Deliverable 02 – WorksheetInstructions The following worksheet

Deliverable 02 – Worksheet
Instructions: The following worksheet is shown to you by a
student who is asking for help. Your job is to help the student
walk through the problems by showing the student how to solve
each problem in detail. You are expected to explain all of the
steps in your own words.
Key:
· - This problem is an incorrect. Your job is to find the
errors, correct the errors, and explain what they did wrong.
· - This problem is partially finished. You must complete
the problem by showing all steps while explaining yourself.
· - This problem is blank. You must start from scratch and
explain how you will approach the problem, how you solve it,
and explain why you took each step.
1) Assume that a randomly selected subject is given a bone
density test. Those tests follow a standard normal distribution.
Find the probability that the bone density score for this subject
is between -1.53 and 1.98
Student’s answer: We first need to find the probability for each
of these z-scores using Excel.
For -1.53 the probability from the left is 0.0630, and for 1.98
the probability from the left is 0.9761.
Continue the solution:
Finish the problem giving step-by-step instructions and
explanations.

2) The U.S. Airforce requires that pilots have a height
between 64 in. and 77 in. If women’s heights are normally
distributed with a mean of 65 in. and a standard deviation of 3.5
in, find the percentage of women that meet the height
requirement.
Answer and Explanation:
Enter your step-by-step answer and explanations here.
3) Women’s pulse rates are normally distributed with a
mean of 69.4 beats per minute and a standard deviation of 11.3
beats per minute. What is the z-score for a woman having a
pulse rate of 66 beats per minute?
Student’s answer:
Let
Corrections:
Enter your corrections and explanations here.
4) What is the cumulative area from the left under the
curve for a z-score of -0.875? What is the area on the right of
that z-score?
Answer and Explanation:

5) If the area under the standard normal distribution curve
is 0.6573 from the right, what is the corresponding z-score?
Student’s answer: We plug in “=NORM.INV(0.6573, 0, 1)” into
Excel and get a z-score of 0.41.
Corrections:
Enter your corrections and explanations here.
6) Manhole covers must be a minimum of 22 in. in
diameter, but can be as much as 60 in. Men have shoulder
widths that are normally distributed with a mean of 18.2 and a
standard deviation of 2.09 in. Assume that a manhole cover is
constructed with a diameter of 22.5 in. What percentage of men
will fit into a manhole with this diameter?
Student’s answer: We need to find the probability that men will
fit into the manhole. The first step is to find the probability that
the men’s shoulder is less than 22.5 inches.
Continue the solution:
1

Week 11 Assignment: Research Problem Development
Lua Shanks
Dr. Steve
E.D.D. 8013
Walden University
11-16-21
Emerging New Technologies in Early Childhood Education
Background
The Early Childhood Education (ECE) practice is faced with
many challenges ranging from inadequate teaching and learning
resources, lack of government goodwill, to financial constraints
to facilitate teaching operations. Dziuban et al. (2018)
highlighted several challenges faced by early childhood
education. The scholars argue that poor teaching programs and
environments for teachers are among the hurdles facing early
childhood education. Aydin et al. (2017) also established that a
high pupil-teacher ratio hinders the implementation of early
childhood education. Nonetheless, early childhood educators
can improve the teaching-learning environment by integrating
audiovisual technologies in the teaching-learning setup.
Problem Statement
The problem is that many early year teachers in the current
education sector do not have enough ICT equipment and
expertise at their disposal to adequately deliver holistic
instruction to early year learners. According to Aydin et al.
(2017), educators are increasingly embracing new learning
technologies, but have poor technical skills which hamper their

capacity to use the technologies. For instance, far too many
teachers in the education sector do not have the required
phonics skills to teach early year learners how to read and spell
words correctly (Dziuban et al., 2018). Research on emerging
technologies in early ECE is replete with evidence that shows
when children view a video with their parents or teachers and
narrate stories, they learn new vocabularies better (Dziuban et
al., 2018; Samudra et al., 2019). Therefore, there is a
discernible gap in practice about the selection of the most
effective audiovisual technologies in content delivery in Early
Childhood Education.
Evidence from the Local Setting
Researchers that have evaluated vocabulary learning from video
indicating that when children co-view a video with their parents
or direct their attention to the video and talk about stories, they
are likely to learn new vocabularies. There is less evidence to
suggest word learning from video for children who are less than
two years old (Samudra et al., 2019). Early research shows that
video chats on a touch screen have yielded desirable results
(Samudra et al., 2019). Some studies show that mobile devices
hold promise for children learning since they are interactive and
apps can be tailored to meet each learner's needs (Samudra et
al., 2019). However, lack of technology alignment with
curriculum and instruction remains a huge hindrance to
technology adoption in childhood learning.
The Gap in Practice
The education sector continues to make significant investments
to bring technologies to schools. However, such technological
implementations are often more learner-centric than teacher-
oriented. Additionally, there is an overreliance on computers as
the newest technology being integrated in the ECE curriculum.
Not only are computers expensive for many underprivileged
students, but there is other, more effective hi-tech equipment
that can be used for early years learners in the learning

