The College of Education, Health and

Human Sciences

Announces the Final Examination of

Crystal Dawn Cook

for the degree of

Doctor of Education

April 2, 2015 at 02:30 pm

405 Ball Hall, University of Memphis

Memphis, TN

Biographical Sketch

Bachelor of Science, Interdisciplinary Studies, Texas Woman’s University

Master of Science, Instruction & Curriculum Leadership, University of Memphis

Advisory Committee

Dr. Beverly E. Cross, PhD, Holder of the Chair of Excellence, Education, Health & Human Sciences, Committee chair

Dr. Teresa Dalle, PhD, Associate Professor, English

Dr. Laurie MacGillivray, EdD, Professor, Instruction & Curriculum Leadership

Dr. Shelly Counsell, EdD, Assistant Professor, Instruction & Curriculum Leadership

Major Field of Study

Instruction & Curriculum Leadership

Period of Preparation: 2010 – 2015

Comprehensive Examination Passed: March 2013

LITERACY PRACTICES IN THE HOMES OF IMMIGRANT FAMILIES AND THEIR RELATIONSHIP TO LANGUAGE ACQUISITION

Abstract

The purpose of this study was to examine the literacy practices of immigrant families and their children and what that support resembles in their homes. In addition, the purpose also centered on the role of language in literacy practices and the association between family relationships and literacy practices. By conducting this study, it was the researcher’s hope that the literacy practices of immigrant families with their children contributed to the sufficient preparation of instructional planning for classroom teachers in helping ELL/ESL students improve their English language acquisition. Furthermore, the study contributed validity to the importance of identifying and acknowledging the individuality each child brings to the classroom.

This study was guided by the following research questions:

1. What are the key literacy practices of immigrant families in their homes with their children?
2. What are the immigrant families’ perceptions of the connections of these practices to their cultures?
3. How do immigrant families’ view the connection between their home literacy practices and the acquisition of English?

The results of this study indicated that there literacy practices that occurred in the homes of immigrant families. The methods for collecting the data included interviews, photo elicitation, and the use of my research journal. Three themes emerged from the overall data collection. The three themes that emerged were the studying of the Bible was the primary literacy source in the homes, homework practices were the secondary literacy source in the families’ homes, and family time activities were also literacy practices in the families’ homes. Family time activities were considered a minor theme, while studying the Bible and homework practices were major themes represented from the data. It was determined from the collected data that families engaged in key literacy practices in their homes and that also, the families perceived connections to their culture and to the enrichment of their children’s acquisition of English.

The College of Education, Health and

Human Sciences

Announces the Final Examination of

Mary Claire Williams

for the degree of

Doctor of Education

March 27, 2015 at 9:30 am

103 Ball Hall, University of Memphis

Memphis, TN

Biographical Sketch

Bachelor of Arts, Psychology-Sociology, Birmingham-Southern College

Master of Science, Community Agency Counseling, The University of Memphis

Advisory Committee

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

Ronnie Priest, Ph.D., Adjunct Professor, Counseling, Educational Psychology, and Research

Nancy Nishimura, Ed.D., Professor, Counseling, Educational Psychology, and Research

Lisbeth A. Berbary, Ph.D., Professor, Counseling, Educational Psychology, and Research

Dewaine Rice, Ed.D., Associate Professor and Assistant Chair and Director of Counseling Programs, Counseling, Educational Psychology, and Research

Major Field of Study

Counselor Education

Period of Preparation: 2011-2015

Comprehensive Examination Passed: April 2013

Coping Strategies as Seen Through the Eyes of Select African-American Female Child Sexual Abuse Survivors

Abstract

Although there is a vast research in child sexual abuse survivors, the literature often focuses on those survivors in the dominant discourse, with scant research on survivors of child sexual abuse within marginalized groups, such as African-American women. Moreover, given the limited amount of research on African-American child sexual abuse survivors and how they “cope” with experience(s) of child sexual abuse often creates an assumption of shared or similar experiences of “coping” as survivors within the dominant discourse. While there may be similarities between African-American female child sexual abuse survivors and those survivors within the dominant discourse, without such information, misperceptions may be made, thus perpetuating dominant beliefs of child sexual abuse survivors and the survivors’ coping strategies. Therefore, based in the need to expose these misconceptions, this qualitative research uses narrative inquiry informed by black feminism in an effort to better understand racial differences as well as individualized coping strategies for child sexual abuse survivors.

Data was collected using unstructured life-story interviews with six individuals who self-identified as female, African-American, and as a child sexual abuse survivor. This research was guided by the following broad questions: 1.) How do coping strategies of African-American women who are survivors of child sexual abuse relate to dominant discourses on coping strategies of child sexual abuse survivors?; 2.) How do African-American women who are survivors of child sexual abuse perceive the usefulness of their individualized coping strategies?; and 3.) Based on the experiences of African-American women who are survivors of child sexual abuse, what recommendations do they have for other child sexual abuse survivors and professionals working with survivors? Using Creative Analytic Practice (CAP), the findings of this study were presented through loosely chronological journal entries and a zine that was constructed from the data in order to illuminate the diverse experience(s), perspectives, and coping strategies of African-American female child sexual abuse survivors. These constructed narratives may sensitize the reader to the experience(s) of and in coping with child sexual abuse that African-American women have been subject to.

