Revise Prospectus draft in accordance with instructor's comment

Background of the Problem The background section explains both the history and the present state of the problem and research focus. The recommended total length for this section is two to three paragraphs.
· Identify the “need,” or “defined gap” for the research study.	Diversity issues among students in culturally diverse K-12 learning institutions have been studied by many researchers. However, most of the studies conducted on leadership in culturally diverse K-12 schools have mostly focused on leadership in regard to instructors, school heads and administrators, and educational stakeholders rather than leadership issues among student leaders in culturally diverse K-12 schools (Genao, 2016). Boberg and Borgeois (2016) acknowledge the lack of focus by researchers on cross-cultural competencies among students, and how curricular and co-curricular activities that can be customized to promote student leadership in culturally diverse schools. Engagement gaps such as inequity and alienation among domestic and foreign students have been studied within the context of administrative leadership rather than student leadership (Lee, Kim & Wu, 2019). As such, research on promoting student leadership in culturally diverse K-12 schools ought to be considered.
· Discuss how the “need” or “defined gap” has evolved historically into the current problem or opportunity to be addressed by the proposed study.	The gap of the need to apply curricular and co-curricular activities to promote student leadership in K-12 schools has not received attention since student leadership in culturally diverse schools has been ignored in favor of other areas of concern perceived to be more important such as educational attainment. Ylimaki and Brunderman (2019) conducted a systematic review and evaluated the literature on school leadership and found that most of the relevant literature focuses on administrative leadership, and effective and humanistic education that with emphasis on democracy in culturally diverse learning institutions. The focus on democracy in diverse schools has been approached in the domains of administrative leadership, and fair treatment in regard to diversity-related discrimination. As such, there has emerged a gap in studies focused on promotion of equity, equality, and cohesion among students in culturally diverse k-12 schools. This research seeks to fill the gap by applying curricular and co-curricular activities to promote student leadership in culturally diverse K-12 learning institutions.

Problem Statement This section includes the problem statement, the population affected, and how the study will contribute to solving the problem. The recommended total length for this section is one paragraph.
· Copy and paste the problem statement from the dissertation.	It is not known if, and the extent to which cross-cultural curricular and co-curricular activities and experiences impact on student leadership capacity development. The population of concern is K1-12 students in Los Angeles County school district; the target population consists of grade 9-12 from a total of 5 schools; and the sample will include students from 1 school district school in Santa Clarita, California. Girls and boys in different grade levels will be included in the study. The preferred schools are those that offer cross-cultural enrichment programs such as summer/winter exchange programs, and immersion programs.
· After reading this section, describe the magnitude and importance of the problem, supporting it with citations from the dissertation.	The unit of analysis in will be student leadership characteristics, and social behaviors at the operational level; motivational behaviors will be the operational variable; and the operational-level variable will be individual student leader’s characteristics such as charisma and supportiveness. The significance of the study is that cross-cultural strategies and initiatives are crucial for eliminating discrimination and bias among school hence enhancing academic excellence (Allen, 2017).

Research Question(s) and/or Hypotheses This section narrows the focus of the study and specifies the research questions to address the problem statement. Based on the research questions, it describes the variables or groups and their hypothesized relationship (for a quantitative study) or the phenomena under investigation (for a qualitative study). The recommended total length for this section is two to three paragraphs.
· Copy and paste the research questions and from the dissertation.	Effective student leadership development and academic outcomes in culturally diverse K-12 learning institutions is either boosted or derailed by cross-cultural perspectives depending on administrative, parent, and teacher values, and appreciation of cultural diversity (Tichá, Abery & Kincade, 2018). As such, emphasis on intercultural skills among education stakeholders is necessary so that students in diverse learning institutions can appreciate cultural diversity to effectively develop culturally inclusive leadership qualities and appreciate multidimensional perspectives of education. The following research questions and hypotheses guide this quantitative study: RQ1: To what extent does cross-cultural awareness influence student leadership development and academic achievement? RQ2: To what degree do intercultural skills affect student development and academic outcomes? RQ3: Does cross-cultural attitude influence student leadership development and academic achievement?
· For a qualitative study, describe the phenomenon to be studied. For a quantitative study, identify the hypotheses and variables.	Hypotheses: H01: Cross-cultural awareness promotes student leadership qualities and academic achievement. H02: Curriculum and co-curriculum activities based on cultural diversity policies promote student leadership development and academic attainment. H03: Cross-cultural knowledge influences education stakeholders such as parents and teachers to improve cross-cultural initiatives and behaviors.

