[Solved] A2-Research Plan Overview

Assignment Prompt & Instructions

Follow instruction uploaded

**files (6)**

– ## VIDEOS.docx

– ## APALogin.docx

– ## ResearchPlanOverviewAssignmentInstructions.docx

– ## ResearchPlanOverview-IntroductionGradingRubric.pdf

– ## ResearchPlanOverviewTemplate.doc

– Read-CreswellPothChapters3.pdf

**## VIDEOS.docx**

**VIDEOS**

[https://canvas.liberty.edu/courses/1035064/pages/watch-deep-and-wide-the-nature-of-qualitative-research?module_item_id=103967123](https://canvas.liberty.edu/courses/1035064/pages/watch-deep-and-wide-the-nature-of-qualitative-research?module_item_id=103967123)

**## APALogin.docx**

American Psychological Association.
_Publication manual of the American Psychological Association_ (Current ed.). To access this resource, visit the
[APA Style Manual](https://go.openathens.net/redirector/liberty.edu?url=https%3A%2F%2Fstylemanual.apa.org%2Fmanual%2F0).
**This book is provided in the course as an e-book.**

Login: abrahamdelacruz4480 @gmail.com Password: Ab#3114204480

**## ResearchPlanOverviewAssignmentInstructions.docx**

EDCO 747

**Research Plan Overview Assignment Instructions**

**Overview**

As you progress through this course, you will be developing a
**Research Plan Overview** in outline format. The
**Research Plan Overview** will be submitted in three stages throughout the course, with each stage revising and building upon the previous stage. The requirements for each stage of submission are described below, and the
**Research Plan Overview Template** and
**Research Plan Overview Grading Rubrics** for this assignment are available through Assignment Instructions.

**Instructions**

In addition to using the
**Research Plan Overview Template,** you must include both a title and reference page (done in current APA format). Additionally, you must keep the headings (all text provided in black font) the same but replace the red text with your topic’s information typed in black font. All headings and subheadings must be included in your outline. Supply all of the pertinent information that the outline requests and include the uncompleted portions of the template (Methods, Appendices, etc.) in the document you submit—just leave the uncompleted portion in
**“red” text/font**.

· Please utilize current APA Professional standards

NOTE: The
**Research Plan Overview Template** (loosely) follows the Liberty’s Department of Community Care and Counseling’s Qualitative Dissertation Template (format); however, be aware that the format can change once you, the doctoral student, become a candidate (by finishing all coursework and successfully passing the comprehensive exam) and begin working with your dissertation committee.

**Stage 1**

For Stage 1, you must supply the information required for the
**Introduction (Section I)** and the
**Review of Related Literature** **(Section II).** You will continue to build the Review of Related Literature section throughout each stage of development, so be sure to supply what the red text requires.

**Stage 2**

Review Stage 1 of your research plan and make revisions or edits as necessary. Then, supply the information required for the
**Methods (Section III)** subheadings
**A**,
**B**,
**C**,
**D,** and
**E** along with Appendices A and B as applicable to your design ONLY.

NOTE: Subheadings F, G and H of the Methods (Section III) AND Appendices C and D are to be completed in Stage 3—NOT in Stage 2. Also, continue to build the Review of Related Literature (Section II).

**Stage 3**

This stage contributes the final section of the Research Plan Overview, giving you a complete outline. Review Stage 2 of your research plan and make revisions or edits as necessary. Supply the information required for the
**Methods** section (III), subheadings
**F**,
**G**, and
**H**. Also, supply the requested information for
**Appendices C and D**. Finally, polish the Review of Related Literature section (II), adding any final elements you think are necessary.

Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

**## ResearchPlanOverview-IntroductionGradingRubric.pdf**

Criteria Ratings Points

Introduction
Section

28 to >25 pts

Advanced

Introduction
clearly and
concisely depicts
a qualitative
study;
information is
sufficient to
prompt detailed,
well-supported
writing when
outline is turned
into final
Research
Prospectus.

25 to >23 pts

Proficient

Introduction mostly
depicts a
qualitative study
clearly and
concisely;
information is
mostly sufficient to
prompt fairly
detailed, supported
writing when
outline is turned
into final Research
Prospectus.

23 to >21 pts

Developing

Introduction
vaguely depicts a
qualitative study;
information is
barely sufficient to
turn outline into a
well-supported, well
written final
Research
Prospectus.

21 to >0 pts

Below
Expectations

Introduction does
not depict a
qualitative study;
information is
insufficient to turn
outline into a
well-supported,
well written final
Research
Prospectus.

0 pts

Not
Present

28 pts

Review of the
Literature

21 to >19 pts

Advanced

Review of the
literature is well
supported and
includes all
information
(including
theoretical
framework) from
the
outline/template.

19 to >17 pts

Proficient

Review of the
literature is mostly
well supported and
includes most of
the information
(including
theoretical
framework) from
the
outline/template.

17 to >15 pts

Developing

Review of the
literature is
somewhat
supported and
includes some of
the information
(including
theoretical
framework) from
the
outline/template.

15 to >0 pts

Below
Expectations

Review of the
literature is not
supported and
does not include
some of the
information (e.g.
theoretical
framework) from
the
outline/template.

0 pts

Not
Present

21 pts

Growing
Understanding

21 to >19 pts

Advanced

The introduction
and review of the
literature
sections clearly
show the
author’s growing
understanding of
qualitative
research.

