nano 2007-06-09 21:08
[align=center][size=5][b]Some Thoughts on[/b][/size]
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[size=5][b]Dissertation Proposal Writing[/b][/size] `1VnI;g%i
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Dr. Chris M. Golde4W fm ]wz/h7F
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Writing a dissertation proposal is, in my opinion, the hardest part of the dissertation process. In Education, where few students are working closely with an established research project led by a faculty member, the student is developing a project on their own. In creating a proposal you are crafting something out of nothing. Developing an understanding of an issue, identifying, reading and summarizing the relevant literature, and developing your own take on the problem are time consuming and often frustrating processes. In many ways the methodology is the easiest part to develop. Once you have a clear idea of the first pieces, the methods should follow easily.mP-W Ko9\#R
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Sometimes the more you know the less things hang together. This is normal. Writing a proposal is an iterative process. You cycle through the various pieces over and over. In the end, you are trying to create a linear argument which takes the reader from knowing little to a point where the reader wants you to do this project more than anything in the world. However, the construction of the proposal is not linear. It is common to work on a proposal for several months, and to write 15-20 drafts.
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In general I think that proposals should be in the 20 page range. I think that a proposal should have the following parts:1X K/M Ib"ov
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1. Introduction
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* Summary of the larger puzzles and issues$I*N&Kr
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* Locating your work in a larger issue h M!J#~:N:Fn&t+fs
* Main research question
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2. Problem Statement:]\:j&z9F?7~ }voK
* What is the issue?
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* What are the specific questions?
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* What is the context and background?
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* Why does this matter?[[5q _"w k He
3. Conceptual Frameworki r^;J6i9D
* How do you look at this puzzle?
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* What is the theoretical framework (what is this a case of?)?
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* What are the key constructs?
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* What are specific terms you are using and how do you define them?
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* Model of what you think is going on APqo b8?
4. Methods
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* What do you plan to do and why
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* How do these link to the questions and the CF?,l S{ ufD Z
5. Bibliography
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* Timeline
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In general I do not like a separate section labeled "Literature Review" although I know that people have different opinions about that. In addition, some projects may be more appropriately organized that way. Instead, I think that you should interweave the literature into the PS and the CF. This informs the reader of what we do know and what we need to know. This serves to bolster the argument which you are crafting. Rather than summarizing the various pieces of literature in detail (by reviewing the methods and the dependent variable and the findings) you should be explaining what matters about that study. This can be as brief as (these examples are from my own proposal):c9Z~mZ p&Gr
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The decisions of students are a complex interaction of internal, external and institutional factors (Cabrera, Castaneda, Nora, & Hengstler, 1992).E&O"Gg4l_R
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Or take a paragraph to summarize several studies:L8@yR#u,s
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While this macro-level description of women in doctoral education turns attention to systemic problems, problems are also located at the individual level. The sexist micro-inequities which many women endure have been dubbed the academic "chilly climate," which impacts female graduate students as well as undergraduates (Berg & Ferber, 1983; Female Graduate Students at MIT, 1983; Hall & Sandler, 1982; Sandler & Hall, 1986). For example, women may be rendered invisible, and rarely asked for their advice or expertise, or may be interrupted. Lott has analyzed the ways in which competent women are evaluated less favorably than comparable men (1985), a bind women are unable to escape. Women doctoral students may be the victims of sexual harassment, and may be particularly reluctant to speak out, given their reliance on faculty support for their chosen careers (Dziech & Weiner, 1984; Schneider, 1987). Women students may be less likely to find mentors, as faculty are more likely to mentor same-sex students (Berg & Ferber, 1983).
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Only when there is direct bearing on the study you are doing, might you want to describe a study in depth. (I don't have a very good example of this, because I don't do this much.)!tM&A%tp_)j
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Bowen and Rudenstine (1992) computed doctoral student attrition rates for a 10 university sample, of which Stanford was one participant. They found a 52% attrition rate for the entering cohorts of 1972-76 (p. 108). They also computed rates for two groups of departments (English-History-Political Science and Math-Physics) in a sub-set of 4 universities (including Stanford), and found a 40% attrition rate for the EHP departments and a 24.7% rate for the MP group. Like many studies, these data are quite old. More recent data from the Stanford Provost's Committee on the Recruitment, Retention and Graduation of Minority Graduate Students (Stanford University, 1994) suggest an attrition rate near 20%.
