William Allan Kritsonis, PhD, Dissertation Chair for Donald Ray Brown, Jr., Dissertation Defense PPT

8/8/2019 William Allan Kritsonis, PhD, Dissertation Chair for Donald Ray Brown, Jr., Dissertation Defense PPT.

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Dissertation Committee Members

Dr. William Allan Kritsonis, Dissertation Chair

Dr. David E. Herrington, Committee Member

Dr. Patricia A. Smith, Committee Member

Dr. Lisa Hobson Horton, Committee Member

Dr. Solomon G. Osho, Committee Member



DAEP Structure

The structure of the Disciplinary AlternativeEducation Program (DAEP) both physically (bylocation separation) and operationally is intended tobe a deterrent.

The average length of stay is between 16-45 days(Inter-Cultural Development Research Association,

1999). Most DAEP¶s Operate on a Point System that serves

as an indicator of when the child might be ready toexit the program (TEA,2007).



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 environmentmay be an educational environment where theyreceive individualized education assistance in a

smaller group setting. The rigid structure of a DAEP can be difficult to

transition out of when students return to their homecampus/school of origin.



Student Cultural Dynamics

Multiple researchers have indicated that

there is an overrepresentation of African American males in DAEP settings and in our prison systems (Tobin & Sprague, 2000;TEA, 2007;).

T

here is a correlation between thesedisciplinary experiences for African Americanmales (Parham & McDavis, 1987; Texas

Appleseed, 2007).









Purpose of the Study

The purpose of this study was to investigate factors

that reduce or eliminate high rates of recidivism for African American male students enrolled in middle

school alternative education programs.

Identifying best practices that produce low to no

recidivism rates for African American male students

enrolled in alternative education programs can beimplemented to improve DAEP success outcomes.



Theories Guiding the Study

Reciprocal Determinism

Symbolization

Logic

Abstract Thought

Problem Solving

Social &

Cultural

Influence

Bandura Piaget





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



Significance of the Study

Data gathered in this study highlightedstructural procedures and interventions thathelped to reduce or eliminate the percentageof African American males who return to thealternative education program after asuccessful completion.

This study provided information that can helpimprove alternative education for all students.



Assumptions

Piaget and Bandura paradigms support the

assumption that institutionalization impacts:1. Interpersonal communication

2. Worldviews

3. Social and cultural interactions



Assumptions

DAEP¶s maintain institutional structure and

programming by utilizing discipline measuresthat stagnate development processes relatedto logic, abstract thought and problemsolving skills that occur during adolescence.

Identifying and improving upon structure,program components and Teachers¶ Senseof Teacher Efficacy can only lead toimprovements in DAEP visit outcomes.



Limitations of the Study

This study was limited to investigating African American male middle school students enrolled inDAEP¶s located in South East Texas.

Several large school districts did not have dataavailable through TEA regarding their districtsDAEP.

Demographics such as social economic status,parent marital status and TEA recognized schoolswere not taken into account for this study.



Sampling Methods

Homogeneous cases: Specifically, only

Alternative Education Programs wereselected for this study.

Within the study, criterion case

sampling was used in each alternativesetting to identify the targeted

population.



Themes from Literature

How DAEP¶s were formed (Zweig 2003;TEA

2007) DAEP Structure and Program (Aron, 2003)

Best Practice Guidelines (McCreight, 1999;TEA, 2007)

Overrepresentation of students in DAEPsetting (IDRA,1999; Skiba, Michael & Abra2000; Zweig, 2003)



Research Design

This was a exploratory qualitative study that

allowed the researcher to first collectqualitative data and use the findings to give

direction to quantitative data collection

(Frankel & Wallen, 2006).

Interviews were coded for the emerging andcontrasting themes.

Surveys were scored using a Likert scale.



Population and Sample

The target population for this study were

African American male 6th

-8th

grade DAEPMiddle School students.

Active participants included six buildingprincipals, three counselors and fortyteachers.

Participants for the study were selectedthrough purposive sampling-subjectsbecause of some common characteristic(Patton 1990).



Instrumentation and Pilot Study

Permission was obtained from Dr. Anita

Woolfolk Hoy to use the Teachers¶Sense of Teacher Efficacy Scale.

A nine question pilot study was used to

identify program structurecharacteristics and program practices.



Data Collection

Surveys

Pilot Interview Questions

To ensure confidentiality, each DAEP

campus was coded with alpha and

number Existing TEA Data



Data Analysis

Quantitative data was collected on Teachers¶ Senseof Teacher Efficacy retracted from their responses to

the instrument, Teachers¶ Sense of Teacher Efficacy Scale.

Teachers¶ Sense of Efficacy Scale was designed tomeasure efficacy in student engagement,instructional practices and classroom management.

Each item was measured on a 9-point scaleanchored with the notations: ³nothing, very little,some influence, quite a bit, a great deal´.



Research Question #1

Is there a relationship between Teachers¶

Sense of Efficacy score, best practices, and African American male student recidivismrates in disciplinary alternative educationsettings?

