Nova Southeastern University Formatting

Lorraine Maslow Professional Editing/Word Processing P.O. Box 695, Odessa, DE 19730 [email protected] ______

MASLOW'S MINI-MANUAL

An unofficial collection of hints for proposal and dissertation preparation by doctoral candidates

january 2008

*Note: APA made some updates at the end of June that are not yet required by Nova. Check ARC Web site for announcements.

DISCLAIMER: This is an unsanctioned, unofficial document, and the author makes no claims otherwise. It is meant solely as an impromptu group of hints based on the most commonly occurring APA and NSU errors observed by this editor. Neither NSU nor ARC has made any review or approval of this document. This document may not be adapted, revised, changed, published, or distributed without permission of the author. ©2002-2007 by Lorraine C. Maslow. PREFACE

This document was created for several purposes:

1. To help doctoral candidates avoid making common errors.

2. To save students $$ by requiring fewer editing revisions.

3. To allow the editor to serve more students in the same amount of time.

The sections in this unofficial “mini-manual” are meant to help students get to and through the final format review in the least amount of time possible.

Please keep in mind that the editors’ goal is the same as yours: To get the document to pass the review so that you can receive your degree as soon as possible.

Lorraine Maslow

Also available upon request:

- Page numbering instructions - Past tense instructions - Comma usage - Description of plagiarism - Samples of various documents, tables, etc.

Important NSU/ARC links (cut and paste into your browser):

In-depth reference and cite instructions and samples (from ARC Web site): http://www.nova.edu/library/dils/lessons/apa/

Submission Pr ocess: http://www.schoolofed.nova.edu/arc/academic_resources/processffr.htm

ARC Academic Resources: http://www.schoolofed.nova.edu/arc/academic_resources/index.htm

Style guide: http://www.schoolofed.nova.edu/arc/pdf/sgad.pdf

Format review description: http://www.schoolofed.nova.edu/arc/res_writing_and_preparing/ffr.htm

APA minilessons (from ARC Web site): http://www.schoolofed.nova.edu/arc/res_writing_and_preparing/miniapa.htm#Clauses

See ARC Web Site/Academic Resources for more useful information. CONTENTS

General format setting - margins, auto-features, spacing, phrasing, bullets, section ending...... 1 Acronyms...... 3 Tables, Figures...... 3 Cites, References, Quotations...... 3 Block quotes...... 4 Ampersand...... 5 Appendixes...... 5 Table of Contents...... 5 Hanging Indent...... 6 Writing Style...... 6 A few quick tips...... 7

SAMPLES Cover page...... 8 Approval page...... 9 Table of Contents...... 10 First page of a chapter/subheading levels...... 11 References...... 12 Newspaper article...... 12 Book, chapter in a book...... 12 Author is publisher...... 12 No author...... 12 No date...... 12 Articles - journals, magazines...... 13 Internet sources...... 13 Paper presented at meeting or convention...... 13 ERIC documents...... 14 Database documents...... 14 Dissertations...... 14 Tables...... 15 Figures...... 23 Seriation (numbered list)...... 26 Definition of terms...... 26 Quoted list...... 27 Quotes...... 27 Time line...... 28 Abstract...... 29 Sample cites (with and without quotes)...... 30 1 Formatting Hints for APA and NSU Compliance

CHECK ARC WEB SITE OFTEN FOR NEW RULINGS, especially Fall 2007.

This mini-manual contains hints and suggestions for proposals and dissertations. Your level of expertise with MS Word and other software will determine how much or how little of this document will be of help to you.

General/Overall

 Use NSU Form and Style Guide (October 2004) and APA manual (5th ed.).

 Microsoft Word: disable (uncheck or turn off) all autoformat options (on "Format" menu). Disable widow/orphan feature-Format, Paragraph, Line Breaks, uncheck all 4 top boxes.

 Use the NSU Form and Style Guide for format and the Dissertation Guide for your program for content. See RUBRICS on the ARC web site for your project.

 No first person (I, we, our, my, etc.) No second person (you, your, etc.)

 Use plural with the word "data" (data are, these data, etc.)

 In a series of three or more things, place a comma after the next-to-last item (students, teachers, and administrators).

 Acknowledgments page (note spelling) is double spaced, cannot exceed 1 page.

 Do NOT use a row of periods on the table of contents. If you are using an editor, just put the headings and the editor will insert the dot leaders and page numbers.  Do NOT use the automatic table of contents generator.

 Do NOT use Section Breaks except from table of contents to page 1, chapter 1. To get to the next page, use CTRL-Enter for a “manual page break”

 Dean’s title is Executive Dean for Research and Evaluation.

 Set Margins: Left: 1.5 inches Right: 1 inch Top: 1 inch Bottom: 0.95 inches (trust me on this one)

All pages INCLUDING APPENDIXES and TABLES must meet margin requirements. REALLY. . . EVERY PAGE. . . . ALL OF 'EM. 2  Set the font for Courier New or Times New Roman (size 12).  Set page numbering with same font.  All pages must be numbered consecutively, including all pages of appendixes.

 Do NOT number pages manually.

 TURN OFF widow/orphan feature (highlight entire document [CTRL-A] then Format-Paragraph-Line Breaks then uncheck everything). It's OK to have a single line (or even a single word) at the top of the next page.

 Do NOT hit "enter" at the end of every line of text. The computer software will move to the next line automatically. If you have done this already, you will be asked to undo it, especially in the reference section.