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Regardless of what organizational strategy you use to present the literature, keep in mind to do ANALYSIS of the literature. What are the conceptual and methodological strengths and weaknesses? What are the things we can say with confidence, and what is speculative and tentative? What is clearly established and what is missing? By identifying the gaps, you can locate your own work. In the CF you want to convince the reader of your way of looking at things. Here you take the literature and summarize and reorganize it in order to bolster the points you are trying to make. Rather than marching through a number of studies (A said this, B said that, C and D are contradictory) I used this strategy, as an example.
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As described in detail in the section which follows, the research literature has identified four primary forces which shape the departmental context of the doctoral student experience. Figure 3 identifies these four forces, two of which are external influences from the larger communities in which the department is located, the campus community and the disciplinary area. The other two forces are internal, they categorize the way in which organizational members and organizational rules, policies and practices create the departmental organization.2UJ&n `/OHI$e
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I also believe strongly in drawing diagrams and models of what you think is going on and how you see the world. Others might disagree, but I think this can be done for exploratory and qualitative work. Even if you are not hypothesis testing, you have an idea of what components are salient. And if you revise your view in the light of the data, so much the better.
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By the end of the CF you want the reader convinced both of the importance of this problem and of your way of looking at it. The Methods then flow from the questions and your way of looking at them. While you may be doing exploratory work, you still need to explain how the things you are looking at or asking about relate to the way you understand and conceptualize the problem. (Let me also say that I STRONGLY disagree with those who suggest for exploratory research you should read the literature after you collect the data. This is utter nonsense and could only lead to haphazard and ill-informed data collection. Exploratory, theory-building research must still proceed in light of previous knowledge. How else would you know that it was treading new ground?);|E I\/?
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Your understanding and conceptualization may, of course, change as you collect the data. The proposal is not cast in cement. Instead, it is a blueprint. It is a map which guides you on your data collection and analysis journey. The more thoroughly you have thought about the issues in advance, the more likely you are to be on sure ground later.
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Finally, I strongly believe in the importance of sharing your work with others. One key person is your dissertation chair. You want to make sure that you clear major changes in direction with her/him, so that you do not regard one another with horror further down the road. You may want to identify other committee members towards the beginning of the process and chat with them about suggestions and directions. Exactly what their role is, and whether they read drafts of the proposal, is a highly varying process and needs to be negotiated with each person and your chair.;S METL#l
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I also believe (and virtually require for students whose dissertations I chair) that you should find a group of other students and form a writing group. (See Tips for Writing Groups). This is a place to share your writing as it evolves, and a group to provide feedback on the concept, the implementation and the larger process. If you find a group you trust and can work with, you will create much stronger work, and use your advisor's time more effectively. In addition, you will learn to write better, and learn how to ask for and give feedback. V[3n&NS d+g:r2fi
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[[i] 本帖最后由 nano 于 2007-06-09 05:09 编辑 [/i]]
nano 2007-06-09 21:10
Components of the Research Proposal and Dissertation o*Y/Y2y5B#d b
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* Parts of a Formal Research Proposal
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o Title
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o Abstract
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o Table of Contents
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o Chapter I. Introduction, or Statement of the Problem
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o Chapter II. Review of the Literature and Research Questions
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o Chapter III. Methodologyw8J,l5Y6x([Z'h
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* Parts of the Dissertation
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o Signature Page
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o Table of Contents
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o List of Tables and List of Illustrations
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o Chapter I. Introduction, or Statement of the Problem
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o Chapter II. Review of the Literature and Research Questions
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o Chapter III. Methodologyymh BY
o Chapter IV. Results
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o Chapter V. Discussion
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o References
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[size=5][b]Components of the Research Proposal andDissertation
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[/b][/size]The dissertation document should follow in sequence the steps of the research process. Ingeneral, dissertations at Gallaudet should comply with the guidelines for writing style describedin the fourth edition of the [i]Publication Manual of the American PsychologicalAssociation[/i] (1994), henceforth referred to in this handbook as the APA Manual. Doctoralcandidates should become familiar with the APA Manual and use it as a constant reference inmatters of style. There may be individual situations in which, based on the content of thedissertation, the committee will recommend that another style guide be used. In these instances,the committee chair should consult with the graduate dean prior to recommending the alternatestyle guide.
