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Dissertation abstracts for dr. yates


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Dissertation abstracts for dr. yates

  1. 1. To: Dr. Lucian Yates, III Dean Whitlowe R. Green College of Education Prairie View A&M UniversityFrom: Dr. William Allan Kritsonis Professor PhD Program in Educational Leadership Prairie View A&M UniversityRe: Dissertation Abstracts 2009-2010Date: November 6, 2010 Dissertation Abstracts Listed Robert Marcel Branch, PhD Donald Ray Brown, Jr., PhD Jennifer T. Butcher, PhD Michelle Cloud, PhD Rebecca Duong, PhD Steven Norfleet, PhD Eunetra Ellison Simpson, PhD Rhodena Townsell, PhD Debra Denis Watkins, PhD PhD Graduate Completers
  2. 2. ABSTRACT Hispanic Teacher Recruitment and Retention Initiatives in Texas Schools (FEBRUARY 2009) Robert Marcel Branch: B.A. - Louisiana State University M.A., M.Ed. - Prairie View A &M University Dissertation Chair: William Allan Kritsonis, Ph.D. The purpose of this study was to identify methods to assist with the recruitment andretention of Hispanic teachers in selected schools in Texas. A mixed methods design involvingquantitative and qualitative measurements was utilized in this study. Data from the Texas Education Agency (TEA) involving the selected schools wereconsolidated and inputted into the Statistical Package for the Social Sciences (SPSS) software forrequired computations. Results were presented and analyzed to provide answers to thequantitative dimension of the study. Inputs of Hispanic teachers and district administrative personnel contributed to answeringthe qualitative portion of the study. The researcher used a survey and conducted interviews toexamine factors associated with the effective recruitment and retention initiatives for Hispanicteachers within the area of study. The quantitative portion of the study showed that the average annual percentage forHispanic teachers ranged from 6.5% to 8.2%; the average annual increase over the years understudy was 0.15 percentage points. The average percentage for Hispanic students ranged from27.8% to 38.5%; the average annual increase over the same years under the study was 1.78percentage points. When the relationship between the average percent of Hispanic teachers andthe average percent of Hispanic students passing the TAKS Exit Level examination inMathematics was determined for the three years under study, all Pearson r values were negative.
  3. 3. The results of r = – 0.372 for SY 2004 – 2005 and r = - 0.418 for SY 2005 – 2006 weresignificant at 0.05 level, two-tailed. Likewise, when the relationship between the average percent of Hispanic teachers and theaverage percent of Hispanic students passing the TAKS Exit Level examination inEnglish/Language Arts was determined for the three years under study, all Pearson r values werealso negative. The results of r = – 0.328 for SY 2004 – 2005 and r = - 0.520 were significant at0.05 level, two-tailed. The increase of Hispanic teachers in SY 2006 – 2007 did not significantlyaffect the performance of Hispanic students in both Mathematics and Reading/ELA TAKS Exitlevel examinations. Possibly, the additional Hispanic teachers were assigned to subjects otherthan Mathematics and Reading/ELA. The qualitative portion of the study posed questions to Hispanic teachers and schooladministrators and district personnel regarding recruitment and retention initiatives experiencedby both groups. Forty (40) Hispanic teachers answered the survey and fourteen (14) school anddistrict administrators were interviewed. Of the nine (9) motivating factors advanced by the researcher in terms of recruitingHispanic teachers, the top five ranked by the Hispanic teachers were: opportunity to help others,job location, salary, needed a job and prestige of the district or school. The researcher had identified fifteen (15) factors that may motivate Hispanic teachers toremain in their teaching job after they have joined the teaching force. Results of the rating doneby the Hispanic teachers identified the top five reasons: opportunity to help others, jobsatisfaction, job security, salary and working conditions.
