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Robert Marcel Branch, PhD Proposal Defense, Dr. William Allan Kritsonis, Dissertation Chair
 

Robert Marcel Branch, PhD Proposal Defense, Dr. William Allan Kritsonis, Dissertation Chair

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Dr. William Allan Kritsonis, PhD Dissertation Chair for Robert Marcel Branch, PVAMU, Member of the Texas A&M University System

Dr. William Allan Kritsonis, PhD Dissertation Chair for Robert Marcel Branch, PVAMU, Member of the Texas A&M University System

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    Robert Marcel Branch, PhD Proposal Defense, Dr. William Allan Kritsonis, Dissertation Chair Robert Marcel Branch, PhD Proposal Defense, Dr. William Allan Kritsonis, Dissertation Chair Presentation Transcript

    • Hispanic Teacher Recruitment and Retention Initiatives in Texas Schools A Proposal Defense By Robert M. Branch
    • Dr. William A. Kritsonis (Dissertation Chair) Dr. David Herrington (Member) Dr. Douglas Hermond (Member) Dr. Camille Gibson (Member) Committee Members
    • Outline
      • The Problem
      • Purpose of the Study
      • Research Questions
      • Null Hypotheses
      • Significance of the Study
      • Review of Literature
      • Research Design
    • The Problem
      • The shortage of Hispanic educators plays a role in the educational experiences of Hispanic students.
      • 2006-2007 TEA data indicate that 21% of teachers in Texas are Hispanic, but 46% of the students during the same year are Hispanic.
      • Previous findings indicate that increasing the number of Hispanic educators positively affects the educational attainment of Hispanic students (Darder, Torres, & Gutierrez, 1997).
    • Purpose of the Study
      • To establish whether the number of Hispanic teachers influence Hispanic student achievement and then identify methods to assist with the recruitment and retention of Hispanic teachers in Texas schools.
    • Conceptual Framework Approaches of Administrators & District Personnel to Recruit & Retain Hispanic Teachers Internal Motivations Of Hispanic Teachers Hispanic Teacher Recruitment & Retention Initiatives in Texas Schools The Impact of Academic Achievement for Hispanic Students
    • Quantitative Research Question #1
      • Is there a corresponding increase in the percent of Hispanic teachers with the increase of Hispanic Students in Texas from school years 2000 through 2007?
    • Quantitative Research Question #2
      • Is there a relationship between the percent of Hispanic teachers and the percent of Hispanic students passing the TAKS Exit level examination in the core area of Mathematics?
    • Quantitative Research Question #3
      • Is there a relationship between the percent of Hispanic teachers and the percent of Hispanic students passing the TAKS Exit level examination in the core area of English/Language Arts?
    • Qualitative Research Question #1
      • What factors influenced Hispanic teachers to go into and remain in the teaching profession in the state of Texas?
    • Qualitative Research Question #2
      • What is the value of increasing the number of Hispanic teachers in Texas school districts?
    • Qualitative Research Question #3
      • What are the approaches used by the school districts to recruit and retain Hispanic teachers?
    • Qualitative Research Question #4
      • Which of these approaches appear to be successful in recruiting and retaining Hispanic teachers?
    • Question to be answered by descriptive statistics:
      • Is there a statistically significant difference between the increase in Hispanic student population in Texas high schools and the percent of Hispanic teachers in Texas high schools?
    • Null Hypotheses
      • H 01 There is no statistically significant correlation between the percent of Hispanic teachers in Texas high schools and the percent of Hispanic students passing the TAKS Exit Level Mathematics examination.
    • Null Hypotheses
      • H 02 There is no statistically significant correlation between the percent of Hispanic teachers in Texas high schools and the percent of Hispanic students passing the TAKS Exit Level English/Language Arts examination.
    • Significance of the Study
      • This study will provide data to school districts regarding effective recruitment and retention initiatives of Hispanic teachers.
      • School districts will be better equipped to hire and retain highly qualified Hispanic teachers for Hispanic students in their district in order to raise the achievement levels of these students.
    • Review of Literature
      • This section includes concepts of diversity in the teacher workforce and the impact that role models, successful interactions, and understanding play in the decision for minorities to be motivated to go into the teaching profession. It will also illustrate factors that research indicates as the contributor to why minorities do not remain in the profession.
    • Review of Literature Author/ Year Findings U. S. Department of Education, 2003 The United States Hispanic student population has made the most significant changes with a 6.4% increase compared to a White student decrease of 9.2% and a small African-American student increase of 1.1%. Author/ Year Findings Ochoa, 2003 The achievement trends of Hispanic students over the past 20 years indicate that their achievement in the three primary content areas is not competitive with the achievement of White students in our nation.
    • Review of Literature Author/ Year Findings National Center of Education Statistics, 2003 The 2003 reports from the NCES indicate that 16.9% of all teachers are minorities. Author/ Year Findings Dee, 2004 In the year 2000, 8% of all teachers in the United States were African-American, 6% were Hispanic, and 84% were White.
    • Review of Literature Author/ Year Findings Zientek, 2007 Across certification routes, ethnic groups and teachers with varying educational attainment were equally committed to teaching. African-American teachers were the most committed, with 90% planning to remain in teaching for an extended time, followed by 82% of Whites and 71% of Hispanics. Author/ Year Findings Wehrman, 2002 Wehrman reported that it is important in communities, which have substantial populations of color, to have teachers of color in the classrooms as role models. It was believed that if the teacher and student share a prominent characteristic, deeper bonds would be formed.