Rationale for Methodology This section clearly justifies the methodology the researcher plans to use for conducting the study. It argues how the methodological framework is the best approach to answer the research questions and address the problem statement. It uses citations from textbooks and articles on research methodology and/or articles on related studies. The recommend total length for this section is one paragraph.
· Identify the methodology for the study (quantitative, qualitative, or mixed).	The quantitative method is the right methodology for this study since it makes it easy to determine the relationship between variables without necessarily controlling the variables. It is possible to establish the manner in which different variables influence the phenomena under study without biases since the methodology is based on statistical analysis of collected data rather than establishing the manner in which specific known factors influence trends of concern as in qualitative methodology (Mulcahy & Gregory, 2009).
· Justify the research methodology to be used for the study by discussing why it is the best approach for answering the research questions and addressing the problem statement.	The quantitative methodology selected is important because it can be used to study the manner in which diversity-conformant curricular and co-curricular activities and initiatives influence student leadership and academic outcomes in schools with students from culturally diverse backgrounds. Although the qualitative methodology would also be appropriate, it is prone to biases since it mainly attempts to explain trends rather than empirically investigating if the trend actually exists, and the factors that reduces or increases it (Mulcahy & Gregory,2009).

Nature of the Research Design for the Study This section describes the specific research design to answer the research questions and why this approach was selected. It describes the research sample being studied as well as the process that will be used to collect the data on the sample. The recommend total length for this section is one paragraph.
· Identify the specific type of research design chosen for the study.	The selected study design is the correlational quantitative approach that involves determination of the relationship between variables without controlling the variables. With this design, it is possible to determine positive, negative and zero correlation respectively between variables (Mulcahy & Gregory, 2009).
· Identify the sample for the study	As such, it makes it possible to determine how changes in the independent variables influence changes in independent variables, which further makes it possible to establish the relationship between study variables and how they affect the issue of concern (Mulcahy & Gregory, 2009). Thus, the methodology can be used to study the manner in which diversity-conformant curricular and co-curricular activities and initiatives influence student leadership and academic outcomes in schools with students from culturally diverse backgrounds.
· Discuss why the selected design is appropriate to address the research questions.	Although the quasi-experimental method would be also be appropriate, it requires manipulation of the independent variables, which is not appropriate for this study since manipulating the independent variables would change the normal student behaviors under normal circumstances thereby reducing the reliability of the responses and findings (Mulcahy & Gregory, 2009).

Purpose of the Study The purpose statement section provides a reflection of the problem statement and identifies how the study will be accomplished. It explains how the proposed study will contribute to the field. The recommend total length for this section is one paragraph.
· Copy and paste the purpose statement from the dissertation.	The correlational quantitative study seeks to establish the influence of cross-cultural experiences on student leadership development and academic outcomes of the students in the selected 5 schools
· Identify the target population, phenomena (qualitative), and variables (quantitative).	. The dependent variables will be student leadership behaviors and academic and social outcomes whereas the independent variables will be culturally-inclusive initiatives such as diverse student discussion forums. The dependent variables change with corresponding change in the independent variables (Mulcahy & Gregory, 2009). Student leadership behaviors are expected to improve with leadership and diversity-promoting initiatives.

Instrumentation or Sources of Data Describes, in detail, all data collection instruments and sources (tests, questionnaires, interviews, data bases, media, etc.). Discusses the specific instrument or source to collect data for each variable or group (quantitative study). Discusses specific instrument or source to collect information to describe the phenomena being studied (qualitative study). The recommend total length for this section is one paragraph.

· Identify the types of data that will be collected to answer each research question (qualitative study) or the data that will be collected for each variable/group (quantitative study).

In light of the need to promote academic and leadership outcomes of students in learning institutions with culturally diverse students, this study is intended to fill the gap by advancing scientific knowledge on leadership and learning outcomes to promote appreciation of diversity in K-12 learning institutions (Ylimaki & Brunderman, 2019). This study will address the issue of student leadership and academic outcomes in culturally diverse schools by analyzing the correlation between culturally-inclusive curriculum and co-curriculum initiatives and student leadership and academic achievement thereby contributing to advancements in research on student leadership in diverse institutions. The study can be applied in schools and communities consisting of individuals from culturally diverse backgrounds to promote social cohesion in the community, effective student leadership behaviors, and improve student social and learning outcomes in learning institutions with students from culturally diverse backgrounds (Oplatka & Arar, 2016). Concepts of the BBLDM and the education administration theory will be used to understand enabling and derailing factors influencing student leadership and academic attainment in culturally diverse schools since the frameworks are effective in creation and implementation of context-specific strategies ((Tomlinson, 2013).

Data Collection Procedures This section details the entirety of the process used to collect the data. It describes each step of the data collection process in a way that another researcher could replicate the study. The recommended total length for this section is two paragraphs.
· Define the target population and the expected sample size, which comprises the people or organizations being studied, as defined in the problem statement.	Data will be collected from the five schools in Los Angeles County from teachers, administrators, and students. Researchers will contact students and parents through school administrators and teachers and explain the need for and significance of the study. After obtaining permission from the schools, the researchers will seek for IRB approval by explaining the nature of the study and how it aligned to ethical research practices, and why it is important. The administrators, teachers, and students will be informed about the study three months in advance so that they can adequately prepare, or decide on whether or not to participate
· Include the steps the researcher used to collect data. (e.g., obtaining initial informed consent from participating organization; IRB review; sample selection; groupings; protecting rights/well-being; maintaining data security; sample recruitment; data collection instruments and approaches; field testing instruments; notifying participants; collecting the data, etc.)	Questionnaires will be prepared in print and electronic formats and will be provided to the participants when the study commences. Since the study is not intended to disrupt learning activities, participants will be expected to respond to the questionnaires during their own free time although observations will be done during indoor and outdoor classroom activities using cameras in classrooms, and direct observations in outdoor environments. For teachers, parents, and administrators, paper and pen face-to-face survey interviews would be appropriate. Secondary data will be collected from education offices and school administration and teacher inventories. Data from different participants will be compiled within one month after completion of the data-collection process.