  4. 4. ABSTRACTReducing Recidivism Rates for African American Males Enrolled in Middle School Disciplinary Alternative Education Programs (August 2009) Donald Ray Brown, Jr.: B.S. – Prairie View A&M University M.Ed., Prairie View A&M University – Prairie View Dissertation Chair: William Allan Kritsonis, Ph.D. The purpose of this study was to examine structural procedures andinterventions that help reduce or eliminate the percentage of African Americanmales who return to the Disciplinary Alternative Education Program (DAEP)after a successful completion of their initial placement. The researcher willreview program structure, best practices, Teachers’ Sense of Teacher Efficacy,parental involvement and social skill curriculum to find out what impacts andinfluences a successful one time visit to a disciplinary alternative educationprogram for the African American male. Today’s public education system is focused on improving academicachievement for all students enrolled in kindergarten through twelfth grade.This ambitious and sometimes ambiguous goal becomes quite difficult toaccomplish, when factors such as social-economic status, culture and ethnicityare a part of the equation. Students who fit within the parameters of thisdifficult equation face multiple challenges adjusting to the Americas PublicEducation System (APES), which, throughout history has been inherentlybiased to favor the learning experience of Caucasian Americans (Bommarito,
  5. 5. 2002). Consequently, African American males are suffering in multiple parts ofAmerica’s Public Education System (APES), including the DAEP settings. The research was guided by the following questions to identify factorsthat contribute to low recidivism rates for African American male middle schoolstudents enrolled in DAEP’s: RQ1 Is there a relationship between Teachers’ Sense of Efficacy score, best practices, and African American male student recidivism rates in disciplinary alternative education settings? RQ2 How does each program structure model affect African American male student recidivism rates in an alternative setting? RQ3 What aspect of parental involvement influences African American male student recidivism rates? RQ4 What influence does the Social Skills Curriculum have on African American male student recidivism rates? Descriptive statistics were used to compile demographic informationabout district chosen for this study. Pearson correlation coefficients were usedto calculate and establish whether or not a meaningful relationship existedbetween the degree to which the variables and African American malerecidivism rates correlate. Sirkin (2006) describes Pearson’s r as a “coefficientthat is used when both variables are an interval or a ratio level ofmeasurement” (p. 446). A relationship could exist between DAEP programstructure, best practices, Teachers’ Sense of Teacher Efficacy, parentalinvolvement, social skills curriculum, and sixth through eighth grade AfricanAmerican male recidivism rates. A reasonable assumption would be that the current interventions andstructure educational and penile systems use for rehabilitation are ineffective –
  6. 6. based on high recidivism to DAEP and the American penile institutions (Blake& Darling 1994; Perkins 1996; Tobin & Sprague 2000; Kaiser 2006). Thesepreliminary findings indicate the need to find solutions to address issuesproactively, at the earliest opportunity for intervention. This process will bevital in creating better opportunities for social and academic success for allstudents enrolled in DAEP’s. The research will focused on identifying DAEPstructures, best practices, social skills curriculum and Teachers’ Sense ofTeacher Efficacy that correlate with lower recidivism of African American malemiddle schoolers enrolled in Alternative Education Programs. Several researchers have acknowledged that the cultural difference ofminorities- including the African American student population impacts theeducational experiences and disciplinary referrals (Hopkins, 1997 Freedman &Brookhart, 1999; Lewis & Moore, 2008). Among the main goals of this researchis to further support the need to recognize this impact and change DAEPdeficits that are severely influencing the recidivism for African American malestudents in grades 6-8th.
  7. 7. ABSTRACT AN EXAMINATION OF FACTORS RELATED TO THE JOB SATISFACTION AND RETENTION OF ALTERNATIVELY CERTIFIED TEACHERS (March 2009) Jennifer T. Butcher: B.A. – Sam Houston State University M.Ed., Prairie View A&M University Dissertation Chair: William Allan Kritsonis, Ph.D. The absence of teachers who have sophisticated skills for teachingchallenging content to diverse learners, children from all racial and ethnic,language, and socioeconomic backgrounds will continue to fail to reach thehigh academic standards envisioned by the law. For this reason, one of themost important aspects of the No Child Left Behind legislation is its demandfor a “highly qualified” teacher for every child (Darling-Hammond, 2007b).Alternative route certification programs are one example of states’ and cities’attempts to fill urban classrooms with highly qualified teachers (Easley, 2006).This investigation identified strategies that focused on alternatively certifiedteachers job satisfaction and retention. Factors that affected the teachingprofession were also recognized, as well as the steps that the selected schooldistrict has undertaken to help retain alternatively certified teachers andassure job satisfaction.