 Change proposal from present tense to past tense for the final dissertation to reflect what was actually done (where appropriate--setting and literature review should be OK "as is").

 Only one space after ALL punctuation.

 Paragraphs are indented 1/2 inch. Do not use space bar to indent.

Everything in the body of the paper is double spaced except abstract, table and figure titles, table notes, 2-line chapter names or subheadings, reference entries, and block quotations.

 Avoid phrases such as "3 years ago," "past 2 years," "currently," "this year," "today," "last decade," etc. Give specific years (e.g., 1999-2001).

 Use figures for minutes, hours, weeks, days, years (not school years), decades, etc., anything time-related (e.g., two people but 2 hours). Use figures for all numbers 10 and over. (see APA manual, pp. 122-125 for numbers rules)

 Use numbers and symbol for percentages, e.g. 25%.

 DO NOT USE BULLETS or other symbols to enumerate items. Use numbered paragraphs with only first line indented. See samples, p. 26. The next two items show the correct style; must disable MS Word autoformat first.

1. When you get to the end of a section or chapter and you want to go to the next page but you're not at the bottom of a page, do NOT hit "enter-enter-enter" to get to the next page; do not use Section Break. Instead, press CTRL-Enter and it goes to the top of the next page even if changes are made in preceding text.

2. Approval Page: Be sure names are spelled correctly and degrees are correct. Date lines must go to right margin. Acronyms 3

Create acronym at FIRST use of term. Thereafter, use ONLY the acronym. Do NOT redefine or alternate between acronym and full term. (Full term should be used in table titles and any subheading that will be on the Table of Contents.)

Do not create an acronym if it isn’t going to be used at least three times.

Tables, Figures (see samples starting on p. 15)

 See APA 5th edition manual. Font may be reduced to size 10 or 11 for tables to help them fit onto the page and within the specified margins. See samples.  Tables must be introduced in the text before they appear.  Tables and figures follow as closely as possible their first mention in the text.  Complex or too-long tables may have to be converted to an appendix.  Do NOT repeat all of the table data in the text; that is redundant.  Do NOT split a paragraph in order to make a table (or a figure) fit onto a page. It must be between paragraphs. Cites, Quotations, References (see also Ampersand)

Please do NOT use a special software program to create cites and reference list. It probably will not comply with APA or NSU requirements and can be difficult to revise.

Do NOT use cites in the Abstract.

 But--everything that you read somewhere and used MUST BE CITED.

 Cites are by author and year of publication, NOT by document title (add page number after quote if verbatim). Exception: If there is no author, cite by first few words of document title; if there is no year, use (n.d.). See samples.

 Each cite must have a corresponding entry on the reference list. See manual on references for different kinds of publications.

 Avoid verbiage such as this: In a study by Smith (1999).... Instead, start with the author: Smith (1999) found ......

ARC RULING: The literature review should not simply be quote after quote. All information from published sources should be interpreted, paraphrased, and grouped with similar information from several sources. Quotes should be used only in a few instances where the information is stated in a special way or cannot be paraphrased. Excessive quotes will be rejected.  Block quote: Quotes of 40 words or more -- indent on the left only; single space. If a list, use the form of numbering in the source (but NO bullets). See sample for the really weird indenting required by NSU and APA. 4

 Do NOT hit “enter” at the end of each line of a block quote and then tab over. Instead, reset the left margin for the block quote by moving the triangles on the ruler at the top of the screen. If you don’t know how to do this, leave the block quote single spaced and at the left margin so the editor can move it.

 Quotes must be introduced-- According to Smith (1999), "Homework is an activity required by most high schools" (p. 17). Do NOT put author, year, and page number together at the end of a quote.

 All verbatim quotes must be cited and also must have the page number from which they were taken.

 For verbatim quotes from Internet sources, if pages are not numbered, provide the subheading and paragraph number under it (Summary and Conclusions section, para. 3). Use of only a paragraph number by itself should be very rare. Paraphrase as much as possible to avoid this difficulty.

 Use PAST TENSE for “author verb”: Rothwell (2005) maintained that, when an organization has a succession plan, it is easier to implement its strategy.

Put a space between the p-period and the page number.

Secondary source. This is someone you read ABOUT in a source but did not read that author’s work specifically. Let’s say Smith (1999) reported on a study by Jackson. DO NOT QUOTE from Jackson; paraphrase only. ARC really doesn’t like quotes from secondary sources.

 Proofread references for 100% accuracy. Cross-check your cites and references before considering the report "done." Make sure name spellings and publication dates match and titles are exact.

If there are two references by the same author published in the same year, alphabetize by first (or second, as necessary) word of the title of the document. After the year, the first one alphabetically gets "a" and second gets "b" and so forth. Include the letter in cites, e.g., Smith (1999b) wrote about Rodin exclusively. Examples of references:

Smith, A. (1999a). People in the news. New York: Longman. Smith, A. (1999b). Statues in the park. Thousand Oaks, CA: Corwin.

Avoid class, workshop, or seminar handouts on reference list (see APA, "publications of limited circulation," p. 264). Some may be considered a "personal communication" (see APA manual, p. 214, but do not use as it reveals person’s name). Other handouts that are no longer available are not appropriate for reference listings or cites.

The Ampersand for Cites 5 Note the difference between stating the authors and citing the authors (and vs. &). If authors are inside parentheses (cite), use &. Before parentheses, use and.