environment. For instance, word processing devices, talking
books, and word banks are better than computers in teaching
young children how to read and write (Samudra, Flynn, &
Wong, 2019). Moreover, teachers do not have sufficient
equipment with which to monitor the progress of learners when
they use these devices. However, research suggests that the use
of web cams, interactive whiteboards, audio recorders, and
other ICT tools can improve the learning experience for young
children (Samudra, Flynn, & Wong, 2019).
Purpose Statement
The purpose of this qualitative study is to determine the best
way to integrate audiovisual technologies into ECE as well as
possible ways to increase funding for ECE technology in the
curriculum. In line with this goal, the research will explore the
technologies used by educators to impart knowledge to early
childhood learners. Apart from teachers’ ICT tools, this study
will also examine audiovisual technologies used by early
education students. The basis of this research is the idea that
there is inadequate application of technology in the classroom
which reduces the quality of learning in many ECE classrooms.
Findings of this research will help improve the learning
experience of early childhood learners by selection of the most
appropriate audiovisual technologies to be used in ECE
classrooms. Additionally, the study will suggest ways by which
teachers can improve government goodwill towards blended
learning to increase funding for technology in ECE.
Theoretical or Conceptual Framework
The social learning theory, which was originally developed by
psychologist Bandura emphasizes the significance of
observation, replication of behaviors, attitudes, and feelings of
others (Yılmaz, Yılmaz & Yılmaz, 2019). The social learning
theory concurs with the postulates of the behavioral theory. For
instance, both theories assert that there are mediating actions
between stimuli and corresponding responses. Additionally,
both the Social Learning Theory and the Behavioral Theory

concur that animals learn behaviors from the environment by
observing the actions of others (Yılmaz et al., 2019). These
basic principles are relevant to the application of technology in
ECE. In the teaching-learning environment, there exist stimuli
that can be used in the learning process.
Bandura emphasized in the social learning theory that children
observe the actions and behaviors of the people around them
and assimilate them. In the well-known Bobo doll experiment,
the psychologist assigned models to various children (Yılmaz et
al., 2019). These models had certain behavioral characteristics
that were to be replicated by the young children. The aim was
for the kids to imitate and develop certain behaviors based on
their observations. While developing his theory, Bandura
believed that human beings are not passive learners, who
automatically imitate behavior. There is a thought process
involved and people can choose whether to imitate behaviors or
not, based on a number of factors (Yılmaz et al., 2019). Thus,
mental activity mediates observation and replication.
In the social learning theory, Bandura suggested four
meditational stages between behavior observation and
replication of behavior; attention, retention, replication, and,
motivation (Yılmaz et al., 2019). An individual, an early
childhood learner, has to first pay attention to the stimuli.
Research is replete with evidence that young children pay
higher levels of attention to the educational content when
audiovisual teaching aids are used. Therefore, such findings
suggest that emerging technologies will increase the attention
span of ECE learners. Sustained attention in the teaching-
learning environment improves the teaching-learning
experience.
Another important postulate of the social learning theory is
retention. When young children observe other people or
inanimate objects such as mobile tablets, they remember their
actions. However, since the behavior is mediated by a mental
process, it may or may not be remembered. The application of
interactive media makes the learning process more interesting

for the learner, thus increasing the probability of retaining the
content being delivered in the ECE classroom (Yılmaz et al.,
2019). Even when there is short-term replication of the targeted
behavior, there needs to be a memory to act as a point of
reference in future.
The last two most important steps of the learning process in the
social learning theory are reproduction of the desired behavior
and motivation. In some instances, people can observe
behaviors from others but fail to imitate them, despite repeated
attempts to replicate them. For instance in teaching
pronunciation, an ECE learner can use talking books in learning
phonics but fail to pronounce the words correctly. This issue is
even more prevalent among learners with special needs.
Additionally, according to the social learning theory, for the
behavior to be continually replicated, motivation is an important
factor (Yılmaz et al., 2019). If the rewards of imitating an
action outweigh its costs and consequences, the subject is more
likely to replicate the behavior. The reverse is also true. Thus,
all these mediating factors play a significant role in the learning
process because they involve imitation and retention of
behavior.
Research Question(s)
1. How can various audiovisual equipment be used for blended
learning for children under 10 years old in the State of
California?
Methodology
The study will utilize a qualitative design to investigate
how best the various audiovisual equipment be used for blended
learning for children under 10 years old in the State of
California. To that end, six participants will be selected using
purposive sampling technique. The participants will encompass
individuals from the education sector, teachers, and community
members. The gathered data will be analyzed using content
analysis tools. This process will involve identifying key themes
and performing analytical procedures to confirm or reject the

