Proposals That Work: A Guide for Planning Dissertations and Grant Proposals / Edition 5

by Lawrence F Locke, Waneen Wyrick Spirduso, Stephen J Silverman

Overview

Previous editions of this best seller have helped more than 100,000 students and professionals write effective research proposals for dissertations and grants. Covering all aspects of the proposal process, from the most basic questions about form and style to the complex task of seeking funding, the Fifth Edition of Proposals That Work has been completely updated and revised to offer clear advice supported by useful examples. New to the Fifth Edition: Discusses the effects of new technologies: Locke, Spirduso, and Silverman address the effects of new technologies on the proposal process and also include related URLs where appropriate. Improves utility, relevance, and ease of use: Based on feedback from readers, this edition contains examples and advice that better meet the needs of the book's readership. Contains valuable advice and information on funding: The authors provide essential information on identifying and obtaining student funding for theses and dissertations. They also include a full chapter for scholars and professionals on applying for research grant funding. Offers a new section devoted to alternative dissertation formats: This addition more closely links the proposal with the subsequent dissertation and, in turn, with the production and publication of research reports. Provides practical tips on Microsoft PowerPoint: The authors give advice on how this program can serve as a powerful element of one's proposal rather than an enticing distraction. Incorporates numerous updates throughout: These include greater coverage of focus group research, new coverage of mixed methods designs, two new sample proposals, and much more.

Product Details

ISBN-13:	9781412924221
Publisher:	SAGE Publications
Publication date:	02/01/2007
Series:	Proposals That Work: A Guide for Planning (Hardcover)
Edition description:	5th ed.
Pages:	374
Sales rank:	913,639
Product dimensions:	9.11(w) x 6.30(h) x 0.97(d)

About the Author

Lawrence F. Locke is Professor Emeritus of Education and Physical Education at the University of Massachusetts at Amherst. A native of Connecticut, he received his bachelor’s and master’s degrees from Springfield College and a Ph.D. from Stanford University. He has written extensively on the production and utilization of research on teaching and teacher education. He has authored a number of books designed to assist non-specialists with the tasks of reading and understanding research. After many years residing in Sunderland, MA he now makes his home on Cape Cod, but with his wife, Professor Lorraine Goyette, he has spent much of each year writing, running, and exploring the Beartooth Mountains at Sky Ranch in Reed Point, MT.

Waneen Wyrick Spirduso is the Mauzy Regents Professor Emerita in the Department of Kinesiology and Health Education at The University of Texas at Austin. She is a native of Austin and holds bachelor’s and doctoral degrees from The University of Texas and a master’s degree from the University of North Carolina at Greensboro. Her research focuses on the effects of aging and the mechanisms of motor control. She has been a prolific contributor to the research literature and has authored textbooks related to research methods and aging. She taught research methods and directed student research for more than four decades and has received numerous research grants from the federal government and foundations. She plays golf and rows, and lives with her husband, Craig Spirduso, in Austin, TX. Her website is http://www.edb.utexas.edu/coe/depts/kin/faculty/spirduso/index.html

Stephen J. Silverman is Professor of Education and Chair of the Department of Biobehavioral Sciences at Teachers College, Columbia University. He is a native of Philadelphia and holds a bachelor’s degree from Temple University, a master’s degree from Washington State University, and a doctoral degree from the University of Massachusetts at Amherst. His research focuses on teaching and learning in physical education and on methods for conducting research in field settings. He has authored numerous research articles and chapters, and is coauthor of a number of books. He has served as editor of two research journals, is an experienced research consultant, has directed graduate students, and has, for many years, taught classes in research methods, statistics, and measurement. He enjoys running, following politics, and aquatic sports, and lives with his wife, Patricia Moran, on the Upper West Side of Manhattan. His website is: http://www.tc.columbia.edu/faculty/ss928