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It should be noted that the model described below and in the APA Manual is most appropriate forstudies involving data collection and quantitative analysis designed to answer questionsformulated prior to the data collection. In some cases, students may have reason to pursuemodels of research which lend themselves to a different organization of the dissertationdocument. For example, ethnographic or other qualitative designs which allow the emergence ofnew questions in response to incoming data may not be entirely accommodated by the formatoutlined below. Yur|`l$_4R*R
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[url=http://gradschool.gallaudet.edu/dissertation/appendixl.html]Appendix L[/url] describes in outline an alternative structure for such studies. Thespecific format selected should fit the overall nature of the study. Students should discuss withtheir dissertation chair which model is most appropriate for the study they intend to pursue.
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[size=5][i][b]Parts of a Formal Research Proposal[/b][/i][/size]
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After the dissertation committee chair approves the research concept, work on the formalresearch proposal can begin. This proposal, in which the author's project is typically described inthe future tense, includes information that will form the basis of the first three chapters of thedissertation. The proposal should be similar to the dissertation in style and format, except thatthe proposal is written in the style of a "copy" manuscript as opposed to the "final" manuscriptstyle of a dissertation. (See the APA Manual, p. 331, for an explanation of this distinction.) Thedissertation and the proposal differ in that, for example, the proposal should be double-spacedthroughout (final manuscripts can include occasional single-spacing, when appropriate) andunderlines should be used instead of italics. In the proposal, manuscript page headers will appearon the title page and all text pages, in accordance with APA copy style, but these will not appearin the final manuscript.
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A description of methods to be used will of necessity employ future tense, because the work atthis stage has not yet been done. Similarly, the purpose of the study should be explained in thepresent tense in the proposal and in the past tense at the study's completion. In the finaldissertation, much of this prose can be revised through appropriate tense changes to reflect thatthe work is now completed. $AT5B P3V:mVQUZ
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[url=http://gradschool.gallaudet.edu/dissertation/appendixj.html]Appendix J[/url] of this document lists elements to be included in the dissertation and highlights thosethat should also appear in the proposal.
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[b]Title.[/b] The title of the proposal and, later, of the dissertation shouldbe a succinct summary of the topic and generally should not exceed 15 words. Unnecessarywords, such as "A Study of ...," should always be avoided. The title should include key termsthat readily identify the scope and nature of the study and should be typed using all capital letters. See [url=http://gradschool.gallaudet.edu/dissertation/appendixf.html]Appendix F[/url] for a sample title page layout. A manuscript page header and a short title mayappear in the proposal title page (following APA "copy" manuscript style) but not in the finaldissertation.
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[b]Abstract.[/b] The abstract is a brief summary of the dissertationproject's area of investigation and expected course. It should reflect familiarity with currentissues in the field and raise research questions or hypotheses suggested by findings in the currentliterature. In the abstract, the investigator should briefly describe proposed methods andexpected conclusions.6zMt+q'?
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[b]Table of Contents.[/b] Essentially, the table of contents for theproposal lists all of the elements of the proposal, with accompanying page numbers. Theseelements generally include the following items: title page, abstract, table of contents, statement ofthe problem, review of literature, methodology, appendices, and reference list. The table ofcontents should be double-spaced between entries; entries longer than one line should be single-spaced.
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[b]Chapter I. Introduction, or Statement of the Problem.[/b] The [url=http://gradschool.gallaudet.edu/dissertation/disspart.html#note5]introduction[/url]5 presents (at greater length than in the abstract) the problem to be addressed by thedissertation research. The introduction should describe the nature and purpose of the study,present the guiding research questions, and explain the significance of and justification forconducting the study. Terms likely to be used throughout the proposal should be defined in this chapter.;a N#Lkq)V0k:bYH
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[b]Chapter II. Review of the Literature and Research Questions.[/b] Areview of literature concerning the topic places the dissertation in the context of previousresearch. As stated in the APA Manual, a "scholarly review of earlier work provides anappropriate history and recognizes the priority of the work of others. Citation of and specificcredit to relevant earlier works is part of the author's scientific and scholarly responsibility"(p. 11). The review should focus only on literature and conclusions directly pertinent to thesubject and the problem addressed in the dissertation. Any pilot work done should be describedin this chapter. This chapter should also present the specific hypotheses or research questions tobe addressed by the dissertation study, clearly relating these to lines of investigation andconjecture detailed in current literature.
