Do not use a running head.
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2. Table of Contents - Double space between major sections and single space between
chapter headings.
3. Bold and Capitalization - Chapter name, as in:
CHAPTER 3
METHODOLOGY
4. Heading Levels - Headings as shown on APA Style Manual, 6th ed., pp. 62-63.
5. Note: The first heading level for a final document is counted as the first section of a
chapter, as in:
CHAPTER 3-[Heading 0]
METHODOLOGY [Heading 0]
Introduction [Heading 1]
(counted as APA first heading level; the chapter number & title are Heading 0)
Sub-section Heading [Heading 2]
See write-up on headings levels, APA Style Manual, pp. 62-63.
6. Tables
Optional: Use 10-point type font.
Optional: Single space with double-spacing as appropriate to show sections.
7. Notes to Tables and Figures - Use 8-point type font.
8. Blocked Quotation Paragraphs
Optional: Use 10-point type font.
Optional: Single space.
9. References - Single space (with hanging indent). Insert a blank line between listings.
Do not break sources over two pages.
10. Landscape-Oriented Pages – Change margins to 1.0 top, 1.0 bottom; 1.5 left, 1.0
right. Note: With these settings, margins will be identical to the required settings for
portrait orientation.
11. Identifying Participants in the Dissertation Writing - Do not treat a quote from a
participant as a citation in the APA author-date style. Do not use the APA personal
communication citation style for a study participant.
An acceptable tactic is to assign pseudonyms to participants, for example, Joshua,
Annette, etc. Include a sentence in the dissertation to explain that you are using the
52
initials S.P. following pseudonym of a participant to attribute a quote to a study
participant. Then identify quotes by placing (Name, S.P.) after the quote.
12. Verbatim Interview Comments - Handle uniformly. Use block quote format when
several participants are quoted. Use the block format to present each, even if some
quotes are fewer than the APA 40-word requirement for block quotes.
In Q&As where the “script” between interviewer and respondent is presented, adopt a
workable format and apply it consistently.
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SECTION 5
Manuscript Construction and Preparation
Submitting the dissertation is one of the final steps toward successful completion of the
doctoral program at Loyola Marymount University. Ultimately the doctoral student and
dissertation committee are responsible for the content and organization of the manuscript. All
manuscript components including preliminary pages, main body of text or chapters, tables,
figures, appendices, and references must be reviewed and approved by the doctoral chair and
committee members. The committee must read the dissertation in its entirety before giving
final approval for successful completion of the dissertation. It is the responsibility of the
student and dissertation committee to ensure that all standards related to writing (e.g., current
edition of the Publication Manual of the American Psychological Association, publication
(e.g., fair use and copyrighting), and research (e.g., approval of study by LMU’s Institutional
Review Board) are followed and upheld.
NOTE: Where LMU’s Dissertation Guide requirements differ from APA’s Publication
Manual, the Dissertation Guide requirements take precedence.
Dissertation authors may engage an editor at their discretion and at their own cost. The
program coordinator maintains a list of editors who may be contacted. The dissertation
author, however, is responsible for selecting the editor, as well as negotiating price, and
providing the editor with the necessary documentation to produce a dissertation that meets
APA standards and the LMU Dissertation Guide requirements.
Students must adhere to the formatting and style requirements outlined in this section of the
dissertation Guide rather than use dissertations from other institutions to make final formatting
decisions. Students may use sample dissertations for guidance regarding content but not
substitute formatting criteria already specified in this section of the guide. If certain formatting
standards or criteria appear absent from the present guide we ask that students consult their
dissertation chair and/or the program coordinator for additional guidance. Some
recommendations made by the dissertation chair may supersede those outlined in this portion
of the Dissertation Guide.
NOTE: Please keep in mind that sample pages provided in the Appendices do not have the
appropriate page numbering due to their placement in the document.
54
Manuscript Construction
Materials
Paper Quality and Size
Final copies of your finished document will be bound by ProQuest, using LMU specifications.
Preparing the Original Document
Typeface and Font
Text must be set at 12-point font. Only non-italic type fonts may be used for core manuscript
text. Choose a clear, readable font and use consistently throughout the manuscript. Times,
Arial, Helvetica, and Palatino are standard types used. Final decisions regarding typeface style
and size are to be made by the dissertation chair. Follow guidelines outlined in the current
edition of the Publication Manual of the American Psychological Association for font
specifications within tables, figures, labels, legends, footnotes, and captions. Bold and italic
printing may be used for emphasis, but should be used sparingly.
Corrections
Corrections to the text cannot be made using correction fluids, correction tape, or erasers. This
will make photographic reproductions of the document unclear. Documents containing these
will therefore be rejected.
Non-typed Material
Material that is not typed such as hand drawings or handwritten symbols must be included in
black ink.
Spacing
The document must be double-spaced throughout. “Possible” exceptions to this rule may
occur in:
 Footnotes
 Long quotes
 Bibliographic/reference entries
 Figures and tables
 Some preliminary pages
NOTE: Refer to the current edition of Publication Manual of the American Psychological
Association, for further guidelines regarding spacing requirements in these areas. Confer with
your dissertation chair to determine whether exceptions can be made in these areas regarding
spacing. For example, although APA requires double-spacing within tables, a dissertation
chair may suggest single spacing as a preferable format for a particular table in order to
improve the appearance of the final document. Again, it is necessary to consult with the
dissertation chair for permission to make these adjustments. Refer to the Dissertation Guide
for further procedures regarding preliminary manuscript pages.
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Minimum Margins
All pages margins within the document should conform as follows:
 Left – 1-inch margin
 Top – 1-inch margin
 Right – 1-inch margin
 Bottom - 1.5-inch margin
This includes pages with tables, figures, appendices, illustrations, charts, and graphs.
Appendices and oversized pages must also conform to these specifications. You should set
your computer to these specific margin requirements when you begin drafting your document.
Justification
Dissertations must be justified at the left margin.
Page Numbers
Page numbers must appear at the bottom center of every page and .75 inch from the bottom of
the page (footer margin). All page numbers must be located in the same place and in the same
orientation on EVERY page, even on pages printed in landscape. Page numbers must appear
in the same font and size as the body font of the manuscript. Omitted, duplicated, or inserted
page numbers (e.g., page 12A after page 12) will NOT be accepted.
Pagination
Number your manuscript in consecutive order. Preliminary pages include lowercase roman
numerals (e.g., ii, iii). Pages with Arabic numbers (e.g., 1, 2, 3) begin with the first page of the
first chapter. New chapters, your reference list, and each appendix start on a new page in your
document. Every page in the manuscript is numbered with the exception of the Title Page
(counted but not numbered) and copyright page (neither counted nor numbered).
Tables, Figures, Headings and Footnotes
Refer to the current Publication Manual of the American Psychological Association, for
guidance regarding the making, formatting, and inclusion of tables, figures, headings, and
footnotes.
Manuscript Reproduction Quality
Ink and Printing Quality
Manuscripts must be printed using black ink only. If reprinted material is used from published
sources students are expected to provide a clean and sharp copy using type no smaller than 8
point. (NOTE: Permission must be obtained from the copyright holder to reproduce such
material).
Oversize, Illustrative, and Special Material
Reducing Oversize to Standard Required Margins
If a copy is made of a large document to reduce the size of the document in order to fit within
the required margins for a standard sheet of paper, this copy must be legible.
56
Oversize Material to be Folded
Paper measuring 11 x 17 inches may be used in the manuscript when photocopying to reduce
the size of the document is not possible or advisable. Follow the following margin
specifications when such pages are included:
 Left (11 inch) edge will require a 1-inch margin
 Top (17 inch) edge will require a 1-inch margin
 Right (11 inch) edge will require a 1-inch margin
 Bottom edge will require a 1.5-inch margin
 Page number is placed .75 inch from bottom of page
NOTE: When submitted the oversized page must not contain glued or taped material and be
one continuous sheet. When folded correctly the page number should appear in the same
position as the standard document.
Color in Tables, Graphs, Maps, and Illustrations
Students should avoid using color in tables, graphs, legends, maps, and illustrations.
Photographs
You may submit photographs on 8.5 x 11 inch matte or pearl finished paper while conforming
still to manuscript margin guidelines. If photographs appear on smaller than 8.5 x 11 inch
paper, you will be asked to affix the picture onto a standard sheet of paper, clearly photocopy
the image, and submit it as a page in the manuscript, numbered to conform to the page number
placement of other pages in the dissertation. The image must still follow aforementioned
margin guidelines.
Reproduced Published Material
Photocopies of previously published material must continue to follow margin and page
numbering guidelines. Review the guidelines provided in the Copyright Law & Graduate
Research manual regarding included previously published material in your dissertation
manuscript. See Copyright section for more information and how to access this document.
You can obtain a copy of this pamphlet by calling toll free at 800-521-0600, ext. 7020.
Additional information regarding Copyright can be found later in this chapter.
Manuscript Preparation
Arrangement
Below is listed the order of the dissertation document’s preliminary pages. Each page in the
document must be counted and numbered starting with the signature page as page ii.
Preliminary Pages
 Title page-counted but not numbered
 Copyright page (optional, neither counted nor numbered)
 Signature page with signatures – page ii (committee signatures are obtained after
successful defense of your completed dissertation)
 Acknowledgements
 Dedication (optional, can also be combined with Acknowledgements page)
 Table of Contents
57




