Lauren and Randy’s
APA Dissertation Style Manual
th
5 Edition*
SDSU Ed.D. Program
1st Edition, December 2009
*Initial draft working title. Title will change as our classmates contribute additional
information, and who knows, this might even become something “official”!
This draft, unofficial guide is based on the Publication Manual of the American
Psychological Association (APA), Fifth Edition, which specifies the formatting required
for the 2007 cohort of the San Diego State University (SDSU) Doctorate in Education.
The guide is not comprehensive and is not an official university document. It is designed
to provide guidance for Ed.D. students based on the experiences of those in the program
who have completed dissertations, and much of the information contained herein came
from the helpful feedback provided by SDSU Thesis Reviewer Amanda Carpenter.
This guide is intended to be modified by users, and shared freely with all cohorts
in the program. Updates that are disseminated should include the date of modification,
and should be made available to all doctoral program students who could benefit from
this information. Please feel free to make changes and corrections as necessary.
APA Dissertation Specific Information
Chapter Six of the APA manual covers the differences between manuscript
preparation (for journal publication) and dissertation preparation. Compared to the APA
formatting that we used for papers in our courses, there are a few important differences
for dissertations:

Left margins must be 1 ½ inches, others 1 inch.

Spacing must be double for the document text, but single-spacing can be used in
cases where it would improve readability (6.03). This can be useful for long
tables. The choice of spacing must be consistent throughout the document,
however (if one table is single-spaced, all similar tables should be single-spaced).

Note that this program does not follow the SDSU Thesis and Dissertation Manual
in terms of formatting. The template found on the SDSU thesis website should not
be used for Ed.D. dissertations.
Amanda reviewed the APA manual, and provided the following guidance:
1. Is it a requirement to include the IRB in the Appendix: It is not a requirement
to include the IRB in the Appendix, but if you would like to then you may.
2. What should the List of Tables/Figures look like? I have been unable to find
any reference to the formatting of an APA List of Tables or Figures. Therefore, I
will only check that the formatting of those pages is uniform and matches the
formatting of the table of contents (spacing, font size etc)(See sample).
3. Is there a requirement that there must be text between two headings? I
wondered if this was a requirement in APA (it is for the SDSU DTM) but I was
unable to find any evidence that it is.
4. How many levels of headings should be used: While you were in the office,
we briefly discussed how many levels of headings you should use in each chapter.
I took a moment to check again in the manual and the most definitive answer is in
section 3.30 on page 112 which confirms that you should find the chapter that
divides into the greatest number of levels and apply that number of headings to
the entire document. (Note: Randy’s chapter 4 had four levels of headings, so the
dissertation followed the APA manual four-level guidelines [3.32, pg. 115] even
for the other chapters, which only had three levels of headings)
4. How should definitions be formatted? Again, I was unable to find any
definitive rules regarding the inclusion of definitions. Therefore, I will just be
checking for uniformity.
5. Is it allowable to insert a table into the middle of a paragraph? Again, I was
unable to find a rule regarding where and when to insert a table into the text.
Sample Pages and General Comments/Corrections
These are presented in the order they appear in the dissertation, whenever
possible. The sample pages contained in the first edition are from Randy Barnes’s
dissertation; feel free to replace as better examples are found. A few important
differences between manuscript and dissertation formats should be noted:

No running heads. Page numbers should be in the upper right-hand corner.

As mentioned previously, 1 1/2” left margin.

Chapter 1 begins with page 1 (does not continue with numbering from
introductory pages).

See the following sample pages for cover, signature pages, tables of contents, etc.
Consistency is important. DELETE THE INTRO LINE (ITALICS) WHEN
MEASURING MARGINS!

Helpful hint: a long dash — can be made by pressing the ctrl-alt-dash (minus
sign) keys simultaneously. Useful in the Table of Contents.

References: follow the APA manual (chapter 4), and check to make sure your web
links are still active. The guidance we have received in our classes has been
helpful, and Amanda had no changes to my (Randy’s) reference list.

