Solved by verified expert:Throughout this course, you have examined other doctoral studies and begun to apply design tools, such as the Design Alignment Tool (DAT), to your own work. For this Final Paper, you apply the knowledge and skills that you have developed to prepare a paper about your planned study.To PrepareReview the Learning Resources for this course, include including the templates, rubrics, and checklists.Think about how these tools and resources will apply to your project study or dissertation.NEEDS To be Completed:Write a 2- to 3-page paper explaining your project study idea (read below).Discuss how you will use the templates, rubrics, and checklists to ensure that your study aligns all elements in the process.Your paper should be written using scholarly tone and in APA-style with citations and references.My project study is idea is Providing instructional Strategies for English Langage Learners Problem StatementAccording to Moole (2014) the number of English Language Learner (ELL) students increased in the years that past in the United States of America. In a report submitted in 2016 by Koppelman and Goodhart, the number ELL students in the USA in the year 2004-05 was 9.1% an estimate of 4.3 million students as compared to 2013-14 which was 9.3% an approximate value of 4.5 million students while in 2014-15 the number was 4.6 million at 9.4%. Columbia had a bigger number of at 10.0% compared to other seven states (Maryland, Arizona,) . The ELL students in public school in the US rose between 2004-2005 and 2014-2015 in all states but 15 with the greatest being in Maryland at 4.4% while the least decrease was in Arizona at 13.8%. According to the data released by Department of Education the number of ELL students living on disability has also increased significantly with 665,00 students being identified in 2014-2015 as compared to 330,000 in 2004-2005. Gunning (2013) said that the students face challenges that ought to get addressed to make their learning successful. He argued that it’s almost impossible to avoid the problems, but it’s easy preparing the students and creating an attractive environment that facilitates easy learning. According to research conducted by Cooper, Robinson, Slansky, and Kiger in 2014, most of the students, for instance, prefer speaking in their foreign languages thus making it difficult to improve their English learning process. Also, most of the students control the entire lesson where they express their experiences and varied understanding of problems they face (Schnorr, Freeman-Green, & Test, 2015). Relatively, Hill and Miller, n.d.,(2013), argue that the students get too dependent to conduct any task by themselves. The ELL process gets difficult to accomplish for such issues that must get addresses. This study aims at exploring the strategies that if well implemented by their teachers would make the ELL learning environment easy to adapt and make the process of learning the English language easy..Purpose Statement The goal of this study is to explore how ELL students deal with challenges of use dense unfamiliar vocabulary, how they use homonyms and synonyms, the difficulties they encounter with grammar, especially “exceptions to the rules” and how they deal with word order, sentence structure and syntax in their classroom setting. Tomlinson (2014) argued that teachers have primary roles not only teaching but empowering and inspire the learners to remain focused on their area of study. In 2015, Cervetti, Kulikowich, and Bravo said that if teachers adapt to the needs of their students, then most of the problems would get resolved. This study, therefore, examines the effective ways in which ELL educators can counter the challenges they face. Pinter (2017) asserts that studying the English Language helps learners understand other subjects quickly because most of the subjects studied in the US are written in English. This paper, therefore, will explore the significance of dealing with difficulties associated with studying the English Language to learners.Possible Research Question(s)What are the challenges faced by ELL students in the process of learning the English Language?What effective strategies help English Language Learners curb these challenges?What is the significance of studying the challenges associated with English Language in schools?
edd_project_study_checklist___qualitative.docx
doctoral_planning_tool_3_25_16__1_.doc
design_alignment_tool.docx
edd_capstone_rubrics_and_checklists_by_stage__2_.docx
edd_minimum_standards_rubric__2_.docx
Unformatted Attachment Preview
EdD Project Study Checklist: Qualitative
•
•
•
•
•
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:
o Indicate on the checklist the page number (use the actual document page number, not the MS Word pagination) where the
appropriate indicator is located.
o 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:
o Provide specific feedback in the comment history column. Do not delete previous commentsjust add your response in the
appropriate space.
o 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)
Student’s Name:
Program:
Committee Members’ Names:
Chairperson:
Member:
University Research Reviewer:
Student ID:
Front Matter
Checklist Items
Comment History
Title
Chair Comments: (click here)
Second Member Comments: (click here)
URR Comments: (click here)
Most important conceptual issue investigated.
Qualitative tradition applied.
Participant group to which the study applies.
