Draft Rubric - Use As A Helpful Tool Only To Guide Mentee Chapter Development Use Approved Arb Checklist For Review Purposes

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1.00.01 SAS MENTOR RUBRICS FOR EDITING

DISSERTATION PROPOSALS – CHAPTER 1, 2, and 3
AND
ACADEMIC REVIEW CHECKLIST - FORM 5v2
By Dr. Kimberly Blum, Dr. Susanne Beier, Dr.Timothy Delicath, and the University of Phoenix (Academic Review
Checklist sections)
DRAFT RUBRIC – USE AS A HELPFUL TOOL ONLY TO GUIDE

MENTEE CHAPTER DEVELOPMENT
*USE APPROVED ARB CHECKLIST FOR REVIEW PURPOSES*

TABLE OF CONTENTS
(Control + Click to go to each section)
Chapter 1
Table 1: Introductory Paragraph Rubric

Table 2: Academic Review Checklist: Introductory Paragraph
Table 3: Background Section Rubric
Table 4: Academic Review Checklist: Background Section
Table 5: Problem Statement Rubric
Table 6: Academic Review Checklist: Problem Statements
Table 7: Purpose Statement Rubric
Table 8: Academic Review Checklist: Purpose Statements
Table 9: Significance of the Study Rubric
Table 10: Academic Review Checklist: Significance of the Study
Table 11: Nature of the Study Rubric
Table 12: Academic Review Checklist: Nature of the Study
Table 13: Hypothesis/Research Questions Rubric
Table 14: Academic Review Checklist: Hypothesis/Research Questions Rubric
Table 15: Conceptual or Theoretical Framework Rubric
Table 16: Academic Review Checklist: Conceptual or Theoretical Framework Rubric
Table 17: Definitions Rubric
Table 18: Academic Review Checklist: Definitions
Table 19: Assumptions Rubric
Table 20: Academic Review Checklist: Assumptions
Table 21: Scope Rubric
Table 22: Academic Review Checklist: Scope
Table 23: Limitations Rubric
Table 24: Academic Review Checklist: Limitations
Table 25: Delimitations Rubric
Table 26: Academic Review Checklist: Delimitations
Table 27: Summary Rubric
Table 28: Academic Review Checklist: Summary
Table 29: Common Proposal Errors to Avoid Rubric
Chapter 2
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Table 1: Basic Understanding of a Literature Review Rubric

Table 4: Title searches, Articles, Research Documents, and Journal Researched
Table 5: Research Question and Variable Rubric
Table 6: Historical, Current, and Gaps Overview Rubric
Table 7: Academic Review Checklist -- Section Topics Rubric
Table 8: Chapter 2 Conclusion And Summary Rubric
Table 9: Academic Review Checklist -- Conclusion and Summary Rubric
Chapter 3
Table 2: Academic Review Checklist – Introductory Paragraph
Table 3: Research Method and Design Appropriateness Rubric
Table 4: Academic Review Checklist – Research Method and Design Appropriateness
Table 5: Population and Sampling Rubric
Table 6: Informed Consent, Confidentially, and Geographic Rubric
Table 7: Data Collection Rubric
Table 8: Instrument or Interview Questions Rubric
Table 9: Academic Review Checklist – Population, Sampling, and Data Collection Procedures and Rationale
Table 10: Data Analysis Rubric
Table 11: Academic Review Checklist – Data Analysis
Table 12: Organization and Clarity Rubric
Table 13: Academic Review Checklist – Organization and Clarity
Table 14: Chapter Summary Rubric
Table 15: Academic Review Checklist – Chapter Summary
Table 16: Academic Review Checklist -- Ancillary Pages
References
References for Chapter 1 Rubric
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Go back to Table of Contents
Checkpoint Edit: Yes/No? Comments: (Example Comments are included), Mentors,

cut and modify appropriately.
Does the introductory paragraph Example:
grab the attention of the reader?
CHAPTER 1: INTRODUCTION
Virtual environments, where employees work at remote

locations from their managerial and organizational hierarchies
continue to grow. In 2004, The Dieringer Research Group
reported that 18% of the workforce in the United States works
in a virtual environment; however, there does not appear to be
a significant amount of literature available to suggest how
leaders might manage virtual employees or the processes
required to do so (Scharff, 2005, p. 1)
Does the Introduction include a Example:

summary of the background of
general theories to leader the reader Despite an estimated $316.6 million spent for programs under
into the specific problem? The NCLB in 2006 (U.S. Department of Education, 2006) on
summary can be 1-2 lines with closing the achievement gap, a disparity in performance still
sources but some problems require exists between disadvantaged students and their affluent peers
far more background in the (Paige, 2002). The U.S. Department of Education (2001)
introduction, depending on the reported that U.S. students are not reading at appropriate
complexity of the topic. levels based on the recent standards issued by the federal
government. Forty percent of the fourth graders in the U.S.
and almost 70% of the low-income fourth-graders cannot read
at the basic level established for their grade.
The goal of NCLB of 2001, 2002, was to make sure that all
children are reading at grade level by the third grade (U.S.
Department of Education, 2003). There are four key principles
of NCLB:
1. Stronger system-wide accountability for results.
2. Greater flexibility for states, districts, and schools in
the use of federal funds.
3. Increased choices for parental/legal guardians of
children from disadvantaged backgrounds.
4. Specific emphasis on teaching methods that have
demonstrated results. (Arizona Department of
Education, 2003, ¶ 2)
Among other methods, reading instruction has been

implemented nationwide through small group interventions in
a variety of settings (Robinson, McKenna, & Wedman, 2004).
Among other methods, reading instruction has been
implemented nationwide through small group interventions in
a variety of settings (Robinson, McKenna, & Wedman, 2004).
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Arizona mandates for reading instruction required specific

classroom actions such as small group reading interventions
(Arizona Department of Education, 2003b, 2004f), which are
the focus of this research study (Robbins, 2006, p. 1-2).
Does the last paragraph ease the Example:

reader into what chapter 1 will
present? One way that educational and health care administrative
leaders could meet the demand is to bring graduate nurses to
the workforce faster by using the Assessment Technologies
Institute (ATI) test scores to predict a nursing student’s
probability of passing the state licensing examination with one
attempt (ATI, 2006d). A predictor model would allow
individualized remediation and a faster pass rate on the
nursing licensure examination (ATI, 2006a; National Council
of State Boards of Nursing [NCSBN], 2006). Chapter 1
discusses the problem, purpose, and method of this proposed
retrospective, quantitative, correlational research study
examining any relationship between ATI test scores and the
NCSBN licensing examination (NCLEX-RN; NCSBN, 2006)
pass rates in the total population of nursing students
graduating from a rural school of nursing in Pennsylvania
between 2005 and 2007 (Carl, 2006, p. 1).
Are sentences explaining the general Example is (Blum, 2006).

and specific problem sourced?
Is the specific problem a clear gap in The problem cannot be an old one that no one cares about; the
research and sourced with sources problem must show a clear, recent problem with a source
within 5 years? within the last five years, the newer the better!
Does the introduction make it clear Example:

using statistics, percentages, or
arguments how significant the gap In Fortune 500 companies, only 5% of the corporate officers
in knowledge of the problem is to are female and less than 1% of the CEOs are female (“Women
leaders? in leadership,” 2002a, 2002b).
Are the general theories leading into Make sure all theories are related to the problem.
the problem appropriate?
Does the Introductory Paragraphs See below.
meet all the requirements of the
Academic Review Checklist? Please
check all areas below with a 0 -3
(meets all requirements) – see below.
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INTRODUCTORY PARAGRAPH(S) Average of

½ - ¾ page
No subtitle is given to this section.
2 required parts
1. Dissertation topic is introduced. 0
2. Discussion reflects an overview of what is contained in the chapter. 0
Table 3: Background Section Rubric
Checkpoint Edit: Yes/No? Comments: (Example Comments are included),

Mentors, cut and modify appropriately.
Does the introductory paragraph make a Example:
smooth transition from the problem to
the background? Clark, Allard, and Mahoney (2004) reflected on a
meta-analysis of historical studies that females
were generally invisible providing a stilted
perspective on the relative importance of males and
females in society.
Is the background related solely to the Cut all areas not related to the problem.
problem statement or does it cover
areas not related to the study?
Are back to back quotes used (should Quotes should drive home a point; use
not be)? paraphrasing as much as possible in the
background section.
Is a summary of the history of each Cover the historical area first.
variable related to the problem
statement (independent and dependant
if a quantitative study) covered?
Is a summary of current theories of Explain recent trends.
each variable related to the problem
Is a summary of gaps in knowledge to Drive home the need for the study with the gaps in
drive home the need for the study of knowledge.
each variable related to the problem
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Are all major theories summarized or Mentors, conduct a search on the terms in the
are there missing major models? problem statement, are there major models
missing? Instruct mentee to read more and
summarize missing areas.
Are all lines properly sourced? If there is a line that the reader can ask – who said?
SOURCE!
Does the gap in knowledge section have The more recent the better.
sources within five years or latest
available source?
Does the background section meet all See below.
the requirements of the Academic
Review Checklist? Please check all
areas below with a 0 -3 (meets all
requirements) – see below.
Table 4: Academic Review Checklist: Background Section
BACKGROUND Average of 2 ½
pages
Discussion reflects why the research problem is of important social concern or theoretical 0
interest.
Table 5: Problem Statement Rubric

Is the Problem a significant Sometimes a problem is presented but is really a
leadership problem? symptom or a minor organizational problem. One
example is a mentee who stated the problem is that
humor is not used by leaders in the workplace to motivate
employees. This is a symptom; the real problem is the
employees are not motivated to perform above job
expectations which could affect profits – this is more
significant to leaders.
Is the Problem doable? Students want to study the world problems, but can data
be gathered within the doctoral dissertation time frame
and does the student have permission, the contact, and
the sample size needed?
Does the Design match the Mentors, review the design the mentee is suggesting,
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Problem? does the design have all elements for the design and will
it solve the problem?
Suggestions for Change in Design Mentors include examples from research books, for
example if the mentee wants to learn the reasons why
leaders do something, but presents a correlation design,
a correlation design will not explore reasons, it only tests
any correlation (Sproull, 2004). Read and send the
RES/711 in the SAS.Dissertation-Mentor-
Support.Materials newsgroup on the
candidate.phoenix.edu server to the student.
Is the sample statistically Mentors, refer the student to a statistics book (Sproul,
significant if a quantitative design 2004) to determine the size of the sample if the design is
or if a qualitative design, clearly quantitative, or the appropriate qualitative design book.
explained why chosen? Send Qualitative Methods for May 17, 2006 lecture and
Powerpoint to student in the SAS.Dissertation-Mentor-
Support.Materials newsgroup on the
candidate.phoenix.edu server
Is the sample a protected class? Review the IRB forms on the faculty website. If the
sample consists of children, caution student about
parental permission and full IRB meeting required.
Are the general theories leading 1-2 lines of general theories linked together to show the
into the problem appropriate? problem should start the problem statement.
Example:
According to the U.S. Bureau of Labor Statistics (2003),
46% of all employees holding the title manager are
female, yet only 5% of the leaders in higher echelon
positions are female (Eagly, Johannesen-Schmidt, & van
Engen, 2003). Eagly et al. conducted a meta-analysis and
noted that based on results, men appear to hire other
men with the expectation that men are best suited to the
tasks of leadership. The perception that men are best
suited to the tasks of leadership has been labeled glass
ceiling, a term that has been present in literature for over
20 years (Federal Glass Ceiling Commission, 1995;
Fujimoto, 2004; Harris, 1994; Hymowitz & Schellhardt,
1986). The problem addressed by this study explored why
experienced women have not been promoted to high level
positions in New England higher education.
Is the specific problem sourced? Example:
The problem is that there is a lack of knowledge regarding

whether or not the ATI RN Content Mastery Series
leadership scores and critical thinking subscores and the
preadmission Essential Performance Profile Skills Test
(TEAS) can predict NCLEX-RN first-time pass rates
comparable to the ATI RN Comprehensive Predictor
Version 2.0 test (ATI, 2003).
Are sources at least 5 years from
the date (unless a historical
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design) in the problem?

