Revise 10-Strategic Points And Prospectus PPT
The Influence of Cross-cultural experience on Student Leadership Capacity Development and Academic Achievement
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Dr. Mansur (DM) – Titles must be capitalized in the appropriate locations.
Literature Review: Background to the Problem
The modern learning environment is increasingly becoming culturally diverse
However, most leadership studies in K-12 schools only focus on administrators and school leads
Educators also encounter challenges in meeting the academic and learning needs of students from wide cultural backgrounds
There is a scarcity of studies that explore the effects of cross-cultural factors on students’ academic and leadership development
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.
Dr. Mansur (DM) – this information needs to be cited and substantiated with the literature
Literature Review: Problem Space
Many studies do not focus on cross-cultural competencies among learners
Engagement gaps such as inequality and alienation among minority and foreign students have only been explored within administrative leadership
Thus, research on promoting student leadership and academic attainment in culturally diverse K-12 schools ought to be considered
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 inequality 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. 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.
Dr. Mansur (DM) – Citations are required
Literature Review: Theoretical Foundations
The Boundary-Breaking Leadership Development Model promotes education across multicultural settings
It provides framework for overcoming challenges related to gender, culture,. Ethnicity, and diverse educational settings
It focuses on different aspects of educational environments, such as leadership development and generative learning
The Boundary-Breaking Leadership Development Model (BBLDM) is a framework that promotes education across international settings due to its potential to overcome the challenges associated with gender, culture, nationality, or ethnicity in diverse educational settings. The model focuses on several aspects within the educational context including leadership development, generative learning, creation of discussion forums that promote diversity, sense, and responsibility for the community, and cultivation of respect, and ethical and collaborative spirit (Tomlinson, 2013). The BBLDM can be applied to foster unity through collaboration among students with diverse characteristics.
Dr. Mansur (DM) – citations required. Is this a model or a framework. Differentiate between the two.
Literature Review: Review of Literature
Theme 1: Progressive competency
Theme 2: Cultural competencies
Theme 3: Ethical attitude
Numerous researchers investigate how progressive competency, cultural skills, and ethical behaviors promote students’ academic outcomes. For instance, Sudker (2019) investigates how cultural competencies impact student’s academic outcomes in urban elementary schools (Sudler, 2019). Additionally, Ticha, Abery, and Kincade (2018) examine how a set of ethical attitudes, appropriate behaviors, and effective policies integrate to promote effective professionals to work effectively in culturally diverse educational settings. Furthermore, Jamellah (2016) assesses the effectiveness of Teachers’ Awareness of Cultural Diversity and Academic Achievement in Ninth Grade Academies and Senior High Schools. The Relationship between Teacher Cultural Competency and Student Engagement (Robinson, 2012). According to the cultural proficiency model, cultural competence is progressive and includes six phases that are associated with the ethnic relative and ethnocentric stages of Bennett’s model (Chen, 2014).
Problem Statement
It is not known if and to what degree cross-cultural experience influences students’ leadership development and academic performance
Based on what is known, the relationship between cross-cultural curricular and co-curricular activities and experiences, and student leadership and academic performance is not clearly understood
While the literature explains how cross-cultural competence influences administrators’ leadership development, there is still paucity of knowledge on its effect on student leadership and academic performance
It is not known if and to what degree cross-cultural experience influences students’ leadership development and academic performance. 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.
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.
Dr. Mansur (DM) –
Research Questions and Phenomenon
RQ1: How does cross-cultural awareness
influence student leadership development and academic achievement?
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?
Phenomenon: Cross-cultural awareness is associated with positive student leadership qualities and behaviors.
RQ1: How does cross-cultural awareness
influence student leadership development and academic achievement?
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?
Methodology Justification
| Qualitative | |
| Qualitative method is selected as it examines specific sociocultural phenomenon operates (Poucher et al., 2020) Qualitative methods are ideal for acknowledging the systematic nature of human behavior (Saunders et al., 2018) The socially inclusive nature of qualitative methodology makes it appropriate for this study (Cresswell & Cresswell, 2017) Purpose Statement: The purpose of this qualitative phenomenology is to explore the the influence of culturally inclusive curriculum and co-curriculum activities and experiences on student leadership development and academic outcomes phenomenon being studied) for 29 students at _Santa Clarita, California School district. At this stage in the research. | |
| Justification for qualitative: | Justification against quantitative: |
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 (Cresswell & Cresswell, 2017).