  8. 8. ABSTRACT FACTORS IMPACTING STUDENT SUCCESS IN GRADES 6-8 DURING SCHOOL OF CHOICE TRANSITION AT TWO MIDDLE SCHOOLS (February, 2009) Michelle Annette Cloud, B.S., University of Houston; M. Ed., Prairie View A&M University Dissertation Chair: Dr. William Allan Kritsonis In response to the No Child Left Behind Act of 2001 (NCLB), administrators,counselors, teachers, students and parents are now strongly considering the benefits anddisadvantages of transferring students to a selected school of choice. Parents need helpfulresources to make well-informed decisions regarding their child’s academic placement. Thefindings of this study provide insight to school leaders and parents charged with assisting andsupporting students as they transition to a selected school of choice. In summary, appropriately educating the 21st century learner is a daunting task. Schoolsmust posture themselves with all available resources to meet the all-encompassing challenge ofeducating students. In order for students to thrive in the school setting and glean all that isneeded for their academic development, students should be placed in instructional environmentsthat best serve their specific educational needs.
  9. 9. ABSTRACT A STUDY OF FACTORS RELATED TO THE ACADEMIC ACHIEVEMENT OF 8TH GRADE LIMITED PROFICIENT STUDENTS IN A MAJOR URBAN SCHOOL SCHOOL DISTRICT (November 2008) Rebecca Duong; B.A.-University of Houston M.Ed., Prairie View University Dissertation Chair: William Allan Kritsonis, Ph.D. In Texas, 8th grade LEP students ranging in age from 13 to 16 have a crucial decision inchoosing to attend high school and working towards college level pursuits or continue attendingschool until they can legally dropout of school. For the past decade, Hispanics, the fastestgrowing population in Texas, have been identified as a group at risk of academic failure (Piantaet al., 2002). For these LEP students to achieve to their fullest potential, a strong commitmentmust be made to their educational needs and futures. "Language minority students are a nationalresource to be nurtured and encouraged to attain their maximum level of achievement, just likeany other children in our educational system" (Peterson et al., 2001). In order to fulfill this task, school and individual factors must be examined. This studywill use the following school factors as variables: school climate, classroom environment, andquality of LEP instruction. The following individual factors which will be used as variables are:intrinsic motivation and social goals. Individual factors are defined as components associatedwith a students’ background, thoughts, beliefs, and behavior that affect the academicachievement of LEP students. The main variable in this study will be 8th grade middle schoolHispanic LEP students’ academic achievement, measured by TAKS Reading scores. My studyis unique in that it focuses on how middle school Hispanic LEP students’ perceptions of factorsthat will positively or negatively affects his/her academic achievement.
  10. 10. ABSTRACT (April 2010) Steven Norfleet: B.S. – Bishop College M.Ed. Texas Southern University Dissertation Chair: William Allan Kritsonis, Ph.D. The No Child Left Behind Act has been in effect for several years now, yettest scores grades 9-12 are not showing a significant decrease in theachievement gap between African American students and their White peers incore subjects. Ninety-eight African American college students enrolled in adevelopmental education mathematics course were asked to reflect on theirhigh school careers, and provide their perceptions on the degree of high schooleffectiveness in preparing them to be successful in college mathematics.Quantitative data was collected from student participants on a researchercreated survey that provided a measure of high school effectiveness focusing onthe seven correlates of effective schools, and students’ semester grade indevelopmental education mathematics. Qualitative data was gathered ininterviews with student participants in focus group and individual interviewsand developmental education mathematics instructors in individual interviews.Tests of significance indicated there were no significant findings whencomparing the results of the correlates of effective schools survey to semestergrade in developmental education mathematics. This suggested high schooleffectiveness when measured using the seven correlates of effective schools hasan impact on African American student achievement, but not a significantimpact. However, perceptions of interviewees indicated there were school
  11. 11. factors that could be improved that may lead to stronger student academicperformance. The study was important in that it provided a voice for theAfrican American student and their mathematics instructors to speak onimproving achievement of the African American learner as equal shareholdersin the process. ABSTRACT A MIXED-METHODS STUDY INVESTIGATING THE EFFECTIVENESS OF TUTORING PROGRAMS BASED ON THE PERCEPTIONS OF TEACHER AND ADMINISTRATORS Eunetra Ellison Simpson Doctor of Philosophy, 2009 Dissertation Chair: Dr. William Allan Kritsonis The purpose of the study was to investigate administrators’and teachers’ perceptions regarding the structure of tutoringprograms currently employed by public schools in the followingareas (1) Program Administration, (2) Program Design, (3) FamilyInvolvement, (4) Tutoring Sessions. Faculty members rated theeffectiveness of tutoring programs by completing an online,cross-sectional survey, Characteristics of Effective TutoringScale (CETS). Descriptive data were included in the study toindicate factors that may be associated with the implementationand evaluation of tutoring. The study also investigated whetheradministrators and teachers differ in rating their campustutoring programs.
