The College of Education

Announces the Final Examination of

Angela Lynnette Barnes Hargrave

for the degree of

Doctor of Education

November 9, 2015 at 9:00 AM

123 Ball Hall, University of Memphis

Memphis, TN

Biographical Sketch

Bachelor of Science, Elementary/Special Education, Grambling State University

Master of Science, Educational Leadership, University of Mississippi

Educational Specialist, Curriculum and Leadership, Union University

Advisory Committee

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

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

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

Momodou Keita, Ed.D., Adjunct Professor, Shelby County Schools

Major Field of Study

Leadership and Policy Studies

Period of Preparation: 2011 – 2015

Comprehensive Examination Passed: November 2014

THE RELATIONSHIP BETWEEN PARTICIPATION IN ATHLETICS AND ACADEMIC PERFORMANCE OF MALE AFRICAN AMERICAN HIGH SCHOOL STUDENTS

Abstract

Hargrave, Angela Lynnette. Ed.D. The University of Memphis, December 2015. The Relationship Between Participation in Athletics and Academic Performance of Male African American High School Students. Major Professor: Larry McNeal, Ph.D.

A dramatic gap in the academic achievement of African American males and the academic achievement of Caucasian males across this country continues to exist. African American males fail to complete high school at an increasingly high rate or are ill-prepared for postsecondary education upon completion of high school. The disengagement of African American males in schools has been linked to the continuance of this achievement gap. This study was conducted to investigate the impact on academic achievement that high school athletics had on African American male students who participated in high school athletics against African American male students who did not participate in high school athletics from 2008 to 2012. The foundational theories of this study are Bechtol’s Sports Participation Theory and the Self-Determination Theory, which indicate that participating in athletics has a positive and lasting effect on academic outcomes for students.

The results of this study provide educators and researchers further insight into contributors of the achievement gap and a significant means of improving the educational experiences of African American males. This secondary analysis of existing data was conducted using categorical data, with the independent variables of participation or nonparticipation in athletics and socioeconomic status (SES) being measured against dependent variables of academic achievement. The results were measured by the cumulative grade point averages (GPA), the composite results of the American College Test (ACT) exam, and high school completion type of the African American males who participated in athletics and those African American males who did not participate in athletics while in high school.

The results of this study indicate that participation in high school athletic programs does have a significant impact on the academic achievement of African American males. Results of this study further indicate that athletic participation proved to have a substantial impact on the completion of high school and the cumulative GPAs of African American male students and should be considered an important resource for influencing the academic aspirations of African American males. This study also highlights that SES further impacts the academic achievement of African American males. The findings of this study show that athletic participation should be considered a viable means of engaging African American males and moving them toward high school completion and postsecondary readiness.

The College of Education

Announces the Final Examination of

Jeffery Lane Sisk

for the degree of

Doctor of Education

November 5, 2015 at 12:00 pm

123 Ball Hall, University of Memphis

Memphis, TN

Biographical Sketch

Bachelor of Science, Computer Information Systems, Lambuth University

Master of Science, Leadership, University of Memphis

Advisory Committee

Mitsunori Misawa, PhD, Assistant Professor, Leadership, Committee chair

Larry McNeal, PhD, Professor, Leadership

Charisse Gulosino, EdD, Assistant Professor, Leadership

William Akey, EdD, Associate Dean, University College

Major Field of Study

Higher and Adult Education

Period of Preparation: 2005 – 2015

Comprehensive Examination Passed: December 2012

The Pink Toolbox: A Narrative Examination of The Theory of Emotional Labor and Its Potential Nexus With Female Adult Learners Preparing for Nontraditional Occupations

Abstract

Sisk, Jeffery Lane. Ed.D. The University of Memphis. December/2015. The Pink Toolbox: A Narrative Examination of The Theory of Emotional Labor and Its Potential Nexus With Female Adult Learners Preparing for Nontraditional Occupations. Major Professor: Dr. Mitsunori Misawa, Ph.D.

