The College of Education, Health and

Human Sciences

Announces the Final Examination of

Angela V. Christopher

for the degree of

Doctor of Education

April 4, 2014 at 2:00 pm

320 Ball Hall, University of Memphis

Memphis, TN

Biographical Sketch

Bachelor of Fine Arts, Art Education, University of Memphis

Master of Arts in Teaching, Instruction and Curriculum Leadership, University of Memphis

Advisor Committee

Clif Mims, Ph.D., Associate Professor, Instruction and Curriculum Leadership, Committee chair

Deborah Lowther, Ph.D., Professor and Chair, Instruction and Curriculum Leadership

Susan Nordstrom, Ph.D., Assistant Professor, Counseling, Educational Psychology, and Research

Catherine Wilson, Ed.D., Associate Director, Center for Research and Innovation in STEM Teaching and Learning

Major Field of Study

Instructional Design and Technology

Period of Preparation:  2009-2014

Comprehensive Examination Passed: September 2013

Common Core State Standards and Technology Integration: A Study of Teachers’ Experiences after Professional Development

Abstract

Common Core is its infancy and there is much unknown about what it means to change teaching practices to achieve the new standards. Implementation of Common Core State Standards (CCSS) represents a fundamental shift in the way teachers provide instruction. The standards were designed to emphasize rigorous content and disciplinary practices that required higher order thinking, depth of knowledge, and adaptive application at each grade level. Expectations for high quality, student-centered technology integration were also embedded within the standards. The purpose of this research was to examine the perspectives of K-8 teachers after professional development and their experiences changing instructional practices for CCSS and technology integration. This phenomenological study was guided by three research questions: 1) How do selected teachers perceive their professional development experiences for common core state standards and technology integration? 2) What instructional practices are the selected teachers changing after attending professional development? 3) What are the experiences of selected teachers when they implement Common Core State Standards and technology integration?

Participants were recruited via purposeful sampling. They were employed as K-8 teachers in the school system of study, had taught for a minimum of one year, and had attended at least one Common Core and one technology professional development in the 15 months prior to recruitment. Five teachers participated in the study. Their experiences, perceptions of professional development and subsequent instructional practices were explicated through phenomenological data analysis of semi-structured in-depth interview text. The investigation provides insight into 1) how perceptions of professional development were situated within the teachers’ instructional practices, 2) the authentic experiences of the teachers as they shifted their practices in response to the demands of CCSS, and 3) how teachers responded to and implemented technology integration during the transition to Common Core Standards. The implications of this research will inform those who work to change the instructional practices of teachers with the intent of improving student learning. Specifically, this study may be of interest to state and local leaders as well as professional development planners/presenters, who are interested in the transition to CCSS and integrating technology.

The College of Education, Health and

Human Sciences

Announces the Final Examination of

Christopher Ike Murrah

for the degree of

Doctor of Education

April 8, 2014 at 1:00 pm

123 Ball Hall, University of Memphis

Memphis, TN

Biographical Sketch

Bachelor of Science, Biology, University of Arkansas at Little Rock

Bachelor of Arts, Psychology, University of Arkansas at Little Rock

Master’s Degree, Educational Leadership, Arkansas State University

Advisory Committee

Reginald Green, Ed.D., Professor, Leadership, Committee Chair

Larry McNeal, Ph.D., Professor and Chair, Leadership

Mitsunori Misawa, Ph.D., Assistant Professor, Leadership

Beverly Cross, Ph.D., Holder of the Chair Excellence, Education, Health and Human Science

Major Field of Study

Educational Leadership

2008-2014

Comprehensive Examination Passed: Fall 2011

Principal Observation of Practice and Stakeholder Perception:  A Correlative Study of Alignment and Their Relationship to Teacher Effectiveness as Measured by the Tennessee Value-Added Assessment System

Abstract

This study was focused on the strength of legacy Memphis City School’s model for measuring effective teaching, known as the Teacher Effectiveness Measure.  The Teacher Effectiveness Measure was comprised of five measurable components and weighted accordingly:  Teacher observation, 35%; teacher content knowledge, 5%; stakeholder perception, 5%; student achievement, 15%; student growth, 35%.  The purpose of this correlational study was two-fold.  First, the researcher wanted to determine whether the Principal’s Observation of Practice and the Stakeholder Perception Survey measurements aligned.  Secondly, the researcher wanted to understand the relationship, if any, between TVAAS and these two observation measures.  For each of the 1,783 teachers in tested areas, data were collected and analyzed based on Principal Observations of Practice against a common rubric, Stakeholder Perception surveys, the Tripod Student Perception Survey aimed at assessing a student’s classroom experiences with a specific teacher, and a value-added measurement, TVAAS, designed to illustrate the impact a teacher has on a student’s academic growth.