List of Tables (if appropriate)
List of Figures (if appropriate)
List of Abbreviations (if appropriate)
Abstract (final preliminary page)
Main Text (text begins Arabic numbering e.g., 1, 2, 3)
 Introduction (if any)
 Chapters of document
 Appendices (if any)
 References
Preliminary Pages
1. Title Page (sample provided at the end of this section)
The title page must include:
 LOYOLA MARYMOUNT UNIVERSITY, centered, in capital letters
 Dissertation title. Include meaningful key words in your title. Spell out all acronyms.
 Degree written is “Doctor of Education”
 Your name must reflect the name used for registration as a graduate student at Loyola
Marymount University
 Date at the bottom of the title page is the year in which the degree is awarded. This is to
be the same year the manuscript will be filed. There is no page number on the title page.
It is counted as the first preliminary page, but is not numbered.
NOTE: You must follow the format and spacing provided in the sample in the Appendices.
2. Copyright Page (See Appendix B.)
Follow directions for the copyright page from UMI Dissertation Publishing.
3. Signature Page (sample provided at the end of this section)
The name appearing on the signature page is the name used for registration purposes at Loyola
Marymount University. The name should be the same as it appears on the title page. The
name of each committee member should appear under the appropriate signature line. No titles
or degree designations should be used here (e.g., Dr., Professor). There is no required order for
the names of committee members. The only exception is the name of the chair (or co-chairs),
which must appear as the last name(s) on the page. This page is always page ii of the
dissertation manuscript. Obtain the signed signature page from the doctoral program
coordinator after your chair signs off on your final revisions.
4. Acknowledgements
Given the doctoral program’s emphasis on issues of social justice, we recognize the importance
of acknowledging others in this constructivist process. Therefore, you should acknowledge
these significant individuals who were the focus of your research and those who assisted you in
the development of your manuscript. The heading should be at the top of the page, in capital
letters, and centered. This page can be single-spaced. Use a lowercase Roman numeral (e.g.,
iii) for the page number.
If a student decides to reproduce or reprint copyrighted material where permission was
obtained from an original author, then acknowledgement of the author and the author’s original
58
work must be done on this page. If the student uses text in the manuscript that is either
material based on co-authored published or about to be published material, then the student
must identify all co-authors, the journal where the article can be found, and the journal
publisher.
5. Dedication Page (optional)
If included, format the heading at the top, in capital letters, and center. This page can be
single-spaced. You may also include a dedication on the same page as your
acknowledgements. Use a lowercase Roman numeral for the page number.
6. Table of Contents
Format the heading at the top, in capital letters, and centered as in previous pages. Single
space entries, but double-space between main entries and chapters. Align page numbers to the
right margin. Table of Contents is paginated with a small Roman numeral. Reference all
elements of the manuscript in the Table of Contents. Ask the program coordinator for Table of
Contents templates.
You must include:
 Acknowledgements
 Dedication (if included and prepared as a separate page)
 List of Tables (if included)
 List of Figures (if included)
 Abbreviations (if included)
 Abstract
 Chapters
 Appendices (if included)
 References
Exceptions include:
 Title page
 Signature page
 Copyright page (if included)
 Table of Contents itself
7. Abstract (refer to Chapter 1 of this Guide for guidance on writing abstract text; sample
format provided). The abstract is a short description of your study and contains no more than
250 words double-spaced. This excludes the title of your study. In most instances source
citations and footnotes are not included in the abstract. The abstract must be paginated with a
small Roman numeral (e.g., ix), and should include the heading, “ABSTRACT” centered and
in capital letters. Do not indent the first paragraph of the abstract. The abstract and Table of
Contents should be the final pages you draft and finalize.
The following information must be included in your abstract:
 Statement of the problem or issue addressed in your study
 Research objectives and/or questions
 Research methodology or procedures employed
59

