The College of Education, Health and

Human Sciences

Announces the Final Examination of

Calvin McGlown

for the degree of

Doctor of Education

July 2, 2015 at 1:00 pm

123 Ball Hall, University of Memphis

Memphis, TN

Biographical Sketch

Bachelor of Business Administration, Business Education, LeMoyne Owen College Mississippi Valley State University

Master of Arts in Teaching, Teacher Education, Christian Brothers University

Master of Education Administration, Education Administration, Christian Brothers University

Advisory Committee

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

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

Lou Franceschini, Ph.D., Research Assistant Professor, Department of Leadership

Charisse Gulosino, Ed.D., Assistant Professor, Department of Leadership

Major Field of Study

Leadership and Policy Studies

Period of Preparation: 2007-2015

Comprehensive Examination Passed: March 2013 (results April 2013)

A STUDY OF MOTIVES, CHALLENGES, PROFESSIONAL DEVELOPMENT, AND BENEFICIAL OUTCOMES OF SINGLE-GENDER CLASSROOMS IN COEDUCATIONAL PUBLIC MIDD SCHOOLS

Abstract

The purpose of this study was to examine the leading motivations, primary challenges, types of professional development engaged in, and positive outcomes perceived by administrators who have either initiated or inherited the practice of single-sex classes within coeducational middle school settings.

To address the four 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 (motives, challenges, professional development, and beneficial outcomes of single gender education) on the independent variables initiators and inheritors of the single gender education initiative.

Although no statistically significant differences were observed for the two subgroups of respondents with respect to answering any of the research questions, there were clearly differences in the perceptions of all respondents as to which reasons most motivated their adoption of single-gender education, which challenges they regarded as the most serious, which types of professional development they most frequently engaged in, and which outcomes they most agreed their programs had achieved. For respondents in the aggregate, addressing learning style, improving student achievement, and decreasing the problems of low achievers were the reasons they selected as most important for taking on single-gender education, while the greatest challenges they indicated that they had faced were those connected to teacher professional development, whether with respect to single-gender education itself or more generally with respect to teaching low achieving students. In terms of their own professional development, administrators most frequently read articles and made observational visits to classes in their own schools but relatively rarely took university coursework related to instruction or made conference presentations. While all respondents agreed that their implementations of single-gender education had enjoyed a range of positive outcomes, improvement in student achievement was the one factor that was most often singled out.

The College of Education, Health and

Human Sciences

Announces the Final Examination of

Terrence DeShaun Brittenum

for the degree of

Doctor of Education

July 1, 2015, at 2:00 pm

123 Ball Hall, University of Memphis

Memphis, TN

Biographical Sketch

Bachelor of Science in Education, Education, University of Memphis

Master of Education, Administration & Supervision, University of Mississippi

Advisory Committee

Reginald L. Green, Ed.D., Professor, Department of Leadership, Committee Chair

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

Lou Franceschini, Ph.D., Research Assistant Professor, Department of Leadership

Denise Winsor, Ph.D., Associate Professor, Department of Leadership

Major Field of Study

Leadership and Policy Studies

Period of Preparation: 2008 – 2015

Comprehensive Examination Passed: March 2010

THE RELATIONSHIP AMONG MOTIVATIONAL ORIENTATION OF TEACHERS, THE LEADERSHIP DISPOSITION THEY MOST PREFER, AND THEIR INTENTION TO REMAIN OR LEAVE THEIR CURRENT TEACHING ASSIGNMENT

Abstract

In this study, quantitative methods were utilized to determine how the motivational orientation of teachers (need-types) and behaviors of school leaders positively or negatively influences urban middle school teachers’ decisions to remain in or leave the teaching profession. The applied research design was employed to determine if any relationship existed between urban middle school teachers’ motivational orientations, teachers’ preferred leader dispositions, and teachers’ future professional plans. This study found six key leadership dispositions from Green’s (2010) work that influenced teachers decisions to remain in or leave the teaching profession. The six leadership dispositions were character, communication, respect, vision, integrity, and consistency. Character was the most significant leader disposition preferred by urban middle school teachers, followed by communication, respect, integrity, vision, and consistency, respectively. If school leaders in urban middle schools plan to retain teachers, it is imperative that they understand which dispositions of school leaders positively impact the behavior of subordinates. Additionally, to influence urban middle school teachers to remain in the teaching profession, school leaders must become aware of effective intrinsic and extrinsic motivational factors. If school leaders do not become aware of these motivational factors and embed them into the school climate, developing a professional learning community that enhances student achievement is likely to remain a challenging endeavor.