Both societal and institutional barriers exist that keep females from fully participating in all aspects of the job market, including preparatory training. This is particularly true for jobs that are considered nontraditional for women, including: welding, machine tool, automotive mechanics, and aircraft maintenance. These types of jobs typically have higher wages and better benefits than other jobs. This narrative study focused on the experiences of nine female adult learners enrolled in postsecondary training programs preparing them for careers in nontraditional occupations. Utilizing a narrative inquiry methodology, the purpose of this study was to understand how female adult learners enrolled in training programs preparing them for careers in nontraditional careers, employed emotional labor strategies to help them to cope and succeed using Hochschild’s Theory of Emotional Labor and how their experiences influenced their positional and relational identities. The two research questions that guided the study were:

1. In what ways do female adult learners, who are enrolled in training programs preparing them for nontraditional occupations, employ anticipatory or reactionary strategies as it relates to Hochschild’s Theory of Emotional Labor?
2. What are the implications of Hochschild’s Theory of Emotional Labor and training programs for nontraditional occupations on the positional and relational identities of female adult learners?

Data were collected using in-depth interviews and nonparticipant observations. A thematic analysis was used to examine how the learners were employing Emotional Labor strategies and how their positional and relational identities were impacted by these strategies. Three themes emerged from the data analysis: 1) Situated in a Gendered Field; 2) Power and Authority of Knowledge; and 3) Social Opprobrium. A number of explanations were considered for why women typically do not pursue training in nontraditional (male dominated) occupations including occupational segregation and the gendered nature of social life. Despite those obstacles, there are a limited number of women who are pursuing training in careers where they constitute less than 25% of the occupational workforce. The implications of this study include recommendations for training for instructors and staff who work with these students; a proactive strategy to train all students on sexual harassment prevention; implementation of support groups for these students; and financial aid programs designed to support female adult learners who want to pursue nontraditional occupations.

The College of Education

Announces the Final Examination of

Nancy Robinson Kelley

for the degree of

Doctor of Education

October 14, 2015 at 11:00 am

215B Ball Hall, University of Memphis

Memphis, TN

Biographical Sketch

Bachelor of Art, Psychology, Memphis State University

Master of Art and Teaching, Elementary Education K-8, Memphis State University

Educational Specialist, School Counseling K-12, The University of Memphis

School Administration and Supervision K-12, The University of Memphis

Advisory Committee

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

Pam Cogdal, Ph.D., Professor, Counseling, Educational Psychology, and Research

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

Steve Zanskas, Ph.D., Associate Professor, Counseling, Educational Psychology, and

Research

Major Field of Study

Counselor Education

Period of Preparation: 2012 – 2015

Comprehensive Examination Passed: October 2014

CRISIS RESPONSE TEAMS IN THE SCHOOL SETTING: BEST PRACTICES AND LESSONS LEARNED

Abstract

In recent years, more attention has been focused on crisis management in school settings, attributable in part to a heightening awareness of student mental health and violence in the schools. As such, there are different models of crisis response designed for school teams to utilize in the event of a crisis situation that address the needs of students, staff, and other stakeholders. The purpose of this action research study was to conduct an analysis of a local, suburban area District School Crisis Response Team’s (DSCRT) model for crisis response in an attempt to produce a lessons learned, best practices approach for school crisis situations. Based upon the purpose of this study, the following questions guided this research:

1. What are the strengths and limitations of a local school district model for school crisis response situations?
2. How does being involved in a school crisis response impact crisis team members in a professional way?
3. How does being involved in a school crisis response impact crisis team members in a personal way?

The research included an investigation of archival data to gain an understanding of team members’ perspectives of the local model’s crisis response procedures and answer the research questions. The three sources of archival data included the following: survey responses from DSCRT members, field notes from the DSCRT coordinator, and other documents relative to the crisis events of the 2012-2013 school year. Additionally, the researcher explored best practices from different models of school crisis response, including the FEMA model for school emergency response. Data analysis involved the exploration of all archival data in order to generate best practice thematic units in crisis response. The researcher discovered five thematic topics to include the following: Team Strengths, Team Limitations, Professional Impact, Personal Impact, and Crisis as a Unique Event. Based on the premise of action research, this study sought to not only improve the researcher’s practices for crisis response work in future school crisis situations, but to also share lessons learned with colleagues, counseling professionals, and others involved in the work of school crisis response.