Summary of results and conclusions
Copyright Permissions
You must familiarize yourself with the information presented in the pamphlet: Copyright Law
& Graduate Research: New Media, New Rights, and your Dissertation (Greers, 2002). This
pamphlet reviews the process you must follow to include any copyright materials in your
dissertation. You can obtain a copy of this pamphlet by calling toll free at 800-521-0600, ext.
7020. Of visit the website: http://www.proquest.com/en-US/
Determining if material is copyrighted
The easiest way to determine whether a work is copyrighted is to look for the international
copyright sign:©. Generally professional journals, magazines and newspapers hold copyrights
on all material they publish. Publishing houses hold copyright on all books, collections,
editions and translations they produce. Consider foreign copyrights as you would U.S.
copyright material.
Reproducing copyrighted material
If you want to reproduce an already copyrighted image or work (e.g., table, figure, poem,
picture, map, text) for use in your dissertation then permission to reproduce this piece must be
obtained from the original author, institution, or publisher. If only a portion is obtained of a
copyrighted image or work not longer than one single-spaced page from a single source, then
no permission must be obtained. However, if you wish to reproduce more copyrighted
material from a single source than can fit on a single-spaced page, then permission must be
obtained from the original author, institution, or publisher. Again, you must review the
Copyright Law & Graduate Research: New Media, New Rights, and your Dissertation
pamphlet to better understand what can and cannot be reproduced without permission from an
original author. You can also contact UMI Dissertation Publishing at (800) 521-0600, ext.
7020 for direct assistance regarding this process.
Permission Letters
If permission is necessary in order to include copyrighted material in your dissertation, make
the request as early as possible. If permission is not obtained by the time you file your
dissertation, the manuscript will NOT be accepted. Refer to the sample letter in this chapter
obtained from Copyright Law & Graduate Research (2004). Include a copy of permission
letter in the Appendix. When using material from a copyright owner within the dissertation,
include a footnote on the same page that you insert this material indicating that permission was
obtained. (See sample provided in Appendices).
1
From Title of Book, By T. C. Aceves, 2005, Los Angeles, CA. Sage Publications. Copyright
2005 by Sage Publications. Reprinted (or Adapted) with permission.
References
For reference guidelines always follow the current edition of the APA Style Manual with one
exception. Single space each reference and flush left. Subsequent lines should be indented.
60
Add an extra line between references. This is the final section of your manuscript. Refer to
sample provided in the Appendices.
Appendices
You may include the following items in the appendix of the dissertation: questionnaires, raw
data, original scales, transcripts, protocols, verbatim instruction for participants, and
instruments used for data collection. Each additional item in the appendix should be listed
under a new appendix letter. Label these as Appendix A, Appendix B, etc. You must cite these
items within the text of the dissertation. Assign Appendix letters (A, B, C, etc.) according to
the sequence in which they are first referenced in the body of the dissertation. Remember to
obtain the appropriate letters of request from copyright holders in order to reproduce
copyrighted instruments used in your study. Refer to the copyright permissions section in this
guide. If you have questions about this section consult your dissertation chair about the
materials to include in your appendices.
61
SECTION 6
Pre-Publication and Publication Requirements
Process Overview
Once your dissertation chair accepts all required revisions to your dissertation resulting
from your final defense you may precede with preparing your dissertation for publication.
1. Submit your final draft to an editor of your choice for assistance with
APA/Dissertation Guide adherence, grammar, etc. You may make an appointment
with the Doctoral Writing Specialist.
2. Contact the program coordinator to confirm that your dissertation has been
approved by your committee with final signatures on the Dissertation Signature
Page and the Final Report on Dissertation form.
3. Submit the completed pre-publication checklist (Appendix A) to the Doctoral
Center to verify that your document meets the specified standards with respect to
formatting and writing, including grammar and punctuation. Once submitted, the
program coordinator will notify the Pre-Publication Reviewer that you are
authorized to begin pre-publication review. The Reviewer cannot proceed
without this authorization.
4. Submit your dissertation as an email attachment in Word to the Pre-Publication
Reviewer. Students work directly with the Reviewer throughout the review
process.
If an initial assessment by the Pre-Publication Reviewer finds that the publication
standards have not been met, the document will be returned. You must conform
the document to the standards and resubmit the dissertation.
5. The Pre-Publication Reviewer forwards your document to the Pre-Publication
Approver who notifies the program coordinator that your dissertation is
acceptable for publication.
6. Request an electronic copy of the Dissertation Signature Page from the program
coordinator to include in the dissertation.
7. Submit your dissertation for publication and binding through ProQuest at
www.etdadmin.com/lmu. Please follow the instructions provided by ProQuest for
submitting your dissertation for publishing. The program coordinator will work
with you through the electronic submission process.
8. Once you submit your dissertation online, the program coordinator will review the
submission to ensure it was completed correctly.
62
9. You must order one 8.5’ x 11’ hardbound copy of your dissertation through
ProQuest and submit to the program coordinator. The copy will be maintained in
the Doctoral Center.
10. Finally, the program coordinator will notify the Registrar that your dissertation is
complete and your degree can be posted.
Please note: To be eligible to walk in the graduation ceremony you must submit an
Application for Degree by the deadline posted in the academic calendar (typically midJanuary).
Pre-Publication
Pre-Defense Editing
You may engage an editor of your choice at any time during your dissertation preparation
through the Proposal and pre-defense phases. LMU encourages students to select an
editor who is experienced with APA Manual requirements and to provide the editor with
a copy of the LMU Dissertation Guide and the supplemental checklist, Standards for
Final Dissertation Publication: Pre-Publication Review. The student is responsible for
conforming the dissertation to requirements of the most recently published versions of
these documents. The APA Manual, sixth edition, is to be used. Other publications are
updated and published annually.
The scope of work the student assigns the editor in the pre-defense phase is determined
by the student and the editor. For example, an editor may indicate needed changes by
editing notations that the student resolves and then the student enters changes into the
document. Alternatively, the student may ask the editor to enter the needed changes.
Rates and qualifications among editors vary widely. LMU advises students to talk with
more than one editor before committing to work with an editor. Students are alerted that
editors should not be tasked to handle author matters, including research, original text,
data analysis, and table/figure creation.
Pre-Publication Checklist
After a dissertation is approved by the committee chair with signatures from all
committee members, you may begin the Pre-Publication Review Checklist. The author
