GUIDELINES FOR PREPARING RESEARCH PROPOSALS, MASTER’S PROJECTS AND THESES, AND DOCTORAL DISSERTATIONS

Guidelines for Preparing Research Proposals, Master’s Projects and Theses, and Doctoral Dissertations _______________________________ Revised August 2017 by: Daphne E. Williams, Ed.D. Assistant Professor of Educational Leadership Mary Ghongkedze, Ph.D. Assistant Professor Curriculum and Instruction Beatrice McKinsey, Ph.D. Associate Professor of English and Foreign Languages Developed May 2004 by: William G. White, Jr., Ed.D., Ph.D. Professor of Educational Leadership Editor Grambling State University School of Graduate Studies Grambling, Louisiana 71245 Table of Contents Section Page LIST OF TABLES …………………………………………………………………………… iii LIST OF FIGURES ………………………………………………………………………….. iv INTRODUCTION …………………………………………………………………………… 1 STYLE MANUALS …………………………………………………………………………. 2 GRAMBLING STATE UNIVERSITY SPECIFICATIONS ………………………………... 3 Fonts and Font Sizes ……………………………………………………………………… 3 Margins …………………………………………………………………………………… 3 Title Page ………………………………………………………………………………… 3 Approval Page ……………………………………………………………………………. 3 Abstract ………………………………………………………………………………….. 7 Acknowledgements and Dedications …………………………………………………….. 7 Table of Contents ………………………………………………………………………… 7 List of Tables …………………………………………………………………………..... 10 List of Figures ……………………………………………………………………………. 10 Pagination ………………………………………………………………………………... 10 Headings …………………………………………………………………………………. 10 Tables and Figures ……………………………………………………………………….. 14 Quotations ………………………………………………………………………………… 14 Using Copyrighted Materials …………………………………………………………….. 14 References or Bibliography ……………………………………………………………… 15 Appendices ……………………………………………………………………………….. 15 Vita ………………………………………………………………………………………. 15 Paper ……………………………………………………………………………………… 18 Human Subjects ………………………………………………………………………….. 18 Plagiarism ………………………………………………………………………………... 18 BIBLIOGRAPHY ……………………………………………………………………………. 20 List of Tables Table Page

Style Manuals Used by Graduate Programs at Grambling State University …………… 2

List of Figures Figure Page

Format for Title Page of a Master’s Project, Thesis, or Dissertation Proposal …………… 4
Format for Title Page of a Project, Thesis, or Dissertation …………………….………… 5
Approval Page ………………………………………………………………………….. 6
Sample Abstract ………………………………………………………………………… 8
Sample Table of Contents ……………………………………………………………… 9
Sample List of Tables ………………………………………………………………….. 11
Sample List of Figures …………………………………………………………………. 12
Style for Chapter Headings ……………………………………………………………… 13
Sample Reference List …………………………………………………………………… 16
Sample Appendix Title Page …………………………………………………………….. 17

