Revise 10-strategic points and Prospectus PPT
annahiraeta
Feedback_10-pointsupdatedqualitativefm.docxRunning head: TEN STRATEGIC POINTS 1
TEN STRATEGIC POINTS 7
Ten Strategic Points for Dissertation
Ten Strategic Points for a Quantitative Correlational Study Comment by Dr. Mansur: It is my understanding that you will be conducting a qualitative descriptive study. Please revise.
1. Topic- Topic plays a critical role in offering a full research issue in the area of:
Cross-cultural experience influence on student leadership capacity development and academic achievement.
2. Literature review - Lists primary points for four sections in the Literature Review:
a. Background of the problem/gap. Comment by Dr. Mansur: Refer to the powerpoint and powerpoint feedback for your problem space.
i. The factors that lead to the findings that students may be better off participating in high-diversity sessions for leadership development remain unexplained (Collins & Rosch, 2018).
ii. The cause of the differences in cross-cultural experience scores between two locations could help guide public schools and teacher-training programs for enhancing the cultural competence of future teachers (Lopes-Murphy & Murphy, 2016).
iii. There is a limited number of studies focused on cross-cultural competence and how the co-curricular and curricular activities that facilitate cross-cultural student leaders (Boberg & Bourgeois, 2016).
b. Theoretical foundations (models and theories to be the foundation for study);
i. Boundary-Breaking Leadership Development Model (Tomlinson, 2013).
ii. Integrated Transformational Leadership and School Performance- (Boerberg, 2016) argues that schools that refine transformational leadership behaviors to incorporate instructional management can effectively improve the leaders’ impacts on achievements.
c . Review of literature topics with a key theme for each one; Comment by Dr. Mansur: You have 3 themes listed on your powerpoint. I suggested that you add a 4th.
i. Cultural competence: Cultural competence and student academic achievement through improved relationships. Policies, behaviors, and attitudes enhance cross-cultural understanding (Coleman, 2014).
ii. Set of congruent attitude, behavior and policies come together in an organization to enable professionals work efficiently in cross-cultural situations (Coleman, 2014).
iii. Teachers' Awareness of Cultural Diversity and Academic Achievement in Ninth Grade Academies and Senior High Schools (Jamellah, 2016).
iv. The Relationship between Teacher Cultural Competency and Student Engagement (Robinson, 2012).
vi. Measure student leadership skills with Student Leadership Practice Inventory (Posner, 2012).
v. Measure student academic achievement with Academic Performance Index (Hagger, 2008).
Vi. Methodology: Quantitative phenomenological method will be used to explore the effects of cross-cultural experience on the students’ leadership and academic achievement.
d. Synthesis/Summary
i. Gap/Problem: It is not known if and to what degree cross-cultural experience influences students’ leadership development and academic performance. Comment by Dr. Mansur: This is not the GAP/Problem Space that you mention in your powerpoint. Please revise.
ii. Prior Studies: For the majority of the researchers, they focus on the need to reform leadership in schools (Mulcahy & Gregory, 2009)
iii.
iv. Significances: for the student leaders to develop the cross-cultural perspective, it ought to improve from their teachers. It is pretty easy to adopt ideas when learned from the leaders. Again, cross-cultural perspective is the key to eliminating discrimination and bias among school hence enhancing academic excellence (Allen, 2017).
3. Problem statement - Describes the phenomena to study (qualitative) or variables/groups (quantitative) to study, in one sentence: It is not known if and to what extent cross-cultural experience will impact student leadership capacity development. Comment by Dr. Mansur: This should be revised as per your ppt and ppt feedback. This is a quan problem statement.
4. Sample and location – Identify sample, needed sample size, and location (study phenomena with small numbers and variables/groups with large numbers):
a. Location: Southern California
b. Population: Students from all schools in Los Angeles County school districts.
c. Target Population: students at grade 9-12 from 5 school districts across Unites States.
d. Sample: Students at grade 9-12 from 5 schools in the U.S. that provide cross-cultural enrichment programs. Comment by Dr. Mansur: Need approximate amount
5. Research questions – Provides research questions to collect data to answer the problem statement: Comment by Dr. Mansur: Please revise as per your powerpoint and the powerpoint feedback. Qualitative research questions do not have hypotheses.
R1. Does cross-cultural experience affect student leadership development?
R2. Does cross-cultural experience affect student academic achievement?
6. Hypothesis:
H01: Cross-cultural experience does not influence Student Leadership Development.
H11: Cross-cultural experience influences Student Academic Achievement.