Does the problem meet all the
requirements of the Academic
Review Checklist? Please check
all areas below with a 0 -3 (meets
all requirements)
Table 6: Academic Review Checklist: Problem Statements
PROBLEM STATEMENT Average of ½ - ¾

page
4 required parts
1. General Problem/Observation identifying the need for the study. 0
2. Specific “Problem” proposed for research; the problem statement is clear, concise, and 0
reflective of the purpose statement.
3. Introductory words describing method and research design are given and are appropriate to 0
the “problem”.
4. General population group of proposed study is identified. 0
Table 7: Purpose Statement Rubric

Checkpoint Edit: Yes/No?
Comments: (Example
Comments are included),
Mentors, cut and modify
appropriately. 9
Does the purpose match1.00.01 SAS MENTOR RUBRICS FORMentors,
the problem? EDITINGcheck for a different
DISSERTATION PROPOSALS – CHAPTER 1, 2,than
purpose andthe3problem.
Does the purpose have the correct terminology for the For example, if the term
design? AND correlation is used for a
ACADEMIC REVIEW CHECKLIST - FORM correlation
5v2 study and the terms
exploring themes, patterns,
reasons why are used for
qualitative designs).
Does the purpose design solve the Problem? Mentees sometimes want to do
one type of study, for example,
refusing to conduct a quantitative
design because they fear
statistics, but the problem cannot
be solved by a qualitative design.
Is the sample statistically significant if a quantitative Mentors, refer students to
design or if a qualitative design, clearly explain why the research books to learn more
sample chosen (i.e. purposeful, snowball, convenience)? about how to select samples for
each design. Sproull (2004) or Yin
(any year) for case studies and
Creswell (2004).
Will the sample chosen solve the problem as stated in the Example:
problem statement (i.e. the sample interviewed are
appropriate to give the results needed to solve the The purpose of this qualitative
problem and not just someone off the street)? phenomenological study is to
explore factors perceived by 20
female New England community
college administrators that might
influence or be barriers that
limited promotional opportunities
into senior leadership roles. This
study will use audio taped, in-
depth interviews with 20 female
administrators; one pilot study
participant and 19 final study
participants in New England
community colleges using open-
ended questions in order to
search for emerging themes in the
data provided from the inquiries
(Coyne-Westerkamp, 2005, p. 5).
If qualitative, does the purpose include how the data will Narrow down how the data will be
be analyzed (i.e. leadership styles, or reasons why)? analyzed:
Example:
“factors perceived by 20 female

New England community college
administrators that might influence
or be barriers that limited
promotional opportunities into
senior leadership roles” (Coyne-
Westerkamp, 2005, p. 5).
If the design is a case study, does the purpose have at Literature files, archival
least 3 sources of data to triangulate the results? databases, school district
databases, interview, and pilot
studies are examples of valid data
sources to triangulate results.
If quantitative, does the purpose explain the correlation, Example:
intervention, or relationship between variable A and B (i.e.
the relationship between leadership styles and profit The purpose of this quantitative
levels) with a measurable outcome? descriptive research study was to
determine through statistical
comparison any significant
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Table 8: Academic Review Checklist: Purpose Statements
PURPOSE Average of ¾ page

7 required parts
1. Research Method is identified as Qualitative, Quantitative or Mixed. 0
2. Research Method is appropriate to the proposed study. 0
3. Research Design is clearly stated. 0
4. Research Design is appropriate to the Research Method. 0
5. Research Variables are briefly identified: Independent, Dependent, Relationships, 0
Comparisons.
6. Specific population group of proposed study is identified. 0
7. Geographic Location of study is identified. 0
Table 9: Significance of the Study Rubric

Is the gap in knowledge clearly
defined?
Are section titles used to include

a Significance (in general) and a
Significance to Leaders section?
Does the significance of the
study in general clearly define
how results could add needed
information to society?
Does the significance of the Example (in past tense, proposals would use present
study tell readers why the results tense unless it is study already done (articles)):
are needed? – Who cares? From 10% to 50% of organizational leaders do
not use technology to enable properly employees to
accomplish their jobs in order to achieve organizational
goals and objectives (Avolio, 2000; R. E. Morgan, 2003).
Organizational leaders spend $61 billion annually on
ineffective technology that does not successfully
empower employees (Koontz, 2003). As of 2004, $50
billion of taxpayer money was wasted each year on
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ineffective technology utilization (Koontz; Losey, 2004).

Although the list of IT capabilities continues to grow and
IT spending continues to consume an increasing
percentage of budgets, most organizations are not
generating the value from IT investments initially
expected (Ross & Weill, 2002). Results of this study
revealed how employees employ IT successfully could
reduce costs. The results could lead to a reduction in the
taxpayer’s burden of supporting ineffective IT that does
not successfully empower employees to accomplish jobs.
Sharing successful methods to employ IT to complete job
tasks could reduce federal law enforcement IT costs and
increase employee effectiveness. The results of the study
may encourage leaders to make more effective law
enforcement decisions and increase the successful
employment of IT to reduce the number of terrorist and
criminal acts in the United States now and in the future
(Wilson, 2006, p.7).
Is the significance biased? Check

for words that say will instead of
could.
Is the significance of the study
backed up by recent sources
within 5 years?
Is the significance of the study to Example (in past tense, proposals would use present
leadership defined with details on tense unless it is study already done (articles)):
how the results could make a
difference to leaders? This research study identified perceptions of IT
effectiveness across four different federal law
enforcement agencies to determine ways to implement IT
effectively to empower employees. The information could
help meet organizational goals, increase the effective use
of IT resources funded by U.S. taxpayers, and more
effectively protect the nation. Criminals are often using IT
for criminal purposes, and federal law enforcement
agencies’ employees can be empowered to use all
taxpayer-funded IT resources to effectively protect
citizens more (Ross & Weill, 2002). Creating a framework
to empower effectively federal law enforcement agencies
in IT may reduce crime and lead to more IT tools being
employed. The study adds valuable information to the
body of knowledge on how to lead employees more
successfully using IT to complete job tasks. Results from
this study provide the body of leadership with knowledge
of a consistent approach to employ successfully IT to
empower employees as a framework for success. The
results disclosed leaders’ perceptions of IT failures in
federal law enforcement agencies that could help other
leaders avoid making identified problems in using IT
(Wilson, 2006, p. 8).
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Table 10: Academic Review Checklist: Significance of the Study
SIGNIFICANCE OF THE STUDY Average of 1

page
2 Required Parts
The significance sections explain why the study is a unique approach to the “problem” being
researched, who will benefit from its completion, and in what way the study results make an
original contribution to the field.
1. Significance of Study. Why is this study important? What is the contribution this research 0
may make to current and future generations? ½ page
2. Significance of Study to the field of leadership. In what way may the results of this research 0
add to the body of leadership knowledge literature? ½ page
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Table 11: Nature of the Study Rubric
Checkpoint Edit: Yes/ Comments: (Example Comments

No? are included), Mentors, cut and
modify appropriately.
Does the Nature of the Study include (some prefer section titles See list on the left.
under this section) a summary in the following order explaining:
1. The design of the study.
2. Why the opposing design was not chosen with an
argument with quotes from research books why the
major opposite would not solve the problem.
3. The characteristics of the sample or Population including
why the sample was chosen and how.
4. How the data will be collected and triangulated (if a case
study).
5. What instrument will be used and how the instrument
has been or will be validated (quantitative methods).
6. How the interview questions will be tested (if qualitative)
or the sample observed.
7. How the data will be analyzed. If quantitative, what tests
will be used and why. If qualitative, how data will be
analyzed for themes (i.e., leadership styles) and based on
what major literature indicating past themes.
8. How results will be presented in chapter 4.
Does the Nature of the study have other information that does Delete any other information other
not relate to how the study is going to be conducted? than the list 1-8 on the left.
In the characteristics of the sample or population section, is it See notes on the purpose statement
clear the sample is statistically significant (quant) or the way the rubric.
sample was chosen is clearly explained (qualitative)?
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Are characteristics of the sample explained? Example:

White male elementary teachers
from age what to what who have
been teaching math less than one
year in a large inner-city K-4 school
district with 20 elementary.
In the opposing argument, does the mentee use quotes from Example:
research books as reasons why the design would not solve the
problem? Creswell (2002) noted, “A
quantitative research study
describes a cause and effect or
correlation with fixed
parameters” (p. 59). Quantitative
research methods are used to
measure variables. An
examination of the differences
between a qualitative and a
quantitative research study
shows that a qualitative study
should be used when an inquiry
approach is needed and when a
researcher wants to explore and
understand a central
phenomenon and gain
information from the participants
(Creswell, 2002, 2003; Sproull,
1995, 2003). The qualitative
case study approach was
appropriate for this study
because such a method involves
exploration and a qualitative
research study lets the
researcher develop themes and
abstract meaning (Creswell,
2002).
Will the sample chosen solve the problem as stated in the See notes on the purpose statement
problem statement (i.e. the sample interviewed are appropriate rubric.
to give the results needed to solve the problem and not just
someone off the street)?
In the data collection section, is a summary of how data will be See notes on the purpose statement
gathered? For example will the data be collected by observing, rubric.
interviewing, and from what source (s)?
If a pilot study is being conducted to either test interview
questions, validate a survey, or to triangulate data, is there a
section clearly describing the purpose and how the pilot study
will be conducted and with what sample where?
If quantitative, does data collection involve the right type of data Data must be numeric.
that can be statistically tested and measured?
How will the data be analyzed by what statistical tests and why See Sproull (2004) for help in this
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(quantitative) or how themes will be analyzed and by what area.

method (qualitative)?
Does the Nature of the Study end with a paragraph summarizing Example:
how the results will be presented and in what format in chapter
4? Chapter 4 will present results of the
research study in the form of tables;
counts and averages in themes
analyzed for common sentences,
and paragraphs of electronically
coded data..
Does the Nature of the Study meet all the requirements of the
Academic Review Checklist? Please check all areas below with
a 0 -3 (meets all requirements)
Table 12: Academic Review Checklist: Nature of the Study
NATURE OF THE STUDY Average of 1 to 5

pages
2 required parts
Synopsis of the research design. Discussion of what distinguishes the learner’s proposal
research design from other research designs which could have been used.
1. Overview discussion of research method (Quantitative, Qualitative, or Mixed) 0
appropriateness. Discussion reflects how the proposed research method will accomplish the
study goals in comparison to the other methods.
2. Overview discussion of proposed research design appropriateness. Discussion of how the 0
proposed design will accomplish the study goals.
Table 13: Hypothesis/Research Questions Rubric

Can the question be A yes or no means end of the study; reword to be
answered with a yes or no? open-ended.
If so, redo the question.
Does the research question If the study is a case study, the question is typically
have the appropriate term formed by using, How, and around the possible
(i.e., what, why, how) for the reasons or themes, Why, When, and Where
design of the study? instead of What is the relationship between
variable A and B, or the correlation between
variable A and B.
Is the research question The question should solve the problem if the
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clearly the driving question design answers the question.

for the entire study?
Is another question needed Sometimes, more than one research question is
to solve the problem? needed to solve the problem.
Are too many questions not In many cases, students add too many research
related to the driving questions that take the study off track from the
question present? problem.
Hypothesis: Are the Students should list the variables in a separate
independent and dependant section with a section title.
variable clearly defined?
Can the variables be Students sometimes pick variables where there is
measured and tested no way to measure any correlation, intervention, or
(Quantitative)? outcome. Either the data is subjective, impossible
to find, or
Is the Null presented first in An example of the null presented for Chapter 1
a non-statistical manner (See would be:
ARC section below –
quantitative)? There is no relationship between A and B.
Table 14: Academic Review Checklist: Hypothesis/Research Questions Rubric
HYPOTHESES/RESEARCH QUESTIONS Average of 1 to

