Dissertation abstracts for dr. yates

To: Dr. Lucian Yates, III
Dean
Whitlowe R. Green College of Education
Prairie View A&M University

From: Dr. William Allan Kritsonis
Professor
PhD Program in Educational Leadership

Re: Dissertation Abstracts 2009-2010

Date: November 6, 2010

Dissertation Abstracts Listed
Robert Marcel Branch, PhD
Donald Ray Brown, Jr., PhD
Jennifer T. Butcher, PhD
Michelle Cloud, PhD
Rebecca Duong, PhD
Steven Norfleet, PhD
Eunetra Ellison Simpson, PhD
Rhodena Townsell, PhD
Debra Denis Watkins, PhD

PhD Graduate Completers

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


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


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


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


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


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


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


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 Dissertation
Dr. Mehta -----------1 Dissertation
Dr. DeSpain -------- 2 Dissertations
Dr. Herrington ----- 2 Dissertations
Dr. Freeman -------- 3 Dissertations
Dr. Hermond ------- 7 Dissertations
Dr. Kritsonis ------ 19 Dissertations
35 Total Completers

Cheantel Adams, PhD
Principal
Alief Independent School District
Graduated: May 2009 – Dr. Hermond, Dissertation Chair

Roselia Alaniz, PhD
Vice President of Human Resources
IDEA Public Schools
Weslaco, Texas
Graduated: December 2007 – Dr. Kritsonis, Dissertation Chair

Allena C. Anderson, PhD
Director, Character Education (Central Administrator)
Cedar Hill Independent School District
Cedar Hill, Texas
Graduated: August 2010 – Dr. Hermond, Dissertation Chair

Gary D. Bates, PhD
Principal
Royal Independent School District
Graduated: May 2007 – Dr. DeSpain, Dissertation Chair

Cynthia Lawry-Berkins, PhD
Geology Instructor
Blinn College
Brenham, Texas
Graduated: May 2009 – Dr. Herrington, Dissertation Chair

Robert Marcel Branch, PhD
Principal
Clear View Education Center
Clear Creek Independent School District
League City, Texas
Graduated: May 2009 – Dr. Kritsonis, Dissertation Chair

Donald Ray Brown, Jr., PhD
Principal
Alvin Independent School District
Alvin, Texas
Graduated: August 2009 – Dr. Kritsonis, Dissertation Chair

Jennifer T. Butcher, PhD
Assistant Professor
Department of Educational Leadership
The University of Texas Pan American

Michelle Cloud, PhD
Principal, Brookline Elementary School
Houston Independent School District

Rebecca Duong, PhD
Principal-Hall Career Academy
Aldine Independent School District
Houston, Texas

Sorie Gassama, PhD
French Teacher
Houston, Texas

Janetta Gilliam, PhD
Financial Aide Administrator

Teresa A. Hughes, PhD (First recipient of PhD degree)
Assistant Professor
Sam Houston State University
Huntsville, Texas

La’Shonte Williams Iwundu
Assistant Principal
Spring Independent School District
Spring, Texas
Graduated: May 2010 – Dr. Tanner, Dissertation Chair

Karen Dupre Jacobs, PhD
Science Instructional Specialist
Alief ISD

Clarence Johnson, PhD
Director of Safe and Secure Schools
Houston, Texas 77032

James D. Laub, Ph.D.
Assistant Professor
Graduate Program Coordinator
Educational Leadership
University of Texas - Permian Basin
Graduated: May 2007 – Dr. DeSpain, Dissertation Chair

Cheng-Chieh Lai, PhD
Assistant Professor
Hsiuping Institute of Technology
Taichung, Taiwan
Graduated: December 2008 – Dr. Herrington, Dissertation Chair

Alfreda Love, PhD
Administrator
Waco Independent School District
Graduated: May 2009 – Dr. Freeman, Dissertation Chair

Nasrin Nazemzadeh, PhD
Professor of Economics and Business
Lone Star College- Tomball
Tomball, Texas

Grace Thomas Nickerson, PhD
Associate Principal of Small Learning Communities Instruction
Dekaney High School
Spring Independent School District
Spring, Texas

Lautrice Nickson, PhD
Assistant Professor
Sam Houston State University
Huntsville, Texas

Steven Norfleet
Teacher
Fort Bend Independent School District

Margaret Curette Patton, PhD
Principal
Barbara Jordon Elementary School
Fort Bend Independent School District

Arthur L. Petterway, PhD
Principal
Houston, Texas
Graduated: May 2007 – Dr. Mehta, Dissertation Chair

Gail C. Samuels-Parson
Administrator
Fort Bend ISD
Graduated: December 2007 – Dr. Freeman, Dissertation Chair

Eunetra Ellison-Simpson, PhD
Response to Intervention
Houston Academy

Desiree Adair Skinner
Bilingual/ESL Migrant Program Coordinator
Bryan Independent School District

Yolanda E. Smith, PhD
EVA System Manager
United Space Alliance
Johnson Space Center
Houston, Texas

Samuel Todd Stephens
Superintendent of Schools
Magnolia Independent School District
Magnolia, Texas
Graduated: August 2007 – Dr. Hermond, Dissertation Chair

Rhodena Townsell, PhD
Principal
Madisonville Consolidated School District
Madisonville, Texas

Debra Denise Watkins, PhD
Defended July 31st
Teacher
Brazos Independent School District
Bellville, Texas
Graduated December 2009 – Dr. Kritsonis, Dissertation Chair

Monica G. Williams, PhD
Vice President for Human Resources &
Director of Resource Development
Houston Works USA
Houston, Texas

Melody Ann Wilson, PhD
Assistant Principal
Houston, Texas
Graduated: May, 2008 – Dr. Freeman, Dissertation Chair

Frances Craig Worthey, PhD
Director of Student Life
Texas State Technical College
Waco, Texas

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