19 to >17 pts

Proficient

The introduction
and review of the
literature sections
mostly give
evidence to the
author’s growing
understanding of
qualitative
research.

17 to >15 pts

Developing

The introduction
and review of the
literature sections
somewhat or
vaguely show the
author’s growing
understanding of
qualitative
research.

15 to >0 pts

Below
Expectations

The introduction
and review of the
literature sections
do not show the
author’s growing
understanding of
qualitative
research.

0 pts

Not
Present

21 pts

Research Plan Overview: Introduction Grading Rubric |
EDCO747_B01_202630

Criteria Ratings Points

Format 10 to >9 pts

Advanced

All headings are
present in the
correct order
from the
template; red
directions from
the template are
replaced with all
pertinent
outline/content
information
needed for this
stage
(Introduction).

9 to >8 pts

Proficient

Includes most of
the headings in the
correct order from
the template; most
of the red
directions from the
template have
been replaced with
pertinent
outline/content
information needed
for this stage
(Introduction).

8 to >7 pts

Developing

Includes some of
the headings in the
correct order from
the template; some
of the red directions
from the template
have been replaced
with some pertinent
content/outline
information needed
for this stage
(Introduction).

7 to >0 pts

Below
Expectations

Does not include
the headings in the
correct order from
the template; the
red directions from
the template have
not been replaced
with some pertinent
content/outline
information needed
for this stage
(Introduction).

0 pts

Not
Present

10 pts

References &
Citations

10 to >9 pts

Advanced

All citations in
section 2 and on
the reference
page are
appropriately
implemented
and formatted
per current APA;
references
in-text match
those in the
paper.

9 to >8 pts

Proficient

Most of the
citations in section
2 and on the
reference page are
appropriately
implemented and
formatted per
current APA; most
references in-text
match those in the
paper.

8 to >7 pts

Developing

Some of the
citations in section
2 and on the
reference page are
appropriately
implemented and
formatted per
current APA; some
references in-text
match those in the
paper.

7 to >0 pts

Below
Expectations

None of the
citations in section
2 and on the
reference page are
appropriately
implemented and
formatted per
current APA;
references in-text
do not match those
in the paper

0 pts

Not
Present

10 pts

APA & Editing 10 to >9 pts

Advanced

All elements
(including the
title and
reference page)
of the plan are
edited precisely
for grammar,
spelling,
punctuation, and
current APA
formatting.

9 to >8 pts

Proficient

Most elements
(including the title
and reference
page) of the plan
are adequately
edited for
grammar, spelling,
punctuation, and
current APA
formatting.

8 to >7 pts

Developing

Some/all elements
(including the title
and reference
page) are poorly
edited for grammar,
spelling,
punctuation, and
current APA
formatting.

7 to >0 pts

Below
Expectations

All of the elements
(including the title
and reference
page) are
improperly edited
for grammar,
spelling,
punctuation, and
current APA
formatting.

0 pts

No
Marks

10 pts

Total Points: 100

Research Plan Overview: Introduction Grading Rubric |
EDCO747_B01_202630

**## ResearchPlanOverviewTemplate.doc**

EDCO 747

**Research Plan Overview Template**

Name:

Stage of Completion:

I. Introduction

A. Problem Statement

1. What is/are the problem(s), issue(s), or topic(s)?

a. related literature source

b. related literature source

2. Why is it important to study? What difference can it make?

a. related literature source

b. related literature source

3. Use the phrase, “The problem is…”

B. Purpose (focus of inquiry)

1. What is the purpose of this study?

2. Start with the phrase, “The purpose of this study is…”

C. General research questions (remember that qualitative questions are usually broader and become narrowed down as you move into the actual data collection/analysis process)

1. First question

2. Second question

3. Third question

D. Research Plan

1. How will the study be conducted? Qualitative or quantitative (has to be qualitative for this class)

2. Explain why this method choice is the right one for your study

II. Review of Related Literature

A. Theoretical Framework

1. What philosophical assumption(s) led to your choice of research? (Ontological, epistemological, axiological, rhetorical, and/or methodological.) Include citations

2. What is your worldview or a theory that helped shape this study? (Biblical, Postpositivism, Constructivism, Moral Realism, Behaviorism, Critical Theory…the theory does not have to come from your textbook reading) Include citations

B. Important Thinkers/experts/theorists in this field of study (At this point in time you will just find and list them. The literature review will be interwoven, like a quilt, later.)

1. Citation (i.e., Graves, D. (2003).
_Writing: Teachers and children at work_ (20th Anniversary ed.). Exeter, NH: Heinemann.)

a. why (seminal book on how to write and writing issues)

b. why (his work is cited in almost all writing textbooks and many research articles)

2. Citation (i.e., Fulwiler, T. (1987).
_The journal book_. Portsmouth, NH: Heinemann.)

a. why (considered first major thinker in the world of journal writing)

b. why (published 5 textbooks and dozens of research articles on this topic)

C. Related Research (At this point in time you will just find and list them. This section should grow with each week as you continue to look for more information. The literature review will be interwoven, like a quilt, later.)