Moreover, determining the specific needs of each individual teacher will help school leaders identify the leader dispositions needed to influence them to remain in the teaching profession, reducing teacher attrition. McClelland (1988) asserted that a person’s needs are influenced by their cultural background and life experiences. This signifies to school leaders that the primary need-type of a teacher is not constant, but shifts over time.

The College of Education, Health and

Human Sciences

Announces the Final Examination of

Doris Scott Battle

for the degree of

Doctor of Education

July 6, 2015 at 11:00 am

123 Ball Hall, University of Memphis

Memphis, TN

Biographical Sketch

Bachelor of Science Degree, Early Childhood Education, University of Tennessee at Martin

Master of Science Degree, Educational Administration and Supervision, University of Memphis

Advisory Committee

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

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

Charisse Gulosino, Ed.D., Assistant Professor, Department of Leadership

DeAnna Owens, Ph.D., Assistant Professor, Instruction and Curriculum Leadership

Major Field of Study

Leadership and Policy Studies

Period of Preparation: 2012- 2015

Comprehensive Examination Passed: March 2014 (results April 2014)

AN ANALYSIS OF THE LEADERSHIP BEHAVIORS OF NATIONAL INSTITUTE FOR SCHOOL LEADERSHIP EXECUTIVE DEVELOPMENT GRADUATES

Abstract

Battle, Doris Scott. Ed. D. The University of Memphis. August 2015. An Analysis of the Leadership Behaviors of National Institute For School Leadership Executive Development. Major Professor: Dr. Larry McNeal.

With respect to the sample of principals’ judgment of the importance of Green’s (2006) 13 leadership competencies and the frequency with which these principals engage in them, statistically significant differences most often involved the competency “Professionalism.” With respect to judgments of importance, “Professionalism” was assessed as being higher than eight of the remaining 12 and was as assessed as being engaged in more often than any of the other 12 with respect to judgments of frequency. Among supervisors, there was no meaningful variation in their judgments of these competencies’ importance and the only competency they perceived to be more often engaged in by principals relative to all others was “Professionalism.” When principals’ and supervisors’ judgments were subjected to between-groups comparisons, supervisors were observed to rate the competency “Diversity” as higher in importance than principals and to perceive principals as more often engaging in the competencies “Collaboration” and “Professional Development” than the principals themselves.

The College of Education, Health and

Human Sciences

Announces the Final Examination of

Janice Marie Epperson

for the degree of

Doctor of Education

July 1, 2015 at 11:00 am

Ball Hall, University of Memphis

Memphis, TN

Biographical Sketch

B.S., Sec. Education (English), University of TN at Martin

M.S., Administration and Supervision, Trevecca Nazarene University

Advisory Committee

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

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

Lou Franceschini, Ph.D., Research Assistant Professor, Department of Leadership

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

Major Field of Study

Leadership and Policy Studies

Period of Preparation: 2012 – 2015

Comprehensive Examination Passed: March 2014 (results April 2014)

An Analysis of Principals’ and Teachers’ Understanding

of the Academic Impact of Fifteen Social Perceptions Faced By Black Males

Abstract

When presented with 15 social perceptions, teachers differed in the extent to which they ranked such perceptions as having the most and least impact on Black male students’ learning as well as in the extent to which they judged these perceptions to be subject to correction. Across all respondents, the perceptions deemed most negative concerned Black males’ reputed propensity for violence and disruption, while those deemed least negative concerned Black males’ alleged tendency to be more church- and religion-oriented than their peers, as well as their reputation for being more athletically gifted than their peers. In terms of these perceptions being correctable, the respondents felt that it was relatively easy to demonstrate that Black males were not less intelligent, less articulate, and less interested in education than their peers of other ethnic groups. To the extent to that the respondents believed that the perception was at least partially grounded in fact—as for example, Black male students being less than optimally “articulate” or “interested in education and self-improvement”—they also recommended specific reform strategies that educators could put in place.

