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Similar to Dr. Roselia Alaniz Salins, PhD Dissertation Defense, Dr. William Allan Kritsonis, Dissertation Chair
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Dr. Roselia Alaniz Salins, PhD Dissertation Defense, Dr. William Allan Kritsonis, Dissertation Chair
- 1. Dissertation Defense Prairie View A & M University Educational Leadership Candidate: Roselia Alaniz Salinas Dissertation Chair: William Allan Kritsonis, Ph.D. Dissertation Committee: Douglas Hermond, Ph.D. David Herrington, Ph.D. Camille Gibson, Ph.D.
- 2. A Comparison of Alternatively and Traditionally Certified Bilingual Elementary Teachers’ Student Achievement Scores in Selected Major Urban Texas Schools A Dissertation Defense by Roselia Alaniz Salinas Dissertation Chair: William Allan Kritsonis, Ph.D. Prairie View A & M University Educational Leadership
- 4. Theoretical Framework TAKS READING TAKS MATH Certification Routes Student Performance TRADITIONAL ALTERNATIVE 001. Human Development Processes 002. Student Diversity 003. Instruction & Assessment 004. Learning Processes 005. Classroom Climate 006. Student Behavior 007. Communication 008. Student Engagement 009. Technology 010. Monitors Feedback/ Flexibility 011. Family Involvement 012. Professional Development 013. Legal & Ethical Teacher Competencies
- 35. Review of Literature Research Question 1 Darling-Hammond (1999) – A growing body of literature confirms that effective teachers are those who comprehend their subject matter, understand student learning and development, know a wide range of teaching methods, and have developed their skills under expert guidance.
- 38. Major Findings Research Question 2 TAKS Reading *p≤0.05 Texas Assessment of Knowledge and Skills Reading Scores t-test 67.84 110 Traditional certified 54.31 80 Alternative certified _ x n 13.524 .008* 188 2.689 Equal variances assumed TAKS Reading Mean Difference Sig. (2-tailed) df t
- 40. Major Findings Research Question 3 TAKS Mathematics *p≤0.05 Texas Assessment of Knowledge and Skills Mathematics Scores t-test 69.51 63 Traditional certified 52.65 65 Alternative certified _ x n 16.862 .006* 126 2.775 Equal variances assumed TAKS Math Mean Difference Sig. (2-tailed) df t
- 44. Major Findings Research Question 4 Factors that helped teacher preparedness: 39.1% 63.0% 012 - Professional Development 21.7% 13.0% 008 - Student Engagement 15.2% 9.3% 006 - Student Behavior 19.6% 7.4% 003 - Instruction and Assessment Alternative Traditional Competency
- 62. Major Findings Research Question 5 Skills wished exposed to in teacher preparation: 5.6% 19.2% 003 - Instruction and Assessment 16.7% 23.0% 008 - Student Engagement 26.0% 27.0% 006 - Student Behavior 37.0% 21.1% 002 - Student Diversity Traditional Alternative Competency
- 83. A Comparison of Alternatively and Traditionally Certified Bilingual Elementary Teachers’ Student Achievement Scores in Selected Major Urban Texas Schools Dissertation Defense Candidate: Roselia Alaniz Salinas
Editor's Notes
- Before beginning: This journey begun 3 ½ years could not have been possible without the support of my husband Eddie, and understanding of my children David & Carlie. I would like to introduce them to you and recognize them. In addition, I must recognize my Committee Chair Dr. Kritsonis for not giving up on me when I encountered valleys through this journey. Recognition is also given to my Committee Dr. Hermond, Dr. Herrington and Dr. Gibson for their time and support of my study. Finally, I would like to acknowledge a doctoral cohort colleague – Dr. Teresa Hughes, who made sure I did not stay behind. Thank you. Finally, I would like to recognize my extended family members who came from the Rio Grande Valley, San Antonio, and Houston to be here today. Thank you!
- The title of my dissertation is … R W F W This topic became of interest because at the time I began exploring my options for the study, I served as the primary bilingual teacher recruiter in a major urban school district where bilingual teachers are a critical shortage.
- The format for today’s presentation will be as follows: R W F W
- This is the theoretical framework that guided this study. Explain in own words.
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- The following quantitative research questions will guided the study…… R W F W
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- Two null hypotheses were formulated from Research Questions 2 & 3 and are as follows: R W F W
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- The Qualitative Research Questions were: R W F W
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- BOTH DESCRIPTIVE AND SURVEY RESEARCH METHODS WERE UTILIZED IN THIS MIXED METHODS STUDY Descriptive Statistics were used to illustrate the percentages for bilingual teacher certification route and years of teaching experience. In addition, frequencies and percentages were calculated to represent participant responses from the Survey on Competencies Learned Through the Certification Route instrument. Independent T-Tests were performed on the data to produce results for the Null Hypotheses. Data were measured at a 95% level of significance. Independent t-test to compare the means.