The College of Education, Health and

Human Sciences

Announces the Final Examination of

Constance R. Tucker

for the degree of

Doctor of Philosophy

March 31, 2015 at 11:00 am

BH103 Ball Hall, University of Memphis

Memphis, TN

Biographical Sketch

B.A., French/Pre-Med, Washington University in St. Louis

M.A., Student Affairs in Higher Education, University of Iowa

Advisory Committee

Christian Mueller, Ph.D., Associate Professor, Committee Chair, Counseling, Educational Psychology and Research, Committee chair

Yeh Hsueh, Ed.D., Associate Professor, Counseling, Educational Psychology and Research

Denise Winsor, Ph.D., Associate Professor, Counseling, Educational Psychology and Research

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

Major Field of Study

Educational Psychology

Period of Preparation: 2010 – 2015

Comprehensive Examination Passed: August 2011

The lion’s storyteller: Underrepresented minority students’ use of psychological needs to persist

Abstract

URM students’ educational persistence to health careers is hindered by numerous demographic, social, and motivational barriers. The current study examines how motivational variables, specifically the satisfaction of autonomy, competence, and relatedness, impact URM health students’ educational persistence.   This study assesses (a) what psychological needs are satisfied when URM students participate in supportive academic and social experiences; (b) how need satisfaction supports URM students’ abilities to persist in the face of challenge; and (c) the extent in which previous research and the current study are confirmatory or contradictory? The current qualitative study utilizes storytelling and photo-elicited interview, memo writing, and previous literature to explore five URM students’ experiences as they persist to health careers. Narrative inquiry, semiotics, and constructivist grounded theory meta-analysis were used to develop five case studies, eight study themes, and one meta-analysis. These results provide a more comprehensive view of the URM health student educational persistence experience.

The College of Education, Health and

Human Sciences

Announces the Final Examination of

Tonya Delores Cooper

for the degree of

Doctor of Education

March 30, 2015 at 10:00 am

Ball Hall, University of Memphis

Memphis, TN

Biographical Sketch

Bachelor of Arts, English, Lane College

Master of Science, Leadership and Policy Studies, University of Memphis

Advisory Committee

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

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

Lauren E. Burrow, Ed.D., Assistant Professor, Instruction & Curriculum Leadership

Louis A. Franceschini, III, Ph.D, Research Assistant Professor, Leadership

Major Field of Study

Leadership and Policy Studies

Period of Preparation: 2011-2015

Comprehensive Examination Passed: November, 2013

THE DISPOSITIONS OF HIGHLY EFFECTIVE PRINCIPALS IN THREE SCHOOL TYPES: REWARD, FOCUS, AND PRIORITY

Abstract

The purpose of this quantitative study was to determine if student achievement was enhanced when principals exhibited behaviors informed by 16 dispositions. Principals from 120 schools classified as Reward, Focus, and Priority, located in the southeastern region of the United States participated in this study. The Inventory of Leadership Dispositional Behaviors Instrument was used to collect information regarding principal behavior, as perceived by principals, to be most critical to effective leadership.   Based on their experiences, participants were asked to indicate whether they believed each of the dispositions were (1) “somewhat important”, (2) “very important”, or (3) “ absolutely critical” in fostering teaching and learning and in helping students achieve.

Results indicated that principals valued the 16 dispositions and perceived that each were equally critical to effective leadership. There were no significant differences between or among the types of schools principals led and the dispositions they perceived as most critical. Additionally, the findings did not support that leadership dispositions significantly impacted student achievement. However, the conclusions from this study yielded four dispositions that were selected by the participants as most critical to effective leadership. Those dispositions were: (1) Integrity (2) Passion (3) Trust and (4) Ethics.

Having identified the top four dispositions that principals agreed were critical to effective leadership, this study could enhance the potential success of any leader in today’s schools. Understanding those dispositions and their influence is a start in the process of identifying dispositions that school leaders should possess. It can be concluded that the topic of leadership dispositions has the potential to significantly change the landscape of education.

The College of Education, Health and

Human Sciences

Announces the Final Examination of

Dale V. Mathis

for the degree of

Doctor of Education

April 7, 2015 at 10:00 a.m.

