Capstone Paper Overview and Requirements for POL 688^[1]

The MPA Capstone Project (Project here after) is constructed over two courses POL 688 and POL 689. This document will detail the expectations of required work in POL 688, as well as overall expectations of the Project that will be submitted in POL 689.

The Capstone Project is required for students in all concentrations. It provides an opportunity for students to integrate theory and practice in a significant problem-solving exercise. For this project students will conduct an original, analytical research project consisting of professional analysis of a management problem leading to practical implementation in governmental, health care, or nonprofit settings, or theoretical inquiry in the field of public administration. The project, in other words, will produce either academic research that provides new generalized knowledge in the field or a solution to a public management problem, often within the context of a specified agency.

All projects must entail original research and writing, defined as meeting the following criteria:

• The research project has not been previously conducted. If the study is a replication study, it must not have been previously conducted on the project subjects or the agency unless the project involves longitudinal studies of administrative phenomena.
• The study must contain strong analysis as the basis for project findings, recommendations, and/or products.

Framing Your Capstone Project

The potential topics that you may choose are endless. Consequently, one of your first and probably most difficult tasks is to clearly and concisely define the problem that you will address. When selecting a topic, please consider the following:

• What are your future career goals and how might this project help you advance toward those goals?
• What do you hope to accomplish and/or contribute with your research?
• Is your topic achievable in one semester?
• How will the approach, methods and analyses you propose would address the given problem being considered? (Your approach will determine or guide the type of research paper you write.)

By far the most challenging steps leading to the successful completion of the Project is selecting a manageable the problem or issue to investigate. Experience suggests that some students devote inadequate thought to this important matter and, as a consequence may find themselves caught up in a frustrating and seemingly endless project. The selection of a well-defined, “doable” topic, by contrast, can make the Project one of the most rewarding components of the MPA degree program.

Before undertaking the work of researching and writing the project paper, students must obtain approval of the project topic from their instructor and, where applicable, from an agency representative or other entity where the student intends to collect data. Students are encouraged to gain this approval during POL 688 so that they may begin data collection in POL 689. Students whose project papers focus on a significant agency issue or problem should involve the instructor and agency representative early in the process of selecting a topic. Involvement by the agency should help students receive full recognition of having helped solve an agency problem. The project is intended to increase the student’s probability of advancement and so any potential political fallout or organizational backlash should be carefully considered in selecting the project.

Criteria for Selection of the Capstone Project

The following criteria apply to the selection of the Project Paper Seminar topic.

• The topic should be one that can be completed within the timeframe of POL 688 and POL 689.
• The Project is a piece of independent research related to a research questions of significant importance where the student collects and analyzes data to arrive at a conclusion related to the proposed research question.
  • The paper IS NOT an expanded literature review or a report of activities undertaken during professional field experience/internship, a case study describing a single set of related incidents and decisions reached by other work colleagues, or a report of the day-to-day responsibilities of in-career students. However, when approved by the project paper instructor, the paper may include material related to a student’s professional field experience assuming the information is not the central focus of the paper.
• The project must use appropriate methodologies germane to the topic and its academic or professional field.
• The project is clearly aligned with the student’s MPA curriculum
• The paper must represent substantially new research, as defined by the project paper instructor.
• All topics involving research with human subjects should conform to the expectations of MSU’s IRB. Students are strongly encouraged to work with their instructor early in the process to discuss any IRB requirements.  Keep in mind that some agencies will require IRB approval.  It is highly recommended that you discuss your Project idea with the agency  as soon as possible to understand  any necessary documentation needed by the agency.
• The length of the project paper will vary depending on the nature of the topics and research design employed for the project. With this said, final Projects (what will be turned in at the end of POL 689) are rarely less than 30 pages of narrative plus the required preliminary materials (abstract, table of contents, executive summary), reference list, appendices, etc.
• The project paper may not consist of substantial portions of previous work submitted for credit in a prior course without explicit permission from the capstone instructor.

All Projects will be evaluated for grading purposes on the basis of the following criteria: quality and clarity of the writing, thoroughness and quality of the research, completeness of documentation and literature review, and the clarity of the paper’s organization. An oral presentation of the paper’s topic and findings will also be required and evaluated as part of the seminar grade. The project paper instructor may submit the student’s final paper to an outside reader for feedback prior to assigning the final grade for the seminar.

Recommended MPA Capstone Project Topics

The following are types of projects deemed acceptable for the MPA Capstone Project.

• Applied Analytical Research: Applied research using analytical and applied research methods to solve a particular policy or management problem of a specific public or non-profit sector agency. Examples of such projects include: program, policy, and project proposals, needs assessments or evaluations, management studies, and budgetary and fiscal studies. While all applied project papers must have a strong analytical component, they may result in the production of practical administrative products as a component of the project paper. These administrative products may include new program proposals, new or revised management plans and systems, employee or operations manuals, strategic agency plans, etc.

• Policy Analysis: Use if you are problem-solving and seeking the best way to solve a public problem. With a policy analysis paper, you should adhere to standard procedures including:
  • Compare a number of alternative approaches and determine which offers the best solution to the problem.
  • Establish criteria for selecting the best alternative.
  • Be able to measure various outcome of each alternative in order to justify and defend your decision.

• Program Evaluation: Use if you are determining the efficiency and/or effectiveness of a particular public program, public good, or public service. With a program evaluation, you should follow good evaluation procedures including:
  • Document and assess the activities, outputs, outcomes, and costs of the program, good, or service.
  • Determine whether the program can be improved; should it be improved; should be remain as is; should it be eliminated; etc.?

• Administrative Analysis: Use if you are assessing an administrative program to determine its fate. Look at the administrative program from various perspectives (e.g., departmental, employees, community, organizational structure, ecological, etc.). Take a case study approach to fully understand and explain the administrative program.

• Position Paper: Use if you are developing a policy argument to support a claim that something should or should not be done. Position papers have two main components: a claim and its support. The claim asserts what should or should not be done. Support for the claim presents the facts, interpretations, and assumptions that lead to making that claim. Your goal is to convince others to accept the claim and to agree with the position.

• Empirical Scholarly Research: Empirical research into the behavior, events, and other phenomena found in the administration of public and non-profit organizations. This research must follow accepted social science research designs and methodologies (quantitative, qualitative, or blended approaches) for evaluating empirical models and testing hypotheses. The instructor must approve the project’s research design early in the research process. Examples of projects of this type include studies found in academic journals.
• Legal or Historical Studies: Legal or historical analyses, using accepted legal or historical research methods, and focused on public, healthcare, or nonprofit policy making and policy or program implementation issues.

• Other Projects: Occasionally, unique projects not defined above are presented to take advantage of rare opportunities to examine issues or problems relevant to public administration as a field of inquiry or practice. Such projects may be approved by the instructor, provided that they meet the criteria for original research.

Required Capstone Project Components for POL 688

In POL 688 students will propose a research project that consists of a research question, literature review, and research design.  Each Project requires a research proposal (Due Week 3 of the course) that includes a preliminary research question, why the student is interested in the topic and what they hope to contribute with the research, and a brief description of where the data to answer the research question will come from and how the data will be accessed.  Students should review the course schedule for due dates related to drafts and final submissions for Part 1: Literature Review and Part 2: Research Design.  Part 1 and Part 2 are discussed in more detail below.