    • Review of Literature Author/ Year Findings Dee, 2004 It has been reported that a teacher of color as a role model will also help to boost minority students’ confidence and enthusiasm for learning. Author/ Year Findings Howard, 2003 Howard suggests students will benefit from having well-trained teachers who come from similar racial/ethnic and linguistic backgrounds. These teachers can contribute to the students’ sense of belonging and academic achievement.
    • Review of Literature Author/ Year Findings Kirby, Naftel, & Berends, 1999 Diversity in the teaching force will foster knowledge and understanding of different cultures on the part of all teachers. Author/ Year Findings Ingersoll, 2001; Johnson, Verg, & Donaldson, 2005 Attempts to alleviate the shortage of teachers have taken place on multiple levels. Some have focused on the attrition rates and recommended attention to mentoring and developing new teachers.
    • Review of Literature Author/ Year Findings Winter & Melloy, 2005 Urban high-poverty schools are hard to staff according to recent findings of Winter & Melloy. Schools labeled as low achieving had significant effects on the perceptions of potential applicants. Author/ Year Findings Darling-Hammond, 2003 Since the early 1990’s the number of teachers who exit the teaching profession has surpassed the number of teachers who entered the profession. Schools are always fighting an uphill battle to staff classrooms with qualified teachers.
    • Research Design
      • Research Method – Mixed methods using a complementary design. This includes descriptive and correlational analysis of existing data as well as data obtained from open-ended interview questions and surveys.
      • Quantitative – Data will be obtained from the Texas Education Agency (TEA) Academic Excellence Indicator System (AEIS) reports.
    • Research Design (continued)
      • Qualitative – The qualitative data will be collected with a questionnaire that will be given to Hispanic teachers and School/District Administrators. Data will also be collected by interviewing the Hispanic teachers and School/District Administrators.
    • Pilot Study
      • Convenience Sampling
      • 30 Hispanic Teachers
      • Test-Retest
      • Reliability
      • Trustworthiness (Fair-Clear-Free of Bias)
      • Changes based on inputs
      • Participants Excluded
    • Subjects of the Study
      • Sampling Method
      • Purposive sampling will be used in order to discover, understand, and gain insight from the school districts and Hispanic teachers.
    • Quantitative
      • Five school districts in Southeast Texas will be used in the study. These districts will be selected based on having met a criteria of employing at least 5% Hispanic teachers and serving at least 50% Hispanic students.
      • This data will be retrieved from the TEA database.
    • Qualitative
      • 100 Hispanic teachers employed in Texas schools with a teacher population of at least 5% Hispanic teachers and at least 50% Hispanic students as reported by TEA will be surveyed.
      • Of these 100 teachers, 30 will be interviewed.
      • 10 School Principals and 5 Human Resource Directors will be asked open-ended questions and interviewed.
    • Analysis Of Data Quantitative Qualitative Qualitative
      • TEA Demographic Data
      • Hispanic Student Math Exit Level Taks Results (As Reported by the AEIS)
      • Hispanic ELA Exit Level Taks Results (As Reported by the AEIS)
      Interviews of Hispanic Teachers, School Administrators & District Personnel Questionnaires of Hispanic Teachers, School Administrators & District Personnel
    • Analysis of Data (Quantitative) Research Questions Question Addressed by Descriptive Statistics Independent Variables Dependent Variables Statistics Is there a corresponding increase in the percent of Hispanic teachers with the increase of Hispanic Students in Texas from school years 2000 through 2007? There is no statistically significant difference between the increase in Hispanic student population in Texas high schools and the percent of Hispanic teachers in Texas high schools.
      • Two Groups:
      • Hispanic Teachers in Texas Schools
      • Hispanic Students in Texas Schools
      Difference of Increase/ Decrease Correlation using Pearson r
    • Analysis of Data (Quantitative) Research Questions Hypothesis Independent Variables Dependent Variables Statistics Is there a relationship between the percent of Hispanic teachers and the percent of Hispanic students passing the TAKS Exit level examination in the core area of Mathematics? There is no statistically significant correlation between the percent of Hispanic teachers in Texas high schools and the percent of Hispanic students passing the TAKS Exit Level Mathematics examination. Correlation using Pearson r Percentage of Hispanic Teachers in Texas Schools Achievement levels for Hispanic students taking the TAKS Exit level Mathematics examination
    • Analysis of Data (Quantitative) Research Questions Hypothesis Independent Variables Dependent Variables Statistics Is there a relationship between the percent of Hispanic teachers and the percent of Hispanic students passing the TAKS Exit level examination in the core area of English/ Language Arts? There is no statistically significant correlation between the percent of Hispanic teachers in Texas high schools and the percent of Hispanic students passing the TAKS Exit Level English/ Language Arts examination. Correlation using Pearson r Percentage of Hispanic Teachers in Texas Schools Achievement levels for Hispanic students taking the TAKS Exit level English/ Language Arts examination
    • Analysis of Data (Qualitative) Surveys/Questionnaire & Interviews Data will be presented in tabular to show categories & frequencies. The weighed mean will be computed for recruitment & retention factors. Responses for questions will be categorized into emergent themes. These will be presented in tabular form showing the categories with corresponding frequencies and percentages. Inputs from the administrators will be identified, summarized and explained.
    • Summary
      • Recruitment and retention rates for Hispanic teachers will be explored as well as an exploration of relationships between the percent of Hispanic teachers in Texas schools and the percent of Hispanic students who successfully pass the exit level TAKS examination. Both qualitative and quantitative research approaches will be used to analyze data for the study.
    •