Abstract

Title of Paper
By Your Name
Month Year

A Thesis
Submitted To the Graduate Faculty
Of Saint Marys University of Minnesota in Partial Fulfillment
Of the Requirements for the Degree of
Educational Specialist
Minneapolis, Minnesota
20xx

Abstract
The abstract is almost the same as, and can be derived from the Prospectus for the thesis.
In the first couple of sentences of the abstract, describe the overall research problem
being addressed and indicate why it is important (i.e., who would care if the problem is
solved). You can include a general introduction of the issue in the first sentence, but you
need to quickly move to a clear statement of the research problem being addressed. For
specifics on what to include in the page long Abstract see Appendix A, p. xx.

Title of the Action Research Study

By Your Name
Month Year

A Thesis
Submitted To the Graduate Faculty
Of Saint Marys University of Minnesota in Partial Fulfillment
Of the Requirements for the Degree of
Educational Specialist
Minneapolis, Minnesota
20xx

Dedication Page (optional)

Table of Contents
Abstract..................................................................................................................................
Problem to be Investigated.....................................................................................................
Purpose and Assumption............................................................................................
Justification................................................................................................................
Research Questions of the Literature Review............................................................
Review of Literature..............................................................................................................
Subheading One.........................................................................................................
Subheading Two.........................................................................................................
Action Research Plan.............................................................................................................
Research Questions of the Action Research Project..................................................
Definition of Terms....................................................................................................
Research Design.........................................................................................................
Sample........................................................................................................................
Instrumentation..........................................................................................................
Procedures..................................................................................................................
Validity and Reliability..............................................................................................
Ethical Considerations...............................................................................................
Concerns and Limitations..........................................................................................
Findings..................................................................................................................................
Interpretation of Results.........................................................................................................
Application and Conclusions.................................................................................................
Next Steps Forward: Implementation...................................................................................

References..............................................................................................................................
Appendixes............................................................................................................................
Curriculum Vitae....................................................................................................................

ii

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Place Title of Paper Here
Problem to be Investigated
Purposes and Assumptions
In this section include the reason or purpose and rationale for this study. Also
included will be any assumptions that were made during the course of this study. These
assumptions may include assumptions in design, development, and implementation of the
study.
Justification
This section provides justification for this study. It may include rationale
provided by a district or department situation. Provide background information as part of
the justification. Justify the design of the study that was developed and implemented.
Provide rationale for the subjects selected to participate, and the instruments used to
gather the data needed to address the purpose of the study. Review what has gone on
previous to this study, if applicable. Include definitions of instruments used, if not well
known, instruction that will be provided for validity and reliability of the study and its
components, and any additional information that would provide justification for your
study.
Research Questions of the Literature Review
Write the questions you want answered by your Literature Review that will
provide you with the background information you need to develop an action research
project that will positively impact the academic achievement of students. Be sure to
write questions broad enough to provide you with enough information, yet narrow
enough so that you are not overwhelmed by the amount of information you read.

1
Review of Literature
Write a narrative that reviews the information found in enough sources to provide
you with a solid review of the information and research already done on your topic. Use
as many primary sources as possible, as they provide you with data from studies that have
been done. This review will recap what was read in the literature that addresses the
purpose of the study. Subheadings may be used, but must be included in the Table of
Contents. The subheading will be printed in bold font on the left-hand margin of the
paper. The first line of print is indented on the line below the heading. Write using third
person, past tense in this section.
Organize your material in a logical manner that supports your topic. Background
information provides the reader with what has happened up to this time in relation to your
topic.
Only information read and reviewed is included in this section. Begin the
narrative with a short introduction, follow with the body of the review, and end with a
short summary paragraph of what was read and reviewed. This section of your paper
should be approximately 60 pages in length. See Appendix B (p. xx) for additional
information on footnotes and verb tense to be used in the literature review.