1. Research article (must have a methodology section, results, etc.: i.e., Clarke, L. K. (1988). Invented versus traditional spelling in first graders’ writing: Effects on learning to spell and read.
_Research in the Teaching of English, 22_(3), 281-309.

a. what is it about?

b. why important to this study? (Write key descriptors here—efficacy and writing link; teachers’ belief in students, etc. These descriptors will help you form literature review headings later and create the review of literature ‘quilt.’)

c. and so on…

2. Research article (i.e., Linnenbrink, E. A., & Pintrich, P. R. (2003). The role of self-efficacy beliefs in student engagement and learning in the classroom.
_Reading & Writing Quarterly, 19_, 119-137.)

a. what is it about?

b. why important to this study? (Write key descriptors here—efficacy and writing link; teachers’ belief in students etc. These descriptors will help you form literature review headings later and create the review of literature ‘quilt.’)

c. and so on…

III. Methods

A. Design (approach) and Rationale

1. Which approach are you using? (Phenomenological, Case Study, Grounded Theory)

2. Why is this approach a valid design for your study?

B. Site

1. Pseudonym (made up name of the site)

2. Location (general information, i.e., “large high school in central VA”)

3. Specific demographics

4. Other pertinent information about the site

C. Participants

1. How many?

2. How selected?

3. Specific information (gender, age, etc.)

D. Role of Researcher or Personal biography (the 2nd is much more detailed…you will have to decide what you believe is more pertinent to your study)

1. Name

2. Job

3. Background information

4. Anything else that will impact how you view the data and the research surroundings (i.e., I would have to put my love affair with God)

E. Data Collection (a critical aspect of qualitative inquiry is rigorous and varied data collection techniques)

1. Method 1(i.e., interviews)

a. detail (i.e., principal at least 3 times)

b. detail (i.e., parents, snowball sampling, etc.)

2. Method 2

a. detail

b. detail

3. Method 3

a. detail

b. detail

F. Data Analysis

1. 1st Technique (i.e., open coding)

a. information about it (i.e., organizing data into…)

b. specific information on how this process will be done

c. why important (i.e., this process allows the researcher to…)

2. 2nd Technique (i.e., constant comparison method of looking at data…)

G. Trustworthiness (the reliability, dependability, and transferability information goes here)

1. 1st Technique (i.e., member checks)

a. information about it (i.e., having participants review and respond to…)

b. why important (i.e., this process increases the reliability of the study because…)

2. 2nd Technique (i.e., audit trail)

a. information about it

b. why important

3. 3rd Technique (i.e., reflexivity or memoing)

a. information about it

b. why important

c. and so on…

H. Ethical Considerations

1. potential issue and how addressed (i.e., negative results could impact school/researcher, used pseudonyms for all participants and identifiable names)

2. potential issue and how addressed

3. protection of data

**References**

List all references cited and formatted according to current APA edition guidelines

**Appendix A Interview Questions/Guide**

What are the general questions you will ask?

Questions should be opened ended; no yes/no questions

Start with an “icebreaker” to initation a conversational interview

**Appendix B: Other Data Collection Procedures** (e.g. Focus Groups, Document Analysis, Writing Prompts, Cognitive Representations, Observations, etc.)

In addition to interviews, how will you gather information?

Will you use a template with time stamps (every 5 minutes mark the time)?

If you conduct a focus group, what questions might you ask?

Will you use photo narrative? Cognitive representations? Participant journals?

**Appendix C Timeline and Budget**

Be specific. Here is an example:

August 2025—Finish coursework ($ for these items)

September 2025—Get committee together and register for dissertation course EDCO 988 ($)

Spring 2026—Defend proposal ($)

Summer 2026—Submit research plan to the Institutional Review Board (IRB) for approval ($)

And so on…

**Appendix D Consent Form**

Include a robust, substantive consent form; check out Liberty’s IRB Website for example(s). Do you need one for various participants? If you need one for students/minors, it is called an ‘assent form.’

Page 1 of 4

**Read-CreswellPothChapters3.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/read-creswellpothchapters3-pdf-10551759)

**Read-CreswellPothChapters3.pdf**

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**## VIDEOS.docx**

**VIDEOS**

[https://canvas.liberty.edu/courses/1035064/pages/watch-deep-and-wide-the-nature-of-qualitative-research?module_item_id=103967123](https://canvas.liberty.edu/courses/1035064/pages/watch-deep-and-wide-the-nature-of-qualitative-research?module_item_id=103967123)

**## APALogin.docx**

American Psychological Association.
_Publication manual of the American Psychological Association_ (Current ed.). To access this resource, visit the
[APA Style Manual](https://go.openathens.net/redirector/liberty.edu?url=https%3A%2F%2Fstylemanual.apa.org%2Fmanual%2F0).
**This book is provided in the course as an e-book.**

Login: abrahamdelacruz4480 @gmail.com Password: Ab#3114204480

**## ResearchPlanOverviewAssignmentInstructions.docx**

EDCO 747

**Research Plan Overview Assignment Instructions**

**Overview**

As you progress through this course, you will be developing a
**Research Plan Overview** in outline format. The
**Research Plan Overview** will be submitted in three stages throughout the course, with each stage revising and building upon the previous stage. The requirements for each stage of submission are described below, and the
**Research Plan Overview Template** and
**Research Plan Overview Grading Rubrics** for this assignment are available through Assignment Instructions.