must provide the program coordinator with a signed copy of the Dissertation PrePublication Review checklist verifying that the author has attended to all requirements in
preparing the document for the Pre-Publication Review. The program coordinator will
then notify the Pre-Publication Reviewer that the author has completed all steps and is
ready for the review.
It is a characteristic of dissertation preparation that as the document is critiqued and
revised, it becomes more precisely aligned with publication standards. However,
dissertation authors and/or their editors are strongly encouraged to again review the APA
Manual (6th Edition), the LMU Dissertation Guide, and the Standards for Final
Dissertation Publication: Pre-Publication Review (checklist). Submitting a dissertation
to the Pre-Publication Reviewer to learn what you must do to gain approval for
publication is strongly discouraged, is wasteful of resources, and may delay final
publication. This step will bring your dissertation into alignment with dissertation
63
publication standards. Dissertation authors are advised to work with an editor of their
choice during the Proposal and pre-defense phases of preparing their dissertations.
Student may also make an appointment with the ARC or the Doctoral Writing Specialist
to discuss questions or concerns regarding APA.
A copy of the Standards for Final Dissertation Publication: Pre-Publication Review
(checklist) is provided in the Appendices.
Required Pre-Publication Review
LMU requires that all students submit their dissertations for pre-publication review. The
program coordinator authorizes the pre-publication review after final approval of the
dissertation by the student’s committee chair and receiving the student’s signed copy of
the Pre-Publication checklist. The author submits the dissertation to the Pre-Publication
Reviewer who checks the document for conformance to APA Publication Manual
guidelines and the LMU Dissertation Guide. This step recognizes the importance of
meeting dissertation publication standards including adherence with English language
standards and compliance with publication guidelines of the LMU Dissertation Guide, the
APA Manual, and the supplemental checklist.
NOTE: Where the LMU Dissertation Guide requirements differ from the APA
Publication Manual, the Dissertation Guide requirements take precedence.
Students must adhere to the formatting and style requirements outlined in the Dissertation
Guide rather than use dissertations from other institutions to make final formatting
decisions. Students may use sample dissertations for guidance regarding content but not
substitute formatting criteria already specified in the LMU Dissertation Guide. If certain
formatting standards or criteria appear absent from the LMU Doctoral Dissertation
Guide, students should consult with their dissertation chair and/or the LMU PrePublication Reviewer for additional guidance.
After your dissertation review, the LMU Pre-Publication Reviewer notifies you of
acceptance of your dissertation for publication or that changes are needed. Requested
changes are noted with editing marks and notes. The student is responsible for
addressing all identified issues, entering changes into the dissertation file, and
resubmitting the document. Two or more submissions may be required until the
dissertation is approved. A student’s dissertation is complete only upon final approval
for publication through the process of the Pre-Publication Review, with signature
approval by the LMU Pre-Publication Reviewer and the LMU Pre-Publication Approver.
LMU does not charge students for pre-publication review. However, if the manuscript is
not accepted by the LMU Pre-Publication Reviewer, the student must make the changes
or pay an editor to do so.
Dissertation Publishing
The candidate will work with the doctoral program coordinator to publish his/her
dissertation electronically through ProQuest UMI Dissertation Publishing. The candidate
is responsible for the publishing costs and must pay online at the time of submission.
LMU requires students to select Open Access Publishing. The publishing cost is $95.00
plus $55.00 for the Copyright Application Fee (prices quoted may change).
64
Before you begin, please read the following instructions for Preparing your Manuscript
for Submission,
http://www.proquest.com/assets/downloads/products/UMI_PreparingYourManuscriptGui
de.pdf.
Creating an Account
To create an account, go to http://www.etdadmin.com/LMU and click on the Submit my
dissertation/thesis link. You will be prompted to create an account. After you enter and
submit the basic information requested, your account will be set up. You will receive a
verification email.
After verifying the account, you will be directed to begin your submission. The
guidelines listed on the UMI/LMU webpage are a combination of ETD Administratorspecific instructions as well as information specific to LMU that was provided by the
Doctoral Center.
The Submission Process
The submission process is simple and should take less than an hour to complete. What
follows is a brief, step-by-step description of the submission process. Make sure you
carefully read and follow the instructions for converting your dissertation to PDF.
1. Selecting Publishing Options and Accepting the ProQuest/UMI Publishing Agreement
Student authors will be given the option of Traditional Publishing or Open Access
Publishing. LMU requires all doctoral students to submit their dissertation to Open
Access Publishing, which combines the features of Traditional Publishing with free and
open access to the full-text PDF of the dissertation.
After a student selects the publishing option, the student will be prompted to accept the
ProQuest/UMI Publishing Agreement to continue. The agreement is customized based on
the publishing option the student selects. The student must accept the agreement to
submit a dissertation or thesis.
2. Contact Information
The next screen prompts the student to enter current contact information, including email
and mailing addresses, and add a future mailing address if applicable. This information
will be stored in UMI’s internal dissertation database.
3. Graduate Work Details
The third step in the process prompts the student to enter all the necessary metadata about
the dissertation – the title, advisor, committee members, subject category, etc.
Information included here should match what is included in the graduate work itself. The
title should be the exactly the same as it is on the title page of the submitted manuscript.
This information is used to create the bibliographic record in the ProQuest Dissertations
& Theses (PQDT) database. Information such as subject categories and keywords help
other researchers discover the student’s work in PQDT.
4. Uploading the PDF
In the next step of the process, the student must upload a PDF version of the dissertation.
If the student does not have a PDF version of the graduate work, the ETD Administrator
provides a Word-to-PDF Conversion tool. The conversion tool will take a Microsoft
65
Word document, or an RTF document, and convert it to PDF for the student. It is very
important for the student to review the resulting PDF to make sure there were no
formatting issues or other problems that occurred in the conversion process.
NOTE: Students must also make sure that (1) All fonts are embedded in the PDF, and (2)
The PDF security settings allow printing and modification of the document. Both are
critical to the publishing process. See the instructions for Creating PDFs at
http://www.etdadmin.com/cgi-bin/main/createpdf?siteId=120.
5. Uploading Supplementary Files
Next, students may upload supplementary files that support his or her graduate work.
Examples might be sound clips or spreadsheets of research data. Students can upload as
many supplementary files as needed. If the student uploads a set of files that are
“zipped”, that is how files will be distributed with the full text.
NOTE: Students will be prompted to include any notes for the administrator who will be
reviewing the dissertation submission.
6. Filing for Copyright Registration