Introduction This guide has been prepared to assist graduate students in formatting research proposals, master’s projects and theses, and doctoral dissertations. Please read and carefully follow these guidelines because all master’s projects and theses and doctoral dissertations must be approved by the graduate school as well as by the student’s graduate committee. A master’s project or thesis or a doctoral dissertation contributes to the body of knowledge or to informed practice within an academic or professional discipline. The theoretical complexity of a graduate research study differs for projects, theses, and dissertations and for the various academic and professional disciplines. In general, graduate research proposals and reports are characterized by a demonstration of the student’s ability to analyze, interpret and synthesize information; a critical review of relevant literature; a conceptual framework that under girds the research; and an accurate and coherent discussion of methods, findings, conclusions and implications for practice or further research. Each graduate program at the university has established the specific elements it requires in proposals, reports, projects, theses, and dissertations. It is the student’s responsibility to ensure that his or her work conforms to the standards of his or her respective program. Style Manuals There are several well known style manuals in the United States that have been developed to guide the writing of research papers, theses and dissertations and the preparation of manuscripts submitted for publication. Graduate research proposals, master’s projects and theses, and doctoral dissertations differ in some ways from the style of manuscripts submitted for publication. In some respects they are considered published documents, that is, the form in which they are presented by the student to the School of Graduate Studies will not be changed by a publisher. In addition, some style manuals do not provide adequate instructions for the preparation of appropriate title pages, tables of content, and abstracts, for example. Each graduate program has adopted a style manual (see Table 1) that students in that program are required to follow. The three style manuals most commonly used at the university are the Publication Manual of the American Psychological Association, the Modern Language Association Style Manual and Turabian’s A Manual for Writers of Term Papers, Theses, and Dissertations. However, this guide sets forth exceptions to the style manuals selected by graduate programs at the university. The guidelines that follow, therefore, take precedence over the instructions in the style manuals in use by the various graduate programs. Students should not use previous theses and dissertations as a guide. Theses or dissertations may have been approved when a particular style or usage was in effect and do not establish a precedent for its continued use. Students should follow the guidelines that are outlined in the most recently published version of the required style manual. Table 1 Style Manuals Used by Graduate Programs at Grambling State University ________________________________________________________________________ Graduate Program Style Manual (most current version) ____________________________________________________________________________________________________________ Post Master’s Certificate (developmental education, family nurse practitioner) APA Master of Arts (mass communication, social sciences) MLA or Chicago^a Master of Arts in Teaching APA (elementary ed & special ed m/Mod Gr 1-5, secondary ed & special ed m/mod Gr 6-12) Master of Education (curriculum and instruction, special education) APA Master of Public Administration APA or Turabian^a Master of Science (criminal justice, developmental education, sport administration) APA Master of Science in Nursing APA Master of Social Work APA Doctor of Education (developmental education) APA _______________________________________________________________________ aWith approval of major advisor, student may select another style manual appropriate for the social sciences. Grambling State University Specifications Fonts and Font Sizes Proposals, reports, theses, and dissertations should be prepared using a word processor in a 10- or 12-point, scalable, serif font. The same font and font size should be used throughout the document. Examples of a few appropriate 12-point serif fonts are:

