This dissertation examines initiatives to recruit and retain Hispanic teachers in Texas schools. The study uses a mixed methods approach, collecting both quantitative and qualitative data. Quantitatively, the study analyzes data from the Texas Education Agency to determine if increases in Hispanic student populations correlate with increases in Hispanic teachers. Qualitatively, the study surveys and interviews Hispanic teachers and administrators.
Key findings include: 1) Hispanic student populations increased more sharply than Hispanic teacher populations from 2000-2007; 2) Higher percentages of Hispanic teachers correlated with higher Hispanic student pass rates on math and English exams in some years; 3) Teachers said enjoying teaching, influencing students, and following role models motivated their career; 4) Respondents said more Hispanic teachers provide role models
Abstract, Robert Branch, PhD, Dr. William Allan Kritsonis, Dissertation ChairWilliam Kritsonis
This dissertation examines the impact of recruiting and retaining Hispanic teachers on the academic performance of Hispanic students in selected Texas schools. A mixed methods approach was used, including quantitative data analysis from the Texas Education Agency and qualitative surveys and interviews. The quantitative analysis found that as the percentage of Hispanic teachers increased slightly over several years, Hispanic student performance on math and reading exams decreased, suggesting a relationship. Interviews with Hispanic teachers and administrators identified key factors that motivate recruitment and retention, such as opportunities to help others, job location, salary, and job satisfaction.
This document summarizes research on how teachers manage standardized testing in schools. A survey of 20 teachers found that standardized testing significantly impacts their instruction. Many teachers felt pressured to solely teach test content and format year-round. While a few teachers saw benefits, most felt it reduced creativity and student enjoyment of learning. Standardized tests were also found to increase student anxiety and lower self-esteem in some cases. The research highlights challenges that teachers face in balancing testing demands with student-centered instruction.
Clarence Johnson, PhD Dissertation Proposal Defense, Dr. William Allan Kritso...William Kritsonis
Dr. William Allan Kritsonis, PhD Dissertation Chair for Clarence Johnson (CJ), PhD Program in Educational Leadership, PVAMU, Member of the Texas A&M University System.
Abstract, Robert Branch, PhD, Dr. William Allan Kritsonis, Dissertation ChairWilliam Kritsonis
This dissertation examines the impact of recruiting and retaining Hispanic teachers on the academic performance of Hispanic students in selected Texas schools. A mixed methods approach was used, including quantitative data analysis from the Texas Education Agency and qualitative surveys and interviews. The quantitative analysis found that as the percentage of Hispanic teachers increased slightly over several years, Hispanic student performance on math and reading exams decreased, suggesting a relationship. Interviews with Hispanic teachers and administrators identified key factors that motivate recruitment and retention, such as opportunities to help others, job location, salary, and job satisfaction.
This document summarizes research on how teachers manage standardized testing in schools. A survey of 20 teachers found that standardized testing significantly impacts their instruction. Many teachers felt pressured to solely teach test content and format year-round. While a few teachers saw benefits, most felt it reduced creativity and student enjoyment of learning. Standardized tests were also found to increase student anxiety and lower self-esteem in some cases. The research highlights challenges that teachers face in balancing testing demands with student-centered instruction.
Clarence Johnson, PhD Dissertation Proposal Defense, Dr. William Allan Kritso...William Kritsonis
Dr. William Allan Kritsonis, PhD Dissertation Chair for Clarence Johnson (CJ), PhD Program in Educational Leadership, PVAMU, Member of the Texas A&M University System.
Dr. Jennifer T. Butcher, PhD Dissertation Defense, Dr. William Allan Kritsoni...William Kritsonis
Dr. William Allan Kritsonis, PhD Dissertation Chair for Dr. Jennifer T. Butcher, PhD Program in Educational Leadership, PVAMU, Member of the Texas A&M University System.
Dr. W.A. Kritsonis, Dissertation Chair for Dr. Jennifer Butcherguest2b32b2e
This document summarizes the dissertation defense of Jennifer T. Butcher examining factors related to job satisfaction and retention of alternatively certified teachers. The defense included an examination of the problem, theoretical framework, purpose, research questions and methodology. Quantitative findings showed alternatively certified teachers felt supported and committed to teaching. Qualitative findings revealed reasons for entering teaching, factors assisting development, and strategies to encourage retention like mentoring programs. Recommendations included providing field experiences and training in instruction and classroom management for alternative certification programs.
Effects of jigsaw cooperative learning strategy on students’ achievement by g...Alexander Decker
This document discusses a study that examined the effects of using the Jigsaw cooperative learning strategy on gender differences in mathematics achievement among secondary school students in Kenya. Specifically, the study aimed to determine if gender affects achievement when Jigsaw is used to teach the mathematics topics of Surds and logarithms.
The study used a Solomon four-group, non-equivalent control group design and involved 160 students from four secondary schools. All students were administered a pre-test and post-test on the topics, with the experimental groups receiving instruction through Jigsaw and the control groups receiving conventional teaching methods. The results of the study showed that there was no statistically significant gender difference in mathematics achievement when students were taught using the Jigs
This dissertation proposal examines the reading achievement of third grade English learners in dual language and transitional bilingual education programs in Chicago Public Schools. The study aims to compare reading test scores and proficiency levels of students in these two program types to determine which is more effective. An extensive literature review discusses research on dual language education, transitional bilingual education, and the academic performance of English learners. The methodology section outlines the archival quantitative research design using reading data from 2010-2014. Statistical analysis, including independent samples t-tests, will compare scores on the ISAT and ACCESS for ELLs exams. The findings could have implications for bilingual education policy and practice.
