dissertation abstracts for dr. yates
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To: Dr. Lucian Yates, IIIDeanWhitlowe R. Green College of EducationPrairie View A&M University
From: Dr. William Allan KritsonisProfessorPhD Program in Educational LeadershipPrairie View A&M University
Re: Dissertation Abstracts 2009-2010
Date: November 6, 2010
Dissertation Abstracts Listed Robert Marcel Branch, PhDDonald Ray Brown, Jr., PhDJennifer T. Butcher, PhDMichelle Cloud, PhDRebecca Duong, PhDSteven Norfleet, PhDEunetra Ellison Simpson, PhDRhodena Townsell, PhDDebra Denis Watkins, PhD
PhD Graduate Completers
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 and
retention of Hispanic teachers in selected schools in Texas. A mixed methods design involving
quantitative and qualitative measurements was utilized in this study.
Data from the Texas Education Agency (TEA) involving the selected schools were
consolidated and inputted into the Statistical Package for the Social Sciences (SPSS) software for
required computations. Results were presented and analyzed to provide answers to the
quantitative dimension of the study.
Inputs of Hispanic teachers and district administrative personnel contributed to answering
the qualitative portion of the study. The researcher used a survey and conducted interviews to
examine factors associated with the effective recruitment and retention initiatives for Hispanic
teachers within the area of study.
The quantitative portion of the study showed that the average annual percentage for
Hispanic teachers ranged from 6.5% to 8.2%; the average annual increase over the years under
study was 0.15 percentage points. The average percentage for Hispanic students ranged from
27.8% to 38.5%; the average annual increase over the same years under the study was 1.78
percentage points. When the relationship between the average percent of Hispanic teachers and
the average percent of Hispanic students passing the TAKS Exit Level examination in
Mathematics was determined for the three years under study, 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 at 0.05 level, two-tailed.
Likewise, when the relationship between the average percent of Hispanic teachers and the
average percent of Hispanic students passing the TAKS Exit Level examination in
English/Language Arts was determined for the three years under study, all Pearson r values were
also negative. The results of r = – 0.328 for SY 2004 – 2005 and r = - 0.520 were significant at
0.05 level, two-tailed. The increase of Hispanic teachers in SY 2006 – 2007 did not significantly
affect the performance of Hispanic students in both Mathematics and Reading/ELA TAKS Exit
level examinations. Possibly, the additional Hispanic teachers were assigned to subjects other
than Mathematics and Reading/ELA.
The qualitative portion of the study posed questions to Hispanic teachers and school
administrators and district personnel regarding recruitment and retention initiatives experienced
by both groups. Forty (40) Hispanic teachers answered the survey and fourteen (14) school and
district administrators were interviewed.
Of the nine (9) motivating factors advanced by the researcher in terms of recruiting
Hispanic 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 to
remain in their teaching job after they have joined the teaching force. Results of the rating done
by the Hispanic teachers identified the top five reasons: opportunity to help others, job
satisfaction, job security, salary and working conditions.
ABSTRACT
Reducing 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 and
interventions that help reduce or eliminate the percentage of African
American males who return to the Disciplinary Alternative Education
Program (DAEP) after a successful completion of their initial placement. The
researcher will review program structure, best practices, Teachers’ Sense of
Teacher Efficacy, parental involvement and social skill curriculum to find out
what impacts and influences a successful one time visit to a disciplinary
alternative education program for the African American male.
Today’s public education system is focused on improving academic
achievement for all students enrolled in kindergarten through twelfth grade.
This ambitious and sometimes ambiguous goal becomes quite difficult to
accomplish, when factors such as social-economic status, culture and
ethnicity are a part of the equation. Students who fit within the parameters
of this difficult equation face multiple challenges adjusting to the Americas
Public Education System (APES), which, throughout history has been
inherently biased to favor the learning experience of Caucasian Americans
(Bommarito, 2002). Consequently, African American males are suffering in
multiple parts of America’s Public Education System (APES), including the
DAEP settings.