5 pages
3 required parts
1. Description of the relationship or comparison questions posed about the research focus. 0
2. Qualitative Methods: Proposed research questions must be included in discussion. 0
Quantitative Methods: Research Questions must be included in discussion, and depending on
the kind of research design may include proposed hypothesis(es) and the reasons for the
hypothesis(es).
3. Information is presented in a discussion context, rather than simply stated or listed. 0
Table 15: Conceptual or Theoretical Framework Rubric

Research studies should be Find the major models used for the field of study,
driven by the major theories for example, if the learner is studying about
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in the field related to the leadership Bass styles, Bass (1985) is a major
problem – does the model still in use today and key concepts should
theoretical framework be used as a basis.
summarize the major models
that are still valid today that
are the basis behind this
study?
Does the section summarize Theories should be summarized for the reader,
the major historical models, with all major theories related to the problem topic
summarize the major covered but not as extensive as chapter 2.
current, models, and make
any differences in major
theories clear to the reader?
Is there a section explaining Explain how possible new results could affect the
how the result so the major theories in use today related to the problem
research study fits in the statement topic.
field?
Are theories that are Explain the opposing viewpoints in major theories
opposing in the field related and summarize the similarities and differences for
to the problem summarized, the reader.
compared, and contrasted
with major issues clear?
Does the section have pages Instruct the mentee to delete these sections.
and pages of quotes and/or
minor theories not related to
the problem statement
topic?
Table 16: Academic Review Checklist: Conceptual or Theoretical Framework
CONCEPTUAL OR THEORETICAL FRAMEWORK Average of 2-4

pages
4 required parts
Places the study in perspective among other relevant studies and describes the important issues,
perspectives, and controversies in the field under investigation.
1. Discussion reflects overview of the broad theoretical area under which the research falls. 0
2. Discussion reflects overview of how proposed research fits within other research in the field. 0
3. Discussion specifically includes important issues, perspectives and controversies in the field. 0
4. Discussion reflects knowledge and familiarity with the historical, germinal, and current 0
literature in the field.
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Table 17: Definitions Rubric

Does the study define every word Examples of words that must be defined are distance
that the context could be different education, glass ceiling, and cats (what kind of cats, wild
depending on the meaning? or domestic)?
Are the definitions sourced and in Reword to make sure each term is followed by a complete
complete sentences? sentence definition with page numbers if a direct quote
and/or sources (Smith, 2006)
Are the sources academic? Require mentees to use Peer-Judged Journal articles,
research books, dissertations, and/or government
websites. Wepikida should not be used.
Are all technical terms that a non- Technical could mean EDD terms a non-EDD reader
technical person would not would not understand. The more readers that are not in
understand? the field understand the study, the more powerful the
study can be to society.
Are all terms related to the problem Analyze the problem statement; see any terms that are
statement defined? not defined including the independent and dependent
variables (if quantitative)?
Table 18: Academic Review Checklist: Definitions
DEFINITIONS Average of 0 to 1
page
Required if any operational terms or words are used in a unique way in this study.
2 required parts if included
1. Definitions given represent operational terms or words used in a unique way. Discussion 0
given clarifies uniqueness.
2. Definitions are supported with citations. 0
ASSUMPTIONS Average of ¼ to 2
pages
2 required parts
Table 19: Assumptions Rubric

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Are assumptions the researcher Will the answers be truthful or the data accurate? Will the
is assuming will be true and researcher biases be effectively eliminated? Is it
valid included? assumed the variables selected are the major variables
that will affect the outcomes?
Example: The instructional reading strategies mandated

by the Reading First Program affect the reading
achievement of third-grade students, as measured by the
FCAT
Table 20: Academic Review Checklist: Assumptions
ASSUMPTIONS Average of ¼ to 2
pages
2 required parts
1. Assumptions are identified. 0
2. Rationale for each assumption is given, incorporating multiple perspectives when 0
appropriate.
Table 21: Scope Rubric

Is a one paragraph summary Scope delineates the boundaries of the study, special
included? characteristics of the sample and population used in the
research. Since the previous section “Nature of the
Study” describes the research scope in detail, this
section can be limited to a one paragraph summary
Does the scope define the scope Include a summary of each of the checkpoints.
of the sample size, method of
gathering data, extent of
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analyzing data, and all other

boundaries of the research
study?
Table 22: Academic Review Checklist: Scope
SCOPE, LIMITATIONS, AND DELIMITATIONS Average of 1 to 2 pages

3 required parts
1. Scope, limitations, and delimitations of data used in the study are discussed. 0
2. Generalizability of the study findings is discussed. 0
Table 23: Limitations Rubric

Does the limitations identify all Limitations refer to factors or compromises, that limit the
areas that are beyond the scope study, are beyond the control of the research, and are
of the study and possibly specifically excluded from the study. Included are the
limitations of the results? problems, exceptions, qualifications, reservations and
weaknesses related to the research.
Is research bias addressed? If the researcher has extensive experience in the topic, list
the possible bias and how the research design will reduce
researcher bias or eliminate it by statistics or data
triangulation.
Are possible small sample size Unavailability of a larger sample or design problems
limitations addressed? including a larger design should be included as a
limitation.
Are possible bias during data Bias could form when collecting data, address how this
gathering included? will be limited.
Are limitations of the research State the possible limitations of the research design and
design summarized? note how limitations are overcome with methodology
checks.
Does the limitations include how Include a summary of possible reduced number of
possible loss of participants participants could be a limitation.
might limit the study’s results?
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Does the limitations include a If the sample size is small, and not statistically
summary of if the results could representing the populations, explain how results may not
fail to be generalizable to other be generalizable to other populations.
populations?
Table 24: Academic Review Checklist: Limitations

3 required parts
Table 25: Delimitations Rubric

Does the delimitations section Delimitations are things that the research can control
summarize all the areas the but chooses not to (due to resources, etc.) that limit the
research study could have ability to generalize the results of the study to the greater
controlled but choose not to? population
Is the impact, if qualitative, of The researcher could have controlled for small size but
small sample size discussed as adding larger samples would have added more time and
a delimitations costs.
If the focus is on using a test, Address the limitation of any tests used.
such as an achievement test,
then a delimitation is that the
results are only as good as the
test.
Does the delimitations section A conceptual framework is the basis of the study and a
define any researcher imposed major conceptual framework could be the boundary of
boundaries within the chosen study, so the researcher would not include other
conceptual framework? frameworks as beyond the scope of this study - - make
sure this is clear in the delimitations section.
Does the delimitations section Even validated surveys have some limitations so be sure
include the limitations of the to include these as well as any problems with researcher
type of survey implemented? created interview questions. For example, Likert-type
studies are limited to close-ended responses, and the
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difference between agree, and strongly agree could

affect the study results.
Does the delimitations include While many students want to solve a world problem,
any affects of time, money, and time, money, and resources often delaminates the
human resources? problem to a specific area that is made clear in this
section.
Table 26: Academic Review Checklist: Delimitations

3 required parts
Table 27: Summary Rubric

Does the summary include any The summary should summarize the key points of
new information? chapter 1 with no new information included.
Are key points sourced? Any theories summarized must be sourced, if talking
about the research study not yet done, sources are not
included.
Does the summary include a Summarize the main points of chapter 1; quotes are not
summary of chapter 1 including typically included.
the conceptual framework, gap
in knowledge, reminds the
reader of the problem, and
summarize how the study will be
conducted?
Does the summary have a Chapter 2 will discuss what and what….
concluding paragraph
explaining what chapter 2 will
cover as a transition?
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Table 28: Academic Review Checklist: Summary
CHAPTER SUMMARY Average of ½ to 1 page

4 required parts
1. Discussion summarizes key points presented in Chapter One. 0
2. Supporting citations are given for key points. 0
3. Chapter summary ends with transition discussion/sentence to next chapter. 0
Table 29: Common Proposal Errors to Avoid Rubric

Is the term the researcher used Reword to delete the term the researcher. The one
in the proposal? exception is the researcher biases to address.
Is first person used? First person should not be used, this includes “they, their,
she, he, him, her, my, myself, the experiences of the
research or author, and I. The only exception is chapter 4
when examples of narratives from the participations is
included under themes for qualitative designs only.
Are any sentences extra long? Break up long sentences into smaller components.
Does each paragraph has one Chapter 2 will discuss what and what….
subject?
Are fluff words used in writing? Words such as however, in addition, therefore, are
considered fluff words and should be reworded and
deleted to make wording of the sentence more concise..
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Are all studies but the proposal Any study but the proposal as already been done, so the
verbiage worded in past tense? tesnse is past tense except for the verbiage taking about
the proposal which would be future tense (not yet done).
Do figures follow APA and avoid Common errors are including tables that are longer than
vertical lines as much as ¼ a page into the chapters; move all long tables and
possible (see APA) and are long figures to an Appendix and mention this in the narrative.
figures and tables put into the Properly label all figures and tables following APA
Appendix? standards.
Search for it, they, their, these, For example, instead of “it is apparent the limitations will
this. Replace all with a defined be overcome” write “because data was triangulated with
subject. multiple data source, limitations were reduced with
repeated patterns” should be reworded. An example is:
Triangulation of the data with multiple data sources and

grouped into themes reduces any limitations of the case
study design.
Are fluff words included? Reword any sentences in a more concise manner.
Examples are however, in addition, therefore, -- reword
the sentence.
However, the results are not generalized for

most case studies.
Change to:
Results of a case study cannot normally be

generalized for other populations.
Are five levels of section titles Most dissertations use all 5 levels of titles; see APA page
employed? 113 for examples
Are tables and figures included Tables and figures must be labeled and including in the
in the list of Tables and Figures list of Tables and Figures in the preliminary pages.
in preliminary pages?
Do figures follow APA Figures must follow APA and avoid vertical lines as much
formatting? as possible (see APA).
Are all figures and charts Narrative of what the figures and charts actually
labeled correctly? represent and MEAN to the reader should be included.
Are charts back to back? Avoid back-to-back charts with no explanations.
Is slang used or any non- Search for words that are not academic, examples are
academic term? thought of instead of reflected, read every sentence out
loud, use the thesaurus to find more academic words.
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Are paragraphs written with a Avoid one or two line paragraphs. All paragraphs must
transition and are truly a contain at least two lines to “be a paragraph.” Avoid one-
paragraph? and two-sentence paragraphs that are not fully
developed, in that they are short or choppy and reduce
the academic readability of the study
Does each paragraph have just Make sure each paragraph has one subject. Start a new
one topic or subject? paragraph for a new subject and add a transitions line.
Well-constructed paragraphs will help the author to attain
clarity at the sentence level. A paragraph is a short
collection of sentences dealing with a single idea. Each
sentence in a paragraph should serve to promote the
main idea by saying more about it, illustrating it, or
summing it up. A well-written paragraph has unity,
because it is about one idea, and order, because the
sentences are arranged in a way that logically develops
the topic of the paragraph. A paragraph usually consists
of four or five sentences grouped together around one
idea.
Are “which” and “that” used Check entire document for the appropriate use of the
correctly? words “which” vs. “that”.
Are citations properly formatted Citations MUST be perfect, check and re-check. Make
and listed in the reference sure all citations are listed in the reference page.
page?
Is there any evidence of Check the entire document for personal bias. One
personal bias? example: The author tends to reflect bias and personal
commentary in some statements such as the lead-in to
this sentence (page 3) and ultimately detracts from an
otherwise objective presentation of the research study:
“Though the lack of recognition for female roles has been
prominent, the reality of the female situation in business
has been viewed with greater clarity since the 1980’s
(Bass, 1990; Buzzanell, 1995; Dennis & Kunkel, 2004;
Gutek, 1988).”
Are the use of any years Check the format of years: 1980’s” should be “1980s.”
correct?
Are terms with a context that Subjective references detract from a clear understanding
could have different meanings of what the doctoral candidate is trying to convey to the
defined clear? reader. In this example on page 1, “...female leaders are
not in top leadership positions in higher education.” it is
not detailed as to what level of position is a “top”
leadership position
Are sources defined as Never use others, define the authors. “From the early
“others?” stages of discussion as reflected by Kanter and others...“
Is the term United States The abbreviation for the United States should be U.S. not
correctly abbreviated? US.
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Is the dissertation or proposal Check all references and formatting for errors;
perfectly formatted in APA? dissertation are returned for formatting issues alone
Are Track change comments Delete all comments and accept all changes before
included? uploading to the dean; call technical support after
uploading to confirm receiving dissertation and
comments are off.
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References for Chapter 1 Rubrics
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Assessment and accountability. Retrieved September 1, 2005, from
http://www.ade.az.gov/azlearns/Teachers.pdf
Arizona Department of Education. (2004f) Best practices. Retrieved January 22, 2005, from
http://www.ade.az.gov/schooleffectiveness/ASSI/std2.asp
Assessment Technologies Institutes. (2006a). Faculty sign-in page. Retrieved May 25, 2006, from
https://www.atitesting.com/login.aspx
Assessment Technologies Institutes. (2006d). Who we are. Retrieved May 27, 2006, from
http://www.atitesting.com/productinfo/AboutATI.aspx
Avolio, B. J. (2000). E-leadership: Implications for theory, research, and practice. Leadership Quarterly, 11,
615-669. Retrieved May 8, 2003, from www.ebscohost.edu
Carl. L. (2006). The relationship between ATI test scores, NCLEX-RN pass rates, and catastrophic events in
Pennsylvania. Unpublished doctoral proposal, University of Phoenix.
Centers for Disease Control and Prevention. (2006a). Avian influenza vaccines. Retrieved May 27, 2006, from
http://www.cdc.gov/flu/avian/gen-info/ vaccines.htm
Clark, R., Allard, J., & Mahoney, T. (2004, January-February). How much of the sky? Women in American
high school history textbooks from the 1960s, 1980s, and 1990s. Social Education, 68(1), p. 57-63.
Coyne-Westerkamp, S. J. (2005). A phenomenological study of female administrators, organizational culture,
and the glass ceiling. Dissertation, University of Phoenix.

