dr. gary d. bates, phd dissertation defense, dr. william allan kritsonis, dissertation committee

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Dr. William Allan Kritsonis, PhD Dissertation Committee for Dr. Gary D. Bates, PhD Program in Educational Leadership, PVAMU, Member of the Texas A&M University System.

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  • 1. AN ANALYSIS OF AFRICAN AMERICANS IN THE PUBLIC SCHOOL SUPERINTENDENCY A Dissertation Defense By Gary D. BatesCommittee: William Allan Kritsonis, PhD Ben C. DeSpain, EdDDouglas Hermond, PhDDavid Herrington, PhD Camille Gibson, PhDPhD Program in Educational Leadership Prairie View A&M University February 2007

2.

  • I.Purpose of Study
  • II.Significance of the Study
  • III.Quantitative Research Questions
  • IV.Quantitative Research Design
  • V.Quantitative Major Findings & Review of Literature
  • VI.Qualitative Research Questions
  • VII.Qualitative Research Design
  • VIII. Qualitative Major Findings
  • IX.Conclusions
  • X.Recommendations

Dissertation Defense Format 3. Purpose of the Study

  • The primary purpose of this investigation was to study what factors contributed to an African American becoming a school superintendent and retaining that position.

4. Purpose of the Study (Cont.)

  • This study also sought to discern whether African American superintendents perceive race as a barrier in obtaining the superintendency.

5. Purpose of the Study (Cont.)

  • A secondary purpose of this study was to discover if there is a difference in perceptions between African American superintendents, superintendents who participated in the 2000 AASA study, and African American superintendents that participated in Williams study of 1984.

6. Purpose of the Study (Cont.)

  • The third purpose of this study was to create a profile of a successful African American school superintendent to assist potential African American superintendents in their endeavor of becoming a leader in education.

7. Significance of the Study

  • This study described aspects of the African American school superintendency from past to present and adds to the limited but growing body of research concerning African American school superintendents.

8.

  • Quantitative Data

9. Research Questions

  • Quantitative
  • 1.What are the personal characteristics of currently employed African American school superintendents?

10. Research Questions

  • Quantitative
  • 2.Is there a significant difference in the frequencies of the top five ranked factors that inhibit effectiveness of all superintendents in the 2000 AASA study and the responses of African American superintendents in 2006?

11. Null Hypothesis

  • H 01 - There will be no statistically significant difference in the frequencies of the top five ranked factors that inhibit effectiveness of all superintendents in the 2000 AASA study and the responses of African American superintendents in 2006.

12. Research Questions

  • Quantitative
  • 3. Is there a significant difference in the frequencies of the factors encountered en route to the superintendency by African American superintendents in the early 1980s and African American superintendents in 2006?

13. Null Hypothesis

  • H 02 - There will be no statistical significant difference in the frequencies of the factors encountered en route to the superintendency by African American superintendents in early 1980s and African American superintendents in 2006.

14. Research Design

  • Quantitative
  • Instrument
  • Survey-Three Question Types
    • Ranking
    • Likert Type
    • Descriptive/Explanatory

15. Research Design Quantitative

  • Pilot Study -Survey
  • A pilot study was conducted using simple random sample of size 30.
  • The pilot participants were not a part of the actual study.
  • An item analysis was applied on the data and a Cronbachs alpha coefficient of.84was obtained.

16. Research Design Quantitative

  • Survey
  • Target Population
    • African American Public School Superintendents
    • 50 States
    • Sample
    • Simple Random Sample
    • 61 Participants
    • Return rate of 37%

17. Research Design

  • Descriptive Statistics
  • Demographics
    • Age
    • Gender
    • Educational details
    • Yrs Experience
    • Career details
    • Ethnicity of students

18. Research Design Factor for Both Tests: Year of Study frequency factors encountered en route Chi-Square H 02 frequency significance of each challenge Chi-Square H 01 Dep. Variable Ind. Variable Stat Method Hypothesis 19. Major FindingsResearch Question 1

  • Quantitative
  • What are the personal characteristics of currently employed African American school superintendents?
  • 67.2% (n=41) male and
  • 32.8% (n=20) female
  • Median age was in the 5559 group

20. Major Findings Research Question 1

  • Quantitative
  • 0% (n=0)bachelors degree
  • 14.8% (n=9)masters degree
  • 16.4% (n=10)working on doctoral
  • coursework
  • 68.8% (n=42) doctorate
  • Employed as a superintendent - mean of 5.29 years
  • 61.1% (n=36) districts lead by the sample have a majority (over 50%) of black students

21. Research Question 1 Literature Review Quantitative

  • Williams (1984) found that African American superintendents typically had an African American population slightly over 70% of the total district enrollment.
  • In 2000, the average respondent had served an average of 8.75 years as superintendent according to the American Association of School Administrators 2000 study (Glass et al. 2000). Williams (1984) found that Black superintendents served an average of 5.8 years.

22. Research Question 1 Literature Review Quantitative

  • Superintendents that held a doctorate degree comprised 45% of all superintendents (Glass et al. 2000).
  • In 1984, Williams (1984) found that 62.7% of African American superintendents held a doctorate degree.
  • 2000 study, Glass reported that the median age group was 51-55 (Glass et al. 2000).
  • Williams (1984) found that the median age group was 45-49.

23. Research Question 1 Literature Review Quantitative

  • The 2000 American Association of School Administrators study reported that male superintendents comprised 86.8% of the respondents while 13.2% were female (Glass et al. 2000).
  • Williams (1984) found in 1984 that 88.5% of his respondents were male while 11.5% were female.

24. Major FindingsResearch Question 2

  • Quantitative
  • Is there a statistically significant difference in the frequencies of the top five ranked factors that inhibit effectiveness of all superintendents in the 2000 AASA study and the responses of African American superintendents in 2006?

25. Major FindingsResearch Question 2

  • H01There will be no statistically significant difference between
  • the frequencies of the top five ranked factors that inhibited
  • effectiveness between all superintendents in the 2000 AASA study and the responses of African American superintendents in 2006.

26. Major FindingsResearch Question 2

  • Quantitative
  • Respondents were asked to rank 18 factors that inhibit effectiveness in order of importance.
  • After completing a Chi Square it was found that the null hypothesis was rejected based on an alpha of p .05.

27. Major FindingsResearch Question 2

  • Quantitative
  • The top five ranked factors in 2006 were:
  • 1.Accountability/Creditability
  • 2.Compliance with State and Federal Mandates
  • 3.Assessing Education Outcomes
  • 4.Financing Schools
  • 5.Teacher Recruitment/Selection

28. Major FindingsResearch Question 3

  • Quantitative
  • Is there a statistically significant difference between the frequencies of the factors encountered en route to the superintendency by African American superintendents in early 1980s and African American superintendents in 2006?

29. Major FindingsResearch Question 3

  • H02 There will be no statistically significant difference between the frequencies of the factors encountered en route to the superintendency by African American superintendents in the early 1980s and African American superintendents in 2006.

30. Major FindingsResearch Question 3

  • Quantitative
  • African American public school superintendents were given a list of 16 factors encountered en route to the superintendency to rate on a Likert-type scale from
  • 1 4 (1 meaning none to 4 meaning great).
  • These frequencies were compared with the 1984 data.

31

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