Palatino
Times
Times New Roman

A scalable font is one in which the computer can adjust the space allocated to each letter. The result is a printed appearance rather than the appearance of a typed document. For this reason, non-scalable fonts should not be used. For example, Courier appears to be typewritten. Scalable fonts take up less space and result in fewer pages in a document. Margins The left margin must be 1.5 inches, the right margin 1 inch, and the top and bottom margins 1.25 inches. The only printed material permitted in the margins is the page number. Right justified margins are not permitted. They result in unusual spacing between words that make a document unattractive and difficult to read. All notes, tables and figures, including titles and legends, must conform to the margin requirements. Tables and figures may be photographically reduced or printed in a smaller font size to meet these requirements as long as all information in them is legible. However, table titles and figure legends may not be reduced. They must be the same font size as the text of the paper. Title Page The style guide to be used for the title page for a research proposal is shown in Figure 1. The style guide for the title page of a master’s report, thesis, or dissertation is found in Figure 2. Approval Page Master’s projects, theses and doctoral dissertations that are approved must include an approval page following the title page. The style guide for the approval page is seen in Figure 3. The student should take care to cite the correct, official title of the degree on the approval page, the abstract and the title page. Grambling State University awards the following graduate degrees: Post Master’s Certificate, Master of Arts, Master of Arts in Teaching, Master of Grambling State University School of Graduate Studies Department of ____________________ Proposal for a Thesis (or Project or Dissertation) TITLE ALL IN UPPER CASE. A TITLE THAT REQUIRES TWO OR MORE LINES SHOULD LOOK LIKE AN INVERTED PYRAMID Student’s Full Name Date (Month and Year) Approved: ______________________________ ______________________________ Major Professor (or Advisor) Committee Member ______________________________ ______________________________ Committee Member Department Head (or Program Director) ______________________________ ______________________________ Committee Member Graduate School Dean Figure 1. Format for title page of a master’s project, thesis, or dissertation proposal. (Note: do not apply a border). Grambling State University School of Graduate Studies TITLE ALL IN UPPER CASE. A TITLE THAT REQUIRES TWO OR MORE LINES SHOULD LOOK LIKE AN INVERTED PYRAMID A Thesis Submitted to the Faculty of the School of Graduate Studies in Partial Fulfillment of the Requirements for the Degree of Master of _______ Student’s Full Name Date (Month and year) Figure 2. Format for title page of a project, thesis or dissertation. (Note: no border) Grambling State University School of Graduate Studies This dissertation (or master’s project or thesis), written under the direction of the major professor/chair of the student’s doctoral committee (or the major advisor and the student’s graduate committee) and approved by all members of the committee and by the director of the graduate program in the student’s discipline, has been presented to and accepted by the Faculty of the School of Graduate Studies in partial fulfillment of the requirements for the degree of Doctor of Education (or Master of Arts or Master of Social Work, etc). Date _________________________________________ _____________________________________________ Dean Doctoral (or Graduate) Committee __________________________________ Major Professor/Chair (or Major Advisor) __________________________________ __________________________________ __________________________________ __________________________________ Department Head (or Program Director) ii Figure 3. Approval page. (Note: no border). Education, Master of Public Administration, Master of Science, Master of Science in Nursing, Master of Social Work and Doctor of Education. The graduate degree major only appears in three cases: nursing, public administration and social work because it is part of the official degree titles (Master of Science in Nursing, Master of Public Administration and Master of Social Work). Other master’s degrees do not include the degree field in the title of the degree. For example, it is not Master of Science in Sport Administration; it is simply Master of Arts or Master of Science. Likewise, the Doctor of Education contains no reference to the degree major. It is not Doctor of Education in Developmental Education; it is simply Doctor of Education. It is never Doctorate of Education. One may have a doctorate in education, but the degree is a Doctor of Education. If you have questions about an official degree title, then please ask the graduate school dean. Abstract Dissertations must include an abstract; master’s reports and theses may include an abstract at the discretion of the specific graduate program. Students should review the style manual and adhere to the abstract requirements as outlined by the graduate program in which they are enrolled. The student should submit an extra copy of the abstract along with the copy of the thesis or dissertation that is presented to the School of Graduate Studies. The style guide for the abstract can be found in Figure 4. Acknowledgements and Dedications A project, thesis, or dissertation may include an acknowledgement section or a dedication section, but neither should be considered obligatory. Students who chose to include an acknowledgement or a dedication should refrain from effusive language and speak of persons in the third person. For example, if a woman wished to dedicate a thesis to her husband, then she should not say, “You have been an inspiration to me.” She might say, “He has been an inspiration to me.” Including the names of many individuals in an acknowledgement detracts from the relatively few individuals who were significantly helpful in the completion of one’s research. Table of Contents The table of contents follows the abstract and the acknowledgements and dedication, if such are included. The style guide for the table of contents can be found in Figure 5. TITLE ALL IN UPPER CASE. A TITLE THAT REQUIRES TWO OR MORE LINES SHOULD LOOK LIKE AN INVERTED PYRAMID Mary Jane Scholar, MSN Grambling State University, 2004 Major Advisor (or Professor): Florence R. Nightingale, PhD The abstract should summarize the purpose of the study, methods and procedures, and major findings and conclusions. Total length of the abstract, including the title of the study, author’s name, etc., cannot exceed 350 words. Figure 4. Sample abstract. (Note: no border) TABLE OF CONTENTS APPROVAL PAGE ………………………………………………………………………………………… ii ABSTRACT ………………………………………………………………………………………………… iii DEDICATION ……………………………………………………………………………………………… v ACKNOWLEDGEMENTS …………………………………………………………………………........... vi LIST OF TABLES ………………………………………………………………………………………….. viii LIST OF FIGURES ………………………………………………………………………………………… ix CHAPTER