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Creswell, J. W. (2002). Educational research: Planning, conducting, and evaluating
quantitative and qualitative research. Columbus, Ohio: Merrill Prentice Hall.
Creswell, J. W. (2004). Educational research: Planning, conducting, and evaluating
quantitative and qualitative research (2nd ed.). Columbus, Ohio: Merrill Prentice
Hall.
Eagly, A. H., Johannesen-Schmidt, M. C., & van Engen, M. L. (2003, July). Transformational, transactional,
and laissez-faire leadership styles: A meta- analysis comparing women and men. Psychological Bulletin,
129(4), p. 569-591.
Federal Glass Ceiling Commission. (1995). Good for business: Making full use of the nation’s resources.
Washington, D.C.: Government Printing Office.
Fujimoto, K. (2004, Winter). Feminine capital. Sociological Quarterly, 45(1), p. 91-111.
Koontz, L. D. (2003, September 23). E-government progress. FDCH Congressional Testimony. Retrieved
March 26, 2005, from www.ebscohost.edu
Losey, S. (2005d, April 4). The IT sharing scramble: Agencies expect to save money by consolidating
networks. Federal Times. Retrieved May 10, 2005, from http://federaltimes.com/index2.php?S=760134
National Council of State Boards of Nursing. (2006). Quarterly examination statistics: Volume, pass rates, &
first-time internationally educated candidates’ countries. Retrieved May 27, 2006, from
http://www.ncsbn.org/pdfs/Table_of_Pass_Rates_ 2006.pdf
Harris, A. (1994, March). Break the glass ceiling for senior executives. HR Focus, 71(3), p. 1-3.
30
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Hymowitz, C., & Schellhardt, T. D. (1986, March 24). The glass ceiling [Special report on corporate women].
The Wall Street Journal. Julius, D.J. (2000). Book review. Journal of Higher Education, 71(3), p. 373-
376.
Paige, R. (2002). An overview of American's education agenda. Phi Delta Kappan International August 2002.
Retrieved May 2, 2006, from https://www.pdkintl.org
/kappan/k0205pai.htm
Robbins, P. (2006). A quasi-experimental retrospective study of third-grade small group reading interventions.
Dissertation, University of Phoenix.
Robinson, R. D., McKenna, M. C., & Wedman, J. M. (2004). Issues and trends in literacy education (3rd ed.).
Boston, ME: Pearson.
Ross, J. W., & Weill, P. (2002). Six IT decisions your IT department shouldn't make. Harvard Business Review,
80(11), 84-91. Retrieved May 8, 2003, from www.ebscohost.edu
The Dieringer Research Group (2004, September 2). Work at home grows in past year by 7.5% in the U.S. Use
of broadband for work at home grows by 84%. Retrieved January 2, 2005, from
http://www.workingfromanywhere.org/news/pr090204.htm
Scharff, M. M. (2005). A study of the dyadic relationships between managers and virtual
managers. Dissertation, University of Phoenix.
Sproull, N. D. (1995). Handbook of research methods: A guide for practitioners and
Students in the social sciences (2nd. Ed.). New Jersey: The Scarecrow Press.
Sproull, N. D. (2004). Handbook of research methods: A guide for practitioners and

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Students in the social sciences (3rd Ed.). New Jersey: The Scarecrow Press.
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2005, from http://www.ed.gov/nclb/overview/intro
/execsumm.html
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nclb/methods/reading/reading.html
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Labor Statistics.
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Copyright 2007, University of Phoenix. All Rights Reserved.

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Table 1: Basic Understanding of a Literature Review Rubric

Does the researcher understand Mentors, coach the mentee on definition and content of a
what a literature review is and is literature review.
not?
A literature review is strongly related to the topic in the
problem statement with a description of the theories and each
major theory critically analysed, evaluated, and compared. The
literature “review must identify vital relationships between
different studies while showing how it relates to your project”
(Muirhead, 2002, para 6). .A literature review:
Narrowly focused to concentrate only on truly

relevant materials. For example, a literature review of
materials on Margaret Sanger's role in the struggle to
make contraception readily available to women in the
United States, written for the Women's Studies
department, will focus on Sanger's life, writings,
works and activism, the historical and social setting
of her life and works, and the various theoretical
approaches to the study of her life and works. It will
not include materials on the history of women's rights
or feminism in the United States in general, unless
those materials have strong relevance to Sanger's
work (University of Arizona Library, 2006, para 4).
A good literature review requires knowledge of the use of

indexes and abstracts, the ability to conduct exhaustive
bibliographic searches, ability to organize the collected data
meaningfully, describe, critique and relate each source to the
subject of the inquiry, and present the organised review
logically, and last, but by no means least, to correctly cite all
sources mentioned (Afolabi,, 1992). According to the
University of Arizona Library (2006) “a literature review
makes a case for further investigation and research,
highlighting gaps in knowledge and asking questions that need
to be answered for the betterment of the discipline; as such, its
contents are selected to make the case” (p. 7).
Neuman (1989) described four major literature review

objectives:
1. To demonstrate a familiarity with a body of

knowledge and establish credibility. A review tells a reader
that the researcher knows the research
in an area and knows the major issues.
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A good review increases the reader's confidence in the

researcher's professional competence, ability, and
background.
2. To show the path of prior research and how a current

project is linked to it.
A review outlines the direction of research on a question and
shows
the development of knowledge. A good review places a
research project in a context and demonstrates its relevance by
making connections
to a body of knowledge.
3. To integrate and summarize what is known in an

area.
A review pulls together and synthesizes different results. A
good review points out areas where prior studies agree, where
they disagree, and
where major questions remain. It collects what is known up to
a point in time and indicates the direction for future research.
4. To learn from others and stimulate new ideas.

A review tells what others have found so that a researcher can
benefit from the efforts of others. A good review identifies
blind alleys and suggests
hypotheses for replication. It divulges procedures, techniques,
and research designs worth copying so
that a researcher can better focus hypotheses and gain new
insights (p. 89).
Cooper (1988) identified four possible approaches:
(1) exhaustive coverage, citing all relevant literature;
(2) exhaustive coverage with selective citation;
(3) representative coverage (discussion of works which typify

particular groupings in the literature); and
(4) coverage of pivotal works (p.109-111).
The literature review must report on what has been previously

studied related to the topic and critically examine the
methodologies used to create the major theories in the field
being studied. “To be useful and meaningful, education
research must be cumulative; it must build on and learn from
prior research and scholarship on the topic (Boote & Beile,
2005, para 5). Common methods to analyze methods include
studying the purpose, the problem, research questions,
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hypothesis, sample sizes, and analyzing if the design

effectively solved the problem and answered the question. Are
the results reliable, generalizable to other populations, and
valid and why or why not? A good literature review describes
the theory and analyzing the methodology providing both a
theoretical and methodological basis (Boote & Beile).
According to Boote and Beile (2005) “ doctoral candidates to

convince their readers that they have thoroughly mined the
existing literature and purposefully decided what to review”
(para 27).
A literature review is not an annotated bibliography or a

simple description of the major theories without any critical
evaluation, comparison, or comparisons (University of
Arizona Library, 2006). A literature review is NOT about
everything written on the topic; the theories chosen must have
the appropriate scope and chose for significance (Boote &
Beile, 2006) – see below on scope. “The best literature
reviews were thorough, critical examinations of the state of the
field that set the stage for the authors' substantive research
projects “ (para 33). The literature review “should not be
over-inclusive. It should not cover non-essential literature nor
contain irrelevant digressions” (University of Victoria, 2006,
para 8).
Alton-Lee (1998) identified 369 distinct criticisms in the 142

reviews, which she divided into 13 broad categories.
Methodological issues were most common, but reviewers also
identified theoretical shortcomings (31 times), inadequacies in
literature review (29), parochial focus (23), failure to add to
the international literature (21), and failure to link findings to
literature (20).
Does the literature review have the Bruce (2001) identified the “ eight concerns about scope
appropriate scope? identified through the grouping process were: topicality;
comprehensiveness; breadth; relevance; currency; exclusion;
authority; and availability” (para 12).
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Does the introductory paragraph

introduce the reader as a brief Chapter 2 will introduce past and present research that will
overview of what will be contained reveal relationships of the proposed study
in chapter 2?
EXAMPLE: Chapter 2 will examine historical, current, and
gaps in collaborative efforts of secondary educators to create
standards and design cooperative professional development
applications for new teacher preparedness for Frederick
County Public Schools. Chapter 2 will discuss….etc….(no
source, made up).
EXAMPLE 2:
This research study addressed the problem of how limited
tenure or high turnover rates of superintendents affect
academic progress. The purpose of this quantitative
correlational study was to describe any correlation between
superintendent tenure and improved academic achievement
scores as measured by correlating reading and math state test
results from 3rd through 10th grade students during the 8-year
period from which data were gathered. Chapter 2 addresses the
literature pertaining to the research question, independent and
dependent variables, moderating and intervening variables,
historical overview, current findings, and gaps in the literature
(Sorgi, 2006, p. 30).