The results of this study suggested that the way in which principals rate teacher effectiveness and the way in which stakeholders, in this case students, rate teacher effectiveness were not the same.  The results suggested that the ratings principals and students gave a teacher were only occasionally supported by equivalent academic growth results as measured by TVAAS.  Finally, the results of this study suggested that while Principal Observation of Practice resulted in weak TVAAS predictive power, the addition of Stakeholder Perception did not increase TVAAS predictive power in a meaningful way.

The College of Education, Health and

Human Sciences

Announces the Final Examination of

Junko Tokuda Simpson

for the degree of

Doctor of Education

April 8, 2014 at 10:00 am

405 Ball Hall, University of Memphis

Memphis, TN

Biographical Sketch

Bachelor of Arts, English Literature and English Education, Shirayuri Women’s College

Master of Arts, TESOL and Bilingual Education, The University of Findlay

Advisor Committee

Satomi Izumi-Taylor, Ph.D., Professor, Instruction and Curriculum Leadership, Committee chair

Louis Franceschini, Ph.D., Research Associate II, Center for Research in Educational Policy

Jeffrey Byford, Ph.D., Associate Professor, Instruction Curriculum and Leadership

Duane Giannangelo, Ph.D., Professor, Instruction Curriculum and Leadership

Major Field of Study

Instruction and Curriculum Leadership

Period of Preparation:  2009 – 2014

Comprehensive Examination Passed: November 2012

Technology for Effective Japanese Learning:

Positive Influence of Using Technology for American College Students

Abstract

The purpose of this study was to examine how college students can be supported in learning Japanese and be exposed to culture by utilizing technological tools (computers, smart phones, and tablets). This study employed an online survey which was developed to elicit findings of five research foci: college students’ comfort levels and their perceptions about using technological devices as learning tools in terms of invested times and changes in their orientation in learning language and culture; kinds of devices, purposes, places, and reasons for their use of technology to learn Japanese; the support obtained through the use of technology to master the five goals of the National Standards; the relationship between the self-assessed mastery levels of the five goals of the National Standards and the use of technology; and students’ motivations for using technology focusing on three areas– language learning, cultural acquisition, and social networking. One hundred seventy-eight college students, studying Japanese at the University of Memphis, participated in the study. The Statistical Package for the Social Science was used to analyze the data to address the research questions. The results indicated most students feel comfortable using technology to learn Japanese. Students enjoyed using technology and perceived it as tools to enhance their learning. Technology allows anytime/ anywhere learning exceeding the boundaries of learning environments (homes and classrooms). Students’ self-assessed mastery levels of the five goals of the National Standards revealed that the use of technology supported them in mastering proposed outcomes (Comparisons and Communities). The relationship between the National Standards and the four metrics of the use of technology were examined, and correlations were found between the mean of each of the National Standards and the four metrics of technology use. Students’ greatest motivation and purpose for using technology were related to language learning, cultural acquisition, and social networking.

The College of Education, Health and

Human Sciences

Announces the Final Examination of

         Yvonne Griggs Allen

      for the degree of

Doctor of Education

                                            April 2, 2014 9:00 a.m.                                                           

123 J Ball Hall, University of Memphis

Memphis, TN

Biographical Sketch

B.S., Education, Lane College

M.Ed., Education, MemphisStateUniversity

Ed.S., Leadership, Freed-HardemanUniversity

Advisor Committee

Dr. Larry McNeal, Ph.D., Department Chair, Professor, Leadership, Committee Chair