**Instructions**

In addition to using the
**Research Plan Overview Template,** you must include both a title and reference page (done in current APA format). Additionally, you must keep the headings (all text provided in black font) the same but replace the red text with your topic’s information typed in black font. All headings and subheadings must be included in your outline. Supply all of the pertinent information that the outline requests and include the uncompleted portions of the template (Methods, Appendices, etc.) in the document you submit—just leave the uncompleted portion in
**“red” text/font**.

· Please utilize current APA Professional standards

NOTE: The
**Research Plan Overview Template** (loosely) follows the Liberty’s Department of Community Care and Counseling’s Qualitative Dissertation Template (format); however, be aware that the format can change once you, the doctoral student, become a candidate (by finishing all coursework and successfully passing the comprehensive exam) and begin working with your dissertation committee.

**Stage 1**

For Stage 1, you must supply the information required for the
**Introduction (Section I)** and the
**Review of Related Literature** **(Section II).** You will continue to build the Review of Related Literature section throughout each stage of development, so be sure to supply what the red text requires.

**Stage 2**

Review Stage 1 of your research plan and make revisions or edits as necessary. Then, supply the information required for the
**Methods (Section III)** subheadings
**A**,
**B**,
**C**,
**D,** and
**E** along with Appendices A and B as applicable to your design ONLY.

NOTE: Subheadings F, G and H of the Methods (Section III) AND Appendices C and D are to be completed in Stage 3—NOT in Stage 2. Also, continue to build the Review of Related Literature (Section II).

**Stage 3**

This stage contributes the final section of the Research Plan Overview, giving you a complete outline. Review Stage 2 of your research plan and make revisions or edits as necessary. Supply the information required for the
**Methods** section (III), subheadings
**F**,
**G**, and
**H**. Also, supply the requested information for
**Appendices C and D**. Finally, polish the Review of Related Literature section (II), adding any final elements you think are necessary.

Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

**## ResearchPlanOverview-IntroductionGradingRubric.pdf**

Criteria Ratings Points

Introduction
Section

28 to >25 pts

Advanced

Introduction
clearly and
concisely depicts
a qualitative
study;
information is
sufficient to
prompt detailed,
well-supported
writing when
outline is turned
into final
Research
Prospectus.

25 to >23 pts

Proficient

Introduction mostly
depicts a
qualitative study
clearly and
concisely;
information is
mostly sufficient to
prompt fairly
detailed, supported
writing when
outline is turned
into final Research
Prospectus.

23 to >21 pts

Developing

Introduction
vaguely depicts a
qualitative study;
information is
barely sufficient to
turn outline into a
well-supported, well
written final
Research
Prospectus.

21 to >0 pts

Below
Expectations

Introduction does
not depict a
qualitative study;
information is
insufficient to turn
outline into a
well-supported,
well written final
Research
Prospectus.

0 pts

Not
Present

28 pts

Review of the
Literature

21 to >19 pts

Advanced

Review of the
literature is well
supported and
includes all
information
(including
theoretical
framework) from
the
outline/template.

19 to >17 pts

Proficient

Review of the
literature is mostly
well supported and
includes most of
the information
(including
theoretical
framework) from
the
outline/template.

17 to >15 pts

Developing

Review of the
literature is
somewhat
supported and
includes some of
the information
(including
theoretical
framework) from
the
outline/template.

15 to >0 pts

Below
Expectations

Review of the
literature is not
supported and
does not include
some of the
information (e.g.
theoretical
framework) from
the
outline/template.

0 pts

Not
Present

21 pts

Growing
Understanding

21 to >19 pts

Advanced

The introduction
and review of the
literature
sections clearly
show the
author’s growing
understanding of
qualitative
research.

19 to >17 pts

Proficient

The introduction
and review of the
literature sections
mostly give
evidence to the
author’s growing
understanding of
qualitative
research.

17 to >15 pts

Developing

The introduction
and review of the
literature sections
somewhat or
vaguely show the
author’s growing
understanding of
qualitative
research.

15 to >0 pts

Below
Expectations

The introduction
and review of the
literature sections
do not show the
author’s growing
understanding of
qualitative
research.

0 pts

Not
Present

21 pts

Research Plan Overview: Introduction Grading Rubric |
EDCO747_B01_202630

Criteria Ratings Points

Format 10 to >9 pts

Advanced

All headings are
present in the
correct order
from the
template; red
directions from
the template are
replaced with all
pertinent
outline/content
information
needed for this
stage
(Introduction).

9 to >8 pts

Proficient

Includes most of
the headings in the
correct order from
the template; most
of the red
directions from the
template have
been replaced with
pertinent
outline/content
information needed
for this stage
(Introduction).

8 to >7 pts

Developing

Includes some of
the headings in the
correct order from
the template; some
of the red directions
from the template
have been replaced
with some pertinent
content/outline
information needed
for this stage
(Introduction).

7 to >0 pts

Below
Expectations

Does not include
the headings in the
correct order from
the template; the
red directions from
the template have
not been replaced
with some pertinent
content/outline
information needed
for this stage
(Introduction).

0 pts

Not
Present

10 pts

References &
Citations

10 to >9 pts

Advanced

All citations in
section 2 and on
the reference
page are
appropriately
implemented
and formatted
per current APA;
references
in-text match
those in the
paper.

9 to >8 pts

Proficient

Most of the
citations in section
2 and on the
reference page are
appropriately
implemented and
formatted per
current APA; most
references in-text
match those in the
paper.