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CHAPTER 2: LITERATURE REVIEW Chapter 2 averages 30-50 pages
INTRODUCTORY PARAGRAPH(S) Average of ½ - ¾ page

2 required parts
1. Discussion begins with dissertation topic transition to introduction of a Review of the Literature for the 0
dissertation research.
2. Discussion reflects brief overview of what is contained in the chapter. 0
Table 4: Title searches, Articles, Research Documents, and Journal Researched

Is there a clearly labeled section that This section should clearly show that an extensive academic
documents what sources were article, government website, and dissertations search using
searched, what key terms, what keywords related to the problem and purpose statement was
documents, and how many articles conducted.
in each source were used in the
proposal. EXAMPLE:
A plethora of information was available on education reform
and effective schools and the impact on student achievement,
but the studies did not address the correlation between a
superintendent’s tenure and improved academic achievement.
A literature review was conducted on the problem statement,
purpose, and variables and included searches in four topical
areas: superintendent leadership, academic achievement,
education reform, and large urban school districts. The
keywords and terms associated with the four topical areas
were superintendent turnover, superintendent tenure,
superintendent leadership, academic achievement, reading and
math, education reform, No Child Left Behind Act of 2001,
adequate yearly progress, achievement gap, revolving door of
leadership, ineffective schools, accountability, standardized
testing, local community school boards, and large urban
school districts.
The search for pertinent information entailed the use of many

sources, including peer-reviewed journals from the University
of Phoenix’s EBSCOhost database, ProQuest database,
InfoTrac database, Digital Dissertations, and ERIC database.
Multiple Google and Yahoo! online searches were also
conducted. Information was accessed from 22 books, and over
400 peer-reviewed publications, newspapers, dissertations, and
government reports were used to gather relevant information.
Articles were retrieved from industry Web sites including
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Education Week, Council of the Great City Schools, National

School Boards, American Association of School
Administrators, Association Supervision and Curriculum
Development, Education Commission of the States, North
Central Regional Educational Laboratory, Center on
Reinventing Public Education, National Center for Education
Statistics, and the U.S. Department of Education (Sorgi, 2006,
p. 32).
Table 5: Research Question and Variable Rubric

Does the researcher remind the Chapter 2 should have a section before the actual literature
reader of the research question? review reminding the reader of the research question.
EXAMPLE:
The research question studied was as follows: Is there a
correlation between a superintendent’s tenure and student
achievement? Hess (1999) proposed there are no quick fixes to
ailing large urban school districts. Meaningful reform requires
time, energy, commitment, and clear leadership. According to
Hess, districts should focus on consistent, stable, long-term
leadership rather than look to reformists who promote new and
improved remedies for urban education. Policy makers,
writers, and researchers report large urban school district
superintendents serve between 2 and 3 years before
involuntarily leaving the district (Cuban, 2001). For every
superintendent who has transitioned every few years, there are
school leaders who have prevailed such as Tom Payzant in
San Diego and Boston, Gerry House in Memphis, Paul Vallas
in Chicago, and Walter Amprey in Baltimore (Cuban). (Sorgi,
2006, p. 30).
If the design is quantitative, is a Remind the reader of the variables that were part of the study
section reminding the reader of the so the reader understands why the variables were covered in
independent and dependent the literature review and related to the problem. Note to
variables included? mentors: Sections not related to the variables are a common
error of a literature review, check to make sure all areas are
relevant.
EXAMPLE:
The independent variable that provided the treatment and
acted as a factor in this research study was superintendent
tenure. The dependent variable was academic achievement
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scores, which were measured by correlating 3rd through 10th

grade reading and math state test results during the 8-year
period from which publicly available data were gathered on
superintendents in 66 large urban school districts belonging to
the CGCS. The moderating or intervening variables in this
research study were ethnicity and gender. The variables are
defined below.
Reading: Reading represents the percentage change in reading

achievement scores between the 3rd and the 10th grades in
each of the districts covered by this research study. Raw
scores could not be used because scoring was not standard
across all districts and because test content varied among the
districts (Sogri, 2006, p. 30).
Table 6: Historical, Current, and Gaps Overview Rubric

Under the historical section, is every Historical reviews trace the development of an issue
variable included with a summary of over time (Newman, 1997). Hart (1998) posits that a solid
every major significant and relevant literature reviews:
historical theory related to that
variable? 1. Show a clear understanding of the topic
2. Cite and discuss all key landmark studies
3. Develops, through gradual refinement, a clear

research problem
4. States clear conclusions about previous research

using appropriate evidence
5. Shows the variety of definitions and approaches to

the topic area
6. Reaches sound recommendations using coherent

argument that is based on evidence
7. Shows a gap in existing knowledge( p.198)
The historical section of chapter 2 can be broken into sub-sets

of section titles by each variable. If the design is qualitative,
the narrative unit of measurement being explored, such as
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leadership styles, leadership attributes, or leadership decisions

are divided into sub-sections under the historical section.
Another method is to divide chapter 2 into variables as the
main section, and under each variable, have sub-sections of
historical overview, current theories, and gaps in knowledge.
Regardless of the method, a general historical overview
related to the topic of discussion is presented. Following
discussions need to be clearly identified as sub-headings and
directly correlate to the topic
EXAMPLE 1:
Historical Overview
Independent Variable: Superintendent Tenure

According to Griffiths (1966), there are three stages in the
historical development of the school superintendency.
Throughout Stage 1, which occurred from 1837 to 1910, the
superintendent was responsible for the instructional program,
and primary responsibilities included working with teachers.
By the end of Stage 1, the superintendent’s role began to shift
to that of chief executive and responsibilities began to reflect
the nation’s shift from an agricultural society to an urban,
industrial society (Townley, n.d.). (Sorgi, 2006, p. 32).
EXAMPLE 2 ( made up no sources):
Virtual Teams
Historical Overview
Current Theories
Gaps
Virtual Management Styles
Historical Overview
Current Theories
Gaps
After the historical section of every Current theories are any theories that have been major theories
variable related to the problem, are within the last five years. Changes, new paradigms, and new
all major significant and relevant directions should be summarized for the reader. It is important
current theories summarized? to make sure that discussion of any gaps in the research
literature is included. For example, there may be much
research related to career development, but there is a lack of
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information as it relates to career development for clients in

residential treatment. Mentors should encourage the use of
recent articles and dissertation findings in the current overview
section of chapter 2.
EXAMPLE1:
Current Overview
Independent Variable: Superintendent Tenure
EXAMPLE 2:
Current Programs That Support Student Retention

Several programs established at higher education institutions
have helped increase retention. Mangold et al. (2003)
described the Freshmen Academic Support and Tracking
(FAST) program. The program involved the use of mentors to
help students with social, personal, and academic problems to
see whether this would increase student retention (Sibblis,
2006, p. 54.)
Are all the major significant Mentors should search under the key terms in the online
historical and current theories library and make sure all major theories are included – a
related to the problem statement common error is to leave a major theory out.
and variables included?
Are theories in the historical and For example, general leadership style theories would be
current discussed from general to summarized over history before covering transformational
specific related to the research leadership theories that the research question is exploring.
question?
Is it clear that each theory is Mentors should check for the excessive use of back to back
described and then analyzed instead quotes. Quotes should be used sparingly and to drive home a
of a presentation of back-to-back key point that is clearly needed. After a description of a
quotes? theory, an in-depth analysis of the theory is presented or an
analysis of its use in historical or present day discussed.
“A primary reason for studying the literature is to demonstrate

familiarity with research in the field and establish
credibility for the individual's current investigation”
(Muirehead, 2006, p. 24). Describe the assumptions, aims and
purposes of the theories (Muirehead). The critical analysis of
articles is one of the
more demanding aspects of the literature review but it helps
the student discern the quality of work produced within the
field (Hart, 1998).
Are opposite viewpoints or differing For example, a study of the glass ceiling of women in
theories presented? leadership should include a discussion and analysis of men in
leadership, and any perceived glass ceiling for males in
historical or current literature. A literature review that
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discusses only theories related to woman barriers in leadership

would read biased.
After the historical and current
literature review, are gaps in EXAMPLE:
knowledge discussed for every
variable and the need to conduct the Gaps in the Research Literature
research study clear? A plethora of information was available on education reform
and effective schools and the influence on student
achievement, but these studies did not address the correlation
between superintendent tenure and improved academic
achievement scores. Turnover in superintendent tenure can be
devastating for districts attempting to implement long-term
systemic reform, because meaningful reform requires
consistency in goals and can require as much as a decade to
succeed (Danzberg, 1994; Hess, 2000). Superintendents with
short tenures are unable to develop and execute long-term
strategic plans designed to increase academic growth (Sorgi,
2006, p. 51).
Table 7: Academic Review Checklist -- Section Topics Rubric
SECTION TOPICS INCLUDE:

TITLE SEARCHES, ARTICLES, RESEARCH DOCUMENTS, JOURNALS RESEARCHED;
HISTORICAL OVERVIEW; AND CURRENT FINDINGS
7 required parts
1. Organization is presented in an orderly and logical flow. 0
2. Historical overview with appropriate citations is presented. If appropriate, a discussion of any gaps in the 0
research literature is included. Discussion of germinal research is included.
3. Current findings and studies with appropriate citations are presented. If appropriate, a discussion of any gaps in 0
the research literature is included.
4. Current findings, discussed in order from general to specific, are related to the research question. 0
5. Each research variable is discussed. 0
6. Discussion has depth and presents an analysis of the literature rather than a listing of quotations and citations. 0
Discussion relates a logical understanding of why a citation is included.
7. Balanced discussion of alternative viewpoints is given. The literature compares and contrasts the different 0
points of view regarding the research in the fields.

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Table 8: Chapter 2 Conclusion and Summary Rubric

Does the conclusion restate the main Chapter 2 conclusions should summarize the key points of the
points of the analysis of the analysis of the literature; no new information should be
historical, current, and gaps in included or direct quotes, and sentences should be sourced.
knowledge of the literature review?
EXAMPLE :
According to a report published by the CGCS (2003a), reading

and math achievement in large urban school districts is
beginning to improve, and gaps in reading and math
achievement in large urban school districts may be narrowing,
but reading and math achievement in large urban school
districts still remains below the national averages. The
demographics in large urban school districts differ and
financial and political environments are far more complex than
in nonurban school districts; the differences are significant and
affect large urban school district achievement (CGCS). A
wealth of information is available on education reform and
effective schools and the impact on student achievement, but
the studies do not address any correlation between the
superintendent’s tenure and improved academic achievement.
Hess (2003) postulated it is difficult to gauge leadership and
performance solely on accomplishment; leaders are
responsible for other activities such as school safely, fiscal
management, parental involvement, and technology
investment that do not affect short-term gains. This research
study addressed any correlation between tenure of
superintendents and improved academic achievement scores
(Sorgi, 2006, p. 52).
Does the summary summarize what A separate summary should summarize what chapter 2
chapter 2 in general discussed and discussed and make a transition to what chapter 3 will cover.
make a transition to chapter 3?
EXAMPLE:
Chapter 2 provided a review of literature that explored factors
that affect retention, but not the factors associated with
enrollment practices and their role in increasing retention.
Chapter 3 will detail the foundational methodology designed
to answer the research question. This study used a qualitative
single-case study approach to collect data from enrollment
representatives and current students, which will support the
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creation of a framework to assist leaders and private not-for-

profit higher education institutions aimed at maintaining and
increasing student retention (Sibblis, 2006, p. 66).
EXAMPLE 2:
…continued teacher turnover in Frederick County public

schools support the need for more research in this area.
Chapter 3 will highlight the qualitative methodology used in
this research study.
….
Table 9: Academic Review Checklist -- Conclusion and Summary Rubric
CHAPTER CONCLUSION Average of ½ to 1 page