The next step in the submission process gives students the opportunity to register a
copyright on their graduate work with the U.S. Copyright Office. It is strictly optional,
and there is a $55 fee associated with the service.
Dr. Kenneth D. Crews, a Professor at Indiana University's School of Law, has provided
free access to his booklet Copyright Law and Graduate Research: New Media, New
Rights, and Your New Dissertation (at http://copyright.columbia.edu/copyright/). It
provides a detailed overview of copyright law that no new graduate author should miss.
7. Ordering Copies of the Submitted Graduate Work
The next screen gives the student the opportunity to order bound paper copies of the
dissertation from UMI Dissertation Publishing. You must order one 8.5’ x 11’ hardbound
copy of your dissertation through ProQuest for the Doctoral Center. The order
confirmation email will include a link to give you another opportunity to order copies via
the web or print a form to pay by check.
8. Final Submission Review
The submission review screen appears next, displaying to the student all of the
information that will be submitted. Students may make any necessary changes before
submitting. If the submission is incomplete, students will be prompted to finish before
submitting.
9. Payment & Confirmation
After verifying the submission, the student will be prompted to pay for any fees for which
he/she is responsible (including copies, publishing fees, etc.). When the submission is
completed, the student will receive an email confirming that the submission has been
received.
The doctoral program coordinator will review your submission and approve it for
publishing with UMI. Once the Doctoral Coordinator determines that your submission is
ready for publication and you have submitted payment electronically, you will be notified
66
via email that your submission was accepted.
If corrections are necessary, you will be emailed with details of the specific changes
required. You will then be able to submit the required changes.
The instructions above are from the UMI ETD Administrator: Administrator Guide (July
2008).
67
Appendix A
Sample Title Page
LOYOLA MARYMOUNT UNIVERSITY
Lexical Restructuring: How Primary and Second Languages
Impact English Reading Development in English Learners
by
Sonia Aceves
A dissertation presented to the Faculty of the School of Education,
Loyola Marymount University,
in partial satisfaction of the requirements for the degree
Doctor of Education
2005
68
Appendix B
Sample Copyright Page
Lexical Restructuring: How Primary and Second Languages
Impact English Reading Development in English Learners
Copyright © 2004
by
Sonia Aceves
69
Appendix C
Sample Abstract Page
ABSTRACT
Lexical Restructuring: How Primary and Second Languages
Impact English Reading Development in English Learners
by
Sonia Aceves
[The abstract begins here. The abstract is a short description of your study and contains
no more than 250 words double-spaced. The word count excludes the title of your study.
Note that the first paragraph of the abstract is not indented. Subsequent
paragraphs are indented.]
70
Appendix D
Sample Signature Page
Loyola Marymount University
School of Education
Los Angeles, CA 90045
This dissertation written by Student Name, under the direction of the Dissertation
Committee, is approved and accepted by all committee members, in partial fulfillment of
requirements for the degree of Doctor of Education.
________________________________
Date
Dissertation Committee
________________________________
Marc Golden, Committee Chair
________________________________
Seema Sharma
________________________________
Sue Polka
ii
71
Appendix E
Sample Permission Letter
Taken from Copyright Law & Graduate Research (2004)
[letterhead stationery or return address]
[Date]
[Name and address of addressee]
Dear___________:
[Optional beginning sentence: This letter will confirm our recent telephone conversation.]
I am completing a doctoral dissertation at Loyola Marymount University entitled
“_____________________________________________________________________.”
I would like your permission to reprint in my dissertation excerpts from the following:
[Insert full citation and description of the original work.]
The excerpts to be reproduced are: [insert detailed explanation or attach copy].
The requested permission extends to any future revisions and editions of my dissertation,
including non-exclusive world rights in all languages, and to the prospective publication
of my dissertation by UMI. These rights will in no way restrict republication of the
material in any other form by you or by others authorized by you. Your signing of this
letter will also confirm that you own [or your company owns] the copyright to the abovedescribed material.
If these arrangements meet with your approval, please sign this letter where indicated
below and return it to me in the enclosed return envelope. Thank you very much.
Sincerely,
[Your name and signature]
PERMISSION GRANTED FOR THE USE REQUESTED ABOVE:
[Type name of addressee below signature line]
Date: _________________________________
72
Appendix F
Sample Reference Page
References
Ada, A. F. (1988). The Pajaro Valley experience: Working with Spanish-speaking
parents to develop children’s reading and writing skills in the home through the
use of children’s literature. In T. Skutnabb-Kangas & J. Cummins (Eds.),
Minority education: From shame to struggle (pp. 223-238). Philadelphia, PA:
Multilingual Matters LTD.
Baker, L., Mackler, K., Sonnenschein, S., & Serpell, R. (2001). Parents’ interactions with
their first-grade children during storybook reading and relations with subsequent
home reading activity and reading achievement. Journal of School Psychology,
39(5), pp. 415-438.
Barrera, R. B., & Bauer, E. B. (2003). Storybook reading and young bilingual children: A
review of the literature. In A. van Kleeck, S. A. Stahl, & E. B. Bauer (Eds.), On
reading books to children: Parents and teachers (pp. 253-267). Mahwah, NJ, US:
Lawrence Erlbaum Associates.
Bialystok, E. (2002). Acquisition of literacy in bilingual children: A framework for
research. Language Learning, 52(1), 159–199. doi:10.1111/1467-9922.00180
Freire, P. (1970). Pedagogy of the oppressed. (M. B. Ramos, Trans.). New York:
Continuum.
Hooks, B. (1994). Teaching to transgress. New York: Routledge.
Manyak, P. (1998) “Este libro es mi historia”: Mother-child interactions during
storybook reading in a Mexican-American household. Unpublished master’s
thesis, University of Southern California.
Moll, L., & Greenberg, J. (1990). Creating zones of possibilities: Combining social
contexts for instruction. In L. Moll (Ed.), Vygotsky and education: Instructional
implications and applications of sociohistorical psychology (pp. 319-348). New
York: Cambridge University Press.
Neuman, S. (1996). Children engaging in storybook reading. Early Childhood Research
Quarterly, 11, 495-513.
No Child Left Behind Act of 2001, Pub. L. No. 107-110, 115 Stat. 1425 (2002).
Peter W. v. San Francisco Unified School District, 60 Cal. App. 3d 814, 131 Cal. Reptr.
854 (1976).
Savin-Baden, M, & Major, C. H. (2007). Using interpretative meta-ethnography to
explore the relationship between innovative approaches to learning and their
influence on faculty understanding of teaching. Higher Education, 54(6), Dec.,
2007, 833-852. Retrieved from JSTOR
73
Appendix G
Loyola Marymount University, Los Angeles, School of Education
Doctorate in Educational Leadership for Social Justice
Revised June 2014
STANDARDS FOR FINAL DISSERTATION PUBLICATION: PRE-PUBLICATION
REVIEW
In compliance with the LMU Dissertation Guide and the APA Publication Manual
The following checklist identifies tasks and checks that are included in the Pre-Publication Review.
Dissertation Author’s Name (printed) _________________________________________________
I signify that I have performed the necessary proofreading and editing, and I have conformed the
dissertation I am submitting to the standards represented in the following checklist:
Signature ________________________________________ Date __________________________