Part I: Literature Review

Abstract: A concise paragraph describing the topic, project focus, and key research question.

Project Description: An introduction to the topic and its applied importance to the field and practice of public administration

Preliminary Literature Review: A preliminary review of professional and scholarly literature establishing how this project is placed within the context of the wider body of knowledge about the topic. Professional or scholarly literature reviews are not to be annotated bibliographies; they are to be integrative reviews that establish where the student’s project can be placed in the broader content and theoretical context of prior published research and analysis. In other words, the literature review should be thematic rather than organized author-by-author or study-by-study. The requirements for the approach and content of acceptable literature reviews should be clearly stated in the course syllabus. The documents should be a minimum of 10 pages (double-spaced, Times New Roman, 12pt font), excluding Abstract and Project Description, and contain a minimum of 15 appropriate sources.

Part 2: Research Design

A research design is a plan for carrying out your capstone project. It lays out the problem to be examined, the program to be evaluated, the policy to be analyzed, and the propositions, recommendations or conclusions to be presented. Then it puts them in the context of the research that has already been done or the information already available, and explains how the necessary information will be gathered and applied to support or test the propositions, recommendations or conclusions.

In a research design, you are providing a plan of how to do the work in the allotted time. You will need to research existing studies, writings, and current events on the topic. You will also have to figure out how to obtain the necessary data, what methods you will use in applying it, and the standards you will use to evaluate your program, policy, propositions, recommendations, or conclusions.  Below is a list of sections that should be included in your 688 submission.

Research Question and Methodology: The nature of the methodology to be employed in conducting the project analysis, and a clear statement of the research question(s) and, where relevant, hypotheses of the research.  Your methodology should include a detailed description of the potential variables (this includes clear definitions and measurements).

Data Collection Strategies: A description of the information and data sources and methodologies to be used to access the data

Methods: Your project must also include a detailed description of your proposed method of analysis.

It is highly recommended that you explicitly link each of the above criteria to your research question to ensure you are making correct decisions. Projects involving the use of proprietary agency data, interviews with agency personnel, or on-site observations of agency operations may require a letter of agency endorsement and any specific requirements required to collect and use data for the project.

Final Capstone Project Formatting Requirements and Organization

Use Publication Manual of the American Psychological Association (most current edition) as the standard for headings/subheadings, in-text citations, and reference format.

The finished project submitted in POL 689 will contain the following sections, in the following order.

1. Title page (must adhere to Graduate College guidelines)
2. Abstract (a 200 word summary that includes topic, major findings, and conclusions)
3. Table of Contents (with page numbers)
4. Introduction (a statement of purpose and organization of the paper, including the expected contribution to knowledge in the field of public administration)
5. Literature Review (a review of the most important documents from related scholarly research and professional sources)
6. Research Design and Methodology
7. Data Analysis and Findings
8. Conclusions and Recommendations (summary of findings, conclusions drawn, recommendations for action or further study)
9. APA-style Reference List (not bibliography)

CAPSTONE SECTION GUIDELINES

& SELF-EVALUATION RUBRICS

Notes before getting started:

• Keep in mind that the below document is meant to be a guide on how to approach the various sections of your capstone.
• There are several rubrics built into this document. Please know that these rubrics are intended for self-reflection and are not the official rubric for this assignment.  With this said, the official rubric will include nearly all the criteria you’ll see here.
• Below is a link to Creswell and Creswell’s Research Design textbook. The document closely follows this book.  You might find it helpful to review the document and consult this text along the way for more details. One of the things I really like about the Creswell text, in addition to providing good information, is the authors provide examples of what each “thing” looks like for both qualitative and quantitative designs.  For example, on page 120 the author provides an example of what Purpose Statement could look like under the various types of designs.  You’ll find a chapter for most of the items in the Introduction, Literature Review, and Design sections.
  • https://drive.google.com/file/d/1wyCcrpdLTaJrsAahJamKotZDy1rKELtK/view?usp=sharing
  • This text covers mixed method designs. Please consult with your instructor if this is something that you are thinking about employing! These are very valuable designs; however, unless you are careful with how you approach your project, this type can be too large of a task to finish in the allotted Capstone time. 

INTRODUCTION

Introduction

This section describes the conceptual basis for what the researcher will investigate, including the research questions, hypotheses, and basic research design. The introduction develops the significance of the study by describing how the study is new or different from other studies, how it addresses something that is not already known or has not been studied before, or how it extends prior research on the topic in some way. This section should also briefly describe the basic nature of the study and provide an overview of the Capstone Project contents.

To ensure the quality of both your proposal and your final Capstone and reduce the time, your writing needs to reflect masters level, scholarly writing standards from your very first draft. Each section within the proposal or Capstone should be well organized and easy for the reader to follow. Each paragraph should be short, clear, and focused. A paragraph should (1) be three to eight sentences in length, (2) focus on one point, topic, or argument, (3) include a topic sentence the defines the focus for the paragraph, and (4) include a transition sentence to the next paragraph. Include one space after each period. There should be no grammatical, punctuation, sentence structure, or

APA formatting errors. Verb tense is an important consideration for Sections 1 through

3. For the proposal, the researcher uses future tense (e.g. “The purpose of this study is to…”), whereas in the Capstone, the body is revised to reflect past tense (e.g. “The purpose of this study was to…”). Taking the time to ensure high quality, scholarly writing for each draft will save you time in all the steps of the development and review phases of the Capstone process so make sure to do it right the first time!

As a researcher, it is your responsibility to ensure the clarity, quality, and correctness of your writing and APA formatting. Your instructor is not obligated to edit your documents. If you do not have outstanding writing skills, you may need to identify a writing coach, editor and/or other resource to help you with writing and editing.

The quality of a Capstone is not only evaluated on the quality of writing. It is also evaluated based on the criteria that have been established for each section of the Capstone. The criteria describe what must be addressed in each section within each section. As you develop a section, first read the section description. Then review each criterion contained in the table below the description. Use both the overall description and criteria as you write each section. It is important that each listed criterion is addressed in a way that it is clear to your instructor. You should be able to point out where each criterion is met in each section.

Prior to submitting a draft of your proposal or Capstone, please assess yourself on the degree to which each criterion has been met.

You need to continuously and objectively self-evaluate the quality of your writing and content for each section within the Capstone. Keep in mind the process will likely require several editorial/revisions rounds, so plan for multiple revision cycles as you develop your Capstone completion plan and project timeline. See the rubric below to help review the Introduction of your Capstone project.

Background, Context and Theoretical Framework

The background, context, and theoretical framework of the study should tell the reader what has happened in the past to create the problem or need today. It is a brief historical overview that answers these questions: What do we know? What created the problem? When did the problem begin, and for whom is it a problem? What research has been done?

