Dissertation review processes and methodologies

¶ … School Psychology Practitioners Regarding the Federal Definition of Emotional Disturbance" is clearly stated and succinctly represents the research questions without divulging the results of the study.

The literature review covers all the issues mentioned in the introduction, including the implications of classification systems and their manifestations such as the DSM, and the use of classification systems to diagnose mental and emotional disorders. The section of the dissertation does have a brief introduction that presents an outline of the organization of the review; in this case the author mentions the use and evolution of the DSM and other diagnostic models before launching into the literature review proper. The literature review is lengthy and thorough, offering rich support for the research question and potential for extended analysis. The author makes sure to point out the significance of the research topic, for instance by mentioning the problems with classification systems in determining federal funding for schools. The literature review emphasizes and analyzes relevant prior research, and is written in the form of an essay, not an annotated list. The section is arranged in chronological order with subheadings to reflect the trends in classification systems like the DSM. The author also indicates the main topics to and issues be addressed by the current study. By identifying gaps and problems in the prior research, the author shows why he or she chose to undertake the current study. Findings from previous research are included. Quotes are used judiciously; there are only a few quotes.

PURPOSE

The purpose of the dissertation is clearly stated in a separate section of the literature review; therefore, the statement of purpose flows directly from the literature review. Furthermore, the literature review was thorough enough to provide the background information warranting the current study, and the author clearly outlines thirteen research questions and twenty-eight research hypotheses.

DEFINITIONS

The author included a separate section for the definition of terms, beginning on page 5 of the dissertation. All the variables included in the research hypotheses, including emotional disturbance, are clearly defined. Operational definitions are not provided but there are no terms specific to the current research. Limitations of the study are discussed in a later portion of the dissertation.

METHODS

The research design is made clear. Informed consent was briefly mentioned, as was confidentiality, but indirectly. The research population was clearly identified, and the sampling methods were discussed clearly too. Data was collected through the administration of a survey, which was the only research instrument used. The results could be replicated if the same survey measure was used.

RESULTS

Descriptive statistics are presented and the statistical analysis is accompanied by tables. All results are discussed without author bias. Implications and recommendations for future research are provided at the end of the dissertation.

ABSTRACT

The abstract of the study refers clearly to the research purpose and questions and contains highlights of the methodology and results of the study.

The title of the dissertation, "Personality types of selective teachers of students with special needs and longevity in their field," is a bit awkward. However, it does indicate the topic studied without mentioning the results.

LITERATURE REVIEW

The opening of the literature review identifies problem areas in the research. The introduction to the literature review includes a brief outline of what areas will be discussed. The literature review addresses the research questions and supports analysis. The author makes sure the significance of the topic is explicitly stated, such as when he or she mentioned the implications of teacher shortages. The literature review emphasizes the previous studies, including their data on subjects and analysis, as necessary. The author uses essay format for the literature review, not simply an annotated list. Moreover, the literature review demonstrates research trends and addresses the issues and topics of relevance. Gaps and problems in prior research are also addressed in the literature review, which concludes with a general summary. Throughout the literature review the author includes relevant findings. Quotes are sparingly used.

PURPOSE

The research questions are clearly stated in a specific section of the introduction of the dissertation, but the hypotheses are less overtly stated. However, there is sufficient evidence to form a hypothesis regarding the relationship between variables. The "statement of the purpose" section presents the reasons for conducting the present study, but this section is included in the introduction, not after the literature review. Therefore, the flow of the dissertation is somewhat disrupted.

DEFINITIONS

Variables of the study are clearly defined. In fact, a list of definitions, including operational definitions, is part of the introduction to the dissertation. Limitations and delimitations are identified and discussed, as are assumptions.