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[b]Chapter III. Methodology.[/b] The methodology section describes indetail how the study will be conducted. This chapter is typically divided into labeledsubsections. Often a subsection describing participants or subjects is followed by subsectionsdescribing testing or other measurement procedures to be undertaken with the participants and asubsection describing how the resulting measurements will be analyzed to help resolve theproblems stated in the introduction. &W[@d(e
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[b]References.[/b] The reference list at the end of the proposal shouldinclude all works cited in the proposal; conversely, all items listed as references must have beencited in the text of the proposal. The APA Manual can provide guidance for accuratelycompiling a reference list.
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[b]Appendices.[/b][url=http://gradschool.gallaudet.edu/dissertation/disspart.html#note6]Appendices[/url]6of the proposal should include data-collection tools, such as IRBmaterials, consent forms, letters of introduction to subjects,questionnaires, survey forms, and the like. The appendices sectionshould begin with its owncover page, followed by its own table of contents page. Each appendixmay have its own coverpage. The word "appendix" should appear in all capital letters.
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[size=5][i][b]Parts of the Dissertation[/b][/i][/size]!U;ZIB2G9C
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The following paragraphs present a broad outline of the dissertation content expectations setforth in the APA Manual. In many dissertations, some of the following headings may be used asthe title of a separate section or chapter. For more detailed explanations on how to develop adoctoral dissertation document, see the APA Manual (especially pages 332-334 and 12-20) orany of the books listed in [url=http://gradschool.gallaudet.edu/dissertation/appendixk.html]Appendix K[/url]. {`C\,d|
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In general, the dissertation proposal is used as the basis for the first chapters of the dissertation,with modifications and additions as appropriate. For example, the proposal's literature review islikely to need updating. On the other hand, research questions and hypotheses should not bemodified or "retrofitted" to match later findings. Care should be taken to ensure that the propergrammatical tenses are used in the final document. In the literature review, for example,discussions of reported research activities are generally described in the past tense (e.g., "Whenthe same test was administered three months later, 7 of the 10 subjects received significantlyhigher scores..."), but authors' general conclusions, as stated in research reports, are typicallydescribed in the present tense (e.g., "Smith and Jones conclude that the test is a reliable indicatorof visual acuity and spatial perception..."). As was stated earlier, prose from the proposal thatdescribed in the future tense methods to be used in the research will need to be changed in thedissertation to past tense, as appropriate, when describing work that has been completed.
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[b]Signature Page.[/b] On the signature page the following shouldappear, in order: the title of the dissertation, the author's name, the words "Approved by," andblank underlines, below which should appear the names of the dissertation committee members,followed by their degrees. Committee members (beginning with the chair) sign their names onthese lines and indicate the dates of approval. For a sample signature page, see [url=http://gradschool.gallaudet.edu/dissertation/appendixe.html]Appendix E[/url]At least six copies of the dissertation should have original signatures; these include one copy forthe Graduate School, one copy for UMI, one copy for the department, and two copies for theGallaudet University library. Photocopied signatures are permissible for other copies.