2
Action Research Plan
Background Information and Purposes of the Action Research Project
Use this section to state specifically the purposes of your project interjecting
information gathered from your review of the literature to direct and focus your study.
Begin each parap
Research Question of the Action Research Study
The Action Research Project addressed the following question(s): Write your
question(s) here.
Definitions of Terms
Term one. Define the term, using a grammatically complete sentence. Definitions
should be derived from professional or academic sources, not from dictionaries, and
should include an APA style citation.
Term two. Note that major works are capitalized in Level 1 and Level 2
headings. But in Level 3 headings, only the first words are capitalized. Note also that
every level must contain at least two headings at that level.
Research Design
This is a comprehensive discussion about how you conducted your study. In the
following sections you will provide: an introduction to your study, background
information and all information to help the reader understand the importance and
relevance to the subjects, school, or site of the study.
In this subsection identify the design methodology for your study (for example, This
study was a quantitative, non-experimental comparative study).

3
Population
Define the subjects of your study. Be all-inclusive and specific with your
description. Include such information as diversity and student demographics. (These
data may be included in tables or figures to provide specificity to the narrative
information.)
Sample
In this section, you will discuss the smaller group of subjects who were selected
to participate in the study and including how they represent the larger population from
which they were selected. Include the selection process that was used to select the
subjects and any limitations to the selection process. Include any factors that were taken
into consideration to limit threats to the validity or the reliability of the study.
Instruments
Thoroughly describe each instrument and how each instrument was scored.
Include information on rubrics used, scores given to surveys, Lichert scales, or other
measures used. Also include information about where the instrument came from or how
you designed it, how you piloted it, improvements (if any) you made as a result of the
pilot, and so on.
Procedure
At this point you will provide information about how the study was designed.
Describe what was done to gather the information necessary to complete the study and
why that information was needed. This section will probably have several subheadings
because each different data gathering technique will have its own section. These
headings may include: Study Timeline, Interviews, Pre and post-test assessments, Lichert

4
survey, and Questionnaire, among others. Be specific in describing the exact procedures,
any changes that you made to the procedures and how you progressed, limitations you
ran into, obstacles that you encountered, assistance you received, etc. Explain your
rationale for including each instrument, or procedure used.
Validity and Reliability
In this section discuss the forms of validity that were addressed in the study and
how they insured that the information gathered was valid and reliable. If there is a
question about validity of an instrument, further discussion on why the instrument was
used is warranted. This is a very important part of the design. Much thought must go
into the discussion of the instruments used. Discuss any internal or external threats that
were possible threats to the study and how they were addressed so as not to affect the
results.
Reliability of the instruments is also addressed. A discussion of any inter-rater
reliability tests that are used should be included in this section. Also include a discussion
of results that were gathered during the use of these tests. Formula used for these tests is
also appropriate for this section with a discussion following it. Subheadings may be
included in this section. These may include such heading as: Measures of Inter-rater
Reliability, Comparison of Scoring Sessions.
Ethical Considerations
In this section, describe steps you took to assure the study meets ethical standards
for educational research

5
Concerns and Limitations
In this section discuss the concerns and limitations that were considered during
the development and implementation of this study. Include concerns and limitations with
the instruments used and the data gathered. Determine if these could be used of the data
for reasons other than those stated in the design of the study.
Results
In this section, report the data obtained from your action research project;.
Include any charts and graphs necessary to illustrate your findings. (See Appendix D, p.
xx)
Findings
This is the section in which what was found in the data is revealed and discussed.
Narrative information may be interspersed with graphs and tables, correctly labeled and
headed, to explain what is being shown. Be specific about all areas researched. Break
the information down into pieces that answer one finding at a time.
Interpretation of Results
In this section explain the significance of the results--what they mean and why
they are important. The discussion should be thorough and include information about
how the results relate to your research question. Any limitations or factors that should be
taken into account when interpreting the results should be included here.
Application and Conclusions
In this section explain how your research will influence your professional
practices. Use the first person when describing how you will apply the results of the

6
action research and of the findings of the literature review. This section should be
thorough and detailed.
Next Steps Forward: Implementation
Create a plan or course of action for applying the findings from your literature
review and action research. You are to apply the knowledge and skills gained in the
course, literature review, and action research in a summative discussion of the leadership
actions that can be implemented in your current setting or another setting. Suggest any
changes needed to further implement your findings.
After concluding the last line of your paper, insert a page break (Insert, Page
Break) to force a new page. Do not press the enter key repeatedly to for a new page.
Doing so will cause your references to move every time you make a revision to your
paper.