3 required parts
1. Discussion reflects a conclusion derived from the analysis of the literature review. 0
2. Supporting citations are given for key points 0
3. Information is presented in a discussion context, rather than simply stated or listed 0
4 required parts
1. Discussion summarizes key points presented in Chapter Two. 0
3. Chapter summary ends with transition discussion/sentence to next chapter 0
4. Information is presented in a discussion context, rather than simply stated or listed 0
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References for Chapter 2
Afolabi, M. (1992). The review of related literature in research'. International journal of information and library research, 4 (1), pp.
59-66.
Alton-Lee, A. (1998). A troubleshooter's checklist for prospective authors derived from reviewers' critical feedback. Teaching and
Teacher Education, 14(8), 887-890.
Boot, D. N. & Beile, P. (2005). Scholars before researchers: On the generality of the dissertation literature review in research
preparation, Educational Researcher, 34 (6), p. 3. Retrieved December 6, 2006, from Proquest Database.
Bruce, C. (2001). Interpreting the scope of their literature reviews: Significant differnces in research student’s concerns, New Library
World, 102 (4/5) p. 158. Retrieved December 6, 2006, from Proquest Database.
Cooper, H. M. (1988) 'The structure of knowledge synthesis' Knowledge in Society, vol. 1, pp. 104-126
Cuban, L. (2001). Leadership for student learning: Urban school leadership Different in kind and degree. Retrieved September 4,
2004, from http://www.iel.org/ programs/21st/reports/urbanlead.pdf
Griffiths, D. (1966). The school superintendent. New York: Center for Applied Research.
Hart, C. (1998). Doing a literature review. Thousand Oaks, CA: Sage Publications.
Hess, F. M. (1999). Spinning wheels: The politics of urban school reform. Washington, DC: Brookings Institution.
Mangold, W., Bean, L., Adams, D., Schwab, W., & Lynch, S. (2003). Who goes who stays: An assessment of the effect of a freshman
mentoring and unit registration program on college persistence? Journal of College Student Retention, 4, 95–122.
Muirhead, B. (2005). Reading literature theories – enabling dissertation students to learn about climbing gear. In Conquering the
mountain: Framework for Successful Chair Advising of Online Dissertation Students (Murihead, B. & Blum, K.D. (eds.).
International Journal of Instructional Technology, e-books, Retrieved November 5, 1006, from
http://www.itdl.org/ebooks.htm
Muirehead, B. (2002). Research advice for today’s online doctoral students, USDA Journal, 16 (6). Retrieved December 6, 2006, from
http://www.usdla.org/html/journal/JUN02_Issue/article03.html
Neuman, W. L. (1997). Social research methods: qualitative and quantitative approaches

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(3rd Ed). Boston., MA: Allyn & Bacon.
Sibblis, D. V. (2006). The role of enrollment representatives in student retention in higher education: A case study. Unpublished
Dissertation. University of Phoenix.
Sorgi, D. B. (2006). Correlation between superintendent tenure and improved academic achievement scores in large urban school
districts. Dissertation. University of Phoenix.
Townley, A. J. (n.d.) Chapter 7: The school superintendent. Retrieved September 23, 2005, from
http://www.stanswartz.com/adminbook/chap7.htm
University of Arizona Library . (2006). Researching and writing literature reviews. Retrieved December 6, 2006 from
http://www.library.arizona.edu/help/tutorials/litreviews/whatis.html
University of Victoria. (2006). Criteria for assessing Ph.D. Thesis. Retrieved December 6, 2006, from http://72.14.253.104/search?
q=cache:iluAlHD1S1oJ:web.uvic.ca/gradstudies/research/pdf/student/PhDCriteria.pdf+Doctoral+Literature+Reviews&hl=en
&gl=us&ct=clnk&cd=31

47
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Is the purpose statement restated to Cut and past the purpose statement from chapter 1 to start
remind the reader of the need to do chapter 3. Common errors are a modification of the purpose
the research study? statement in chapter 1 without modifying chapter 3’s purpose
statement which appears different.
Does the introduction describe what EXAMPLE:
will be covered in chapter 3?
Chapter 3 describes the methodology of the research study to
support or reject the hypotheses and research questions.
Chapter 3 also addresses the survey instrument that will be
used to identify the degree to which the third-grade reading
teachers implemented the recommended teaching strategies in
reading. The statistical approach applied is described in this
chapter (Peterson, 2006, p. 64).
Table 2: Academic Review Checklist – Introductory Paragraph

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CHAPTER 3: RESEARCH METHODS Chapter 3 averages 10-25 pages
INTRODUCTORY PARAGRAPH(S) Average of ½ - ¾ page

2 required parts
1. Discussion begins with restatement of purpose statement to introduce reader to need for study. 0
2. Discussion reflects brief overview of what is contained in the chapter. 0
Table 3: Research Method and Design Appropriateness Rubric

Is an elaboration found in the After the introduction, chapter 3 should have an elaboration of
summary in the Nature of the Study why the design was appropriate with sources to solve the
of Chapter 1 included? problem. If a qualitative design was chosen, an argument with
sources about how a quantitative method would not solve the
problem should be included. Mentors, check to make sure
major research books are used to source.
EXAMPLE: (shared with permission from Peterson, 2006)
Research Method
The quantitative, retrospective, quasi-experiment nature of the
proposed research study is appropriate because the variables
will be measurable (Cohen & Sproull, 1997), students could
not be randomly assigned to groups, and is retrospective
because the intervention has already been completed but not
previously analyzed by pre and post test scores. The
quantitative nature of the proposed research study is
appropriate because variables will be measurable (Cohen &
Sproull, 1997). Because the problem is to determine if any
cause and effect exists between known variables, and does not
explore unknown areas, a qualitative design would not match
the problem because qualitative designs explore unknown
variables and patterns (Creswell, 2004).
Because quantitative archival data will be available for this

research study, a quantitative statistical analysis will be
conducted to examine whether there will be differences in
means between Reading First interventions and reading
achievement scores as well as pretest (Fall, 2004) and posttest
(Spring, 2005) scores.
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Because the problem is to determine if any difference exists

between known variables, and does not explore unknown
areas, a qualitative design would not match the problem
because qualitative designs explore unknown variables and
patterns (Creswell, 2004). Researchers choose quantitative
research when addressing a problem in which the problem
requires that variable relationships be explained (Creswell,
2002).
Qualitative research would not be appropriate for this research
study because a central phenomenon is not being explored.
“Qualitative research is an inquiry approach useful for
exploring and understanding a central phenomenon”
(Creswell, p. 58). In qualitative research, the researcher asks
specific narrow questions to obtain data on multiple variables
(Creswell). The difference between quantitative and
qualitative approaches is in the meaning of the actions,
language, and beliefs through which human participants
express reality (Creswell, 2002). (p. 64).
Does the research design section Data access permission often selects the design when one
explain how the study’s goal will be design is not possible, the problem can be answered with other
accomplished with valid reasons designs so this must be explained.
why this method is the best one with
the data permissions available and
within the time scope? EXAMPLE (in part, this is just some of this section):
Because the problem is to determine if any cause and effect

exists between known variables, and does not explore
unknown areas, a qualitative design would not match the
problem because qualitative designs explore unknown
variables and patterns (Creswell, 2004). Because quantitative
archival data will be available for this research study, a
quantitative statistical analysis will be conducted to examine
whether there will be differences in means between Reading
First interventions and reading achievement scores as well as
pretest (Fall, 2004) and posttest (Spring, 2005) scores
(Peterson, 2006, p. 64).

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Table 4: Academic Review Checklist – Research Method and Design Appropriateness
RESEARCH METHOD AND DESIGN APPROPRIATENESS

3 required parts
1. Elaboration of rationale presented in Chapter 1 of Research Method (Quantitative, Qualitative or Mixed) 0
appropriateness, including a discussion of why the selected method was chosen instead of another. Ex: Why
Quantitative method selected instead of Qualitative.
2. Elaboration of rationale presented in Chapter 1 of proposed research design appropriateness to learner’s study. 0
Discussion is not simply a listing and description of research designs.
3. Elaboration of why the proposed design will accomplish the study goals and why design is the optimum choice 0
for this specific research.
Table 5: Population and Sampling Rubric

Are the population characterizes Section titles should be used. The population presented in
explained? chapter 1 should be the same as the population characteristics
that are elaborated in detail in chapter 3.
EXAMPLE 1:
African American women, who comprised the specific
population of this research study, expressed their perceptions
of their experiences about their roles as top executive, chief
level officers, or supervisors thus providing a mirror reflection
in the authentic account of their lives as African American
career women (Bell, 2004; Peters et al., 2004). (Clark, 2006, p.
71).
EXAMPLE 2:
The results of this study were used to determine whether the
five interventions were successful in all third-grade
classrooms in the target school district. The population
included in this study consisted of 2,915 third-grade students
from a large urban Arizona school district. The population
included students of different ethnicities and genders but
excluded special education students. The results of this study
were generalized to future third-grade students in the school
district in this study (Robbins, 2006, p. 50)
51
AND
Is there a clear section of why the If the study is quantitative, the sample chosen must be
sample was chosen from the statistically significant using a formula representing the
population, how the number was characteristics of the population. The formula must be backed
determined, and details about the by research books as appropriate (Sproul, 2004). If the
characteristics of the sample? population is under 200 Gay (year) argued it is appropriate to
use the entire population.
If the study is qualitative, the sample chosen is justified by a

narrative explaining why the sample or entire population is
being used. Examples of types (not exhaustive) are a
purposeful, snowball, and convenience study.
Characteristics of the sample should be narrated such as age,

gender, and geographic location.
EXAMPLE 1:
…rather than generalizing to a broad population via random

sampling, qualitative researchers selectively choose study
participants via selective sampling using criteria outlined
below. To best help to understand the central phenomenon of
intrapreneurship in the biotechnology industry, the participants
in this research study with regard to both individuals and sites
will be selected using purposeful sampling. Because they will
be sampled with the intent of developing a theory, a type of
purposeful sampling called theory sampling will be used.
“Theory or concept sampling is a purposeful sampling strategy
where individuals or sites are sampled because they can help
the researcher generate or discover a theory or specific
concepts within the theory” (Creswell, p. 196) (Morse, 2006,
p. 75).
…study participants will be selected among the employees of

a Massachusetts-based biotechnology corporation based on the
following criteria: (a) they will be employees with at least 1
year of intrapreneurial behavior within the company, (b) they
will have at least 1 year of experience in biotechnology
management, and (c) their job descriptions will follow
business tracks ranging from product managers to vice
presidents. This research study will gather information from
20 study participants (Morse, 2006, p. 76).
EXAMPLE 2:
The sampling frame consisted of all current third-grade
students in the target school district for the 2004-2005 school
year, with two exceptions. First, all students who had received
special education services were excluded. The purpose of the
study was to identify reading models affecting students
without disabilities to avoid skewing the findings. Second,
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students who did not complete the pre- and post- reading
assessment tests for the 2004-2005 school year were excluded.
A total of 2,430 students met the criteria for inclusion in the
study (Robbins, 2006, p. 50).
Table 6: Informed Consent, Confidentially, and Geographic Rubric

Was there a discussion of how Sub-titles can be used, or the entire section can be explained in
informed consent was obtained, one section title but be sure to address all three areas. The
confidentially, and geographic examples below are just one part of what is required.
region included?
EXAMPLE 1:
Specific names of participants were not mandatory, but an
optional space where the participant could provide contact
information if desired was included. A school code was used
to connect the survey from a particular school to the school’s
corresponding standardized test scores. Once the data were
located together, the school codes were removed and only the
metaphorical leadership styles were associated with the
participation rates and test scores. Specific people and school
names remained confidential. This research had an exempt
status because none of the research participants fell under the
federal guidelines for vulnerable participants (Yakoobian,
2006, p. 87).
EXAMPLE 2:
Before each interview, the participants signed the informed
consent form. They all completed the demographics
questionnaire while the researcher prepared for the interview.
For telephone interviews the informed consent form and the
demographics questionnaire were emailed or faxed to the
participants and were returned before the interview took place.
The interviews were recorded and notes were taken. The
researcher respected the rights, needs and values of the
participants at all times (Creswell, 2003). At the conclusion of
the interview the participants were thanked for their
participation, assured of their confidentiality, informed on how
to acquire the results of the study if interested (Hill, 2006, p.
74).
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Is the specific geographic location Make sure nothing confidential is released, code the company
with company name included? name and do not make the geographical area so specific it
would not remain confidential. For example, do not say
Hewlett Packard in Dallas; instead say a major computer
hardware firm located in Northern Texas.
Table 7: Data Collection Rubric

