Revised the Prospectus draft per instructor's feedback

Background of the Problem Comment by Dr. Crystal Morris-Newsom: To support your gap, you will need at least 5 recent empirical articles (2019-21) that state there is further research needed on x, y or z.  You have done this for the most part but you need to cover for each article: 1) Need for this study (what the authors identified) 2) Gap filled in the literature 3) Method and Design 4) Population (number of participants)5) Theory 6) Findings and 7) Limitations8) Recommendations/ Implications for future study.  9) How do these implications tie to your proposes study? Definitely cover: 1, 3, 4, 6, 8.  The last two (6,8) must tie directly to your Problem Statement and can be very short! Some of these items are missing from some of your resources. Resource Write Up Examples: Diaz-Ruiz, Costa-Font, and Gil (2018) conducted a qualitative study with 418 consumers in Spain to determine how consumer food waste influences would lead to food waste prevention strategies at the household level using food-related behaviors, waste management behaviors, and consumer values theories. The SDT theory underpinned the study. The findings from this study concluded that food wasted is influenced by shopping habits, methods in waste practices, materialism perception, and concerns about environmental health with a recommendation to conduct further research to different dimensions. Limitations were related to geographic location.  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 regarding 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 can be customized to promote student leadership in culturally diverse schools. Engagement gaps such as inequity and alienation among minority domestic and foreign students have been studied within the context of administrative leadership rather than student leadership (Genao, 2016). As such, research on promoting student leadership and academic attainment 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 with an emphasis on democracy in culturally diverse learning institutions. Studies on cultural diversity in multicultural learning institutions have evolved since previous researches have focused on administrative actions that promote cultural integration (Esen et al., 2019) In the 1980s, education research in culturally diverse schools focused on leadership models such as the instructional leadership models that can increase students’ academic attainment (Esen et al., 2019). The trend led to an interest in research on administrative leadership on student performance in culturally diverse K-12 schools. Nevertheless, studies on student leadership and academic attainment in K-12 schools remain scares. In the past decade, studies on student leadership and academic attainment have focused on the effectiveness of different leadership models including distributed leadership, administrative leadership, intellectual leadership, student leadership, and distributed leadership (Genao, 2016). Recent studies on diversity in K-12 schools have focused on discrimination against high-risk minority students, cultural integration, academic performance, and administrative and teachers’ roles in fostering cultural cohesion (Esen et al., 2019). In this regard, McClean et al. (2019), who also conducted studies on leadership dynamics in K-12 schools suggests that there is a need to expand the scope of research on student leadership and academic performance in culturally diverse schools due to the scarcity of studies that are focused on promoting student leadership and academic attainment. As such, there has emerged a gap in diversity studies in culturally diverse schools since most relevant researches are centered on the 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 Comment by Dr. Crystal Morris-Newsom: Make sure problem statement start with this “It is not known if and to what degree/extent/if there is a difference...” (quantitative) or “It is not known how or why …” (qualitative). 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.	The relationship between cross-cultural curricular and co-curricular activities and experiences, and student leadership and academic performance is not clearly understood. Nevertheless, curricular and co-curricular activities influence student academic outcomes and leadership behaviors in diverse K-12 learning institutions. The population of concern is K1-12 students in Los Angeles County school district; the sample consists of 15 students and five teachers from 5 District schools with students from diverse cultural backgrounds from grade 9-12 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.	Student leadership development and academic achievements in culturally diverse schools are very important indicators of effective culture in K-12 schools. Student leaders in culturally diverse schools are faced with the challenges associated with diversity such as contempt and intimidation, which can impact mental, emotional, and social health apart from low academic attainment (Allen, 2017). As such, culturally inclusive curricular and co-curricular activities can be used to improve social cohesion, which will in turn increase their academic performance and positive leadership behaviors (Allen, 2017). In this regard, it will be necessary to investigate how culturally inclusive and appropriate curricular and co-curricular activities influence student leadership behaviors and academic outcomes.

