Qualitative Residency Defense

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Dissertation Development

Dissertation Development

Ozcan M. (2021). Factors Affecting Students’ Academic Achievement according to the Teachers’ Opinion. Education Reform Journal Volume 6. E-ISSN: 2602-3997. http://dx.doi.org/10.22596/erj2021.06.01.1.18.

Ozcan (2021) study sought to look at the elements influencing pupils' academic success. This qualitative study applied a case study methodology with a sample of nine male and eleven female branch instructors from various subject areas. The range of professional experience among the participants was one to thirteen years. Purposive sampling was used to choose the research group, and the instructors had to be branch teachers at schools in the province and district and employed in high schools. The study's conclusions emphasized the effects of parental education on aspects of academic support, role modeling, concern, intelligence, and drive. In addition, it has been determined that the physical environment and school administration have an impact on students' academic achievement in terms of learning, motivation, creativity, operation, and attitude. It has been discovered that the school environment affects students' academic performance in three ways: motivation, social impacts, and socioeconomic effects. Finally, the instructor was acknowledged as a critical component of the academic performance of the pupils, mostly due to their professional competence, communication skills, attitude, motivation, and direction. This study offers insightful information on the elements that influence students' academic performance, information that can help direct efforts to enhance students' educational experiences.

Evans D. Field A. Borriello G. (2018). A Review of the Academic and Psychological Impact of the Transition to Secondary Education. Front. Psychol., Sec. Educational Psychology, Volume 9. https://doi.org/10.3389/fpsyg.2018.01482

Evans Field, and Borriello (2018) examines how a young adolescent's academic and psychological health are affected by moving from primary to secondary education. This review of the research looks at the variables that might have a detrimental effect, such a higher chance of mental health problems and a drop in academic achievement. The authors also take into account how biological, social and psychological development play a part in this transitional phase. They also examine the connection that exists between academic success and psychological well-being before, during, and after the shift. The authors offer suggestions in their conclusion on how parents and schools might help early adolescents during this crucial period.

This paper offers insightful information about the difficulties and effects of moving to secondary school while emphasizing the necessity of assistance and intervention. This article is a great resource for anybody interested in learning about the mechanics of this shift since the authors provide a thorough summary of the research that has already been done on the subject, drawing from a variety of sources. Furthermore, scholars searching for certain facets of the transition to secondary education, including the role of instructors and their impact on high school students, might find valuable material by including keywords in the text. This paper adds something insightful and well-written to the body of knowledge on the education and development of adolescents.

Mathwasa, J., & Sibanda, L. (2021). Male Educator Recruitment in Early Childhood Centres: Implications for Teacher Education. IntechOpen. https://www.intechopen.com/chapters/76033

Mathwasa and Sibanda (2021), emphasizes the importance of male educators in a child's formative years. The authors contend that fathers' early participation in their children's lives has been lacking as a result of the lack of male role models in Early Childhood Development (ECD) programs. Research has demonstrated the beneficial effects of male engagement on a child's emotional, social and cognitive development, therefore this is a cause for concern. Although at this point, women have dominated the gender imbalance in education, with males being underrepresented in the area.

The study lists obstacles that prevent males from working as ECD educators, such as stigma, prejudice, and little possibilities for professional growth. In addition, it offers tactics for luring and keeping male teachers in the ECD context, which can influence legislation and teacher preparation programs. The authors also offer a thorough analysis of international literature, illustrating the present status of male participation in ECD worldwide.

In summary, this study underscores the significance of male educators throughout the foundational stage of a child's growth and stresses the necessity of their active involvement in early childhood development programs. It is an invaluable tool for academics, decision-makers, and teacher educators who are trying to solve the gender gap in early childhood education and encourage male empowerment in the industry.

Xu, Y., & Waniganayake, M. (2018). An exploratory study of gender and male teachers in early childhood education and care centres in China. Compare: A Journal of Comparative and International Education, 48(4), 518-534.

The male instructors are underrepresented in the Early Childhood Education and Care (ECEC) facilities in China according to Xu & Waniganayake (2018). The authors investigate male teachers' opinions through an exploratory research, along with potential barriers and facilitators to their recruitment and retention in this sector. The study shows that cultural norms and gender prejudice have a significant impact on the hiring and retention of male instructors in ECEC centers, which perpetuates the devaluation and disempowerment of males in the workforce. The authors contend that in order to develop a workforce at ECEC centers that is more inclusive and varied, it is imperative to address these fundamental problems. This study highlights the need for legislative and cultural reforms to advance gender equality in the field and offers insightful information about the particular difficulties experienced by male ECEC instructors. This is a pertinent and thoroughly researched paper that may add to the continuing conversation about gender and education, especially as it relates to early childhood education.

Rucinski, C. L., Brown, J. L., & Downer, J. T. (2018). Teacher–child relationships, classroom climate, and children’s social-emotional and academic development. Journal of Educational Psychology, 110(7), 992–1004. https://doi.org/10.1037/edu0000240

The influence of teacher-child connections and classroom climate on children's social-emotional and academic development is examined in this peer-reviewed journal study. The impact of male presence in education on these developmental outcomes is the authors' particular area of research. Rucinski, Brown, and Downer (2018) demonstrate that enhanced social-emotional and academic development in children is strongly connected with positive teacher-child connections and a favorable classroom atmosphere through a meta-analysis of prior studies. The significance of having male instructors in the school and their ability to have a beneficial effect on kids' development are also highlighted in the essay. This study offers proof of the possible advantages of having male teachers in the classroom and would be helpful for my research on the impact of masculine presence in education on student progress. Additionally, it stresses the value of fostering healthy classroom environments and teacher-student connections, both of which are critical to fostering students' social-emotional and intellectual development. Therefore, this paper advances our knowledge of the effects of having more men in the classroom and offers insightful information to legislators and teachers.

