Dissertation Dvelopment

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Dissertation Development

LaMarcus Streeter

College of Doctoral Studies, Grand Canyon University

RES-815: Introduction to Research

Dr. Groth

December 13, 2023

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 consider how transition from childhood through adolescence is affected by biology, sociology and psychology. The authors analyze the relationship of psychological well-being with achievement prior to, during and post changeover. As a conclusion, the authors provide hints on how the parents and schools could assist these adolescents in this critical phase.

In this paper, the authors discuss some challenges associated with transitioning to high school and the importance of support and intervention. Scholars who want to know more about the mechanisms behind the transition of leadership should use this article as a source because the authors give a good account of the existing studies concerning the topic, having references drawn from various works. In addition, one can add keywords in the text useful not only for the searchers interested in general aspects of transition to secondary school but also scholars looking for some specific aspects of the process such as what is actually happening to students due to this or how teachers are involved here and so on. This work contributes something interesting and intelligently written with regard to the education and growing up process 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

As Mathwasa and Sibanda (2021) point out, young people are vulnerable during their adolescence phase. Authors argue that over the years male role models have not played any part in the EDC programs which have resulted to lacked participation of fathers in their children’s life at an early stage. Therefore, research has shown that male involvement can have positive impact in child’s emotion, social and cognitive developments hence it becomes an issue. In fact, until now, women have prevailed over the gendered inequality in education whereby males remain underserved.

The study also outlines some deterrents that hinder males as ECD teachers, including stigmatization, biases and lack of career development opportunities. It also provides training strategies that can be used to attract and retain men as teachers in the ECD policy, influencing law and training programs. The authors also give a detailed discussion of international literature highlighting contemporary state of men involved in early childhood development globally.

Therefore, this paper highlights the importance of male teachers during the formative period of a child’s lifecycle and reinforces the requirement for their engagement in early childhood education initiatives. This is a priceless resource for academic personnel, decision makers and pedagogical advisors on overcoming the gender inequality in pre-schooling and enhancing masculine authority.

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.

According to Xu & Waniganayake (2018), male instructors are less represented within the Chinese ECEC. Using an exploratory study, the authors explore male teachers’ thoughts, as well as possible entry and sustainability hindrances for them in this specialization. This study reveals how cultural traditions and gender discrimination affect job maintenance and employment with men in Early Childhood Educational Centers reinforcing the downgrading and subjugation of males in society. These problems should therefore be addressed if they are to help in developing an inclusive and varied workforce in the ECEC centres. The study points out that there has to be a legal change as well as the reformation of the current culture so that the issue can be addressed. It also provides enlightening insights into the specific challenges faced by the male ECEC teacher. The paper adds important and well researched knowledge in the current debate on gender and education, particularly 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

This peer-reviewed journal study investigates the impact of teacher-child relationships and classroom environment on socio-emotional and academic progress among young students. 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. My focus for this assignment is on qualitative research, which means that it involves understanding male teachers, students, and other educational stakeholders’ experiences and perceptions.

The primary goal of my degree program is to prepare leaders who will develop more equitable and inclusive education practices. My study addresses this directly and looks at how gender diversity leads to improved performance among students and the issue of masculinity in education. In my work I will try to identify the potential benefits for boys in disciplines and fields where women predominantly teach them. It fits the current focus on promoting inclusiveness and diversity in education along with appreciating how important it is to offer students different positive figures and role models.

Moreover, one must perceive the different components of student’s academic results and how effectively managers can address those factors. My study on this subject is based on the assumption that the inclusion of male teachers into classrooms benefits children’s social, mental and emotional development positively. I also aim to shed some rays on how gender disparity influences the performance of students and propose ways in which a school can take positive measures to ensure that their diversity in gender is beneficial to their developmental aspects.