Research Question(s) and/or Hypotheses Comment by Dr. Crystal Morris-Newsom: Missing the purpose statement…Purpose statements are intentionally formatted in aspecific manner: Method + Design + Problem statement + Sample + Location 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 are either boosted or derailed by cross-cultural behaviors depending on administrative, parent, and teacher values, and appreciation of cultural diversity (Tichá, Abery & Kincade, 2018). Discrimination, hate, communication barriers, and culture-based stereotypes are examples of preexisting barriers that impact cohesion and cooperation in schools with students from diverse cultural backgrounds. Since cohesion and cooperation is essential for students’ social and academic growth, barriers that affect cohesion and cooperation also impact student leadership and academic outcomes (Sudler, 2019). 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 diversity-inclusive leadership qualities, and appreciate multi-dimensional perspectives of education. The following research questions and hypotheses guide this qualitative study: RQ1: How do cross-cultural awareness influence student leadership development and academic achievement? Comment by Dr. Crystal Morris-Newsom: See the alignment document for this. Either the RQs align or they do not. RQ2: How do intercultural skills influence student development and academic outcomes? RQ3: How do cross-cultural attitudes and behaviors 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.	Phenomenon: Cross-cultural awareness is associated with positive student leadership qualities and behaviors. Appreciation of other cultures has been demonstrated to increase social cohesion among students, which increases cooperation and coordination among students from diverse cultures thereby increasing the effectiveness of academic discussions and obedience to student leaders (Allen, 2017). Conversely, low levels of cultural integration and cohesion among students is associated with low cooperation and coordination among students, which in turn reduces the effectiveness of students’ group discussions and cooperation with student leaders (Allen, 2017). Therefore, a culturally inclusive curriculum and co-curriculum activities can promote student leadership development and academic achievement. Additionally, cross-cultural knowledge influences education stakeholders such as parents and teachers to improve cross-cultural behaviors and initiatives that can foster cultural cohesion among students in culturally diverse communities and schools.

Rationale for Methodology Comment by Dr. Crystal Morris-Newsom: This section should ONLY focus on methods. Identify, define and cite your method choice. Then, give reasoning why it is appropriate for your study. Once this is clear, define and cite the alternative method. Give reasons why it is not appropriate for your study. Only methods (Qualitative and Quantitative should be discussed in this section...nothing else. This section 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 recommended total length for this section is one paragraph.
· Identify the methodology for the study (quantitative, qualitative, or mixed).	The qualitative methodology will be applied in this study. The methodology was selected since the aim of qualitative research is to find out how specific sociocultural phenomenon operates (Poucher et al., 2020). Researchers applying the qualitative method acknowledge the systematic nature of human behaviors. Consideration of human social behaviors and the attempt to understand the effects of specific behaviors enable qualitative researchers to adopt socially-oriented objectives than the case for quantitative experimentation (Poucher et al., 2020). The socially inclusive nature of qualitative methodology makes it appropriate for this study since its methods and designs will make it possible to understand diversity-related behaviors in culturally diverse schools, and how the behaviors influence student leadership and academic competencies.
· 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.	Qualitative research is subjective and is focused on the interpretation and understanding of social phenomena within natural settings (Saunders et al., 2018). As such, the methodology is suitable for the study since it aids in understanding and interpretation of the current state of student leadership competencies and academic outcomes in culturally diverse K-12 schools. It can also help to determine the right strategies that can be applied to prevent and manage the diversity-related challenges that obstruct leadership and academic attainment in. Furthermore, qualitative methodology accommodates the complexity and multiple realities regarding new ideas and themes that emerge from the collected data (Saunders et al., 2018). In this regard, the methodology would allow the study to expand or accommodate and generate new ideas that would improve understanding of diversity issues in schools. The sensitive nature of cultural diversity calls for caution regarding the methods used to collect data, and the behaviors of the researcher (Poucher et al., 2020). For this reason, the qualitative methodology is appropriate since the emphasis is put on ethical behaviors to cultivate a socially conducive environment where respondents can comfortably give their genuine opinions, which is crucial for the accuracy and reliability of the collected data. The qualitative methodology also allows for data analysis in non-linear, iterative, and holistic ways, which would improve the quality of the study.