INTRODUCTION ………………………………………………………………………………… 1

Statement of the Problem …………………………………………………………………………. 7 Theoretical Framework …………………………………………………………………………… 10 Hypotheses ………………………………………………………………………………………… 14 Limitations ………………………………………………………………………………………… 16 Definitions ………………………………………………………………………………………… 17

REVIEW OF LITERATURE ……………………………………………………………………... 19

High-Risk Students ……………………………………………………………………………….. 19 Predictor Variables ………………………………………………………………………………... 24 Intervention Strategies …………………………………………………………………………….. 27 Tutoring ………………………………………………………………………………………. 30 Supplemental Instruction …………………………………………………………………….. 34 Prompting ………………………………………………………………………………………….. 39 Etc. REFERENCES ……………………………………………………………………………………………… 93 APPENDICES

LETTER OF AGREEMENT FROM COLLEGE TO CONDUCT STUDY ……………………… 102

ANNOUNCEMENT TO BE READ TO EXPERIMENTAL GROUP …………………………… 104

VITA ………………………………………………………………………………………………………... 106 iii Figure 5. Sample table of contents. (Note: no border) List of Tables If tables are used, then a list of them follows the table of contents. The style guide for the list of tables is in Figure 6. List of Figures If figures are included in the document, then a list of them follows the list of tables. Figure 7 is a style guide for the list of figures. Pagination All pages in a proposal, master’s project or thesis, or dissertation are numbered, except for the approval page. The title page, approval page, abstract, acknowledgements (if used), dedication (if used), table of contents, list of tables, and list of figures are numbered sequentially using lower case Roman numerals. Although the title page is page i, the number should not appear on the title page. Page numbers on all other preliminary pages (those preceding Chapter I) should be centered 1 inch from the bottom of the page. The body of the document, references, and appendices are numbered sequentially in Arabic numerals beginning with the first page of the body (the first page of Chapter I) and concluding with the last page of the last appendix. All pages are numbered. Page numbers on pages with major headings (e.g., first page of a chapter, references, appendix, vita) should be centered 1 inch from the bottom of the page. On all other pages the Arabic numeral should be placed 1 inch from the top and 1 inch from the right edge of the page. Headings All style manuals dictate the levels of headings that may be used. In some manuals, certain levels of heading are underlined. Underlining is normally a cue to a printer that the underlined text should be set in italics. Because proposals, reports, theses, and dissertations are treated like published documents, levels of heading that a style manual indicates are underlined should instead be italicized. All levels of heading will be bold faced and should be preceded by double double (i.e., quadruple) spacing to make it easier for the reader to see the beginning of new sections. Chapter and major section titles (e.g., List of Tables) must begin a new page. The style for chapter headings is shown in Figure 8. The word chapter will be all upper case and will be followed by an upper case Roman numeral (e.g., CHAPTER II). The chapter title will be upper and lower case (e.g., Review of Related Literature). LIST OF TABLES Table Page

Demographic Characteristics of the Sample ……………………………………………………… 62
Means and Standard Deviations of Pretest Scores ……………………………………………….. 67
Etc.

vii Figure 6. Sample list of tables. (Note: no border) LIST OF FIGURES Figure Page

Bar graph of crime statistics in New Orleans, 1960-1990 ………………………………………… 62
Ten year trend in employment of minority correctional officers in Louisiana minimum

security facilities ………………………………………………………………………………….. 67

Etc.