Feasibility of Research Problem

This topic is definitely the research problem, which explores, among others, the impact provided by male presence on educative development. There are many researches concerning gender differences in education, however, one can observe gaps in the literature on the influence, which male teachers have upon children’s success in learning. This shows that a lot still needs to be done with regards to learning more about this topic. Research has shown that for children, especially boys, it is beneficial to have male teachers or role models who give them good support in their educational and emotional development. However, it is important to search for options that can help use this presence in promoting student success.

With regard to the importance of this topic to education today, equality and inclusivity have always been key issues at stake. Examining the consequences of male teachers may also be used in elimination of systematic disadvantages within educational programs as well as revealing the importance of inclusion in the working environment. Data supporting the research is accessible and available. The main sources of information will include interviews and surveys involving male teachers, students, and school officials. Since I am a doctorate candidate in education and have previous experience in qualitative research, I have gained necessary skills and know-how that will help me collect and assess data effectively. Possible sources of data could be obtained through my professional and personal network, by contacting schools & districts directly or otherwise.

Furthermore, the targeted population from this study is not confined to a specific geographical area nor a particular kind of people. As such, many participants can be included in the study and researchers get more insights into how boys’ presence in school impacts on girls. Through deliberate and snowball sampling, I shall reach potential respondents who would share different opinions about this issue.

Problem Statement

Since there have been several research which revealed the effect that male presence in education has upon students’ performance, this topic has attracted many scholars. However most publications that are being published focus on male teacher’s involvement and effects on students’ academic achievement while leaving the aspect of presence of male teacher unexplained. The shortage of the male educators in K-12 education is disturbing, as it leaves the children with no male role models at a time there are more female than males teachers in the industry. For a complete understanding on how males’ presence affects students’ academic development, social adjustment, and emotional maturity additional studies are necessary. The significance of such an analysis lies in shedding light on an underexplored side of manhood, which has been neglected in educational practices in most institutions across America, exploring its likely ramifications for the child’s growth and development. Moreover, appreciating the presence of male instructors in school can enable the creation of tactics and policies that aim at attracting and retaining male teachers who can eventually enhance the learning environment in schools.

Defense of Article Selection

In an attempt to find some empirical articles so that the relevant, as well as current information would be found for my dissertation concerning men in education and their impact upon learning, I primarily used academic databases such as proquest, google scholar and ERIC. I also used the snowballing approach by examining the reference lists of relevant papers. In addition, I consulted library specialists in my school to assist me locate relevant writings.

Having done detailed research, I consider these five empirical publications important for understanding the problem and relate them to the scope of my study. The following criteria were used in the selection of the articles:

1. Article importance: These articles were frequently cited as well, sometimes significantly influencing subsequent studies pertaining to this topic. The results of their researches is published by reputable scholarly journals, showing how important their researches is. The papers are essential as they outline other vital factors that facilitate students’ performance and in-depth investigations into studies on male in education.

2. Pertinence to my study area of interest: All the five articles that I selected have some impacts towards my interests and provide useful information on the role men play in education and impact on student achievements. They all talk about what men do in classrooms and its impact on students’ social, emotional and academic achievement.

3. The contribution of the article to the research topic: The different perspectives of this study resource have helped expand my understanding concerning men’s role in education and students’ achievements. This comprises a detailed review on research works encompassing the factors influencing the male labor input, the difficulties faced by male learners and teachers as well as their solutions.

4. Currency and relevance: Since they were published within the last five to ten years, the articles I selected are relevant to my investigation. There is need for recent research to reflect into male involvement in education and its effect on learning since education environments are changing fast.

5. Alignment with research focus: Each one of the selected articles is perfectly consistent for my research project about picturing boys in primary and secondary schooling. These studies highlighted the role of males in various aspects of education such as relations between teachers and pupils, academic performance and social-emotional development. The above-mentioned articles could also be useful in identifying means of closing the gaps and overcoming problems in this discipline.

To wrap up, I took time to review every article comprising my annotated bibliography to be sure it fitted into the area of my research, meaningful in the field, contributed towards understanding the issue and also up-to-date. These publications have enriched my understanding and laid strong foundations for my men-in-education’s dissertation study about how men are represented in education.