Dr. Arthur L. Petter, PhD Dissertation Defense, Dr. William Allan Kritsonis, ...William Kritsonis
Dr. William Allan Kritsonis, Dissertation Committee for Dr. Arthur L. Petterway, PhD Program in Educational Leadership, Prairie View A&M University/Member of the Texas A&M University System.
This chapter outlines the research methodology used in the study. The study used a descriptive-correlation method to determine the factors affecting mathematics performance of students at a particular high school. 126 student participants were surveyed using a researcher-developed questionnaire regarding their interest, study habits, and teachers' personality traits, teaching skills, and materials. Data from the questionnaires was analyzed using measures like weighted mean, mean, median, mode and Pearson R and regression to understand relationships between student and teacher factors and mathematics performance.
This document discusses Texans Advocating for Meaningful Student Assessment (TAMSA), a statewide grassroots organization that aims to improve public education in Texas through more effective student assessments. It provides an overview of TAMSA, including its mission to allow for more productive classroom instruction and efficient use of public funds through better assessments. The document also outlines concerns with current STAAR testing in Texas, such as the large amount of time and money spent on assessments without clear evidence of improved student outcomes or preparation for college and careers.
Reading Assessments in Kindergarten through Third Grade: Findings from the Ce...rathx039
This document summarizes research from the Center for the Improvement of Early Reading Achievement (CIERA) on assessments of reading development from kindergarten through third grade. CIERA researchers conducted several studies using different methods, including surveys of teachers to identify the types of assessments used and their views on assessments, studies of how teachers use informal reading inventories, and designs of new assessments measuring narrative comprehension, adult-child reading interactions, classroom environments, and instructional texts. The research provides information on current practices and identifies promising new directions for early reading assessments.
This document discusses Texans Advocating for Meaningful Student Assessment (TAMSA), a statewide grassroots organization that aims to improve student assessments in Texas. TAMSA believes the current STAAR testing system is ineffective and costly, and that reducing the number of standardized tests would help students and education. The document outlines concerns with STAAR such as the large number and length of tests, lack of diagnostic value, high dropout rates, and unknown validity and appropriateness. It also notes that Texas spends over $1 billion on testing but sees limited improvement in college readiness.
- The document summarizes a study evaluating the effects of basic skills math placement policies on student outcomes at the Los Angeles Community College District (LACCD).
- Over 50% of community college students in California are placed into basic skills math courses, higher than the national average of 25-40%. The study aims to evaluate how different basic skills math paths impact student course-taking and success.
- Researchers will use a regression discontinuity design to analyze how assignment to different basic skills math levels affects later outcomes, leveraging a continuous placement score to assign students to treatment and control groups.
Dr. David E. Herrington, Professor, Texas A&M University-San AntonioWilliam Kritsonis
NATIONAL FORUM JOURNALS
Founded 1982
NATIONAL FORUM JOURNALS are a group of national refereed, juried, peer-reviewed, blind-reviewed professional periodicals. Any article published shall earned five affirmative votes from members of our National Board of Invited Distinguished Jurors and must be recommended for national publication by members of the National Policy Board representing all National FORUM Journals. Journal issues are distributed both nationally and world-wide.
Our website features national refereed articles that are published daily within our National FORUM Journals Online Journal Division. Over 1,000 articles are available to scholars and practitioners world-wide. Over 250,000 guests visit our website yearly. About 56,000 articles are downloaded for academic purposes at no charge. We have about an 88% rejection rate. See: www.nationalforum.com
Founded in 1982, National FORUM Journals has published the scholarly contributions of over 5,200 professors with over 2,000 articles indexed. Our journals are indexed with many global agencies including Cabell’s Directories, ERIC, EBSCO, SWETS International, Library of Congress National Serials Data Program, and the Copyright Clearance Center, Danvers, Massachusetts. Global Website: www.nationalforum.com
Lavada M. Walden & William Allan Kritsonis, PhD - Article: The Impact of the ...William Kritsonis
Lavada M. Walden & William Allan Kritsonis, PhD - Article: The Impact of the Correlation Between The No Child Left Behind Act's High Stakes Testing and the High Drop-out Rates of Minority Students - Published in the DOCTORAL FORUM: NATIONAL JOURNAL FOR PUBLISHING AND MENTORING DOCTORAL STUDENT RESEARCH, 5(1) 2008.
Currently, Dr. Kritsonis is Professor of Educational Leadership at Prairie View A&M University – Member of the Texas A&M University System. He teaches in the PhD Program in Educational Leadership. Dr. Kritsonis taught the Inaugural class session in the doctoral program at the start of the fall 2004 academic year. In October 2006, Dr. Kritsonis chaired the first doctoral student to earn a PhD in Educational Leadership at Prairie View A&M University. He has chaired over 21 doctoral dissertations. He lives in Houston, Texas.
This article summarizes lessons learned from a failed collaboration between university professors and teachers at a local high school. The collaboration aimed to provide mentorship to novice teachers but was hindered by scheduling conflicts between the busy teachers and professors, long travel distances, and differing priorities. Key lessons included improving faculty workload policies to allow for more community partnerships, better selecting collaborative partners, using technology to reduce travel, and scheduling meetings during teachers' lunch breaks to respect their time. Overall, the experience highlighted barriers universities face in supporting K-12 collaborations.
This document summarizes an article from the Doctoral Forum journal that discusses Ayn Rand's philosophy of Objectivism as presented in her novel Atlas Shrugged and other works. The article argues that selfishness is not inherently negative, and that there are times when being selfish is necessary and expected, such as when working to one's full potential or being self-reliant. It analyzes several concepts from Objectivism like rationality, responsibility, and individualism versus collectivism to support the position that selfishness can be virtuous when the purpose is personal achievement and productivity.