Crockett and Boone (2002) observed that the Alamo was a great place.

The price of tea in China has doubled since 1950 (Ling & Su, 2001).

Do not use the & in the narrative at all. It is only for cites and references.

Appendixes

 DO NOT INCLUDE IRB MATERIALS in a final dissertation.

 Do NOT use or reproduce NSU letterhead.

 Each appendix requires an individual cover page (sample in Nova style guide). Do not repeat the word "Appendix" on the first page of the actual appendix.

 Appendixes must be introduced in the text and appear in alphabetical order: Mention Appendix A first, B second, etc. They must appear in the back of the report in the same order.

 Do not include any appendixes that you did not refer to in the text.

 All appendixes (and everything else in the paper) must fit within the margins.

For appendixes that you did not create, you must have written permission to reprint or adapt and a source note at the bottom of the last page of the appendix. See APA 5th edition manual p. 175 for exact requirements of the note. Written permission does not go in the dissertation. This is a really good motivator NOT to use copyrighted materials in the appendixes but, instead, just cite in the narrative and put on reference list.

Table of Contents

To format: Set tabs as follows for the table of contents pages (Format - Tabs): 1. Clear all. 2. Set a left tab at 0.5 inch. 3. Set a left tab at 0.8 inch (for appendixes, tables, figures) 4. Set right dot-leader tab at 6 inches.

Use the tab key, not space bar, to indent and to type page number.

Titles and headings must be EXACTLY the same as in the text. All words 4 letters or more are initial caps, including "From," "With," etc. Also capitalize shorter words if they are important, such as Starting a Fan Club. See “capitalization” in APA manual. 6

Hanging Indent (for references)

This is one of the more difficult concepts. Your editor will do it for you if you wish; just type all reference entries flush left with no indents; do not hit “enter” at the end of any line within each reference except, of course, at the end of each source.

Type the reference list just like you would regular text. Start at the left margin and continue typing the entire entry. At the end of an entry, hit "enter" twice.

There should be one blank line between references.

Let the text "wrap" to the next line automatically; do not hit "enter" in the middle of a reference listing just because you got to the end of the line. Do NOT block indent the 2nd and subsequent lines.

Internet addresses MUST NOT be blue and underlined and must not be a “link.” Disable the MS Word feature that converts them to a link.

After you have completed the whole list, highlight all references (not including the word "References"). Go to Format-Paragraph-Indentation-Special, and you'll get a list. Click on "Hanging."

Writing Style

"Since" means sort of "from a time," for example, Since 2002, 15 teachers have left the school. Otherwise, the proper word is probably “because” -- Because the benefits are substandard, teachers have moved to other districts.

"While" means "at the same time." While the eighth-grade students used the computer room, the seventh-grade students used the music room. Your actual meaning varies and should be either "although" or "whereas" as appropriate to what you are trying to convey.

Do not use “comprised of” when you mean “composed of.” (Hint: ARC reviewer prefers the latter.)

Do not use “it is/was,” “there are/were” and so on, as the “it” and “there” have no meaning and refer back to nothing. Examples:

WRONG: It was determined that both groups needed more training. (who determined?) RIGHT: The study results indicated [or the researcher determined] that both groups.....

WRONG: There were several reasons for the poor outcome. RIGHT: Several reasons were found [or existed] for the poor outcome.

7 Some Handy "Quick Tips" In the fourth grade but in Grade 4. five research questions but Research Question 1 or Outcome 2 etc.

Students in third grade but third-grade students. Decision-making process but ... persons involved in decision making are often..... (hyphenate only when followed by a noun) (see APA manual, pp. 91-92)

See hyphen chart on p. 92 of APA manual. This means no hyphen but make a single word (not post-intervention but postintervention; not pre-test but pretest).

People WHO, things and animals THAT -- teachers, students, administrators, staff members, faculty, participants, researchers, authors, etc., WHO . . . .

Put a comma after the next-to-last thing in a group of 3 or more, including authors on the reference list. Put a comma after the month only if full date is given: May 2004 but May 25, 2005.

WRONG: These indicators include: (a) student performance, (b) practice implementation, (c) teacher training, and (d) stakeholder perception. OMIT the colon.

Avoid past-perfect tense (had been, had shown, etc.). For final dissertations, avoid present perfect (has been, has shown, etc.). Use plain past tense where appropriate (was, showed, etc.).

You wouldn’t say “firstly,” so don’t say “secondly” or “lastly” or similar--just first, second, third, etc.

WRONG: There are seven strategies included in this section.. RIGHT: Seven strategies are included in this section.

Indirect construction should be avoided, such as “it was assumed that .....” or “there were several students who did not complete the program.” Instead, “the researcher assumed.....,” or “several students did not complete.....”

“Additionally” ...... “also” in the same sentence is redundant.

Common problem areas are hyphens and numbers. See APA manual, pp. 91-92 and 122- 125 respectively.

The If/When Dilemma

Briefly: If/then, and Whether/or not. The “or not” does not have to be included in a sentence. Examples:

If we use an umbrella when it rains, then we won’t get too wet. The problem was to determine whether [or not] smaller classes would increase achievement. 8 Using Professional Development to Reduce Rates of Student Referral for Special Education Evaluation

SAMPLE COVER PAGE NOTE even spacing between sections

by James R. Mitchell

NO CLUSTER or NUMBER

Type the next section EXACTLY as shown (for proposals, insert Proposal before Submitted)

An Applied Dissertation Submitted to the Fischler School of Education and Human Services in Partial Fulfillment of the Requirements for the Degree of Doctor of Education

Nova Southeastern University 2008 9 Approval Page

This applied dissertation was submitted by James R. Mitchell under the direction of the persons listed below. It was submitted to the Fischler School of Education and Human Services and approved in partial fulfillment of the requirements for the degree of Doctor of Education at Nova Southeastern University. WORDING MUST BE EXACTLY LIKE THIS.

