Fluent Essays

Complete Parts I–III below to evaluate the instructional systems in your educational setting through a leadership lens and develop a strategic leadership plan to support the planning, development, and implementation of instructional improvements. Part I: Evaluation Evaluate the current instructional systems in your educational setting using Standard 4, “Curriculum, Instruction, and Assessment,” of the Professional Standards for Educational Leaders, 2015 from the National Policy Board for Educational Administration (NPBEA). Identify at least 3 critical improvements that need to be made to the instructional systems in your educational setting. Part II: Planning Conceptualize a strategic leadership plan that focuses on explicating, communicating, supporting, and monitoring a series of critical improvements to the instructional systems in your educational setting. Your plan must also provide recommendations to drive the planning, development, and implementation of your strategic priorities. Recommendation areas include: Distributing leadership or establishing collaborative structures The use of institutional data and evidence-based research Timelines Professional development/capacity building Note: The purpose of this strategic leadership plan is not to demonstrate how you would improve the instructional systems in your educational setting. Rather, the purpose is to demonstrate how you would lead others (i.e., explicating, communicating, supporting, and monitoring) in the planning, development, and implementation of continual improvements to instructional systems. Part III: Reporting Prepare a 1,750- to 2,450-word report that outlines your evaluation process, discoveries, and the details of your leadership plan. Consider the following questions when discussing the contents of your report: What evaluation process did you use? Why? What did you discover from your evaluation (themes, relationships, trends, etc.)? How did you narrow and prioritize your discoveries? What factors influenced your selected improvements? How will you justify your selections? What are the implications to your educational setting? To the broader educational system? How are the underlying problems/improvement areas supported by peer-reviewed literature? How will you communicate the strategic priorities/improvements to staff? What barriers do you anticipate? What is your plan for mitigating barriers? How will you justify your decisions? Note: Your report should use a combination of narrative (first person) and scientific (third person) writing styles. General formatting should follow APA guidelines. Support all assertions and related decisions with peer-reviewed literature. Your report should include a minimum of 10 peer reviewed sources. Submit your assignment. Resources Center for Writing Excellence Reference and Citation Generator Grammar Assistance Sheet1 Scoring Criteria Not At All Required elements are missing or are not addressed. DOC/734R Draft Dissertation Proposal Presentation Scoring Rubric Somewhat Some required elements are addressed, but the description/discussion lacks detail, depth, and breadth. Well Required elements are adequately addressed. Description/discussion has adequate detail, depth, breadth, and demonstrates appropriateness. Very Well Required elements are thoroughly and comprehensively addressed. Discussion is appropriately detailed and demonstrates appropriateness, clarity, sophistication, depth, and breadth. NAME: zenovia Problem Statement (2 points) Purpose Statement (2 points) Research Questions (2 points) The problem statement: (a) clearly describes the problem the study will address; (b) establishes the importance of the problem within the discipline; (c) arises from a gap in the literature; and (d) explicates how the study will address the need for further information. The purpose statement: (a) clearly establishes how the study contributes to discipline-specific challenges and/or extends theory, practice, methodology, research results, knowledge, and/or understanding within a specific arena of inquiry. The research question and hypotheses or sub-questions arise from the problem and purpose of the study. Not at All Somewhat Well Very Well Not at All Somewhat Well Very Well Not at All Somewhat Well Very Well 2 1.4 1 0 3 1.6 Summary of Literature (3 points) Design and Methodology (2 points) Population (1 point) The summary of literature demonstrates cogent, comprehensive, and significant summary, analysis, and synthesis of relevant, scholarly, and peer-reviewed sources. The study design and methodology: (a) clearly describe and detail the language and ideas found in the specific research design and methodology selected; (b) demonstrates a coherent, direct alignment among the topic, research questions, site, population, method, design, collection, analyses, presentation, and interpretation; (c) provides a detailed explanation of all instruments; and (d) are dependent on, directly aligned with, and appropriate to the problem under investigation. The population: (a) details the units of study—sites, groups, participants, and events—and the means through which they were selected and/or recruited; (b) explains how the relevant characteristics of the units of study bear directly on reporting and interpreting outcomes; and (c) provides a description of the social, historical, or cultural context of the phenomena being studied. Not at All Somewhat Well Very Well Not at All Somewhat Well Very Well Not at All Somewhat Well Very Well 3 2.4 2 2.1 3 0.8 Sampling (1 point) Data Collection (2 points) Data