donald ray brown, jr., dissertation proposal defense, dissertation chair, dr. william allan...
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8/14/2019 Donald Ray Brown, Jr., Dissertation Proposal Defense, Dissertation Chair, Dr. William Allan Kritsonis
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EXPLORATORY QUAILITATIVE INVESTIGATION OF
REDUCING RECIDIVISM RATES FOR AFRICANAMERICAN MALES ENROLLED INMIDDLE SCHOOL DISCIPLINARY ALTERNATIVE
EDUCATION PROGRAMS
A Dissertation Proposal
by
DONALD RAY BROWN, JR.
Dissertation Chair
William Allan Kritsonis, PhD
PhD Program in Educational Leadership
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DAEP Structure
The structure of the DAEP’s both physically(by location separation) and operationally isintended to be a deterrent.
The average length of stay is between 16-45days(IDRA,1999).
Most DAEP’s Operate on a Point System thatserves as an indicator of when the child mightbe ready to exit the program (TEA,2007)
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Student Cultural Dynamics
When looking at structure on a variety of culturallevels, there may be an underlying indication to the
African American student that this setting is moreculturally conducive to his learning experience. For the African American male, this environment
may be an educational environment where theyreceive individualized education assistance in a
smaller group setting. The ridged structure of a DAEP can be difficult totransition out of when students return to their homecampus/school of origin.
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Student Cultural Dynamics
Multiple researchers have indicated thatthere is an overrepresentation of AfricanAmerican males in DAEP settings and in our prison systems (Tobin & Sprague, 2000;TEA, 2007; Abramson, 2008)
There is a correlation between thesedisciplinary experiences for African Americanmales (Parham & McDavis, 1987; Blake&Darling 1994; Texas Appleseed, 2007).
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Institutionalization
These issues specifically influence the African
American male, because of the culture of
institutionalization in the black community.
Institutionalization conveys the messages of external
loci of control, hopelessness and cyclical
degradation of the individual experiencing it.
the structure and practices an African American male
experiences in the DAEP can in some instances, be
the expected cultural norm
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Statement of the Problem
There are DAEP structural factors such as programming,operational styles and intervention components that could
contribute to the over representation of recidivism for AfricanAmerican Males in DAEP’s. The recidivism rate of 6th-8th grade African American males
returning to alternative school settings is a growing problem ineducation (IDRA, 1999).
Students who experience multiple transitions between DAEP’s
and Regular Education Settings (RES’s) tend to have difficultyadjusting in Americas Public Education System and life’schallenges (Perkins, 1991).
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Statement of the Problem
Disciplinary Alternative Education Program
Literature related to overrepresentation of African American male 6th-8th grade Middle
School students does not adequately reflect
structural factors that could reduce recidivism
rates.
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Purpose of the Study
The purpose of this study is to investigate factors
that reduce or eliminate high rates of recidivism for
African American male students enrolled in
alternative education programs.
Ultimately identifying best practices that produce low
to no recidivism rates for African American male
students enrolled in alternative education programs.
8/14/2019 Donald Ray Brown, Jr., Dissertation Proposal Defense, Dissertation Chair, Dr. William Allan Kritsonis
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Research Questions
RQ1 How does each program structure model affect AfricanAmerican male student recidivism rates in an alternative
setting? RQ2 Is their a relationship between Teachers’ Sense of
Efficacy score and African American male student recidivismrates in disciplinary alternative education settings?
RQ3 What aspect of parental involvement influences AfricanAmerican male student recidivism rates?
RQ4 To what degree of influence does the social skillscurriculum have on African American male student recidivismrates?
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Theories Guiding the Study
Reciprocal Determinism
Symbolization
Logic
Abstract Thought
Problem Solving
Social &
Cultural
Influence
Bandura Piaget
RQ1 How does each program structure model a ffect African American
male student recidivism rates in an alternative setting?
RQ2 Is their a relationship between Teachers’ Sense of Efficacy score and
African American male student recidivism rates in disciplinary alternative
education settings?RQ3 What aspect of parental involvement influences African American
male student recidivism rates?
RQ4 To what degree of influence does the social skills curriculum have on
African American male student recidivism rates?
RQ1 How does each program structure model affect African American
male student recidivism rates in an alternative setting?
RQ4 To what degree of influence does the social skills curriculum have on
African American male student recidivism rates?
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Theories Guiding the Study
Bandura’s Reciprocal Determinism Theory
Behavior influences and is influenced bypersonal factors and social environment
Most external influences affect behavior
through cognitive processing
Behavior is conditioned through the use of
consequences
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Theories Guiding the Study
Piaget’s Cognitive Development Theory:
Formal Operational Stage Begins at age 12 and lasts through adulthood
Thinking hypothetically, conceptualization,
outcomes and consequences
Organized approach to problem solving
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Significance of the Study
Data gathered in this study will highlight structural
procedures and interventions that help to reduce or
eliminate the percentage of African American males whoreturn to the alternative education program after a
successful completion.