______David Weintraub, EdD No periods Date Committee Chair

______John Kellmayer, EdD Date Committee Member

______Maryellen Maher, PhD Date Executive Dean for Research and Evaluation

Date line must extend to right margin

Be sure names and degrees are accurate. 10 SAMPLE Table of Contents Do NOT use rows of periods--use dot leader in tab setup Page Chapter 1: Introduction...... 1 Description of the Organization...... 1 The Changing Role...... 3 Problem Statement...... 6 Background and Significance...... 7 The Research Questions...... 15 Definition of Terms...... 17

Chapter 2: Review of the Literature...... 24 Instrument Selection...... 28 Manufacturer Instrument Studies...... 37 Contractual Issues...... 40 Literature Review Summary...... 43

Chapter 3: Methodologies Used in Research...... 45 Objective-Based Evaluation Methodology as Reported in the Literature...... 45 Research Procedures...... 45 Research Evaluation Goals...... 48

Chapter 4: Results...... 51

Chapter 5: Discussion of Results, Limitations, Implications, and Recommendations...... 57 Significance to Consultants...... 57 Significance of the New Patient Practitioner...... 58 Significance to the Healthcare Team...... 58

References...... 61

Appendixes A Increases in the Incidence of Chronic Disease.....67 B FDA Summary...... 69 C Comparative Testing, Trained/Untrained...... 71 D Selection of the Formative Committee...... 73 E Letter of Invitation for the Formative Advisory Committee Members...... 76 F Questionnaire for Criteria Used to Select Participants...... 79

Note. For a 2-line chapter title or subheading -- do not indent 2nd line past first line starting position. 11 Subheading levels shown (marked *) are the only ones allowed.

Chapter 2: The Setting (on the 1” line)

*Description of the Organizational Setting SAMPLE PAGE

*Introduction. The school was built as a middle school in 1962. It was renovated in 1998 and reopened as an elementary school for the 2001-2002 school year. This inner- city elementary school is located in one of the 10 largest school districts in the United

States. The present enrollment of 765 students includes Head Start through Grade 5 with various exceptional education programs and Limited English Proficient programs. The seven kindergarten classes have a pupil:teacher ratio of 26:1 with each class sharing four full-time paraprofessionals assisting the teachers and students. Grades 1 through 3 have a ratio of 25:1. The ratio for Grades 4 and 5 is 35:1. The student population is 30% Black,

42% Hispanic, 24% Caucasian, 2% Asian-Pacific Islander, and 2% other. The percentage of students participating in the free and reduced-price lunch program is 84%.

Description of the setting. The instructional personnel base of 52 consists of a combination of experience levels varying from 6 months to over 20 years. The researcher is a school principal and has served in this capacity for 8 years. The community surrounding the school consists of predominantly low-income residences including a combination of Section Eight apartments (federally funded), housing projects, and trailers. The school has been designated as a Title 1 School-wide Project School, a government initiative to improve educational opportunities in schools with academically and socially at-risk children. Title I funding enables the school to implement programs as well as hire additional staff to lower the teacher:pupil ratio.

NOTE subheading levels and capitalization of 2nd level. May not have just one 2nd-level subheading under a 1st-level. 12 References

NOTE capitalization, italics, order of information, etc. SPACE BETWEEN AUTHORS' INITIALS; comma before the & for more than one author.

Newspaper article

Belluck, P. (1999, July 6). Racial gap perplexes educators. Raleigh News, pp. A1, A14.

NOTE: Newspaper article requires full date, year first.

Book or report

Senge, P. M. (1990). The fifth discipline: The art and practice of the learning organization. New York: Currency-Doubleday.

Marks, P., Salvia, J., & Ysseldyke, J. E. (1995). Assessment (6th ed.). Sweetwater, MA: Houghton-Mifflin.

Driver Education Association. (12005). Road rules. New York: Doubleday.

Chapter in a book

Magiste, E. R. (1994). Further evidence for the optimal age hypothesis in second language learning. In J. Lantolf & A. Labarca (Eds.), Research in second language learning: Focus on the classroom (pp. 51-57). Norwood, NJ: Ablex.

Blimling, G. (2003b). The influence of college residence halls on students. In J. C. Smart (Ed.), Higher education: Handbook of theory and research (Vol. VI, pp. 248-307). Bronx, NY: Agathon.

Author is same as publisher

American Automobile Association. (1999). Automobile safety manual. Fairfax, VA: Author. [means it was published by the author]

Article with no author or agency as author

Teaching on the web. (1999). Education Today, 33(1), 14-15.

Manhattan Institute. (2005). College retention: A growing issue. Retrieved January 22, 2006, from http://www.manhattaninstitute.org/collreten.htm

Newspaper article with no author

Newark cuts school budgets. (2005, October 5). Wilmington News Journal, pp. A1, A5.