This section provides information necessary to allow the reader to understand the background of the problem and context in which the problem occurs. The primary objectives in writing this section are (a) to provide a brief overview of research related to the problem; (b) to identify and describe the key components, elements, aspects, concepts of the problem; (c) to provide the reader with an understanding of how the problem arose and the specific context within which the problem is occurring; and (d) to briefly introduce the reader to the theoretical framework and how that framework either supports the proposed study or provides a theoretical context for developing the research problem. The length of this section will depend on the complexity of the problem. Many learner-researchers first develop a working draft of the literature review, since a good portion of this section is a brief summary of the related literature. Typically, background sections are five to eight paragraphs but can be longer for more complex problems or for problems that have an extensive history of investigation.

The context for the study refers to the physical setting of the research and the natural or artificial (simulated) properties of that setting. In some research these properties are called “experimental conditions” or “study environment.” This section should introduce the theory that will provide support and justification for your study. It will be used to briefly introduce the primary theoretical topics that will be developed in detail in the literature review.

The purpose of the theoretical framework is to tie the Capstone together. As the researcher, you should approach the proposed research from a theory or set of theories that provide the backdrop for the work (researchers do not create theory; they use established theory in which to embed their work). This section should describe how this study will relate to existing theories and discuss how the methodology being used in the study links to those theories. Questions to answer: Is the theoretical foundation strong? Are the theoretical sources apparent? Are they appropriate for the topic? Do they need further explanation? Further, the theoretical framework describes a context within which to locate the intended project and suggests why doing such a study is worthwhile. The theoretical framework justifies the methods you plan to use for conducting the study and presents how this research will contribute to the body of knowledge and/or practice. Further, it describes the context within which to locate the intended project and suggests why doing such a study is worthwhile.

Problem Statement

This section clearly states the problem or research focus, the population affected and how the study will contribute to solving the problem. A well-written problem statement begins with the big picture of the issue (macro) and works to the small, narrower, and more specific problem (micro). It clearly communicates the significance, magnitude, and importance of the problem and transitions into the Purpose of the Study with a declarative statement such as “It is not known if and to what degree/extent…” or “It is not known how/why and…”

• Other examples are:

• It is not known .

• Absent from the literature is .

• While the literature indicates , it is not known in (school/district/organization/community) if                            .
• It is not known how or to what extent .

As you are writing this section, make sure your research problem passes the ROC test meaning your problem is Researchable, Original, and Contributory!

Purpose of the Study

The purpose of the Study section provides a reflection of the problem statement and identifies how the study will be accomplished. It explains how the proposed study will contribute to the field. The section begins with a declarative statement, “The purpose of this study is…. .” Included in this statement are also the research design, population, variables (quantitative) or phenomena (qualitative) to be studied, and the geographic location. Further, the section clearly defines the dependent

and independent variables, relationship of variables, or comparison of groups for quantitative studies. For qualitative studies, this section describes the nature of the phenomena to be explored. Keep in mind that the purpose of the study is restated in other sections of the Capstone and should be worded exactly as presented in this section of the Introduction. Refer to Creswell (2014) for sample purpose statement templates that are aligned with the different research methods (qualitative/quantitative).

Research Question(s) and Hypotheses

This section narrows the focus of the study and specifies the research questions to address the problem statement. Based on the research questions, it describes the variables or groups and their hypothesized relationship for a quantitative study or the phenomena under investigation for a qualitative study. The research questions and hypotheses should be derived from, and are directly aligned with, the problem and purpose statements, research methods, and data analyses. The Research Questions or Hypotheses section of

Introduction will be presented again in Methods section to provide clear continuity for the reader and to help frame your data analysis.

If your study is qualitative, state the research question(s) the study will answer, and describe the phenomenon to be studied. Qualitative studies will typically have one overarching research question with three or more sub-questions. If your study is quantitative, state the research questions the study will answer, identify the variables, and state the hypotheses (predictive statements) using the format appropriate for the specific design. Quantitative studies will typically have three or four research questions and associated hypotheses; mixed method studies can use both depending on the design.

In a paragraph prior to listing the research questions or hypotheses, include a discussion of the research questions, relating them to the problem statement. Then, include a leading phrase to introduce the questions such as: The following research questions guide this qualitative study:

RQ1: This is an example of how a qualitative research question should align within the text of the manuscript. Indent .25 inches from the left margin. Text that wraps around to the next line is indented using the Hanging Indent feature at

.5”.

RQ2: Add a research question here following the format above. Additional research questions should follow the same format.

Or for a quantitative study the research questions are formatted as below. The following research question and hypotheses guide this quantitative study:

RQ1: This is an example of how a quantitative research questions and hypotheses should align within the text of the manuscript. Indent .25 inches from the left

margin. Text that wraps around to the next line is indented using the Hanging Indent feature at .5”.

H10:     The null hypothesis that aligns to the research question is listed here.

H1a:     The alternative hypothesis that aligns to the research question and null hypothesis is listed here. Repeat this pattern for each quantitative research question and associated hypotheses.

Rationale, Relevance, and Significance of the Study Rationale for the Study

The Rationale for the Study section of the Introduction clearly justifies the methodology the researcher plans to use for conducting the study. It argues how the methodological framework is the best approach to answer the research questions and address the problem statement. Finally, it contains citations from textbooks and articles on research methodology and/or articles on related studies.

For qualitative designs, this section states the research question(s) the study will answer and describes the phenomenon to be studied. For quantitative designs, this section

describes the research questions the study will answer, identifies the variables, and states the hypotheses (predictive statements) using the format appropriate for the specific design. Finally, this section includes a discussion of the research questions, relating them to the problem statement. This section should illustrate how the methodological framework is aligned with the problem statement and purpose of the study, providing additional context for the study.

Significance of the Study

This section identifies and describes the significance of the study. It also discusses the implications of the potential results based on the research questions and problem statement, hypotheses, or the investigated phenomena. Further, it describes how the research fits within and will contribute to the current literature or body of research.

Finally, it describes the potential practical applications from the research. This section is of particular importance because it justifies the need for, and the relevance of, the research.

Nature of the Study

This section describes the specific research design to answer the research questions and why this approach was selected. Here, the learner discusses why the selected design is the best design to address the problem statement and research questions as compared to other designs. This section also contains a description of the research sample being studied, as well as, the process that will be used to collect the data on the sample. In other words, this section provides a preview of your Research Design section and succinctly conveys the research approach to answer the research questions and/or test the hypotheses.

Definition of Terms

The Definition of Terms section of Introduction defines the study constructs and provides a common understanding of the technical terms, exclusive jargon, variables, phenomena, concepts, and technical terminology used within the scope of the study. Terms are defined in lay terms and in the context in which they are used within the study. Each definition may be a few sentences to a paragraph in length. This section includes any words that may be unknown to a lay person (words with unusual or ambiguous meanings or technical terms).