Lunenburg, fred c[1]. substitutes for leadership theory focus v4 n1 2010William Kritsonis
The document discusses the theory of substitutes for leadership. It proposes that leadership matters most when certain substitutes are not present, including individual skills/abilities, job design factors, and organizational structure features. When substitutes are present, such as self-directed work teams, autonomous work groups, self-leadership, and some reward systems, they can reduce the importance of instrumental and supportive leadership. However, substitutes will not completely replace leaders. The document uses university faculty as an example of a work group where substitutes for leadership are common.
Anderson, ashley learning to understand schooling v1 n1 2010William Kritsonis
This document summarizes one teacher's journey in developing effective classroom management practices. As a preservice teacher, she held beliefs about student behavior that did not match the reality of her diverse students. Through graduate coursework focusing on classroom management, she gained a deeper understanding of building rapport with students, conducting self-evaluations, and creating a positive classroom environment. She adopted a philosophy of "restorative discipline" that emphasizes student accountability and collaborative problem-solving. Her new understanding transformed her approach to classroom management and interactions with students.
This document discusses four major organizational theories that have influenced school organization and management: classical theory, human relations theory, and open systems theory. It also examines organizational structures, leadership styles, and the impact of values like equality, efficiency, and liberty on educational policymaking at the federal, state, and local levels.
Dr. William Kritsonis, National FORUM Journals, www.nationalforum.comWilliam Kritsonis
1) The study investigated relationships between leadership effectiveness, organizational culture, program focus (academic vs. behavioral), and job satisfaction in alternative schools.
2) Surveys of 388 staff members found that staff education levels and ethnicity related to perceptions of leadership effectiveness and school focus. Professional experience related to perceptions of culture.
3) Culture and leadership effectiveness were positively related. Leadership effectiveness, culture, and program focus were also related to higher job satisfaction.
Dr. Anthony Rickard, www.nationalforum.com
In June 2008, Dr. Kritsonis received the Doctor of Humane Letters, School of Graduate Studies from Southern Christian University. The ceremony was held at the Hilton Hotel in New Orleans, Louisiana.
Dr. Jennifer T. Butcher, PhD Dissertation Defense, Dr. William Allan Kritsoni...William Kritsonis
Dr. William Allan Kritsonis, PhD Dissertation Chair for Dr. Jennifer T. Butcher, PhD Program in Educational Leadership, PVAMU, Member of the Texas A&M University System.
Dr. W.A. Kritsonis, Dissertation Chair for Dr. Jennifer Butcherguest2b32b2e
This document summarizes the dissertation defense of Jennifer T. Butcher examining factors related to job satisfaction and retention of alternatively certified teachers. The defense included an examination of the problem, theoretical framework, purpose, research questions and methodology. Quantitative findings showed alternatively certified teachers felt supported and committed to teaching. Qualitative findings revealed reasons for entering teaching, factors assisting development, and strategies to encourage retention like mentoring programs. Recommendations included providing field experiences and training in instruction and classroom management for alternative certification programs.
Effects of jigsaw cooperative learning strategy on students’ achievement by g...Alexander Decker
This document discusses a study that examined the effects of using the Jigsaw cooperative learning strategy on gender differences in mathematics achievement among secondary school students in Kenya. Specifically, the study aimed to determine if gender affects achievement when Jigsaw is used to teach the mathematics topics of Surds and logarithms.
The study used a Solomon four-group, non-equivalent control group design and involved 160 students from four secondary schools. All students were administered a pre-test and post-test on the topics, with the experimental groups receiving instruction through Jigsaw and the control groups receiving conventional teaching methods. The results of the study showed that there was no statistically significant gender difference in mathematics achievement when students were taught using the Jigs
This dissertation proposal examines the reading achievement of third grade English learners in dual language and transitional bilingual education programs in Chicago Public Schools. The study aims to compare reading test scores and proficiency levels of students in these two program types to determine which is more effective. An extensive literature review discusses research on dual language education, transitional bilingual education, and the academic performance of English learners. The methodology section outlines the archival quantitative research design using reading data from 2010-2014. Statistical analysis, including independent samples t-tests, will compare scores on the ISAT and ACCESS for ELLs exams. The findings could have implications for bilingual education policy and practice.
Dr. Arthur L. Petter, PhD Dissertation Defense, Dr. William Allan Kritsonis, ...William Kritsonis
Dr. William Allan Kritsonis, Dissertation Committee for Dr. Arthur L. Petterway, PhD Program in Educational Leadership, Prairie View A&M University/Member of the Texas A&M University System.
This chapter outlines the research methodology used in the study. The study used a descriptive-correlation method to determine the factors affecting mathematics performance of students at a particular high school. 126 student participants were surveyed using a researcher-developed questionnaire regarding their interest, study habits, and teachers' personality traits, teaching skills, and materials. Data from the questionnaires was analyzed using measures like weighted mean, mean, median, mode and Pearson R and regression to understand relationships between student and teacher factors and mathematics performance.
This document discusses Texans Advocating for Meaningful Student Assessment (TAMSA), a statewide grassroots organization that aims to improve public education in Texas through more effective student assessments. It provides an overview of TAMSA, including its mission to allow for more productive classroom instruction and efficient use of public funds through better assessments. The document also outlines concerns with current STAAR testing in Texas, such as the large amount of time and money spent on assessments without clear evidence of improved student outcomes or preparation for college and careers.