Document with no date 13 Slivey, P. (n.d.). Ancient scripts. Retrieved January 25, 2004, from http://www.ed.gov/ hist/cite.htm

Articles in journals

Marsh, D. A. (2006). Making school reform work: Lessons from successful schools. Thrust for Educational Leadership, 25(3), 10-14.

Bentro, L. R., & Long, N. (1995). Cycle of conflict. Educational Leadership, 52(5), 52-56.

Articles in magazines or nonjournals

Mertaw, M. C. (1999, March). Making it work. Parents as Teachers, 11, 14-17.

Graham, B., & Forbes, R. (2005, April 17). Curriculum reform: A necessary evil? Education Week, 42, 29-35.

[note: month or full date rather than issue number for magazines; volume and issue are required for journals; note italics for vol. # but not for issue #; no space between]

Paper presented at a conference or meeting

Wilson, J. D. (1999, April). Teaching children to want to read. Paper presented at the annual meeting of the National Association for Literacy, Las Vegas, NV.

On-line Internet sources - Provide DATE FIRST RETRIEVED

NOTE: MUST disable MS Word automatic feature--web addresses must NOT be underlined nor in blue and must be able to be divided. See Format-Autoformat- Options and uncheck all before retyping.

Hyde, R., & Park, B. (1995, May 22). Best of their abilities. Education Week on the Web, 14. Retrieved February 20, 2001, from http://www.edweek.org/ew/14.htm

Steege, M. W. (1998, May). School psychology: What a great IDEA! National Association of School Psychologists Communique, 26. Retrieved December 21, 2004, from http://www.nasponline.org/publications/cq/ cq267posbehsup.aspx

[note full date required for Ed Week and other weeklies; note dividing of web address to balance lines--after / but before a period]

Williams, P. F. (1991). Position paper on supported inclusive education. Retrieved January 28, 2001, from http://www.arcnj.org/html/inclusive_ed.html

British Toy and Hobby Association. (2000, July 27). Nno time for child's play [Press release]. Retrieved May 25, 2001, from http://www.btha.co .uk/pr/pr270700.html

Web address must go to document being listed, NOT to the "home page." No period 14 after web address. Try to find web address that is not excessively complex.

Internet quotes in narrative must be introduced with author and year and “page number” cite after quote must include section/subheading and paragraph number counted within that section (Introduction and Overview section, ¶ 3).

ERIC documents

[MUST INCLUDE PUBLICATION INFORMATION or Internet address that goes to the actual document being listed OR retrieved from ERIC database.]

Bernard, B. (1990). A case for peers. Portland, OR: Northwest Regional Educational Laboratory. (ERIC Document Reproduction Service No. ED327755)

Stone, L. (1991). Making the language laboratory interactive [ERIC Digest No. 119]. ERIC Clearinghouse on Language and Linguistics. Retrieved May 23, 2002, from http://www.ed.gov/databases/ERIC_Digests/ ed343407.html

[note no period at the end; no spaces in ED number]

OR if you got the document from the ERIC Internet site, you may provide the retrieval date and …. from ERIC database. Must have ERIC number at the end.

Marks, J. R. (1988). Evaluation methodology. Retrieved July 19, 2004, from ERIC database. (ERIC Document Reproduction Service No. ED296816)

Documents From a Database

Biswalo, P. (2001). The systems approach as a catalyst for creating an effective learning environment for adults in part-time and distance learning. Convergence, 34(1), 53-66. Retrieved January 26, 2002, from H. W. WilsonWeb database.

Ensari, N., & Miller, N. (1998). Effect of affective reactions on preferences for crossed categorization discussion partners. Journal of Personality and Social Psychology, 75, 1503-1527. Retrieved September 29, 2002, from FirstSearch database.

Green, P., & Glover, L. (2001). Ddistributed learning model. Advanced Management Journal, 66(3), 36-43. Retrieved March 17, 2002, from ProQuest Direct database.

Dissertations

Anthony, V. L. (1973). Personality correlates of effectiveness among student assistants in residence halls. Unpublished doctoral dissertation, Oklahoma State University, Stillwater.

Bell, E. E. (2002). Resident assistant motivations to seek the position: A comparison between generations X and Y. Unpublished master’s thesis, Virginia Polytechnic Institute and State University, Blacksburg. 15

Conlogue, J. A. (1993). Resident assistant perceptions of their roles and responsibilities. Dissertation Abstracts International, 54 (09), 3275. (UMI No. 9406339)

SAMPLE TABLES

NOTE: Size 10 font was used to enable this one to fit onto a single page. Use the largest size possible (10, 11, 12)

Table 2

Attrition of Each Graduating Class of SSDS Students From Kindergarten Through Eighth Grade, 1999 Through 2005 ______

Enrollment by grade ______

Year K 1 2 3 4 5 6 7 8 ______

1999 41 39 33 30 32 32 22 18 17

2000 42 29 28 27 31 31 21 16 12

2001 33 26 24 26 25 24 18 21 20

2002 35 32 29 30 30 29 7 21 (20)

2003 36 26 28 28 26 27 24 (19) (18)

2004 36 32 32 31 28 23 (18) (13) (12)

2005 47 33 29 29 28 (26) (21) (16) (15) ______

Note. Projections, using average student net loss per grade per year, appear in parentheses. K = kindergarten.

NOTE: Lines are not drawn using underlining but, rather, with the key to the right of the zero. Note space before and after lines.

Notes to tables and figures are in size 10 font. Table number and title must be in same size as the actual table. Note capitalization of first word only on column headings. Define abbreviations in table note.