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References
Begin typing here. Do not press the Enter key until the entire entry has been typed. Press
Enter to begin the next entry. The references below are provided only as
examples.
Dewan, S. (2010, February 12). Experts say schools need to screen for cheating. The
New York Times. Retrieved from
http://www.nytimes.com/2010/02/13/education/13erase.html?ref=education
Gibbs, J. T. (Ed.). (1991). Children of color. San Francisco, CA: Jossey-Bass.
Harding, T. (2010). Fostering creativity for leadership and leading change. Arts
Education Policy Review, 111(2), 51-53. doi:10.1080/10632910903455827.
Rhodes, C., & Brundrett, M. (2009). Growing the leadership talent pool: Perceptions
of heads, middle leaders and classroom teachers about professional
development and leadership succession planning within their own schools.
Professional Development in Education, 35(3), 381-398. Retrieved from ERIC
database. (EJ863450)

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Appendixes
Additional information in the form of tables, additional sources of information,
not included in the literature review, materials prepared prior to sharing the results, or any
other material may be included in this section. This may also include any grants written
as a result of this study. (See Appendixes ACurriculum Vitea
The curriculum vitae (CV) is the final item listed in the table of contents. A copy
of the Authors CV must be included at the end of the thesis. The CV may be formatted
in either basic outline form, as a rsum, or in full-sentence form. The CV must conform
to the same margin specifications as the thesis and be included in the pagination.

9
Appendix A
The Abstract

10
The Abstract

Identify the purpose and theoretical foundations, if appropriate.

Summarize the key research question(s).

Describe, briefly, the overall research design and methods.

Identify the key results, one or two conclusions, and recommendations that
capture the heart of the research.

Conclude with a statement on the implications for positive social change.

Form and Style Tips

The abstract must be a single paragraph, with no indentation, contained on one

page.

Maintain the scholarly language used throughout the thesis.

Keep the abstract concise, accurate, and readable. Use correct English.

Ensure each sentence adds value to the readers understanding of the research.

Use the full name of an acronym and include the acronym in parentheses; you
can thereafter refer to the acronym

Do not include reference or citations in the abstract.

The abstract cannot exceed one page. It is doubles-aced in the same font size
and style of the thesis body, is one block paragraph and has the same margins
as the thesis body. It does not have a page number.

Common Abstract Problems

The following issued could delay the approval of your abstract:

There are grammar, punctuation, and spelling errors.

11

You have not included definitions of terms, especially those important enough
to be in your title (e.g., WiFi, PTSD, UN).

Social change implications are inadequate or are missing.

The research problem, research question, or purpose of the study is unclear.

You have not answered the question, So what? You need to indicate why
the research was/is important. Who would care if the problem is solved?

The abstract should not exceed one page.

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Appendix B
Footnotes and Verb Tense

13
Footnote and Verb Tenses
Footnotes
APA does not allow for endnotes or source footnotes. Content footnotes, used
sparingly, may assist the reader. In general, however, something important enough to
appear in a content footnote is important enough to appear in the text.
Verb Tense
In the review of literature, use the past tense when reporting past research.
Jenkins (1994) observed three reasons why victims of abuse do poorly in school. Note
here that what Jenkins observed is a present tense clause. Presumably, these three are
still the reasons victims of abuse perform poorly. However, the predicate of the sentence
(observed) is written in the past tense. Of course, if Jenkins was reporting a historical
fact, the entire sentence would appear in the past: Jenkins (1994) found four reasons
that AIDS spread through the gay population in the 1980s. Some writers refer to past
research in present tense. Jenkins (1994) reports that there are three main reasons
victims of abuse do poorly in school. But if this same writer decides to refer to Merton
(1950) or Watson (1920), he or she will have difficulty staying consistent: Watson
(1920) argues that . . .Watson is long dead and therefore it is awkward to report his 80year-old research in the present tense. APA specifically requires that the literature be
presented in the past tense: Watson argued that . . .