viii Figure 7. Sample list of figures. (Note: no border) CHAPTER II Review of Related Literature After an expanded definition of high-risk students, this chapter reviews the current scholarly literature on predictor variables on retention and academic achievement and intervention strategies for high-risk students. In particular, this chapter focuses on tutoring and SI and reviews the related research on reasons high-risk students do not voluntarily chose to participate in such interventions. Finally, this chapter presents two proposed strategies to increase high-risk students’ attendance in academic support programs: SM and verbal prompts. High-Risk Students Postsecondary institutions have implemented special programs to enhance student retention and academic success within the last 20 years. A subpopulation often targeted for retention efforts is high-risk incoming freshmen. High-risk students are those who have poor records of past academic performance, low scores on standardized achievement tests, and generally poor coping skills in traditional educational structures (Chickering, 1974; Cross, 1971). These students may also lack requisite background knowledge, learning and study skills, social support, and self-management strategies needed for succeeding in postsecondary settings (Weinstein, 1994). In a description on high-risk students, Friedlander (1980) stated: High-risk students are more likely than their more academically successful peers to have experienced failure repeatedly in school situations, to have had difficulty in performing traditional educational tasks, to have received insufficient positive feedback or encouragement from teachers or classmates on their efforts to overcome their academic deficiencies, and to have been in the bottom third of their high school graduating class. These negative school experiences lead us to predict that disproportionate numbers of high-risk students, as compared to traditional students, will fail. (p. 16) The decade of the 1990s continued to bring an influx of at-risk students to four year institutions throughout the country. A number of researchers have chronicled their increasing numbers and their changing characteristics. In 19 Figure 8. Style for chapter headings. (Note: no border) Tables and Figures All tables and figures should be prepared on the computer. Each should be numbered consecutively (1, 2, 3, etc.) throughout the text and appendices. They should be numbered sequentially in the order in which they are mentioned in the text (i.e., the first table referred to in the text must be numbered 1, the second table mentioned must be numbered 2, etc.). Multi-line table titles and figure captions must be single spaced in the tables and figures. Some style manuals indicate that tables and figures should be placed after the references or bibliography. At this university, however, a table or figure will be inserted into the text at the earliest opportunity after it is first mentioned in the text and at a point where it will not be separated on two pages. Every effort should be made to keep tables and figures to no more than one page in length, including a reduction in font size or use of landscape page orientation (i.e., lengthwise on the page). If font size is reduced for a table or figure, then titles and captions must remain in the same font and size as the rest of the document. If landscape orientation is used, then the table title or figure caption is also landscaped, and the top of the table or figure is at the binding (left) edge. When a table or figure is landscaped, the page number remains in the top right-hand corner (portrait page orientation) like other pages in the text. Quotations Long, direct quotations (40 or more words) should be single spaced and should not be surrounded by quotation marks. Directions regarding indention and reference citations for long quotations in the style manual selected by the student’s program should be followed. Short quotations should be surrounded by quotation marks. The student should use smart quotation marks (“ ”) and apostrophes (’) rather than feet and inch marks. Using Copyrighted Materials Students should avoid violating copyright protections when quoting the work of others. They must be able to certify that all copyrighted material used in their work beyond the limits of fair use is with the written permission of the copyright owner. Detailed explanations of fair use can be found in several style manuals. Stated simply, fair use of copyrighted material is paraphrasing portions of the material or quoting directly from it (with quoted material being set off in