Nature of the Research Design for the Study Comment by Dr. Crystal Morris-Newsom: This section should ONLY focus on designs. Identify, define and cite your design choice. Then, give reasoning why it is appropriate for your study. Once this is clear, define and cite all 4 alternative designs. Give reasons why each is not appropriate for your study. For qualitative, designs are descriptive, case study, narrative, phenomenology, and grounded theory.For quantitative, designs are descriptive, correlation, quasi- experimental, experimental, causal comparativeOnly design should be discussed in this section...nothing else. At the end of this section, briefly address the target population, the sample, sources/instruments to be used to collect data, and a brief data collection procedure narrative. 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 recommended total length for this section is one paragraph.
· Identify the specific type of research design chosen for the study.	Phenomenology.
· Identify the sample for the study	The sample consists of 15 students and five teachers from 5 District schools with students from diverse cultural backgrounds from grade 9-12 in Santa Clarita, California. Girls and boys in different grade levels will be included in the study.
· Discuss why the selected design is appropriate to address the research questions.	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). Phenomenology emphasizes understanding the core structure, essence, and effects of the experiences and interpreting the implications for the population of concern. As such, it can successfully be applied to understand the lived experiences and academic performance of student leaders in culturally diverse schools according to the current state of cross-cultural cohesion and cooperation in the schools. This study seeks to investigate how culturally inclusive curriculum and co-curriculum activities influence students’ leadership and academic competencies. As such, phenomenology will be suitable for investigating the effects since students are to engage in the activities in normal school settings.

Purpose of the Study Comment by Dr. Crystal Morris-Newsom: Disregard previous comment about missing purpose of the study section however it isn’t in the correct place. Please update.Purpose statements are intentionally formatted in aspecific manner: Method + Design + Problem statement + Sample + Location The purpose statement section reflects the problem statement and identifies how the study will be accomplished. It explains how the proposed study will contribute to the field. The recommended total length for this section is one paragraph.
· Copy and paste the purpose statement from the dissertation.	The purpose of the study is to investigate the influence of culturally inclusive curriculum and co-curriculum activities and 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 target population consists of students from culturally diverse K-12 schools. Student leadership and academic attainment will be evaluated among the participants from culturally diverse schools. Leadership and academic competencies will be examined to determine how diversity-appropriate curricular and co-curricular activities influence their leadership qualities and academic attainment.

Instrumentation or Sources of Data Comment by Dr. Crystal Morris-Newsom: Example of Qualitative Data Sources Questionnaire:• Self-created questionnaire for 40-50 participants• Field tested• Expert Panel Review• Distributed via Survey Monkey• Consists of 10-12 open- ended questions• Last question will invite 15-20 participants for interviewsInterview:• Field tested• Expert panel review• Each interview will last for 45-60minutes.• 10-12 Semi-structured questions• 15-20 participants will participate in one-to-one interviews.• Interviews will be held in person or via zoom• With permission from participants, interviews will be audio and video recorded for later transcription. Describes, in detail, all data collection instruments and sources (tests, questionnaires, interviews, databases, 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 recommended 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).

Semi-structured interviews and observation will be used to gather nominal data for qualitative analysis. Semi-structured interviews are preferred since their framework makes it possible to address the main themes, and is not restricted to answering specific questions (Poucher et al., 2020). It also enables flexibility to a significant limit, which enables researchers to interactively respond to respondents’ answers thereby making it possible to develop themes and identify issues and patterns as they occur. The experiential type of interview will be used since it enables researchers to capture perceptions, feelings, and experiences of the respondents over the length of time that they have been in the culturally-diverse schools.