Definitions must be supported with citations from scholarly sources. Do not use

Wikipedia to define terms. This popular “open source” online encyclopedia can be helpful and interesting for the layperson, but it is not appropriate for formal academic research and writing. Additionally, do not use dictionaries to define terms. A paragraph introducing this section prior to listing the definition of terms can be inserted. However, a lead-in phrase is needed to introduce the terms such as: “The following terms were used operationally in this study.” This is also a good place to “operationally define” unique phrases specific to this research. See below for the correct format:

Term, Write the definition of the word. This is considered a Level 3 heading., Make sure the definition is properly cited (Author, 2010, p.123). Terms often use abbreviations. According to the American Psychological Association (APA), abbreviations are best used only when they allow for clear communication with the audience. Standard abbreviations, such as units of measurement and names of states, do not need to be written out. APA also allows abbreviations that appear as words in

Merriam-Webster’s Collegiate Dictionary (2005) to be used without explanation [4.22- 4.30].

Spaces. Do not use periods or spaces in abbreviations of all capital letters unless the abbreviation is a proper name or refers to participants using identity-concealing labels. The exception to this rule is that a period is used when abbreviating the United States as an adjective. Use a period if the abbreviation is a Latin abbreviation or a reference abbreviation [4.02]. Use standard newspaper practice when presenting AM and PM times, as in 7:30 PM or 6:00 AM.

Abbreviations. Do not use periods with abbreviated measurements, (e.g., cd, ft, lb, mi, and min). The exception to this rule is to use a period when abbreviated inch (in.) to avoid confusion with the word “in”. Units of measurement and statistical abbreviations should only be abbreviated when accompanied by numerical values, e.g., 7 mg, 12 mi, M

= 7.5 measured in milligrams, several miles after the exit, the means were determined [4.27].

Time units. Only certain units of time should be abbreviated. Do abbreviate hr, min, ms, ns, s. However, do not abbreviate day, week, month, and year [4.27]. To form the plural of abbreviations, add “s” alone without apostrophe or italicization (e.g., vols, IQs, Eds). The exception to this rule is not to add “s” to pluralize units of measurement (12 m not 12 ms) [4.29].

Assumptions, Limitations, Delimitations

This section identifies the assumptions and specifies the limitations, as well as the delimitations, of the study. An assumption is a self-evident truth. This section should list what is assumed to be true about the information gathered in the study. State the assumptions being accepted for the study as methodological, theoretical, or topic- specific. For each assumption listed, you must also provide an explanation. Provide a rationale for each assumption, incorporating multiple perspectives, when appropriate. For example, the following assumptions were present in this study:

1. It is assumed that survey participants in this study were not deceptive with their answers, and that the participants answered questions honestly and to the best of their ability. Provide an explanation to support this assumption.
2. It is assumed that this study is an accurate representation of the current situation in rural southern Arizona. Provide an explanation to support this assumption.

Limitations are things that the researcher has no control over, such as bias.

Delimitations are things over which the researcher has control, such as location of the study. Identify the limitations and delimitations of the research design. Discuss the potential generalizability of the study findings based on these limitations. For each

limitation and/or delimitation listed, make sure to provide an associated explanation. For example: The following limitations/delimitations were present in this study:

1. Lack of funding limited the scope of this study. Provide an explanation to support this limitation.
2. The survey of high school students was delimited to only rural schools in one county within southern Arizona, limiting the demographic sample. Provide an explanation to support this delimitation.

Summary and Organization of the Remainder of the Study

This section summarizes the key points of the Introduction and provides supporting citations for those key points. It then provides a transition discussion to the remaining sections of  your Capstone project.

LITERATURE REVIEW

Introduction to the Literature Review

This section presents the theoretical framework for the study and develops the topic, specific research problem, question(s), and design elements. In order to perform significant Capstone research, the learner must first understand the literature related to the research focus. A well-articulated, thorough literature review provides the foundation for a substantial, contributory Capstone. The purpose of the Literature Review section is to develop a well- documented argument for the selection of the research topic, to formulate the research questions, and to justify the choice of research methodology. A literature review is a synthesis of what has been published on a topic by accredited scholars and researchers. It is not an expanded annotated bibliography or a summary of research articles related to your topic.

The literature review will place the research focus into context by analyzing and discussing the existing body of knowledge and effectively telling the reader everything that is known, or everything that has been discovered in research about that focus, and where the gaps and tensions in the research exist. As a piece of writing, the literature review must convey to the reader what knowledge and ideas have been established on a topic, and build an argument in support of the research problem.

This section describes the overall topic to be investigated, outlines the approach taken for the literature review, and the evolution of the problem based on the “gap” or “need” defined in the literature from its origination to its current form. Make sure the Introduction and Background section of your literature review addresses all required criterion listed in the table below.

Theoretical Framework and/or Conceptual Framework

This section identifies the theory(ies) or model(s) that provide the foundation for the research study. It also contains an explanation of how the problem under investigation relates to the theory or model. The seminal source for each theory or model presented in this section should be identified and described.

For a quantitative study, the theory(ies) or models(s) guides the research question(s) and justifies what is being measured (variables), and describes how those variables are related. In a qualitative study the theory or model justifies the phenomena being investigated (qualitative). This section also includes a discussion of how the research question(s) align with the respective theory(ies) or model(s) and illustrates how the study fits within the prior research based on the theory(ies) or model(s). The learner should cite references reflective of the foundational, historical, and current literature in

the field. Overall, the presentation in this section should reflect that the learner understands the theory or model and its relevance to the proposed study. The discussion should also reflect knowledge and familiarity with the historical development of the theory.

Review of the Literature

This section provides a broad, balanced overview of the existing literature related to the proposed research topic. The Review of Literature identifies themes, trends, and conflicts in research methodology, design and findings. It provides a synthesis of the existing literature, examines the contributions of the literature related to the topic, and presents an evaluation of the overall methodological strengths and weaknesses of the

research. Through this synthesis, the gaps in research should become evident to the reader.

Citations are provided for all ideas, concepts, and perspectives. The researcher’s personal opinions or perspectives are not included. A well-written comprehensive literature review will likely be around 10-15 pages in length The literature review must be continuously updated throughout the Capstone research and writing process.

While there is not set standard for a the exact number of citations required for a literature review, it is unlikely that a quality literature review will contain less than 20 peer-reviewed, empirical research articles.  It is highly recommended that the majority of the references within this section must be within the past five years.

Other requirements for the literature review include:

• Quantitative study: Describes each research variable in the study discussing the prior empirical research that has been done on the variable(s) and the relationship between variables.
• Qualitative study: Describes the phenomena being explored in the study discussing the prior research that has been done on the phenomena.
• Discusses the various methodologies and designs that have been used to research topics related to the study. Uses this information to justify the proposed design.
• Evidence that the author has thoroughly examined the relevant literature by including a sufficient number of sources.
• Evidence the author has critically reviewed all included literature. This will be evident through the inclusion of thoughtful critique of various literature in regards to design decisions.
• Argues the appropriateness of the Capstone’s instruments, measures, and/or approaches used to collect data.