Dr. Reginald Green, Ed.D., Professor, Leadership

Dr. Mitsunori Misawa, Ph.D., Assistant Professor, Leadership

Dr. Vivian Morris, Ph.D., Assistant Dean & Professor, Education, Health and Human Sciences

Major Field of Study

Leadership and Policy Studies

Period of Preparation:  2005-2014

Comprehensive Examination Passed:  April, 2009

Historical Perspectives of Public School Elementary Principals in the United States:  An Analysis of Eighty Years of Studies Commissioned by the National Association of Elementary School Principals

Abstract

The purpose of this study was to provide a historical analysis of the evolution of the elementary school principalship in the United States during the past eighty years. The study explored chronologically, the historical evolution of the principalship and closely aligned the changes with the political, economic, social issues and events that simultaneously occurred during this time period. Additionally, the study provided an understanding of the leadership roles and responsibilities of elementary principals during this era. The study was guided by three research questions:  How has the public elementary principalship evolved in the United States during the 20^th century?  How do the political, economic, social issues and events influence the elementary principalship in the United States? What was the status of the public school elementary principal in each decade (1928-2008) during the 20^th century and the beginning of the 21^st century?

Findings from this study indicated that the elementary principalship evolved through various stages until it became a recognized position during the mid-19^th century. Additionally, there were three dominant roles of the elementary principalship throughout the 20^th century: instructional leadership, managerial leadership and community leadership.  Each of these dominant roles was influenced by the political, economic, social issues and events that occurred in the United States during this era.

Even though various studies and articles have been written about the evolution of the principalship; there was limited research that focused on the direct link between the political, economic, social issues and events that may have influenced the evolution.  Understanding the relationship between these factors and the potential they have for influencing future changes in the role and responsibilities of the principal is imperative especially if principals will be expected to adapt quickly to changes. This research provides a framework for understanding the historical evolution of the principalship and recognizing the potential impact of the political, economic, social issues and events on the principalship and what it may mean for them in the future.

The College of Education, Health and

Human Sciences

Announces the Final Examination of

Kimberly Frame

for the degree of

Doctor of Education

July 17, 2014 at 11:30 am

405 Ball Hall, University of Memphis

Memphis, TN

Biographical Sketch

Bachelors of Science, Psychology, University of Florida

Masters of Science, Applied Behavior Analysis, University of North Texas

Advisory Committee

Laura Baylot-Casey, PhD, Associate Professor, Instruction and Curriculum Leadership, Committee chair

Mark Conley, PhD, Professor, Instruction and Curriculum Leadership

Robert Williamson, EdD, Assistant Professor, Instruction and Curriculum Leadership

Neal Miller, PhD, Assistant Professor, Instruction and Curriculum Leadership

Major Field of Study

  Special Education

Period of Preparation:  2010 – 2014

Comprehensive Examination Passed: April 2013

Parental reports of variables influencing parental choices of treatments for their child with autism spectrum disorder. 

Abstract

Autism is a diagnosis that often leaves families faced with more questions than answers.  With a multitude of choices for possible treatments for a child with autism spectrum disorder (ASD), it is important to understand parental perceptions of why they choose one ASD treatment over another for their child.  The following research used a mixed methods approach in an effort to identify these reasons.  This study used a survey that was available online through autism related communities.  The quantitative analysis consisted of a Fischer’s Exact test.  The results for these tests indicated that there were no correlations between the ASD diagnosis or length of time the child had an ASD diagnosis and the treatments the parents reported selecting.  In addition there no correlations between the parent’s education and the ASD treatments parents reported selecting.  From a qualitative perspective, five themes emerged.  The themes were as follows: 1) Parents were overwhelmed with the enormous amount of information about ASD treatments; 2) Information about ASD treatments was confusing and conflicting; 3) Parental input and desired outcomes were significant factors when determining the types of goals selected for ASD treatment(s); 4) Concerns about safety, ability to use a treatment, or the necessity of a treatment largely contributed to the treatments parents did not select; 5) Encountering problems when selecting or implementing an ASD treatment affected the selection of or continued use of a treatment.  This mixed methods approach was an initial step toward future research that may delve into a more scientific causal analysis of parental treatment choices for ASD.