  12. 12. ABSTRACT Rural African American Administrators Career Trajectories (January 2009) Rhodena Townsell: B.A.T., Sam Houston State University M.Ed., Sam Houston State University Dissertation Chair: William Allan Kritsonis, Ph.D. The purpose of this study was to describe factors that influence the career trajectories ofrural African American administrators. Although administrators are role models to many(Nganga & Kambutu, 2005) there has been sparse research concerning their unique experiences.Literature suggests that aspiring school leaders may gain insight from the experiences of othersthat will result in a better understanding of the diverse career pathways toward successful schoolleadership (Crenshaw, 2004). The findings of this study provide information and guidance tothose African American educators desiring to be rural administrators. Research questions guiding the study were:1. What childhood and academic experiences, including encouragements and barriers, influence the career pathways of rural African American administrators?2. What work experiences, including encouragements and barriers, influence the career pathways of rural African American administrators?3. What characteristics of rural African American administrators appear to influence their career pathways? The conceptual framework for this research study was based on parts of Kowalski’sresearch on minority administrators (2003), The Career Choice Model of Betz and Fitzgerald(Manuel & Slate, 2003) and Critical Race Theory (Delgado & Stefanic, 2000). The target population for this qualitative descriptive study was African American
  13. 13. administrators who have worked for rural Texas public schools. The nominations of 17 ruralAfrican American administrators were collected from the 20 directors of the Regional ServiceCenters and the five elected officials of the Texas Alliance of Black School Educators by thesnowballing technique. The five themes emerging from the interviews were: (DIRECT) Determination to DoWell, Independent Yet Rurally Connected, Enduring, Communicators of Discipline, and Trustingin the Will of God.
  14. 14. ABSTRACTEducational Leadership Directives: Analyzing the Effect of an Integrated Curriculum Model on Student Academic Achievement Based on the Ways of Knowing Through the Realms of Meaning (July 2009) Debra Denise Watkins, M.Ed. – Prairie View A&M University B.A. - University of Houston Dissertation Chair: William Allan Kritsonis, Ph.D. Student learning and academic achievement are the primary goals of alleducational endeavors and educational institutions. Therefore, what a studentlearns and to what degree of mastery subject matter is comprehended is notonly of vital importance to the educational community, but also to societyitself. Educational leaders, parents, and teachers have sent a clarion call tothose in educational authority that our students must be able to perform betterin the realm of academic achievement in order to be competitive in the 21stcentury educational and workforce communities. To meet these challenges,students must be taught to succeed academically and to master complexacademic subject matter. To help students accomplish these goals, schoolsmust provide the tools necessary for all students to succeed; therefore, a strongcurriculum framework must be in place. This study builds upon the framework of the Ways of Knowing Throughthe Realms of Meaning curriculum philosophy as demonstrated through thephilosophy and curriculum model of the CSCOPETM model for classroominstruction and curricula. Through this study, a deeper and more prolificunderstanding of the effect a curriculum philosophy can have on student
  15. 15. learning will be examined to better inform educational leaders, electedgovernment officials, teachers, and students on what effect a curriculumphilosophy and model can have on student achievement and academic successin the classroom.