8 to >7 pts

Developing

Some of the
citations in section
2 and on the
reference page are
appropriately
implemented and
formatted per
current APA; some
references in-text
match those in the
paper.

7 to >0 pts

Below
Expectations

None of the
citations in section
2 and on the
reference page are
appropriately
implemented and
formatted per
current APA;
references in-text
do not match those
in the paper

0 pts

Not
Present

10 pts

APA & Editing 10 to >9 pts

Advanced

All elements
(including the
title and
reference page)
of the plan are
edited precisely
for grammar,
spelling,
punctuation, and
current APA
formatting.

9 to >8 pts

Proficient

Most elements
(including the title
and reference
page) of the plan
are adequately
edited for
grammar, spelling,
punctuation, and
current APA
formatting.

8 to >7 pts

Developing

Some/all elements
(including the title
and reference
page) are poorly
edited for grammar,
spelling,
punctuation, and
current APA
formatting.

7 to >0 pts

Below
Expectations

All of the elements
(including the title
and reference
page) are
improperly edited
for grammar,
spelling,
punctuation, and
current APA
formatting.

0 pts

No
Marks

10 pts

Total Points: 100

Research Plan Overview: Introduction Grading Rubric |
EDCO747_B01_202630

**## ResearchPlanOverviewTemplate.doc**

EDCO 747

**Research Plan Overview Template**

Name:

Stage of Completion:

I. Introduction

A. Problem Statement

1. What is/are the problem(s), issue(s), or topic(s)?

a. related literature source

b. related literature source

2. Why is it important to study? What difference can it make?

a. related literature source

b. related literature source

3. Use the phrase, “The problem is…”

B. Purpose (focus of inquiry)

1. What is the purpose of this study?

2. Start with the phrase, “The purpose of this study is…”

C. General research questions (remember that qualitative questions are usually broader and become narrowed down as you move into the actual data collection/analysis process)

1. First question

2. Second question

3. Third question

D. Research Plan

1. How will the study be conducted? Qualitative or quantitative (has to be qualitative for this class)

2. Explain why this method choice is the right one for your study

II. Review of Related Literature

A. Theoretical Framework

1. What philosophical assumption(s) led to your choice of research? (Ontological, epistemological, axiological, rhetorical, and/or methodological.) Include citations

2. What is your worldview or a theory that helped shape this study? (Biblical, Postpositivism, Constructivism, Moral Realism, Behaviorism, Critical Theory…the theory does not have to come from your textbook reading) Include citations

B. Important Thinkers/experts/theorists in this field of study (At this point in time you will just find and list them. The literature review will be interwoven, like a quilt, later.)

1. Citation (i.e., Graves, D. (2003).
_Writing: Teachers and children at work_ (20th Anniversary ed.). Exeter, NH: Heinemann.)

a. why (seminal book on how to write and writing issues)

b. why (his work is cited in almost all writing textbooks and many research articles)

2. Citation (i.e., Fulwiler, T. (1987).
_The journal book_. Portsmouth, NH: Heinemann.)

a. why (considered first major thinker in the world of journal writing)

b. why (published 5 textbooks and dozens of research articles on this topic)

C. Related Research (At this point in time you will just find and list them. This section should grow with each week as you continue to look for more information. The literature review will be interwoven, like a quilt, later.)

1. Research article (must have a methodology section, results, etc.: i.e., Clarke, L. K. (1988). Invented versus traditional spelling in first graders’ writing: Effects on learning to spell and read.
_Research in the Teaching of English, 22_(3), 281-309.

a. what is it about?

b. why important to this study? (Write key descriptors here—efficacy and writing link; teachers’ belief in students, etc. These descriptors will help you form literature review headings later and create the review of literature ‘quilt.’)

c. and so on…

2. Research article (i.e., Linnenbrink, E. A., & Pintrich, P. R. (2003). The role of self-efficacy beliefs in student engagement and learning in the classroom.
_Reading & Writing Quarterly, 19_, 119-137.)

a. what is it about?

b. why important to this study? (Write key descriptors here—efficacy and writing link; teachers’ belief in students etc. These descriptors will help you form literature review headings later and create the review of literature ‘quilt.’)

c. and so on…

III. Methods

A. Design (approach) and Rationale

1. Which approach are you using? (Phenomenological, Case Study, Grounded Theory)

2. Why is this approach a valid design for your study?

B. Site

1. Pseudonym (made up name of the site)

2. Location (general information, i.e., “large high school in central VA”)

3. Specific demographics

4. Other pertinent information about the site

C. Participants

1. How many?

2. How selected?

3. Specific information (gender, age, etc.)

D. Role of Researcher or Personal biography (the 2nd is much more detailed…you will have to decide what you believe is more pertinent to your study)

1. Name

2. Job

3. Background information

4. Anything else that will impact how you view the data and the research surroundings (i.e., I would have to put my love affair with God)

E. Data Collection (a critical aspect of qualitative inquiry is rigorous and varied data collection techniques)

1. Method 1(i.e., interviews)

a. detail (i.e., principal at least 3 times)

b. detail (i.e., parents, snowball sampling, etc.)

