The document summarizes a discussion about theoretical and conceptual frameworks in doctoral capstone studies. It provides guidance on identifying an appropriate framework, including naming the theorist whose work informs the framework and explaining how the framework aligns with and guides the study's problem, purpose, and research questions. Students are instructed to review resources on conceptual frameworks and apply rubrics to evaluate a sample capstone study's framework. The discussion prompts students to analyze the framework used in a capstone study about a systemic intervention's impact on student achievement.

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JOHNATHAN RESPONSE1
RE: Discussion - Week 7
COLLAPSE
Top of Form
From reviewing the capstone written by Kristal Ayres, the
capstone is about the systemic intervention needed for student
achievement. This capstone project can be identified as a
conceptual framework project. Not only is it self-identified as a
conceptual framework, but it also has vital identifying features
that can make a good argument for the capstone to be
conceptual. Not only does the author identify the student, but
the author also does a great job of telling us why it is a
conceptual framework.
The author gives us the exact reason behind identifying the
conceptual framework. We get clarification that “the
intervention associated with this project study stems from the
cognitive learning theory” (Ayres, p.19). Besides the evidence
from the author themselves, we have guidance from Walden’s
website, “conceptual frameworks are commonly seen in
qualitative research in the social and behavioral sciences, for
example, because often one theory cannot fully address the
phenomena being studied” (Academic Guides). These identifiers
connect to the conceptual framework within this specific
capstone.
References:
Academic Guides: Theories and Frameworks: Introduction.

2. (n.d.). Https://Academicguides.Waldenu.Edu/Library/Theory.
Retrieved January 11, 2022, from
https://academicguides.waldenu.edu/library/theory
Ayres, K. D. (2011). A summative program evaluation of a
systemic intervention on student
achievement and AP participation (Doctoral dissertation, pp.
18–21). Retrieved from
http://scholarworks.waldenu.edu/cgi/viewcontent.cgi?article=10
18&context=dilley
RESPONSE 2
Jodine Shaw
RE: Discussion - Week 7
COLLAPSE
Top of Form
Ayres (2011) completed a summative program evaluation
that investigated the extent to which academic achievement, AP
participation rates, and AP test scores increased among racial
minority students over the 4-year implementation period of the
SpringBoard curriculum. The researcher highlighted that a
gap exists between minority students of various ethnicities and
majority students in participation with advanced courses,
thereby affecting earning a college degree. In addition, the
researcher indicated the guiding question for the research which
was complemented by the hypotheses. Further to that, the
conceptual frameworks were highlighted for the study. The
researcher mentioned that the conceptual framework for the
study was the progressive logic model of the program
evaluation theory, however, the intervention for the study stems
from the cognitive learning theory. The researcher justified the
use of each theory by indicating that the progressive logic
model was used to ensure all stakeholders understood the
objectives and goals of the evaluated program. While cognitive
learning theory is associated with seminal researchers such as
Vygotsky through the constructs of metacognition and self-
regulation which is used to support the intervention of the study

3. and the possible impact on performance.
According to Burkholder et al. (2020, p. 35), “a conceptual
framework provides the orientation to the study and assists both
the researcher and the reader in seeing how the study
contributes to the body of knowledge on the topic, how
elements of the study align, and how the study design and
methodology meet rigorous research standards”. Additionally,
theories and concepts frame the research and provide the
context, this enables the researcher to build on or give an
alternate view on previous publications (Laureate Education,
2016). The conceptual framework met the criteria for the
Doctoral Capstone checklist and rubrics standards. This
conclusion was met because when using the requisite standards
an alignment was seen in the framework and other components
of the study such as the problem, the purpose, the guiding
question, the hypotheses and the research design (quantitative).
The framework provided a scaffold to develop a solid research
study (Laureate Education, 2016), by informing the research
question, each component being a logical extension of the other
and by enabling readers to see how the study would add to the
body of knowledge.
References
Ayres, K. D. (2011). A summative program evaluation of a
systemic intervention on student achievement and AP
participation.(Publication No. 3487029) [Doctoral dissertation,
Walden University]. ProQuest Dissertations and Theses.
Burkholder, G. J., Cox, K. A., Crawford, L. M., & Hitchcock, J.
H. (Eds.). (2020). Research designs and methods: An applied
guide for the scholar-practitioner. Thousand Oaks, CA: Sage.
Laureate Education (Producer). (2016). Theoretical of
Conceptual Framework [Media-file]. Baltimore, MD: Author.
Walden University. (n.d.). EdD Dissertation Checklist -
Quantitative. https://academicguides.waldenu.edu/ld.php?conten
t_id=52340000

4. Bottom of Form
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Module 4 Week 7: 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

5. 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
Discussion: Frameworks
A theoretical framework (quantitative) or conceptual framework
(qualitative) is the lens through which you view and interpret
your study. In a Walden capstone study, the framework serves
to ground the study in a worldview and body of previous
research. This includes naming the theorist, identifying the
basic tenets of the theory, and explaining the theory’s relevance
and alignment with the capstone’s problem, purpose, and
research questions.
To prepare:
· 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.
For this Discussion, review the following capstone:
http://scholarworks.waldenu.edu/cgi/viewcontent.cgi?article=10
18&context=dilley
Single, P. B. (2010). Demystifying dissertation writing: A
streamlined process from choice of topic to final text. Sterling,
VA: Stylus Publishing.

6. · Chapter 7, “Long Outline With References”
· Section 7.2, “Transforming a One-Page Outline Into a Long
Outline (pp. 116–121)
Thomas, G. (2017). How to do your research project: A guide
for students (3rd ed.). Thousand Oaks, CA: Sage.
· Chapter 4, “Decide on Your Question—Again (pp. 97-102)
Butin, D. W. (2010). The education dissertation: A guide for
practitioner scholars. Thousand Oaks, CA: Corwin.
· Chapter 4, “Structuring Your Research” (pp. 63–69)
http://scholarworks.waldenu.edu/cgi/viewcontent.cgi?article=10
18&context=dilley
https://mym.cdn.laureate-
media.com/2dett4d/Walden/EDDD/8003/07/mm/slide_show/inde
x.html