Feasibility – Slide 1
Resources for study:
NGOs
Government institutions
Ethical Concerns:
The main ethical concern for being funded by these organizations to conduct research is that the study outcomes may be influenced by their interests
Dr. Mansur (DM) – More slide development is requred here. Refer to the slide notes.
Feasibility – Slide 2
Study Alignment with Program (Identify Program of Study):
The study is aligned with the program goal of promoting diversity and inclusivity in K-12 institutions
The study is also aligned with the goal of providing differentiated learning
Feasibility Concerns:
The main feasibility concern is how applicable or generalizable will its outcomes be applied in other varying educational contexts
and information
Dr. Mansur (DM) –
Defend
Questions
1. How is the study of help to the society?
2. How will the study improve the learning environment?
Feedback
The study benefits the society by providing equitable learning environments for students from different cross-cultural groups
The study also reduces cultural barriers to access to learning opportunities and academic accomplishment
Objectives:
This slide is a placeholder for your defense of your topic to your residency instructor, peers, and/or dissertation committee.
Learners should be prepared to answer questions about their study, including the key points, alignment, and feasibility.
Next steps
The next step in my study will include:
Step 1: seeking approval from the IRB
Step 2: Conducting a reconnaissance with the study settings
Step 3: Identifying my research and data gathering team
Step 4: Gathering data
Step 5: Analyzing data
RSD-881 Instructions
Update the RSD-851 slides based on changes made to your key points and complete the RSD-881 Slides:
Design
Purpose Statement
Population, Target Population, and Sample
Instrumentation and Data Sources
Data Collection Slides 1-4
Data Analysis
Feasibility
Next Steps
Prior to submitting this template for your final assignment in RSD-881, remove the feasibility, defend, and next steps slides from the RSD-851 section. These slides will be updated in the RSD-881 slides.
Use the supplementary slide deck for additional information and resources for completion of these slides.
Design
| Design | Definition | Justification (use /not use) |
| Qualitative Descriptive | Refers to a type of design that comprehensively summarizes specific events experienced by individuals or groups. A qualitative design that focuses on discovering the nature of specific events under investigations | Provides an effective theoretical approach to qualitative research |
| Phenomenological | Design that places 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). A study design hat focuses on understanding the core structures, essence, and effects of the experiences. | It 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. |
| Narrative | A research design that uses written or spoken words to gather data. An approach that assesses the lives of individuals as told by their own stories. | The process of analyzing long textual or verbal data may be challenging |
| Case Study | A study design that is used to generate an in-depth, multi-faceted understanding of a complex phenomenon. It is a research design that focuses on a particular context, which is specific. | Case study is n9ot appropriate as the research will sample data from different groups |
| Grounded Theory | This is a research design that focuses on setting out to discover or construct theory from data. A research method whose sole outcome is to develop a theory. | The study does not plan to develop a theory from data |
Purpose Statement
The purpose of this qualitative 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
Thus, address the issue of student leadership and academic outcomes in culturally diverse schools
The purpose of this qualitative 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. 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 (Oplatka & Arar, 2016).
Population, Target Population, and Sample
| Population | Target | Sample |
| 5 10 | From churches and schools Students and teachers from public schools | Voice recording- 5 Interviews-10 |
Instrumentation and Data Sources
| Data Sources #1 | Data Source #2 | Data Source #3 |
| Interviews Data structure: Narrations The sources will answer research questions by examining partici0pants’ feelings | Interviews Data structure: Texts Research questions will be answered by examining perceptions and key themes | Observations Data Structure: Observed phenomena Identifying key themes |
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 Steps: Slide 1 Required permissions
Seeking permission from school administrators
Seeking license to use research Instruments
Participants will be given informed consent forms
Obtaining administrative guide and validation information on each data sources from owner/literature
Results of the field tests for qualitative studies
IRB Approval will be sought
Consent form from individual participants
Required permissions/approvals (prior to data collection)
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.