to be Analyzed (1 point) The sampling: (a) rationalizes the means of selection of the sites, groups, participants, events, or other units of the study—exclusion criteria may be included to address specific decisions within the rationale for selection; (b) clearly describes and supports the salient attributes, choices, selection, and assignment attributes or criteria rationale; and (c) explicates the features of the control groups or comparison groups—if no control or comparison groups are used because of the design selected, then features of the sample group are clearly presented. Data collection: (a) is clearly and precisely described, including how and when gathered, by whom, and for what purposes; (b) addresses the salient processes and judgments, including a rationale that aligns data collection with a specific research methodology and design; (c) discusses access, selection, and consent of participants; (d) presents the roles of the researcher—as interviewer or observer—and participants—as respondents or informants; (e) demonstrates clear and appropriate means to protect confidentiality; and (f) includes protocols for the administration of any instruments, documents, records, or artifacts gathered and the ways in which they were identified—identification of secondary data sources, explanations of how these were accessed, and references to original source descriptions are clear. Data to be analyzed: (a) explains the strategy that will be used to analyze data; (b) proposes statistical tests that are appropriate, clear, aligned with the logic of design and analysis [Quantitative]; and (c) details a process for developing the descriptions, claims, and interpretations that aligns appropriately with the specific qualitative design selected [Qualitative]. Not at All Somewhat Well Very Well Not at All Somewhat Well Very Well Not at All Somewhat Well Very Well 3 0.8 3 1.6 3 0.8 Alignment (3 points) Comments The study problem, purpose, research questions, and design are aligned with the students degree program and with the appropriate research methodology. Not at All Somewhat Well Very Well 2 2.1 13.6 SCORE SUMMARY Problem Statement Purpose Statement Research Questions Summary of Literature Design and Methodology Population Sampling Data Collection Data to be Analyzed Alignment TOTAL 1.4 0 1.6 2.4 2.1 0.8 0.8 1.6 0.8 2.1 13.6 Group Box 11 Group Box 12 Group Box 13 Group Box 14 Group Box 15 Group Box 16 Group Box 17 Group Box 18 Group Box 19 Group Box 20 One of the most compelling aspects of conducting and analyzing original research projects is the prospect of contributing new information to the literature in a field. Whether these contributions are theoretical, empirical, methodological, or practical, they may enhance the available meaning around particular concepts, aid future researchers in extending the boundaries of inquiry and knowledge, and influence the lives of practitioners at all organizational levels and in daily life. However, as an effect of this requirement for novel approaches, research in all fields is difficult to assess from any perspective founded in standards and models, particularly dissertations. Traditionally, the dissertation has served as an evaluative marker of a doctoral candidate ’ s passage into a field of inquiry, but because dissertations take on numerous permutations and approaches, these evaluations have largely been the sole purview of one’s chair — an individual typically possessing a wealth of knowledge about the field of study. Although this apprenticeship model has benefited doctoral learning since its inception, little information has been shared to describe how these evaluations are made, what criteria are brought to bear on the research, or how a particular chair’s approval translates to successful publication and the foundation of a larger research agenda. Lovitts (2007, 2006) described a growing need in doctoral education for explicit criteria students and faculty can use One of the most compelling aspects of conducting and analyzing original research projects is the prospect of contributing new information to the literature in a field. Whether these contributions are theoretical, empirical, methodological, or practical, they may enhance the available meaning around particular concepts, aid future researchers in extending the boundaries of inquiry and knowledge, and influence the lives of practitioners at all organizational levels and in daily life. However, as an effect of this requirement for novel approaches, research in all fields is difficult to assess from any perspective founded in standards and models, particularly dissertations. Traditionally, the dissertation has served as an evaluative marker of a doctoral candidate’s passage into a field of inquiry, but because dissertations take on numerous permutations and approaches, these evaluations have largely been the sole purview of one’s chair—an individual typically possessing a wealth of knowledge about the field of study. Although this apprenticeship model has benefited doctoral learning since its inception, little information has been shared to describe how these evaluations are made, what criteria are brought to bear on the research, or how a particular chair’s approval translates to successful publication and the foundation of a larger research agenda. Lovitts (2007, 2006) described a growing need in doctoral education for explicit criteria students and faculty can use © 2017, University of Phoenix. | For internal use only. College of Doctoral Studies – Draft DOC/734R Grounded Theory on African American High