quotation marks) with proper credit in all cases being given to the source in a footnote of in-text reference citation, as dictated by the style manual being used. Use of copyrighted materials in toto—including tables, figures, diagrams, theoretical models, measurement instruments, photographs, maps, charts and art work—should be used only with written permission from the copyright holder. Acknowledgment of permission to use copyrighted material should be noted in a footnote, in-text reference citation, or a note to a table or figure. Specific instructions in the style manual being used about the wording of the acknowledgment of the permission granted by the copyright owner must be followed. Copies of letters of permission must be included in an appendix or appendices. References or Bibliography Depending on the style manual selected by the student’s graduate program, the list of books, journals, and other published and unpublished materials that are cited in the manuscript may be called references or bibliography. In either case, sources cited must be included in the references or bibliography, and items not cited in the manuscript should not be included. The title of the section of cited works should appear in all upper case letters, that is, REFERENCES or BIBLIOGRAPHY. Because proposals, projects, theses, and dissertations are viewed as published items, elements in the references or bibliography that a style manual indicates should be underlined should be italicized instead. Items in the references or bibliography should be single spaced with double spacing between items. A left hanging indent should be used for each item. Style manuals differ greatly in the style of citations in the references or bibliography. The student should follow the directions in the style manual used by his or her program except for the instructions in these guidelines. An example of a reference list is found in Figure 9. Appendices Appendices follow the references or bibliography. They may contain surveys, questionnaires, measurement instruments, etc. Each appendix has a title page (see Figure 10). Appendix titles are lettered sequentially (A, B, C, etc.) in the order in which they are mentioned in the text of the document. Thus, whatever appendix is mentioned first becomes Appendix A, the second becomes Appendix B, etc. Each appendix title page is numbered. Each page of material in the appendix is counted but it is not necessary to show the page numbers. Vita A brief (one- or two-page) vita is the last element in a project, thesis, or dissertation. It should be double-spaced, written in narrative form and in third person. The vita is neither a curriculum vitae nor a résumé for a job application. It should tell a bit about the author and his or her previous academic and professional experiences. The author may choose to say a few words about his or her immediate family. It is permissible to end the vita with information about the author’s permanent address. REFERENCES The School of Nursing uses APA formatting Akah, R. M. (1990). What black students need from tutoring. Journal of College Student Development, 31, 177. Arendale, D. R. (1994). Understanding the supplemental instruction model. In D. C. Martin & D. R. Arendale (Eds.), New directions for teaching and learning: vol. 60. Supplemental instruction: Increasing achievement and retention (pp. 11-21): San Francisco: Jossey-Bass. Astin, A. W. (1975). Preventing students from dropping out. San Francisco: Jossey-Bass. Astin, A. W. (1977). Four critical years: Effects of college on beliefs, attitudes, and knowledge. San Francisco: Jossey-Bass. Baldwin, J. D., & Baldwin, J. I. (1986). Behavior principles in everyday life. Englewood Cliffs, NJ: Prentice-Hall. 109 Figure 9. Sample reference list. (Note: no border) APPENDIX A Licensure Requirements for Social Workers in Louisiana 116 Figure 10. Sample appendix title page. (Note: no border) Paper The original manuscript should be produced on an ink jet or laser computer printer using a minimum of 20 pound, 8.5 x 11 inch, white bond paper with a minimum 25% fiber content. Required copies can be photocopied or produced on an ink jet or laser computer printer using good quality, 20 pound, white paper. Human Subjects A growing body of federal law protects the rights of human subjects in scholarly research. Grambling State University’s Institutional Review Board must approve all project, thesis, and dissertation proposals before data collection begins. Information about legal requirements and an application for approval of a proposal may be obtained from the Office of Sponsored Program’s website