EdD Project Study Checklist: Qualitative
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· The following provides guidance for reporting on EdD qualitative project studies.
· All items may not be relevant to your particular study; please consult with your chair for guidance.
· The checklist items may not necessarily be in the order that works best for your doctoral study. Please consult with your committee; however, the checklist should work well in the absence of other considerations.
· Instructions for students:
· Indicate on the checklist the page number (use the actual document page number, not the MS Word pagination) where the appropriate indicator is located.
· Respond to comments from the committee in each comment history box. Do not delete previous commentsjust add your response in the appropriate space.
· Instructions for the chair and/or committee members:
· Provide specific feedback in the comment history column. Do not delete previous commentsjust add your response in the appropriate space.
· If you made detailed comments on the draft (using track changes and comments), you can make reference to the draft rather than restate everything in the checklist comment history section.
Date: (click here and type today’s date)
Program:
Committee Members’ Names:
| Front Matter | ||
| Checklist Items | Comment History | |
| Title | ||
| Most important conceptual issue investigated. | Chair Comments: (click here)
Second Member Comments: (click here) URR Comments: (click here)
Student Response: (click here) |
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| Qualitative tradition applied. | ||
| Participant group to which the study applies. | ||
| Abstract | ||
| Describe the overall problem and why it is important. | Chair Comments: (click here)
Second Member Comments: (click here) URR Comments: (click here)
Student Response: (click here) |
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| Identify the purpose of the study. | ||
| State the theoretical foundations and/or conceptual frameworks, as appropriate. | ||
| Summarize the key research question(s) as statements. | ||
| Describe, concisely, the overall research design, methods, and data analysis procedures. (include number of participants) | ||
| Identify key results, conclusions, and project as an outcome (for the final study only). | ||
| Conclude with a statement on the implications for positive social change and local applications. | ||
| Section 1: The Problem | ||
| Checklist Items | Pg/NA | Comment History |
| The Local Problem | ||
| Describe the local problem that prompted the study. Discuss the gap in practice in appropriate scholarly language. |
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Chair Comments: (click here)
Second Member Comments: (click here) URR Comments: (click here)
Student Response: (click here) |
| Situate the problem within the larger population or educational situation. | ||
| Rationale | ||
| Present the rationale or justification for the problem choice. Present support from data, including appropriate personal communications. |
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Chair Comments: (click here)
Second Member Comments: (click here) URR Comments: (click here)
Student Response: (click here) |
| Answer the question, “Who thinks this is a problem other than you?” | ||
| Conclude with the purpose or intent of the study. | ||
| Definition of Terms | ||
| Define and cite any special terms associated with the problem—including variables and/or conceptual terms. |
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Chair Comments: (click here)
Second Member Comments: (click here) URR Comments: (click here)
Student Response: (click here) |
| Present citations from scholarly literature or local documents—no dictionaries or Wikipedia, etc. | ||
| Significance of the Study | ||
| Present the significance of the study problem. |
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Chair Comments: (click here)
Second Member Comments: (click here) URR Comments: (click here)
Student Response: (click here) |
| Describe how studying this problem might be useful to the local educational setting. | ||
| Research Question(s) | ||
| Begin with a paragraph statement to frame the questions in relation to the problem and purpose of the study. |
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Chair Comments: (click here)
Second Member Comments: (click here) URR Comments: (click here)
Student Response: (click here) |
| State the research questions. The questions should investigate the nature of the problem and the best solution to the problem. | ||
| Review of Literature
The first review of literature in the EdD Project Study addresses the problem. |
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| Conceptual Framework | ||
| Identify and define the concept and/or phenomenon that grounds the study. |
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Chair Comments: (click here)
Second Member Comments: (click here) URR Comments: (click here)
Student Response: (click here) |
| Concisely describe the conceptual framework (a description of the body of research that supports the need for the study) as derived from the literature. | ||
| State the logical connections among key elements of the framework. | ||
| State how the framework relates to the study approach and key research questions, as well as to instrument development and data analysis, where appropriate. | ||
| Review of the Broader Problem | ||
| Present an overview of topics covered in the review and indicate how the search was conducted. (Search terms and efforts to find related research should be explained.) |
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Chair Comments: (click here)
Second Member Comments: (click here) URR Comments: (click here)
Student Response: (click here) |
| Provide a critical review of the broader problem associated with the local problem addressed in the study. | ||
| Demonstrate saturation; 25-40 current (within 5 years of study completion), peer-reviewed sources in addition to the framework references and seminal works as needed. | ||
| Discuss any relevant public data. | ||
| Include a critical analysis of the body of literature (and should not read like an annotated bibliography). | ||
| Implications | ||
| Discuss implications for possible project directions based on anticipated findings of the data collection and analysis. |
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Chair Comments: (click here)
Second Member Comments: (click here) URR Comments: (click here)