When grouped by position, ethnicity, age, years of experience, highest degree, and level of students served, respondents did not in general differ in how they ranked the perceptions, a noteworthy exception concerning respondent ethnicity and the ones deemed most negative. By ethnicity, there were as many as seven statistically significant differences observed in the most negative rankings of non-White and White respondents, with non-Whites especially concerned about the perception of Black male students as being “innately less intelligent” and “better suited to vo-tech than academic classes” with respect to such students’ success in school.

The College of Education, Health and

Human Sciences

Announces the Final Examination of

Lemondra Vanshun Hamilton

for the degree of

Doctor of Education

July 6, 2015 at 01:00 pm

123 Ball Hall, University of Memphis

Memphis, TN

Biographical Sketch

Bachelor of Music Education, Music Education, Mississippi Valley State University

Masters of Music Education, Music Education, Florida State University

Master of Arts in Religion, Theology, Memphis Theological Seminary

Advisory Committee

Mitsunori Misawa, Ph.D., Assistant Professor, Department of Leadership, Committee chair

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

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

William Akey, Ed.D., Associate Dean, University College

Major Field of Study

Higher and Adult Education

Period of Preparation: 2010 – 2015

Comprehensive Examination Passed: May 2014

Implementing the Ayers Case Settlement: A Multiple Case Study of Three Historically Black Institutions in Mississippi

Abstract

The State of Mississippi operated a dual system of higher education for White and Black citizens. The inequitable funding of historically Black colleges and universities (HBCUs) became the central issue in the Ayers lawsuit. The State of Mississippi agreed to pay $503 million for endowments and programs at the three public four-year HBCUs. The purpose of this multiple case study was to understand the impact of the Ayers case on state-supported HBCUs in Mississippi from a Critical Race Theory perspective. The research questions that guided this study were: 1) How has the history of higher education in Mississippi affected the way HBCUs operate today? 2) How does the Ayers case affect HBCUs today? and 3) What strategies have HBCUs employed to achieve the student diversity measure set forth by the Ayers settlement as a condition for controlling the endowment? Data collection utilized semi-structured interviews, non-participant observation, and document analysis. Research findings from the cross-case analysis suggest that embedded racism and classism caused White state leaders to form a segregated system of higher education. The interests of Whites and Blacks converged when a large portion of funds were used for other-race scholarships and stipends to benefit White students. Additionally, control of the endowment was withheld from HBCUs until each university obtained a 10 percent population of other-race students for three consecutive years. To achieve the diversity measure, athletics departments at HBCUs recruited Caucasian and international students, administrators signed memoranda of understanding with PWIs and international universities, and academic programs on branch campuses attracted other-race students. The implications for HBCU administrators include securing maximum funds from the state using the funding formula, generating revenue from outside sources by educating alumni and adequately staffing and funding institutional advancement and using the institution’s bond rating to build needed facilities when necessary. In conclusion, the Ayers settlement benefitted HBCUs with capital projects and temporary funds that supported new and enhanced academic programs, faculty salaries and operating budgets but White students also benefitted from the settlement in the form of other-race scholarships and stipends. HBCU administrators are making plans to subsume Ayers budget costs into their operating budgets.

The College of Education, Health and

Human Sciences

Announces the Final Examination of

Elizabeth A. Bishop

for the degree of

Doctor of Education

July 7, 2015 at 2:30 pm

123 Ball Hall, University of Memphis

Memphis, TN

Biographical Sketch

Bachelor of Arts, Social Work, University of Memphis

Masters of Science in Social Work, Social Work, University of Tennessee

Advisory Committee

Mitsunori Misawa, Ph.D., Assistant Professor, Leadership, Committee chair

Larry McNeal, Ph.D., Professor, Leadership

Charisse Gulosino, Ed.D., Assistant Professor, Leadership

Charles Coker, Ph.D., Adjunct Professor, Leadership

Major Field of Study

Higher and Adult Education

Period of Preparation: 2009– 2015

Comprehensive Examination Passed: December/2013

ADULT LEADERSHIP DEVELOPMENT AND SPIRITUALITY IN MARTIAL ARTS: A GROUNDED THEORY STUDY ON SERVANT LEADERSHIP IN A NON-COMMERCIAL TAEKWONDO DOJANG

Abstract

Bishop, Elizabeth A., Ed.D. The University of Memphis, August, 2015. Adult leadership development and spirituality in martial arts: A grounded theory study on servant leadership in a non-commercial taekwondo dojang. Major Professor: Dr. Mitsunori Misawa.