The College of Education, Health and

Human Sciences

Announces the Final Examination of

Jessica Simmons Mitchell

for the degree of

Doctor of Education

March 31, 2014 at 1:30 pm

405 Ball Hall, University of Memphis

Memphis, TN

Biographical Sketch

Bachelor of Arts, English, Freed-Hardeman University

Master of Science, Instruction and Curriculum, Freed-Hardeman University

Advisor Committee

Rebecca Anderson, Ph.D., Professor, Instruction and Curriculum Leadership, Committee Chair

E. Sutton Flynt, Ed.D., Professor, Instruction and Curriculum Leadership

Laurie MacGillivray, Ed.D., Instruction and Curriculum Leadership

Helen Perkins, Ed.D., Associate Professor, Instruction and Curriculum Leadership

Major Field of Study

Reading

Period of Preparation:  2009 – 2014

Comprehensive Examination Passed: October 2012

Writing in the Digital Age: A Case Study of Fifth-Grade Boys

Abstract

The purpose of this qualitative case study was to explore the digital-related writing practices of one classroom of fifth-grade boys in a private school who had embraced a 1:1 laptop model in every classroom for over 12 years. As a response to critical discussions concerning the role of writing and technology in education, especially as states across the country had been preparing for computerized writing assessments through measures such as the Partnership for Assessment of Readiness for College and Careers (PARCC), the study asked what influences the digital writing practices and products of students with experience in digital writing technologies. Additionally, as girls have outperformed boys on traditionally literacy achievement measures, the study asked what influences in the digital writing environment impacted the boys’ development of their identity as writers. The study found a multiplicity of influences on students’ digital writing practices, products, and confidence in participating in the classroom; more specifically, the researcher concluded that peer interactions were a particularly salient finding across the data, impacting student participation in digital writing tasks, shaping the development of their writing products in a variety of stages, and influencing their identity as writers. Thus, given the social nature of digital learning, discussions were provided with a proposed model for social interaction in digital writing environments. Future recommendations for research were suggested to extend the limited scope of the research to a variety of contexts. In particular, future research was suggested to explore a variety of student-centered and teacher-centered approaches for understanding the role of social support in digital writing environments such as the influence of peer feedback for improving digital writing products in various educational contexts and the impact of teacher training for facilitating quality peer responses for improving digital writing.

The College of Education, Health and

Human Sciences

Announces the Final Examination of

Mara Rubia Fonseca Borges-Gatewood

for the degree of

Doctor of Education

March 19, 2014 at 1:00 p.m.

123 Ball Hall, University of Memphis

Memphis, TN

Biographical Sketch

Bachelor of Arts, Education, University Catolica de Brasilia, Brazil

Master of Arts, Teaching, Fairleigh Dickinson University

Advisor Committee

Larry McNeal, Ph.D., Professor, Leadership, Committee chair

Reginald Leon Green, Ed.D. Professor, Leadership

Cynthia Martin, Ph.D., Research Analyst, Institutional Research

Charisse Gulosino, Ph.D., Assistant Professor, Leadership

Major Field of Study

Leadership & Policy Studies

Period of Preparation:  2011-2014

Comprehensive Examination Passed: May, 2013

A Comparative Study of Leadership Preparation Programs in Brazil and the United States

Abstract

This study used the Adkin’s framework of principal preparation programs types to compare programs in Brazil and the United States by examining the relationship, if any, between leadership preparation program types and the preparedness of school administrators to implement a school vision, to develop a school culture, to manage school operations and resources, to collaborate with community members and faculty, to act with integrity and to understand the context of education.  This study investigated and compared the different types of principal preparation programs and their effectiveness.  Both studies used the School Administrator Preparedness Survey.  The survey consisted of 93 questions based on the Interstate School Leaders Licensure Consortium (ISLLC and Educational Leadership Constituent Council (ELCC) standards for educational leadership.

The findings are similar to those of Adkins (2009) with the exception of creating a shared school vision.  The findings also show the array of leadership preparation types in Brazil versus the United States.  Furthermore, regards of the program types respondents were prepared to create a widely shared vision, develop a school culture, effectively management of school operations and resources, collaborate with faculty and community members, act with integrity and understand the context of education.  The findings, however, do not provide insight about how well school leaders create a widely shared vision, develop a school culture, effectively management of school operations and resources, collaborate with faculty and community members, act with integrity and understand the context of education.  Additional research is required to understand these issues.