Reading Assessments in Kindergarten through Third Grade: Findings from the Ce...rathx039
This document summarizes research from the Center for the Improvement of Early Reading Achievement (CIERA) on assessments of reading development from kindergarten through third grade. CIERA researchers conducted several studies using different methods, including surveys of teachers to identify the types of assessments used and their views on assessments, studies of how teachers use informal reading inventories, and designs of new assessments measuring narrative comprehension, adult-child reading interactions, classroom environments, and instructional texts. The research provides information on current practices and identifies promising new directions for early reading assessments.
This document discusses Texans Advocating for Meaningful Student Assessment (TAMSA), a statewide grassroots organization that aims to improve student assessments in Texas. TAMSA believes the current STAAR testing system is ineffective and costly, and that reducing the number of standardized tests would help students and education. The document outlines concerns with STAAR such as the large number and length of tests, lack of diagnostic value, high dropout rates, and unknown validity and appropriateness. It also notes that Texas spends over $1 billion on testing but sees limited improvement in college readiness.
- The document summarizes a study evaluating the effects of basic skills math placement policies on student outcomes at the Los Angeles Community College District (LACCD).
- Over 50% of community college students in California are placed into basic skills math courses, higher than the national average of 25-40%. The study aims to evaluate how different basic skills math paths impact student course-taking and success.
- Researchers will use a regression discontinuity design to analyze how assignment to different basic skills math levels affects later outcomes, leveraging a continuous placement score to assign students to treatment and control groups.
Dr. David E. Herrington, Professor, Texas A&M University-San AntonioWilliam Kritsonis
NATIONAL FORUM JOURNALS
Founded 1982
NATIONAL FORUM JOURNALS are a group of national refereed, juried, peer-reviewed, blind-reviewed professional periodicals. Any article published shall earned five affirmative votes from members of our National Board of Invited Distinguished Jurors and must be recommended for national publication by members of the National Policy Board representing all National FORUM Journals. Journal issues are distributed both nationally and world-wide.
Our website features national refereed articles that are published daily within our National FORUM Journals Online Journal Division. Over 1,000 articles are available to scholars and practitioners world-wide. Over 250,000 guests visit our website yearly. About 56,000 articles are downloaded for academic purposes at no charge. We have about an 88% rejection rate. See: www.nationalforum.com
Founded in 1982, National FORUM Journals has published the scholarly contributions of over 5,200 professors with over 2,000 articles indexed. Our journals are indexed with many global agencies including Cabell’s Directories, ERIC, EBSCO, SWETS International, Library of Congress National Serials Data Program, and the Copyright Clearance Center, Danvers, Massachusetts. Global Website: www.nationalforum.com
Lavada M. Walden & William Allan Kritsonis, PhD - Article: The Impact of the ...William Kritsonis
Lavada M. Walden & William Allan Kritsonis, PhD - Article: The Impact of the Correlation Between The No Child Left Behind Act's High Stakes Testing and the High Drop-out Rates of Minority Students - Published in the DOCTORAL FORUM: NATIONAL JOURNAL FOR PUBLISHING AND MENTORING DOCTORAL STUDENT RESEARCH, 5(1) 2008.
Currently, Dr. Kritsonis is Professor of Educational Leadership at Prairie View A&M University – Member of the Texas A&M University System. He teaches in the PhD Program in Educational Leadership. Dr. Kritsonis taught the Inaugural class session in the doctoral program at the start of the fall 2004 academic year. In October 2006, Dr. Kritsonis chaired the first doctoral student to earn a PhD in Educational Leadership at Prairie View A&M University. He has chaired over 21 doctoral dissertations. He lives in Houston, Texas.
This article summarizes lessons learned from a failed collaboration between university professors and teachers at a local high school. The collaboration aimed to provide mentorship to novice teachers but was hindered by scheduling conflicts between the busy teachers and professors, long travel distances, and differing priorities. Key lessons included improving faculty workload policies to allow for more community partnerships, better selecting collaborative partners, using technology to reduce travel, and scheduling meetings during teachers' lunch breaks to respect their time. Overall, the experience highlighted barriers universities face in supporting K-12 collaborations.
This document summarizes an article from the Doctoral Forum journal that discusses Ayn Rand's philosophy of Objectivism as presented in her novel Atlas Shrugged and other works. The article argues that selfishness is not inherently negative, and that there are times when being selfish is necessary and expected, such as when working to one's full potential or being self-reliant. It analyzes several concepts from Objectivism like rationality, responsibility, and individualism versus collectivism to support the position that selfishness can be virtuous when the purpose is personal achievement and productivity.
Lunenburg, fred c[1]. substitutes for leadership theory focus v4 n1 2010William Kritsonis
The document discusses the theory of substitutes for leadership. It proposes that leadership matters most when certain substitutes are not present, including individual skills/abilities, job design factors, and organizational structure features. When substitutes are present, such as self-directed work teams, autonomous work groups, self-leadership, and some reward systems, they can reduce the importance of instrumental and supportive leadership. However, substitutes will not completely replace leaders. The document uses university faculty as an example of a work group where substitutes for leadership are common.
Anderson, ashley learning to understand schooling v1 n1 2010William Kritsonis
This document summarizes one teacher's journey in developing effective classroom management practices. As a preservice teacher, she held beliefs about student behavior that did not match the reality of her diverse students. Through graduate coursework focusing on classroom management, she gained a deeper understanding of building rapport with students, conducting self-evaluations, and creating a positive classroom environment. She adopted a philosophy of "restorative discipline" that emphasizes student accountability and collaborative problem-solving. Her new understanding transformed her approach to classroom management and interactions with students.
This document discusses four major organizational theories that have influenced school organization and management: classical theory, human relations theory, and open systems theory. It also examines organizational structures, leadership styles, and the impact of values like equality, efficiency, and liberty on educational policymaking at the federal, state, and local levels.