- Qualitative data were explained through the use of a cross-sectional instrument containing two-open ended questions on teacher preparedness as expressed by the teacher participants. Validation of the findings was done through triangulation. R W F W
- The independent variables were… R W F W
- The subjects of the study were comprised of alternative and traditional certified elementary bilingual teachers. Purposive Sampling was used to yield a sample population consisting of 3 rd & 5 th grade bilingual education students and their classroom teachers from 25 demographically similar elementary school representing 5 major urban school districts in Texas. 116 bilingual teachers responded out of 206 producing a 56% rate of return.
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- The closed-ended component of the instrument contained the 13 teacher competencies listed as factors. A four-choice Likert-type scale was included to identify the level of preparation provided to meet the teacher competency as deemed by the participant. The level responses included: No preparation/None; Minimal/Little preparation; Some/Moderate preparation; and Significant preparation.
- The instrument titled, Survey of Competencies Learned Through the Certification Route featured 3 components: R W F W
- R W F W The pilot test form of the instrument allowed for participants to review for clarity; make criticisms; and state recommendations for improving the instrument. All 40 participants responded for a 100% return rate. No recommendations for changes were provided by the expert panel. Therefore, the instrument is trustworthy.
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- As a reminder, the first Quantitative Research Question was … R W F W
- 50% or more of the Traditional certified participants rated teacher preparedness as Significantly Prepared in 11 of the 13 teacher competencies. They were…. R W F W This would indicate that Traditional certified teachers believed they WERE Significantly Prepared to enter the classroom upon completing their preparation program.
- Traditional certified teachers reported they were not significantly prepared to enter the classroom in ONLY 2 of the 13 teacher competencies. They are… R W F W
- 50% or more of the Alternative certified participants rated teacher preparedness as significantly prepared in ONLY 5 of the 13 teacher competencies. They were… R W F W
- Less than 50% of ALTERNATIVE CERTIFIED teachers reported they WERE NOT Significantly Prepared in 8 of the 13 teacher competencies. They were … R W F W ** THE EVIDENCE THAT ONLY 5 of THE TEACHER COMPETENCY CATEGORIES reaped 50% or more responses of “Significantly Prepared” from Alternative Certified Teacher Participants allows one to conclude… that alternative certification programs NEED to make improvements in their training components so that they are aligned with the TExES state standards.
- The following is the review of literature that support these findings… R W F W
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- The 2 nd Quantitative Research Question was… R W F W
- To answer Research Question 2, a T-test for independent means was calculated and analyzed. The “% Met Standard” on the Texas Assessment of Knowledge and Skills (TAKS) Reading mean scale for Alternative certified teachers was 54.31 and 67.84 for traditional certified teachers. The mean difference was 13.524. The t-test indicated that the mean difference of 13.524 was statistically significant since the significance level was less than .05 Therefore, the null hypotheses is rejected. Optional: There are no statistically significant differences in the academic performances of 3 rd and 5 th grade students taught in a bilingual classroom setting by traditional certified teachers compared to those taught by alternative certified teachers based on the Texas Assessment of Knowledge and Skills (TAKS) “Percent Met Standard” scores in Reading .
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- To answer Research Question 3, a T-test for independent means was calculated and analyzed. The “% Met Standard” on the Texas Assessment of Knowledge and Skills (TAKS) Mathematics mean scale for Alternative certified teachers was 52.65 and 69.51 for traditional certified teachers. The mean difference was 16.862 The t-test indicated that the mean difference of 16.862 was statistically significant since the significance level was less than .05 Therefore, the null hypotheses is rejected. Optional: There are no statistically significant differences in the academic performances of 3 rd and 5 th grade students taught in a bilingual classroom setting by traditional certified teachers compared to those taught by alternative certified teachers based on the Texas Assessment of Knowledge and Skills (TAKS) “Percent Met Standard” scores in Mathematics .
- The following is the review of literature that support these findings…. R W F W
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- Research Question 4 was Qualitative and asked the following… R W F W
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- Bilingual teacher participant responses are as follows… R W F W
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- The following is the review of literature that support these findings… R W F W
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- Participant responses are as follows… R W F W
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- The following is the review of literature that support these findings… R W F W
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- Research Question 5 was Qualitative and asked the following…. R W F W
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- Participant responses are as follows… R W F W
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- The following is the review of literature that support these findings… R W F W
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- The following recommendations are directed to campus principals whose role as instructional leaders are responsible for student achievement at their campuses. R W F W
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- Finished.