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.