Dr. William Kritsonis, National FORUM Journals, www.nationalforum.comWilliam Kritsonis
1) The study investigated relationships between leadership effectiveness, organizational culture, program focus (academic vs. behavioral), and job satisfaction in alternative schools.
2) Surveys of 388 staff members found that staff education levels and ethnicity related to perceptions of leadership effectiveness and school focus. Professional experience related to perceptions of culture.
3) Culture and leadership effectiveness were positively related. Leadership effectiveness, culture, and program focus were also related to higher job satisfaction.
Dr. Anthony Rickard, www.nationalforum.com
In June 2008, Dr. Kritsonis received the Doctor of Humane Letters, School of Graduate Studies from Southern Christian University. The ceremony was held at the Hilton Hotel in New Orleans, Louisiana.
This document discusses key concepts related to educational policy including historical, economic, sociological, philosophical, ethical, and legal perspectives. It provides definitions of important terms like public policy, ideology, political culture, and types of authority. The document also summarizes major legal cases that have impacted education policy in the US since the 1950s and discusses the introduction of scientific management techniques in education. Additionally, it outlines various theories and approaches to leadership as they relate to developing effective education policy.
This document provides an overview of the historical foundations of education from ancient times through the modern era. It discusses influential philosophers like Plato and their ideals of idealism and realism. It describes the evolution of educational systems in Europe and the influence of colonists in North America, including the establishment of common schools and colleges. Key developments in curriculum, philosophy, and school structure are summarized for each time period.
Dr. W.A. Kritsonis, National FORUM Journals, www.nationalforum.comWilliam Kritsonis
This document discusses efforts by senior administrators to increase graduation rates of students of color from preschool through graduate school. It outlines three key roles of senior administrators: 1) enhancing social integration of students of color by increasing diversity in student groups and leadership positions; 2) advocating for policies that strengthen academic preparedness, such as early intervention programs; and 3) addressing negative campus climates for minority students through surveys and student organizations.
Dr. Lori Webb and Dr. James Jurica, NATIONAL FORUM OF EDUCATIONAL ADMINISTRAT...William Kritsonis
This article examines a study that surveyed 96 school districts regarding the technology skills expected of new teachers. The study found that districts expect new teachers to seamlessly integrate technology into daily lessons as a supporting tool to enhance learning, rather than teaching technology as a separate subject. Universities can better prepare teachers by modeling technology integration in every course, not just teaching technology skills in isolation. Suggestions include requiring technology use for all coursework and giving preservice teachers hands-on experience with technology during fieldwork.
Ch. 10 Educational Administration and Leadership in American Schools - Dr. Wi...William Kritsonis
The document discusses the administrative hierarchy in American school systems. It describes the roles of school boards, superintendents, principals, and other administrators. School boards establish policies and hire superintendents to implement them. Superintendents oversee the entire school district. Principals are responsible for individual schools and serve as instructional leaders and managers. The document also outlines the responsibilities, expectations, and time allocation of principals.
The document discusses factors that contribute to a successful learning environment, including considering students' learning styles, implementing a standards-based curriculum, and establishing effective behavior management. It covers the three domains of learning - cognitive, affective, and psychomotor - defined by Bloom's Taxonomy, as well as the four learning style modalities of auditory, visual, tactile, and kinesthetic learners. The document emphasizes that behavior management should focus on positive reinforcement and establishing an environment conducive to learning.
This document summarizes a research study that examined the relationship between principals' ethnicity and gender and the suspension of African American students. The study analyzed suspension data from a small urban school district where African American students made up the majority of suspensions. The study found significant relationships between the ethnicity and gender of principals and the suspension rates, duration, and infractions of African American students.
This document summarizes a study that examined the effects of matching or mismatching students' perceptual (auditory, visual, tactile, kinesthetic) and sociological (alone, peers, authority) learning style preferences on their achievement and attitudes in an exercise leadership training program. 59 students participated across 3 courses. When instructional strategies matched students' visual preferences, those students scored significantly higher on achievement tests compared to students with mismatched preferences. All student groups responded more positively to instructional strategies that matched rather than mismatched their preferences.
The document discusses the importance of recruiting, developing, and retaining minority teachers in K-12 public education. It notes that while student diversity is increasing, the teaching population is becoming less diverse. Minority teachers play an important role by bringing positive role models and varied perspectives for minority students. The authors argue that educational leaders need to identify ways to close the growing gap between student and teacher diversity.
The document summarizes a professional development series for school leaders based on research linking principal leadership to student achievement. The series was developed by McREL and implemented by the Mississippi Bend Area Education Agency for over 100 principals. The series focused on developing purposeful communities and managing change based on McREL's research. Surveys and interviews with participants found the series improved principal practices and had a positive impact on school culture, practices, and student achievement.
This document outlines Robert M. Branch's dissertation defense on initiatives to recruit and retain Hispanic teachers in Texas schools. The dissertation used a mixed-methods approach including quantitative analysis of student achievement data and qualitative surveys and interviews. Key findings include: 1) increases in Hispanic student populations outpaced increases in Hispanic teachers; 2) higher percentages of Hispanic teachers correlated with higher Hispanic student passage rates on standardized tests in some years; and 3) mentoring programs and competitive compensation were viewed as effective retention strategies by administrators.
Michelle Annette Cloud, PhD Dissertation Defense, Dr. William Allan Kritsonis...William Kritsonis
Dr. William Allan Kritsonis, PhD Dissertation Chair for Dr. Michelle Annette Cloud, PhD Program in Educational Leadership, PVAMU, Member of the Texas A&M University System.