Data Collection Procedures Comment by Dr. Crystal Morris-Newsom: Example #1 of Qualitative Data Collection1. Permissions: • Site –Obtain permission from NCEA• Obtain consent form from individuals participating in the study.• Obtain approval from GCU Chair and Committee Approval.• Obtain IRB ApprovalField test conducted with participants that are not in the study2. Sample needed: • Purposive sampling will be used based on participants membership in NCEA as a Catholic school leader.• NCEA members will receive the questionnaire via email with a request for an interview.3. Collection:Questionnaire:• Create questionnaire to be distributed through email to NCEA principals• Send email to NCEA contact for distribution• Collect interview responses and create 15-20 participants for interviewsInterview:Each interview will last for 45-60 minutes.• 15-20 principals will participate in one-to-one interviews.• Interviews will be held in person or via zoom• With permission from participants, interviews will be recorded for later transcription.• Explanation of the process and informed consents obtained from the research subjectsFocus GroupWill last for 60-90 minutes.• 6-8 principals will participate focus group.• Focus Groups will be held in person or via zoom• With permission from participants, focus groups will be recorded for later transcription.• Explanation of the process and informed consents obtained from the research subjects4. Data Management and Storage:• All of the participant’s information will be kept confidential to protect their privacy. • The data collected will be stored on a password-protected, personal, computer as well as a USB drive stored in a locked file cabinet and retained for 3 years. • The researcher will maintain participant confidentiality throughout the results and discussion chapters of this dissertation.Example #2 Qualitative Collection & Analysis Research involving human subjects must be preemptively accepted by the study participants through a process known as informed consent, by which the participant voluntarily agrees to participate after being informed of all aspects of the study (Manti & Licari, 2018). The data collection process for the qualitative descriptive study involves the following steps:Permissions:• Obtain approval from GCU Chair and dissertation committee.• Obtain site authorization/permission.• Obtain IRB Approval. No study data will be collected until this approval is obtained.• Data use agreement obtained. Emails obtained from the site’s school enrollment forms.• Obtain signed informed consent forms from participants through email, along with verbal verification. Informed consent forms will explain study objectives, potential risks, and confidentiality procedures. Informed consent is obtained prior to data collection. Participation is strictly voluntary, and all information will be numerically coded to protect the rights and confidentiality of the participants. Field Test and Expert Panel Review:• Conducted and approved before IRB approval and under the direction of GCU dissertation committee. • The field test will include 3-4 individuals from the same target population for the proposed study. These participants and the data collected during the field test will not be utilized in the actual study. All field test data, coding, and results will be assembled into a properly labeled Appendix and are not a part of the actual study.• The expert panel will be comprised of 3 individuals who have knowledge and experience about the topic and population and can provide feedback on the questions being asked. All expert panel review feedback will be assembled into a properly labeled Appendix.Recruitment:• Emails obtained from school graduate database. (Data Use Agreement in place)• Email recruitment letter to graduates. • Interested participants will contact researcher by responding to the recruitment email and times will set up for interviews and focus groups. • These same interested participants will be sent an informed consent via email.• Signed informed consents must be returned via email before interviews or focus groups are conducted.• Sample: 15-20 graduates of on-site alternative schools for interview.• Sample: 6-8 graduates of on-site alternative schools for focus groupCollection Methods:Interview• Obtain returned signed informed consent via email• Explanation of procedures and objectives immediately before the interview• Interviews via Zoom videoconferencing.• Semi-structured, open-ended questions.• Interviews will be audio recorded and transcribed through Speechnotes audio to text transcription program. • Interviews will be video recorded.• Interview duration will be approximately 45- 60 minutes each.• Confidentiality will be used as the researcher will interact with the participants, but will use measures such as using pseudonyms rather than names to protect their identity.Focus Group• Obtain returned signed informed consents via email• Explanation of procedures and objectives immediately before the focus group• Focus group held on Zoom videoconferencing• Semi-structured, open-ended questions.• Focus Group will be audio recorded and transcribed through Speechnotes audio to text transcription program. • Focus Group will be video recorded.• Focus Group duration will be approximately 60-90 minutes.