The research was guided by the following questions to identify factors
that contribute to low recidivism rates for African American male middle
school students 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 information
about district chosen for this study. Pearson correlation coefficients were
used to calculate and establish whether or not a meaningful relationship
existed between the degree to which the variables and African American
male recidivism rates correlate. Sirkin (2006) describes Pearson’s r as a
“coefficient that is used when both variables are an interval or a ratio level of
measurement” (p. 446). A relationship could exist between DAEP program
structure, best practices, Teachers’ Sense of Teacher Efficacy, parental
involvement, social skills curriculum, and sixth through eighth grade African
American male recidivism rates.
A reasonable assumption would be that the current interventions and
structure educational and penile systems use for rehabilitation are
ineffective – based on high recidivism to DAEP and the American penile
institutions (Blake & Darling 1994; Perkins 1996; Tobin & Sprague 2000;
Kaiser 2006). These preliminary findings indicate the need to find solutions
to address issues proactively, at the earliest opportunity for intervention.
This process will be vital in creating better opportunities for social and
academic success for all students enrolled in DAEP’s. The research will
focused on identifying DAEP structures, best practices, social skills
curriculum and Teachers’ Sense of Teacher Efficacy that correlate with lower
recidivism of African American male middle schoolers enrolled in Alternative
Education Programs.
Several researchers have acknowledged that the cultural difference of
minorities- including the African American student population impacts the
educational experiences and disciplinary referrals (Hopkins, 1997 Freedman
& Brookhart, 1999; Lewis & Moore, 2008). Among the main goals of this
research is to further support the need to recognize this impact and change
DAEP deficits that are severely influencing the recidivism for African
American male students in grades 6-8th.
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 teaching
challenging content to diverse learners, children from all racial and ethnic,
language, and socioeconomic backgrounds will continue to fail to reach the
high academic standards envisioned by the law. For this reason, one of the
most important aspects of the No Child Left Behind legislation is its demand
for 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 certified teachers job satisfaction and retention. Factors that
affected the teaching profession were also recognized, as well as the steps
that the selected school district has undertaken to help retain alternatively
certified teachers and assure job satisfaction.
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 and
disadvantages of transferring students to a selected school of choice. Parents need helpful
resources to make well-informed decisions regarding their child’s academic placement. The
findings of this study provide insight to school leaders and parents charged with assisting and
supporting students as they transition to a selected school of choice.
In summary, appropriately educating the 21st century learner is a daunting task. Schools
must posture themselves with all available resources to meet the all-encompassing challenge of
educating students. In order for students to thrive in the school setting and glean all that is
needed for their academic development, students should be placed in instructional environments
that best serve their specific educational needs.
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 in
choosing to attend high school and working towards college level pursuits or continue attending
school until they can legally dropout of school. For the past decade, Hispanics, the fastest
growing population in Texas, have been identified as a group at risk of academic failure (Pianta
et al., 2002). For these LEP students to achieve to their fullest potential, a strong commitment
must be made to their educational needs and futures. "Language minority students are a national
resource to be nurtured and encouraged to attain their maximum level of achievement, just like
any other children in our educational system" (Peterson et al., 2001).
In order to fulfill this task, school and individual factors must be examined. This study
will use the following school factors as variables: school climate, classroom environment, and
quality 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 associated
with a students’ background, thoughts, beliefs, and behavior that affect the academic
achievement of LEP students. The main variable in this study will be 8th grade middle school
Hispanic LEP students’ academic achievement, measured by TAKS Reading scores. My study
is unique in that it focuses on how middle school Hispanic LEP students’ perceptions of factors
that will positively or negatively affects his/her academic achievement.