School Dropouts 1 Zenovia Braham DOCTOR OF EDUCATION IN EDUCATIONAL LEADERSHIP WITH A SPECIALIZATION IN CURRICULUM AND INSTRUCTION © 2017, University of Phoenix. | For internal use only. Problem Statement and Purpose Statement Highlight Major Concepts: 2 The problem is the rising rate of dropout in African American high schools and factors affected contemporary African American mens decision to drop out of high school in United States Redditt (2015). The purpose of this grounded theory research study was to investigate the cause of the high rate of dropout in Africa-American schools. Donna Taliaferro the purpose is to develop a theory is using grounded theory Donna Taliaferro does not follow the correct way to submit a problem..the problem is............. resulting in....................citation © 2017, University of Phoenix. | For internal use only. Research Questions Rates of High-school drop- out 3 Research questions RQ.1 How do the psychologically stressful incidents in the United States include current African American mens choices to withdraw from high school? RQ-2 How can racial stereotypes of Black Males help contemporary African American male decisions to leave high school? RQ-3 How can the motivational intervention theory that is developed through the grounded theory understand the emotions and feelings to why African America male students are dropping out of high school. © 2017, University of Phoenix. | For internal use only. Summary literature topics The literature review was based on the following topics/ Investigated the following; Post Traumatic Slavery Disorder literature. This was one of the major causes or rise of Africa- American drop-out rates. on three African American male dropouts who had recently enrolled in a GED program about the influences on their original decision to drop out Literature review summary  African American male dropouts, Redditt (2015) used qualitative methodology, the phenomenological approach to be specific, and the interview as well (Redditt, 2015)  Self-esteem and the Stereotype Threat Theory as possible reasons why African American males drop out of school 4 © 2017, University of Phoenix. | For internal use only. Research Method and Design The purpose of this Qualitative Grounded Theory study is to find out the emotions and feeling that drive these African American male to dropout of high school. The main research method will be interviews and questionnaires where participants will be asked to fill in the causes of high African-Male drop- out rates. Semi-structured interviews will be used due to the qualitative study method used. 5 Donna Taliaferro the purpose is to develop a theory © 2017, University of Phoenix. | For internal use only. Population The drop-out rate was on mainly three races: African Americans lived in poverty, 35\% Hispanic 33\% Whites 11\% African American males, aged 18 through 35, who live in the Beaumont, Texas, area, who were enrolled in a General Educational Development (GED) certificate program. Population to be investigated with percentages 6 © 2017, University of Phoenix. | For internal use only. Sampling Criteria • Data will be collected from dropout program within the high schools through purposeful sampling procedures.. • Boys had the highest rate of drop-out than girls. • Samples collected will be used to generate the interview questions Purposeful Sampling . 7 © 2017, University of Phoenix. | For internal use only. Data collection procedure There are 23 research questions to ask the 9 participants vetted for the study. Responses from participants will be recorded via tape recorder. Controlled Observations on rate of school- drop out rates will be used. Interviews will be conducted in an honest manner) NVivo 10 software will be used to analyse the data since it is accurate and not biased Data collection procedures and analysis tool. 8 Donna Taliaferro interview Donna Taliaferro © 2017, University of Phoenix. | For internal use only. Data to be analyzed 9 • High-levels of poverty for Africa-American drop out rates. • Data from the 21 interview questions. • Causes of High rates of male drop-out rates than females. • Ground theory will seek to motivate African American on education. Donna Taliaferro this is not what you do in a grounded theory study Donna Taliaferro © 2017, University of Phoenix. | For internal use only. References 10 Redditt, C. C. (2015). The lived experiences of African American male dropouts: A phenomenological investigation. ProQuest Dissertations and Theses, 130-130. Kids Count Data Center. (2013). Children in single-parent families by race. Retrieved from http://datacenter.kidscount.org/data/tables/107-children-in-single-parent-families-by -race The Daily Caller. (2013). Male African American unemployment is over 50 \% among dropouts. Retrieved from http://thedailycaller.com/2013/03/27/male-african-americanunemployment-is-over-5 0-\%-among-dropouts/ Donna Taliaferro none of these are peer reviewed. http://datacenter.kidscount.org/data/tables/107-children-in-single-parent-families-by-race http://datacenter.kidscount.org/data/tables/107-children-in-single-parent-families-by-race http://thedailycaller.com/2013/03/27/male-african-americanunemployment-is-over-50-\%25-among-dropouts/ http://thedailycaller.com/2013/03/27/male-african-americanunemployment-is-over-50-\%25-among-dropouts/ College of Doctoral Studies – Draft DOC/734R Problem Statement and Purpose Statement Research Questions Summary literature topics Research Method and Design Population Sampling Criteria Data collection procedure Data to be analyzed