hypothesis.
Possible Types and Sources of Information or Data
The proposed research questions can be addressed using
different sources of data. Primary data sources, can, for
instance, be gathered directly from the selected respondents.
Such data types will be qualitative in nature since they will
provide information on the participants’ experiences,
perceptions, and views regarding technological implementation
in early childhood education settings. Other sources of data will
be from major data repositories and government agencies that
store such records, such as the Department of Education.
References
Aydin, H., Ozfidan, B., & Carothers, D. (2017). Meeting the
challenges of curriculum and instruction in school settings in
the United States. Journal of Social Studies Education
Research, 8(3), 76-92.
Dziuban, C., Graham, C. R., Moskal, P. D., Norberg, A., &
Sicilia, N. (2018). Blended learning: the new normal and
emerging technologies. International journal of educational
technology in Higher education, 15(1), 1-16.
Huda, M., Jasmi, K. A., Hehsan, A., Mustari, M. I., Shahrill,
M., Basiron, B., & Gassama, S. K. (2017). Empowering children
with adaptive technology skills: Careful engagement in the
digital ınformation age. International Electronic Journal of
Elementary Education, 9(3), 693-708.
Kontovourki, S., Garoufallou, E., Ivarsson, L., Klein, M.,
Korkeamaki, R. L., Koutsomiha, D., ... & Virkus, S. (2017).
Digital literacy in the early years: Practices in formal settings,
teacher education, and the role of informal learning spaces: A
review of the literature.
MacBlain, S. (2018). Learning theories for early years practice.

Sage.
Samudra, P. G., Flynn, R. M., & Wong, K. M. (2019).
Coviewing Educational Media: Does Coviewing Help Low-
Income Preschoolers Learn Auditory and Audiovisual
Vocabulary Associations?. AERA Open, 5(2),
2332858419853238.
Yılmaz, M., Yılmaz, U., & Yılmaz, E. N. D. (2019). The
relation between social learning and visual culture.
International Electronic Journal of Elementary Education,
11(4), 421-427.
Assignment: Research Problem Paper
Your first task as a doctoral researcher is to begin a search for
your research problem. Consider your passion. What do you
care about? What problem in your educational specialization
interests you the most? Try to express this in a single sentence
that begins with the words, “The problem is…” This can be your
starting point in developing your research problem.
Note that your research problem must also be considered a
problem in the educational discipline by published researchers.
Your work builds on, and adds to, the work other scholars have
done. To determine if your research problem is current, you
need to search the most recent peer-reviewed literature. At this
point in your study, seek reference literature that has been
published within the last 5 years.
Your topic must be aligned to the specialization to which you
are assigned. For example, if your specialization is Curriculum,
Instruction, and Assessment (CIA) then your topic must deal
with either Curriculum, Instruction, or Assessment. You -would
not be able to choose "teacher retention" or any other non-CIA
topic.
To prepare:
· Review the required readings, media, and resources.
· Use your citation management software and Boolean logic, as
you seek evidence from the literature that justifies pursuing this

research problem.
· Download the Writing Assignment Template and Exemplar
from the Week 2 course announcement.
By Day 7
To complete:
The Week 2 Assignment should be written in correct APA style
and should include the following:
To Complete
In your prospectus document include:
· The working title
· Problem statement
· Three to five key citations that highlight the relevance and
currency of the problem (these should be current—within the
last 5 years)
· Evidence of the problem in the research literature (and locally,
for the project study)
Note that requirements differ for project studies and
dissertations.
Single, P. B. (2010). Demystifying dissertation writing: A
streamlined process from choice of topic to final text. Sterling,
VA: Stylus Publishing.
· Chapter 1.4, “The Single System” (p. 16)
· Chapter 2.4, “Entering the Conversation” (pp. 34–38)
· Chapter 5.1, “Useful Focus Statements” (pp. 87–89)
Butin, D. W. (2010). The education dissertation: A guide for
practitioner scholars. Thousand Oaks, CA: Corwin.
· Chapter 3, “Articulating a problem in Academic Speak” (pp.