NOTE: No tables with only one line of data; no rows or columns of "totals." If a column has all identical numbers, remove it from the table and add to table title or put it in a note. Example: number of participants or responses (put N = whatever in title). 16 NOTE single space within items but double space between. Space before and after all table lines.

Table 4

Major Admissions Responsibilities ______

Assignment Person assigned ______

Setting time lines Marketing and Recruitment Committee

Initial inquiries procedures Vice-Principal for General Studies, Support Services Coordinator Tour Guides For potential nursery parents Early Childhood Coordinator For potential Grades K-5 parents Vice-Principal for General Studies For potential Grades 6-8 parents Vice-Principal for Judaic Studies

Provide information packets, Administrative Assistant promotional items, and refreshments for tours

Follow-up letters and postcards Secretary

Screening of potential students Support Services Coordinator, and acceptance letters Secretary

Registration and enrollment Administrative Assistant Distribution of brochures Development Director ______

This is a sample permission note. See APA manual, page 175, for the rules and how to do a note for an article. See other samples for permission notes for other kinds of publications. YOU MUST ACQUIRE WRITTEN PERMISSION TO REPRINT but the letter or e-mail does NOT go with the dissertation. If the copyright holder requests that you add particular information to the note, you must do so.

Other sample permission notes are shown in following examples.

This type of “note” also applies to appendixes that were taken from someone else’s work. 17 Table 11

Qualitative Student Survey for Fifth-Grade Students Assessing Student Attitudes Toward Reading (in Percentages) ______

Pretest survey Posttest survey ______

Summary of question Agree Disagree Agree Disagree ______

1. I choose to read for pleasure during free time. 60 40 55 45

2. I often have trouble understanding material read. 20 80 36 64

3. I use self-correction strategies to understand. 73 26 82 18

4. I know how to find answers to my questions. 80 20 100 0

5. I often feel frustrated when I read. 40 60 27 73

6. I enjoy reading. 73 26 82 18

7. I choose to read one book a week. 46 53 64 36 ______

1. Cannot use just the survey question number.

2. Titles and column headings are single spaced but must be a space before and after all lines. Each entry is single spaced with an extra space between.

Table 7

Respondents' Perception of Competencies Acquired by Secondary Special Forms Program Students by Percentage ______

Competencies A D DK ______

Reading and problem solving 9 88 3

Written and oral communication 14 83 3

Academic skills for mainstreaming 1 99 0 ______18

Note. N = 138; A = agree; D = disagree; DK = don't know. 19 Table 2

Student Population Summary of the 1999-2000 School Year at Lindsey Martin Technical Education Center ______

Population ages ______

Ethnic background <16 16-24 25-44 45–59 60+ ______

Female

Asian or Pacific Islander 0 9 10 5 1

Black, non-Hispanic 34 1,264 1,160 230 44

Hispanic 11 639 1,050 225 89

American Indian or Alaskan Native 0 2 4 1 0

White, non-Hispanic 2 42 60 20 9 ______

Asian or Pacific Islander 0 12 16 3 1

Black, non-Hispanic 24 1,016 902 128 14

Hispanic 13 569 758 153 25

American Indian or Alaskan Native 0 0 1 1 0

White, non-Hispanic 0 37 65 17 1 ______

This sample permission note is for a district publication. It is for illustration only; school and district publications are no longer permitted on ref. list or cites because of confidentiality and anonymity requirements, so you would have the table but no note.

NOTE: See how table note is done--italics, period, then the note. It is always in size 10 font regardless of the size font of the rest of the table. This particular note is for a table that the writer did not create but took from a published source. See APA p. 175. 20 Table 3

Evening ESOL Staff Population for 1999–2002, by Gender ______

Race No. of staff ______

Female

Black, non-Hispanic 4

Hispanic 3

White, non-Hispanic 0 ______

Black, non-Hispanic 5

Hispanic 2

White, non-Hispanic 0 ______

NOTE: Lines do not have to extend all the way to right margin BUT title of table (and any note to the table) must not extend beyond the lines. It's OK to shorten the lines and move a word to next line of table to accommodate (see next sample). 21 Table 9

Percentage of Gold Team Students Scoring at Levels 1, 2, and 3 in May 2004 on Georgia CRCT Seventh-Grade Life Science Pretest Compared to Cohort Tested in August 2003 ______

May 2004 August 2003 Level (n = 81) (n = 78) ______

1 32 55

2 54 43

3 14 2 ______

Notes:

Table would look too spread-out if lines extended from margin to margin. If you choose to shorten it like this, it should be against the left margin and the title (and note if any) must not extend past the lines.