  16. 16. ABSTRACT ENGAGEMENT LEVELS OF HISTORICALLY BLACK COLLEGE AND UNIVERSITY LEADERS IN ENTREPRENEURIALISM THROUGH FUNDRAISING (July 2009) Monica Georgette Williams Dissertation Chair: William Allan Kritsonis, Ph.D. Public Historically Black College and Universityleaders are being increasingly called upon to develop anentrepreneurial spirit that encourages fundraising from theprivate sector. Fundraising at HBCUs is no longer the soleresponsibility of development officers. The overwhelmingtruth is that donors want relationships with a variety ofinstitutional leaders and the direct beneficiaries of theirgifts. So often, donors need to feel connected to a causeand the gift benefactor. This connection presupposesdirect involvement by university leaders in the cultivationactivities for donors. Unfortunately, many HBCU leadersfail to engage in the donor cultivation and stewardshipprocess that creates a continuum of giving byphilanthropists. This researcher believes that the lack ofmoney raised at public HBCUs could be attributed to aleaders’ unwillingness to exercise entrepreneurialbehavior. In an attempt to define and understand the
  17. 17. entrepreneurial university and its leader, the researcherapplied Clark’s (1998) theoretical framework. Clark (1998)asserts that entrepreneurial activities encompass thirdstreamincome sources that generate innovative, nonivtraditional revenues and stimulate engagement in activitiesthat produce and enhance traditional income streams.To address this problem, the researcher conducted astudy that questioned whether there is a relationshipbetween HBCU leaders’ entrepreneurial orientation and thefinancial stability of their institutions. This study alsoexamined the extent to which leaders valued and carried outentrepreneurial activities, the factors associated with thebest practices in fundraising, the degree to which theinstitutions’ development practices influenceentrepreneurial activities in both the president’s andadvancement offices. Finally, the researcher explored theinstitutional leaders’ perception of their entrepreneurialabilities. This study utilized results from a questionnairesurveying presidents and fund development officers employedat five of the Thurgood Marshall College Fund’s 47 memberschools to examine how entrepreneurial orientation amongpublic HBCU presidents impacts revenue generation or gifting attheir respective institutions.
  18. 18. Graduates in PhD Program in Educational Leadership, Prairie View A&M University (Revised November 7, 2010) Dr. Tanner-----------1 Dissertation Dr. Mehta -----------1 Dissertation Dr. DeSpain -------- 2 Dissertations Dr. Herrington ----- 2 Dissertations Dr. Freeman -------- 3 Dissertations Dr. Hermond ------- 7 Dissertations Dr. Kritsonis ------ 19 Dissertations 35 Total CompletersCheantel Adams, PhDPrincipalAlief Independent School DistrictGraduated: May 2009 – Dr. Hermond, Dissertation ChairRoselia Alaniz, PhDVice President of Human ResourcesIDEA Public SchoolsWeslaco, TexasGraduated: December 2007 – Dr. Kritsonis, Dissertation ChairAllena C. Anderson, PhDDirector, Character Education (Central Administrator)Cedar Hill Independent School DistrictCedar Hill, TexasGraduated: August 2010 – Dr. Hermond, Dissertation ChairGary D. Bates, PhDPrincipalRoyal Independent School DistrictGraduated: May 2007 – Dr. DeSpain, Dissertation ChairCynthia Lawry-Berkins, PhDGeology InstructorBlinn CollegeBrenham, TexasGraduated: May 2009 – Dr. Herrington, Dissertation ChairRobert Marcel Branch, PhDPrincipalClear View Education CenterClear Creek Independent School DistrictLeague City, TexasGraduated: May 2009 – Dr. Kritsonis, Dissertation ChairDonald Ray Brown, Jr., PhDPrincipalAlvin Independent School DistrictAlvin, TexasGraduated: August 2009 – Dr. Kritsonis, Dissertation Chair