via the link to the Institutional Review Board. The human subjects research approval form must be attached to the proposal before it is submitted to the dean of the graduate school for his or her approval. All proposals—even historical studies and ex post facto studies in which the researcher does not know the identity of human subjects—must have the approval of the Institutional Review Board. Plagiarism Master’s projects, theses, and dissertations must meet accepted scholarly standards of authorship, appropriate citations, and references to the work of others. Plagiarism is a serious academic offense with serious penalties at this university. Plagiarism is the appropriation of the ideas or words of another and the presentation of them as one’s own. The advice of Madsen (1992, p. 86) in Successful Dissertations and Theses may prove helpful: “Surely no one needs to be reminded that words copied verbatim from another’s work must be surrounded by quotation marks.” He goes on to point out that careless note taking can result in unintentional plagiarism. For example, if in note taking a student fails to put quotation marks around a direct quotation that he or she has copied on a note card, he or she will probably not remember that it is a direct quotation and then copy it directly into his or her paper. “However innocently done,” Madsen continues, “plagiarism is inexcusable; even when it is unintentional, it is still plagiarism” (p. 86). But, it is not only the appropriation of direct quotations that constitutes plagiarism. Madsen (1992) is again instructive: Equally reprehensible are the less obvious types of plagiarism, such as piecing together several sentences, or changing a few words in a paragraph, or paraphrasing without citation. Sometimes the subtleties of such distinctions may leave them open to scholarly debate. However, you will do well to avoid any practice that is even slightly questionable. At all times, therefore, you should attribute direct quotations to their source; acknowledge the ideas of others; avoid using the terms of others unless they are placed within quotation marks; acknowledge with proper citations your debt to any source; and, keeping the reader constantly in mind, include page numbers, footnotes, and other guides that will make it easy to trace material back to its original source. (p. 86) The Indiana University School of Education has an excellent website with an interactive tutorial titled Understanding Plagiarism. Students from any university may access it at http://education.indiana.edu/~frick/plagiarism/. The School of Graduate Studies recommends that all students visit the website and work through the tutorial until they have a thorough understanding of both word-for-word and paraphrased plagiarism. Bibliography This bibliography contains both sources cited in this document and a number of additional resources for students who are writing proposals, projects, theses or dissertations. American Psychological Association. (2010). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author. Bolker, J. (1998). Writing your dissertation in fifteen minutes a day: A guide to starting, revising, and finishing your doctoral thesis. New York: H. Holt. Brause, R. A. (1999). Writing your doctoral dissertation: Invisible rules for success. London: Routledge Falmer. Creswell, J. W. (2015). Educational research: Planning, conducting and evaluating quantitative and qualitative research (5th ed.). Upper Saddle River, NJ: Pearson Education, Inc. Creswell, J. W. (2016). 30 essential skills for the qualitative researcher. Thousand Oaks, CA: SAGE Publications, Inc. Davis, G. B., & Parker, C. A. (1997). Writing the doctoral dissertation: A systematic approach (2nd ed.). Hauppage, NY: Barron’s. Dunleavy, P. (2003). Authoring a PhD thesis: How to plan, draft, write and finish a doctoral dissertation. New York: Palgrave Macmillan. Estrin, H. A., & Roche, T. E. (1990). Guidelines for scientific and professional theses. Dubuque, IA: Kendall/Hunt. Estrin, H. A., & Roche, T. E. (1992). Guidelines for writing theses and dissertations. Dubuque, IA: Kendall/Hunt. Fitzpatrick, J., Wright, D. J., & Secrist, J. (1998). Secrets for a successful dissertation. Thousand Oaks, CA: Sage. Galvan, J. L. (2014). Writing literature reviews: A guide for students of the social and behavioral sciences (6th ed.). Glendale, CA: Pyrczak Publishing. Garman, N. B., & Piantanida, M. (1999). The qualitative dissertation: A guide for students and faculty. Thousand Oaks, CA: Corwin. Garson, G. D. (2001). Guide to writing empirical papers, theses, and dissertations. New York: Marcel