2. Method 2

a. detail

b. detail

3. Method 3

a. detail

b. detail

F. Data Analysis

1. 1st Technique (i.e., open coding)

a. information about it (i.e., organizing data into…)

b. specific information on how this process will be done

c. why important (i.e., this process allows the researcher to…)

2. 2nd Technique (i.e., constant comparison method of looking at data…)

G. Trustworthiness (the reliability, dependability, and transferability information goes here)

1. 1st Technique (i.e., member checks)

a. information about it (i.e., having participants review and respond to…)

b. why important (i.e., this process increases the reliability of the study because…)

2. 2nd Technique (i.e., audit trail)

a. information about it

b. why important

3. 3rd Technique (i.e., reflexivity or memoing)

a. information about it

b. why important

c. and so on…

H. Ethical Considerations

1. potential issue and how addressed (i.e., negative results could impact school/researcher, used pseudonyms for all participants and identifiable names)

2. potential issue and how addressed

3. protection of data

**References**

List all references cited and formatted according to current APA edition guidelines

**Appendix A Interview Questions/Guide**

What are the general questions you will ask?

Questions should be opened ended; no yes/no questions

Start with an “icebreaker” to initation a conversational interview

**Appendix B: Other Data Collection Procedures** (e.g. Focus Groups, Document Analysis, Writing Prompts, Cognitive Representations, Observations, etc.)

In addition to interviews, how will you gather information?

Will you use a template with time stamps (every 5 minutes mark the time)?

If you conduct a focus group, what questions might you ask?

Will you use photo narrative? Cognitive representations? Participant journals?

**Appendix C Timeline and Budget**

Be specific. Here is an example:

August 2025—Finish coursework ($ for these items)

September 2025—Get committee together and register for dissertation course EDCO 988 ($)

Spring 2026—Defend proposal ($)

Summer 2026—Submit research plan to the Institutional Review Board (IRB) for approval ($)

And so on…

**Appendix D Consent Form**

Include a robust, substantive consent form; check out Liberty’s IRB Website for example(s). Do you need one for various participants? If you need one for students/minors, it is called an ‘assent form.’

Page 1 of 4

**Read-CreswellPothChapters3.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/read-creswellpothchapters3-pdf-10551759)

**## VIDEOS.docx**

**VIDEOS**

[https://canvas.liberty.edu/courses/1035064/pages/watch-deep-and-wide-the-nature-of-qualitative-research?module_item_id=103967123](https://canvas.liberty.edu/courses/1035064/pages/watch-deep-and-wide-the-nature-of-qualitative-research?module_item_id=103967123)

**## APALogin.docx**

American Psychological Association.
_Publication manual of the American Psychological Association_ (Current ed.). To access this resource, visit the
[APA Style Manual](https://go.openathens.net/redirector/liberty.edu?url=https%3A%2F%2Fstylemanual.apa.org%2Fmanual%2F0).
**This book is provided in the course as an e-book.**

Login: abrahamdelacruz4480 @gmail.com Password: Ab#3114204480

**## ResearchPlanOverviewAssignmentInstructions.docx**

EDCO 747

**Research Plan Overview Assignment Instructions**

**Overview**

As you progress through this course, you will be developing a
**Research Plan Overview** in outline format. The
**Research Plan Overview** will be submitted in three stages throughout the course, with each stage revising and building upon the previous stage. The requirements for each stage of submission are described below, and the
**Research Plan Overview Template** and
**Research Plan Overview Grading Rubrics** for this assignment are available through Assignment Instructions.

**Instructions**

In addition to using the
**Research Plan Overview Template,** you must include both a title and reference page (done in current APA format). Additionally, you must keep the headings (all text provided in black font) the same but replace the red text with your topic’s information typed in black font. All headings and subheadings must be included in your outline. Supply all of the pertinent information that the outline requests and include the uncompleted portions of the template (Methods, Appendices, etc.) in the document you submit—just leave the uncompleted portion in
**“red” text/font**.

· Please utilize current APA Professional standards

NOTE: The
**Research Plan Overview Template** (loosely) follows the Liberty’s Department of Community Care and Counseling’s Qualitative Dissertation Template (format); however, be aware that the format can change once you, the doctoral student, become a candidate (by finishing all coursework and successfully passing the comprehensive exam) and begin working with your dissertation committee.

**Stage 1**

For Stage 1, you must supply the information required for the
**Introduction (Section I)** and the
**Review of Related Literature** **(Section II).** You will continue to build the Review of Related Literature section throughout each stage of development, so be sure to supply what the red text requires.

**Stage 2**

Review Stage 1 of your research plan and make revisions or edits as necessary. Then, supply the information required for the
**Methods (Section III)** subheadings
**A**,
**B**,
**C**,
**D,** and
**E** along with Appendices A and B as applicable to your design ONLY.

NOTE: Subheadings F, G and H of the Methods (Section III) AND Appendices C and D are to be completed in Stage 3—NOT in Stage 2. Also, continue to build the Review of Related Literature (Section II).

**Stage 3**

This stage contributes the final section of the Research Plan Overview, giving you a complete outline. Review Stage 2 of your research plan and make revisions or edits as necessary. Supply the information required for the
**Methods** section (III), subheadings
**F**,
**G**, and
**H**. Also, supply the requested information for
**Appendices C and D**. Finally, polish the Review of Related Literature section (II), adding any final elements you think are necessary.

Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

**## ResearchPlanOverview-IntroductionGradingRubric.pdf**

Criteria Ratings Points

Introduction
Section

28 to >25 pts

Advanced

Introduction
clearly and
concisely depicts
a qualitative
study;
information is
sufficient to
prompt detailed,
well-supported
writing when
outline is turned
into final
Research
Prospectus.