Describe the overall problem and why it is important.
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.
Student Response: (click here)
Abstract
Chair Comments: (click here)
Second Member Comments: (click here)
URR Comments: (click here)
Student Response: (click here)
Section 1: The Problem
Checklist Items
Describe the local problem that prompted the
study. Discuss the gap in practice in appropriate
scholarly language.
Situate the problem within the larger population
or educational situation.
Present the rationale or justification for the
problem choice. Present support from data,
including appropriate personal communications.
Answer the question, “Who thinks this is a
problem other than you?”
Conclude with the purpose or intent of the study.
Define and cite any special terms associated
with the problem—including variables and/or
conceptual terms.
Present citations from scholarly literature or
local documents—no dictionaries or Wikipedia,
etc.
Pg/NA
Comment History
The Local Problem
Chair Comments: (click here)
Second Member Comments: (click here)
URR Comments: (click here)
Student Response: (click here)
Rationale
Chair Comments: (click here)
Second Member Comments: (click here)
URR Comments: (click here)
Student Response: (click here)
Definition of Terms
Chair Comments: (click here)
Second Member Comments: (click here)
URR Comments: (click here)
Student Response: (click here)
Present the significance of the study problem.
Describe how studying this problem might be
useful to the local educational setting.
Begin with a paragraph statement to frame the
questions in relation to the problem and purpose
of the study.
State the research questions. The questions
should investigate the nature of the problem and
the best solution to the problem.
Significance of the Study
Chair Comments: (click here)
Second Member Comments: (click here)
URR Comments: (click here)
Student Response: (click here)
Research Question(s)
Chair Comments: (click here)
Second Member Comments: (click here)
URR Comments: (click here)
Student Response: (click here)
Review of Literature
The first review of literature in the EdD Project Study addresses the problem.
Conceptual Framework
Identify and define the concept and/or
phenomenon that grounds the study.
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.)
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).
Chair Comments: (click here)
Second Member Comments: (click here)
URR Comments: (click here)
Student Response: (click here)
Chair Comments: (click here)
Second Member Comments: (click here)
URR Comments: (click here)
Student Response: (click here)
Implications
Discuss implications for possible project
directions based on anticipated findings of the
data collection and analysis.
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.
End with a transition statement that contains a
summary of key points of the section.
Present an overview of the content of remaining
sections.
Chair Comments: (click here)
Second Member Comments: (click here)
URR Comments: (click here)
Student Response: (click here)
Summary
Chair Comments: (click here)
Second Member Comments: (click here)
URR Comments: (click here)
Student Response: (click here)
Section 2: The Methodology
First part of Section 2 relates to proposal stage / second half relates to final study and includes results
Checklist Items
Pg/NA
Comment History
Qualitative Research Design and Approach
Describe how the research or evaluation design
Chair Comments: (click here)
derives logically from the problem and research
Second Member Comments: (click here)
(guiding) question.
URR Comments: (click here)
Provide a description of the qualitative tradition
or research design that will be used.
Student Response: (click here)
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 goalbased evaluation, the outcomes and
performance measures that will be utilized as
indicators, and the overall evaluation goals.
Participants
Describe the criteria for selecting participants.
Chair Comments: (click here)
Justify the number of participants, balanced with
Second Member Comments: (click here)
depth of inquiry. (In general, the fewer the
URR Comments: (click here)
participants the deeper the inquiry per
individual.)
Student Response: (click here)
Describe the procedures for gaining access to
participants.
Explain methods of establishing a researcherparticipant working relationship.
Present measures that will be taken for the
protection or participants’ rights, including
confidentiality, informed consent, and protection
from harm.
Describe and justify the data for collection. The
data must be appropriate to the type of
evaluation and to the qualitative tradition
chosen.
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).
Identify the source for each data collection
instrument (published or researcher produced).
Data Collection
Chair Comments: (click here)
Second Member Comments: (click here)
URR Comments: (click here)
Student Response: (click here)
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.
Provide processes for how and when the data
are to be generated, gathered, and recorded.
Describe the systems for keeping track of data
and emerging understandings (research logs,
reflective journals, cataloging systems).
Explain the procedures for gaining access to
participants.
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.
Present how and when the data will be
analyzed—including coding procedures and
software applications, when appropriate.
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.).
Data Analysis
Chair Comments: (click here)
Second Member Comments: (click here)
URR Comments: (click here)
Student Response: (click here)
Explain the procedures for dealing with
discrepant cases.