Degree

Doctor of Education in Organizational Leadership Emphasis K-12 Leadership Qualitative Research.

Research Focus

My research topic is the male presence in education and its effect on student success academically, socially and emotionally. The masculine presence in education is a study topic that strongly relates to my degree and area of specialization as a Doctor of Education in Organizational Leadership. This issue, which is more broadly related to K–12 leadership, discusses the function of leadership in fostering a climate that is conducive to learning for students. Since it entails comprehending and interpreting the experiences and viewpoints of male educators, students, and other stakeholders in education, it also fits with my concentration on qualitative research.

My degree program's main objective is to equip leaders to advance inclusive and equitable practices in educational environments. This objective is directly addressed by my study, which examines the influence of gender diversity on student achievement and the masculine presence in education. I want to use my study to highlight the possible advantages of having more male teachers in the classroom, particularly in disciplines and fields where women have historically held the majority of teaching positions. This is in line with the current emphasis on encouraging inclusion and diversity in education as well as the understanding of the value of providing pupils with a variety of role models.

Furthermore, it is crucial to comprehend the several aspects that affect students' academic performance and the ways in which leaders may successfully handle and resolve them. The idea that having male educators in the classroom may have a good effect on students' social, intellectual and emotional development is the foundation of my study on the issue of male presence in education. By delving into this subject, I hope to provide light on how gender diversity affects student results and offer suggestions for proactive leadership in educational institutions and other settings.

Feasibility of Research Problem

The research topic on male presence in education and how it affects the progress of students is definitely a research problem. Many research have been done on the subject of gender differences in education, but there is a lack of information in the literature about the effect that male teachers have on students' academic achievement. This gap indicates that more study on this subject is required. It has been demonstrated that having male mentors and role models in the classroom benefits kids, especially in terms of their academic performance and social-emotional growth. It is crucial to look for ways to make the most of this presence in order to promote student achievement.

This topic is quite pertinent to the state of education today since equality and inclusion are receiving more and more attention. Studies on the effects of male instructors can help address systemic injustices in education and highlight the value of having a diverse workforce. The research's data sources are available and accessible. Interviews and surveys with male teachers, students, and school officials will be the main sources of information. As a doctorate candidate in education with prior expertise in qualitative research, I possess the abilities and know-how needed to efficiently gather and evaluate data. Through my professional and personal networks, as well as by getting in touch with schools and districts directly, I may potentially obtain possible data sources.

Moreover, the population under research is not restricted to any one region or group of people. This makes it possible to include a wide range of participants in the study and gives researchers a deeper knowledge of how men's presence in education affects pupils. Using deliberate and snowball sampling, I will be able to connect with possible participants who have different viewpoints on this topic.

Problem Statement

Many scholars have been interested in the subject of male presence in education because of the impact that it has had on student progress in numerous studies. But the majority of the material now in publication concentrates on how female instructors affect students' academic performance, leaving the male presence largely unexplored. This research gap is problematic since there are not enough male role models for children in K–12 education due to the ongoing fall in the number of male instructors in the field. To fully comprehend the impact of male presence on students' academic, social, and emotional achievement, more research on this topic is needed. This study is important because it will examine the possible effects of this absence on student development and throw light on the underrepresented male role in education. Furthermore, by recognizing the value of having men in the classroom, policies and tactics for attracting and keeping male instructors may be developed, which will eventually improve the educational experiences of students.

Defense of Article Selection

I used a range of search strategies to locate empirical articles in order to obtain pertinent and up-to-date material for my dissertation study on the presence of men in education and its implications on student performance. To locate peer-reviewed literature, my primary search method involves accessing academic databases like ProQuest, Google Scholar and ERIC. In order to locate further sources, I also applied the snowballing strategy, which involved looking through the reference lists of pertinent publications. I also sought advice from the librarians at my institution to help me find pertinent articles.

I chose the five empirical publications after doing a thorough search since I think they are essential to understanding the issue and fit with my study emphasis. The following criteria were used in the selection of the articles:

1. Article importance: The chosen articles have had a lot of citations and have, in some situations, had a significant impact on this topic's study. Their findings have been published in esteemed academic publications, demonstrating the importance of their research. These papers also emphasize important elements that support student achievement and offer a thorough analysis of the research on men in education.

2. Pertinence to my study area of interest: Every one of the five articles I chose has a direct bearing on my area of interest and offers insightful information on the role of men in education and how it affects student achievement. All of them discuss how men function in the classroom and how their presence affects a range of student outcomes, such as social, emotional, and academic achievement.

3. The contribution of the article to the research topic: These articles provide distinctive and varied viewpoints on the role of men in education and student achievement, which have deepened my comprehension of the issue. They offer a comprehensive examination of the literature, including the variables that influence the participation of men in the workforce, obstacles that male students and teachers must overcome, and solutions to these problems.

4. Currency and relevance: The articles I chose are current and pertinent to my study because they were published in the recent five to ten years. It is imperative to incorporate contemporary research that represents the current status of male presence in education and its implications on student performance, given the fast changing environment of education.

5. Alignment with research focus: Every article that was chosen fits nicely with my study on the representation of males in K–12 education. They shed light on how the presence of males affects a variety of educational factors, including relationships between teachers and students, academic achievement, and social and emotional growth. These articles also provide possible ways to close the gaps and overcome the difficulties in this field.

To conclude, I carefully considered each of the five articles I included in my annotated bibliography to ensure that they were pertinent to my research area, significant in the literature, helped me grasp the issue, and current and relevant. My understanding has increased as a result of these publications, which have also given me a strong basis for my dissertation study on the representation of men in education.