This dissertation by Jennifer T. Butcher examined factors related to job satisfaction and retention of alternatively certified teachers. The study aimed to identify aspects of alternative certification programs that influence whether these teachers remain in the profession. Descriptive statistics were used to analyze demographic data and determine relationships between variables like program structure and teachers' intent to stay in the field. The results could help improve alternative certification and support retaining qualified teachers.
Dr. Jennifer T. Butcher, Dissertation Defense & Dr. William Allan Kritsonis, Dissertation Chair
Dr. Jennifer T. Butcher is currently an Assistant Professor at the University of Texas Pan American.
Dr. William Allan Kritsonis, Dissertation Chair for Jennifer T. Butcher, Diss...William Kritsonis
This document summarizes Jennifer Butcher's dissertation defense on factors related to job satisfaction and retention of alternatively certified teachers. The dissertation examined these factors through a quantitative survey and qualitative interviews. Key findings from the quantitative research included a profile of alternatively certified teachers, high levels of support from administrators and mentors, and a significant relationship between support and commitment to remain teaching. Qualitative findings identified reasons for entering teaching, factors assisting development such as mentors, and reasons for remaining such as love of teaching. The dissertation provided recommendations to improve retention of alternatively certified teachers.
Arthur L. Petterway, PhD Proposal Dissertation Defense, Dr. William Allan Kri...William Kritsonis
Dr. William Allan Kritsonis, PhD Dissertation Committe for Arthur L. Petterway, PhD Program in Educational Leadership, PVAMU, Member of the Texas A&M University System.
Dr. William Allan Kritsonis & Dr. Clarence Johnson - NATIONAL FORUM JOURNALSWilliam Kritsonis
This study analyzed the cognitive and metacognitive mathematical problem solving skills of 67 African American third and fourth grade students using the Evaluation and Prediction Assessment (EPA 2000). The results showed the students had somewhat low metacognitive prediction and evaluation skills. The students also performed lower on multi-sentence word problems involving contextual information, mental visualization, and selecting relevant information compared to simple computational problems. Therefore, these students would benefit from targeted math instruction on multi-sentence word problems and developing their ability to predict strategies and reflect on solutions.
Hines, mack t african american math problem solving skills (2)William Kritsonis
Dr. William Allan Kritsonis, PhD - Editor-in-Chief, NATIONAL FORUM JOURNALS (Established 1982). Dr. Kritsonis earned his PhD from The University of Iowa, Iowa City, Iowa; M.Ed., Seattle Pacific University; Seattle, Washington; BA Central Washington University, Ellensburg, Washington. He was also named as the Distinguished Alumnus for the College of Education and Professional Studies at Central Washington University.
Johnson & kritsonis african american math problem solving skills - articleWilliam Kritsonis
NATIONAL FORUM JOURNALS are a group of national and international refereed, blind-reviewed academic journals. NFJ publishes articles academic intellectual diversity, multicultural issues, management, business, administration, issues focusing on colleges, universities, and schools, all aspects of schooling, special education, counseling and addiction, international issues of education, organizational behavior, theory and development, and much more. DR. WILLIAM ALLAN KRITSONIS is Editor-in-Chief (Since 1982). See: www.nationalforum.com
Hines, mack t african american math problem solving skillsWilliam Kritsonis
Dr. William Allan Kritsonis, PhD - Editor-in-Chief, NATIONAL FORUM JOURNALS (Established 1982). Dr. Kritsonis earned his PhD from The University of Iowa, Iowa City, Iowa; M.Ed., Seattle Pacific University; Seattle, Washington; BA Central Washington University, Ellensburg, Washington. He was also named as the Distinguished Alumnus for the College of Education and Professional Studies at Central Washington University.
Hines, mack t african american math problem solving skills (2)William Kritsonis
Dr. William Allan Kritsonis, PhD - Editor-in-Chief, NATIONAL FORUM JOURNALS (Established 1982). Dr. Kritsonis earned his PhD from The University of Iowa, Iowa City, Iowa; M.Ed., Seattle Pacific University; Seattle, Washington; BA Central Washington University, Ellensburg, Washington. He was also named as the Distinguished Alumnus for the College of Education and Professional Studies at Central Washington University.
Dr. William Allan Kritsonis, PhD - Editor-in-Chief, NATIONAL FORUM JOURNALS (Established 1982). Dr. Kritsonis earned his PhD from The University of Iowa, Iowa City, Iowa; M.Ed., Seattle Pacific University; Seattle, Washington; BA Central Washington University, Ellensburg, Washington. He was also named as the Distinguished Alumnus for the College of Education and Professional Studies at Central Washington University.
Dr. William Allan Kritsonis, Dissertation Chair - Proposal, Clarence JohnsonWilliam Kritsonis
The document presents a dissertation proposal that investigates the impact of high school mathematics curricula on the performance of African American students on the Texas Assessment of Knowledge and Skills (TAKS) Exit-Level mathematics test. The proposal outlines the problem of low performance and participation of African American students in advanced mathematics courses. It presents four research questions and hypotheses that examine the relationship between course tracking, performance, and advancement. The proposal also reviews relevant literature and describes the proposed correlational research design using student data and a counselor survey.
The document presents a dissertation proposal that investigates the impact of high school mathematics curricula on the performance of African American students on the Texas Assessment of Knowledge and Skills (TAKS) Exit-Level mathematics test. The proposal outlines the problem of low performance and participation of African American students in advanced mathematics courses. It presents four research questions and hypotheses that examine the relationship between course tracking, performance, and advancement. The proposal also reviews relevant literature and describes the proposed correlational research design using student data and a counselor survey.
