Prosectus Draft

Ten Strategic Points for Dissertation

Ten Strategic Points for a Quantitative Correlational Study

(You have a good start. This strategic points document is significantly overwritten and requires significant revision to comply with the template for the document. The strategic points document should contain no more than two or three pages plus the reference list for the document. This document includes 10 pages for the strategic points.)

1. Topic- Topic plays a critical role in offering a full research issue in the area of influence of Cross-cultural experience on Student Leadership Capacity Development and Academic Achievement. Culutrual compentacy

2. Literature review - Lists primary points for four sections in the Literature Review:

a. Background of the problem/gap; cross-cultural competence and how co-curricular and curricular activities would facilitate cross-cultural student leaders. Intercultural competence has grown in many fields and has become fundamental, given the unprecedented complexity that leaders are expected in the ever-interconnected world. the factors that lead to the findings that students may be better off participating in high-diversity sessions remain unexplained (Collins & Rosch, 2018).

b. Theoretical foundations (models and theories to be the foundation for study);

(Theoretical Foundation: Identify the models/theories/frameworks behind each data collection instrument/approach (in the Data Collection section). The models/theories/frameworks should also guide development of the research questions for the study. Cite the seminal theorists or developer of the model/ framework).

i. Boundary-Breaking Leadership Development Model - that enhances the delivery of the education to the international audience. It is considered boundary-breaking due to its ability to move learning beyond the boundaries that have been imposed on the roles, culture, national, as well as the economic borders (Tomlinson, 2013).

ii. The Educational administration theory. The theory assumes that the educational administrators are incapable of becoming a science (Oplatka & Arar, 2016).

iii. The study will explore different studies basing on the two approaches concerning student leadership.

c. Review of literature topics with a key theme for each one; (Review of Literature: Identify four to six themes/topics that are relevant to the study and will demonstrate broad expertise in the area of research. Within each theme/topic, provide one of two summative sentences regarding the research relevant to this study. Cite three to five scholarly sources to support each theme/topic).

i. Cultural competence and its impact on student academic achievement in urban elementary schools (Bruce, 2011).

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).

v. According to the cultural proficiency model, cultural competence is progressive, including six phases that are associated with the ethnic relative and ethnocentric stages of Bennett's model (Chen, 2014).

vi. Measure student leadership skills with S- ()

vii. Measure student academic achievement with ()

Viii. Methodology.

d. Synthesis/Summary

i. Gap/Problem: 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) for K-12 students. There is a need for an integrative and a responsive and integrated leadership advancements curricula and experience for student leaders in educational institutions.

ii. Prior Studies: For the majority of the researchers, they focus on the need to reform leadership in schools (Mulcahy & Gregory, 2009).

iii. Quasi-experimental quantitative study. (Curtis, Bultas, & Green, 2016)

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.

4. Sample and location – Identify sample, needed sample size, and location (study phenomena with small numbers and variables/groups with large numbers): This heading should include the following as a bulleted list:

Location:

Population:

Target Population:

Sample

· Identify where you will access the sample.

· Identify an alternative sample that is not their organization.

· Ensure the sample size is appropriate for the design (based on guidelines in Chapter 3 of the Proposal Template).

Use a sample size calculator to identify the number required for a quantitative study. State the sample size calculator used for this calculation. Use of a G Power calculator is recommended.

a. Location: Santa Clarita, California

b. Population: all schools in Los Angeles County school districts.

c. Target Population: students at grade 9-12 from 5 school districts in Los Angeles County.

d. Sample: 1 school district located in Santa Clarita, California. A total of 5 schools with heads that provide cross-cultural enrichment programs including winter/summer exchange programs, immersion programs etc. Students will be from grade 9-12 levels. Both girls and boys across different school-going ages will be selected as participants of the study.

5. Research questions – Provides research questions to collect data to answer the problem statement:

R1. Does cross-cultural awareness influence on Student Leadership Development and Academic Achievement?

R2. Does intercultural skills impact on Student Leadership Development and Academic Achievement?

R3. Does cross-cultural attitude influence on Student Leadership Development and Academic Achievement?

R4. Does intercultural knowledge impact on Student Leadership Development and Academic Achievement?

6. Hypothesis:

H01: Cross-cultural awareness does not influence Student Leadership Development and Academic Achievement.

H11: Cross-cultural awareness influences Student Leadership Development and Academic Achievement.

H02: Cross-cultural skills does not influence Student Leadership Development and Academic Achievement.

H12: Cross-cultural skills impacts Student Leadership Development and Academic Achievement.

H03: Cross-cultural attitude does not influence Student Leadership Development and Academic Achievement.

H13: Cross-cultural attitude influences Student Leadership Development and Academic Achievement.

H04: Cross-cultural knowledge does not impact Student Leadership Development and Academic Achievement.

H14: Cross-cultural knowledge impacts Student Leadership Development and Academic Achievement.

7. Methodology and design- The study will utilize the quasi-experimental quantitative research design to establish causes, effects, and connection between cultural biases in the education curricula and students' performance in multicultural learning institutions (Landa, 2011).

8. Purpose Statement – Provide a one-sentence statement of purpose, including problem statement, sample, methodology, and design: The quasi-experiment quantitative study aims at establishing the Influence of Cross-cultural experience on Student Leadership Development and Academic Achievement of the students in 20 schools under the management of the transformational leaders.

9. Data collection – Describe primary instruments and sources of data to answer research questions: the instruments

(Questionnaires are typical for qualitative methods studies and not quantitative methods.

Identify the instrument to represent each variable for the study.

Provide a sequential, step-by-step list that:

· Include site authorization to conduct the study.

· Describes specific data collection instruments/sources.

· Includes data collection Instruments/sources of data that are based on the Theoretical Foundation, models, or frameworks for the study.

· Ensure how the data collection instruments/sources of data align with the RQs or hypotheses/variables is clearly identified.

· Ensure all the needed data to answer the RQs and Problem Statement are collected.

· Include acquiring site permissions and permissions for use of tools and instruments.

· Ensure the processes collects no unneeded data for the current study.

· Define the focus/planned uses of the demographic survey (e.g. collects a variable or is used to develop a profile of the same, etc.).

a. Independent variable: (need 1 reference from theoretical foundation)

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 (Haggard, 2008).

10. Data analysis – Describe the specific data analysis approaches to be used to address research questions: The data gathered will be analyzed and interpreted through the utilization of Quasi-Experimental Design (often referred to as Causal-Comparative) seeks to establish a cause-effect relationship between two or more variables. (Moutinho & Hutcheson, 2011).

(Provide a sequential step-by-step description for how to analyze data for the study in ways appropriate for the Methodology and Design for the study.

· Ensure all steps/components of the Data Analysis are included and that the approaches for Data Analysis are appropriate for the selected design.

· Ensure the Data Analysis will answer the RQs and address the Problem Statement.

· Demonstrate clear understanding of the Data Analysis approach for the Design selected.

Describe the specific data analysis approaches by name and type.)

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

Coleman, J. C. (2014). A study of a professional development initiative to increase cultural competency.

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.

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.

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