• Discusses and synthesizes studies related to the proposed Capstone topic. This may include (1) studies describing and/or relating the variables (quantitative) or exploring related phenomena (qualitative), (2) studies on related research such as factors associated with the themes, (3) studies on the instruments used to collect data, (4) studies on the broad population for the study, and/or (5) studies similar to the proposed study. The themes presented and research studies discussed and synthesized in the Review of Literature demonstrates a deep understanding of all aspects of the research topic. The set of topics discussed in the Review of Literature must demonstrate a comprehensive understanding of the broad area in which the research topic exists.
• Discusses and synthesizes the various methodologies and designs that have been used in prior empirical research related to the study. Must use authoritative sources information to justify the proposed design. Provides discussion and justification for the instrumentation selected for the study. This section must argue the appropriateness of the Capstone’s instruments, measures, and/or approaches used to collect data. Empirical research must be used to justify the selection of instrument(s).
• Each major section in the Review of Literature includes an introductory paragraph that explains why the particular topic was explored relative to the Capstone topic.
• Each major section in the Literature Review includes a summary paragraph(s) that

(1) compares and contrasts alternative perspectives on the topic, (2) provides a synthesis of the themes relative to the research topic discussed that emerged from

the literature, (3) discusses data from the various studies, and (4) identifies how themes are relevant to the proposed Capstone topic.

• The types of references that may be used in the literature review include empirical articles, a limited number of Capstones, peer-reviewed or scholarly journal articles, and books that present cutting edge views on a topic, are research based, or are seminal works.
• Provides additional arguments for the need for the study that was defined in the Background to the Problem section.

The body of a literature review can be organized in a variety of ways depending on the nature of the research. Work with your instructor to determine the best way to organize this section of Section 2 as it pertains to your research design. Make sure you include a section for methodology and instrumentation (see the rubrics, below).

It is critical that each in-text citation is appropriately listed in the Reference section. Incorrectly citing and referencing sources is a serious scholarly and ethical violation, particularly at the masters level when writing the Capstone. As an emerging scholar you must demonstrate the capability and responsibility to properly cite and reference every single source that you reference in your literature review and in throughout your Capstone!

As a rule, if a direct quote comprises fewer than 40 words, incorporate it into the narrative and enclose it with double quotation marks. The in-text citation is included after

the final punctuation mark [6.03]. The final punctuation mark in quoted text should be placed inside the quotation mark.

For a quote within a quote, use a set of single quotation marks. Here is an example of a direct quote within a quote integrated into the narrative. In the classic introspective autobiography, The Memoirs of a Superfluous Man, we read that, “one never knows when or where the spirit’s breathe will rest, or what will come of its touch. ‘The spirit breathes where it will,’ said the Santissimo, Salvatore, ‘and thou hearest the sound thereof, but cannot tell whence it cometh or whither it goeth.’” (Nock, 1943, p.187) [4.08].

As a rule, if a quote comprises 40 or more words, display this material as a freestanding block quote. Start formal block quotes on a new line. They are indented one inch in from the left margin. The entire block quote is double-spaced. Quotation marks are not used with formal block quotes. The in-text citation is included after the final punctuation mark. [6.03]. Below is an example of a block quote: In an important biography, The First American: the Life and Times of Benjamin Franklin, historian H. W.

Summary

This section succinctly restates what was written in Literature Review and provides supporting citations for key points. The summary section reflects that the learner has done his/her “due diligence” to become well-read on the topic and can conduct a study that will add to the existing body of research and knowledge on the topic. It synthesizes the information from the section to define the “gaps” in or “identified research needs” arising from the literature, the theory(ies) or model(s) to provide the foundation for the study, the problem statement, the primary research question, the methodology, the design, the variables or phenomena, the data collection instruments or sources, and the population to be studied. Overall, this section should help the reader clearly see and understand the relevance and importance of the research to be conducted. The criteria listed in the table below are required for this section. The Summary section transitions to Research Desing by building a case for the study, in terms of research design and rigor, and it formulates the research questions based on the gaps and tensions in the literature.

Section 3: Methodology

Introduction

The Research Design section documents how the study is conducted in enough detail so that replication by others is possible. The introduction begins with a summary of the research focus and purpose statement to reintroduce the reader to the study. This can be summarized in three to four sentences from the Introduction. This section also outlines the expectations for this section.

Research Question(s) or Hypotheses

This section restates the research question(s) and the hypotheses for the study from the Introduction. For a quantitative study, it then presents the matching hypotheses and explains the variables. For a qualitative study, it then describes the phenomena to be understood as a result of the study. The section also briefly discusses the approaches to collecting the data to answer the research questions. For a quantitative study, it describes the instrument(s) or data source(s) to collect the data for each and every variable. For a qualitative study, it describes the instrument(s) or data source(s) to collect the data to

answer each research question. It also discusses why the design was selected to be the best approach to answer the research questions, test the hypotheses (quantitative), or understand the phenomena (qualitative).

Research Methodology

This section describes the research methodology for the study (quantitative, qualitative, or mixed) and explains the rationale for selecting this particular methodology. It also describes why this methodology was selected as opposed to the alternative methodologies. This section should elaborate on the Methodology section (from the Introduction) providing the rationale for the selected research method (quantitative, qualitative, or mixed). Arguments are supported by citations from articles and books on research methodology and/or design. It is also appropriate in this section to outline the predicted

results in relation to the research questions and hypotheses based on the existing literature.

Research Design

This section elaborates on the nature of the Research Design for the Study section from the Introduction. It includes a detailed description of, and a rationale for, the specific design for the study. It also discusses the specific research design for the study (descriptive, correlational, experimental, quasi-experimental, historical, case study, ethnography, phenomenology, content analysis, exploratory, explanatory, embedded, triangulation, etc.) and describes how it aligns to the selected methodology indicated in the previous section. Additionally, it describes why the selected design is the best option to collect the data to answer the research needed for the study. It explains exactly how the selected design will be used to collect data for each and every variable (for a quantitative study), or how the selected design will be used to collect data to describe the nature of the phenomena in detail (for a qualitative study). It identifies the specific instruments and data sources to be used to collect all of the different data required for the study.

Arguments are supported by citations from articles and books on research methodology and/or design. This section should specify the independent, dependent, and/or classificatory variables as appropriate. Be sure to relate the variables back to the research questions and/or hypotheses. A brief discussion of the type of data collection tool chosen (survey, interview, observation, etc.) can also be included in this section as related to the variables.

Population and Sample Selection

This section discusses the setting, general population, target population, and study sample. The discussion of the sample includes the research terminology specific to the type of sampling for the study. This section should include the components listed in the following table.

Instrumentation or Sources of Data

This section fully identifies and describes the types of data that will be collected, as well as the specific instruments and sources used to collect those data (tests, questionnaires, interviews, data bases, media, etc.). Discuss the specific instrument or source to collect data for each variable or group for a quantitative study. Discuss the specific instrument or source to collect information to describe the phenomena being studied for a qualitative study. Use the “Instrumentation” heading if you are conducting quantitative research. Use the “Sources of Data” heading if you are conducting qualitative research. Use appropriate APA level subheadings for each data collection instrument and place a copy of all instruments in an appendix.

