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.