25 to >23 pts

Proficient

Introduction mostly
depicts a
qualitative study
clearly and
concisely;
information is
mostly sufficient to
prompt fairly
detailed, supported
writing when
outline is turned
into final Research
Prospectus.

23 to >21 pts

Developing

Introduction
vaguely depicts a
qualitative study;
information is
barely sufficient to
turn outline into a
well-supported, well
written final
Research
Prospectus.

21 to >0 pts

Below
Expectations

Introduction does
not depict a
qualitative study;
information is
insufficient to turn
outline into a
well-supported,
well written final
Research
Prospectus.

0 pts

Not
Present

28 pts

Review of the
Literature

21 to >19 pts

Advanced

Review of the
literature is well
supported and
includes all
information
(including
theoretical
framework) from
the
outline/template.

19 to >17 pts

Proficient

Review of the
literature is mostly
well supported and
includes most of
the information
(including
theoretical
framework) from
the
outline/template.

17 to >15 pts

Developing

Review of the
literature is
somewhat
supported and
includes some of
the information
(including
theoretical
framework) from
the
outline/template.

15 to >0 pts

Below
Expectations

Review of the
literature is not
supported and
does not include
some of the
information (e.g.
theoretical
framework) from
the
outline/template.

0 pts

Not
Present

21 pts

Growing
Understanding

21 to >19 pts

Advanced

The introduction
and review of the
literature
sections clearly
show the
author’s growing
understanding of
qualitative
research.

19 to >17 pts

Proficient

The introduction
and review of the
literature sections
mostly give
evidence to the
author’s growing
understanding of
qualitative
research.

17 to >15 pts

Developing

The introduction
and review of the
literature sections
somewhat or
vaguely show the
author’s growing
understanding of
qualitative
research.

15 to >0 pts

Below
Expectations

The introduction
and review of the
literature sections
do not show the
author’s growing
understanding of
qualitative
research.

0 pts

Not
Present

21 pts

Research Plan Overview: Introduction Grading Rubric |
EDCO747_B01_202630

Criteria Ratings Points

Format 10 to >9 pts

Advanced

All headings are
present in the
correct order
from the
template; red
directions from
the template are
replaced with all
pertinent
outline/content
information
needed for this
stage
(Introduction).

9 to >8 pts

Proficient

Includes most of
the headings in the
correct order from
the template; most
of the red
directions from the
template have
been replaced with
pertinent
outline/content
information needed
for this stage
(Introduction).

8 to >7 pts

Developing

Includes some of
the headings in the
correct order from
the template; some
of the red directions
from the template
have been replaced
with some pertinent
content/outline
information needed
for this stage
(Introduction).

7 to >0 pts

Below
Expectations

Does not include
the headings in the
correct order from
the template; the
red directions from
the template have
not been replaced
with some pertinent
content/outline
information needed
for this stage
(Introduction).

0 pts

Not
Present

10 pts

References &
Citations

10 to >9 pts

Advanced

All citations in
section 2 and on
the reference
page are
appropriately
implemented
and formatted
per current APA;
references
in-text match
those in the
paper.

9 to >8 pts

Proficient

Most of the
citations in section
2 and on the
reference page are
appropriately
implemented and
formatted per
current APA; most
references in-text
match those in the
paper.

8 to >7 pts

Developing

Some of the
citations in section
2 and on the
reference page are
appropriately
implemented and
formatted per
current APA; some
references in-text
match those in the
paper.

7 to >0 pts

Below
Expectations

None of the
citations in section
2 and on the
reference page are
appropriately
implemented and
formatted per
current APA;
references in-text
do not match those
in the paper

0 pts

Not
Present

10 pts

APA & Editing 10 to >9 pts

Advanced

All elements
(including the
title and
reference page)
of the plan are
edited precisely
for grammar,
spelling,
punctuation, and
current APA
formatting.

9 to >8 pts

Proficient

Most elements
(including the title
and reference
page) of the plan
are adequately
edited for
grammar, spelling,
punctuation, and
current APA
formatting.

8 to >7 pts

Developing

Some/all elements
(including the title
and reference
page) are poorly
edited for grammar,
spelling,
punctuation, and
current APA
formatting.

7 to >0 pts

Below
Expectations

All of the elements
(including the title
and reference
page) are
improperly edited
for grammar,
spelling,
punctuation, and
current APA
formatting.

0 pts

No
Marks

10 pts

Total Points: 100

Research Plan Overview: Introduction Grading Rubric |
EDCO747_B01_202630

**## ResearchPlanOverviewTemplate.doc**

EDCO 747

**Research Plan Overview Template**

Name:

Stage of Completion:

I. Introduction

A. Problem Statement

1. What is/are the problem(s), issue(s), or topic(s)?

a. related literature source

b. related literature source

2. Why is it important to study? What difference can it make?

a. related literature source

b. related literature source

3. Use the phrase, “The problem is…”

B. Purpose (focus of inquiry)

1. What is the purpose of this study?

2. Start with the phrase, “The purpose of this study is…”

C. General research questions (remember that qualitative questions are usually broader and become narrowed down as you move into the actual data collection/analysis process)

1. First question

2. Second question

3. Third question

D. Research Plan

1. How will the study be conducted? Qualitative or quantitative (has to be qualitative for this class)

2. Explain why this method choice is the right one for your study

II. Review of Related Literature

A. Theoretical Framework

1. What philosophical assumption(s) led to your choice of research? (Ontological, epistemological, axiological, rhetorical, and/or methodological.) Include citations

2. What is your worldview or a theory that helped shape this study? (Biblical, Postpositivism, Constructivism, Moral Realism, Behaviorism, Critical Theory…the theory does not have to come from your textbook reading) Include citations

B. Important Thinkers/experts/theorists in this field of study (At this point in time you will just find and list them. The literature review will be interwoven, like a quilt, later.)