Statistical abbreviations should be italicized (n = 81). 22 A common survey response table:

Table 10 [note--same size font as table data)

Percentages of Responses to Statements, High Teachers

Neither Strongly agree or Strongly agree Agree disagree Disagree disagree Novice teacher statement (1) (2) (3) (4) (5)

1. I was prepared to begin my teaching experience. 22 47 12 8 10

2. I felt less competent in the classroom than other new teachers in my acquaintance. 0 18 16 45 0

3. I felt anxious about my ability to keep a class under control. 16 22 24 20 16

4. I was afraid other teachers would think I was incompetent. 6 20 18 33 22

5. I felt uncertain about my ability to improvise in the classroom. 10 10 10 45 24

6. I was afraid I would forget everything I knew when I got in front of a class. 20 12 14 29 24

7. My mentor met with me on a weekly basis. 29 31 8 14 18

8. I observed my mentor teaching a class. 18 20 6 35 20

9. My mentor encouraged me through positive reinforcement. 29 35 22 10 4

10. My mentor set high, attainable expectations for me. 29 31 20 4 16

11. My mentor was well prepared to guide me through mentoring activities. 29 31 20 6 14

12. I believe my mentor had the support of administration. 39 29 22 6 4

Note. If there were any abbreviations or other explanations needed for a table, this is how the note would be added--size 10 font. 23 A “word” table -- reduced to font size 11 to help it fit on one page. Table 4

Flight 3 Participant Objectives by Session

Session title Participant objectives

1 Accomplished Develop an awareness of classroom accomplished practices. practices Use a rubric to perform a self-assessment Explore resources for implementing effective teaching practices.

2 Student data Review testing terminology. analysis Understand state school grading system.

Analyze Florida Comprehensive Assessment Test (FCAT) data. Evaluate student needs as a result of data analysis. Learn classroom strategies to differentiate instruction according to readiness level.

3 Coaching Differentiate between effective and ineffective coaching. Explore issues that affect success of the novice teacher Demonstrate understanding of the expectations of a coach. Evaluate a variety of given situations and apply knowledge of the five coaching roles to the situations. Determine an area of need, formulate goals for the developing teacher, and design a professional development plan.

4–5 Diagnosis Identify purpose for screening and use the accomplished practices to identify areas for further data collection. Demonstrate understanding of the data collection methods. Apply data collection methods to classroom situations.

6 Trusting Recognize the importance of the relationship between the clinical relations educator and the developing teacher and self assess to ensure that a quality relationship exists. Differentiate human behaviors, which affect the relationship between the clinical educator and the development teacher. Apply effective communication skills and conference procedures.

7 Putting it all Consider the implications of the accomplished practices and together demonstrate understanding of their implementation. Demonstrate understanding of the management and monitoring techniques.

Practice effective clinical educator behaviors in small group situations. Reevaluate the characteristics of an effective teacher. ______24 SAMPLE FIGURE

Com paris on Group 6 Intervention Group s

t 5 n e d u t 4 S

e 3 b m u

0 40-45 46-50 51-55 56-60 61-65 Fall DRP Units of Growth to Grade 8 CMT Goal

Figure 2. DRP gains to CMT goal of the participants. DRP = (whatever); CMT = (whatever).

Abbreviations must be explained in the caption after the title.

REQUIREMENTS:

1. No "title" within the figure; no gridlines. 2. No box around figure or legend. 3. Key (legend) goes above or within figure, not to the side. 4. Title (caption) goes after the figure; it is first word capitalized with period at the end like a sentence. However, on the table of contents, all words 4 letters or more are initial caps. Use size 10 font. 5. Axis titles, etc., should be in Arial font, no bold. 25 Another sample figure - note need to make each column “color” different enough so they don’t look the same when printed out. Shades of gray, patterns OK. Add caption.

100 2002-2003 2003-2004 90 2004-2005 2005-2006 80

l 70 e v e

d 50 a r G 40 e v

o 30 b A

r 20 o

t A 10 %

0 g g g h h h h h h g g g t t t t t t n n n i i i n n n a a a a a a i i i d d d d d d M M M M M M a a a

a a a e e e 1 5 2 3 4 K e e e

R R R e e e e e R R R

d d d d d 4 1 d K 2 3 5

a a a a a

a e e r r r r r e r e e e d d d G G G G G d d d G a a a a a a r r r r r r G G G G G G Grade Level and Subject 26 This sort of figure is also acceptable:

New Teachers Leaving Flight III Participants 120% 100% s

e 80% g a t

n 60% e c r

e 40% P 20% 0% 2001 2002 2003 2004 2005 Year

Figure 4. Number of mentors trained in contrast to number of new teachers leaving. Reprinted from The Pursuit of Achievement (p. 103), by R. J. Allen and P. D. Smith, 1999, New York: Longman. Copyright 1999 by R. J. Allen and P. D. Smith. Reprinted with permission.

Note how figures are centered whereas tables are not.

This is how to do a source note for a figure that you did not create yourself. Only the title goes on the table of contents, but the permission statement (as shown on p. 175 of the APA manual) goes right after the title. This is not just a cut & paste from the ref. list. It is different. 27 SAMPLE of seriation (note numbered list-indents, margins)

Research Questions

Three research questions were established for this applied dissertation:

1. What were the original goals and objectives of the certification-preparation curriculum at the subject community college?

2. What similar certification-preparation curricula exist in other community colleges in the United States?

3. What elements of instructional content are commonly included in other institutions’ certification-preparation courses?

Definition of Terms [note capitalization of terms]

For the purpose of this applied dissertation, the following terms are defined. [not numbered so no colon]

Model. This term refers to an outline made to serve as a guide or pattern.

Peer tutoring. This phrase refers to an educational intervention practice designed to assist students who are in need of academic assistance.

Plan. For purposes of this applied dissertation, plan refers to a tentative formulation of a program of action worked out in detail rendering systematically the steps and procedures necessary to achieve the objectives.

Note how research questions are numbered but NOT block- indented. Second lines go back to margin.

Definition of terms--note italics, period. Follow by a complete sentence. Do not give term being defined and then repeat it: WRONG: Model. Model refers to.....