This grounded theory study sought to understand how leadership as a constructed concept develops in adult students engaged in learning a martial art, taekwondo. This was accomplished through a qualitative case study using the methods of data collection and analysis, specifically in-depth, semi-structured interviewing, document and textual review, and field observations. The interviews were conducted with adult students at Yeshá Ministries in Atoka, TN. Yeshá Ministries is a non-profit, non-commercial accredited taekwondo dojang. The interviews were related to the perceptions and understanding of leadership and how taekwondo had affected the lives of adult students. The purpose of this study was to understand how taekwondo contributes to the holistic development of leaders and specifically development of servant leaders. Three themes emerged from the data that provided a theory on servant leader development from learning taekwondo; Authenticity, Identity, and Relationships. Learning taekwondo, adults progress through a developmental process where they explore fears, loss, challenges, conflicts and spiritual growth to find an authentic self; identify with a leader or follower paradigm and identify with the act of leading through service to others; and finally the process requires them to develop multiple roles and relationships through mentorships, friendships, and other roles. Studying servant leadership development in a non-commercial taekwondo program has added to the leadership discourse on how leaders develop cognitively, physically, emotionally, and spiritually. This study has implications for leader development research centered on understanding how leaders develop and in what environments are best suited to develop leaders. Spirituality and context are crucial to the pursuit of understanding this developmental process. Conclusions from this study indicate that research into servant leadership has great potential for the adult learning field as corporations, politics, social organizations, and higher education have a vested interest in future leaders who are knowledgeable, effective and ethical. The plethora of leadership theories that focus solely on characteristics or trait leadership are missing a large part of the leadership force. By expanding our own view of what is a leader and considering servant leaders as a vital and equivalent source of information, our understanding of leadership and leader development can only be improved.

The College of Education, Health and

Human Sciences

Announces the Final Examination of

Christina Locke Ingram

for the degree of

Doctor of Philosophy

June 26, 2015 at 2:30 pm

103 Ball Hall, University of Memphis

Memphis, TN

Biographical Sketch

Bachelor of Science, Psychology, Pacific Lutheran University

Master of Science, Mental Health Counseling, Central Washington University

Advisory Committee

Suzanne H. Lease, Ph.D., Associate Professor, Counseling, Educational Psychology, and Research, Committee chair

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

Yonghong Jade Xu, Ph.D., Associate Professor, Counseling, Educational Psychology, and Research

Susan McChesney-Atkins, Ph.D., Adjunct Graduate Faculty, Counseling, Educational Psychology, & Research

Major Field of Study

Counseling Psychology

Period of Preparation: 2011 – 2015

Comprehensive Examination Passed: August 2013

Work Meaning and its Buffering Effect on the Relationship between Perceived Stress and Health Risk Factors

Abstract

The current study explores the association between perceived stress and health risk factors (heart disease, high blood pressure, high cholesterol, obesity, high blood glucose/diabetes, tobacco use, problematic alcohol use, physical inactivity, poor nutrition, and depressive symptoms) among a sample of working adults. The moderating effect of work meaning on the relationship between perceived stress and health risk factors was examined. It was hypothesized that greater levels of perceived stress would be significantly associated with higher numbers of total health risks and that the relationship between perceived stress and total health risks would be buffered by work meaning. Although the results of the study indicated that the perceived stress of working adults was related to health risk factors, work meaning was not found to moderate this stress-outcome relationship when using a summary score of all health risk factors. In post-hoc analyses, the health risk factors were divided into physical health outcomes, depressive symptoms, and behavioral risk factors and the moderating hypothesis was tested again. Results indicated that perceived stress was related to behavioral risk factors, but not physical health outcomes. Additionally, work meaning was found to moderate the relationship between perceived stress and behavioral risk factors. Analyses also identified a relationship between perceived stress and the psychological health outcome of depressive symptoms. Work meaning buffered the relationship between perceived stress and depressive symptoms. Results have implications for clinicians desiring to help individuals explore their meaning making process and view their work as more meaningful. Additionally, the findings of this research can be extended to those aimed at improving the physical and psychological health of clients or employees at the individual, group, and organizational level.