  19. 19. Jennifer T. Butcher, PhDAssistant ProfessorDepartment of Educational LeadershipThe University of Texas Pan AmericanGraduated: May 2009 – Dr. Kritsonis, Dissertation ChairMichelle Cloud, PhDPrincipal, Brookline Elementary SchoolHouston Independent School DistrictGraduated: May 2009 – Dr. Kritsonis, Dissertation ChairRebecca Duong, PhDPrincipal-Hall Career AcademyAldine Independent School DistrictHouston, TexasGraduated: August 2009 – Dr. Kritsonis, Dissertation ChairSorie Gassama, PhDFrench TeacherHouston Independent School DistrictHouston, TexasGraduated: May 2009 – Dr. Hermond, Dissertation ChairJanetta Gilliam, PhDFinancial Aide AdministratorPrairie View A&M UniversityGraduated: December 2008 – Dr. Kritsonis, Dissertation ChairTeresa A. Hughes, PhD (First recipient of PhD degree)Assistant ProfessorSam Houston State UniversityHuntsville, TexasGraduated: December 2006 – Dr. Kritsonis, Dissertation ChairLa’Shonte Williams IwunduAssistant PrincipalSpring Independent School DistrictSpring, TexasGraduated: May 2010 – Dr. Tanner, Dissertation ChairKaren Dupre Jacobs, PhDScience Instructional SpecialistAlief ISDGraduated: May 2009 – Dr. Hermond, Dissertation ChairClarence Johnson, PhDDirector of Safe and Secure SchoolsAldine Independent School DistrictHouston, Texas 77032Graduated: December 2008 – Dr. Kritsonis, Dissertation Chair
  20. 20. James D. Laub, Ph.D.Assistant ProfessorGraduate Program CoordinatorEducational LeadershipUniversity of Texas - Permian BasinGraduated: May 2007 – Dr. DeSpain, Dissertation ChairCheng-Chieh Lai, PhDAssistant ProfessorHsiuping Institute of TechnologyTaichung, TaiwanGraduated: December 2008 – Dr. Herrington, Dissertation ChairAlfreda Love, PhDAdministratorWaco Independent School DistrictGraduated: May 2009 – Dr. Freeman, Dissertation ChairNasrin Nazemzadeh, PhDProfessor of Economics and BusinessLone Star College- TomballTomball, TexasGraduated: December 2008 – Dr. Kritsonis, Dissertation ChairGrace Thomas Nickerson, PhDAssociate Principal of Small Learning Communities InstructionDekaney High SchoolSpring Independent School DistrictSpring, TexasGraduated: December 2008 – Dr. Kritsonis, Dissertation ChairLautrice Nickson, PhDAssistant ProfessorSam Houston State UniversityHuntsville, TexasGraduated: May 2007 – Dr. Hermond, Dissertation ChairSteven NorfleetTeacherFort Bend Independent School DistrictGraduated: May 2010 – Dr. Kritsonis, Dissertation ChairMargaret Curette Patton, PhDPrincipalBarbara Jordon Elementary SchoolFort Bend Independent School DistrictGraduated: May 2009 – Dr. Hermond, Dissertation ChairArthur L. Petterway, PhDPrincipalHouston Independent School DistrictHouston, TexasGraduated: May 2007 – Dr. Mehta, Dissertation Chair
  21. 21. Gail C. Samuels-ParsonAdministratorFort Bend ISDGraduated: December 2007 – Dr. Freeman, Dissertation ChairEunetra Ellison-Simpson, PhDResponse to InterventionHouston AcademyGraduated: May 2009 – Dr. Kritsonis, Dissertation ChairDesiree Adair SkinnerBilingual/ESL Migrant Program CoordinatorBryan Independent School DistrictGraduated: August 2010 – Dr. Kritsonis, Dissertation ChairYolanda E. Smith, PhDEVA System ManagerUnited Space AllianceJohnson Space CenterHouston, TexasGraduated: May 2007 – Dr. Kritsonis, Dissertation ChairSamuel Todd StephensSuperintendent of SchoolsMagnolia Independent School DistrictMagnolia, TexasGraduated: August 2007 – Dr. Hermond, Dissertation ChairRhodena Townsell, PhDPrincipalMadisonville Consolidated School DistrictMadisonville, TexasGraduated: May 2009 – Dr. Kritsonis, Dissertation ChairDebra Denise Watkins, PhDDefended July 31stTeacherBrazos Independent School DistrictBellville, TexasGraduated December 2009 – Dr. Kritsonis, Dissertation ChairMonica G. Williams, PhDVice President for Human Resources &Director of Resource DevelopmentHouston Works USAHouston, TexasGraduated: August 2009 – Dr. Kritsonis, Dissertation ChairMelody Ann Wilson, PhDAssistant PrincipalAldine Independent School DistrictHouston, TexasGraduated: May, 2008 – Dr. Freeman, Dissertation Chair
  22. 22. Frances Craig Worthey, PhDDirector of Student LifeTexas State Technical CollegeWaco, TexasGraduated: December 2008 – Dr. Kritsonis, Dissertation Chair