Option: Italics for term being defined but it begins the sentence (no period):

Peer tutoring refers to an educational..... 28 Discontinuous list of items from a single source -- If you are quoting verbatim from a source but just picking out the topic lines and omitting the description or explanation in between each item, it is done like this (note placement of quote marks, page numbers):

With regard to management skills, Latham (2002) determined, "From my observations and interviews in schools over the past 16 years, I have identified four skills every teacher should have to effectively manage the leaning environment" (p. 17):

1. "The ability to teach expectations" (p. 17).

2. "The ability to get and keep students on task" (p. 18).

3. "The ability to maintain positive teacher-to-student interactions" (p. 19).

4. "The ability to respond no coercively to inappropriate behavior that is consequential" (p. 22).

SAMPLE OF BLOCK-INDENTED QUOTATIONS (looks weird but that’s how they want it--really):

Maslow (2004) created a list of hints created in response to the most commonly observed APA errors:

1. Download and print out the NSU Form & Style Guide, October 2004. It went into effect immediately. Changes are mainly cover and introductory pages, plus table notes and figure captions are in font size 10. 2. Set the left margin at 1-1/2 inches. It appears to work best if the bottom margin is set at 0.95 inch rather than 1 inch. 3. Keep in mind that a paper that was accepted as a dissertation proposal and so has not been changed since that time is written in the wrong verb tense for a final dissertation and does not tell what actually happened, only what was expected to happen. (pp. 1-2)

NOTE how only first item is flush left at block indent (1/2 inch) and subsequent items an additional 1/2 inch indent.

DO NOT indent on the right side for block quotes (or anything else).

Block quotes must be introduced by a complete sentence.

If a secondary source is used (someone you read about in one of your sources on the reference list), here are some sample introductory sentences:

[introducing a block quote] Mahon (2003) reported the following determination by Sparks and Hirsch: 29 [introducing a shorter quote within a paragraph] Lester (2003) reported Birman and Yoon’s finding that “sustained and intensive professional development is more likely to have an impact . . . than is shorter professional development” (p. 50). 30 SAMPLE TIME LINE - COMPLETE SENTENCES

The program was implemented following this sequence of activities. [Not a numbered list so no colon.]

In January 2003, a review of student data and staff professional development needs was conducted. Specific students in Grades 2 and 4 were targeted for program implementation. Foster Grandparents were trained, and the tutoring program began.

In February, teachers received training on manipulatives through demonstration of how effective their use can be in instruction. Teachers saw a demonstration of how students used geo-boards in a classroom setting; Foster Grandparents observed students in their classrooms and began their record sheets. The afterschool tutoring program was observed. Data were collected from Foster Grandparents on interactions with students.

Foster Grandparents were given an in-service training session with a continental breakfast by the program coordinator on math strategies.

In March, Foster Grandparents received training that demonstrated how they could use manipulatives such as counters and problem-solving steps that they would use in their tutoring sessions with students. The coordinator addressed the concern from one

Foster Grandparent regarding two students; the coordinator recommended removals.

In April, attendance and progress of students in the target group were reviewed.

Teachers met to discuss how the program was operating and changes that were necessary.

Students who had not made progress were referred to the school instructional team.

Foster Grandparents were observed by the researcher while tutoring during and after school to determine if they were using the strategies they had learned with the students. 31 SAMPLE Abstract

A Comparison of Nondissection- and Dissection-Based Biology Programs. Smith, Kenneth T., 2004: Applied Dissertation, Nova Southeastern University, Fischler School of Education and Human Services. High Schools/Science Instruction/ Biology/Educational Technology/Computer Assisted Instruction

[NOTE: You must select your own categories or key words, and they must appear ERIC Thesaurus--see ARO web site for internet address of ERIC site. Four or five descriptors needed]

This applied dissertation describes the evaluation of a program that compares achievement of 10th-grade biology students in a suburban high school with a student population of approximately 2,800. The study evaluated two methods for the teaching of human systems. One methodology incorporated the use of a traditional dissection, and the other incorporated the use of a virtual dissection.

Using a departmental exam, the control and experimental groups were compared on pretest and posttest scores. Differences in achievement were compared using a t-test and effect size significant at the .05 level. The groups were assumed to be equal by results on a pretest using standard deviation and mean scores.

The results on a standardized test revealed no statistical difference in scores between the experimental and control groups. A contingency table revealed a dependence of group and the answers to questions on a survey.

NOTE: For final dissertation, outcome or results should be included in the abstract, and it should be in past tense as appropriate.

Suggested limit: 270 words. Must not exceed one page. 32 SAMPLE CITES, WITH AND WITHOUT VERBATIM QUOTES

Brown’s (as cited in Merry & Coates, 1999) views support this approach. Brown was quoted as stating, "All publicly funded adult education must have an increase in economic productivity as its predominant rationale" (p. 33).

NOTE: CITE BEFORE, PAGE NUMBER AFTER. Only Merry & Coates would be on the reference list as that was where the quote was read. Best to avoid secondary source quotes like the above; paraphrase but retain source information.

Mays and Martin (2003) noted that, in adult continuing education, it is critical to blend the learner’s past experiences with desired organizational outcomes. Marks (2000) agreed, stating that learning is “the process of using a prior interpretation to construe new or revised interpretation of the meaning of an experience as a guide to future actions”

(Introduction and Overview section, ¶ 2). Note SPACE between "p." or ¶” and the number.

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