Data Analysis Procedures This section describes how the data were collected for each variable or group (quantitative study) or for each research question (qualitative study). It describes the type of data to be analyzed, identifying the descriptive, inferential, and/or non-statistical analyses. Demonstrates that the research analysis is aligned to the specific research design. The recommend total length for this section is one paragraph

· Describe the analysis to examine each stated research question and/or hypothesis. · For quantitative studies, describe the analyses including the inferential and/or descriptive statistics to be completed. For qualitative studies, describe the specific analytic approach appropriate for the Research Design and each research question to be completed

After the data has been collected, it will be coded or arranged systematically by itemizing related nominal data in the same categories. The ordered data will then be analyzed using analysis of variance (ANOVA) under each coded category of variables. Measures of ANOVA is appropriate for this study since it increases the chances of finding significant differences among subjects since each one is self-controlling, which minimizes variations resulting from sampling errors (Mulcahy & Gregory, 2009). The number of items in each coded category will then be computed against the mean, and the sum in all the subjects in each category. For instance, if one of the coded categories is leadership performance across all students, the subcategory in the list would be leadership performance among Caucasian, African-American, or Asian students. The implication is that it would be necessary to analyze variance both in the broad categories, and then calculate the variance in the subcategories. The variations across sub-categories can then be compared to study their correlations. Validity will be determined by the deviation of the findings with the hypotheses, and whether or not the findings are consistent with standard limits for accuracy of the instruments used. .

Ethical Considerations This section discusses the potential ethical issues surrounding the research as well as how human subjects and data will be protected. It identifies how any potential ethical issues will be addressed. The recommended total length for this section is one paragraph.
· Describe how the identities of the participants in the study and data will be protected.	Prior to commencement of the study, permission will be sought from the administrators of the 5 schools with elaborate explanation of the nature of the study and how it will be conducted including the approaches used and how they are aligned to the approved ethical values of research. All participants will be informed three months in advance, and the decision to participate is based on their choice rather than an obligation.
· Describe subject recruiting, informed consent, and site authorization processes.	Furthermore, the respondents will not be required to provide their true identity if they do not wish to, and the data gathered from them will be used for improving the Education Department rather than for malicious or commercial purposes (Oplatka & Arar, 2016). Additionally, the researchers will handle all respondents respectfully regardless of their background or characteristics. The researchers will then present the ethical scope of the study to the IRB for approval.

References Include an APA-formatted reference for each citation presented above.

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., & Bryant, D. (2016). The effects of integrated transformational leadership on achievement. Journal of Educational Administration. 1-12. Genao, S. (2016). Culturally responsive pedagogy: Reflections on mentoring by educational leadership candidates. Issues in Educational Research, 26(3), 431- 445. Retrieved from https://search.proquest.com/docview/2393121345?accountid=45049 Mulcahy, J. W., & Gregory, J. L. (2009). A Handbook of Statistics and Quantitative Analysis for Educational Leadership. University Press of America. Oplatka, I., & Arar, K. (2016). The field of educational administration as an arena of knowledge production: Some implications for Turkish field members. Research in Educational Administration & Leadership (REAL), 1(2), 161-186. Szeto, E., & Annie Yan, N. C. (2018). How do principals practise leadership for social justice in diverse school settings? A hong kong case study. Journal of Educational Administration, 56(1), 50-68. doi:http://dx.doi.org/10.1108/JEA-08- 2016-0087 Sudler, C. N. (2019). Effect of Cultural Congruence and Leadership Practices on the Academic Achievement of African American Students Post-Enactment of Brown V. Board of Education in the State of Delaware. 1-113. Tichá, R., Abery, B., & Kincade, L. (2018). Educational practices and strategies that promote inclusion: Examples from the U.S. Socialni Pedagogika, 6(2), 43-62. doi:http://dx.doi.org/10.7441/soced.2018.06.02.03 Tomlinson, H. (2013). Educational management: Major themes in education. New York: Routledge. Tufail, M., Ali, R.,Brig Dr, & Malik, S. K.,Prof Dr. (2016). Analysis of textbook of biology for higher secondary students with reference to 21st century life skills. Journal of Research in Social Sciences, 4(2), 196-212. Retrieved from https://search.proquest.com/docview/1826444039?accountid=45049 Ylimaki, R., & Brunderman, L. (2019). School development in culturally diverse U.S. schools: Balancing evidence-based policies and education values. Education Sciences, 9(2) doi:http://dx.doi.org/10.3390/educsci9020084