This study will provide information that can help improve
alternative education for all students.
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Assumptions
Piaget and Bandura paradigms support the
assumption that institutionalization impacts: 1. Interpersonal communication
2. Worldviews
3. Social and cultural interactions
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Assumptions
DAEP’s maintain institutional structure and
programming by utilizing discipline measures that
stagnate development processes related to logic,abstract thought and problem solving skills that occur
during adolescence.
As such, identifying and improving upon structure,
program components and Teachers’ Sense of Teacher Efficacy can only lead to improvements in
DAEP visit outcomes.
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Limitations of the Study
This study will be limited to investigatingAfrican American male middle schoolersenrolled in DAEP’s located in South EastTexas
demographics such as social economicstatus, parent marital status and the extent towhich the home schools are recognized byTEA and were not taken into account for thisstudy
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Statement of Hypothesis
It is hypothesized that their will be nosignificant difference in the structure of theDAEP’s, the interventions used in theDAEP’s and the Teachers’ Sense of Teacher Efficacy of the teachers working in theDAEP’s and their impact on reducing the rate
of recidivism for African American males ingrades 6-8 enrolled in alternative educationprograms.
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Sampling Methods
Homogeneous cases: only Alternative
Education Programs will be selected for thisstudy
With in the study Criterion case sampling will
be used in each alternative setting to identify
this studies population to be researched.
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Themes from Literature
How DAEP’s were formed (Zweig 2003;TEA2007)
DAEP Structure and Program (Aron, 2003) Best Practice Guidelines (McCreight, 1999;
TEA, 2007)Overrepresentation of students in DAEP setting
(IDRA,1999; Skiba, Michael & Abra 2000;Zweig, 2003)
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Research Design
This will be a exploratory qualitative study- allows
the researcher to first collect qualitative data and
use the findings to give direction to quantitative data
collection (Frankel & Wallen, 2006).
Interviews will be coded for the emerging and
contrasting themes
Surveys will be scored using a likert scale
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Population and Sample
The target population for this study will be AfricanAmerican male 6th-8th grade DAEP Middle Schoolers
Active Participants include Principals, Counselorsand Teachers
Participants for the study were selected throughpurposive sampling-subjects are selected because
of some characteristic (Patton 1990)
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Instrumentation and Pilot Study
Permission was obtained from Dr. Anita HoyWoolfolk Hoy to use the Teachers’ Sense of Teacher
Efficacy Scale A nine question pilot study will be performed to
identify program structure characteristics, programpractices – such as the level of parental involvementand the utilization of social skill curriculums and their relationship to a successful one time visit to analternative education program for the AfricanAmerican male 6th-8th grade DAEP middle schoolers
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Data Collection
Surveys
Pilot Interview Questions To ensure confidentiality, each DAEP
campus was coded with alpha and number
Existing TEA Data
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Data Analysis
Quantitative data will collected on Teachers’ Senseof Teacher Efficacy retracted from their responses to
the instrument, Teachers’ Sense of Teacher Efficacy Scale
Teachers’ Sense of Efficacy Scale is designed tomeasure efficacy in student engagement,instructional practices and classroom management
Each item is measured on a 9-point scale anchoredwith the notations: “nothing, very little, someinfluence, quite a bit, a great deal”
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Data Analysis
Data will be collected on DAEP program structure,teachers’ sense of efficacy scale, parental
involvement and social skills curriculum for eachschool. A Pearson r correlation coefficient will calculated to
determine if a relationship existed between thevariables and African American male recidivismrates.
Sirkin (2006) describes Pearson’s r as a “coefficientthat is used when both variables are an interval or aratio level of measurement” (p. 446)
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Data Analysis
RQ1 How does each program structure model affect AfricanAmerican male student recidivism rates in an alternativesetting? Administrator interview questions, TEA DAEP Data
RQ2 Is their a relationship between Teachers’ Sense of Efficacy score and African American male student recidivismrates in disciplinary alternative education settings? Teacher Self Efficacy Scale, TEA DAEP Data
RQ3 What aspect of parental involvement influences AfricanAmerican male student recidivism rates? Administrator
interview questions, TEA DAEP Data RQ4 To what degree of influence does the Social Skills
Curriculum have on African American male student recidivismrates? TEA DAEP Data, Type of social skills curriculum
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Summary
The purpose of this study is to investigate factors thatreduce or eliminate high rates of recidivism for AfricanAmerican male students enrolled in alternative educationprograms. Ultimately identifying best practices that produce lowto no recidivism rates for African American male studentsenrolled in alternative education programs.
Data gathered in this study will highlight structuralprocedures and interventions that help to reduce or eliminate
the percentage of African American males who return to thealternative education program after a successful completion.This study will produce the groundwork needed to help reformalternative education.