If this is an evaluation study, present the
limitations of the evaluation.
Limitations
Chair Comments: (click here)
Second Member Comments: (click here)
URR Comments: (click here)
Student Response: (click here)
[Content of Proposal Ends Here. See APA Form and Style Check at the end of the Checklist.]
Checklist Items
Clearly review the process by which the data
were generated, gathered, and recorded.
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
Section 2: The Methodology (do not repeat section heading)
(For Final Study)
Pg/NA
Comment History
Data Analysis Results
Chair Comments: (click here)
Second Member Comments: (click here)
URR Comments: (click here)
Student Response: (click here)
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.
Section 3: The Project
(For Final Study)
Checklist Items
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.
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)
Pg/NA
Comment History
Introduction
Chair Comments: (click here)
Second Member Comments: (click here)
URR Comments: (click here)
Student Response: (click here)
•
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
Describe the goals of the proposed project.
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.
Present a scholarly review of literature related to
the specific genre of project. (Must not repeat
themes from Section 1 review of literature.)
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 2540 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.
Present the needed resources, existing
supports, potential barriers, and potential
solutions to barriers.
Discuss the proposal for implementation,
including a timetable.
Explain the roles and responsibilities of student
Rationale
Chair Comments: (click here)
Second Member Comments: (click here)
URR Comments: (click here)
Student Response: (click here)
Review of the Literature
Chair Comments: (click here)
Second Member Comments: (click here)
URR Comments: (click here)
Student Response: (click here)
Project Description
Chair Comments: (click here)
Second Member Comments: (click here)
URR Comments: (click here)
Student Response: (click here)
and any others involved.
Project Evaluation Plan
Chair Comments: (click here)
Second Member Comments: (click here)
URR Comments: (click here)
Unless the project genre was an evaluation,
present the type of evaluation planned for the
project deliverable (goal-based, outcomes
based, formative, or summative).
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.
Student Response: (click here)
Project Implications
Chair Comments: (click here)
Second Member Comments: (click here)
URR Comments: (click here)
Summarize possible social change implications.
Provide importance of the project to local
stakeholders and in larger context.
Student Response: (click here)
Section 4: Reflections and Conclusions
(For Final Study)
Checklist Items
Ground a discussion of project strengths and
limitations in addressing the problem in the
appropriate literature.
Focus discussion on project deliverable, not
research or local site.
Describe ways to address the problem
differently based up work of the study.
Present alternative definitions of the problem
and alternative solutions to the local problem.
Describe what was learned about the
processes—specific to the research and
development of the project. Use scholarly
language throughout.
Present reflective analysis about personal
learning/growth of self as a scholar, practitioner,
and project developer—specific to the research
Pg/NA
Comment History
Project Strengths and Limitations
Chair Comments: (click here)
Second Member Comments: (click here)
URR Comments: (click here)
Student Response: (click here)
Recommendations for Alternative Approaches
Chair Comments: (click here)
Second Member Comments: (click here)
URR Comments: (click here)
Student Response: (click here)
Scholarship, Project Development, and Leadership and Change
Chair Comments: (click here)
Second Member Comments: (click here)
URR Comments: (click here)
Student Response: (click here)
and development of the project.
Reflect and discuss on the importance of the
work overall, and what was learned.
Reflection on the Importance of the Work
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
Chair Comments: (click here)
change at the appropriate level (individual,
Second Member Comments: (click here)
family, organizational, and societal/policy).
URR Comments: (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.
Provide a strong “take home” message that
captures the key essence of the study.
Student Response: (click here)
Conclusion
Chair Comments: (click here)
Second Member Comments: (click here)
URR Comments: (click here)
Student Response: (click here)
Appendix A: The Project
(For Final Study)
Checklist Items
Include all components of project in Appendix A.
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.
Comment History
Chair Comments: (click here)
Second Member Comments: (click here)
URR Comments: (click here)
Student Response: (click here)
APA Form and Style Check
Checklist Items
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).
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
Comment History
Chair Comments: (click here)
Second Member Comments: (click here)
URR Comments: (click here)
Student Response: (click here)
The paper has been thoroughly checked for grammar,
spelling, and syntax errors.
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)
Chair Comments: (click here)
Second Member Comments: (click here)
URR Comments: (click here)
Student Response: (cl …
Purchase answer to see full
attachment