14
Appendix C
Definitions

15
Definitions
Many theses include a brief listing of key terms that the author interprets and
clarifies for the readers benefit. In general, do not define a common term such as
teenager (a person between 13-19 years, inclusive). List only ambiguous,
controversial, or operational terms used throughout the thesis. Technical terms are
usually defined in the text, if necessary. Definitions must be explicit, specific, and
scholarly. See below for more information on defining terms and further instruction on
words used as words. If defining a term you need to determine whether the definition
belongs in a list or in the text.
There are three options for defining key terms. Consult your committee
chairperson about what is most appropriate for the readers comprehension.

List key words or phrases in a section called Definition of Terms, at the end of
the first chapter.

List all key terms in a glossary, in an appendix.

Define more common terms, particularly acronyms and technical terms with
only immediate application for the reader, upon first usage. (Per APA 4.21),
remember to italicize key terms on the first usage.

Definition Examples
Note that it is important to give proper credit to the originator of the definition.
The following examples illustrate different approaches to this issue. The first two
examples might well appear in a section called Definition of Terms.

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1. Dialects. Language varieties that initially and basically represent various
geographic origins (Fishman, 1972, p. 5). This writer might have chosen an
entirely different definition, depending on how it was employed in the project.
2. Dialects. Differences between kinds of language that are differences of
vocabulary, grammar, and punctuation (Trudgill, 1974, p. 17).
Or the writer might have decided, for purposes of this paper, that the reader is best
served by defining the term in the text, this way: Fishman (1972) used the term dialects
to mean varieties of language that initially and basically represent divergent geographic
origins (p. 5).
Words Defined and Words Used as Words
To emphasize a word or highlight a word used as a word, set it in italic type on
the first reference. Be consistent throughout the document. This most often occurs in the
context of defining a word, term or phrase:
The term networking refers to creating relationships and saving contact
information for a specific situation, usually a job search.
Roman, not italic, type should be used for such scholarly Latin words and
abbreviations as ibid, et al., and etc. An exception is made for the term [sic], which is
always italicized and set in square brackets, as shown here.

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Appendix D
Tables, and Figures

18
Tables and Figures
In the body of the thesis, information that does not appear in textual form must be
formatted and labeled as either a table or figure. APA does not allow for the words
graph, illustration, or chart. Refer to them as either a table or a figure.

Tables and figures must fit within the margin specifications.

Do not separate a title or caption from the table or figure it identifies.

Tables and figures are to be numbered without a suffix or indicator of the

chapter in which they appear: Table 1, Table 2, Table 3; Figure 1, Figure 2,
Figure3, and so on. In the appendices, tables are called Table A1, Table 1,
Figure 1, Figure B2, and so forth.

In the text, capitalize the words table or figure when referring to them (e.g.,
see Table 12). Refer to the specific table number, not to the page number on
which it appears or as the table below.

Tables
Place the word Table and the table number above the table, flush on the left. The
title of the table appears below the table number and is double-spaced flush left in italics,
in title case. If the title runs over one line, single-space the two lines of the title, leaving
the space between the table number and the first line of the title. Double-space or triplespace before and after the tablebe consistent.

Table 1
Comparison of Learning Styles With Self-Reported Multiple Intelligences

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Information regarding abbreviations or symbols used in a table, copyright information,
and probability must be located in a note below the table. See APA 5.16 for information
about formatting table notes.
Figures
Place the word Figure and the figure number under the figure, flush left in italics.
The title of the figure goes next to the number in sentence case, Roman type, doublespaced. In theses, do not type captions on a separate page.
Figure 1. Bar graph showing hours of television watched per week, by age group. From
Stations increase; viewing time decreases, by M. J. Fazio, 1994, Journal of Broadcast
Communication, 4(1), p. 145. Reprinted with permission.

In theses, tables and figures are inserted into the narrative as close to the text
that introduces them as is practical.

Do not split a table unless it is too large to fit on one entire page. Placing a
table on its own landscape oriented page is permissible. Do not place any text
on a page if a table or figure takes up three fourths of more of the page.

The font size used in tables and figures may be smaller than that used in the
text; however, to ensure professional appearance legibility, it should be no
smaller than 8 points and larger than 12 points.

Grayscale (shading) and color used in figures is acceptable; however, they

often will not reproduce well. Instead, consider using crosshatching, broken
lines, and so forth.