Table of Contents

Preface to the Fifth Edition     xi
About the Nature of This Book     xi
About the Changes in This New Edition     xii
Suggestions for Using the Book     xiv
Acknowledgments     xvii
Writing the Proposal
The Function of the Proposal     3
Function     3
Communication     3
Plan     4
Contract     4
Regulations Governing Proposals     4
General Considerations     6
General Format     7
Specific Tasks     7
Introducing the Study     8
Stating the Purpose     9
Providing a Rationale     10
Formulating Questions or Hypotheses     11
Delimitations and Limitations     16
Providing Definitions     17
Discussing the Background of the Problem     17
Explaining Procedures     19
Providing Supplementary Material     20
Completing the Tasks: The Proposal and the Report     22
Doing the Right Thing: "The Habit of Truth"     25
Ethics and the Research Process     27
The Protection of Human Subjects     28
An Ethical Benchmark     29
The Self-Interest of Respect     30
The Danger of Seeming Innocent     30
A Protocol for Informed Consent     31
The Reactive Effects of Honesty     32
Omission of Information     32
Cooperation by Coercion     33
Reciprocity     33
The Ethics of Writing     34
Plagiarism     34
Providing All the Facts     34
Manufacturing the Facts     35
Ethics in Publication     36
Personal and Professional Relationships     38
Relationships With Faculty Mentors     38
Discovery and Obligation     40
Developing the Thesis or Dissertation Proposal: Some Common Problems     41
Before the Proposal: First Things First     42
Making Your Decision: Do You Really Want to Do It?     42
Choosing Your Turf: Advisors and Areas     44
Finding Your Question: What Don't We Know That Matters?     44
The Sequence of Proposing: From Selecting a Topic to Forming a Committee     50
A Plan of Action: What Follows What?     50
Originality and Replication: What Is a Contribution to Knowledge?     58
Getting Started: Producing the First Draft     60
Selecting Your Thesis or Dissertation Committee     61
Content of the Proposal: Important Considerations     63
Reviewing the Literature; Finding It First     63
Reviewing the Literature: Writing the Right Stuff     68
Spadework: The Proper Use of Pilot Studies     73
Murphy's Law: Anticipating the Unexpected     79
Anticipating the Analysis: Do It Now     80
The Statistical Well: Drinking the Greatest Draught     82
On Finding a Friendly Computer     83
The Care and Nurture of Consultants     84
The Scientific State of Mind: Proof, Truth, and Rationalized Choices     87
Preparation of Proposals for Qualitative Research: Different Assumptions     91
The Only Constant Is Change     91
Disagreements and Diversity     93
A Brief Description of Qualitative Research     96
Preparing a Proposal for Qualitative Research     102
New Territory: Proposals for Focus Group Research     106
New Territory: Proposals for Mixed Method Research     108
Resources for Qualitative Research     110
The Decision to Go Qualitative     119
Style and Form in Writing the Proposal     125
Praising, Exhorting, and Polemicizing: Don't      125
Quotations: How to Pick Fruit From the Knowledge Tree     126
Clarity and Precision: Speaking in System Language     127
Editing: The Care and Nurture of a Document     130
In Search of a Title: First Impressions and the Route to Retrieval     131
Components Appropriate for Inclusion in the Title     132
Components Inappropriate for Inclusion in the Title     133
Mechanics of Titling     134
The Oral Presentation     135
Preparing Content     138
Preparing Materials     140
A Special Note About the Use of PowerPoint     145
Construction     146
Proper Use     146
The General Rules     147
Practice and Revision     147
Preparing the Environment     149
Oral Presentation     149
Managing Interaction     151
The Aftermath     152
Money for Research     153
Money for Research: How to Ask for Help     155
Money Is Available to Support Research     157
Locating the Money Tree     159
General Strategies     159
Using Institutional Retrieval Systems     162
Finding Federal and State Dollars      163
Tapping Into Non-Governmental Sources     164
Considering Commercial Search Services     165
The Bottom Line     165
Business Possibilities     166
Resources Earmarked for Student Research     167
Working With the Money Source     170
Home Institutional Resources     170
Federal and State Agencies: Progressing Through the Maze     171
Foundations     174
Partnerships With Business     176
Business and Corporate Foundations     177
The Grant Application-The Big Picture     177
The Application and the Proposal     178
The Cornerstone: The Research Question     180
Quality: The Proposed Research and the Research Proposal     180
The Investigator and the Environment     181
Dealing With Rejection     183
Planning and Preparation: Taking the Long View     186
Special Tips (and Encouragement) for Students     187
Why You Should Seek Funding     188
Preparation of the Grant Proposal     193
Using Planning Models and Flowcharts     193
The Application     196
The Budget     196
Staff and Consultant Needs      198
Supplies and Equipment     198
Travel Costs     200
Indirect Costs     200
Research Support     201
Biographical Sketch: Presenting Yourself     203
Letters of Endorsement and Confirmation     204
The Research Plan     205
Abstracts     206
Specific Aims and Hypotheses     209
Background     210
Significance of the Proposed Research     210
Procedures and Methods     211
Research Design     211
Participants     212
Tests and Measurements     213
Procedures     213
Analyses     214
The Time Frame     214
Dissemination of Results     218
Appendices     218
Summary     219
Specimen Proposals     221
Experimental Study-Strength Training in Older Women: Does Self-Efficacy Mediate Improvements in Physical Function?     223
Qualitative Study-Teachers Who Make a Difference: Voices of Mexican American Students     253
Online Electronic Survey Study-The Nutrition Care Process of Front-Line Pediatric HIV Providers     283
Funded Grant-How Higher Education in Prison Affects Student-Inmates' Social Capital and Conceptions of Self     311
Annotated Bibliography of Supplementary References     323
References     341
Index     349
About the Authors     353

Editorial Reviews

A discussion of the proposal-writing process includes generic information that applies to all research proposals as well as issues specific to the use of proposals in graduate education and funding agencies. Discussion covers ethics and research, common problems in proposal development, content considerations, qualitative research, style and form, and the oral presentation. Also covered is the securing of money for research and funding. Additionally, four specimen proposals are provided. Annotation c. Book News, Inc., Portland, OR (booknews.com)

Booknews

"I was familiar with an earlier (3rd) version of this text. I thought it was an excellent resource for graduate students and faculty mentoring graduate student researchers and/or grant writers. I was equally impressed with the 5th edition of this text and have recommended it to all faculty in both of the departments in which I teach research courses. "

Doctor - Lorraine Pearl-Kraus

"I was familiar with an earlier (3rd) version of this text. I thought it was an excellent resource for graduate students and faculty mentoring graduate student researchers and/or grant writers. I was equally impressed with the 5th edition of this text and have recommended it to all faculty in both of the departments in which I teach research courses."

Dr. Lorraine Pearl-Kraus