The College of Education

Announces the Final Examination of

Lou Flowers Martin

for the degree of

Doctor of Education

March 30, 2016 at 1:00 pm

123J Ball Hall, University of Memphis

Memphis, TN

Biographical Sketch

Bachelor of Science, Education, Millsaps College

Master of Science, Counseling, University of Memphis

Advisory Committee

Charisse Gulosino, Ph.D., Assistant Professor, Leadership, Committee chair

Louis Franceschini, Ed.D., Research Assistant Professor, Leadership

Reginald Green, Ed.D., Professor, Leadership

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

Major Field of Study

Educational Leadership

Period of Preparation: 2010 – 2016

Comprehensive Examination Passed: Fall 2013

THE RELATIONSHIP BETWEEN PERSONAL WELLNESS (MIND, BODY, SPIRIT) AND JOB SATISFACTION AMONG INDEPENDENT SCHOOL EDUCATORS IN ONE MID-SOUTH REGION

Abstract

This study researched the relationship between personal wellness (mind, body, and spirit) and job satisfaction among a sample of 71 elementary, middle, and high school teachers. The investigation took place among four faith-based-associated schools and four secular independent schools in a Mid-south region. A two-part research based questionnaire was administered to randomly selected teachers in the eight schools. Correlations of wellness dimensions of body, mind, and spirit were examined and analyzed using a mixed ANOVA. Results indicated that all teachers, despite the difference in school type, felt highly satisfied with their jobs. Teachers reported very high levels of mental health, moderate to high levels of spiritual health, and relatively lower levels of physical health. A difference in the wellness profiles for the two groups was observed, with spiritual wellness receiving higher self-assessed scores among respondents at faith-based schools in comparison to those at secular schools. Respondents at both types of schools appeared to be highly satisfied with their jobs, such that there was no difference in level of satisfaction by type of school. There was also no observed relationship between self-assessed wellness (mind, body, or spirit) and job satisfaction. This research concluded that dimensions of personal wellness vary between types of institutions.

The College of Education

Announces the Final Examination of

Rebecca Harrison Scott

for the degree of

Doctor of Education

March 31, 2016 at 10:00

123 Ball Hall, University of Memphis

Memphis, TN

Biographical Sketch

Bachelor of Science, Elementary Education, Arkansas State University

Master of Science, Educational Leadership and Curriculum Instruction, Arkansas State University

Advisory Committee

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

Beverly Cross, Ph.D., Holder of the Chair of Excellence, College of Education

Louis A. Franceschini III, Ph.D., Research Assistant Professor, Department of Leadership

Karen Weddle-West, Ph.D., Provost, Academic Affairs

Major Field of Study

Educational Leadership and Policy Studies

Period of Preparation: 2011-2016

Comprehensive Examination Passed: October 2014

A Comparative Analysis of Instructional Leadership Practices in Reward-Performance, Reward-Progress and Priority Schools as Determined by the Thirteen Core Competencies and Measured by the TELL Tennessee Survey

Abstract

Policies and education reform measures have sought to improve education for decades. Some scholars support the notion that the instructional leadership role of the school leader makes a significant contribution to educational reform, student learning, and school improvement.  The purpose of this study was to analyze instructional leadership practices in Reward-Performance, Reward-Progress, and Priority schools as determined by the Thirteen Core Competencies Framework and measured by select items on the Teaching, Empowering, Leading and Learning (TELL) Tennessee Survey.

This quantitative study examined the teachers’ perceptions of how school leaders utilized instructional leadership practices as determined by the Thirteen Core Competency Framework. Core competency areas addressed in the study included:  Visionary Leadership, Unity of Purpose, Instructional Leadership, Curriculum and Instruction, Professional Learning Communities, Organizational Management, Collaboration, Assessment, and Professional Development.  The secondary data analysis performed in this study involved the integration of data from two data sources:  1) item-level responses retrieved from the spring 2013 TELL survey, and 2) the school’s current classification as Reward-Performance, Reward-Progress and Priority by the Tennessee Department of Education.  The item-level responses on the TELL survey were aligned with nine of the core competencies represented in the Thirteen Core Competency Framework. A total of 129 schools were selected for the study.  The sample was representative of school districts across the state of Tennessee.