Feel free to replace Randy’s examples as better examples become available!
Sample cover page.
Community College Learning Communities: Impact on
Student Success in Developmental English
by
Randall A. Barnes
A dissertation submitted to the faculty of
San Diego State University
In partial fulfillment of the requirements for the degree
Doctor of Educational Leadership
October 29, 2009
Sample signature page. Spell out Administration, Rehabilitation, and Postsecondary Education.
SAN DIEGO STATE UNIVERSITY
The Undersigned Faculty Committee Approves the
Dissertation of
Dr. Randall A. Barnes
Community College Learning Communities: Impact on Student
Success in Developmental English
____________________________________________
William E. Piland, Chair
Administration, Rehabilitation, and Postsecondary Education
_____________________________________________
Ron Jacobs
Administration, Rehabilitation, and Postsecondary Education
_____________________________________________
Kenneth Fawson
National University
______________________________
Approval Date
Sample copyright page.
Copyright © 2009
by
Randall A. Barnes
Sample abstract (incomplete).
ABSTRACT
This investigation was a case study to measure the effectiveness of the linked
course learning community model in developmental English courses at an urban
community college. This study used student demographic and course outcome data to
quantify the extent to which learning community participation could contribute toward
remedying the historically low success, retention, and persistence rates among diverse
student populations in community colleges. The learning communities in this study
consisted of developmental reading and writing courses linked in pairs at the same level,
considered to be one and two levels below college level English. A primary goal of this
study was to determine whether students who took developmental English courses in the
learning community format were more successful and had higher retention and
persistence rates than students who took the same courses outside of learning
communities.
The researcher found a limited number of references in the literature that included
concrete examples of quantitative outcomes for learning communities in community
colleges. Although learning communities have been considered an effective practice for
improving community college student success, evidence of this was mostly anecdotal or
based solely on qualitative studies or on studies of learning communities at universities.
Compared to universities, community colleges have historically served a student <snip>
Sample Table of Contents. Note Amanda’s correction, which was made in the final
document. Also note subheadings in Chapter 4.
TABLE OF CONTENTS
PAGE
ABSTRACT ..................................................................................................................
iv
LIST OF TABLES ........................................................................................................ viii
LISTS OF FIGURES .....................................................................................................
x
ACKNOWLEDGMENTS ............................................................................................
xi
CHAPTER 1—INTRODUCTION ................................................................................
12
Background to the Problem ...............................................................................
Local Setting ......................................................................................................
Problem Statement .............................................................................................
Research Questions ............................................................................................
Hypotheses .........................................................................................................
Purpose of the Study ..........................................................................................
Definition of Terms............................................................................................
Conceptual Framework ......................................................................................
Significance of the Study ...................................................................................
Delimitations/Limitations ..................................................................................
Organization of the Study ..................................................................................
14
18
24
25
26
26
27
29
37
40
42
CHAPTER 2—LITERATURE REVIEW .....................................................................
44
The Relationship Between Developmental English and College Success......... 45
The Role of Student Involvement in Student Success ....................................... 54
Factors Affecting Community College Student Success ................................... 59
Learning Communities and Student Success ........................................ 68 <snip>
Continued
CHAPTER 4—RESULTS ............................................................................................. 105
Findings…..........................................................................................................
Descriptive Statistics for the Sample ...........................................................
Learning Community Retention and Persistence .........................................
Success Rates in Developmental English Courses ......................................
Summary ............................................................................................................
106
107
108
118
132
Sample list of tables.
LIST OF TABLES
Table 1. Descriptive Statistics for Students ..................................................................
92
Table 2. Recoded Ethnicity, Gender, and Learning Community Status
For English 042 and 043 ........................................................................ 107
Table 3. Recoded Ethnicity, Gender, and Learning Community Status
For English 051 and 056 ........................................................................ 108
Table 4. Retention for Developmental English Courses by
Learning Community Status .................................................................. 110
Table 5. Retention Rates for English 042 and 043 Courses, by Learning
Community Status and Grouped Ethnicity ............................................ 111
Table 6. Retention Rates for English 042 and 043 Courses, by Learning
Community Status and Gender .............................................................. 111
Table 7. Retention Rates for English 051 and 056 Courses, by Learning
Community Status and Grouped Ethnicity ............................................ 112
Table 8. Retention Rates for English 051 and 056 Courses, by Learning
Community Status and Gender .............................................................. 112
Table 9. Persistence Rates for English 051 and 056 Courses, by Learning