Student Response: (click here) |
| Include tentative directions for the project deliverable, but the findings of the research must inform the development of the project. | ||
| Avoid stating outcomes and project as a foregone conclusion. | ||
| Summary | ||
| End with a transition statement that contains a summary of key points of the section. |
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Chair Comments: (click here)
Second Member Comments: (click here) URR Comments: (click here)
Student Response: (click here) |
| Present an overview of the content of remaining sections. | ||
| Section 2: The Methodology
First part of Section 2 relates to proposal stage / second half relates to final study and includes results |
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| Checklist Items | Pg/NA | Comment History |
| Qualitative Research Design and Approach | ||
| Describe how the research or evaluation design derives logically from the problem and research (guiding) question. |
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Chair Comments: (click here)
Second Member Comments: (click here) URR Comments: (click here)
Student Response: (click here) |
| Provide a description of the qualitative tradition or research design that will be used. | ||
| Justify the choice of research design with explanations why other likely choices would be less effective. | ||
| If conducting an evaluation, include the type of evaluation (goal-based, outcomes based, formative, or summative), justification for using this type of evaluation, the goals for a goal-based evaluation, the outcomes and performance measures that will be utilized as indicators, and the overall evaluation goals. | ||
| Participants | ||
| Describe the criteria for selecting participants. |
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Chair Comments: (click here)
Second Member Comments: (click here) URR Comments: (click here)
Student Response: (click here) |
| Justify the number of participants, balanced with depth of inquiry. (In general, the fewer the participants the deeper the inquiry per individual.) | ||
| Describe the procedures for gaining access to participants. | ||
| Explain methods of establishing a researcher-participant working relationship. | ||
| Present measures that will be taken for the protection or participants’ rights, including confidentiality, informed consent, and protection from harm. | ||
| Data Collection | ||
| Describe and justify the data for collection. The data must be appropriate to the type of evaluation and to the qualitative tradition chosen. |
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Chair Comments: (click here)
Second Member Comments: (click here) URR Comments: (click here)
Student Response: (click here) |
| Identify each data collection instrument and source (observation sheet, interview protocol, focus group protocol, video-tape, audio-tape, artifacts, archived data, and other kinds of data collection instruments). |
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| Identify the source for each data collection instrument (published or researcher produced). |
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| If historical or legal documents are used as a source of data, demonstrate the reputability of the sources and justify why they represent the best source of data. | ||
| Establish sufficiency of data collection instruments to answer research questions. |
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| Provide processes for how and when the data are to be generated, gathered, and recorded. |
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| Describe the systems for keeping track of data and emerging understandings (research logs, reflective journals, cataloging systems). |
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| Explain the procedures for gaining access to participants. |
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| Present the role of the researcher—including past/current professional roles at the setting, past/current professional relationship with the participants, how these roles and relationships may affect data collections, and the researcher’s experiences or biases that are related to the topic. | ||
| Data Analysis | ||
| Present how and when the data will be analyzed—including coding procedures and software applications, when appropriate. |
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Chair Comments: (click here)
Second Member Comments: (click here) URR Comments: (click here)
Student Response: (click here) |
| Describe the evidence of quality and procedures to assure accuracy and credibility of the findings (e.g., member checks, triangulation, peer debriefing, clarifying researcher bias, etc.). |
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| Explain the procedures for dealing with discrepant cases. | ||
| Limitations | ||
| If this is an evaluation study, present the limitations of the evaluation. |
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Chair Comments: (click here)
Second Member Comments: (click here) URR Comments: (click here)
Student Response: (click here) |
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[Content of Proposal Ends Here. See APA Form and Style Check at the end of the Checklist.] |
| Section 2: The Methodology (do not repeat section heading)
(For Final Study) |
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| Checklist Items | Pg/NA | Comment History |
| Data Analysis Results | ||
| Clearly review the process by which the data were generated, gathered, and recorded. |
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Chair Comments: (click here)
Second Member Comments: (click here) URR Comments: (click here)
Student Response: (click here) |
| Build the findings from the problem and research question(s). | ||
| Present patterns, relationships, and themes as findings supported by the data and aligned with the research questions. | ||
| Account for all salient data in the findings and appropriately handles discrepant cases. | ||
| Discuss the evidence of quality how the study followed procedures to address accuracy of the data (e.g., member checks, triangulation, etc.) Refer to appropriate evidence in appendixes (sample transcripts, researcher logs, field notes, etc.) | ||
| Summarize outcomes logically and systematically in relation to the problem and research question(s) and to the larger body of literature on the topic, including the conceptual/theoretical framework. | ||
| Describe the project deliverable as an outcome of the results.