123 Ball Hall, University of Memphis

Memphis, TN

Biographical Sketch

Master of Divinity, Religious Professions, Emory University

Master of Arts Education, Secondary Education, Murray State University

Doctor of Ministry, Parish Revitalization- Education, McCormick Theological Seminary

Advisory Committee

Jeffery L. Wilson, Ph.D., Associate Professor, Department of Leadership, Committee chair

Reginald L. Green, Ph.D., Professor, Department of Leadership

Charisse A. Gulosino, Ph.D., Assistant Professor, Department of Leadership

Colton D. Cockrum, Ed.D., Adjunct, Department of Leadership

Major Field of Study

Higher and Adult Education

Period of Preparation: 2010 – 2015

Comprehensive Examination Passed: November, 2014

PROFESSONAL TEACHER EVALUATIONS IN ALTERNATIVE SETTINGS IN TENNESSEE: A QUANTITATIVE STUDY OF THE EFFECT ON TEACHER ATTITUDE AND PROFESSIONAL DEVELOPMENT

 Abstract
This study examined the perceptions of alternative school teachers in the State of Tennessee correctional schools, special GED preparation programs, and non-public school settings where the new standards-based teacher evaluation system is used. The study sought to determine the extent the implemented teacher evaluation process called Teacher Evaluation Acceleration Model (TEAM) influenced improved teacher practice and professional development and growth. To date, there is no reported research on the extent to which the use of TEAM as a standards-based model has improved teacher practice and professional growth in alternative schools in Tennessee.

This study included several teachers that have been surveyed in a pilot study in January, 2012, as well as all others identified as certified Tennessee teachers in non K-12 alternative schools. A quantitative research method design was used and data was gathered via a teacher questionnaire and review of state documents from Tennessee Consortium on Research Evaluation and Development. The survey instrument used was adapted from the revised “Teacher Evaluation Profile Questionnaire” (TEP) (Stiggins & Duke, 1988).

Despite several years of research and differing models of teacher evaluations, the overall teacher satisfaction and student achievement seem to be declining in Tennessee. Since this problem may negatively impact the job efficacy for teachers in alternative settings and also impede student growth in productive learning environments, these variables were analyzed in the research study. This dissertation addressed teacher perceptions of a strong observation rubric for evaluation through TEAM, a performance evaluation that focuses almost exclusively on teacher practices and student behaviors that can be observed in the alternative classroom. Also, this dissertation studied teacher perceptions about professional development opportunities offered by the local district and the regional universities. Findings suggest that sixty-six percent of responding teachers in alternative settings are not satisfied with the TEAM evaluations. Further, the results suggest that teachers believe that local universities are committed to helping alternative teachers develop adequate professional development.

The College of Education, Health and

Human Sciences

Announces the Final Examination of

Grace W. Kibe

for the degree of

Doctor of Philosophy

March 26, 2015 at 9:00 am

405 Ball Hall, University of Memphis

Memphis, TN

Biographical Sketch

Bachelor of Arts, Legal Studies, University of Massachusetts, Amherst

Master of Science, Educational Psychology and Research, University of Memphis

Advisory Committee

Vivian G. Morris, Ph.D., Professor, CEHHS Assistant Dean, Instruction and Curriculum Leadership, Committee Chair

Ernest A. Rakow, Ph. D., Professor, CEHHS Dean, Counseling, Educational, Psychology and Research

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

Celia K. Anderson, Ph. D., Associate Professor, Instruction and Curriculum Leadership

Major Field of Study

Educational Psychology and Research

Period of Preparation: 2010-2015

Comprehensive Examination Passed: November 2014

Mentor Teachers: Teacher Leadership, Social Justice and Self-efficacy

Abstract

Teacher leadership, social justice and self-efficacy are fundamental educational constructs that if collectively applied may facilitate the continuous development of pedagogical practices that bring forth academic equity and success to all students. Currently, the collective application of these constructs is critical because of the increase in diversity across socio-economic and ethnic groups among students and teachers in our educational systems. Thus, exemplary and socially just educational practices that can effectively meet the academic and professional needs of all are paramount in our educational communities. This empirical investigation assesses how mentor teachers can actively participate as pioneers for educational improvement, through their professional commitment as teacher leaders who are socially just and highly efficacious. The purpose of this study was to examine the attributes and the perceptions of teacher leadership, social justice, and self-efficacy that existed among five mentor teachers as they mentored and supported novice in-service teachers. The study used descriptive and embedded multiple case study analyses to empirically assess the strengths and areas of improvement needed among the mentor teachers related to the three constructs (teacher leadership, social justice and self-efficacy). The findings revealed that mentor teachers areas of strength appeared to be in the teacher leadership and self-efficacy constructs, and their area of improvement needed appeared to be related to the social justice construct. Further, the number of years in teaching experience was not necessarily associated with mentor teachers’ perceptions of their effectiveness in teacher leadership, social justice and self-efficacy. This study contributes to educational research with implications that social justice is a vital educational construct in which all educators should demonstrate competence while they serve as agents of socialization in educational contexts. Altogether, teacher leadership, social justice and self-efficacy are important educational constructs that if successfully applied in our educational communities, have the potential to generate exemplary pedagogical practices among mentor teachers and classroom teachers and positive academic outcomes for students.