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.