42–43)
Thomas, G. (2017). How to do your research project: A guide
for students (3rd ed.). Thousand Oaks, CA: Sage.
· Chapter 1, “Where do I begin?” (pp. 2–7)
Laureate Education (Producer). (2016f). Developing a problem
statement for a project study [Multimedia]. Baltimore, MD:
Author.
https://academicguides.waldenu.edu/research-center/program-
documents/prospectus-resources
3
[Working Title of Your Study]
[Your Name]
[Course Number & Quarter]
Your Ed.D. Specialization
Week [#]
[Working Title of Your Study]
[Brief introduction to and background for your study. Include 3
– 4 peer reviewed articles (annotated bibliography format) to
support/justify/inform what you intend to be working on. Keep
it brief.]
Research Problem
[State the research problem in 1 or 2 sentences at the most.]
[Evidence (annotated bibliography format). Include 2 pieces
from the literature and 1 or 2 pieces from the local setting
(because you will need to conduct your study somewhere,

irrespective of what type of capstone you choose, you need to
show that the problem is present and relevant at the site where
the study will be conducted).]
Purpose
[State the purpose of your study in 1 or 2 sentences at the
most.]
[List concepts of interest, with explanations to clarify what they
are and how they align to the problem.]
[Conceptual OR Theoretical] Framework
[Include 1 framework (2 at the most); briefly explain what the
framework is about and how it connects to your study.]
[For each framework include 1 or 2 seminal work(s) (annotated
bibliography format)]
Research Question[s] [and Hypotheses]
[List your questions]
[List hypotheses for each question (if the case)]
Research Methodology and Design
[State type of approach. Include a 1 or 2 sentence justification.]
[State type of research design. Include a 1 or 2 sentence
justification]
[List data sources]
Significance
[Brief, 1 sentence statement about the significance of your
study]
References
EDD Prospectus Form
Students | Complete your EDD project study or
dissertationdoctoral prospectus using this form. Write using a
scholarly tone and include in-text citations and APA reference
entries, where appropriate. Note that the areas shaded in green
provide directions to help complete the form. Student responses
should be inserted in the white areas. Words noted with an

asterisk * can be clicked on to view additional resources. For
additional resources, refer to the Doctoral Research Coach* and
the Walden EDD Doctoral Study* webpage. Submit this
completed form into Taskstream/MyDR* for formal evaluation
and feedback when your committee chair indicates that you are
ready to do so.
Student’s Name | Replace this text with your name. Student
ID | Replace this text with your ID.
Study Type | Click to choose a study type.
Study Approach | Click to choose an approach.
Will the data be collected within a local setting? | Click here to
choose a response. If yes, review the IRB Website*,
including the “red flag” section.
Program and Specialization | Replace this text with your
program and specialization. Submission Date | Click arrow to
select a date.
As a reminder, please make sure your study topic relates to your
specialization. If there are any questions or concerns about the
appropriateness of the study topic, please reach out to your
chair to discuss. Your chair can reach out to the program
coordinator if needed for clarification.
Title*
What is the working title for this study? A topic should include
the variables or concepts, relationship between them, and the
most critical key words.
Replace this text with kyour tit.
Supporting Literature*
The first step in developing your study is to search the
literature* related to the general area you want to investigate.
Provide approximately 15 brief summaries of recent (within the
past 5 years), scholarly (peer-reviewed*) articles that
support/justify/informs your current and relevant problem from

your discipline or professional field and/or local setting.
Include the complete APA reference entry followed by (a) an in-
text citation; (b) what was studied; (c) what was found; and (d)
why this research is important in relation to your study. This
evidence provides the justification for your research problem.
Replace this text with your response.
Research Problem*
Now that you have read and summarized some of the recent
literature to understand your problem, in one sentence what is
your research problem? * Please remember that your problem
must relate to a meaningful gap* in practice.
The problem that will be addressed through this study is…
Please provide three pieces of evidence below to show that the
problem is meaningful to the discipline and research literature.
If the study is a project study or a dissertation that uses a local
setting as the data collection site, evidence must also be
included to justify the use of the local setting.
Purpose*
To address your stated research problem, what is the purpose of
your study? Will you describe, compare, determine, explore,
examine, etc.? Complete the purpose sentence below and be
sure to clarify your variables/concepts of interest. Your purpose
statement should reflect and align* to your problem statement.
The purpose of this Click to choose an approach. study is to
Framework (Conceptual or Theoretical) *
What theory(ies) and/or concept(s) support (frame) your study
and who are the original author(s)? Provide an in-text citation
with your response, and the complete APA reference entry with
summary in the Supporting Literature section. Please note that a
conceptual framework aligns with a qualitative study, a
theoretical framework aligns with a quantitative study, and for a
mixed method study it may be either depending on the design so

