Teach for America: Perceptions of Dedication, Commitment ...

[Pages:132]Teach for America: Perceptions of Dedication, Commitment, Content Knowledge, and Instructional Competence Ashley N. Hall

B.S., University of Missouri ? Columbia, 2006 M.A., Baker University, 2009

Submitted to the Graduate Department and Faculty of the School of Education of Baker University in partial fulfillment of the requirements for the degree Doctor of Education in Educational Leadership

_______________________________________________________ Harold B. Frye, Ed.D. Major Advisor

_______________________________________________________ James Robins, Ed.D.

______________________________________________________ Juana Hishaw, Ph.D.

Date Defended: April 27, 2016

Copyright 2016 by Ashley N. Hall

Abstract The purpose of this study was to examine the perceptions that traditionally certified educators have in regards to the Teach for America program. A qualitative approach was used for this study. The findings suggest that traditionally certified educators do not have a favorable opinion of the Teach for America program when comparing Teach for America individuals to the quality standards outlined in the National Board for Professional Teaching Standards indicators. It was further discovered that traditionally certified educators raised many concerns regarding the Teach for America program. The methodology, findings, analysis, and suggestions for future research are outlined in this study.

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Dedication This dissertation is dedicated to my grandparents who could not obtain terminal degrees as African-Americans two generations removed from slavery in the South. It is because of the fact that you could not due to circumstance I found the determination to persevere and complete this dissertation. I love you all from the bottom of my heart.

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Acknowledgements To God be the Glory! I would like to acknowledge my fellow cohorts in EDD cohort 8, especially my "sistahs" Tamikia, Nikki, Judy, & Amy. The endless support, networking, guidance, and wisdom you all have shown me as the "youngin" in the class will forever leave me empowered and treasured. I also want to thank all of my co-workers and principals that motivated me. Special recognition goes to Yvonne Hattfield and Dr. Amy Casey who saw the potential in me that I did not. I would also like to recognize the members of the Societa Docta, especially Dr. Gwendolyn Squires, Dr. Everlyn Williams, and Dr. Juana Hishaw, for mentoring me through this process. A special thank you to all of my "sorors" in Alpha Kappa Alpha Sorority, Incorporated, especially the members of the Upsilon Rho Omega chapter who allowed me to take a "sabbatical" from active membership to focus on completing this degree. Extra shout out to Alicia, Veronica, Liz, both Jackies, Angie, Kelly, the Ivys, Diann, Brigida, and Clim. You all in particular continued to motivate me during this process. Special thanks also goes to all of my extended family, cousins, aunts, and uncles who kept pushing me to make it to the end. To all of my personal friends, especially Angie and Lil Jon, thank you for understanding why we could not always enjoy life and for constantly "nagging" me to finish. To my advisor, Dr. Harold Frye, I truly appreciate your dedication and compassion in seeing me to the finish line. Lastly, to my parents, Anthony and Valerie Hall, and my little big brother AJ, your love and support before, during, and after this process is beyond words. I cannot express my gratitude and love for you all enough. Thank you!

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Table of Contents Dedication .............................................................................................................. iii

Acknowledgements.................................................................................... iv Table of Contents...................................................................v List of Tables ...........................................................................................................x List of Figures ........................................................................................................ xi Chapter One: Introduction ...........................................................................1 Background and Conceptual Framework........................................2 Statement of Problem...............................................................5 Significance of Study...............................................................6 Purpose Statement..................................................................7 Delimitations........................................................................7 Assumptions.........................................................................8 Research Questions.................................................................8 Definition of Terms.................................................................9 Overview of Methodology.......................................................11 Organization of Study............................................................12 Chapter Two: Review of Literature .......................................................................13 History of Education in America................................................13

The Evolution of the System............................................13 The Mis-Education of the African American Students and Other Historically Ignored Populations.......................................15 History of Teacher Certification in America..................................21

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From Teacher Colleges to Colleges of Education..................21 The Evolution of Teacher Certification..............................21 Supply and Demand..............................................................24 Shortage of Qualified Teachers.......................................,25 Rise in Alternate Certification Programs.............................26 The "Solution".....................................................................28 The Creation of the Solution ? Teach for America.................,28 The Application and Training of the Solution.......................29 How Long Does the Solution Last?...............................................31 Lessons from the Solution that Can Apply to Traditional Teacher Certification Programs...................................................32 The Allure of the Solution..............................................34 The "Success" of the Solution..........................................36 The Revolving Nature of the Solution.................................37 The Deception of "The Solution"......................................39 The New Reality of the Solution.......................................41 Supply and Demand in the New Millennium.................................42 So is there a Teacher Shortage?.....................................................43 Education in America in the New Millennium...as Measured by the National Board of Professional Teaching Standards............44 Chapter Three: Methodology .................................................................................53 Research Design..................................................................53 Population and Sample...........................................................54

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Sampling Procedures.............................................................54 Instrumentation....................................................................55 Measurement.......................................................................57

Validity and Reliability..................................................58 Data Collection Procedures......................................................59 Data Analysis......................................................................61 Limitations.........................................................................61 Summary...........................................................................62 Chapter Four: Results ............................................................................................63 Descriptive Statistics..............................................................63 Research Question 1: What strengths can be derived from Teach for America corps members in regards to the Teach for America program?....................................................................................................64 Research Question 2: What weaknesses can be derived from Teach for America corps members in regards to the Teach for America program?....................................................................................................65 Research Question 3: What concerns do traditionally certified educators have regarding the Teach for America program?.....................................68 Research Question 4: How do Teach for America corps members compare to traditionally certified teachers when assessed by traditionally certified educators on quality indicators derived from the National Board for Professional Teaching Standards?.............................................................71 Summary...........................................................................81

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Chapter Five: Interpretation and Recommendations .............................................83 Study Summary....................................................................83 Overview of the Problem................................................84 Purpose Statement and Research Questions..........................84 Review of the Methodology............................................84 Major Findings.....................................................................85 Findings Related to the Literature...............................................86 The Mis-education of the Negro and Other Historically Ignored Populations................................................................86 Supply and Demand......................................................86 The Application and Training of "The Solution"....................87 How Long Does "The Solution" Last.................................87 Conclusions........................................................................87 Implications for action...................................................87 Recommendations for future research.................................89 Concluding remarks......................................................90

References ............................................................................................................91 Appendices .............................................................................................................98

Appendix A. IRB Form...........................................................99 Appendix B. IRB Approval Letter.............................................105 Appendix C. Invitation to Participate in the Study.........................107 Appendix D. Thank You for Participating Notes...........................108 Appendix E. Evite...............................................................110

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