The College of Education, Health and

Human Sciences

Announces the Final Examination of

Tiffany Freeze Denton

for the degree of

Doctor of Education

July 7, 2014 at 2:00 pm

405 Ball Hall, University of Memphis

Memphis, TN

Biographical Sketch

Bachelor of Arts, Psychology, Harding University

Master of Arts/Education Specialist, School Psychology, The University of Memphis

Advisory Committee

James Meindl, Ph.D., Assistant Professor, Instruction and Curriculum Leadership, Committee chair

Neal Miller, Ph.D., Assistant Professor, Instruction and Curriculum Leadership

Todd Whitney, Ph.D., Assistant Professor, Instruction and Curriculum Leadership

Laura Casey, Ph.D., Associate Professor, Instruction and Curriculum Leadership

Major Field of Study

Instruction and Curriculum Leadership

Period of Preparation:  2011 – 2013

Comprehensive Examination Passed: October 2013

Temporal Discounting: Using a Shifting Delay Procedure to Teach Delay-to-Reinforcement

Abstract

Investigation of delay effects on subjective reward value is referred to as temporal or delay discounting, as the value of the reward is discounted as a result of a delay to the reward’s presentation.  One way to measure the subjective value of delayed rewards is by assessing choice.  In examining delay discounting, choice trials are presented between small immediate rewards and larger delayed rewards across a range of delays and reward magnitude.  Procedures that reverse choice responding from smaller immediate rewards to larger delayed rewards are important to teaching an organism to tolerate delayed reinforcement.  Teaching children to make adaptive choices such as compliance, completing assigned tasks, and making functional requests involves teaching them to forgo engaging in behaviors that result in small sooner outcomes in favor of those resulting in larger later outcomes. Behavioral procedures to teach delay-to-reinforcement have produced positive outcomes but are not well established in the current body of literature.  Thus, there are limited standardized procedures and treatment options available to teach children to choose delayed rewards.  In the current study, a novel method to teach delay-to-reinforcement tolerance in young children was investigated.  This novel method, called a Shifting Delay Procedure, involved splitting the larger later reward into both an immediate and delayed reward, and then gradually shifting the immediate portion to the delayed portion.  The purpose of this paper is to provide a review of the literature on temporal discounting and describe the effects of this novel method of teaching delay-to-reinforcement tolerance.

The College of Education, Health and

Human Sciences

Announces the Final Examination of

Willie C. Williams

for the degree of

Doctor of Education, Ed.D

June 30, 2014 at 3:00 pm

Ball Hall, University of Memphis

Memphis, TN

Biographical Sketch

Bachelors of Science, Zoology, Arkansas State University

Masters of Science, Biology, Arkansas State University

Advisory Committee

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

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

Dr. William C. Hunter, Ed.D., Assistant Professor, Instruction and Curriculum Leadership

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

Major Field of Study

Leadership and Policy Studies

Period of Preparation: Fall 2012 – Summer 2014

Comprehensive Examination Passed, November, 2012

Parent Perceptions of Parental Involvement in a Mid-South Suburban School District

Abstract

This study examined the perceptions of parents on their role in involvement in their children’s education and determined if there was a difference in parents’ perception of parental engagement based on ethnicity. The data used in this study was collected in 2013 from a sample of  parents of elementary (K-5) and secondary (6-12) students in a mid-south suburban school district that consists of rural, urban and suburban schools.  The following questions were researched in the dissertation:  1) What role does parent’s perception of child rearing values, goals, and expectations have when considering academic norms and behavior norms at school?; 2) What role does parent’s reported actions and behaviors have in child’s day-to-day education?; 3) What role does parent’s reported actions and behaviors related to major educational decisions have in the child’s education?;  and 4) Is there a significant difference in parents’ perception of parental engagement based on ethnicity on the thirty three individual items and across the four constructs?  The responses to survey questions provided the answers for the research questions.  Size of measurement and exploration of relationships through descriptive research, correlation research and group comparisons are emphasized in a quantitative viewpoint.

Findings in this study are consistent with the argument that many parents are involved effectively in their children’s education despite the consequences of cultural backgrounds and family circumstances.  There is not a statistically significant difference found in parents’ perception of parental engagement based on ethnicity on the thirty three individual items and across the four constructs in the majority of the respondents.

Considerable effort must be made to engage parents in their children’s schooling. However, to best achieve this task practitioners must explore parents’ current understanding of parental involvement, how parents view what actions they are to take in regards to involvement and what are the expectations and perceived indicators of success of desired outcomes for that involvement.  Further, practitioners should make the effort to understand the parents that they serve and convey that their opinions and suggestions are desired and important.  To achieve such phenomenon, parents must feel welcomed and valued as equal participants in their child’s education.