please confer with the methodologist on your committee.
The theory(ies) and/or concept(s) that support this study include
How do these theory(ies) and/or concept(s) inform your
research problem, purpose, and methodological decisions?
The logical connections between the framework presented and
my study…. Replace this text with your response.
Research Question(s) and Hypotheses (if applicable) *
List the question(s) that you plan to use to address your applied
education problem. Your question(s) must be able to address the
problem, align with your purpose statement, and be appropriate
for the study approach. For a quantitative study, also note the
corresponding hypotheses (null and alternative).
Research Methodology and Design*
What systematic approach (qualitative, quantitative, or mixed
method) and research design (basic qualitative, case study,
quasi-experimental, correlational, etc.…) do you plan to use to
address your research question(s)? Please note a mixed method
study requires competency in both qualitative and quantitative
methodology as well as how to combine these into a mixed
method design. Please discuss with your committee if a mixed
method approach is the best option. In the space below, justify
your choice of approach and design, with citations from the
literature, and discuss how your methodology aligns to your
problem, purpose, and research questions.
For your planned research design, discuss the type of data you
intend to collect and how you plan to collect the data (i.e.
secondary databases such IPEDs, self-designed interview
protocol, online survey initially published by Pearson,
interviews of teachers, etc.…).

For my planned research design, I will use the following data
sources Replace this text with your response.
What limitations, challenges, and/or barriers might you need to
address while conducting this study (e.g., access to participants,
access to data, requirements for storing data, your role at the
research site or other ethical / IRB considerations, permission to
use the instrument, instrumentation fees, etc.)? Please click
here* to review the most common IRB issues and how to
schedule an appointment with an IRB member to discuss any
concerns.
Significance*
How does your study have the potential to make an original
contribution toward addressing a gap in practice and to positive
social change?
This study is significant in that Replace this text with your
response.
Partner Site Masking Self-Check*
Walden capstones typically mask the identity of the partner
organization. Please ensure your study follows this practice to
ensure confidentiality.
☐ Check here to confirm that you will mask the identity of the
organization in the final capstone that you publish in ProQuest.
☐ Check here if you perceive that your partner organization’s
identity would be impossible to mask or if there is a strong
rationale for naming the organization in your capstone, please
check this box so that your Program Director can review your
request for an exception.
End of Form
Use the rubric below to check your work and the appendix to
assist if questions arise.

Student Self-Check: Revisions are part of the doctoral process
but checking to ensure all requirements have been met can
reduce the need for multiple revisions. Please review the rubric
requirements below and check to ensure all have been fully met
in your prospectus. If anything needs to be strengthened, make
those revisions prior to submitting to Taskstream/MYDR for
formal review.
Rubric Standard #1 | Complete > Does the research plan contain
all the required elements?
Rubric Standard #2| Meaningful > Has a meaningful problem
related to practice been identified in the research literature, and
local site if applicable? Addressing the stated problem should
be the logical next step, building on what is already known, and
staying within the student’s area of professional practice.
Rubric Standard #3 | Justified> Is evidence presented that this
problem is significant to the discipline and/or professional
field, and local site if applicable? The prospectus should
provide relevant statistics and evidence and other scholarly
facts that point to the significance and urgency of the problem.
Rubric Standard #4 | Grounded > Is the problem framed to
enable the researcher to either build upon or counter the
previously published findings on the topic? For most fields,
grounding involves articulating the problem within the context
of a theoretical or conceptual framework.
Rubric Standard #5 | Original > Does this project have potential
to make an original contribution? Addressing the problem
should result in an original contribution to the field and/or local
site.
Rubric Standard #6 | Impact > Does this study have the
potential to affect positive social change? As documented in the

Significance section, the anticipated findings and project, if
applicable, should have the potential to support the mission of
Walden University to promote positive social change.
Rubric Standard #7 | Feasible > Can a systematic method of
inquiry be used to address the problem? The tentative
methodology demonstrates that the researcher has considered
the options for inquiry, selected an approach that potential to
address the problem, and considered risks and burdens placed
on research participants.
Rubric Standard #8 | Aligned > Do the various aspects of the
research plan align? To ensure a solid foundation is built at the
prospectus stage, alignment is needed among all study elements
including the problem and purpose statements, evidence,
framework, research questions, and methodology.
Rubric Standard #9| Objective > Is the topic approached in an
objective manner? The framing of the problem should not reveal
bias or present foregone conclusions.
AppendixThe EDD Doctoral Prospectus Form
The EDD Doctoral Prospectus Form is a brief document that
provides preliminary information about your capstone research
and is used as the tentative plan for developing the proposal and
is evaluated to ensure doctoral-level work (e.g., feasibility,
alignment, etc.).
Prospectus Form approval from the committee chair, second
committee member, and a Program Director prospectus designee
is required for you to move forward and work on your proposal.
Please note the process is iterative so it is not uncommon for
committee members to request revisions. The plan is subject to
change, and parts of your research design may need to be
adjusted after you complete your exhaustive review of the
literature during proposal development.