Is it clear how data was collected, Explain in a narrative format how data was collected and by
the technique (how), and rationale? what means, and what data was collected from whom. A
rationale of why this type of data collected should be included.
If the study is qualitative, this section must have include a

narrative of why what data was collected such as over time, or
from a certain population whose characteristics could provide
the answers to the problem, etc.
EXAMPLE 1: (note in past tense, the study has already been

conducted, a proposal would be in future tense).
The panelists participating in this modified Delphi method

collaborated in a process of online group consensus. The mean
score was calculated as a measure of central tendency (Custer
et al., 1999). Each expert exchanged opinions by engaging
with the researcher (Bernard, 2000; Bucknall, 2001; Cantu,
2003; Denzin & Lincoln, 2000; Goodpasture, 2004).
Anonymity was provided to the panel. The participants on the
panel were unknown to each other and individual responses
were not attributed to individual respondents.
This modified Delphi method of study had three rounds in

which experts were asked to respond individually to a survey
(Bernard, 2000; Bucknall, 2001; Cantu, 2003; Denzin &
Lincoln, 2000; Discenza et al., 2002; Goodpasture, 2004).
This information provided the researcher with reasons an
expert’s response differed from the majority of the group. This
varying opinion generated a range of alternative solutions to
issues for the researcher to consider as the final model of
effective practices in an online learning environment (Baker,
2005, p.69).
EXAMPLE 2:
Participant interviews were the primary data for this study.
The researcher had contacts consisting of administrators,
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counselors, teachers, and church leaders within the three local

districts to be sampled who had access to potential
participants. The researcher contacted these individuals and
solicited aide in recruiting appropriate gradates most
informative for this study. A letter of inquiry and willingness
to participate (Appendix E) was given to recruiters to
distribute to possible participants to fill out and return to them.
After one week, the inquiry letters were collected from the
recruiters at a designated date and time.
After ideal participants were identified, each participant was

contacted to discuss the study and decide on a date for the
interview. The interviews took place within two weeks at a
location comfortable for the participant. As a safety
precaution, the researcher’s preference was a public place with
minimal distractions.
In qualitative research however, observing a participant in

their natural setting (home, daily environment) is the most
comprehensive research strategy (Patton, 2002) whereas it
allows the researcher “to get close enough to the situation
being studied to be able to understand the depth and details of
what the participant is experiencing or describing” (Patton,
2002, p. 36). When a face-to-face interview became too
difficult to schedule, a telephone interview was conducted. In
both, the personal interviews and telephone interviews, the
researcher asked the participants if the conversation could be
recorded. If a participant chose not to have the interview
recorded, the participant was eliminated from the study (Hill,
2006, p. 73).
What kind of data were collected? The research study should narrate what kind of data, in what
format, will be collected. For example, what questions will be
asked if interviewing for a qualitative study or what survey
instrument will be used for a quantitative study and what
outcomes – in the form of a Likert-scale or what? For instance,
data could be collected by a five point Likert scale from
panelists.
Qualitative Example:
The interviews consisted of twelve questions (Appendix A),
three that address perceptions of leadership, six questions
concerning career choices, and the remaining three questions
relates to academic achievement. Each question sought to help
the researcher to answer the overarching question: What are
the career choices of urban graduates and why don’t the career
choices of urban graduates lead urban graduates to become
local community leaders? (Hill, 2005, p. 77).
Does the researcher explain how the Data collected should follow the key design elements of the
data collected is appropriate to the methodology employed. For example, if the method is a
55
AND
research design? historical, single case study of publicly available articles, files,
and databases that analyzes the content for leadership traits
and attributes, the data collected should be over a period of
years that is part of a historical case study design. Data would
be narrative instead of collected as numbers so that patterns
can be analyzed by the unit of measurement of traits and
attributes.
In contrast, if the design is quantitative, the data must be

collected in numerical format and by a quantitative method
such as responses to Likert-style surveys that would be
appropriate to a quantitative design.
One last example would be a phenomenological study where

life histories of the sample are a critical part of this design so
collecting data by extensive, repeated interviews with open-
ended questions would be appropriate.
Table 8: Instrument or Interview Questions Rubric

If the design is quantitative, is there The researcher should justify the choice of the survey over
a section explaining the choice of other surveys as the survey that would better solve the
survey and reasons? problem and how the survey is appropriate for the study.
If the survey was designed, an explanation of how the survey

was designed is included and by what means or sources.
EXAMPLE:
Instrument Design
The instrument was designed to be specific to this study. The
design intent was to identify differences in means among
leadership styles regarding parental involvement rates and
standardized test scores. Other instruments found in the
literature were not used because the surveys had information
that was not relevant to this study, or the instruments were not
comprehensive enough to cover the selected variables for this
research. This study’s survey contained a unique set of control
variables. Various survey instruments were reviewed to
compile appropriate question topics pertaining to the specific
variables in this study, which were parental participation rates
and leadership styles; the test scores were retrieved from a
review of public records. Topical ideas for questions were
gathered from validated surveys in the literature to assure an
appropriate variety of questions were included.
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Morgan (1998) and Lackoff and Johnson (1980) stated that

metaphors are an excellent approach to portray the concepts
with which to live by in the realm of leadership and
organizations. The metaphors used in the research to describe
principal leadership had been described by Beck and Murphy
(1993) and had been used in the literature (Griffith, 2001). The
metaphors for PTO leaders were original creations by this
author (Yakoobian, 2006, p. 91).
If the design is qualitative, the Qualitative studies do not survey participants, instead this
researcher, if interviewing to gather design if participants are asked questions to gather data, uses
data, must explain how the interview mainly open-ended interview questions (background questions
questions were created and include a can be closed ended, such as gender). Questions are typically
copy of the interview questions in developed from literature as the basis for initial questions
an Appendix although additional questions can often stem from the first
round of questions. The initial interview questions should be
included in an Appendix of the Proposal and referred to as
Appendix A (or B, C, etc.) in the narrative of this section.
EXAMPLE:
Interview Questions: The researcher developed interview

questions that helped to answer the research questions. The
interviews consisted of twelve questions (Appendix A), three
that address perceptions of leadership, six questions
concerning career choices, and the remaining three questions
relates to academic achievement. Each question sought to help
the researcher to answer the overarching question: What are
the career choices of urban graduates and why don’t the career
choices of urban graduates lead urban graduates to become
local community leaders? (Hill, 2006, p.77)
Is a discussion about the validity and If the design is quantitative, if the survey is not validated,
reliability of the survey or interview include a discussion of how it will be validated such as using a
questions? pilot study to test the survey.
If the design is qualitative, and interview questions are being

used, discuss how the results will be more reliable by what
means.
EXAMPLE:
Reliability
According to Corbin and Strauss (1990), “there is no reason to

believe that humans cannot approach a level of reliability
similar to that of ordinary standardized instruments – and for
certain purposes may even achieve a higher level of
reliability” (p.102). Consistency in the interviewing process
and the way in which data is handled is crucial in the
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establishment of reliability (Creswell, 2003). Merriam (1998)

proposed that reliability is based on the assumption that there
is one truth and studying it repeatedly the same way will yield
the same results. In a qualitative research, the reliability is
dependent upon a step-by-step protocol so that the procedures
can be repeated in another setting with the same results (Yin,
2003). Lincoln and Guba (1985) suggested that reliability
should be about the consistency and dependability of the
research results obtained from the data. In this study,
triangulation of data collection and data analysis was used to
strengthen the reliability. (Hill, 2006, p. 78)
Table 9: Academic Review Checklist – Population, Sampling, and Data Collection Procedures and Rationale
POPULATION, SAMPLING, AND DATA COLLECTION PROCEDURES AND RATIONALE

7 required parts
1. Population. Elaboration of population information given in Chapter 1. Description matches the overview 0
discussion given in Chapter 1.
2. Sampling. Elaboration of information given in Chapter 1. Discussion reflects sampling number (i.e. 0
participants), how the sampling number was determined, and characteristics of the sample.
3. Discussion reflects study participants’ informed consent, confidentiality, and geographic location information.
4. Data Collection. Elaboration of information given in Chapter 1. 0
Discussion reflects the following
(1) Technique(s) used and rationale for the technique(s) selected including a comparison to other technique(s)
which could be used
(2) Kind of data to be collected and rationale for the kind of data
5. Data Collection. Discussion reflects the kind of data which will be collected and appropriateness to research 0
design and dissertation problem.
6. Instrument(s) – Selection Appropriateness. 0
Discussion includes: Why are these instruments chosen over others? What is their appropriateness to this study?
7. Instrument(s) – Reliability 0
Discussion includes: Is the instrument validated? If not, applicable pilot study is discussed.

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Table 10: Data Analysis Rubric

If the design is quantitative, the The statistical tests are described, and using research books as
statistical tests chosen and a defense sources, defended as appropriate to test the hypothesis and
of the appropriateness of the tests is answer the research question on the data collected is included.
explained and how the tests will
analysis the data to answer the EXAMPLE (note this is in past-tense because the study has
problem. been completed, proposals would be in present tense):
A one-way ANOVA was used because one independent and

one dependent variable assessed the significance of the
differences in the results between the districts and the states.
Sproull (1995) noted that a one-way ANOVA is effective to
test the differences when three or more groups are used. A
random selection from each district and state was chosen
following Sproull’s stratified random sampling method where
each sample was “randomly chosen from each designated
subpopulation” (p. 115). (Sorgi, 2006, p. 64).
Pearson product moment correlation coefficients (r) and

statistical significance were calculated using Number
Crunching System Software (NCSS). The coefficients were
compared to the standards listed in the Hypotheses section to
reject or accept the associated hypotheses. It was not
appropriate to include a directorial hypothesis in this research
study. The purpose of this research study was to describe
whether there is a correlation between tenure and academic
achievement scores. Correlational analyses are used for
predication; a high correlation between two variables specifies
one variable can be used to predict the other variable, although
it cannot be assumed to cause the other variable (Sproull,
1988). Finally, further studies, as described next, were
conducted to assess the contribution of demographic factors to
the explanation of variance in the dependent variable.
This research study was a test for the association between two
variables. It was not a causative study; rather, it was only
designed to look for one possible factor that can be used to
predict improvement in test scores. As a result, and because
the data were continuous (ratio), a Pearson product moment
correlation coefficient was selected as one method of
examining the degree of association among superintendent
tenure and improvement in academic achievement scores.
Spearman rank-order correlation coefficients were not used
because data were not discrete (ordinal). (Sorgi, 2006, p. 65).
Include a defense about the appropriateness and back it with

research books on the design of the methodology being
59
AND
implemented.
If the design is qualitative, an A narrative unit of measurement is what the researcher is

explanation of how the content of concerned with such as leadership decisions. The researcher is
the narrative, interview responses, not interested in data in the files not concerned with leadership
or other written work will be decisions.
analyzed to answer the research
question including the initial The data could be contained, for instance, in 40 files of years
categories and the narrative unit of of notes about foster care leadership decisions made about
measurement. foster children. The researcher would analyze the content
concerned only with information about leadership decisions
which is the narrative unit of measurement.
Initial categories are typically based on previous literature,

what does the literature indicate are the patterns in leadership
decisions for foster-care children that affect the children’s
success the most? Literature could say that housing moves,
mental support services, and number of biological visits are
the most critical leadership decision so these would be the
initial categories to divide the leadership decision into but
more categories will probably be determined as new patterns
emerge in the data itself.
Include a defense about the appropriateness of the analysis and

back it with research books on the design of the methodology
being implemented.
Table 11: Academic Review Checklist – Data Analysis
DATA ANALYSIS
2 required parts
1. Identification of the Data Analyses that will be performed. 0
2. Data Analyses Technique Selection Appropriateness to learner’s research design. 0
Table 12: Organization and Clarity Rubric

60
AND

Is the Design organized in a logically Follow the template in bold but depending on the design, add
manner and very clear to the reader sections to make sure the reader understands how the study
how the study will be conducted? will be conducted. For example, the unit of measurement and
initial categories should be added to qualitative designs.
Moderating variables, independent and dependent sections
would be added to quantitative designs.
If the mentor has any questions about how the study is going
to be implemented, reorganize and rewrite chapter 3.
Is the design narrated instead of a It is helpful to draw a methodology map with the steps of how
list and is a methodology map the study is going to be conducted in a visual map such as a
included? flowchart. Some researchers include the map as an appendix
and refer to the map in the narrative.
Make sure the design is narrated instead of listed.
Table 13: Academic Review Checklist – Organization and Clarity
ORGANIZATION AND CLARITY