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[b]Title.[/b] The title of the dissertation, like the title of the proposal,should summarize the project, should not generally exceed 15 words, and should not includeunnecessary words such as "A Study of...." It may be appropriate for the title to change from theproposal to the dissertation draft to account for major changes that occurred prior to thecompletion of the research or for other reasons suggested by the committee. A title changerequires the consent of the committee. The title should include key terms that readily identify thescope and nature of the study; it should be typed in all capital letters. See [url=http://gradschool.gallaudet.edu/dissertation/appendixf.html]Appendix F[/url] for asample title page layout.#RW&F\8\
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[b]Copyright.[/b] Copyrighting the dissertation, although highlydesirable, is optional. Candidates who wish to may apply for a copyright for their dissertations,through University Microfilms Incorporated (UMI) or other avenues. Copyright information isavailable through the Graduate School office. See [url=http://gradschool.gallaudet.edu/dissertation/appendixg.html]Appendix G[/url] for a sample copyright pagelayout.!J;N*XB1W D6h
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[b]Acknowledgments.[/b] Acknowledgments give credit for externalsupport received throughout the dissertation process and recognize generally the contributions ofcommittee members and others who made important contributions. Acknowledgments alsoexpress gratitude for the use of copyrighted or otherwise restricted materials, as appropriate. Adoctoral candidate may choose to dedicate the dissertation to a person or persons who have hadsignificant impact on the author's work. This dedication, when included, should be brief and isbest placed at the end of the acknowledgments section. nh$Q(R+~$^
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[b]Abstract.[/b] The abstract, which must not exceed 350 words (or2450 characters) for the final dissertation, is a brief, comprehensive summary of the contents ofthe dissertation. Generally written after the dissertation is complete but building on theframework set forth in the proposal abstract, the dissertation abstract provides a summary of thedissertation's research question, methods, results, and conclusions. The abstract should bereadable, coherent, well-organized, concise, and self-contained because the abstract is oftenprinted separately.
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[b]Table of Contents.[/b] The table of contents should list in order ofappearance all components of the dissertation, including all headings and subheadings, with thecorrect corresponding page numbers. The table of contents should be double-spaced betweenentries; entries longer than one line should be single-spaced.
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The page numbers for materials preceding Chapter I (Introduction) should be in lower-caseroman numerals, while all subsequent materials should be listed with standard arabic numerals. See [url=http://gradschool.gallaudet.edu/dissertation/appendixh.html]Appendix H[/url] for a sample table of contents.
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[b]List of Tables and List of Illustrations.[/b] Separate lists should becreated for tables and illustrations that appear in the text of the document. Illustrationsappropriate for use in dissertations include figures, maps, diagrams, photos, and plates. Theselists should include the number and full name of each table or illustration, listed in order ofappearance in the text, followed by the number of the page on which the table or illustrationappears. Tables and illustrations are usually numbered sequentially in arabic numerals, the firstdigit representing the chapter, followed by a decimal and the table or illustration's number withinthat chapter, e.g. 4.12 (the twelfth table or illustration in chapter 4). The list of tables and the listof illustrations should be double-spaced between entries; entries longer than one line should besingle-spaced.
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[b]Chapter I. Introduction, or Statement of the Problem.[/b] As inthe proposal, the dissertation introduction presents the problem addressed by the research. Thesubject of the dissertation is described in such a way that readers will know the current status ofresearch conclusions on the topic, the theoretical implications associated with the results ofprevious research on the subject, and the statement of a hypothetical resolution of the issues to betested by the research described. As in the proposal, the introduction should describe the natureand purpose of the study, present the guiding research questions, and explain the significance ofand justification for conducting the study. Terms likely to be used throughout the dissertationshould be defined in this chapter. As an option, a brief summary of the introduction may appearat the end of the chapter. Summaries may also optionally be used to conclude the subsequentchapters.
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[b]Chapter II. Review of the Literature and Research Questions.[/b] The review of the literature in the dissertation places the present study in the context of previousresearch. The review should be similar to the review of literature in the proposal but shouldreflect any change of focus or direction that resulted from the research process. Again, thischapter should present the hypothesis or research questions and the relationship of these toprevious findings.
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[b]Chapter III. Methodology.[/b] The methodology section of thedissertation should build on the description of methods outlined in the proposal. Labeledsubsections similar to those in the proposal should be included. These may include a sectiondescribing participants or subjects, a section describing testing or other measurement proceduresundertaken with the participants, and a section discussing limitations of the methodology. (Thedescriptions of the analyses which appeared in the proposal are usually incorporated in the resultssection of the final dissertation.)
