The College of Education, Health and

Human Sciences

Announces the Final Examination of

Meredith Rae Krisell

for the degree of

Doctor of Education

May 14, 2015 at 11:00 am

405 Ball Hall, University of Memphis

Memphis, TN

Biographical Sketch

Bachelor of Science in Education, Elementary Education, Ouachita Baptist University

Master of Science in Education, Reading, Henderson State University

Advisory Committee

Satomi Izumi-Taylor, Ph. D., Professor, Instruction and Curriculum Leadership, Committee chair

Cathy D. Meredith, Ed. D., Clinical Associate Professor, Instruction and Curriculum Leadership

Vivian G. Morris, Ed. D., Assistant Dean for Faculty Development, College of Education, Health and Human Sciences

Shelly Lynn Counsell, Ed. D., Assistant Professor, Instruction and Curriculum Leadership

Major Field of Study

Instruction and Curriculum Leadership

Period of Preparation: 2011 – 2015

Comprehensive Examination Passed: August 2014

Teachers’ Perceptions of Teaching Reading and Writing Through the Use of Brain Research

Abstract

Many teachers in Arkansas are bombarded with Common Core State Standards. Instead, the Arkansas Department of Education announced that 26 school districts were classified as academically distressed. With the continual growth of research, the educators’ task will be to utilize novel approaches that transport the harvest of the research to the learners. The purpose of this study was to examine six teachers’ perspectives regarding brain research when teaching reading and writing. Although all of the participants acknowledged the importance of brain research when teaching, some teachers in this study were not familiar with how brain research was helpful to teaching reading and writing. Qualitative research methods were implied, including interviews, observations, field notes, teachers’ lesson plans, student work, photos taken by the participants, and photos taken by the researcher. Five early childhood female teachers and one early childhood male teacher from one school with different educational backgrounds and teaching experiences was carefully chosen to partake in this study. Three themes emerged from the data analysis: constructivist approach, Developmentally Appropriate Practice (DAP), and reciprocity of reading and writing. Results of the study specified that all of the participants seemed to understand the importance of brain research when instructing students in reading and writing, but only two of the teachers showed evidence of the utilization of brain research in their classrooms. In regards to the best approaches when teaching reading and writing, it seemed that some teachers implemented constructivist approaches and DAP to support their students’ reading and writing skills, while others appeared to see the importance, but no alignment was evidenced by what they practiced. To support their students’ learning and development, some teachers taught reading and writing simultaneously. One teacher followed the Arkansas Better Chance Program when teaching. Teachers need to understand the importance of brain research to promote students’ learning.

The College of Education, Health and

Human Sciences

Announces the Final Examination of

Joel Leonard Harris

for the degree of

Doctor of Philosophy

June 5, 2015 at 10:00 am

103 Ball Hall, University of Memphis

Memphis, TN

Biographical Sketch

Bachelor of Arts, Psychology, University at Buffalo

Master of Education, School Counseling, University at Buffalo

Advisory Committee

Chrisann Schiro-Geist, Ph.D., Professor, Counseling, Educational Psychology and Research, Committee Chair

Douglas Strohmer, Ph.D., Professor Chair, Counseling, Educational Psychology and Research

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

Michael Mackay, Ph.D., Associate Professor, Counseling, Educational Psychology and Research

Major Field of Study

Counseling Psychology

Period of Preparation: 2011-2015

Comprehensive Examination Passed: August, 2013

The Effectiveness of an Anti-Bullying Intervention for Elementary School Students

Abstract

Kids On the Block (KOB) is a program designed to increase knowledge and improve attitudes toward disabled students in schools. Research has not yet examined KOB’s effects on students with regard to bullying. The present study examined the program’s effectiveness at increasing knowledge and prosocial attitudes toward bullying by comparing student knowledge and attitudes prior to viewing the show to their attitudes and knowledge after the show, and by comparing students who saw the show to those who did not. Social Cognitive Theory was used to provide a theoretical framework for approaching this question. Fourth and fifth grade students completed measures of bullying knowledge, explicit attitudes toward bullying, and implicit attitudes toward bullying. The measures were administered at three time points using an interrupted time-series design with the intervention introduced after the first time point for one group of participants. Another group acted as a control group and did not view the intervention until later. After viewing the show, students demonstrated increased knowledge and explicit prosocial attitudes toward bullying after viewing the show compared to prior to the show, and compared to the control group. These findings support the future use of KOB as an anti-bullying intervention.

