Theoretical and Conceptual Frameworks

An EdD capstone must be grounded in a theoretical or a conceptual framework. Beginning with the prospectus, you will be required to describe this framework in the scholarly literature that will ground the study (you will provide citations). Your theoretical or conceptual framework must align with the problem statement, purpose, and background of your study. This framework informs, and is informed by, the research question(s) and helps to identify research design decisions, such as the method of inquiry and data collection and analysis.
This week, you begin to identify the theoretical or conceptual framework through which you will operationalize your study and interpret its findings. You already have a theoretical or conceptual framework for your research but may not realize it. In the simplest terms, your framework is the unconscious lens, or worldview, through which you view your topic. Your challenge is to identify this background belief in the research literature and bring it to light.
Your research should include determining who originated the theory or concepts through which you view your problem. Also, review the most important research that has been conducted on this theory or concept, and consider how to relate it to your study.
Notes on the Reading
In the first reading, Single provides more practical advice in the writing process. Particularly helpful is her section on how to insert citable notes into a long outline.
Thomas provides an overview of the theoretical or conceptual framework. Theory can seem slippery. Different Professors and different authors may have varying interpretations of the same terms. Interestingly, these differing perspectives may both be correct! Thomas provides guidance on this.
Butin provides a clear and reasonable exposition of the nature of a theoretical or conceptual framework. If you are having trouble understanding the framework, read Butin first.
Learning Objectives
Students will:
• Analyze frameworks in doctoral capstone study
• Apply framework to a study
• Apply knowledge of doctoral study

 

• Review the Capstone Conceptual framework resources.
• Consider whether your study is theoretical or conceptual.
• Apply the Doctoral Capstone Rubrics and checklists to analyze and evaluate the quality of the study.

 

Sample Solution

According to NCTL report (Gov.UK: 12) “Secretary of State for Education pledged to qualify 1000 SBMs by 2006” helps by enabling Headteachers to focus on teaching and learning rather then administration duties. SBM programs were developed and implemented with successful results. Unfortunately, there is still a lack of understanding about the role and more needs to be done to increase the perception, my associate head for example doesn’t fully understand the role of an SBM, but is fully supportive of my development with this course another barrier is lack of funding for the role especially in Primary schools. However based on Geoff Southworth’s SBM A quiet revolution “Most secondary schools enjoy 90% access to a School Business Manager” (Southworth, 2010:6) there’s scope to increase the number of SBMs, if schools can tackle barriers such as affordability, LA resistant’s and lack of understanding for the role. NASBM and other associations are leading the way to increasing the profile of the role through the development of training programs such as DSBM, ADSBM and SBD the benefits of SBMs became more evident by financial savings and increased income, but much promotion is needed so schools reap the benefits of appointing an SBM, collaborations between schools and local communities by sharing expertise could be a way forward as outside school environment the perception of the role is still a mystery.

March 2016 the Chancellor announced all schools would be required to become academies by 2022, the proposal caused an uproar, so in May 2016 the government changed their position, then announced they would not force all schools to become academies, but introduce new legislation to enable the DfE to convert maintained schools to academies in ‘under-performing or unviable local authorities’. (BBC News, 2016), Academisation means SBMs are facing increasingly complicated and diverse duties, which would require greater management of premises and procurement of services for schools. Using

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