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.