• Confidentiality will be used as the researcher will interact with the participants, but will use measures such as using pseudonyms rather than names to protect their identity.Security and Data Management:• Transcribed notes and recordings numerically coded for confidentiality.• Transcribed data and research stored in a password-protected computer file.• Transcribed data and research copied to USB drive kept in safe, locked place.• All paper files shredded, and recordings deleted after 3 years.• No identifying characteristics or information will be discussed or included in the dissertation.Example of Qualitative Data AnalysisCleaning and Compiling Data:Data from questionnaire will be compiled using Google Forms.Data from interviews will be transcribed by Trint and or hand transcribed.Data from focus group will be transcribed by Trint and or hand transcribed.Questionnaire:1. Google Form will be used to collect online data2. Become familiar with the data by reading and reviewing data provided by electronic questionnaire.3. Enlist a simple coding system using Braun and Clarke hand coding method: Braun & Clarke’s 6-Phase Framework for Thematic Analysis will be used to identify the patterns and themes in the Qualitative data (Braun & Clarke, 2006). a.Become familiar with the data – by reading and re-reading the transcripts and begin taking notes. b. Generate initial codes – hand-coding to find codes as there are not pre-set codes and will modify as the process advances.c. Search for themes – organize themes that relate to the research questions.d. Review themes – categorize themes by utilizing multi-colored highlighters and sticky notes. e. Define themes – figure out what the theme is saying and how they interrelate with the main themesf. relate themes to RQs6. Compare and contrast hand-coding findings with MAXQDA OR NIVIVIO findings7. Write-up – Interpreting the data by synthesizing the data across the Research Questions and narrative description of the phenomenon for this qualitative study.Interview:1. Become familiar with the data by reading and reviewing data provided by interview transcript.2. Enlist a simple coding system using Braun and Clarke hand coding method: Braun & Clarke’s 6-Phase Framework for Thematic Analysis will be used to identify the patterns and themes in the Qualitative data (Braun & Clarke, 2006). 3.Become familiar with the data – by reading and re-reading the transcripts and begin taking notes. 4. Generate initial codes – hand-coding to find codes as there are not pre-set codes and will modify as the process advances.5. Search for themes – organize themes that relate to the research questions.6. Review themes – categorize themes by utilizing multi-colored highlighters and sticky notes. 7. Define themes – figure out what the theme is saying and how they interrelate with the main themes8. Compare and contrast hand-coding findings with MAXQDA OR NIVIVIO findings9. Write-up – Interpreting the data by synthesizing the data across the Research Questions and narrative description of the phenomenon for this qualitative study.Focus Group:1. Become familiar with the data by reading and reviewing data provided by focus group transcript.2. Enlist a simple coding system using Braun and Clarke hand coding method: Braun & Clarke’s 6-Phase Framework for Thematic Analysis will be used to identify the patterns and themes in the Qualitative data (Braun & Clarke, 2006). 3.Become familiar with the data – by reading and re-reading the transcripts and begin taking notes. 4. Generate initial codes – hand-coding to find codes as there are not pre-set codes and will modify as the process advances.5. Search for themes – organize themes that relate to the research questions.6. Review themes – categorize themes by utilizing multi-colored highlighters and sticky notes. 7. Define themes – figure out what the theme is saying and how they interrelate with the main themes8. Compare and contrast hand-coding findings with MAXQDA OR NIVIVIO findings9. Write-up – Interpreting the data by synthesizing the data across the Research Questions and narrative description of the phenomenon for this qualitative study. 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 5 schools in Los Angeles County from teachers, administrators, and students. 15 students and 5 teachers from 5 different schools. 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 IRB approval by explaining the nature of the study and how it aligned with 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 organizations; 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.)	Semi-structured 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 interview questionnaires on weekends. Observations will be made 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 interviews will 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 Comment by Dr. Crystal Morris-Newsom: Example #1 of Qualitative Data Collection1. Permissions: • Site –Obtain permission from NCEA• Obtain consent form from individuals participating in the study.• Obtain approval from GCU Chair and Committee Approval.• Obtain IRB ApprovalField test conducted with participants that are not in the study2. Sample needed: • Purposive sampling will be used based on participants membership in NCEA as a Catholic school leader.