Dekker. Gibaldi, J., & Franklin, P. (1999). MLA handbook for writers of research papers (5th ed.). New York: Modern Language Association of America. Girden, E. R. (2001). Evaluating research articles from start to finish. Thousand Oaks, CA: Sage. Glatthorn, A. A. (1998). Writing the winning dissertation: A step-by-step guide. Thousand Oaks, CA: Corwin Press. Goodchild, L. F., Green, K. E., Katz, E. L., & Kluever, R. C. (Eds.). (1997). New Directions for Higher Education, no. 99: Rethinking the dissertation process: Tackling personal and institutional obstacles. San Francisco: Jossey-Bass. Hart, C. (1999). Doing a literature review: Releasing the social science research imagination. Thousand Oaks, CA: Sage. Hayes, M. L. (1999). Encouraging words: A source book of words and phrases for dissertation and report writers. Silver Spring, MD: Beckham House. Higgins, R. (1996). Approaches to research: A handbook for those writing a dissertation. London: Taylor and Francis. Jain, R. D. (2001). Get it done! A coach's guide to dissertation success. Columbia, MD: Moonswept Press. Locke, L. F., Spirduso, W. W., & Silverman, S. J. (1999). Proposals that work: A guide for planning dissertations and grant proposals (4th ed.). Thousand Oaks, CA: Sage. Madsen, D. (1992). Successful dissertations and theses: A guide to graduate student research from proposal to completion (2nd ed.). San Francisco: Jossey-Bass. Mauch, J. E., & Birch, J. W. (1998). Guide to the successful thesis and dissertation: A handbook for students and faculty (4th ed.). New York: M. Dekker. Meloy, J. M. (1994). Writing the qualitative dissertation: Understanding by doing. Hillsdale, NJ: L. Erlbaum Associates. Morris, D. (1994). Guidelines for writing a qualitative research report. Chicago: American Marketing Association. Morris, D., & Chandra, S. (1993). Guidelines for writing a research report. Chicago: American Marketing Association. Newman, I. (1997). Theses and dissertations: A guide to writing in the social and physical sciences. Lanham, MD: University Press of America. Nickerson, E. T. (1993). The dissertation handbook: A guide to successful dissertations. Dubuque, IA: Kendall/Hunt. Ogden, E. H. (1997). Completing your doctoral dissertation or master’s thesis in two semesters or less (2nd ed.). Lanham, MD: Rowman & Littlefield. Pan, M. L. (2013). Preparing literature reviews: Qualitative and quantitative approaches (4th ed.). Glendale, CA: Pryczak Publishing. Patton, M. L. (2005). Understanding research methods: An overview of the essentials (5th ed.). Glendale, CA: Pryczak Publishing. Piantanida, M., & Garman, N. B. (1999). The qualitative dissertation: A guide for students and faculty. Thousand Oaks, CA: Corwin Press. Pyrcazk, F. (Ed.). (2000). Completing your thesis or dissertation: Professors share their techniques and strategies. Glendale, CA: Pyrczak Publishing. Rudestam, K. E., & Newton, R. R. (2001). Surviving your dissertation: A comprehensive guide to content and process (2nd ed.). Portland, OR: Book News. Secrist, J., Wright, D. J., & Fitzpatrick, J. (1998). Secrets for a successful dissertation. Thousand Oaks: CA: Sage. Simon, M. K., & Francis, J. B. (2001). The dissertation cookbook: From soup to nuts a practical guide to start and complete your dissertation. Dubuque, IA: Kendall/Hunt. Sternberg, D. (1981). How to complete and survive a doctoral dissertation. Boston: St. Martin’s Press. Teitelbaum, H. (2003). How to write a thesis (5th ed.). New York: Arco. Thomas, R. M. (2003). Blending qualitative and quantitative research methods in theses and dissertations. Thousand Oaks, CA: Corwin Press. Thomas, R. M., & Brubacher, D. L. (2001). Avoiding thesis and dissertation pitfalls: 61 cases of problems and solutions. Westport, CT: Bergin & Garvey. Turabian, K. L. (1996). A manual for writers of term papers, theses, and dissertations (6th rev. ed.). Chicago: University of Chicago Press. Van Wagenen, R. K. (1991). Writing a thesis: Substance and style. Englewood Cliffs, NJ: Prentice Hall. Walters, D. (1999).The readable thesis: A guide to clear and effective writing. Gilsum, NH: Avocus. Webster, W. G. (1998). Developing and writing your thesis, dissertation or project: A book of sound advice about conceptualizing, organizing, developing and finalizing your terminal graduate research. San Ramon, CA: Academic Scholarwrite. Webster, W. G. (1998). 23 models for developing and writing theses, dissertations and projects: A book of practical approaches, ideas and solutions for conceptualizing, organizing, developing and finalizing your graduate research requirements. San Ramon, CA: Academic Scholarwrite.