Checklist Item
All Pages (Set-up and Overview)
Author
 Grammar check, punctuation usage
 Readability, style
 Verb tenses according to APA
 Spellcheck, mis-spellings
 Type font and size, appropriate, consistent
 Margin settings, adhered to uniformly
 Page number positioning according to Dissertation Guide
 Page number settings, adhered to uniformly
 Indentations, uniformity in hierarchy
 Adequate print quality for readability
 Document aggregated into one electronic file
 Black font color throughout (no blue email or internet addresses)
Preliminary Pages
 Style, spacing, layout according to Dissertation Guideline
 Sequence and completeness as specified
 Page numbering, as specified
 Title page
 Table of contents formatting
 Table of contents leaders (dots)
 Contents, appropriate levels of hierarchy
 Spacing, appropriate
 Table of contents match to document headings
 Contents and tables, and figures lists match page numbers
 Lists of tables and figures, as specified
 Abstract within length limitation
 Abstract, no indent of initial paragraph
Pre-Pub
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Dissertation Body
 Chapter headings, uniformity, including spacing and font size, bolding. Spacing in center between left
and right margin settings, not offset 0.5” on the left, as paragraph indent default setting.
 Section heading hierarchy per APA

 Left justification throughout

 Widow and orphan control applied

 No headings at the bottom of pages
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 Hierarchy clear, logical and aids reader
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 Unique page number on every page (e.g., no 27A)
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 Font style and sizes, appropriate, consistent
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 Indentations appropriate, consistent
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 Punctuation before bulleted list, appropriate
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Author
Pre-Pub
 Enumerated or lettered bulleted points, consistent

 Spacing between bullet and beginning of text, consistent

 In-paragraph lettered points, consistent, such as (a) or a)

 Bold, appropriate use
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 Italics, appropriate use

 Foreign language, appropriate use

 Symbols, appropriate use

 Abbreviations, appropriate, consistent

 Quoted passages over specified length single spaced as APA Style Manual

 Consistent quotation font ( ″ vs. “ )

 Consistent treatment of: hyphenated words, acronyms, initial caps on terms, use of symbols vs.words
(e.g., % or percent)

 Acronyms, periods used or not, consistently

 Beginning and ending quotation marks in all cases

 Opening and closing parentheses in all cases

 Reasonable avoidance of white space in lower area of pages

Tables and Figures
 Each table and figure referenced in text before it appears
 Table and figure headings, appropriate, consistent
 Table numbers sequential and accurate
 Column headings single spaced, consistent
 Table and figure headings match List of Tables and List of Figures
 Table formats follow APA
 Statistical symbols and expressions, to standards
 Scanned tables or figures of sufficient quality
 Photographs of sufficient quality
 Sourcing of tables and figures appropriate
 Legends presented as specified in APA




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
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

Cites
 APA author-date method, as specified
 Use of et al. as specified by APA
 Citations match Reference List, including author spellings and year of publication
 All cites included in reference list




References
 References section placed after Appendices

 Each referenced entry cited in text

 Single spaced with a blank line after each entry

 Hanging indent of 0.5”

 Reference entries together, e.g., bump to next page to avoid splitting entry over two pages
 Alphabetizing as specified in APA