Please note that this form and the appendix materials are to be
used for students who are pursuing an EDD and will be
conducting a project or dissertation study*. The EDD is an
applied degree so any study (project study or dissertation)
should focus on a gap in practice. A PhD study can focus on a
gap in the literature (i.e. something is not known), but for an
EDD study the gap must be about practice specifically. The
focus should be on a gap between what is currently happening
and what stakeholders would want to happen.
For an EDD project study, the gap in practice is found within
the local setting / research site. For this study type, evidence
needs to be presented that the local setting currently has a
relevant educational problem related to its practice and it needs
to be solved. The researcher also needs to show this is a
meaningful topic within their field/program specialization
literature.
For an EDD dissertation study, the gap in practice is found
within the field/program specialization literature and these
studies usually take two common forms. The first type is when
the gap in practice is found within the literature and a local
setting is used to examine this larger problem, usually as an
example of the problem or an exemplar (i.e. the local setting
exhibits best practices that can help to solve the larger
problem). If a local setting is used to collect data for an EDD
Dissertation, the researcher will need to demonstrate the
justification for choosing the local setting. The second type of
EDD dissertation does not use a local setting to collect data. In
this case, the data may come from a state or national secondary
database or teachers who may work across states but share some
common experiences such that they can aid in solving the larger
problem. In these cases, the researcher does not need to provide
evidence or justification of a local problem as there is no local
setting that will used for the study. Evidence will come from the
field/program specialization research literature.

…………………………………………………………………………
………………………Title
A good title* will be concise, signal the direction of the paper,
and include the main variables or concepts of the study. Below
are a few examples. Consider reviewing studies from Walden
students who have successfully completed their research*.
Quantitative (QN) Example
Examining the Relationship Between Online Doctoral Students’
Use of Institutional Resources and Time to Degree Completion
Qualitative (QL) Example
Online Doctoral Students’ Perceptions of Research Mentoring
Resources to Assist with Degree Completion
…………………………………………………………………………
………………………
Supporting Literature
Probably themost important step in the research process
issearching recent, peer-reviewed literature*and reading
articlesrelated to the general area you want to investigate. As
you read and learn, you will narrow your focus. This is how you
will identify a discipline-specific research problem.You will
want to focus on reading literature that is scholarly, empirical*
and from peer-review sources* that are research related. Click
here for additional tips*.
For this prospectus form, includethe complete the APA
reference entry and (a) an in-text citation; (b) what they
studied; (c) what they found; and (d) why this is important in
relation to your study. This evidence provides the justification
for your research problem andshows this problem is meaningful
to the field / program specialization. These references should
primarily be from the past 5 years. Reference entries related to
the framework should be included here, too. During proposal

development, you will conduct an exhaustive* review and
synthesize* your sources, rather than summarize.
Example
Ismail, H. M., Majid, F. A., & Ismail, I. S. (2013). “It’s
complicated” relationship: Research students’ perspective on
doctoral supervision. Procedia - Social and Behavioral Sciences,
90, 165–170. http://dx.doi.org/10.1016/j.sbspro.2 013.07.078
(a) Ismail et. al (2013); (b) focused on the student experience
with supervision while learning to conduct research; (c) found
three issues of lack of positive communication, lack of
expertise, and power conflicts; and (d) this is important in
relation to my study because it may help explain critical
elements needed for doctoral degree completion and reflect best
practices for institutional supports.
As you work on your literature review and move to the proposal
stage you will expand your search. Consider how you will
determine your search terms or keywordsand the databases you
should search.Clickhere for a number of resources to work you
through this process*. As you conduct your search of the
literature, stay organized by keeping a search log*.
Search Log Example
Database
Search Terms
Results
Notes
Thoreau
online doctoral program completion; limited to peer reviewed,
2016-present
1175
Search too broad; Narrow by using multiple terms
Thoreau
online doctoral program completion AND ABD; limited to peer

reviewed, 2016-present
13
Much better; Several relevant articles found
Education Source
Etc.
As you read and evaluate literature*, you also need to organize
your research. A literature review matrix* is one way to help
you visualize what has and has not been done in your field. It
will help you understand the scholarly works related to your
area of interest. The importance of organizing and recording
your review of literature cannot be overstated. You will refer to
your notes as you write, so start on the right track from the
beginning with your prospectus!
[Suggestion: If you keep your search log in an Excel workbook,
use the second tab in the same workbook for your literature
review matrix.]
…………………………………………………………………………
………………………Research Problem
For both the EDD Dissertation and Project Study, the problem
must be about a gap in practice as the EDD is an applied degree.
A gap in practice is the difference between what is currently
happening and what stakeholders would want to happen to
achieve best practices. For an EDD Dissertation the gap in
practice will be found within the research literature. If the EDD
Dissertation collects data in a specific localized setting,
evidence is needed to justify the use of the local setting. For a
Project Study, the gap in practice is found within a local setting
but it is also required to show that the problem is relevant and
meaningful to the research literature found within the
field/program specialization.
Keep in mind that a gap in the research/knowledge is not, in and
of itself, a reason to conduct research. The need to address an