If you are using an existing instrument, make sure to discuss in detail the characteristics of the instrument. For example, on a preexisting survey tool describe: how the instrument was developed and constructed, the validity and reliability of the instrument, the number of items or questions included in the survey, the calculation of the scores, and the scale of measurement of data obtained from the instrument. You must also obtain all appropriate use permissions from instrument authors. If you are developing

your own instrument, describe in detail the process used to develop the instrument, how the validity and reliability of the instrument was established, and the characteristics of the instrument as described above. You must describe the Pilot Test or Field Test that you performed to ensure that there is no bias in your questions or instrument.

Validity

This section describes and defends the procedures used to determine the validity of the data collected. Validity refers to the degree to which a study accurately reflects or assesses the specific concept that the researcher is attempting to measure. Ask if what is actually being measured is what was set out to be measured. As a researcher, you must be concerned with both external and internal validity. External validity refers to the extent to which the results of the study are generalizable (quantitative) or transferable (qualitative) to the population. Internal validity refers to the rigor with which the study was conducted (study design, theory instrumentation, measurements, etc.). For this section, provide specific validity statistics for quantitative instruments, identifying how they were

developed. Explain specific approaches on how validity will be addressed for qualitative data collection approaches.

Reliability

This section describes and defends the procedures used to determine the reliability of the data collected. Reliability is the extent to which an experiment, test, or any measuring procedure is replicable and yields the same result with repeated trials. For this section, provide specific reliability statistics for quantitative instruments, identifying how the statistics were developed. Explain specific approaches on how reliability will be addressed for qualitative data collection approaches.

Data Collection and Management

This section details the entirety of the process used to collect the data. Describe the step-by-step procedures used to carry out all the major steps for data collection for the study in a way that would allow another researcher to replicate the study. Think of this section as a recipe, that another researcher would need to carefully follow in order to produce the same study results (or “entrée”).

Data Analysis Procedures

This section provides a step-by-step description of the procedures to be used to conduct the data analysis. The key elements of this section include the process by which you prepared raw data for analysis and then subsequently analyzed that data. Overall, be sure that the language used to describe the data analysis procedure is consistently used in your Data Analysis and Results sections.

Ethical Considerations

This section should demonstrate adherence to the key principles of the Belmont Report (respect, justice and beneficence) in the study design, sampling procedures, and within the theoretical framework, research problem, and questions. You should clearly discuss how your data will be stored, safeguarded, and destroyed, as well as how the

results of the study will be published. This section should also reference IRB approval (if required) to conduct the research, which includes subject recruiting and informed consent processes, in regard to the voluntary nature of study. Finally, the IRB approval letter with the protocol number, informed consent/subject assent documents, site authorization letter(s), or any other measures required to protect the participants or institutions, must be included in an appendix.

Limitations and Delimitations

While Introduction addresses the broad, overall limitations of the study, this section discusses, in detail, the limitations related to the research methodology and design and potential impacts on the results. The section also describes any limitations related to the methods, sample, instrumentation, data collection process and analysis. Other methodological limitations of the study may include issues with regard to the sample in terms of size, population and procedure, instrumentation, data collection processes, and data analysis. This section also contains an explanation of why the existing limitations are unavoidable and are not expected to affect the results negatively.

Summary

This section restates what was written in Research Design and provides supporting citations for key points. Your summary should demonstrate an in-depth understanding of the overall research design and analysis techniques. The Research Design summary ends with a discussion that transitions the reader to the Data Analysis section.

Data Analysis and Results

Introduction

The purpose of this section is to summarize the collected data, how it was analyzed and then to present the results. This section of briefly restates the problem statement, the methodology, the research question(s), hypothesis(es) or phenomena, and then offers a statement about what will be covered in this section.

Data Analysis and Results should present the results of the study as clearly as possible, leaving the interpretation of the results for the next section. Make sure your Capstone is changed to past tense and reflects how the study was actually conducted.

This section typically contains the analyzed data, often presented in both text and tabular, or figure format. To ensure readability and clarity of findings, structure is of the utmost importance in this section. Sufficient guidance in the narrative should be provided to highlight the findings of greatest importance for the reader. Most researchers begin with a description of the sample and the relevant demographic characteristics presented in text or tabular format. Ask the following general questions before starting this section:

1. Is there sufficient data to answer each of the research question(s)/hypothesis(es) asked in the study?

2. Is there sufficient data to support the conclusions made in the results and interpretation sections?

3. Is the study written in the third person? Never use the first person.

4. Are the data clearly explained using a table, graph, chart, or text?

Visual organizers, including tables and figures, must always be introduced, presented and discussed within the text first. Never insert them without these three steps. It is often best to develop all the tables, graphs, charts, etc. before writing any text to

further clarify how to proceed. Point out the salient results and present those results by table, graph, chart, or other form of collected data.

Descriptive Findings

This section of Data Analysis and Results provides a narrative summary of the population or sample characteristics and demographics of the participants in the study. It establishes the number of subjects, gender, age, education level or employee classification, (if appropriate), organization, or setting (if appropriate), and other appropriate sample characteristics (e.g., education level, program of study, employee classification, etc.). The use of graphic organizers, such as tables, charts, histograms and graphs to provide further clarification and promote readability, is encouraged to organize and present coded data.

Ensure this data cannot lead to anyone identifying individual participants in this section or identifying the data for individual participants in the data summary and data analysis that follows.

For numbers, equations, and statistics, spell out any number that begins a sentence, title, or heading – or reword the sentence to place the number later in the narrative. In general, use Arabic numerals (10, 11, 12) when referring to whole numbers 10 and above, and spell out whole numbers below 10. There are some exceptions to this rule:

• If small numbers are grouped with large numbers in a comparison, use numerals (e.g., 7, 8, 10, and 13 trials); but, do not do this when numbers are used for different purposes (e.g., 10 items on each of four surveys).
• Numbers in a measurement with units (e.g., 6 cm, 5-mg dose, 2%).
• Numbers that represent time, dates, ages, sample or population size, scores, or exact sums of money.

• Numbers that represent a specific item in a numbered series (e.g., Table 1).

A sample table in APA style is presented in Table 1. Be mindful that all tables fit within the required margins, and are clean, easy to read, and formatted properly using the guidelines found in Section 5 (Displaying Results) of the APA Publication Manual 6.0 (2010).

Table 1

Correct Formatting for a Multiple Line Table Title is Single Spacing and Should Look Like this Example

Note. Adapted from “Sampling and Recruitment in Studies of Doctoral Students,” by

I.M. Researcher, 2010, Journal of Perspicuity, 25, p. 100. Reprinted with permission.

Data Analysis Procedures

This section presents a description of the process that was used to analyze the data. If hypotheses or research question(s) guided the study, data analysis procedures can be framed relative to each research question or hypothesis. Data can also be organized by chronology of phenomena, by themes and patterns, or by other approaches as deemed appropriate according for a qualitative study.

Results

This section, which is the primary section of this section, presents a summary and analysis of the data in a nonevaluative, unbiased, organized manner that relates to the research question(s) and/or hypothesis(es). List the research question(s) as they are discussed to ensure that the readers see that the question has been addressed. Answer the research question(s) in the order that they are listed for quantitative studies. Learners can organize data in several different ways for qualitative studies including: by research

question, by themes and patterns, or by other approaches deemed appropriate for the study.