1. Citation (i.e., Graves, D. (2003).
_Writing: Teachers and children at work_ (20th Anniversary ed.). Exeter, NH: Heinemann.)

a. why (seminal book on how to write and writing issues)

b. why (his work is cited in almost all writing textbooks and many research articles)

2. Citation (i.e., Fulwiler, T. (1987).
_The journal book_. Portsmouth, NH: Heinemann.)

a. why (considered first major thinker in the world of journal writing)

b. why (published 5 textbooks and dozens of research articles on this topic)

C. Related Research (At this point in time you will just find and list them. This section should grow with each week as you continue to look for more information. The literature review will be interwoven, like a quilt, later.)

1. Research article (must have a methodology section, results, etc.: i.e., Clarke, L. K. (1988). Invented versus traditional spelling in first graders’ writing: Effects on learning to spell and read.
_Research in the Teaching of English, 22_(3), 281-309.

a. what is it about?

b. why important to this study? (Write key descriptors here—efficacy and writing link; teachers’ belief in students, etc. These descriptors will help you form literature review headings later and create the review of literature ‘quilt.’)

c. and so on…

2. Research article (i.e., Linnenbrink, E. A., & Pintrich, P. R. (2003). The role of self-efficacy beliefs in student engagement and learning in the classroom.
_Reading & Writing Quarterly, 19_, 119-137.)

a. what is it about?

b. why important to this study? (Write key descriptors here—efficacy and writing link; teachers’ belief in students etc. These descriptors will help you form literature review headings later and create the review of literature ‘quilt.’)

c. and so on…

III. Methods

A. Design (approach) and Rationale

1. Which approach are you using? (Phenomenological, Case Study, Grounded Theory)

2. Why is this approach a valid design for your study?

B. Site

1. Pseudonym (made up name of the site)

2. Location (general information, i.e., “large high school in central VA”)

3. Specific demographics

4. Other pertinent information about the site

C. Participants

1. How many?

2. How selected?

3. Specific information (gender, age, etc.)

D. Role of Researcher or Personal biography (the 2nd is much more detailed…you will have to decide what you believe is more pertinent to your study)

1. Name

2. Job

3. Background information

4. Anything else that will impact how you view the data and the research surroundings (i.e., I would have to put my love affair with God)

E. Data Collection (a critical aspect of qualitative inquiry is rigorous and varied data collection techniques)

1. Method 1(i.e., interviews)

a. detail (i.e., principal at least 3 times)

b. detail (i.e., parents, snowball sampling, etc.)

2. Method 2

a. detail

b. detail

3. Method 3

a. detail

b. detail

F. Data Analysis

1. 1st Technique (i.e., open coding)

a. information about it (i.e., organizing data into…)

b. specific information on how this process will be done

c. why important (i.e., this process allows the researcher to…)

2. 2nd Technique (i.e., constant comparison method of looking at data…)

G. Trustworthiness (the reliability, dependability, and transferability information goes here)

1. 1st Technique (i.e., member checks)

a. information about it (i.e., having participants review and respond to…)

b. why important (i.e., this process increases the reliability of the study because…)

2. 2nd Technique (i.e., audit trail)

a. information about it

b. why important

3. 3rd Technique (i.e., reflexivity or memoing)

a. information about it

b. why important

c. and so on…

H. Ethical Considerations

1. potential issue and how addressed (i.e., negative results could impact school/researcher, used pseudonyms for all participants and identifiable names)

2. potential issue and how addressed

3. protection of data

**References**

List all references cited and formatted according to current APA edition guidelines

**Appendix A Interview Questions/Guide**

What are the general questions you will ask?

Questions should be opened ended; no yes/no questions

Start with an “icebreaker” to initation a conversational interview

**Appendix B: Other Data Collection Procedures** (e.g. Focus Groups, Document Analysis, Writing Prompts, Cognitive Representations, Observations, etc.)

In addition to interviews, how will you gather information?

Will you use a template with time stamps (every 5 minutes mark the time)?

If you conduct a focus group, what questions might you ask?

Will you use photo narrative? Cognitive representations? Participant journals?

**Appendix C Timeline and Budget**

Be specific. Here is an example:

August 2025—Finish coursework ($ for these items)

September 2025—Get committee together and register for dissertation course EDCO 988 ($)

Spring 2026—Defend proposal ($)

Summer 2026—Submit research plan to the Institutional Review Board (IRB) for approval ($)

And so on…

**Appendix D Consent Form**

Include a robust, substantive consent form; check out Liberty’s IRB Website for example(s). Do you need one for various participants? If you need one for students/minors, it is called an ‘assent form.’

Page 1 of 4

**Read-CreswellPothChapters3.pdf**

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