2 required parts
1. Well-Organized: Discussion relates a logical understanding of the overall research design selected for the learner’s
study.
2. Discussion presents an in-depth analysis of the research design rather than a listing of what will be used.
Table 14: Chapter Summary Rubric

Does chapter 3 end with a short No new information should be included.
summary of how the research will be
conducted that matches the details?
Are sources included? Check to see if the sources match the details in chapter 3.
Is there a section making the Chapter 4 will present the findings in the form of what?
transition to what will be discussed
in chapter 4?
61
AND
Table 15: Academic Review Checklist – Chapter Summary

3 required parts
1. Discussion summarizes key points presented in Chapter Three. 0
3. Chapter summary ends with transition discussion to next chapter 0
Table 16: Academic Review Checklist -- Ancillary Pages
ANCILLARY PAGES
The front matter, back matter, and chapters 1, 2, 3 must be in as complete a dissertation form as possible.
FRONT MATTER
Front Matter are paginated with lowercase Roman numerals; the page number is not printed on the following pages: 0
title, copyright, signature, or abstract.
Title Page in Correct Format 0
Note: The “running heading” is not used on a proposal or dissertation, it is used when submitting items for publishing
ref: APA 5th ed manual p. 296.
Title Page - Title of study is 15 words or less and reflects the study topic and variables. 0
Approval Page - Formatted page is required at the proposal stage. Signatures are not required until the learner 0
submits the dissertation.
At time of final dissertation submission:

Mentor and committee members have signed approval page.
The date on which all committee members have signed as approving the dissertation.
The mentor and Committee member signatures need to be dated within a few days of each other.
Note per the Dean’s office: If this page is presented with mistakes it will not be signed off.
Approval Page (i.e. Signature Page) 0
The signature approval line by the school needs to have a signature line with following 3 lines:
Name of Dissertation Approval Authority (Check with the Dean’s office for this name)
Title of Dissertation Approval Authority (Check with the Dean’s office this person’s title)
University of Phoenix
Abstract - The abstract is not written until after the dissertation study is complete. It is recommended that a blank 0
page with a heading be placed in the proposal to facilitate page numbering.
62
AND
Table of Contents - General Format (Note: Dot leaders are used to link the entry and the page number in the Table of 0
Contents.)
Front Matter - Titles of items appearing before the tables of contents (e.g., “ABSTRACT”, “DEDICATION”, 0
“ACKNOWLEDGMENTS”, “TABLE OF CONTENTS”) do not appear in the table of contents.
The title “LIST OF TABLES” given in the Table of Contents before the Chapter 1 title if a list of tables is used. 0
The title “LIST OF FIGURES” given in the Table of Contents before the Chapter 1 title if a list of figures is used. 0
References title given in the table of contents after chapter titles and before appendix title(s) 0
Appendix title(s) - If any, are/is placed after the references title in the table of contents and are/is the last entry in the 0
table of contents. Table and/or figure names (if any) are placed after the listing of appendix titles.
If applicable: table name or a “list of tables” (used if more than 1 table is included in study) is given after the table of 0
contents.
If applicable: figure name or “list of figures” (used if more than 1 figure is included in the study) given after the table 0
of contents.
BACK MATTER
Appendix items (which were listed in the table of contents) are placed at the back of the proposal, after the references 0
list.
References List
5 required parts
1. Minimum number of references given is generally 50 references. 0
Write the total number of references in learner’s proposal here:
Comments
2. Recent references given with approximately 85% within the last five years, or a discussion of the literature gap 0
given in Chapter Two.
- Write the number of recent (i.e. within 5 years) references here: references.
- Write the # of recent references/total number of references here: = % recent references.
- Place a X (Check) if a literature Gap exists and is discussed in Chapter 2:
Comments
3. Quality and range of references: Founding theorists, empirical research, peer-reviewed articles, books, and 0
journals (approximately 90%).
- Write the % of founding theorists, empirical research, peer-reviewed articles, books, and journals here:
.
Comments
4. Reference list is placed after the main text and before the appendixes. 0
5. Reference list is formatted with a hanging indent within an entry. 0
PROPOSAL – OVERALL
The front matter, back matter, and chapters 1, 2, 3 must be in as complete a dissertation form as possible.
ORGANIZATION AND CLARITY

63
AND
Total critical inquiry is well organized, correctly constructed, and communicates clear intended research. 0
WRITING STYLE AND COMPOSITION
Proposal is written in future tense. 0
Proposal & Dissertation: Written in third person. 0
Proposal & Dissertation: Written in past tense when quoting from a source. 0
Grammar, punctuation, sentence structure and spelling are correct. 0
Writing is clear, precise, and avoids redundancy. There is a focused discussion of section topics. 0
Statements are specific. Sentences are clear, succinct and not redundant. 0
Topical sentences are used to introduce sections and paragraphs. 0
Content of sections is related to and supports the topical sentences. 0
Flow of words is smooth and comprehensible. There is a logical flow of ideas between sections with smooth 0
transition between paragraphs, topics, sections, and chapters.
Transitions are established between ideas. 0
Written in scholarly language: accurate, balanced, objective, tentative, without conclusive/definitive statements, 0
reflection of researcher’s opinion, clichés, or hyperbole, etc. (i.e., proposal reflects doctoral-level scholarly tone
and presentation).
Balanced presentation includes discussion of proponents in the literature review with differing viewpoints on 0
theories and variables used in the dissertation.
Research presents cited references in developing research problem rather than relying learner’s personal opinion, 0
(i.e. all statements are supported with references or analytical development).
The writer’s voice is clear and consistent throughout the document. 0
ORGANIZATION AND FORM
Study is logically and comprehensively organized. 0
Chapters are integrated and form a cohesive whole. 0
Subheadings are used to identify the logic and movement of the study. 0
Transitions between chapters are smooth and coherent. 0
64
AND
Study follows a standard form and follows SAS standardization formatting requirements. 0
Including the following:
1. Running heading is not used (ref: APA 5th ed manual, p. 296)
2. Pagination
3. Citation format
4. Reference format.
5. Listing of items within the text
6. Margins
7. Chapter titles
8. Section title format
9. Page format
Study has a professional and scholarly appearance throughout proposal 0
Including the following:
1. No formatting or sentence structure errors.
2. Short paragraph structure (e.g. 3-5 sentences per paragraph).
3. Short, clear and succinct sentence structure (e.g. sentences generally range between 1 - 3 lines).
Citations are used for direct quotations, paraphrasing, facts and studies, and any personal communications. 0
There is a citation used in the text for each reference page entry. 0
Reference entry exists for each citation (Exception: personal communication) 0
No plagiarized material Note: Questions involving the possibility of plagiarism must be resolved before the 0
proposal can go forward.

65
AND
Beck, L. & Murphy, J. (1993). Understanding the principalship: Metaphorical themes 1920s-1990s. New York: Teachers College
Press.
Clark, Q. C. (2006). A phenomenological case study of barriers for African American women in law enforcement. Dissertation,
University of Phoenix.
Corbin, A. L. & Strauss, A. L. (1990). Grounded theory in practice, Sage, p. 280.
Creswell, J. (2003). Research design: Qualitative, quantitative, and mixed methods
approaches. Thousand Oaks, CA: Sage.
Griffith, J. (2001). Principal leadership of parent involvement. Journal of Educational Administration, 39(2), 162.
Hill, D. L. (2006). The urban choice: A case study of high school graduates career choices. Dissertation, University of Phoenix.
Lackoff, G. & Johnson, M. (1980). Metaphors we live by. Chicago: University of Chicago Press.
Lincoln, Y., & Guba, E. (1985). Naturalistic inquiry. Newbury Park, CA: Sage
Publications.
Merriam, S. (1998). Qualitative research and case study applications in education.
San Francisco, CA Jossey-Bass Publishers.
Morgan, G. (1998). Images of Organizations. San Francisco: Sage Publications.
Morse, I. S. (2006). Intrapreneurship in the biotechnology industry: Grounded theory development. Unpublished (approved by
ARB/IRB) proposal. University of Phoenix.
Peterson, T. (2006). A retrospective, quasi-experiment of third grade reading first instructional strategies. Unpublished Dissertation,
Robbins, P. (2006). A quasi-experimental retrospective study of third-grade small group reading interventions. Dissertation,
66
AND
Sproull, N. L. (1988). Handbook of research methods: A guide for practitioners and students in the social sciences. Metuchen, NJ:
Scarecrow Press.
Sproull, N. L. (1995). Handbook of research methods: A guide for practitioners and students in the social sciences (2nd
ed.). Metuchen, NJ: Scarecrow Press.
Yakoobian, V. P. (2006). Successful leadership styles of elementary school principals and parent-teacher organization leaders.
Dissertation, University of Phoenix.

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1.00.01 SAS MENTOR RUBRICS FOR EDITING

DRAFT RUBRIC – USE AS A HELPFUL TOOL ONLY TO GUIDE

*USE APPROVED ARB CHECKLIST FOR REVIEW PURPOSES*

Table 1: Introductory Paragraph Rubric

Table 1: Basic Understanding of a Literature Review Rubric

Table 1: Introductory Paragraph Rubric

Go back to Table of Contents

Checkpoint Edit: Yes/No? Comments: (Example Comments are included), Mentors,

Virtual environments, where employees work at remote

Does the Introduction include a Example:

Among other methods, reading instruction has been

Arizona mandates for reading instruction required specific

Does the last paragraph ease the Example:

Are sentences explaining the general Example is (Blum, 2006).

Does the introduction make it clear Example:

Table 2: Academic Review Checklist: Introductory Paragraph

Go back to Table of Contents

INTRODUCTORY PARAGRAPH(S) Average of

Table 3: Background Section Rubric

Go back to Table of Contents

Checkpoint Edit: Yes/No? Comments: (Example Comments are included),

Table 4: Academic Review Checklist: Background Section

Go back to Table of Contents

Table 5: Problem Statement Rubric

Go back to Table of Contents

Checkpoint Edit: Yes/No? Comments: (Example Comments are included),

The problem is that there is a lack of knowledge regarding

design) in the problem?

Table 6: Academic Review Checklist: Problem Statements

Go back to Table of Contents

PROBLEM STATEMENT Average of ½ - ¾

Table 7: Purpose Statement Rubric

Go back to Table of Contents

“factors perceived by 20 female

Table 8: Academic Review Checklist: Purpose Statements

Go back to Table of Contents

PURPOSE Average of ¾ page

Table 9: Significance of the Study Rubric

Go back to Table of Contents

Checkpoint Edit: Yes/No? Comments: (Example Comments are included),

Are section titles used to include

ineffective technology utilization (Koontz; Losey, 2004).

Is the significance biased? Check

Table 10: Academic Review Checklist: Significance of the Study

Go back to Table of Contents

SIGNIFICANCE OF THE STUDY Average of 1

Table 11: Nature of the Study Rubric

Go back to Table of Contents

Checkpoint Edit: Yes/ Comments: (Example Comments

Are characteristics of the sample explained? Example:

(quantitative) or how themes will be analyzed and by what area.

Go back to Table of Contents

NATURE OF THE STUDY Average of 1 to 5

Table 13: Hypothesis/Research Questions Rubric

Go back to Table of Contents

Checkpoint Edit: Yes/No? Comments: (Example Comments are included),

clearly the driving question design answers the question.

Table 14: Academic Review Checklist: Hypothesis/Research Questions Rubric

Go back to Table of Contents

HYPOTHESES/RESEARCH QUESTIONS Average of 1 to

Table 15: Conceptual or Theoretical Framework Rubric

Go back to Table of Contents

USE APPROVED ARB CHECKLIST FOR REVIEW PURPOSES