The results must be presented without implication, speculation, assessment, evaluation, or interpretation. Discussion of results and conclusions are left for Section 5. Refer to the APA Style Manual for additional lists and examples. In quantitative Capstones, it is not required for all data analyzed to be presented; however, it is important to provide descriptive statistics and the results of the applicable statistical tests used in conducting the analysis of the data. It is also important that there are descriptive statistics provided on all variables. Nevertheless, it is also acceptable to put most of this in the appendix if the section becomes too lengthy.

Required components include descriptive and inferential statistics. Descriptive statistics describe or summarize data sets using frequency distributions (e.g., to describe the distribution for the test scores in a class of 30 pupils) or graphical displays such as bar graphs (e.g., to display increases in a school district’s budget each year for the past five years), as well as histograms (e.g., to show spending per child in school and display mean, median, modes, and frequencies), line graphs (e.g., to display peak scores for the classroom group), and scatterplots (e.g., to display the relationship between two variables). Descriptive statistics also include numerical indexes such as averages, percentile ranks, measures of central tendency, correlations, measures of variability and standard deviation, and measures of relative standing.

Inferential statistics describe the numerical characteristics of data and then go beyond the data to make inferences about the population based on the sample data.

Inferential statistics also estimate the characteristics of populations and test hypotheses

about population parameters using sampling distributions, estimation, or hypothesis testing. Table 2 presents example results of an independent t test comparing Emotional Intelligence (EI) mean scores by gender.

Table 2.

Equality of Emotional Intelligence Mean Scores by Gender

t test for Equality of Means                                                                                                      

t                                              df                                              p

EI                                         1.908                                          34                                          ..065

For qualitative studies, it is important to provide a complete picture of the constant comparative analysis conducted or of the coding pursued to arrive at a set of themes or conclusions about the subject. In qualitative studies, if thematic analysis is used, the questions to ask include the following:

1. What themes occur in interviews and field notes?
2. Does the study provide samples that the themes exist by using interviews or field notes?
3. What topics were mentioned most often?

4. What issues were most important to the people in the study?

5. How do the participants view the topic of research?

6. What kinds of relationships are apparent? (e.g., strict inclusion, cause-effect, function, sequence)?

7. How can the categories identified in the data be ordered into meaningful, grounded theories?

After completing the first draft of Section 4, ask these general questions:

1. Are the findings clearly presented, so any reader could understand them?

2. Are all the tables, graphics or visual displays well-organized and easy to read?

3. Are the important data described in the text?

4. Is factual data information separate from analysis and evaluation?

5. Are the data organized by research questions?

Section 4 can be challenging regarding mathematical equations and statistical symbols or variables. When including an equation in the narrative, space the equation as one would words in a sentence: x + 5 = a. Punctuate equations that are in the paragraph, as one would a sentence. Remember to italicize statistical and mathematical variables, except Greek letters, and if the equation is long or complicated, set it off on its own line.

Refer to the APA manual for specific details on representation of statistical information. Basic guidelines include:

• Statistical symbols are italicized (t, F, N, n)
• Greek letters, abbreviations that are not variables and subscripts that function as identifiers use standard typeface, no bolding or italicization

• Use parentheses to enclose statistical values (p = .026) and degrees of freedom t

(36) = 3.85 or F(2, 52) = 3.85

• Use brackets to enclose limits of confidence intervals 95% CIs [- 5.25, 4.95] Make sure to include appropriate graphics to present the results. Always introduce,

present, and discuss the visual organizers in narrative form. Never insert a visual organizer without these three steps.

A figure is a graph, chart, map, drawing, or photograph. Below is an example of a figure labeled per APA style. Do not include a figure unless it adds substantively to the understanding of the results or it duplicates other elements in the narrative. If a figure is used, a label must be placed under the figure. As with tables, refer to the figure by number in the narrative preceding the placement of the figure. Make sure a table or figure

is not split between pages. Below is another example of a table that the characteristics of a servant leader.

Table 3.

The Servant Leader

Trait                                                                                       Descriptors

Values People                                                                       By believing in people

By serving other’s needs before his or her own By receptive, non-judgmental listening

Develops People                                                                  By providing opportunities for learning and growth

By modeling appropriate behavior

By building up others through encouragement and affirmation

Builds Community                                                               By building strong personal relationships By working collaboratively with others By valuing the differences of others

Displays Authenticity                                                         By being open and accountable to others By a willingness to learn from others

By maintaining integrity and trust

Provides Leadership                                                            By envisioning the future By taking initiative

By clarifying goals

Shares Leadership                                                               By facilitating a shared vision

By sharing power and releasing control By sharing status and promoting others

Note. Derived from Laub, J. (1999). Assessing the servant organization: Development of the servant organizational leadership assessment (SOLA) instrument (Doctoral Capstone). Available from ProQuest Capstone and Theses Database. (UMI No. 9921922)

Figure 2. Correlation or SAT composite score and time spent on Facebook.

Summary

This section provides a concise summary of what was found in the study. It briefly restates essential data and data analysis presented in this section, and it helps the reader see and understand the relevance of the data and analysis to the research question(s) or hypothesis(es). Finally, it provides a lead or transition into Section 5, where the implications of the data and data analysis relative to the research question(s) and/or hypothesis(es) will be discussed. The summary of the data must be logically and clearly presented, with the information separated from interpretation. For qualitative studies, summarize the data and data analysis results in relation to the research question(s). For quantitative studies, summarize the statistical data and results of statistical tests in relation to the research question(s)/hypothesis(es). Finally, provide a concluding section and transition to Section 5.

Summary, Conclusions, and Recommendations Introduction and Summary of Study

This section introduces Section 5 as a comprehensive summary of the study framework including a recap of the essential 10 strategic points of Sections 1-3. It reminds the reader of the importance of the topic and briefly explains how the study intended to contribute to the body of knowledge on the topic. It further reminds the reader of the research question(s) and illustrates how the data analysis approach (not findings) reported in Section 4 aligns to answering the research questions. It informs the reader that conclusions, implications, and recommendations will be presented.

Section 5 is perhaps the most important section in the Capstone manuscript because it presents the researcher’s contribution to the body of knowledge. For many who read research literature, this may be the only section they will read. Section 5 typically begins with a summary of the essential points made in Sections 1 and 3 of the original research proposal and includes why this topic is important and how this study was designed to contribute to the understanding of the topic. The remainder of the section contains a summary of the overall study, a summary of the findings and conclusions, recommendations for future research and practice, and a final section on implications derived from the study.

No new data should be introduced in Section 5; however, references should be made to findings or citations presented in earlier sections. The researcher can articulate new frameworks and new insights. The concluding words of Section 5 should emphasize both the most important points of the study, study strengths and weaknesses, and

directions for future research. This should be presented in the simplest possible form, making sure to preserve the conditional nature of the insights.