• NCEA members will receive the questionnaire via email with a request for an interview.3. Collection:Questionnaire:• Create questionnaire to be distributed through email to NCEA principals• Send email to NCEA contact for distribution• Collect interview responses and create 15-20 participants for interviewsInterview:Each interview will last for 45-60 minutes.• 15-20 principals will participate in one-to-one interviews.• Interviews will be held in person or via zoom• With permission from participants, interviews will be recorded for later transcription.• Explanation of the process and informed consents obtained from the research subjectsFocus GroupWill last for 60-90 minutes.• 6-8 principals will participate focus group.• Focus Groups will be held in person or via zoom• With permission from participants, focus groups will be recorded for later transcription.• Explanation of the process and informed consents obtained from the research subjects4. Data Management and Storage:• All of the participant’s information will be kept confidential to protect their privacy. • The data collected will be stored on a password-protected, personal, computer as well as a USB drive stored in a locked file cabinet and retained for 3 years. • The researcher will maintain participant confidentiality throughout the results and discussion chapters of this dissertation.Example #2 Qualitative Collection & Analysis Research involving human subjects must be preemptively accepted by the study participants through a process known as informed consent, by which the participant voluntarily agrees to participate after being informed of all aspects of the study (Manti & Licari, 2018). The data collection process for the qualitative descriptive study involves the following steps:Permissions:• Obtain approval from GCU Chair and dissertation committee.• Obtain site authorization/permission.• Obtain IRB Approval. No study data will be collected until this approval is obtained.• Data use agreement obtained. Emails obtained from the site’s school enrollment forms.• Obtain signed informed consent forms from participants through email, along with verbal verification. Informed consent forms will explain study objectives, potential risks, and confidentiality procedures. Informed consent is obtained prior to data collection. Participation is strictly voluntary, and all information will be numerically coded to protect the rights and confidentiality of the participants. Field Test and Expert Panel Review:• Conducted and approved before IRB approval and under the direction of GCU dissertation committee. • The field test will include 3-4 individuals from the same target population for the proposed study. These participants and the data collected during the field test will not be utilized in the actual study. All field test data, coding, and results will be assembled into a properly labeled Appendix and are not a part of the actual study.• The expert panel will be comprised of 3 individuals who have knowledge and experience about the topic and population and can provide feedback on the questions being asked. All expert panel review feedback will be assembled into a properly labeled Appendix.Recruitment:• Emails obtained from school graduate database. (Data Use Agreement in place)• Email recruitment letter to graduates. • Interested participants will contact researcher by responding to the recruitment email and times will set up for interviews and focus groups. • These same interested participants will be sent an informed consent via email.• Signed informed consents must be returned via email before interviews or focus groups are conducted.• Sample: 15-20 graduates of on-site alternative schools for interview.• Sample: 6-8 graduates of on-site alternative schools for focus groupCollection Methods:Interview• Obtain returned signed informed consent via email• Explanation of procedures and objectives immediately before the interview• Interviews via Zoom videoconferencing.• Semi-structured, open-ended questions.• Interviews will be audio recorded and transcribed through Speechnotes audio to text transcription program. • Interviews will be video recorded.• Interview duration will be approximately 45- 60 minutes each.• Confidentiality will be used as the researcher will interact with the participants, but will use measures such as using pseudonyms rather than names to protect their identity.Focus Group• Obtain returned signed informed consents via email• Explanation of procedures and objectives immediately before the focus group• Focus group held on Zoom videoconferencing• Semi-structured, open-ended questions.• Focus Group will be audio recorded and transcribed through Speechnotes audio to text transcription program. • Focus Group will be video recorded.• Focus Group duration will be approximately 60-90 minutes.• Confidentiality will be used as the researcher will interact with the participants, but will use measures such as using pseudonyms rather than names to protect their identity.Security and Data Management:• Transcribed notes and recordings numerically coded for confidentiality.• Transcribed data and research stored in a password-protected computer file.• Transcribed data and research copied to USB drive kept in safe, locked place.