± Teacher Self Efficacy Scale (TSES)

± Best Practices being Utilized

± TEA DAEP Data




How does each program structure model

affect African American male studentrecidivism rates in an alternative setting?

± Administrator interview questions

± TEA DAEP Data




What aspect of parental involvement

influences African American male studentrecidivism rates?

± Administrator interview questions

± TEA DAEP Data




What influence does the Social Skills

Curriculum have on African American malestudent recidivism rates?

± Administrator interview responses

± Best practices being utilized by DAEP



Findings of the Study

Summary Conclusions

Recommendations



Summary of Data Analysis

Data was collected on DAEP program

structure, best practices, teacher¶ssense of efficacy scale scores, parental

involvement and social skills curriculum

for each school.




A Pearson r correlation coefficient was

calculated to determine if a relationshipexisted between the variables and African American male recidivism rates.




Data analyses were based on

responses to TSES, interviewquestions, identified best practices and

recidivism data collected from TEA.




It was hypothesized that there will be no significant

relationship in the structure of the DAEP¶s, the

interventions used in the DAEP¶s and the Teachers¶

Sense of Teacher Efficacy of the teachers working in

the DAEP¶s and their impact on reducing the rate of

recidivism for African American males in grades 6-8

enrolled in alternative education programs. Failed to reject the Null hypothesis.




Forty 6th through 8th grade teachers, six

building principals and three counselorsparticipated in the study that involved

six DAEP campuses.




Data collected from the TSES were

scored. Best practices were identifiedthrough the six administrators and three

counselor interviews. Recidivism data

was determined by data collected from

TEA.




All data received from the forty-nine

participants of the DAEPs who agreedto participate were analyzed and coded

based on emerging themes of those

involved.



Data Conclusions

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?Correlations

earson orrelation

Sig tailed

earson orrelation

Sig tailed

earson orrelation

Sig tailed

EfficacyInInstructional

Strategies

Best racticeTotal

ecidivism ata

EfficacyIn

Instructional

Strategies

Best ractice

Total

ecidivism

ata



Data Conclusions

The correlation between African

American male recidivism data andTeachers¶ Sense of Efficacy Scale

score was not significant at the .05

level (significance of .666>.05).



Data Conclusions

Although there were no statistically

significant differences between theseconstructs, there was a strong negative

correlation between DAEP best

practices and recidivism.



Data Conclusions



Data Conclusions

The more consistently best practices

used at the participating DAEP thelower the DAEP recidivism rates were

for African American Males in grades 6-

8th.



Data Conclusions

Higher TSES scores were also found at

schools with lower recidivism rates for African American Males in grades 6-8th.



Data Conclusions

The school that had the least best

practices had the lowest TSES scoresand had the highest recidivism rates for

the population studied.



Data Conclusions

The correlation between Parental

Education Training and African American male recidivism rates was

significant at the .05 level (significance

of .019>-.885).



Data Conclusions

RQ2: How does each program structure

model affect African American malestudent recidivism rates in analternative setting?



Data Conclusions

Program structure models that were

implemented consistently includedpoint systems, restrictive environments,

and a focus on improving social skills.



Data Conclusions

As stated by DAEP 5 representative ³we makethis school as uncomfortable as possible, we

provide an environment of care but also anenvironment that¶s uncomfortable. To not beable to go to basketball games and footballgames and participate in all the activities.Hopefully, all these goodies that have beentaken way from the kids will encourage themto get out of here and stay out of here.´



Data Conclusions

RQ3 What aspect of parentalinvolvement influences African American male student recidivismrates?



Data Conclusions

Regarding parental involvement and

African American male student¶srecidivism rates, most respondents

indicated that it was important to

educate parents regarding the

expectations of DAEP placement

during the initial placement period.



Data Conclusions

DAEP 20 representative stated ³parentingprograms we have are done outside school

hours, parents are invited, and we havesome brochures. We really don¶t have toomuch parent involvement. We try to callparents when they are doing good, and wetry to call parents when we need some helpfrom the parents.´



Data Conclusions

RQ4 What influence does the Social

Skills Curriculum have on African American male student recidivismrates?



Data Conclusions

None of the respondents identified a

specific social skills curriculum.However, the respondents preferred

the use of various techniques and

philosophies that focus on improving

social interactions, decision making and

communication.



Data Conclusions

Mentoring programs and individual

counseling ± both of which focus onbuilding, maintaining and practicing

appropriate relationships were cited as

being effective techniques to improve

social skills for African American males.



Data Conclusions

According to DAEP 5 assistance with transition is an

important part of the socializing process ³We

implemented a transition plan...I implemented a transitionclass for the first five days that they set foot on this

campus and the transition class allow them to kind of get

in the front door, get a little comfortable with their

surroundings they¶re all in one classroom but they know

they¶ve crossed over from being where they were into anew place. We do some conflict resolution with them, we

have them set goals.´



Implications

The major implications of this study were as follows:

To some extent recidivism of African American Males was affected by the program

structure, teacher sense of efficacy and DAEPbest practices implemented at individualDAEP campuses.



Implications

Program structure, which includes the extent

to which DAEP best practices areincorporated and implemented at each

campus seems to impact the DAEP

experience for African American Male

students.