The College of Education, Health and

Human Sciences

Announces the Final Examination of

Sarah Dawn Smilowitz

for the degree of

Doctor of Education

June 26, 2014 at 11:00 am

405 Ball Hall, University of Memphis

Memphis, TN

Biographical Sketch

Bachelor of Arts, Psychology, University of Memphis

Master of Arts, Teaching, University of Memphis

Advisory Committee

Dr. Jeffery M. Byford, Ph.D., Associate Professor, Instruction and Curriculum Leadership, Committee chair

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

Dr. Christian E. Mueller, Ph.D., Associate Professor, Counseling, Educational Psychology and Research

Dr. Allen H. Seed, Ph.D., Retired Associate Professor, Instruction and Curriculum Leadership

Major Field of Study

Instruction and Curriculum Leadership

Period of Preparation:  2009 – 2014

Comprehensive Examination Passed: February 2011

The Effects of High-Stakes Testing and Social Studies Pedagogy: An Examination of Social Studies Teaching Methods and Curriculum

Abstract

Smilowitz, Sarah D. Ed.D. The University of Memphis. June 2014. The Effects of High-Stakes Testing and Social Studies Pedagogy: An Examination of Social Studies Teaching Methods and Curriculum. Major Professor: Dr. Jeffrey Byford.

The purpose of this study was to examine how the changes in social studies teaching methods and content pedagogy have changed due to the increase in high-stakes testing in the area of secondary social studies. The primary questions addressed in this study were focused on teacher perceptions regarding high-stakes testing in social studies, and content pedagogy currently used in the social studies classroom.

The participants in this study included 12 high school U.S. History teachers from 3 public schools. A phenomenological study was conducted to gather information related to the following research questions: (1) What are the perceptions of high school teachers regarding high-stakes testing? (2) What are the perceptions of high school teachers in regards to current teaching strategies commonly used in the social studies classroom? (3) What are the perceptions of teachers regarding what determines the correct teaching style or strategy utilized? (4) What are the perceptions of high school teachers regarding formative assessments and activities in correlation with high-stakes testing?

Three common themes emerged from the data collected from the public school teachers: (1) High-stakes testing enhances teachers’ understanding of content knowledge and influences pedagogical strategies. (2) End of Course sample questions, primary source documents, and discussion are effective strategies used in formative and summative assessments in preparations for high-stakes learning. (3) High-stakes testing directly affects curriculum planning and pedagogical instruction. Study results also revealed unique themes shared by individual school sites. Themes shared by teachers at the high-achieving school (School A) were: (1) High-stakes testing was perceived negatively by teachers and created stressful working conditions for teachers. (2) Teachers sought outside references and sources to guide instructional activities in the classroom. One theme shared by teachers at the average-achieving school (School B) was: (1) Time constraints in teaching the U.S. History curriculum occurred due to the implementation of high-stakes testing.  Themes shared by teachers at the low-achieving school (School C) were: (1) High-stakes testing limited the amount of content covered and depth of detail explored. (2) High-stakes testing negativity impacted teaching style.

The College of Education, Health and

Human Sciences

Announces the Final Examination of

William Melvin Johnson, Sr.    

for the degree of

Doctor of Education

June 30, 2014 at 9:00 AM

123 Ball Hall, University of Memphis

Memphis, TN

Biographical Sketch

Bachelor of Science, Music Education, Florida Agricultural and Mechanical University

Masters of Music Education, Northern Illinois University

Advisory Committee

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

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

Dr. Reginald L. Green, Ed.D., Professor, Department of Leadership

Dr. William C. Hunter, Ed.D., Assistant Professor, Instruction and Curriculum Leadership

Major Field of Study

Leadership: Higher and Adult Education

Period of Preparation:  Summer 2011 – Summer 2014

Comprehensive Examination Passed: December, 2013

An Examination of Traditional and Non-Traditional African American Male Students’ Perceptions of the Community College Environment, their Quality of Effort, Gains, and Inclination to Persist.

                                                                       Abstract

African American males at community colleges are facing greater challenges regarding persistence in today’s higher education environment. Several studies address institutional retention efforts of African Americans at 4-year institutions; however, a significant gap exists of research concerning African American male students’ persistence efforts within the community colleges setting. This study assists policy makers, higher education administrators, institutional researchers, and program directors in regards to best practices of programs that promote student persistence at the community college level. Guided by C. Robert Pace’s “Quality of Student Effort” theory, this study was conducted to examine the differences among traditional and non-traditional African American male students’ perceptions of the community college environment, their quality of effort, gains, and inclination to persist. Several statistical procedures were conducted to analyze a national data aggregate of the Community College Student Experiences Questionnaire (CCSEQ) acquired from the Center for the Study of Higher Education (CSHE) at the University of Memphis. A secondary data analysis was conducted among 1,948 student respondents from 8 community colleges that responded to the electronic version of the questionnaire during the academic years 2010-2013.