identified gap in practicemust be clear, current, and relevant to
the discipline and area of practice.
A research problem* is a focused topic of concern, a condition
to be improved upon, or troubling question that is supported in
scholarly literature or theory that you study to understand in
more detail, and that can lead to recommendations for
resolutions. It is the research problem* that drives the rest of
the study: the purpose, the research questions, and the
methodology. Click here* for additional resources. Keep the
problem statement to one sentence.
Example (EDD Dissertation)
The research problem is that nationally online doctoral
students’ time to graduation has increased over the last decade
despite a federal initiative to fund colleges and universities’
efforts to provide additional resources to address this problem.
Example (EDD Project Study)
The research problem is that College A has implemented new
research mentoring resources to assist online doctoral students
progress through their capstone process, but student surveys
indicate students do not highly value these resources as support
for degree completion.
…………………………………………………………………………
………………………Purpose
To address your stated research problem, what is the purpose of
your study? Will you describe, compare, explore, examine, etc.?
Be sure to clarify your variables/concepts of interest. For
quantitative studies, state what needs be studied by describing
two or more factors (variables) and the conjectured association
(i.e. comparative or relational) that will be used to address the
study problem. In qualitative studies, describe the need for
increased understanding about the issue to be studied, based on
the identified gap or problem. Your purpose statement should
reflect and align* to your problem statement. Again, keep the

purpose statement to one sentence to ensure it is focused and
concise.
QN Example (EDD Dissertation)
The purpose of this quantitative study is to compare online
doctoral student graduation rates between those colleges that
received federal funding and those that did not as a way to
determine to what extent the initiative was effective in meeting
its goals.
QL Example (EDD Project Study)
The purpose of this qualitative project study is to examine the
perceptions online doctoral students at College A have related
to the value and challenges of the new research mentoring
resources as well as ways to improve these resources.
…………………………………………………………………………
…………………Framework
The framework includes the theory(ies) and/or concept(s) *
relevant to your topic. Align the framework with the problem,
purpose, research questions, and background literature of your
study. Please note that a conceptual framework aligns with a
qualitative study and a theoretical framework aligns with a
quantitative study. The theoretical or conceptual framework is
the basis for understanding, designing, and analyzing ways to
investigate your research problem. Provide the original
scholarly literature (citing original authors) on the theory and/or
concepts, even if it is more than 5 years old. Do not cite
secondary sources.
Example Theoretical Framework
The theory(ies) and/or concept(s) that ground this study include
Perry’s (1970) theory of epistemological development.
Example Conceptual Framework
The theory(ies) and/or concept(s) that ground this study include
Perry’s (1970) theory of epistemological development, focusing

specifically on the concepts of online learning and the
pedagogical challenges associated with online learning and
dissertation writing.
Next, explain how these theories and/or concepts relate to your
research problem, purpose, and methodological decisions. Your
topic/approach should align with the identified framework so
that you will either build upon or counter the previously
published findings on the topic.
Example Connection for the Theoretical Framework
my study approach include Perry’s theoretical work, which has
been used extensively in all aspects of higher education, albeit
more frequently with undergraduates than with doctoral
students. The approach provides details on cognitive-structural
changes that emerge as a result of development and learni ng.
Example Connection for the Conceptual Framework
my study approach include Perry’s theoretical work, which has
been used extensively in all aspects of higher education, albeit
more frequently with undergraduates than with doctoral
students. Further, subsequent research and application of
Perry’s theory offer guidance on ways to facilitate academic
development, thus allowing for insight into the pedagogical
challenge of degree completion.
…………………………………………………………………………
………………………
Research Question(s) and Hypotheses (if applicable)
List the overarching research question(s)* that are informed by
the study purpose and will be used to address the research
problem. A research question* provides a foundation for the
approach and design.

