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Dr. William Allan Kritsonis, Dissertation Chair for Donald Ray Brown, Jr., Dissertation Proposal Defense PPT.
 

Dr. William Allan Kritsonis, Dissertation Chair for Donald Ray Brown, Jr., Dissertation Proposal Defense PPT.

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Dr. William Allan Kritsonis, Dissertation Chair for Donald Ray Brown, Jr., Dissertation Proposal Defense PPT.

Dr. William Allan Kritsonis, Dissertation Chair for Donald Ray Brown, Jr., Dissertation Proposal Defense PPT.

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  • Good morning my name is Mr. Brown and today we will discuss how you can get in the zone by making right choices
  • Can any one tell us what they are?
  • To begin with class. Let me ask you this question what does the word choice mean? The dictionary defines the word as: Now class what does this mean to us: Students this means that we have the power to choose
  • Example: Attitudes of disrespected staff impact interactions with those who are in trouble for being disrespectful. Fostered in the environment, attitudes and program structure of the DAEP
  • Fostered in the social skills training and curriculum and program structure of the DAEP

Dr. William Allan Kritsonis, Dissertation Chair for Donald Ray Brown, Jr., Dissertation Proposal Defense PPT. Dr. William Allan Kritsonis, Dissertation Chair for Donald Ray Brown, Jr., Dissertation Proposal Defense PPT. Presentation Transcript