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[b]Chapter IV. Results.[/b] The results section summarizes the datacollected and details the statistical treatment of that data. After a brief statement of the mainresults or findings of the study, the data are reported in sufficient detail to justify the conclusions. Tables and illustrations (e.g., figures et al.) may be used to report data when these methods areseen to present the data more clearly and economically. All tables and illustrations used shouldbe mentioned in the text, with appropriate titles or captions and enough explanation to makethem readily identifiable. ;a+A D?\8v mn Z{L&NK
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[b]Chapter V. Discussion.[/b] In the discussion section, the results aresummarized, evaluated, and interpreted with respect to the original research questions andhypotheses. In this section, the investigator is free to examine, interpret, and qualify the results,as well as to draw inferences from them. Theoretical and practical consequences of the resultsand the validity of conclusions may appropriately be discussed in this section. The limitations ofthe study and suggestions for future work may also be included.
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[b]References.[/b] The reference list at the end of the dissertation shouldlist all works cited in the dissertation, and all items listed as references must have been cited inthe dissertation text. Special attention should be given to ensure appropriate citations of lesscommon sources, such as unpublished manuscripts. Again, the APA Manual can provideguidance for ensuring accuracy in these details.y0^}6^\-l@'O#g(S5m
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[b]Appendices.[/b] Materials that document important components of thedissertation research process that would be too lengthy, awkward, or distracting to include withinthe text should be included as appendices in the final document. These materials may includepertinent raw data, and as in the proposal IRB materials, consent forms, letters of introductionto subjects, questionnaires, survey forms, and the like. The appendix section should begin withits own cover page. Each appendix may have its own cover page. The word "APPENDIX"should appear in all capital letters. 7H Fgx
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[b]Resume.[/b] Resumes have traditionally appeared at the end ofGallaudet dissertations, but they are not required. Candidates choosing to present a resumeshould include the author's name, permanent address, date and place of birth (optional),postsecondary training and degrees, professional publications, and professional positions. Theresume should be selective rather than exhaustive and should be limited to one page. For resumeformat requirements, see [url=http://gradschool.gallaudet.edu/dissertation/appendixn.html]Appendix N[/url].
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[[i] 本帖最后由 nano 于 2007-06-09 05:14 编辑 [/i]]
nano 2007-06-09 21:17
[img]http://people.ku.edu/%7Eebben/tutorial-banner.gif[/img] Phr"B,A1K
[b]The purposes of this tutorial are:[/b]
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Step 1: Develop an understanding of an issue, identifying and reading and summarizing relevant literature, developing your own position on the problem.
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Step 2: Create a linear argument that takes the reader of your proposal from knowing little about your topic to enthusiasm for your project.
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Step 3: Pre-write and draft. Don't feel frustrated after 15-20 drafts.fxoW$F
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Step 4: Write the proposal using the following six parts.
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[b]Part I. Introduction.[/b]/[bjM0ZV@ l!I
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The first step is to summarize the broader concepts and issues related to your topic in order to place your subject in broader context. Then, you must present the main research question. A suggestion from Michael Watts is to create a "Powerful Opening:" "Get straight to the point; do not drift around in some aimless way. The opening paragraph is your first salvo. You must have a way of encapsulating in a few sharp, snappy sentences what this project is about."
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For more details check this Site .
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[b]Part II. Problem Statement[/b]Wo:CH0SdEq7U9T O-F
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In this section, define and present the issue in order to frame specific questions. This section builds on the context established in the introduction section. From here, the writer must develop the rationale for the dissertation by explaining the importance of the problem and the need to conduct research within the established context. Some questions you might consider:
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Does the dissertation deal with a significant and meaningful problem that lends itself to a substantial research effort? x,{4V3^1k#z"Y,y
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Is the problem of interest to other scholars or practitioners in the field?%I(O.Tege Bv
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Has a persuasive case been made as to why the problem is worth solving?
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Is it clear who or what will be aided by the research findings?
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Will the findings provide a basis for generalized conclusions or have practical applicability?
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Is the intention of the research expressed clearly?0| W1^uO
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Are the research questions stated concisely and explicitly in question form?9^1[3as(_ nxG&k
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Are they precise, specific, and focused?7b(C@ j;l6gQg.u8Q
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Do they flow logically from the problem?ww]7~mu
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Are the hypotheses, when applicable, well formulated and lucidly articulated?