 The College of Education, Health and

Human Sciences

Announces the Final Examination of

Edwina Thomas Washington

for the degree of

Doctor of Education

March 31, 2014 at 1:00 pm

301 Browning Hall, University of Memphis

Memphis, TN

Biographical Sketch

Bachelor of Science, Electrical Engineering, Purdue University

Master of Business Administration, Emory University

Juris Doctor, IIT Chicago-Kent College of Law

Advisor Committee

Mitsunori Misawa, Ph.D., Assistant Professor, Department of Leadership, Committee chair

Larry McNeal, Ph.D., Professor, Department of Leadership

Barbara Mullins Nelson, Ph.D., Professor, Department of Leadership

William Akey, Ed.D., Assistant Professor, Department of Leadership

Major Field of Study

Higher and Adult Education

Period of Preparation:  2010 – 2014

Comprehensive Examination Passed: April 2013

Why Did you Tweet That? An Examination of Cyberbullying Among Undergraduate Students at an Urban Research University

Abstract

Bullying has graduated from high school to college and occurs in higher education. The proliferation of electronic technology has provided a new forum for bullies to harm victims. That is, bullies transmit harmful text messages, photos or video over the Internet and other digital communication devices to victims. This malpractice of technology oriented phenomenon known as cyberbullying has become a social problem. College students who have been cyberbullied have committed suicide, dropped out or endured torment while in school. However, limited research exists on cyberbullying in higher education. The purpose of this research was to examine cyberbullying in the context of higher education to reveal the characteristics, prevalence, and impact of cyberbullying on college students at an urban research university in the South. The study was based on a questionnaire of undergraduate college students between the ages of 18 and 24. Of the 140 participants who responded to the questionnaire, 12% were cyberbullied, 6% were not sure whether they had been cyberbullied, and 82% had not been cyberbullied. Frequent forms of cyberbullying involved looking at cell phones, reading emails, gossiping online, making fun of others online, and calling people mean names online. Methods most used to cyberbully were Facebook, Twitter, cellphone, and texting. Cyberbullying most likely occurred based on one’s sexual orientation and race. Victims indicated that cyberbullying made them feel angry and hurt and they considered dropping out of college because of cyberbullying or it made it harder for them to concentrate on their studies.

The College of Education, Health and

Human Sciences

Announces the Final Examination of

Jennifer Powers Nelson

for the degree of

Doctor of Education

April 4, 2014 at 11:00 am

405 Ball Hall, University of Memphis

Memphis, TN

Biographical Sketch

Bachelor of Science, Consumer Science and Education, University of Memphis

Master of Arts in Teaching, Instruction and Curriculum Leadership, University of Memphis

Advisor Committee

Deborah Lowther, Ph.D., Professor, Instruction and Curriculum Leadership, Committee Chair

E. Sutton Flynt, Ed.D., Professor, Instruction and Curriculum Leadership

Louis Franceschini, Ph.D., Research Associate, Center Research Education Policy (CREP)

Clif Mims, Ph.D., Associate Professor Instruction and Curriculum Leadership

Major Field of Study

Instructional Design and Technology

Period of Preparation:  2008 – 2013

Comprehensive Examination Passed: February, 2012

The Relationship Between Teacher Candidates Performance on the Praxis II Principles of Learning and Teaching (K-6) and Performance on the edTPA Elementary Literacy Assessment

Abstract

The purpose of this research was to examine the relationship between the scores teacher candidates obtained on the Principles of Learning and Teaching (PLT): Grades K-6 and the edTPA Elementary Literacy and identify any influence of ethnicity, gender, and/or GPA on the performance of teacher candidates.  Since some research about the PLT suggest the exam is not an effective means to predict the readiness of new teachers, several states have or are considering using a performance-based assessment, particularly the edTPA, as a replacement of the PLT. However, the question becomes, do teacher candidates who perform well on the PLT also do well on a performance-based assessment, such as the edTPA?  If not, what relationships, if any, exist between the two measures?  Do the relationships between performance on the PLT and the edTPA differ by ethnicity or gender?  Do students who have high as compared to lower grade point averages (GPA) perform differently?