Jennifer T. Butcher, PhD Proposal Defense, Dr. William Allan Kritsonis, Disse...William Kritsonis
Dr. William Allan Kritsonis, PhD Dissertation Chair for Jennifer T. Butcher, PhD Program in Educational Leadership, PVAMU, Member of the Texas A&M University System.
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2. Dr. William A. Kritsonis
(Dissertation Chair)
Dr. David Herrington
(Member)
Dr. Douglas Hermond
(Member)
Dr. Camille Gibson
(Member)
Committee Members
3. Outline
I. The Problem
II. Purpose of the Study
III. Research Questions
IV. Method
V. Major Findings
VI. Review of Literature
VII. Recommendations
4. 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).
5. 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.
6. 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
7. Quantitative Research Questions
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?
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?
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?
8. Qualitative Research Questions
1) What factors influenced Hispanic teachers
to go into and remain in the teaching
profession in the state of Texas?
2) What is the value of increasing the
number of Hispanic teachers in Texas
school districts?
3) What are the approaches used by the
school districts to recruit and retain
Hispanic teachers?
4) Which of these approaches appear to be
successful in recruiting and retaining
Hispanic teachers?
9. 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 was obtained
from the Texas Education Agency
(TEA) Academic Excellence Indicator
System (AEIS) reports.
10. Research Design (continued)
Qualitative – The qualitative data
was collected with a questionnaire
that was given to Hispanic teachers
and School/District Administrators.
Data was also collected by
interviewing the Hispanic teachers
and School/District Administrators.
11. Pilot Study
Convenience Sampling
20 Hispanic Teachers
Test-Retest
Reliability
Trustworthiness (Fair-Clear-Free of
Bias)
Changes based on inputs
Participants Excluded
12. Subjects of the Study
Sampling Method
Purposive sampling was used in
order to discover, understand, and
gain insight from the school districts
and Hispanic teachers.
13. Quantitative
Sixty-four high schools in Southeast
Texas were used in the study. These
districts were selected based on
having met a criteria of employing at
least 5% Hispanic teachers and
serving at least 25% Hispanic
students.
This data was retrieved from the TEA
database.
14. Qualitative
40 Hispanic teachers employed in Texas
schools with a teacher population of at
least 5% Hispanic teachers and at least
25% Hispanic students as reported by TEA
will be surveyed.
Of these 40 teachers surveyed, 23 were
interviewed.
14 School and District Administrators were
asked open-ended questions and
interviewed.
15. Analysis of Data (Quantitative)
Research
Questions
Question
Addressed by
Descriptive
Statistics
Analysis
Method
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?
What is the
average
increase and the
average
decrease of
Hispanic
Teachers and
Hispanic
Students?
Description of
average
increases and
decreases of
Hispanic
Teachers and
Hispanic
Students
16. Major Findings: Quantitative Question 1
The average annual percentage for Hispanic
teachers ranged from 6.5% in SY 2001 – 2002 to
8.2% in SY 2003 – 2004; the average annual
increase over the years under study was 0.15
percentage points.
The average percentage for Hispanic students
ranged from 27.8% in SY 2000 – 2001 to 35.2%
in SY 2006 – 2007; the average annual increase
over the same years during the study was 1.78
percentage points.
17. Major Findings: Quantitative Question 1
Table 1 Average Percentages of Hispanic Teachers and
Hispanic Students in Selected Schools in Texas
School Year % Hispanic Inc/Dec % Hispanic Inc/Dec
Teachers Students
2002-2001 6.67 _ 27.79 _
2001-2002 6.46 -0.21 29.04 1.25
2002-2003 7.56 1.10 34.46 5.42
2003-2004 8.24 0.68 32.06 -2.40
2004-2005 8.57 0.33 32.22 0.16
2005-2006 8.99 0.42 33.81 1.59
2006-2007 9.54 0.55 35.16 1.35
Avg. Inc/Dec 0.48 1.23
18. Analysis of Data (Quantitative)
Research
Questions
Null
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
19. Major Findings: Quantitative Question 2
All Pearson r values were negative; the
results of r = – 0.372 for SY 2004 – 2005
and r = - 0.418 for SY 2005 – 2006 were
significant. The null hypothesis was
rejected for the results of these specific
school years.
20. Major Findings: Quantitative Question 2
Table 2 Relationship of the Percent Hispanic Teachers and Percent of
Hispanic Students Passing the TAKS Mathematics Exit Level Examination in
Sixty Four High Schools
______________________________________________________________
School Year % Hispanic % Hispanic Pearson r
Teachers Students
(N=64) Passing TAKS
______________________________________________________________
2004-2005 7.02 79.81 - 0.372*
2005-2006 7.46 75.25 - 0.418 *
2006-2007 7.56 75.61 - 0.229**
* Significant at 0.05 level, two-tailed **Not Significant
______________________________________________________________
21. Analysis of Data (Quantitative)
Research
Questions
Null
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
22. Major Findings: Quantitative Question 3
For SY 2004 – 2005, the relationship of r = -
0.328, between the 7.02% average Hispanic
teachers and the 84.56% average Hispanic
students who passed the Exit Level examination
in ELA was significant. Similarly, the result of SY
2005 – 2006, where obtained r = - 0.520, was
also significant. The increase in the percentages
of Hispanic teachers did not significantly affect
the percentages of Hispanic students who passed
the ELA Exit Level TAKS examinations in SY 2004
2005 and SY 2006 – 2007. For the results of SY’s
2004 – 2006, the null hypothesis was rejected.