  • EXPLORATORY QUAILITATIVE INVESTIGATION OFREDUCING RECIDIVISM RATES FOR AFRICANAMERICAN MALES ENROLLED INMIDDLE SCHOOL DISCIPLINARY ALTERNATIVEEDUCATION PROGRAMSA Dissertation ProposalbyDONALD RAY BROWN, JR.Dissertation ChairWilliam Allan Kritsonis, PhDPhD Program in Educational Leadership
  • DAEP Structure The structure of the DAEP’s both physically(by location separation) and operationally isintended to be a deterrent. The average length of stay is between 16-45days(IDRA,1999). Most DAEP’s Operate on a Point System thatserves as an indicator of when the childmight be ready to exit the program(TEA,2007)
  • Student Cultural Dynamics When looking at structure on a variety of culturallevels, there may be an underlying indication to theAfrican American student that this setting is moreculturally conducive to his learning experience. For the African American male, this environmentmay be an educational environment where theyreceive individualized education assistance in asmaller group setting. The ridged structure of a DAEP can be difficult totransition out of when students return to their homecampus/school of origin.
  • Student Cultural Dynamics Multiple researchers have indicated thatthere is an overrepresentation of AfricanAmerican males in DAEP settings and in ourprison systems (Tobin & Sprague, 2000;TEA, 2007; Abramson, 2008) There is a correlation between thesedisciplinary experiences for African Americanmales (Parham & McDavis, 1987; Blake&Darling 1994; Texas Appleseed, 2007).
  • Institutionalization These issues specifically influence the AfricanAmerican male, because of the culture ofinstitutionalization in the black community. Institutionalization conveys the messages of externalloci of control, hopelessness and cyclicaldegradation of the individual experiencing it. the structure and practices an African Americanmale experiences in the DAEP can in someinstances, be the expected cultural norm
  • Statement of the Problem There are DAEP structural factors such as programming,operational styles and intervention components that couldcontribute to the over representation of recidivism for AfricanAmerican Males in DAEP’s. The recidivism rate of 6th-8thgrade African American malesreturning to alternative school settings is a growing problem ineducation (IDRA, 1999). Students who experience multiple transitions between DAEP’sand Regular Education Settings (RES’s) tend to have difficultyadjusting in Americas Public Education System and life’schallenges (Perkins, 1991).
  • Statement of the Problem Disciplinary Alternative Education ProgramLiterature related to overrepresentation ofAfrican American male 6th-8thgrade MiddleSchool students does not adequately reflectstructural factors that could reduce recidivismrates.
  • Purpose of the Study The purpose of this study is to investigate factorsthat reduce or eliminate high rates of recidivism forAfrican American male students enrolled inalternative education programs. Ultimately identifying best practices that produce lowto no recidivism rates for African American malestudents enrolled in alternative education programs.
  • Research Questions RQ1 How does each program structure model affect AfricanAmerican male student recidivism rates in an alternativesetting? RQ2 Is their a relationship between Teachers’ Sense ofEfficacy score and African American male student recidivismrates in disciplinary alternative education settings? RQ3 What aspect of parental involvement influences AfricanAmerican male student recidivism rates? RQ4 To what degree of influence does the social skillscurriculum have on African American male student recidivismrates?
  • Theories Guiding the StudyReciprocal DeterminismSymbolizationLogicAbstract ThoughtProblem SolvingSocial &CulturalInfluenceBandura PiagetRQ1 How does each program structure model affect African Americanmale student recidivism rates in an alternative setting?RQ2 Is their a relationship between Teachers’ Sense of Efficacy score andAfrican American male student recidivism rates in disciplinary alternativeeducation settings?RQ3 What aspect of parental involvement influences African Americanmale student recidivism rates?RQ4 To what degree of influence does the social skills curriculum have onAfrican American male student recidivism rates?RQ1 How does each program structure model affect African Americanmale student recidivism rates in an alternative setting?RQ4 To what degree of influence does the social skills curriculum have onAfrican American male student recidivism rates?
  • Theories Guiding the StudyBandura’s Reciprocal Determinism Theory Behavior influences and is influenced bypersonal factors and social environment Most external influences affect behaviorthrough cognitive processing Behavior is conditioned through the use ofconsequences
  • Theories Guiding the StudyPiaget’s Cognitive Development Theory:Formal Operational Stage Begins at age 12 and lasts through adulthood Thinking hypothetically, conceptualization,outcomes and consequences Organized approach to problem solving
  • Significance of the Study Data gathered in this study will highlight structuralprocedures and interventions that help to reduce oreliminate the percentage of African American maleswho return to the alternative education program aftera successful completion. This study will provide information that can helpimprove alternative education for all students.
  • Assumptions Piaget and Bandura paradigms support theassumption that institutionalization impacts: 1. Interpersonal communication 2. Worldviews 3. Social and cultural interactions
  • Assumptions DAEP’s maintain institutional structure andprogramming by utilizing discipline measures thatstagnate development processes related to logic,abstract thought and problem solving skills that occurduring adolescence. As such, identifying and improving upon structure,program components and Teachers’ Sense ofTeacher Efficacy can only lead to improvements inDAEP visit outcomes.
  • Limitations of the Study This study will be limited to investigatingAfrican American male middle schoolersenrolled in DAEP’s located in South EastTexas demographics such as social economicstatus, parent marital status and the extent towhich the home schools are recognized byTEA and were not taken into account for thisstudy
  • Statement of Hypothesis It is hypothesized that their will be nosignificant difference in the structure of theDAEP’s, the interventions used in theDAEP’s and the Teachers’ Sense of TeacherEfficacy of the teachers working in theDAEP’s and their impact on reducing the rateof recidivism for African American males ingrades 6-8 enrolled in alternative educationprograms.
  • Sampling Methods Homogeneous cases: only AlternativeEducation Programs will be selected for thisstudy With in the study Criterion case sampling willbe used in each alternative setting to identifythis studies population to be researched.
  • Themes from Literature How DAEP’s were formed (Zweig 2003;TEA2007) DAEP Structure and Program (Aron, 2003) Best Practice Guidelines (McCreight, 1999;TEA, 2007) Overrepresentation of students in DAEPsetting (IDRA,1999; Skiba, Michael & Abra2000; Zweig, 2003)
  • Research Design This will be a exploratory qualitative study-allows the researcher to first collectqualitative data and use the findings to givedirection to quantitative data collection(Frankel & Wallen, 2006). Interviews will be coded for the emerging andcontrasting themes Surveys will be scored using a likert scale
  • Population and Sample The target population for this study will beAfrican American male 6th-8thgrade DAEPMiddle Schoolers Active Participants include Principals,Counselors and Teachers Participants for the study were selectedthrough purposive sampling-subjects areselected because of some characteristic(Patton 1990)
  • Instrumentation and Pilot Study Permission was obtained from Dr. Anita HoyWoolfolk Hoy to use the Teachers’ Sense of TeacherEfficacy Scale A nine question pilot study will be performed toidentify program structure characteristics, programpractices – such as the level of parental involvementand the utilization of social skill curriculums and theirrelationship to a successful one time visit to analternative education program for the AfricanAmerican male 6th-8thgrade DAEP middle schoolers
  • Data Collection Surveys Pilot Interview Questions To ensure confidentiality, each DAEPcampus was coded with alpha and number Existing TEA Data
  • Data Analysis Quantitative data will collected on Teachers’ Senseof Teacher Efficacy retracted from their responses tothe instrument, Teachers’ Sense of Teacher EfficacyScale Teachers’ Sense of Efficacy Scale is designed tomeasure efficacy in student engagement,instructional practices and classroom management Each item is measured on a 9-point scale anchoredwith the notations: “nothing, very little, someinfluence, quite a bit, a great deal”
  • Data Analysis Data will be collected on DAEP program structure,teachers’ sense of efficacy scale, parentalinvolvement and social skills curriculum for eachschool. A Pearson r correlation coefficient will calculated todetermine if a relationship existed between thevariables and African American male recidivismrates. Sirkin (2006) describes Pearson’s r as a “coefficientthat is used when both variables are an interval or aratio level of measurement” (p. 446)
  • Data Analysis RQ1 How does each program structure model affect AfricanAmerican male student recidivism rates in an alternativesetting? Administrator interview questions, TEA DAEP Data RQ2 Is their a relationship between Teachers’ Sense ofEfficacy score and African American male student recidivismrates in disciplinary alternative education settings? TeacherSelf Efficacy Scale, TEA DAEP Data RQ3 What aspect of parental involvement influences AfricanAmerican male student recidivism rates? Administratorinterview questions, TEA DAEP Data RQ4 To what degree of influence does the Social SkillsCurriculum have on African American male student recidivismrates? TEA DAEP Data, Type of social skills curriculum
  • SummaryThe purpose of this study is to investigate factors thatreduce or eliminate high rates of recidivism for AfricanAmerican male students enrolled in alternative educationprograms. Ultimately identifying best practices that produce lowto no recidivism rates for African American male studentsenrolled in alternative education programs.Data gathered in this study will highlight structuralprocedures and interventions that help to reduce or eliminatethe percentage of African American males who return to thealternative education program after a successful completion.This study will produce the groundwork needed to help reformalternative education.