RQ1: How do the online doctoral student graduation rates
differ, if at all, between colleges that received federal funding
for additional resources and those that did not receive the
funding?
H01—There is no statistically significant difference in the
online doctoral student graduation rates between colleges that
received funding for additional resources and those that did not
receive the funding.
H1— There is a statistically significant difference in the online
doctoral student graduation rates between colleges that received
funding for additional resources and those that did not receive
the funding.
RQ1: How do online doctoral students at College A descri be the
value of the new research mentoring resources?
RQ2: How do online doctoral students at College A perceive the
challenges of using the new research mentoring resources?
RQ3: What suggestions do online doctoral students at College A
have to improve the new research mentoring resources?
…………………………………………………………………………
………………………Research Methodology and Design
Explain the systematic approach and research design you will
use to address your research question(s). Examples of common
designs are as follows:
· Quantitative— correlational; quasi-experimental; survey
research designs using validated existing survey instruments; or
other quantitative designs
· Qualitative—basic (generic) qualitative designs; case studies;
or other qualitative designs
To address the research questions I will use a quantitative
approach with a quasi-experimental design that will include
using an independent sample ttest to compare schools that

received funding with those that did not in terms of their onl ine
doctoral student graduation rates to help determine the
effectiveness of the funding initiative.
To address the research questions in this qualitative study, I
will use a basic qualitative design (Patton, 2015) using
interviews with ten online doctoral students from College A.
For your planned research design, present the type of data you
will need, and a list of possibledata collection sources that
could be used to address the proposed research question(s), such
as test scores from college students, interviews with teachers,
state records, or information from a federal database. At this
point, you should have an idea of the type of data needed to
address your research question(s). Explain whether you will be
collecting primary data (collected by you, the researcher) or
accessing secondary data (preexisting or public data collected
by others).
If you are collecting data, you should present the source of the
instrument(s) and source and number of potential participants.
If using secondary data, identify the data source and how the
data will be accessed. Possible secondary data sources*, by
program, are available on the Center for Research Quality
website. [Note. This is your tentative plan, so keep in mind that
things might need to be modified during the proposal stage—
particularly after you have completed your exhaustive review of
the literature.]
For my planned research design, I will access a list of colleges
and universities that received federal funding using the NCES
databases. I will use the same NCES database to develop a
comparison group of colleges and universities that did not
receive funding. As the funding started in 2013, I will access

the graduation rates of these institutions using the IPEDS
database from the year 2014 to the most recent year available. I
will use a confidence level of 95% to determine sample size.
For my planned research design, I will need to recruit online
doctoral students for individual interviews. A self-designed
interview protocol will be developed to address the problem and
purpose of the study. My initial goal will be to recruit ten
participants, but increase this number if data saturation is not
yet achieved (Fusch & Ness, 2015).
Finally, provide information on limitations, challenges, and/or
barriers that may need to be addressed when conducting this
study. These may include access to participants, access to data,
separation of roles (researcher versus employee),
instrumentation fees, etc. If you are thinking about collecting
data at your place of work, are in a supervisory position, or on a
sensitive topic, or from a vulnerable population, an early
consultation with the Institutional Review Board (IRB;
[email protected]) during your prospectus process is
recommended to gain ethics guidance that you can incorporate
into your subsequent proposal drafts and research planning.
[Note. Find more information on research ethics and potential
“red flag” issues in the IRB Guides and FAQs. *]
QN Example
A potential barrier when using secondary data provided by
various colleges and universities is that institutions may vary in
how they report their data, causing issues when comparing data
across institutions. It will be important to examine the IPEDS
codebook to ensure any anomalies are identified and addressed.
QL Example
A potential barrier when collecting primary data that includes

interviews is that it may be difficult to recruit enough online
doctoral students to meet saturation. This may be particularly
difficult given these are online doctoral students so may be very
busy and hard to reach electronically. It would be useful to
attend one of the CRQ webinars* on how to increase research
participation, especially in the time of Covid.
…………………………………………………………………………
………………………Significance
Explain how your study addresses the meaningful, discipline-
specific problem related to a gap in practice that you identified
and will therefore make an original contribution to your field,
and to positive social change.
Example
This study is significant because it will fill a gap in practice in
that educational leaders will have a better understanding of how
well the new resources are work in meeting the initial goals.
Educational leaders will better understand the value of these
resources with respect to their initial goals and gain new insight
to better meet the needs of online doctoral students. Because a
broad range of doctoral students attend online, supporting their
successful attainment of a terminal degree allows for increased
diversity among individuals in key academic and scholarly
leadership positions.
…………………………………………………………………………
………………………My Doctoral Research (Taskstream/MyDR)
If you have not done so already, you should familiarize yourself
with the Taskstream/MyDR* system. The Taskstream/MyDR
system was designed to assist you and your committee in
navigating your doctoral research journey, from the very
beginning through the final approval. The various landing pages
in Taskstream/MyDR will track your progress and will serve as
a central location for resources to support that progress. There
is a process flow tool in which you exchange and store faculty

evaluations of and feedback on your work as you progress along
that journey.
You will be entered into the Taskstream/MyDR system when
both your committee chair and second members are approved by
the academic program. At that point, you will be able to access
Taskstream/MyDR from the homepage of your doctoral
completion course in Blackboard. The first document that you
will submit for approval in Taskstream/MyDR will be your
Research Plan.

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