Summary of Findings and Conclusion

This section is organized by research question(s)/hypothesis(es), and it conveys the specific findings of the study. The section presents conclusions made based on the data analysis and findings of the study and relates the findings back to the literature, significance of the study in Section 1, Advancing Scientific Knowledge in Section 1. Significant themes/ findings are compared and contrasted, evaluated, and discussed in light of the existing body of knowledge. The significance of every finding is analyzed and related to the significance section and advancing scientific knowledge section of Section 1. Additionally, the significance of the findings is analyzed and related back to Section 2 and ties the study together. The findings are bounded by the research study parameters described in Sections 1 and 3, are supported by the data and theory, and directly relate to the research question(s). No unrelated or speculative information is

presented in this section. This section of Section 5 should be organized by research question(s), hypothesis(es), theme, or any manner that allows summarizing the specific findings supported by the data and the literature. Conclusions represent the contribution to knowledge and fill in the gap in the knowledge. They should also relate directly to the significance of the study. The conclusions are major generalizations, and an answer to the research problem developed in Sections 1 and 2. This is where the study binds together. In this section, personal opinion is permitted, as long as it is backed with the data, grounded in the research methods and supported in the literature.

Implications

This section should describe what could happen because of this research. It also tells the reader what the research implies theoretically, practically, and for the future.

Additionally, it provides a retrospective examination of the theoretical framework presented in Section 2 considering the Capstone’s findings. A critical evaluation of the strengths and weaknesses of the study and the degree to which the conclusions are credible given the methodology, research design, and data, should also be presented. The section delineates applications of new insights derived from the Capstone to solve real and significant problems. Implications can be grouped into those related to theory or generalization, those related to practice, and those related to future research. Separate sections with corresponding headings provide proper organization.

Theoretical implications. Theoretical implications involve interpretation of the Capstone findings in terms of the research question(s) and hypothesis(es) that guided the study. It is appropriate to evaluate the strengths and weaknesses of the study critically and include the degree to which the conclusions are credible given the method and data. It should also include a critical, retrospective examination of the framework presented in the Section 2 Literature Review section considering the Capstone’s new findings.

Practical implications. Practical implications should delineate applications of new insights derived from the Capstone to solve real and significant problems. These implications refer to how the results of the study can be applied in professional practice.

Future implications. Two kinds of implications for future research are possible: one based on what the study did find or do, and the other based on what the study did not find or do. Generally, future research could look at different kinds of subjects in different

kinds of settings, interventions with new kinds of protocols or dependent measures, or new theoretical issues that emerge from the study. Recommendations should be included on which of these possibilities are likely to be most fruitful and why.

Strengths and weaknesses of the study. This section discusses all limitations of the study. Additionally, it critically evaluates the strengths and weaknesses of the study. Finally, it discusses the degree to which the conclusions are credible given the methodology, research design, and data analysis and results.

Recommendations

This section allows the learner to add recommendations for future study based on the results of their authentic Capstone research. In this section, summarize the recommendations that result from the study. Each recommendation should be directly linked to a conclusion.

Recommendations or future research. This section should present recommendations for future research, as well as give a full explanation for why each recommendation is being made. Additionally, this section discusses the areas of research that need further examination, or addresses gaps or new research needs the study found. The section ends with a discussion of “next steps” in forwarding this line of research.

Recommendations relate back to the study significance and advancing scientific knowledge sections in Section 1.

Recommendations or future practice. This section outlines recommendations for future practice based on the results and findings of the study, as well as, a full explanation for why each recommendation is being made. It provides a discussion of who will benefit from reading and implementing the results of the study and presents ideas based on the results that practitioners can implement in the work or educational setting.

Unrelated or speculative information that is unsupported by data is clearly identified as such. Recommendations should relate back to the study significance section in Section 1.

References

Barzun, J., & Graff, H. F. (1992). The Modern researcher: A classic work on research and writing completely revised and brought up to date. San Diego: Harcourt Brace Jovanovich.

Brands, H. W. (2000). The first American: the life and times of Benjamin Franklin. New York: Doubleday.

Calabrese, R. L. (2006). The elements of an effective Capstone & thesis: a step-by-step guide to getting it right the first time. Lanham, MD: Roman & Littlefield Education.

Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches, 4^th edition. Thousand Oaks: Sage Publications, Inc.

Hacker, D., Somers, N., Jehn, T., & Rosenzweig, J. (2008). Rules for writers. Boston, MA: Bedford/St. Martin’s.

Nock, A. J. (1943). The memoirs of a superfluous man. New York: Harper & Brothers.

Publication Manual of the American Psychological Association. (2010). Washington, DC: American Psychological Association. (6th edition) (ISBN 10: 1-4338-0559- 6; ISBN 13: 978-1-4338-0561-5; ISBN 10: 1-4338-0561-8).

Sprague, J., & Stuart, D. (2000) The speaker’s handbook, Harcourt College Publishers. Squires, D. A., & Kranyik, R. D. (1995). The comer program: changing school culture.

Educational Leadership, 53(4), 29-32.

Strunk, W. I., & White, E.B. (1979). The elements of style. New York: Macmillan Publishing, Inc.

Appendix A

The Parts of a Capstone

Use the Publication Manual of the American Psychological Association, 6^th edition for its Capstone formatting and style guide. A Capstone has three parts: preliminary pages, main text, and supplementary pages. Some preliminary or supplementary pages may be optional or not appropriate to a specific project. The learner should consult with his or her Capstone chair and committee regarding inclusion/exclusion of optional pages.

Preliminary pages. The following preliminary pages precede the main text of the Capstone.

• Title Page

• Author’s Name

• Copyright Page (optional)

• Committee and Deans Approval Page

• Learner Signature Page

• Abstract

• Dedication Page (optional)

• Acknowledgements (optional)

• Table of Contents

• List of Tables (if you have tables, a list is required)

• List of Figures (if you have figures, a list is required)

Main text. The main text is divided into five major sections. Each section can be further subdivided into sections and subsections based on the formatting requirements for each college.

• Section 1: Introduction to the Study

• Section 2: Literature Review

• Section 3: Methodology

• Section 4: Data Analysis and Results

• Section 5: Summary, Conclusions and Recommendations

Supplementary pages. Supplementary pages follow the body text, including reference materials and other required or optional addenda.

• References (required)

• Appendices (required)

• IRB Approval Letter

• Informed Consent Form

• Copies of Instruments and Permission Letters

• Appendices (optional)

• Data analysis, tables and charts if referenced in Section 4

• Lengthy tables or large figures if referenced in other sections

• Photographs, artifacts or media related to study results

• Vitae (optional)

• Glossary (optional)

• List of Abbreviations (optional)

Keep in mind that most formatting challenges are found in the preliminary and supplementary pages. Allocate extra time and attention for these sections to avoid delays in the electronic submission process. Also, as elementary as it may seem, run a complete spell and grammar check of your entire document before submission.

Appendix B IRB Approval Letter

This is a required Appendix.

Appendix C Informed Consent

This is a required Appendix.

Appendix D

Copy of Instruments and Permissions Letters to Use the Instruments

This is a required Appendix.

[1]Note: I must highlight that most of the information contained in these documents has been acquired from outside sources and adapted for the purposes of my classes over the years.  I take no credit for anything in this document as my original work and have attempted to give credit where possible