This quantitative study was conducted using secondary analysis from 69 teacher candidates from a dual K-6 and Special Education licensure area undergraduate program in a Tennessee University.  Several hierarchical multiple regressions were analyzed and data revealed a statistically significant relationship among GPA, PLT and edTPA.  No statistically significant differences were found when gender or ethnicity were considered. An additional finding indicated edTPA subscores were intercorrelated while the PLT subtests were not.  These findings suggest the PLT is not as rigorous of a test as the edTPA and they do not assess some of the same components.  The PLT is a traditional standardized test and all the subtests are stand-alone measures that have very little overlap.  In contrast, the edTPA shows to be intercorrelated and each task builds upon one another.

Although data from this research showed positive relationships between the edTPA and the PLT, the findings suggest edTPA as a more viable licensure assessment option. Compared to the PLT, the edTPA is more sustainable because of the positive relationships between key categories and the real-world nature of a performance-based assessment and the P-12 classroom.

The College of Education, Health and

Human Sciences

Announces the Final Examination of

Laura Jane Link

for the degree of

Doctor of Education

March 18, 2014 at 1:00pm

123 Ball Hall, University of Memphis

Memphis, TN

Biographical Sketch

Bachelor of Science, Secondary English Education, Florida State University

Master of Science, English Education, North Georgia College & State University

Advisor Committee

Larry McNeal, Ph.D., Professor, Leadership, Committee chair

Reginald Leon Green, Ed.D., Professor, Leadership

Louis Franceschini, Ph.D., Research Associate, Center Research Education Policy (CREP)

Charisse Gulosino, Ph.D., Assistant Professor, Leadership

Major Field of Study

Leadership & Policy Studies

Period of Preparation:  2011-2014

Comprehensive Examination Passed: December, 2013

Teachers’ Perceptions of Grading Practices

Abstract

Decades of research suggest that grading practices vary widely among American K-12 classroom teachers, and the many factors that teachers choose to determine grades have little, if anything, to do with what students know and are able to do. More current research, however, has made connections between effective grading practices and their ability to compel positive student motivation and greater student academic success. This study reinforces and extends that work by conducting a secondary analysis of 2,996 urban and suburban West Tennessee K-12 teachers’ views about grading practices, centered on six factors:  relationship to grade levels taught, district policy, teacher effectiveness summative and observation scores, years of experience and type of training. A slightly-modified version of the Teachers’ Perceptions of Grading Practices (TPGP) questionnaire was used to survey the participating teachers in May of 2013.

This study quantitatively examines teachers’ grading agreements and disagreements resulting from survey item analysis and comparisons between teacher groups. The results of item means, standard deviations, t and g statistics revealed that teachers, across the 6 factor groups, mainly agreed grading can encourage good work, provide essential feedback for students, and that grades of zero can demotivate students to learn.  Yet, in contradiction, middle/high school teachers, especially those from non-traditional training, largely favored the practice of assigning zeros for students’ failure to complete assignments as opposed to their elementary peers. To compound, the same middle/high school teachers in the urban district also favored basing grades on students’ completion of homework, effort and class participation—grading practices rooted in student behavior rather than academic mastery. Policy in the urban district was found to undermine use of effective grading practices and may be a significant influence on the urban teachers’ perceptions resulting in this study.

Understanding teachers’ perceptions of grading practices can be used as a framework for identifying educational resources meant to help schools, teachers and students perform, especially in our results-driven reality where assessment and accountability have become the driving forces for educational practices. If policy makers are aware of teachers’ perceptions regarding grading, especially where they agree and disagree, they can help teachers formulate grading practices that promote student motivation, critical thinking and problem-solving skills. Training on assessment and grading practices can be further infused into middle/high school teachers’ preparation programs and ongoing professional development. Policy makers may consider a curricular and programmatic overhaul of non-traditional teacher programs to include more courses/training on assessments and grading prior to granting individual licensure or program accreditation. A mentoring program to match teachers demonstrating effective grading practices with those that are not can be developed to help teachers improve their teaching and promote use of effective instructional and grading practices.