To address the five research questions presented within this study, the Statistical Package for the Social Sciences (SPSS) was used to conduct multiple analyses that addressed four groups of dependent variables (perceptions of the college environment, student quality of effort, students’ perceived estimate of gains, and an index of students’ inclination to persist). The independent variables were traditional and non-traditional African American male community college students.

The results of the study indicate significant differences do exist in the responses of the community college sample. The most notable difference is the affinity of traditional aged students’ and their perceptions of the college environment. Differences among traditionally aged and non-traditionally aged African American male community college students were also observed regarding students’ perceived quality of effort, their estimates of gains and their inclination to persist at the community college level.

The College of Education, Health and

Human Sciences

Announces the Final Examination of

Emily Warren Meadows

for the degree of

Doctor of Education

June 19, 2014 at 1:30 pm

103 Ball Hall, University of Memphis

Memphis, TN

Biographical Sketch

Bachelor of Arts, Psychology, Christian Brothers University

Master of Arts, Counseling, Louisiana State University

Advisory Committee

Richard James, Ph.D., Professor, Counseling, Educational Psychology, and Research, Committee chair

Chloe Lancaster, Ph.D., Assistant Professor, Counseling, Educational Psychology, and Research

Vicki Murrell, Ph.D., Instructor, Counseling, Educational Psychology, and Research

Stephen Zanskas, Ph.D., Associate Professor, Counseling, Educational Psychology, and Research

Major Field of Study

Counselor Education

Period of Preparation:  2010 – 2014

Comprehensive Examination Passed: September 2013

A Model for Educating and Training School Counselor Directors

Abstract

This dissertation explores the educational and training opportunities available to those who are pursuing employment as a school counselor director. The primary focus was to examine the participants’ educational experiences, as well as what they consider are the requisite knowledge and skills to be an effective school counselor director. In spite of the American School Counselor Association providing a justification for school counselor directors, as well as a description of the roles and functions of this crucial position, currently there are no national standards for educating or training school counselor directors.

This study employed a mixed-method research design to investigate the research questions, using both qualitative and quantitative methods of collecting, analyzing, and representing data. Qualitative methods were utilized to initiate the research study and were then triangulated with quantitative methods to provide evidentiary support for the findings. This study applied four methods of data collection: personal journals, a focus group, a national survey, and document analysis.

The analysis of both the qualitative and quantitative data suggests that there are significant differences ( p < 0.05) between what the participants believe are the requisite knowledge and skills for their positions as school counselor directors and the degree to which their educational programs prepared them for these skills. Additionally, this study offers a model program for educating and training school counselor directors through a school counselor leadership certification program. This certification program is a hybrid program that samples both from educational leadership and administration, as well as advanced counseling courses that could be implemented as a component of a degree program or as an individual certification tract.

The College of Education, Health and

Human Sciences

Announces the Final Examination of

Heather Annie Marie Sacharczyk

for the degree of

Doctor of Education

June 17, 2014 at 1:00 pm

123 Ball Hall, University of Memphis

Memphis, TN

Biographical Sketch

Bachelor of Science, Interdisciplinary Studies/Childhood Education/English, Norfolk State University

Master of Education, Curriculum and Instruction/Leadership, Christian Brothers University

Advisory Committee

Larry McNeal, Doctor of Philosophy, Professor Chair, Department of Leadership, Committee Chair

Reginald Green, Doctor of Education, Professor, Department of Leadership

Charisse Gulosino, Doctor of Philosophy, Assistant Professor, Department of Leadership

Deanna Owens, Doctor of Philosophy, Assistant Professor, Instruction & Curriculum Leadership

Major Field of Study

Leadership and Policy Studies

Period of Preparation:  2008 – 2014

Comprehensive Examination Passed: April 2013

Rural School District Personnel Directors and human Resource Directors Factors and Strategies of the Recruitment and Retention of Teachers

Abstract

This study was focused on the factors and strategies of the recruitment and retention of teachers in the eighty-two rural school districts throughout the state of Tennessee.  For the fifty-two rural school districts, which responded to the survey, data were collected and analyzed based on the perceptions of personnel directors and human resource directors regarding the factors and strategies of the recruitment and retention of teachers within their school districts. First, the researcher wanted to determine what the important factors were regarding the recruitment of teachers to rural school districts.  Secondly, the researcher wanted to understand what was perceived to be the most important strategies in the recruitment of teachers to rural school districts and how these factors differ by locale and Title One.  Additionally, the researcher wanted to establish the most important factors in the retention of teacher and how these retention factors differ by locale and Title One.

The results of this study suggested that the way in which personnel directors and human resource directors perceive the factors and strategies of the recruitment and retention of teachers within their school districts.  The findings provide evidence that the recruitment and retention strategies by personnel directors and human resource directors are perceived to be effective.  The data showed a positive correlation for the recruitment of teachers among the frequency of the strategy of personal contacts or networking and the relative effectiveness of this strategy, indicating that knowing people and communication is key to recruitment of teachers to rural school districts.