The College of Education

Announces the Final Examination of

Robert Luther Bradfute

for the degree of

Doctor of Education

October 9, 2015 at 1:00 pm

405 Ball Hall, University of Memphis

Memphis, TN

Biographical Sketch

Bachelor of Professional Studies, Commercial Music, University of Memphis

Master of Arts, Radio-Television-Film, University of Texas

Advisory Committee

Lee Allen, Ed.D., Associate Professor, Instruction and Curriculum Leadership, Committee chair

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

Trey Martindale, Ph.D., Associate Professor, Instruction and Curriculum Leadership

Michael Schmidt, MGD, Associate Professor, Department of Art

Major Field of Study

Instructional Design and Technology

Period of Preparation: 2008 – 2015

Comprehensive Examination Passed: December 2012

Applying Instructional Design to Museum Exhibits:

A Case Study

Abstract

The field of instructional design exists to facilitate learning, and museums promote learning in many ways, including through the design of exhibits and the study of how visitors interact with the museum. By conducting a case study at a major civil rights museum, this study investigated how instructional design was been used in the recent renovation of this museum and its exhibits. The study also intended to investigate the relationship between the museum community and the field of instructional design as it relates to the design and development of exhibits.

The College of Education

Announces the Final Examination of

David A. Stephens

for the degree of

Doctor of Education

October 8, 2015 at 2:00 pm

123 Ball Hall, University of Memphis

Memphis, TN

Biographical Sketch

Bachelor of Science, Education, University of Memphis

Masters Degree, Educational Leadership, Trevecca Nazarene University

Advisory Committee

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

Larry McNeal, Ph.D., Professor, Leadership

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

Louis A. Franceschini III, PhD, Research Associate II, Center for Research in Educational Policy

Courtney E. Fee, Ed.D., Adjunct, Leadership

Major Field of Study

Leadership and Policy Studies

Period of Preparation: 2011 – 2015

Comprehensive Examination Passed: 2013

An Ethnographic Case Study Of The Processes And Procedures Used By The Transition Steering Committee To Implement The Report of The Transition Planning Commission To Merge The Memphis City Schools And Shelby County Schools

Abstract

The Memphis City Schools (MCS) and Shelby County Schools (SCS) completed a historical merger July 1, 2013. Memphis City School system was a large urban school district and the legacy Shelby County School system was a smaller, mainly suburban school system. The Memphis City School Board surrendered their charter in December of 2010 starting the merger process. Guiding the merger process, the Tennessee Senate approved Tennessee Public Chapter 1 on March 10, 2011 creating a 21 member Transition Planning Commission (TPC). The TPC was charged with creating a transition plan to submit to the Shelby County School Board for approval.

The superintendents of Memphis City Schools and Shelby County Schools created a Transition Steering Committee (TSC) to operationalize the TPC merger plan. This study investigated the processes and procedures used to merge the Memphis City Schools and Shelby County Schools from the perspective of the members of the Transition Steering Committee. This study examined the TSC’s implementation of the merger plan and how they vetted and operationalized the Transition Planning Commissions recommendations.

This ethnographic case study relied on interviews of members of the TSC, the researchers notes, since the researcher was a member of the TSC, along with TSC documentation. The findings discovered regarding the processes and procedures used by the TSC: The members of the TSC felt the work was challenging but in the best interest of children, the members of the TSC were able to set aside personal differences to ensure the work was completed in an effective and efficient manner, TSC members perceived the processes and procedures as valid and fair, leadership is critical to the effective development of the new organization, cultural differences need to be addressed if the two organizations are to work together, and merging two large districts is time consuming and requires expertise by those involved.

The historical significance of this merger warrants documentation of the processes and procedures used to merge the two districts.   The findings from this study offer firsthand insight for educational leaders who are contemplating or involved in the merger process.