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Do they pose a relationship between or among measurable variables that is subject to testing?\4^U7v9r6qF(d!]
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Are the assumptions that frame the inquiry explicated fully?
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Are the limitations of the study identified with recognition of their consequences?m] t[-_'[
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Are discrepancies in the study dealt with positively and candidly?NV$G7WWf BR K
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Are technical terms well defined? Are the definitions clear-cut, unambiguous, and comprehensible?;o
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Does the dissertation clearly address some aspect of social change?kmEuTd
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What aspect has been addressed?5y-qm O0g0Q,I2W
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For more details visit this website.
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[b]Part III. Conceptual Framework.[/b]r9b4o+d`)GPgR
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Begin with the theoretical framework, and provide key constructs. Define specific terms and how you will use them, and then model what you think is going on. For example, if your topic is related to Cooperative Learning in post secondary education, you must establish a base of educational theory, develop cooperative learning-specific theory, define all important terminology and which of the varying interpretations you will use, and ultimately, define in your terms precisely what cooperative learning is and does.,U
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For additional help in just how to achieve these goals, see:
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[url=http://globetrotter.berkeley.edu/DissPropWorkshop/nuts&bolts/concepts&terms.html]http://globetrotter.berkeley.edu/DissPropWorkshop/nuts&bolts/concepts&terms.html[/url]O }U U X[
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[url=http://globetrotter.berkeley.edu/DissPropWorkshop/process/objectives.html.]http://globetrotter.berkeley.edu/DissPropWorkshop/process/objectives.html.[/url]+]Hu)S ?4r
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[b]Part IV. Methods[/b]2\2xLC?;oR
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State clearly what you plan to do and why. Then discuss how your methods link to the conceptual framework and why. In other words, how does your research methodology serve to answer your research questions. The follwoing article adds some depth to this discussion: [url=http://globetrotter.berkeley.edu/DissPropWorkshop/nuts&bolts/design.html]http://globetrotter.berkeley.edu/DissPropWorkshop/nuts&bolts/design.html[/url]
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[b]Part V. Bibliography[/b]%g8S+C)O
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Creating a bibliography is self-explanatory. Students should begin their bibliography as soon as they begin taking courses in order to catalogue works used throughout the breadth of their educational experience. Works reviewed early during the pursuit of the degree can propel a student into the works referenced within them. A bibliography should always be a work in progress as new information is published and other information becomes irrelevant as research questions change over time. Ultimately, it is easier to subtract those references not needed.
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[b]Part VI. Appendices[/b]5W4vw"?:G
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Appendices should be included as needed to support and define research as well as support the final project. Appendices will generally include surveys (including drafts), other research data (as required) and a timeline in order to manage the entire dissertation project itself. For a good sample timeline see: [url=http://globetrotter.berkeley.edu/DissPropWorkshop/nuts&bolts/timeline.html]http://globetrotter.berkeley.edu/DissPropWorkshop/nuts&bolts/timeline.html[/url]b$bo~ ]
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[b][i]Links:[/i][/b]
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[i]These links also contain guidance and tips on dissertation and proposal writing.[/i]
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[url=http://writecenter.cgu.edu/students/dissproposal.html][i]The Claremont Graduate University Writing Center, Claremont, CA[/i][/url]
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[url=http://www.indiana.edu/%7Eeducate/proposal.html][i]Indiana University School of Education, Bloomington, IN[/i][/url]M}%p cxmO
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[url=http://www.soemadison.wisc.edu/edadmin/faculty/facultyextras/disspropose.html][i]Prof. Chris M. Golde, Dept. of Educational Administration, University of Wisconsin-Madison[/i][/url]2e@ SB&`e
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[url=http://globetrotter.berkeley.edu/][i]Dissertation Proposal Workshop, Institute of International Studies, UC Berkley (with sample proposals)[/i][/url]
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[url=http://www.cis.vt.edu/sts/ProposalGuide.htm%20][i]DissPropWorkshop/ Guide to Writing Thesis and Dissertation Proposals, Center for Interdisciplinary Studies, Virginia Tech, Blacksburg, VA[/i][/url]*T,p,m3lTsq X
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[[i] 本帖最后由 nano 于 2007-06-09 05:18 编辑 [/i]]