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,
yet test scores grades 9-12 are not showing a significant decrease in the
achievement gap between African American students and their White peers
in core subjects. Ninety-eight African American college students enrolled in a
developmental education mathematics course were asked to reflect on their
high school careers, and provide their perceptions on the degree of high
school effectiveness in preparing them to be successful in college
mathematics. Quantitative data was collected from student participants on a
researcher created survey that provided a measure of high school
effectiveness focusing on the seven correlates of effective schools, and
students’ semester grade in developmental education mathematics.
Qualitative data was gathered in interviews with student participants in focus
group and individual interviews and developmental education mathematics
instructors in individual interviews. Tests of significance indicated there
were no significant findings when comparing the results of the correlates of
effective schools survey to semester grade in developmental education
mathematics. This suggested high school effectiveness when measured
using the seven correlates of effective schools has an impact on African
American student achievement, but not a significant impact. However,
perceptions of interviewees indicated there were school factors that could be
improved that may lead to stronger student academic performance. The
study was important in that it provided a voice for the African American
student and their mathematics instructors to speak on improving
achievement of the African American learner as equal shareholders in 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 tutoring
programs currently employed by public schools in the following
areas (1) Program Administration, (2) Program Design, (3) Family
Involvement, (4) Tutoring Sessions. Faculty members rated the
effectiveness of tutoring programs by completing an online,
cross-sectional survey, Characteristics of Effective Tutoring
Scale (CETS). Descriptive data were included in the study to
indicate factors that may be associated with the implementation
and evaluation of tutoring. The study also investigated whether
administrators and teachers differ in rating their campus
tutoring programs.
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 of
rural 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 others
that will result in a better understanding of the diverse career pathways toward successful school
leadership (Crenshaw, 2004). The findings of this study provide information and guidance to
those 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’s
research 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
administrators who have worked for rural Texas public schools. The nominations of 17 rural
African American administrators were collected from the 20 directors of the Regional Service
Centers and the five elected officials of the Texas Alliance of Black School Educators by the
snowballing technique.
The five themes emerging from the interviews were: (DIRECT) Determination to Do
Well, Independent Yet Rurally Connected, Enduring, Communicators of Discipline, and Trusting
in the Will of God.
ABSTRACT
Educational 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
all educational endeavors and educational institutions. Therefore, what a
student learns and to what degree of mastery subject matter is
comprehended is not only of vital importance to the educational community,
but also to society itself. Educational leaders, parents, and teachers have
sent a clarion call to those in educational authority that our students must be
able to perform better in the realm of academic achievement in order to be
competitive in the 21st century educational and workforce communities. To
meet these challenges, students must be taught to succeed academically
and to master complex academic subject matter. To help students
accomplish these goals, schools must provide the tools necessary for all
students to succeed; therefore, a strong curriculum framework must be in
place.
This study builds upon the framework of the Ways of Knowing Through
the Realms of Meaning curriculum philosophy as demonstrated through the
philosophy and curriculum model of the CSCOPETM model for classroom
instruction and curricula. Through this study, a deeper and more prolific
understanding of the effect a curriculum philosophy can have on student
learning will be examined to better inform educational leaders, elected
government officials, teachers, and students on what effect a curriculum
philosophy and model can have on student achievement and academic
success in the classroom.
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 University
leaders are being increasingly called upon to develop an
entrepreneurial spirit that encourages fundraising from the
private sector. Fundraising at HBCUs is no longer the sole
responsibility of development officers. The overwhelming
truth is that donors want relationships with a variety of
institutional leaders and the direct beneficiaries of their
gifts. So often, donors need to feel connected to a cause
and the gift benefactor. This connection presupposes
direct involvement by university leaders in the cultivation
activities for donors. Unfortunately, many HBCU leaders
fail to engage in the donor cultivation and stewardship
process that creates a continuum of giving by
philanthropists. This researcher believes that the lack of
money raised at public HBCUs could be attributed to a
leaders’ unwillingness to exercise entrepreneurial
behavior.