Data Collection Steps: Slide 2 Sampling Strategy and Sample Selection
| Strategy #1 | Strategy #2 | Strategy #3 | |
| Sampling Strategy Description | |||
| Sampling Steps | |||
| Sampling Selection Criteria |
Objectives:
There are four separate slides that will comprise the data collection section in the Prospectus and the proposal.
These set of four slides are used in bullet format in the Prospectus. They then provide the outline for the Data Collection section in Chapter 3 in the Proposal.
This Slide: This second slide only discusses the sampling strategy and then the steps for the sampling process.
**Note: Do not alter the names on the slides, and do not change the order of the four data collection slides or the bullets within them. It is important to show the bullets in the order in which they would occur. **
Slide Requirements:
Sampling Strategy Description: Citing an authoritative source define and describe each sampling strategy.
Sampling Steps: State the steps taken for the sampling process for each strategy.
Sampling Criteria: Identify the criteria for selecting your sample.
Hints:
Some sampling strategies could be convenience, purposive, random, and snowball.
Even if only one sampling strategy will be used, identify “Plan B” and “Plan C” if the first plan falls through or does not provide the minimum sample size or enough data for qualitative analysis.
Data Collection Steps: Slide 3 Collecting the Data
Step 1: The authorities in the school will be contacted
Step 2:Permission will be sought for data gathering
Step 3: A date and time will be agreed for data collection
Step 4: Informed consent forms will be filled
Step 5: Interview questions will be administered on weekend to avoid leanring disruptions
The process of gathering data will begin by contacting the authorities in the schools. Permission will also b gathered from 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. 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 Collection Steps: Slide 4 Data Management and Storage
Data Management and Storage
Data will be stored in protected information systems
Cloud backup will be provided to ensure that it is not lost or deleted
The data will be stored for more than a month
The data will be protected using information security methods, such as encryption, password authentication, and access controls
Data management and storage is one of the most important steps in facilitating an effective analysis. In this study, the data will be stored in protected information systems. Cloud backup will be provided to ensure that it is not lost or deleted, destroyed, or its integrity tampered with. Moreover, the data will be stored for more than a month. This will ensure that it can be accessed at any stage of the analysis process of verification purposes. Further, it will be protected using information security methods, such as encryption, password authentication, and physical access controls.
Data Analysis Steps: Slide 1
Data Source #1 – Analysis Strategy
Step 1:Coding
Step 2:
Step 3: Systematically arranged in terms of related themes or data
Step 4: Identification of different themes
Step 5: Interpretation and discussion
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.
Feasibility – Slide 1
Resources for study:
Human resources
Financial resources
Technological resources
Ethical Concerns:
Honesty
Transparency
Anonymity
The three main resources that will be instrumental in the completion of data analysis will include human, financial, and technological resources. Human resources, for example, will be important in hiring the ideal data analysts for the completion of the task. This, for instance, will involve hiring statisticians to speed up the accurate and valid model of analysis. Financial resources will include the funds and cash that will be pumped towards completing the analysis procedure. Finally, technological tools for under taking data analysis will be employed.
Defend
Questions
Why use thematic analysis?
How will you ensure validity?
Feedback
Thematic analysis allow for flexible interpretation of data
Validity will be met by respondent validation
one potential question that will be posed is why I will use thematic analysis for the study. One possible answer is that it gives room for respondent validation. to this end, it enables researchers to approach large chunks of data sets more easily by way of sorting them into wider themes. However, the risks associated with it such as averting the possible missing nuances in the data will be averted. To address reliability and validity, the initial results will be tested with participants to determine if they still hold water.
Next steps
My future research steps will include:
Exploring and identifying thematic analysis experts and data analysts
Developing a comprehensive report on the study findings
Using the research to empower society
The modern learning environment is increasingly becoming diverse. In this respect, students from different cultural, ethnic, religious, and racial groups participate in the learning process. Consequently, educators are encountering challenges of meeting the learning needs of individuals from divergent cultures and values (Boberg & Borgeois, 2016). In light of the above, many studies have attempted to explore the relationship between cross-cultural experiences in the learning environment. However, there is still a scarcity of knowledge on its impact on leadership development and academic performance. Thus, there is a need to explore this relationship using qualitative research methods.
List of References
Slide Requirements:
Include a fully APA-formatted reference for each citation used in the slides.
References
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