 Sequence as specified in APA when author has several listings

 Period at the end of each entry unless from online source

 No period at the end of each entry if online source

 No use of “and” for author list. Use of “&” instead

 Punctuation as specified

 Use of initial upper and lower case at beginnings of words, as specified in APA

 Black font color for Internet addresses

Appendices
 Appendix names, clearly labeled
 Appendix names conform to Table of Contents
 Appendices lettered and ordered in the sequence first mentioned in the document
 Questionnaires and other material reduced to fit within margins
 Every page numbered, as specified
 Image quality of all items acceptable
 Color original image must print in acceptable quality when printed in black/white
75
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APPENDIX H
Doctoral Faculty Research Interests
Terese C. Aceves, Ph.D.
Associate Professor
Department of Educational Support Services
310.338.7666
taceves@lmu.edu
Research interests:
Reading, Families, Disabilities, Early Intervention, Special
Education Law, Advocacy
Methodology expertise/experience:
Mixed Methods
Ernesto Colín, Ph.D.
Assistant Professor
Department of Specialized Programs in Urban
Education
310.258.8750
ecolin@lmu.edu
Research interests:
Cultural Anthropology, Culturally Responsive
Curriculum, Indigenous Education, Community Based
Education, Ethnocentric Charter Schools, Instructional
Technology, Heritage Language Teaching, Aztec
Dance, Mesoamerican Studies, Chicano Studies, and
Ethnographic Documentary Films.
Methodology expertise/experience:
Qualitative, Ethnographic, Short Films, PhotoVoice,
Translation
Elvira G. Armas, Ed.D.
Associate Director, Center for Equity for English
Learners
Department of Educational Leadership and
Administration
310.568-6117
earmas@lmu.edu
Research interests:
Teaching/Learning and English Learner Issues,
Professional Development, Home-School Partnership
Methodology expertise/experience:
Mixed Methods, Qualitative
Antonia Darder, Ph.D.
Leavey Presidential Chair and Professor
Department of Educational Leadership and
Administration
310.338.1608
antonia.darder@lmu.edu
Research interests:
Critical Theory/Critical Pedagogy, Racism and
Class/Gender Inequalities within Schools and Society,
Social Justice Theory, Latino/a Studies, Politics of
Popular Culture, Bilingual/Bicultural Development,
Politics of the Body
Methodology expertise/experience:
Interpretive, Critical Narrative; Case Study,
Content/Textual Analysis, Decolonizing Methodologies
Marta P. Baltodano, Ph.D.
Professor
Department of Specialized Programs in Urban
Education
310.338.3770
mbaltoda@lmu.edu
Research interests:
Globalization, Neoliberalism, Charter Schools and
other Educational Reforms, Teacher Education, Social
Justice and Diversity, Language, Literacy, and
Bilingualism,
Immigrant and Refugee Issues, Catholic Education and
Liberation Theology, Critical Educational Theory
Methodology expertise/experience:
Ethnography, Critical Ethnography, Critical Race
Ethnography; Action Research, Participatory Action
Research; Narratives, Portraiture, Counter-Narratives;
Discourse Analysis, Critical Discourse Analysis; Policy
Analysis, Critical Policy Analysis; Case Studies
Franca Dell’Olio, Ed.D.
Assistant Professor, Department of Educational
Leadership and Administration
310.258.8737
fdellolio@lmu.edu
Research interests:
Building and Sustaining Leadership Capacity, Creating and
Maintaining Collaborative Cultures, Reflecting on Self and
Practice, Vision as an Impetus for Success, Parental
Involvement with Schooling
Methodology expertise/experience:
Qualitative
Jill Bickett, Ed.D.
Associate Director, Doctoral Program in
Educational Leadership
Department of Educational Leadership and
Administration
310.338.3777
jbickett@lmu.edu
Research interests:
Single-Sex Education, Catholic School Education,
Educational Leadership in Social Justice
Methodology expertise/experience:
Qualitative, Case Study
Paul De Sena, Ed.D.
Professor
Department of Educational Support Services
310.338.7300
pdesena@lmu.edu
Research interests:
Structure of the Counseling Process, Stress Reduction
through Self-Exploration
Methodology expertise/experience:
Comparative Survey
76
Fernando Estrada, Ph.D.
Assistant Professor
Department of Educational Support Services
310.338.4286
fernando.estrada@lmu.edu
Research Interests: multicultural education, gender and
cultural issues in counseling
Methodology expertise/experience: Quantitative, survey
and experimental designs
Ignacio Higareda, Ph.D.
Associate Professor
Department of Elementary and Secondary
Education
310.338.5864
ihigareda@lmu.edu
Research interests:
Sociocultural Influences on Academic Achievement for
English Learners, Latino Bilingual Educators and
Classroom Instruction for English Learners, Motivation
and Literacy of Children in Elementary Grades
Methodology expertise/experience:
Quantitative
Emily Fisher, Ph.D.
Associate Professor
Department of Educational Support Services
310.258.8749
efisher4@lmu.edu
Research interests:
Support for Students with Emotional and Behavioral
Disorders, Inclusive Practices, Classroom Management
and Positive Behavioral Support, Response to
Intervention
Methodology expertise/experience:
Quantitative
Karen Huchting, Ph.D.
Assistant Professor
Department of Educational Leadership and
Administration
310.568.6227
khuchtin@lmu.edu
Research interests:
School-wide and Classroom Assessment; Leadership for
Social Justice; Curricular and Co-Curricular Experiences in
Catholic Education
Methodology expertise/experience:
Quantitative Research Methodology; Survey Development
and Research; Mixed Methods
Victoria Graf, Ph.D.
Professor, Special Education
Department of Educational Support Services
310.338.7305
vgraf@lmu.edu
Research interests:
Inclusive Education, Disability, Special Education,
Social Justice, International Education, Teacher
Education, Education Policy, Catholic Inclusion
Methodology expertise/experience:
Mixed Methods, Case Study
Paul Jimenez
Clinical Faculty
Director, Fieldwork and Community Outreach
Counseling
310.338.1807
pjimene1@lmu.edu
Research interests:
The impact of institutional agents on college students through
the avenues of social capital; Educational Leadership in
Higher Education, First Generation College Students, and
Community College Education
Methodology expertise/experience:
Qualitative
Annette Hernandez, Ed.D.
Assistant Dean, Academic Services
Office of the Dean
310.338.7457
apijuan@lmu.edu
Research interests:
Higher Education Administration,
University Governance, Leadership
Methodology expertise/experience:
Qualitative, Case Study
Yvette Lapayese, Ph.D.
Associate Professor
Department of Specialized Programs in Urban
Education
310.338.3773
ylapayes@lmu.edu
Research Interests:
Feminist Analyses of Schooling, Critical Media
Literacy, International and Comparative Education
Methodology expertise/experience:
Feminist Methodologies
Stephen Hess, Ph.D., S.J.
Clinical Assistant Professor
Department of Educational Leadership and
Administration
310.338.4285
Stephen.Hess@lmu.edu
Research interests:
Social class issues in higher education, especially those
related to working class, Working class studies, College
student peer culture,
Mission and Identity issues related to Jesuit and Catholic
educational institutions
Methodology expertise/experience:
Qualitative
77
Magaly Lavadenz, Ph.D.
Professor
Department of Educational Leadership and
Administration
Director, Center for Equity for English Learners
310.338.2924
mlavaden@lmu.edu
Research interests:
Language, Culture, and Learning, Bilingual/Bicultural
Education, Language Policies and Practices, Teacher
Education, Social Justice in Education
Methodology expertise/experience:
Mixed Methods (Quantitative/Qualitative)
Mary K. McCullough, Ph.D.
Associate Dean of Faculty
Professor, Department of Educational Leadership
and Administration
Editor, Catholic Education: A Journal of Inquiry and
Practice
310.338.7312
mmccullo@lmu.edu