The College of Education, Health and

Human Sciences

Announces the Final Examination of

Julia Watters Wilson

for the degree of

Doctor of Education

May 14, 2015 at 1:00 pm

405 Ball Hall, University of Memphis

Memphis, TN

Biographical Sketch

Bachelor of Science, Health and Human Performance, The University of Tennessee at Martin

Master of Science, Education, The University of Tennessee at Martin

Advisory Committee

Dr. Satomi Izumi-Taylor, Ph.D., Professor, Instruction and Curriculum Leadership, Committee chair

Dr. Cathy Meredith, Ed.D., Clinical Associate Professor, Instruction and Curriculum Leadership

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

Dr. Vivian Morris, Ph. D., Professor, Instruction and Curriculum Leadership

Major Field of Study

Instruction and Curriculum Leadership

Period of Preparation: 2011 – 2015

Comprehensive Examination Passed: August, 2014

Teachers’ Perceptions of the Use of Music and Movement to Promote Phonemic and Phonological Awareness Instruction

Abstract

Wilson, Julia Watters. Ed.D. The University of Memphis. August, 2015. Teachers’ Perceptions of the Use of Music and Movement to Promote Phonemic and Phonological Awareness Instruction. Major Professor: Satomi Izumi-Taylor, Ph.D.

Because the kindergarten school year is the time in which a literacy foundation is constructed, early literacy continues to receive a great deal of focus in Tennessee. Since kindergarten literary experiences predict literacy success in later grades, which impact students academically and socially, these foundational skills are essential during the kindergarten school year, especially phonemic and phonological awareness. Because kindergarten students are very young, the need exists to teach phonemic and phonological skills through effective strategies that are developmentally appropriate. The purpose of this study was to examine kindergarten teachers’ perceptions of the use of music and movement activities to promote phonemic and phonological awareness in kindergarten students. Research has indicated that teachers’ perceptions greatly influence all components of their teaching practice. This study employed qualitative methods including asynchronous online surveys, participant observation, field notes, lesson plans, photos taken by the teachers and me, and videos. The selected participants included six female kindergarten teachers from two elementary schools with varying educational backgrounds and teaching experiences. Three themes emerged from data analysis: differentiation, Developmentally Appropriate Practice (DAP), and the importance of playful activities. Results of the study suggested that all teachers perceived music and movement activities to be necessary and helpful for teaching phonemic and phonological awareness. All six teachers perceived that establishing a supportive classroom environment, in terms of DAP, was necessary for effective instruction to occur. While all six teachers appeared to think that differentiation was important, not all teachers implemented differentiation for phonemic and phonological awareness instruction. Discrepancies seemed to exist between the teachers’ philosophies of teaching and their practices in the classroom. These teachers shared the perception that students should be offered playful activities and games, and their practices were reflective of this perception. To offer such instruction, teachers included music and movement activities, as well as enjoyable literacy centers for their students. Kindergarten teachers need more professional development regarding resources and strategies for supporting phonemic and phonological awareness with music and movement activities.

The College of Education, Health and

Human Sciences

Announces the Final Examination of

Joseph Patrick Sweeney

for the degree of

Doctor of Education

May 11, 2015 at 1:00 pm

320 Ball Hall, University of Memphis

Memphis, TN

Biographical Sketch

Bachelor of Arts, English, Michigan State University

Masters of Arts, Curriculum and Instruction, University of Mississippi

Advisory Committee

Clif Mims, Ph.D., Associate Professor, Instruction and Curriculum Leadership, Committee chair

Deborah Lowther, Ph.D., Professor Chair, Instruction and Curriculum Leadership

Emery Trey Martindale, Ed.D. Associate Professor, Instruction and Curriculum Leadership

Lisa Hight, Ed.D., Professor of Biology, Baptist Memorial College of Health Sciences

Major Field of Study

Instruction and Curriculum Leadership

Period of Preparation: 2010 – 2015

Comprehensive Examination Passed: June, 2014

SUPPORTING SIMULATION WITH TRAINING: A STUDY OF FACULTY PERSPECTIVES

Abstract

Authentic learning is rooted in the idea that learning is situated within a real-world context. The learning is then assessed through the performance of a skill or demonstration of applied knowledge (authentic assessment). Using simulation in healthcare education allows students to engage in authentic tasks, and in turn, develop the multitude of skills they need in order to be successful healthcare practitioners. While simulation is not a new concept, advancements in Human Patient Simulators (HPSs) have furthered the possibilities available for the simulation experience, and the use of HPSs continues to grow. Professional development is crucial for undergraduate faculty interested integrating simulation into the curriculum. The purpose of this research was to answer the following four research questions: What are the current faculty perceptions of simulation?, What professional development needs do faculty report concerning simulation implementation?, After participating in simulation-related faculty development, what strategies do faculty perceive as most helpful?, and What are the benefits and barriers concerning simulation-related faculty development, and how do these findings compare to findings from existing research? Data were gathered concerning faculty perceptions of simulation and faculty development, and participants completed an online training module titled Simulation Basics. After completing the training, participants were asked about their perceptions of training, along with the benefits and barriers of simulation-related training. The results of this study showed that faculty generally have a positive view of simulation, and that they prefer self-paced learning along with hands-on workshops. It was also discovered that faculty need several forms of support in order to feel comfortable enough to use simulation in their curriculum. This support is also crucial to overcoming the barriers to simulation implementation.