In an attempt to define and understand the
entrepreneurial university and its leader, the researcher
applied Clark’s (1998) theoretical framework. Clark (1998)
asserts that entrepreneurial activities encompass thirdstream
income sources that generate innovative, noniv
traditional revenues and stimulate engagement in activities
that produce and enhance traditional income streams.
To address this problem, the researcher conducted a
study that questioned whether there is a relationship
between HBCU leaders’ entrepreneurial orientation and the
financial stability of their institutions. This study also
examined the extent to which leaders valued and carried out
entrepreneurial activities, the factors associated with the
best practices in fundraising, the degree to which the
institutions’ development practices influence
entrepreneurial activities in both the president’s and
advancement offices. Finally, the researcher explored the
institutional leaders’ perception of their entrepreneurial
abilities.
This study utilized results from a questionnaire
surveying presidents and fund development officers employed
at five of the Thurgood Marshall College Fund’s 47 member
schools to examine how entrepreneurial orientation among
public HBCU presidents impacts revenue generation or gifting at
their respective institutions.
Graduates in PhD Program in Educational Leadership, Prairie View A&M University (Revised November 7, 2010)
Dr. Tanner-----------1 DissertationDr. Mehta -----------1 Dissertation
Dr. DeSpain -------- 2 DissertationsDr. Herrington ----- 2 DissertationsDr. Freeman -------- 3 DissertationsDr. Hermond ------- 7 DissertationsDr. Kritsonis ------ 19 Dissertations
35 Total Completers
Cheantel Adams, PhDPrincipalAlief Independent School DistrictGraduated: May 2009 – Dr. Hermond, Dissertation Chair
Roselia Alaniz, PhDVice President of Human ResourcesIDEA Public Schools Weslaco, TexasGraduated: December 2007 – Dr. Kritsonis, Dissertation Chair
Allena C. Anderson, PhDDirector, Character Education (Central Administrator)Cedar Hill Independent School DistrictCedar Hill, TexasGraduated: August 2010 – Dr. Hermond, Dissertation Chair
Gary D. Bates, PhDPrincipalRoyal Independent School DistrictGraduated: May 2007 – Dr. DeSpain, Dissertation Chair
Cynthia Lawry-Berkins, PhDGeology InstructorBlinn CollegeBrenham, TexasGraduated: May 2009 – Dr. Herrington, Dissertation Chair
Robert Marcel Branch, PhD PrincipalClear View Education CenterClear Creek Independent School DistrictLeague City, TexasGraduated: May 2009 – Dr. Kritsonis, Dissertation Chair
Donald Ray Brown, Jr., PhD PrincipalAlvin Independent School DistrictAlvin, Texas
Graduated: August 2009 – Dr. Kritsonis, Dissertation Chair
Jennifer T. Butcher, PhDAssistant ProfessorDepartment of Educational LeadershipThe University of Texas Pan AmericanGraduated: May 2009 – Dr. Kritsonis, Dissertation Chair
Michelle Cloud, PhDPrincipal, Brookline Elementary SchoolHouston Independent School DistrictGraduated: May 2009 – Dr. Kritsonis, Dissertation Chair
Rebecca Duong, PhDPrincipal-Hall Career AcademyAldine Independent School DistrictHouston, TexasGraduated: August 2009 – Dr. Kritsonis, Dissertation Chair
Sorie Gassama, PhDFrench TeacherHouston Independent School DistrictHouston, TexasGraduated: May 2009 – Dr. Hermond, Dissertation Chair
Janetta Gilliam, PhDFinancial Aide AdministratorPrairie View A&M UniversityGraduated: December 2008 – Dr. Kritsonis, Dissertation Chair