The data analysis revealed that the nine leadership competencies were not equally represented across the sample of schools classified as Reward-Performance, Reward-Progress and Priority Schools. In addition, the nine leadership competencies varied both within and between the three types of schools.   Between types of institutions, teachers at the Reward-Performance schools tended to perceive their schools’ endorsement of the leadership competencies more positively than did teachers at either the Reward-Progress or the Priority schools.  The data analysis also revealed that mean scores tended to be higher at the elementary schools rather than secondary schools.

The results of this study indicate that the school leader’s ability to utilize the Thirteen Core Competency Framework is critical to effective leadership. The findings from this study have the potential to inform school leaders, teacher leaders, and leadership training programs.

The College of Education

Announces the Final Examination of

Laura Ann Bailey Smith

for the degree of

Doctor of Education

April 5, 2016 at 11:00 am

103 Ball Hall, University of Memphis

Memphis, TN

Biographical Sketch

B.A., Psychology, Christian Brothers University

M.S., Clinical Mental Health Counseling, The University of Memphis

Advisory Committee

Douglas Strohmer, Ph.D., Professor, CEPR, Committee chair

Pam Cogdal, Ph.D., Associate Clinical Professor, CEPR

Melissa Fickling, Ph.D., Assistant Professor, CEPR

Stephen Lenz, Ph.D., Assistant Professor, Texas A&M-Corpus Christi

Major Field of Study

Counseling

Period of Preparation: 2013-2016

Comprehensive Examination Passed: April 16-17, 2015, Written; March 1, 2016, Oral

Differential Prediction of Resilience among Individuals with and without a History of Abuse

Abstract

This study evaluated the differential relationship between spirituality, hope, and mutuality for predicting resilience among 253 young adult participants (47 men, 206 women; Mean age = 22 years; SD = 5.66 years) with history of abuse (n = 64) or no history of abuse (n = 189). Backwards-stepwise multiple regression analyses revealed statistically significant, yet different models between participants with and without history of abuse wherein subscales of spirituality (existential well-being with abuse, β = .40, p = .03; without abuse, β = .27, p < .01) and hope (time/future without abuse, β = .32, p < .01) were substantial predictors of resilience. Implications for counseling practice and public policy are provided.

The College of Education

Announces the Final Examination of

Eric Thomas Jones

for the degree of

Doctor of Education

April 8, 2016 at 10:00 am

 Ball Hall, University of Memphis

Memphis, TN

Biographical Sketch

Bachelor of Arts, Education/History, Freed-Hardeman University

Master of Education in Instructional Leadership, Administration and Supervision, Freed-Hardeman University

Education Specialist in Instructional Leadership, Administration and Supervision, Freed-Hardeman University

Advisory Committee

Reginald Green, EdD, Interim Chair, Department of Leadership, Committee chair

Louis Franceschini III, PhD., Research Assistant Professor, Department of Leadership

William Hunter, EdD, Assistant Professor, Instruction and Curriculum Leadership

Donald Hopper, PhD, Visiting Associate Professor, Department of Leadership

Major Field of Study

Leadership & Policy Studies

Period of Preparation: 2012 – 2016

Comprehensive Examination Passed: October 2013

Title of Dissertation

THE EXISISTENCE.OF PROFESSIONAL LEARNING COMMUNITIES IN WEST TENNESSEE SECONDARY SCHOOLS AND THEIR INFLUENCE ON TEACHER JOB SATISFACTION

Abstract

Of the six Professional Learning Community (PLC) dimensions theorized by Hord, the 307 secondary school teacher respondents in this study suggested that two dimensions—namely, “Shared Personal Practice” and “Supportive Conditions: Structures”—tended systematically to be underrepresented at their schools. The under representation was irrespective of their schools’ categorization as either high- or low-achieving. As anticipated, statistically significant positive relationships were observed between all six PLC dimensions and the mean on a 20-item measure of “satisfaction with teaching.” However, when the means on the six PLC dimensions were simultaneously entered as predictor variables into a multiple regression model using “satisfaction with teaching” as the criterion, the only PLC dimension that proved to significant relationship with the outcome while controlling for the other five was “Shared and Supportive Leadership.” As with the means on the PLC measure, a schools’ status as either high- or low-achieving did not appear to moderate the strength of relationship the six PLC predictors and the “satisfaction with teaching” criterion. Moderating effects were tested by examining each pair of correlations individually using the Fisher r to z transformation as well by creating six interaction terms and including them in a hierarchical multiple regression model. Implications of these outcomes for school leaders who wish to improve the effectiveness of PLCs at their schools are discussed in the final chapter.