The College of Education, Health and

Human Sciences

Announces the Final Examination of

Christine Marie Jehu

for the degree of

Doctor of Philosophy

June 24, 2015 at 1:30 pm

103 Ball Hall, University of Memphis

Memphis, TN

Biographical Sketch

Bachelor of Arts, Clinical Psychology, Hollins University

Masters of Science, Kinesiology – Sport & Exercise Psychology Concentration, The University of North Carolina at Greensboro

Advisory Committee

Suzanne Lease, PhD, Associate Professor, Counseling, Educational Psychology and Research, Committee chair

Elin Ovrebo, Ph.D., Assistant Professor, Counseling, Educational Psychology and Research

Richard Scott, Ph.D., Training Director, Assistant Director, Counseling Center

Randy Floyd, Ph.D., Associate Professor, Department of Psychology

Major Field of Study

Counseling Psychology

Period of Preparation: 2010 – 2015

Comprehensive Examination Passed: August 2012

The Effect of an LGB Affirmative Sports Video on Student Athlete Knowledge and Attitudes Toward LGB Individuals

Abstract

Hegemonic masculinity has deep roots within sports making it difficult for lesbian, gay, and bisexual (LGB) athletes to be openly out. Many LGB athletes have experienced verbal and physical harassment and assault from teammates and other athletes or social isolation on their teams. The You Can Play Project (YCPP) is an online media campaign focused on eliminating homophobia in sports and making sport a safe space for LGB athletes. However, there has been no empirical evaluation of whether the YCPP changes attitudes toward LGB individuals. The current study evaluated the effectiveness of the YCPP videos on decreasing homonegativity within a sample of self-identified heterosexual NCAA female (n = 120) and male (n = 28) athletes. Athletes were randomly assigned to watch one of three one-minute videos: YCPP, generic anti-bullying, or sleep hygiene. Most athletes in the study had not heard of the YCPP or seen their videos. Significant differences in homonegativity were found between female and male athletes with men reporting more negative attitudes. Using data from only the female athletes; there were no significant differences in homonegative attitudes by video condition. Knowledge of LGB history was associated with more positive attitudes toward LGB individuals for both female and male athletes. Female athletes who reported close contact with an LGB family member or friend reported significantly greater internal affirmativeness toward LGB individuals. Results of the study suggest a shift is taking place within the NCAA with female athletes holding more positive attitudes toward LGB individuals than previously reported. This finding may not be true for male athletes. Continued efforts are needed in examining the effectiveness of the YCPP.

The College of Education, Health and

Human Sciences

Announces the Final Examination of

Luanne Sailors

for the degree of

Doctor of Education

June 16, 2015 at 4:30 pm

405 Ball Hall, University of Memphis

Memphis, TN

Biographical Sketch

Bachelors Degree, Education (Teaching All Learners), University of Memphis

Masters Degree, Education (Curriculum, Instruction, & Assessment K-12), Walden University

Advisory Committee

Dr. Robert Williamson, Ed.D., Assistant Professor, Instruction and Curriculum Leadership, Committee chair

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

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

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

Major Field of Study

Instruction and Curriculum Leadership

Period of Preparation: 2014-2015

Comprehensive Examination Passed: November 2014

Examining the Attitudes of Pre-Service Teachers Toward Including Students with Autism Spectrum Disorders in a General Education Setting

Abstract

Including students with a range of abilities in today’s classrooms paired with increasing inclusive practices has presented itself as a challenge for all educators. More specifically, students with autism spectrum disorders (ASD) have had an increased presence in general education settings. This study aims to discover pre-service teachers’ attitudes toward including students with ASD in a general education setting, to examine pre-service teacher knowledge regarding ASD, and examine if any correlation between the two may exist. The main research instrument consisted of a set of 1) demographics questions (categorical data), 2) attitudes of inclusion of students with ASD measured in a Likert-scale component, and 3) measuring knowledge of students with ASD (scaled score) component. Correlation results were analyzed using Pearson’s r coefficient calculation and indicated a positive correlation between attitude and knowledge. Results supported prior research and indicated that the pre-service teachers possessed positive attitudes toward including students with ASD, but felt slightly different when including students with any range of abilities. In regards to participant knowledge of ASD, results indicated that pre-service teachers were knowledgeable about topics surrounding ASD.