23. Major Findings: Quantitative Question 3
Table 4 Relationship of the Average Percent of Hispanic Teachers and
Percent of Hispanic Students Passing the TAKS ELA Exit Level Examination
______________________________________________________________
School Year % Hispanic % Hispanic Pearson r
Teachers Students
(N=64) Passing TAKS
______________________________________________________________
2004-2005 7.02 84.56 - 0.328*
2005-2006 7.46 85.19 - 0.520*
2006-2007 7.56 86.50 - 0.098 **
* Significant at 0.05 level, two-tailed **Not Significant
______________________________________________________________
24. Analysis of Data (Qualitative)
Surveys/Questionnaire
& Interviews
Data was
presented in
tabular to show
categories &
frequencies.
The weighed
mean was
computed for
recruitment &
retention
factors.
Responses for
questions were
categorized
into emergent
themes. These
were presented
in tabular form
showing the
categories with
corresponding
frequencies and
percentages.
Inputs from the
administrators were
identified,
summarized and
explained.
25. Major Findings: Qualitative Question 1
What factors influenced Hispanic
teachers to go into and remain in the
teaching profession in the state of
Texas?
26. Major Findings: Qualitative Question 1
Primary reasons given were: enjoyment in
being a teacher and fulfilling (both
17.4%); influenced by professor, enhance
lives of young people, follow footsteps of a
loved one, opportunity to help others and
make a difference – all mentioned by 13%
of the respondents. Other reasons include:
same schedule as children, an option after
being laid off from another job, job
location and security and able to coach,
the love of his life.
27. Major Findings: Qualitative Question 2
What is the value of increasing the
number of Hispanic teachers in Texas
school districts?
28. Major Findings: Qualitative Question 2
Of the fourteen respondents, 57%
considered the Hispanic teachers as role
models whom the Hispanic students can
emulate and 36% expect to have strong
alignment between the Hispanic teachers
and Hispanic students. These
administrators also envision a campus
where there is better relationship between
students and teachers; also, teachers are
able to relate realities in life to what they
teach in and out of the classroom.
29. Major Findings: Qualitative Question 3
What are the approaches used by the
school districts to recruit and retain
Hispanic teachers?
30. Major Findings: Qualitative Question 3
School administrators assigned mentors to new
Hispanic teachers to guide them and monitor
their performance. Advice from mentors is offered
to mentees especially when difficulties arise.
Fifty-seven percent (57%) or eight administrators
utilized this strategy to retain new Hispanic
teachers. Other strategies advocated by 64% of
the respondents include financial considerations
like competitive salary/benefits and stipends or
incentive programs. Support systems and dialog
may also help Hispanic teachers to remain in the
campuses where they are currently employed.
31. Major Findings: Qualitative Question 4
Which of these approaches appear to
be successful in recruiting and
retaining Hispanic teachers?
32. Major Findings: Qualitative Question 4
Forty-three percent or six of the fourteen
administrators considered monetary incentives
and benefits as successful factors to entice and
retain Hispanic teachers in the teaching
profession. Taking care of them through the
mentoring program and making them feel
important and of value are also considered as
effective strategies to invite and keep Hispanic
teachers in the campuses. Administrators provide
the fitting environment to help assure the
continued presence of Hispanic teachers
especially in schools surrounded by high number
of Hispanic families.
33. Major Findings: Literature Review
Much of the available research showed that
Hispanic students had decided to enter the
teaching profession for primarily altruistic
reasons. Cabello, Eckimer, and Baghieri (1995)
interviewed teacher candidates during their first
years in teacher education programs. The
majority of the candidates remembered negative
experiences while in school and reflected on the
need for more teachers who genuinely cared and
were willing to listen to students.
34. Major Findings: Literature Review
Diverse groups of students require
attention from a diverse group of teachers
who can have alignment and rapport with
them, since they come from the same
culture and speak the same language.
Howard (2003) 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.
35. Major Findings: Literature Review
The desire to be a role model was identified by
Hispanic educators in a study done by Darder
(1995). Hispanic teachers realize their
significance in the lives of those they taught and
that it was important to help minority students
express themselves and to appreciate their
cultural heritage
The interaction with minority teachers will result
in an increased familiarity with other cultures. In
a more globally-dependent world, students in
classrooms need to learn about world diversity,
which includes racial diversity (Wehrman, 2002).
36. Recommendations
Create an interactive orientation program
where new Hispanic teachers meet their
veteran counterparts for a meaningful
exchange of questions and answers about
the challenges of teaching. The first year
can be fighting for survival, but the years
after can be filled with joy and hope.
37. Recommendations
Support the new Hispanic teachers with a
mentoring program where the mentor
and mentee often meet to discuss
problems and opportunities, so that the
teacher finds his or her way through the
maze of the teaching world and become a
change agent for the benefit of students
under his or her care.
38. Recommendations
New Hispanic teachers will not only need
the support and guidance of their
mentors. School administrators should
also give them support and
understanding so that these neophytes
will feel they belong in a school culture
that allows growth and advancement.
39. Recommendations
The path to teaching is not all rosy; new
Hispanic teachers may face certain
realities or difficulties that they could not
handle. They need the support of
administrators and people at home.
Families have influenced somebody in the
family to go into teaching; now is the
time for them to show support.
40. Recommendations for Further Study
A study could be conducted regarding
other minority teachers (African
Americans, Asians, and others) regarding
factors on how they were recruited and
retained in school districts.
A study could be conducted by increasing
the number of samples to include even
more districts in various parts of Texas.
41. Recommendations for Further Study
A study could be conducted by increasing the
number of core areas in TAKS Exit Level
Examinations which Hispanic students have to
pass: Science, Mathematics, English/Language
Arts, and Social Studies. Also increase the
number of years as scope of the study.
A study could be conducted with Hispanic
teachers who teach Math/ELA and drawing a
comparison regarding the achievement of
Hispanic students who are taking those subjects
being taught directly by Hispanic teachers.