The student and committee must meet to discuss the findings and the most appropriate project based on the findings. Committee approval is required before the student may proceed to write Section 3–The Project.
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| Section 3: The Project
(For Final Study) |
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| Checklist Items | Pg/NA | Comment History |
| Introduction | ||
| Present a brief description of the proposed project. Remember that the project is the artifact or deliverable that students create based on the findings from their research. This completed, doctoral-level product is placed in Appendix A of the final study. |
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Chair Comments: (click here)
Second Member Comments: (click here) URR Comments: (click here)
Student Response: (click here) |
| There are 4 basic genres of projects:
Evaluation Report (for an evaluation study) · Explains purpose of evaluation, criteria, & major outcomes · Addresses local needs · Meets standards for PE—length varies—plan on 15-30 pages Curriculum Plan · Includes purpose, level, learners, scope, & sequence · Describes materials, units, & lessons in detail (objectives, activities, assessments, teacher notes, and evaluation plan) · Specifies details of plan—minimum of 9 week curriculum plan Professional Development/Training Curriculum and Materials · Includes purpose, goals, learning outcomes, & target audience · Outlines components, timeline, activities, trainer notes, & module formats · Provides materials (PPTs, etc.), implementation plan, & evaluation plan · Specifies hour-by-hour detail of training—minimum of 3 full days of training Policy Recommendation with Detail (position paper) · Includes background of existing policy/problem, summary of analysis/findings · Presents major evidence from both literature and research · Outlines recommendations—connected to the evidence—related to audience · Appropriate length varies by topic—plan on 15-30 pages |
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| Describe the goals of the proposed project. | ||
| Rationale | ||
| Present a scholarly rationale of why the project genre was chosen including considerations of the data analysis in Section 2, and how the problem will be addressed through the content of the project. |
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Chair Comments: (click here)
Second Member Comments: (click here) URR Comments: (click here)
Student Response: (click here) |
| Review of the Literature | ||
| Present a scholarly review of literature related to the specific genre of project. (Must not repeat themes from Section 1 review of literature.) |
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Chair Comments: (click here)
Second Member Comments: (click here) URR Comments: (click here)
Student Response: (click here) |
| Explain how the genre is appropriate to address the problem and criteria from the research and/or theory used to guide development of the project. | ||
| Present a thorough, critical, interconnected analysis of how theory and research support the content of the project, including discussion of findings from Section 2. | ||
| Indicate how search was conducted, including search terms and efforts to find related research. | ||
| Demonstrate saturation through the use of 25-40 recent (within 5 years of study completion date), peer-reviewed sources. | ||
| Present justification if not meeting minimum number of sources or if other types of sources are used. | ||
| Project Description | ||
| Present the needed resources, existing supports, potential barriers, and potential solutions to barriers. |
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Chair Comments: (click here)
Second Member Comments: (click here) URR Comments: (click here)
Student Response: (click here) |
| Discuss the proposal for implementation, including a timetable. | ||
| Explain the roles and responsibilities of student and any others involved. | ||
| Project Evaluation Plan | ||
| Unless the project genre was an evaluation, present the type of evaluation planned for the project deliverable (goal-based, outcomes based, formative, or summative). |
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Chair Comments: (click here)
Second Member Comments: (click here) URR Comments: (click here)
Student Response: (click here) |
| Provide a justification for using this type of evaluation. | ||
| Explain the overall goals of the project (for a goals-based evaluation) or outcome measures that will be utilized (for an outcomes-based evaluation). | ||
| Discuss the overall evaluation goals. | ||
| Include a description of the key stakeholders. | ||
| Project Implications | ||
| Summarize possible social change implications. |
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Chair Comments: (click here)
Second Member Comments: (click here) URR Comments: (click here)
Student Response: (click here) |
| Provide importance of the project to local stakeholders and in larger context.
