Qualitative Residency Defense
Big John
2025QUALITATIVEResidencyDefensePresentation11.pptxResidency Presentation Overview and Instructions
DOCTORATES WITH PURPOSE
1. In this presentation, you should strive to present your topic by
Expertly demonstrating your knowledge of your research design.
Professionally presenting the components of your study.
2. Slide preparation
Include three bullet points per slide maximum. Remember- the power is in the POINT. Do not include large sections of text and full paragraphs.
Use 20 pt font or larger, add minimal extra slides if needed.
Do not change the order of the slides.
3. Check with instructor for details on time expectations for presentation and additional details.
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Instructions for Faculty
General Instructions
Additional Information
Written feedback is to be provided via bubble comments.
Comments can be created by holding Ctrl+M (for PC) or Command+Shift+M (Mac) on your keyboard, or via the Review tab.
To access the Comment pane, click the “review” tab and select “Show comments.”
The notes section in each slide contains the slide requirements.
Feedback should be focused on helping the learner meet the slide requirements.
See the supplementary faculty job aid materials for grading and other resources.
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Title of Study
[Student’s Name]
Residency Instructor(s):
The purpose of the residency presentation is for the learner to demonstrate their knowledge of their research design, the study components and to prepare for the dissertation defense.
Title:
14 words or less
No acronynms
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Core Elements Table
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| Element | Description |
| Problem Statement | It is not known how Black male educators describe their influence on Black students’ academic performance and social-emotional development. |
| Purpose Statement | The qualitative descriptive study aims to examine the influence of Black male teachers on the academic achievement and social-emotional growth of Black students as described by the teachers themselves. |
| Research Question(s) | RQ1: How do Black male educators describe their influence on Black students’ academic performance and social-emotional development? RQ2: What strategies or approaches do Black male educators report using to support Black students’ educational experiences and emotional well-being? RQ3: What challenges or barriers do Black male educators perceive in their efforts to positively impact Black students’ academic and social-emotional outcomes? RQ4: How do Black male educators characterize their roles as mentors and role models for Black students in the educational setting? |
| Phenomenon | What is being studied is the influence of Black male teachers on the academic achievement and social-emotional growth of Black students. The study focuses on how educators describe their relationships with Black students, the strategies they use, their roles as mentors and role models, and the challenges they experience when attempting to support students. |
| Data Sources | Individual semi-structured interviews with Black male K–12 educators who have experience teaching Black students. A short demographic information questionnaire to gather essential participant information and professional history. Researcher interview notes and reflexive notes documenting observations and emerging ideas during the data-collection process. |
| Analytical Approach | The study will use inductive thematic analysis to identify patterns and themes within participants’ descriptions. Analysis will encompass familiarization with interview information, initial coding, relationship between codes, identification of themes, and creating a detailed description of participants experiences. Qualitative descriptive research is appropriate to this approach, as it focusses on a clear, direct description of the experiences of the participants and offers the opportunity for themes to be developed from the data (Villamin et al., 2025). |
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Problem Space
Major Topic/Theme (name the topic)with at least 3 in-text citations per topic)
Major Topic/Theme (name the topic)
Topic/Theme Description
(2-3 sentences with at least 3 in-text citations
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| Define: | Black male educators remain an underrepresented group within the K–12 teaching workforce, while research continues to document the importance of Black teachers for students’ academic and classroom experiences. For instance, Blazar (2024) discovered that Black teachers could positively impact the self-efficacy and engagement of Black students, noting that role modeling is one of the ways in which this could occur. Meanwhile, the field of teachers of color is fragmented, especially in terms of how minoritized teachers experience and practice their roles in educational institutions (Arar & Tlili, 2024). The question that this study seeks to answer is not just why there is a shortage of Black male teachers, but how Black male teachers themselves view their impact on the academic achievement and social-emotional growth of their Black students. |
| Justify: | Recent scholarship indicates a need for more focused study on the experiences of Black male teachers. In the study conducted by Mee et al. (2024), both meaningful motivations for becoming a teacher and challenges related to perceptions of competence, professionalism, and relationships with students emerged for Black male teacher candidates. Similarly, recent qualitative research on Black male educators calls for additional research examining educators who remain in K–12 settings and how they navigate institutional and professional challenges (Bernard, 2026). The results of this research confirm the value of black teachers within the educational field, but are not fully representative of the research beforehand about how black male educators view and describe the strategies, relationships, and barriers to supporting black students. To fill in this gap, more qualitative research could be conducted and focus on the stories of teachers themselves. |
| Importance: | Knowing this can help inform educational leadership, teacher preparation, hiring and retaining Black teachers, and practices that support Black students. Arar and Tlili (2024) identified continued gaps in research concerning the integration and support of teachers of color and specifically called for additional research examining their needs and experiences across educational contexts. A qualitative descriptive study can give a practical and contextual description of the role that Black male teachers feel that they play in society as educators, mentors and role models. This information can assist educational leaders in gaining greater insight into supports and conditions that facilitate Black male educators to meaningfully contribute to the academic and social-emotional growth of students. |
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Methodology Justification
| Qualitative Attributes | Qualitative Justification |
| Main attributes of qualitative methodology: | Justification for use of Qualitaitve: |
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Within this slide, state the main attributes of your chosen methodology, as supported by relevant data/scholarly sources. You need to defend why you are using a qualitative approach.