• All paper files shredded, and recordings deleted after 3 years.• No identifying characteristics or information will be discussed or included in the dissertation.Example of Qualitative Data AnalysisCleaning and Compiling Data:Data from questionnaire will be compiled using Google Forms.Data from interviews will be transcribed by Trint and or hand transcribed.Data from focus group will be transcribed by Trint and or hand transcribed.Questionnaire:1. Google Form will be used to collect online data2. Become familiar with the data by reading and reviewing data provided by electronic questionnaire.3. Enlist a simple coding system using Braun and Clarke hand coding method: Braun & Clarke’s 6-Phase Framework for Thematic Analysis will be used to identify the patterns and themes in the Qualitative data (Braun & Clarke, 2006). a.Become familiar with the data – by reading and re-reading the transcripts and begin taking notes. b. Generate initial codes – hand-coding to find codes as there are not pre-set codes and will modify as the process advances.c. Search for themes – organize themes that relate to the research questions.d. Review themes – categorize themes by utilizing multi-colored highlighters and sticky notes. e. Define themes – figure out what the theme is saying and how they interrelate with the main themesf. relate themes to RQs6. Compare and contrast hand-coding findings with MAXQDA OR NIVIVIO findings7. Write-up – Interpreting the data by synthesizing the data across the Research Questions and narrative description of the phenomenon for this qualitative study.Interview:1. Become familiar with the data by reading and reviewing data provided by interview transcript.2. Enlist a simple coding system using Braun and Clarke hand coding method: Braun & Clarke’s 6-Phase Framework for Thematic Analysis will be used to identify the patterns and themes in the Qualitative data (Braun & Clarke, 2006). 3.Become familiar with the data – by reading and re-reading the transcripts and begin taking notes. 4. Generate initial codes – hand-coding to find codes as there are not pre-set codes and will modify as the process advances.5. Search for themes – organize themes that relate to the research questions.6. Review themes – categorize themes by utilizing multi-colored highlighters and sticky notes. 7. Define themes – figure out what the theme is saying and how they interrelate with the main themes8. Compare and contrast hand-coding findings with MAXQDA OR NIVIVIO findings9. Write-up – Interpreting the data by synthesizing the data across the Research Questions and narrative description of the phenomenon for this qualitative study.Focus Group:1. Become familiar with the data by reading and reviewing data provided by focus group transcript.2. Enlist a simple coding system using Braun and Clarke hand coding method: Braun & Clarke’s 6-Phase Framework for Thematic Analysis will be used to identify the patterns and themes in the Qualitative data (Braun & Clarke, 2006). 3.Become familiar with the data – by reading and re-reading the transcripts and begin taking notes. 4. Generate initial codes – hand-coding to find codes as there are not pre-set codes and will modify as the process advances.5. Search for themes – organize themes that relate to the research questions.6. Review themes – categorize themes by utilizing multi-colored highlighters and sticky notes. 7. Define themes – figure out what the theme is saying and how they interrelate with the main themes8. Compare and contrast hand-coding findings with MAXQDA OR NIVIVIO findings9. Write-up – Interpreting the data by synthesizing the data across the Research Questions and narrative description of the phenomenon for this qualitative study. This section describes how the data were collected for each variable or group (quantitative study) or 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 with the specific research design. The recommended 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. Different themes will be identified, and thematic analysis will be done to interpret the observations. 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 and compare trends in different categories and subcategories. 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 Comment by Dr. Crystal Morris-Newsom: Should demonstrate adherence tothe key principles of theBelmont Report (respect,justice, and beneficence).Components of this section: Discuss of ethical issues related to thestudy and the sample population of interest.Describe the procedures for obtaininginformed consent and for protecting therights and well-being of the study sampleparticipants.Address anonymity, confidentiality, privacy,strategies to prevent coercion, and anypotential conflict of interest. Describe data management:Procedures adopted to store and maintain paper and electronic datasecurely.nclude the length of time data will be kept (3 years).Tell where data will be kept.How data will be destroyed (after the 3 years). 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.	Before commencement of the study, permission will be sought from the administrators of the 5 schools with an 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.

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