Implications

A holistic approach to programming, which

incorporates improved socializationprocesses along with teachers who feel

effective in their abilities to teach students in

the DAEP setting allow for some

rehabilitation and reflection on the part of thestudent.



Implications

Extensive DAEP setting specific

training along with preparation shouldbe provided for educators who work in

the DAEP environments.



Implications

DAEP setting specific training ± should

include verbal management of aggressive behaviors, mediation,

reflective listening, empathetic

responses and modeling appropriate

assertive communication.



Implications

TSES should be considered when

selecting educators for the DAEPsetting.



Implications

Due to the special needs of DAEP

students, it is important that aneducator feel competent and confident

in teaching.



Implications

Teachers should be selected who score

well on the TSES prior to placement.



Implications

DAEPs should incorporate individual

counseling, mandatory parenteducation training and mentoringprograms as interventions to deter recidivism for African American Male 6-

8th grade students.



Implications

Respondents in this study indicated that the

African American male population tended torespond well to individual counseling and

mentoring ± with speculation leaning towards

the individualized interactions of these types

of interventions.



Implications

DAEPs should encourage home

campuses to partake in more activeroles during the DAEP and home

campus transition processes.







Implications

Individual DAEPs should record and

track recidivism data



Recommendations for Further Study

A study could be conducted to further explore the

extent of the relationship between African American

Male DAEP participants and African American Maleswho become involved with the Criminal Justice

System.

A study could be conducted which focuses on the

DAEP experience and African American male DAEPstudent characteristics.

A study could be conducted to determine more

trends and outcomes regarding DAEP recidivism.




A study could be conducted using internet survey

tool participation versus in person interviews.

A study could be conducted to explore DAEP African

American Males grades 6-8th personal

characteristics (for example: self esteem, social

class, resiliency) and the impact on recidivism.

A study could be conducted to include more districtDAEPs.




A study could be conducted to explore TSES

scores related to teaching DAEP African American males, grades 6-8th.

A study could be conducted to explore the

impact of DAEP specific trainings on TSES

scores of teachers in DAEP settings.



Summary

The purpose of this study was to investigatefactors that reduce or eliminate high rates of

recidivism for African American male studentsenrolled in alternative education programs.

Data gathered in this study indicates thatstructural procedures and interventions such asparent training, mentoring and individual counselinghelp to reduce or eliminate the percentage of African

American males who return to the disciplinaryalternative education program after a successfulcompletion.



References

Aron, L. Y. (2003). Towards a Typology of Alternative Education

Programs: A Completion of Elements from the Literature. The

Urban Institute, 3, 1-30.

Bandura, A. (1986). Social foundations of thought and action: A social-

cognitive theory . Upper Saddle River, NJ: Prentice-Hall.

Cortez, A. (1999). Intercultural Development Research Association

Disciplinary Alternative Education Programs in Texas ± What is

Known; What is Needed. F orest Ecology and Management.

Fraenkel, J. R., & Wallen, N. E. (2006). H ow to Design and EvaluateResearch in Education Sixth Edition. 1221 Avenue of the

Americas, New York, NY: McGraw-Hill.



References

McCreight, C. (1999). Best practices for Disciplinary Alternative

Education Programs in Texas. Laredo, TX: Texas A&M

International University.

Parham, T.A., & Mc Davis, R.J. (1987). Black men, an endangered

species: Who¶s really pulling the trigger? J ournal of Counseling

and Development, 66 , 24-27.

Patton, M. Q. (1990). Qualitative evaluation and research methods

(2nd ed.). Newbury Park, CA: Sage Publications.

Perkins, K. R. (1991). The Influence of Television Images on BlackFemales' Self-Perceptions of Physical Attractiveness. J ournal of

Black Psychology , 22 (4), 453-469.



References

Skiba, R. J., Michael, R. S., & Abra , N. C. (2000). Sources of Racial

and Gender Disproportionality in School Punishment. The Color

of Discipline, , 1-21.

Tobin, T. & Sprague, J. (2000). Alternative Education Strategies:

Reducing Violence in School and the Community. J ournal of

Emotional and Behavioral Disorders, 8 (3), 1-22.

Texas Education Agency, . (2007). Commissioner's Rules Concerning

the Standards for the Operation of School District Disciplinary

Alternative Education Programs. DAEP Standards Proposed , , 1-6.



References

Texas Appleseed. (2007). Projects : School-to-Prison Pipeline, Impact

of "Zero Tolerance" and Discretionary School Discipline Policies

in Texas. Retrieved Mar. 23, 2008, from

http://www.texasappleseed.net/projects_school-to-prison.shtml.

Wadsworth B. J. (2003). Piaget's Theory of Cognitive and Affective

Development: F oundations of Constructivism. : Pearson .

Zweig, J.M. (2003). V ulnerable youth: Identifying their need for

alternative educational settings. Washing-ton, DC: The Urban

Institute.



Thank You!

Donald R.B

rown, Jr.

Documents

William Allan Kritsonis, PhD, Dissertation Chair for Donald Ray Brown, Jr., Dissertation Defense PPT