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Design
| Selected Design | Definition/Characteristics (Use literature support) | Justification (use /not use) |
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Within this slide, in the first column state the chosen design. In the second column, state the main attributes of your chosen research design, as supported by relevant data/scholarly sources. In the third column, defend why you are using that design.
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Theoretical Planning
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Looking ahead to chapter 2, you will need to identify 1 or 2 theories that may serve your study in the following ways:
It is a “lens” for what the researcher is looking at and describing about the phenomenon being researched.
It is a “sieve” to filter out important aspects of the phenomenon.
It is an “illuminating tool” that helps the researcher see more about a phenomenon.
Present an illustration for 1 theory per slide- add a slide if needed. Your slide should identify the theory and present the illustration. In your presentation, you should be able to articulate how the theory will fulfill the points above.
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Feasibility 1
Study Alignment with Program
(Identify Program of Study)
Degree & Emphasis:
Alignment of topic to degree:
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Objectives:
Identify and discuss the feasibility of your proposed study based on the Feasibility & Benefits Checklist located in the Dissertation Template appendices.
The information on this slide will be used to inform the Ethical Considerations section.
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Core Elements Table
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| Element | Description |
| Problem Statement | |
| Purpose Statement | |
| Research Question(s) | |
| Phenomenon | |
| Data Sources | |
| Analytical Approach |
Objective:
The core elements table provides a visual organization of the research components of the dissertation topic. As changes are made to the components on this slide, learners should copy the changes to the appropriate slides.
Problem Statement: This is your “It is not known….” statement. This is all that should be in the box.
Purpose Statement: This is your “The purpose of this (methodology) (research design)….” statement. This is all that should be in the box.
Research Questions: Only Research Questions should be in the box.
Phenomenon: This should be 1-2 sentences- reflective of the problem space and leading to your problem statement. Think of this as what would end with a “therefore” and be followed with your problem statement.
Data Sources: List data sources being used for the study.
Identify your analytical approach.
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Population, Target Population, & Sample
| General Population | Target Population | Sample |
| Define Population: | Define Target Population: | Define Sample: |
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Top Row: Define the terms general population, target population, and sample using authoritative sources.
Bottom Row: Describe the population, target population, and sample as related to the proposed study.
General Population: Describe the population of interest for your overall study.
Target Population: Estimate the size of the target population and identify the specific way to access the target population (see hints below).
Sample: Estimate the projected sample size and who/what will be sampled for each source of data. Specify if samples will be the same or different individuals/datasets for each source of data.
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Data Sources
| Data Source #1 [Identify Source Here] | Data Source #2 [Identify Source Here] | Data Source #3 [Identify Source Here] |
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Identify each data source by type (ie, Semi-Structured Interviews, Open-Ended Questionnaires, Focus Groups, Observations, etc.)
Hint:
The majority of qualitative studies’ primary source of data are semi-structured interviews.
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Data Analysis Steps: Slide 1 Data Source #1 – Analysis Strategy
Step 1:
Step 2:
Step 3:
etc.
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Objectives:
The following slides show the approach to cover for qualitative analysis.
The information on this slide will be used to inform the Data Analysis section.
This set of steps may require more than one slide.
Slide Requirements:
Replace the subtitle with the name of the data source and the analysis approach used (i.e., Open-Ended Questionnaires – Thematic Analysis).
Identify each step you will take to analyze the data, supported with an authoritative source. (i.e. Clarke and Braun 6 steps – only list the steps. Explanation of each step should be verbal, not written on the slide).
Create a slide for each data source, if applicable. If you need additional room, you may duplicate this slide.
Hints:
One method should be used for a single analysis strategy (i.e. Clarke and Braun OR Sandelowski for thematic analysis, not both)
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Feasibility Slide 2
Feasibility Key points:
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Feasibility Checklist
Based on the Feasibility checklist from your pre-residency instructor and feedback from your instructor (or anything you have discovered this week), name 3-5 things that could potentially cause feasibility concerns for your study.
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Key References
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Arar, E. A., & Tlili, A. (2024). Research on teachers of colour and minoritised teachers in majoritarian education systems: A scoping review of the literature in the last two decades. Review of Education, 12(3), e3488. https://doi.org/10.1002/rev3.3488
Bernard, A. (2026). From boys to men: Black male meaning-making in educational ecosystems. Current Issues in Education, 27(1). https://doi.org/10.14507/cie.vol27iss1.2348
Blazar, D. (2024). Why Black teachers matter. Educational Researcher, 53(8), 508–520. https://doi.org/10.3102/0013189X241261336
Mee, M., Silverman, J., & Hartzell, M. (2024). “Testing the mettle”: Advantages and challenges for Black males entering the teaching profession. Journal of African American Males in Education, 15(1), 21–43.
Villamin, P., Lopez, V., Thapa, D. K., & Cleary, M. (2025). A worked example of qualitative descriptive design: A step-by-step guide for novice and early career researchers. Journal of Advanced Nursing, 81(8), 5181–5195. https://doi.org/10.1111/jan.16481
Include key references from the presentation. Only references listed on a slide within this presentation should be included.
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Thank you
Questions and Discussion
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