Teresa A. Hughes, PhD (First recipient of PhD degree)Assistant ProfessorSam Houston State UniversityHuntsville, TexasGraduated: December 2006 – Dr. Kritsonis, Dissertation Chair
La’Shonte Williams IwunduAssistant PrincipalSpring Independent School DistrictSpring, TexasGraduated: May 2010 – Dr. Tanner, Dissertation Chair
Karen Dupre Jacobs, PhDScience Instructional SpecialistAlief ISDGraduated: May 2009 – Dr. Hermond, Dissertation Chair
Clarence Johnson, PhD Director of Safe and Secure Schools Aldine Independent School District Houston, Texas 77032 Graduated: December 2008 – Dr. Kritsonis, Dissertation Chair
James D. Laub, Ph.D.Assistant ProfessorGraduate Program CoordinatorEducational LeadershipUniversity of Texas - Permian BasinGraduated: May 2007 – Dr. DeSpain, Dissertation Chair
Cheng-Chieh Lai, PhDAssistant Professor Hsiuping Institute of Technology Taichung, TaiwanGraduated: December 2008 – Dr. Herrington, Dissertation Chair
Alfreda Love, PhDAdministratorWaco Independent School DistrictGraduated: May 2009 – Dr. Freeman, Dissertation Chair
Nasrin Nazemzadeh, PhDProfessor of Economics and BusinessLone Star College- TomballTomball, TexasGraduated: December 2008 – Dr. Kritsonis, Dissertation Chair
Grace Thomas Nickerson, PhDAssociate Principal of Small Learning Communities InstructionDekaney High SchoolSpring Independent School DistrictSpring, TexasGraduated: December 2008 – Dr. Kritsonis, Dissertation Chair
Lautrice Nickson, PhDAssistant ProfessorSam Houston State UniversityHuntsville, TexasGraduated: May 2007 – Dr. Hermond, Dissertation Chair
Steven NorfleetTeacherFort Bend Independent School DistrictGraduated: May 2010 – Dr. Kritsonis, Dissertation Chair
Margaret Curette Patton, PhDPrincipalBarbara Jordon Elementary SchoolFort Bend Independent School DistrictGraduated: May 2009 – Dr. Hermond, Dissertation Chair
Arthur L. Petterway, PhDPrincipalHouston Independent School DistrictHouston, TexasGraduated: May 2007 – Dr. Mehta, Dissertation Chair
Gail C. Samuels-ParsonAdministratorFort Bend ISDGraduated: December 2007 – Dr. Freeman, Dissertation Chair
Eunetra Ellison-Simpson, PhDResponse to InterventionHouston AcademyGraduated: May 2009 – Dr. Kritsonis, Dissertation Chair
Desiree Adair SkinnerBilingual/ESL Migrant Program CoordinatorBryan Independent School DistrictGraduated: August 2010 – Dr. Kritsonis, Dissertation Chair
Yolanda E. Smith, PhDEVA System ManagerUnited Space AllianceJohnson Space CenterHouston, TexasGraduated: May 2007 – Dr. Kritsonis, Dissertation Chair
Samuel Todd StephensSuperintendent of SchoolsMagnolia Independent School DistrictMagnolia, TexasGraduated: August 2007 – Dr. Hermond, Dissertation Chair
Rhodena Townsell, PhDPrincipalMadisonville Consolidated School DistrictMadisonville, Texas Graduated: May 2009 – Dr. Kritsonis, Dissertation Chair
Debra Denise Watkins, PhDDefended July 31st
TeacherBrazos Independent School DistrictBellville, TexasGraduated December 2009 – Dr. Kritsonis, Dissertation Chair
Monica G. Williams, PhDVice President for Human Resources &Director of Resource DevelopmentHouston Works USAHouston, TexasGraduated: August 2009 – Dr. Kritsonis, Dissertation Chair
Melody Ann Wilson, PhDAssistant Principal Aldine Independent School DistrictHouston, Texas Graduated: May, 2008 – Dr. Freeman, Dissertation Chair
Frances Craig Worthey, PhDDirector of Student LifeTexas State Technical CollegeWaco, TexasGraduated: December 2008 – Dr. Kritsonis, Dissertation Chair
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