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| Section 4: Reflections and Conclusions
(For Final Study) |
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| Checklist Items | Pg/NA | Comment History |
| Project Strengths and Limitations | ||
| Ground a discussion of project strengths and limitations in addressing the problem in the appropriate literature. |
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Chair Comments: (click here)
Second Member Comments: (click here) URR Comments: (click here)
Student Response: (click here) |
| Focus discussion on project deliverable, not research or local site. | ||
| Recommendations for Alternative Approaches | ||
| Describe ways to address the problem differently based up work of the study. |
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Chair Comments: (click here)
Second Member Comments: (click here) URR Comments: (click here)
Student Response: (click here) |
| Present alternative definitions of the problem and alternative solutions to the local problem. | ||
| Scholarship, Project Development, and Leadership and Change | ||
| Describe what was learned about the processes—specific to the research and development of the project. Use scholarly language throughout. |
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Chair Comments: (click here)
Second Member Comments: (click here) URR Comments: (click here)
Student Response: (click here) |
| Present reflective analysis about personal learning/growth of self as a scholar, practitioner, and project developer—specific to the research and development of the project. | ||
| Reflection on the Importance of the Work | ||
| Reflect and discuss on the importance of the work overall, and what was learned. |
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Chair Comments: (click here)
Second Member Comments: (click here) URR Comments: (click here)
Student Response: (click here) |
| Implications, Applications, and Directions for Future Research | ||
| Describe the potential impact for positive social change at the appropriate level (individual, family, organizational, and societal/policy). |
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Chair Comments: (click here)
Second Member Comments: (click here) URR Comments: (click here)
Student Response: (click here) |
| Ensure implications for social change do not exceed the study boundaries. | ||
| Describe methodological, theoretical, and/or empirical implications, as appropriate. | ||
| Describe recommendations for practice and/or for future research, as appropriate. | ||
| Conclusion | ||
| Provide a strong “take home” message that captures the key essence of the study. |
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Chair Comments: (click here)
Second Member Comments: (click here) URR Comments: (click here)
Student Response: (click here) |
| Appendix A: The Project
(For Final Study) |
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| Checklist Items | Comment History | |
| Include all components of project in Appendix A. | Chair Comments: (click here)
Second Member Comments: (click here) URR Comments: (click here)
Student Response: (click here) |
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| Meet standards of genre at a scholarly doctoral level. Refer to genre examples/standards in rubric for Section 3. | ||
| Ensure immediate applicability to setting and problem. | ||
| Use appropriate language for stakeholders or audience. | ||
| Include only original products. | ||
| APA Form and Style Check | ||
| Checklist Items | Comment History | |
| Citations and Referencing | ||
| All citations have been crosschecked to ensure that there are corresponding references (and that there are no references that do not have associated citations). | Chair Comments: (click here)
Second Member Comments: (click here) URR Comments: (click here)
Student Response: (click here) |
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| All sources are cited correctly per APA formatting requirements (for example, studies listed in alphabetical order by first author; no first names of authors). | ||
| Grammar, Spelling, and Syntax | ||
| The paper has been thoroughly checked for grammar, spelling, and syntax errors. | Chair Comments: (click here)
Second Member Comments: (click here) URR Comments: (click here)
Student Response: (click here) |
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| For the final doctoral study, the doctoral study has been checked for correct verb tense representing a completed study. | ||
| Headings | ||
| Headings are used, consistent with the Walden Doctoral study Template. | Chair Comments: (click here)
Second Member Comments: (click here) URR Comments: (click here)
Student Response: (click here) |
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| Use of the Writing Center Template | ||
| The Writing Center Doctoral Study Template (APA, 6th edition) was used to construct the proposal and/or doctoral study so that all formatting is correct. | Chair Comments: (click here)
Second Member Comments: (click here) URR Comments: (click here)
Student Response: (click here) |
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| Use of Academic Integrity Check | ||
| An anti-plagiarism report was run with the exclusions setting set to “Exclude < 4 words”. Previous submissions (false matches) should also be excluded. | Chair Comments: (click here)
Second Member Comments: (click here) URR Comments: (click here)
Student Response: (click here) |
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