Community Status, Fall 2007 to Spring 2008 ........................................ 114
Table 10. Persistence Rates for Developmental English Courses, by Learning
Community Status, Fall 2008 to Spring 2009 ........................................ 114
<snip>
Sample list of figures.
LIST OF FIGURES
Figure 1. Prerequisites for Developmental English Courses .......................................... 93
Figure 2. English Placement and Course Sequence ........................................................ 97
Figure 3. Summary of Impacts of Learning Communities on Student Outcomes ......... 135
Figure 4. Summary of Significant Differences among Means
for Learning Communities ...................................................................... 136
Sample Acknowledgements page.
ACKNOWLEDGMENTS
I wish to acknowledge those who worked tirelessly for many years to establish the
Doctor of Educational Leadership program at San Diego State University. Their hard
work and dedication to the development of community college leaders will benefit
countless learners, directly and indirectly. The dedicated faculty and staff in the program
have also greatly contributed to making this not only possible, but very worthwhile.
I would particularly like to thank my Dissertation Chair, Dr. William Piland. His
guidance, patience, and expertise not only helped me to complete this program, but also
made me a better educator. I would also like to thank my committee members, Dr. Ron
Jacobs and Dr. Kenneth Fawson, for their advice and guidance. I truly appreciate your
commitment to student success.
My faculty, staff, and administrative colleagues in the learning community within
this program are responsible for the success of countless community college students.
Your commitment to improving educational opportunities for the “top 100%” of students
we serve is remarkable. I look forward to working with you on many more student
success initiatives in the future.
Finally, I would be remiss if I did not thank my family for their patience and
support during my time spent in this program, and my cohort colleagues for their support,
guidance, and collaborative spirit. Without your support this dissertation would not have
been possible.
Sample Chapter 1 intro, with Amanda’s page number correction. Note that I began
with a long quote.
CHAPTER 1—INTRODUCTION
Since their inception, community colleges have been at the forefront in educating
and training many of the nation’s most underserved citizens. For large numbers of
Americans, therefore, they have provided a stepping-stone to a better life.
However, the persistent achievement gaps involving those traditionally
underserved by higher education—particularly students of color and those from
low-income families—clearly demonstrate that too many students are being left
behind. As some have said, the open door too often becomes a revolving door.
Community colleges are increasingly recognizing the need to revise or, in some
cases, to wholly redesign students’ educational experiences so that more students
will have a success story to tell [italics added]. (McClenney & Greene, 2005, p. 2)
Community colleges have attracted a student body of incredible diversity, and have
served a population of students who, for myriad reasons, chose community colleges over
other institutions by virtue of desire, necessity, or lack of other options. Community
colleges, according to Cohen and Brawer (2003), are institutions that “help individuals
<snip>
Sample of definition headings. Be consistent!
Student attrition: From 1995 to 2004, approximately 40% of first-time freshman students
who enrolled in the fall term did not enroll in the subsequent spring term (San Diego
Community College District, 2004).
Course completion: In Fall 2006, over 35% of students never attended, dropped or
withdrew from all classes before the end of the semester.
Academic and progress probation: In spring 2008, 6.2% of students were on academic or
progress probation.
Transfer: In 2006-07, 411 students from the college transferred to a California State
University (CSU) campus, and 95 students transferred to a University of California (UC)
campus (California Postsecondary Education Commission, 2008). In 2005-2006, 209
students transferred to private four-year institutions (California Community Colleges
Chancellor’s Office, 2008). However, nearly half of all students indicated an educational
goal of transfer to a four-year institution.
Oops… another example of consistency! We tend to miss these when we’ve looked at
our studies for so long.
students to “present ideas before others” and “take responsibility for their own
learning” (p. 57). Teachers have managed these collaborative exercises by emphasizing
higher-order thinking, development of team skills, and working in diverse groups (Millis
and Cottell, 1998, as cited in Laufgraben & Tompkins, 2004).
Learning Community Structures
Learning communities have not been rigidly defined. Gabelnick, MacGregor, Matthews
and Smith (1990), noted that there were many different types of learning <snip>
I knew this rule, but apparently overlooked this one (and a few others)! An example of
the need to really proofread your final submission.
Peer group associations and high school relationships were absent or unfamiliar in
the college setting. Commuter students or those who were able to retain their high school
contacts may have experienced more difficulty in becoming socially integrated with the
college (Christie & Dinham 1991). Peer and family contacts may have enhanced or
hindered persistence depending on whether those contacts were supportive of college
participation and success. Those who maintained contacts among groups having
traditionally low rates of college participation may have been forced to choose between
college and the external community (Tinto, 1993).
Capitalism consistency example. Also, a sample of a table. Make sure that all tables are
in the same format and have headings in same format. Contact Randy Barnes for
advice on SPSS table formats.
056 individually, as shown in tables 7 and 8. For African American students, this
difference was not significant, but for Latino students (χ2 = 6.330, df = 1, p = 0.012) and
students from the other ethnicity category (χ2 = 12.74, df = 1, p < 0.001), learning
community retention was significantly higher than retention for students who did
Table 7
Retention Rates for English 051 and 056 Courses, by Learning Community
Status and Grouped Ethnicity
Course retention
Recoded ethnicity
Learning community
African
American
Latino
All other
ethnicities
Not retained
Retained
Total
No
15
74
89
Yes
14
72
86
Total
No
Yes
Total
No
29
44
29
73
34
146
215
268
483
145
175
259
297
556
179
Yes
8
136
144
Total
42
281
323
not take English 051 and 056 in a learning community. Course retention rates for females
and males were also higher when English 051 and 056 classes were taken in learning
communities. The chi-square test for females showed a significant difference in retention
(χ2 = 6.119, df = 1, p = 0.013), as did the test for males (χ2 = 10.33, df = 1, p = 0.001).