Research interests:
Leadership and School Administration, Organizational
Theory and Change, Education Finance, Generational
Diversity in the Workplace, Catholic Education
Methodology expertise/experience:
Mixed Methods, Case Study
Brian P. Leung, Ph.D.
Professor and Director, School Psychology Program
Chair, Department of Educational Support Services
310.338.7313
bleung@lmu.edu
Research interests:
Assessment, Self-Regulated Learning Behaviors,
Metacognition, Program Evaluation, Motivation
Methodology expertise/experience:
Quantitative
Philip Molebash, Ph.D.
Director, Center for Math and Science Teaching
Associate Professor
Department of Specialized Programs in Urban
Education
310.258.5439
philip.molebash@lmu.edu
Research interests:
Educational Technology, Instructional Design, Social
Studies and Science Teacher Education
Methodology expertise/experience:
Mixed Methods
Edmundo F. Litton, Ed.D.
Professor
Department of Specialized Programs in Urban
Education
310.338.1859
elitton@lmu.edu
Research interests:
Cultural Diversity, Technology, Teacher Education
Methodology expertise/experience: Qualitative
Olga Grimalt Moraga, Ed.D.
Director of Bilingual/Bicultural Programs
Department of Elementary and Secondary
Education
310.338.3778
omaraga@lmu.edu
Research interests:
Teaching English Learners K-12, Bilingual Education,
Two-Way Immersion Bilingual Education
Methodology expertise/experience:
Mixed Methods
Shane P. Martin, Ph.D.
Dean and Professor, School of Education
310.338.8768
shane.martin@lmu.edu
Research interests:
Educational Anthropology, Intercultural Education, Cultural
Diversity, Educational Policy, Catholic Schools, Charter
Schools, Educational Reform, Educational Leadership
Methodology expertise/experience:
Qualitative Methodology, Educational Policy
Irene Oliver, Ed.D.
Professor and Chair
Department of Elementary and Secondary
Education
310.338.7302
ioliver@lmu.edu
Research interests:
Teacher Education, Differentiating Instruction, Ethic of
Care
Methodology expertise/experience:
Qualitative
Martha McCarthy, Ph.D.
Presidential Professor
Department of Educational Leadership and
Administration
424.568.5280
martha.mccarthy@lmu.edu
Research interests:
Educational Law and Policy, the Evolution and Reform of
Leadership Preparation Programs
Methodology expertise/experience:
Historical/Legal Research Methods
William Parham, Ph.D., ABPP
Professor and Director, Counseling Program
Department of Educational Support Services
310.258.5591
wparham@lmu.edu
Research Interests:
Intersections between sport psychology,
multiculturalism, social justice, diversity, health
psychology and trauma psychology
78
Anthony Sabatino, Ed.D.
Clinical Associate Professor
Department of Educational Leadership and
Administration
Center for Catholic Education
310.338.7862
anthony.sabatino@lmu.edu
Research interests:
Catholic School Governance, Catholic School Leadership,
Catholic School Leadership Succession, Mission-driven
Leadership, Using the National Standards and Benchmarks
for Effective Catholic Elementary and Secondary Schools in
assessing school board performance
Methodology expertise/experience:
Qualitative Research
Candace Poindexter, Ed.D.
Director of Reading Instruction
Professor, Department of Elementary and
Secondary Education
310.338.7314
cpoindex@lmu.edu
Research interests:
Literacy, At-Risk Learners, Differentiated Instruction, Reading
Curriculum, Practitioner-Based Pedagogy
Methodology expertise/experience:
Case Studies, Mixed Methods
Francisco Ramos, Ph.D.
Associate Professor
Department of Elementary and Secondary
Education
310.338.4515
framos@lmu.edu
Research Interests:
Articulation between ESL and Mainstream Classroom
Teachers,
Teacher Attitudes Towards Language Minority
Students' L1
Methodology expertise/experience:
Qualitative and Quantitative
Marta E. Sanchez, Ph.D.
Professor
Department of Specialized Programs in Urban
Education
310.338.1617
msanch37@lmu.edu
Research interests:
Teacher Education, Cultural Diversity, Confluent
Education/Bilingual Cross-Cultural Education,
Language Acquisition and Second Language Learning,
Literacy, Parent Education and Empowerment
Methodology expertise/experience:
Ethnographic Research
Elizabeth Reilly, Ed.D.
Professor
Department of Educational Leadership and
Administration
310.258.8803
elizabeth.reilly@lmu.edu
Research interests: Leadership and Organizational
Transformation in a Global Society, Urban Education,
Transglobal Comparative Education, Women in
Educational Leadership, K-12 and Charter School
Educational Leadership
Methodology expertise/experience:
Qualitative, Quantitative, Mixed-Method
Ani N. Shabazian, Ph.D.
Director, LMU Children’s Center
Assistant Professor
Department of Elementary and Secondary
Education
310.258.8900
ashabazi@lmu.edu
Research Interests:
Early Childhood Education, Critical Educational
Theory, Social Justice and Children Residing in
Institutional Settings in the Developing World
Methodology expertise/experience:
Qualitative Methods
Ernie Rose, Ph.D.
Professor of Special Education & Educational
Leadership
Director, Doctoral Program in Educational
Leadership for Social Justice
erose@lmu.edu
Research interests:
Transformative Leadership, Life Transitions of
Individuals with Disabilities, Inclusive Education
Strategies, Disability Studies
Methodology expertise/experience:
Applied Behavior Analysis, Survey Methodology,
Interviewing Methodology
79
Becky Herr Stephenson, Ph.D.
Instructor, Qualitative Research Methods
Managing Editor, Journal of Catholic Education
310-338-4297
Rebecca.stephenson@lmu.edu
Research interests:
Media literacy, technology integration and instructional
design, extended and informal learning, Catholic
education
Methodology expertise/experience:
Qualitative, critical
Elizabeth Stoddard, Ph.D.
Chair and Associate Professor
Department of Educational Leadership and
Administration
310.338.1967
elizabeth.stoddard@lmu.edu
Research Interests:
Higher Education, Counselor Education, Human
Development
Methodology expertise/experience:
Quantitative
80
Appendix I
Three-Year Schedule
Year 1
2015-16
Summer
Summer Session I
Orientation (June 18 & 19)
Summer Session II (6/29 – 8/7)
EDLA 7020 Situated Inquiry in Education
(3 units) (4-7pm, M/Th)
EDLA 7002 Moral and Ethical Leadership
(3 units) (7:10-10pm, M/Th)
Year 3
2017-18
Year 2
2016-17
Summer Session I (5/16 – 6/24)
EDLA 7940 Preliminary Review (Benchmark
#1) (1 unit, CR/NC) (4-7pm, M)
EDLA 7040 Contextualizing Leadership in
Public Education (3 units) (7:10-10pm, M/Th)
– OR –
EDLA 7060 Contextualizing Leadership in
Private Education (3 units) (7:10-10pm, M/Th)
Fall
Spring
(8/31 – 12/11)
(1/11 – 5/6)
EDLA 7022 Qualitative Research in Education
(3 units) (4:30-7pm, M)
EDLA 7021 Quantitative Research in
Education
(3 units) (4:30-7pm, M)
EDLA 7045 Transformational Leadership for
Student Achievement (3 units) (7:10-9:45pm,
M)
EDLA 7001 Leadership for Social Justice
in Education (3 units) (7:10-9:45, M)
18
(8/29 – 12/16)
(1/9 – 5/5)
EDLA 7950 Dissertation Proposal Design
(Chapter 2) (2 units, CR/NC) (4:30-7pm, M)
EDLA 7049 Research Seminar (Chapters
1-3)
(2 units, CR/NC) (4:30-7pm, M)
EDLA 7004 Organizational Theory and Change
(3 units) (7:10-9:45pm, M)
Summer Session II (6/27 – 8/5)
EDLA 7042 Management of Fiscal/Human
Capital (3 units) (4-7pm, M/Th)
Dissertation Proposal Defense
Advancement to Candidacy, & LMU
Institutional Review Board (Benchmark
#2)
(8/28 – 12/15)
(1/8 – 5/4)
EDLA 7005 Educational Change and
Innovation (3 units) (4-7pm, M/Th)
EDLA 7023 Doctoral Colloquia (2 Unit,
CR/NC)
EDLA 7023 Doctoral Colloquia (Cont’d,
CR/NC)
EDLA 7952 Dissertation Seminar II (Chapters
4-5)
(2 units, CR/NC)
81
18
EDLA 7043 Legal and Policy Issues in
Education (3 units) (7:10 – 9:45, M)
Summer Session II (6/26 – 8/4)
EDLA 7951 Dissertation Seminar I (Chapters
4-5) (2 units, CR/NC)
Total
Units
17
EDLA 7953 Doctoral Dissertation I
(2 units, CR/NC)
11
Dissertation Defense (Benchmark #3)
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