H02: Cross-cultural experience does not influence Student Academic Achievement.
H12: Cross-cultural experience influence Student Academic Achievement.
7. Methodology and design- The study will be guided by phenomenological design. In phenomenology, emphases are put on lived experiences, including how people’s experiences become integrated with consciousness, and the implications of the situation (Poucher et al., 2020). Comment by Dr. Mansur: I was under the impression that you are utilizing a descriptive design. However, if you choose a phenomenological study you will have to revise the language.
8. Purpose Statement – The purpose of this qualitative phenomenological study is to explore the effects of Cross-cultural experience on student leadership capacity development and academic achievement for 15 K-12 students at Los Angeles County school district. Comment by Dr. Mansur: Make sure that this is identical to the purpose statement identified in your ppt.
9. Data collection – Describe primary instruments and sources of data to answer research questions: the instruments Comment by Dr. Mansur: You will use data sources. Instruments are for quan studies.
a. Independent variable: Cross-cultural experience Comment by Dr. Mansur: These variables should be eliminated.
b. Dependent variable: Student Leadership Practice Inventory to measure student leadership development (S-LPI). (Posner, 2012)
c. Dependent variable: Use Academic Performance Index (API) to measure student achievement for public school students in California (Haggard, 2008) or Standardized Test Scores (Boerberg, 2016) for private school student.
10. Data analysis – Describe the specific data analysis approaches to be used to address research questions: The data gathered will be analyzed using thematic analysis method. After the data has been collected, it will be coded or arranged systematically by itemizing related nominal data in the same categories. Different themes will be identified, and thematic analysis will be done to interpret the observations. Comment by Dr. Mansur: Additional development required included the thematic analysis process and the code to theme process.
References
Allen, M. (2017). The relevance of critical race theory: impact on students of color. Urban Education Research & Policy Annuals, 5(1), 1-12.
Boberg, J. E., & Bourgeois, S. J. (2016). The effects of integrated transformational
Chen, S. S. (2014). The effects of transformational leadership of principals on student
Landa, C. (2011). Cultural proficiency in education: A review of the literature focused on teachers, school leaders, and schools. Leadership on achievement. Journal of Educational Administration, 54(3), 35 374. Management research. Sage Publications.
Moutinho, L., & Hutcheson, G. D. (2011). The SAGE dictionary of quantitative
Mulcahy, J. W., & Gregory, J. L. (2009). A Handbook of Statistics and Quantitative Analysis for Educational Leadership. University Press of America.
Robinson, E. N. (2012). The relationship between teacher cultural competency and student engagement. School classroom. Dallas: Dallas Baptist University.
Tomlinson, H. (2013). Educational management: Major themes in education. Routledge.
Verkuyten, M. (2018). The social psychology of ethnic identity. New York: Routledge.
Winnick, J., & Porretta, D. L. (2018). Adapted physical education and sport (6th ed.). New York: Human Kinetics.
Posner, B. Z. (2012) Effectively Measuring Student Leadership. Administrative Sciences. 2(4):221-234.
Haggard, R. L. (2008). The instructional leadership practices of principals in K-8 schools and their impact on student learning outcomes. (Ed.D. 3329704), California State University, Fresno and University of California, Davis, United States -- California. ProQuest Dissertations & Theses: The Humanities and Social Sciences Collection database.
Curtis, M. P., Bultas, M. W., & Green, L. (2016). Enhancing Cultural Competency. Online Journal of Cultural Competence in Nursing & Healthcare, 6(1), 1–13. https://doi-org.lopes.idm.oclc.org/10.9730/ojccnh.org/v6n1a1
Rosch, D. M., & Collins, J. D. (2019). Peaks and Valleys: A Two-Year Study of Student Leadership Capacity Associated with Campus Involvement. Journal of Leadership Education, 18(1), 68-85.
Collins, J. D., & Rosch, D. M. (2018). Longitudinal Leadership Capacity Growth among Participants of a Leadership Immersion Program: How Much Does Structural Diversity Matter? Journal of Leadership Education, 17(3), 175–194. https://doi-org.lopes.idm.oclc.org/10.12806/V17/I3/R10
Lopes-Murphy, S. A., & Murphy, C. G. (2016). The Influence of Cross-Cultural Experiences & Location on Teachers’ Perceptions of Cultural Competence. Journal of the Scholarship of Teaching & Learning, 16(3), 57–71. https://doi-org.lopes.idm.oclc.org/10.14434/josotl.v16i3.19331