The College of Education

Announces the Final Examination of

Katharina A. Azim

for the degree of

Doctor of Philosophy

March 28^th, 2016 at 12:00 pm

103 Ball Hall, University of Memphis

Memphis, TN

Biographical Sketch

B.Ed., English language education and literature, Fontys University of Applied Sciences

B.Ed., German language education and literature, Fontys University of Applied Sciences

M.Ed., German language education and literature, Fontys University of Applied Sciences

M.A., English language education and communication, Utrecht University

Advisor yCommittee

Christian Mueller, Ph.D., Associate Professor, Counseling, Educational Psychology, and Research, Committee co-chair

Alison Happel-Parkins, Ph.D., Assistant Professor, Counseling, Educational Psychology, and Research, Committee co-chair

Yeh Hsueh, Ed.D., Associate Professor, Counseling, Educational Psychology, and Research

Laurie MacGillivray, Ed.D., Professor, Instruction and Curriculum Leadership

Major Field of Study

Educational Psychology and Research

Period of Preparation: 2013-2016

Comprehensive Examination Passed: September 2015

El Ghorba Fil Gharb: Conceptualizing Ethnic Identity with Saudi Women Graduate Students in the U.S.

Abstract

This narrative inquiry examined how ethnic identity is conceptualized in the stories of Saudi women students living and studying in the United States. This was done using theorists from the field of ethnic identity and enculturation research, as well as postcolonial feminist critique to address various layers of marginality and power relations. Participants included seven women enrolled as international students in a graduate program at a Northeastern U.S. university. Unstructured life-story interviews of 2 to 2.5 hours were conducted to elicit narratives of how the women positioned themselves ethnically and how they were positioned by their surrounding while living in the suburbs of Gamuston (pseudonym). The rhizoanalytic approach of “plugging in” (Jackson & Mazzei, 2012) theorists into the women’s narratives was used to interrogate the intricate workings of ethnic identity positionalities in the socio-cultural, gender, and geopolitical contexts that inform them.

The College of Education

Announces the Final Examination of

Jennifer T. Townes

for the degree of

Doctor of Education

March 29th, 2016 at 10:00 am

320 Ball Hall, University of Memphis

Memphis, TN

Biographical Sketch

Bachelor of Science, Education, The University of Tennessee, Martin

Master of Education, Curriculum & Instruction, Tennessee State University

Advisory Committee

Carmen L. Weaver, EdD, Assistant Professor, Instruction & Curriculum Leadership, Committee chair

Helen Perkins, EdD, Associate Professor, Instruction & Curriculum Leadership

Nicole Thompson, PhD, Associate Professor, Instruction & Curriculum Leadership

Deborah K. Watlington, PhD, Clinical Assistant Professor, Instruction & Curriculum Leadership

Major Field of Study

Instructional Design & Technology

Period of Preparation: 2013 – 2016

Comprehensive Examination Passed: September 2015

TECHNOLOGY INTEGRATION STRATEGIES FOR TEACHERS FACED WITH LIMITED ACCESS TO TECHNOLOGY

Abstract

The driving forces for integrating technology are to prepare students for the workforce and to increase student knowledge and skills. However, technology is not transforming education as it should, and studies show the teacher is a significant component in whether technology is effectively being integrated into the classroom. The purpose of this study was to investigate teachers’ plans to increase technology use in their classroom. The views of teachers who participated in professional development were examined.  The research included addressing the specific barriers of limited hardware, software, and Internet connectivity teachers face when implementing technology.  The study asked if teachers would increase technology integration that focused on student use after strategies that address the barriers to working with limited access to technology were provided.

This mixed methods study examined quantitative data collected through the Teachers Technology Questionnaire-R (TTQ-R) and the Technology Skills Assessment-R (TSA-R) and qualitative data through an interview protocol. Differences in the data collected from the pre and post instructional intervention survey using a paired samples t-test were not found to be statistically significant; however there were observable differences. Participants’ perceived general readiness to integrate technology decreased after completing the instructional intervention as shown through the TTQ-R.  However, confidence related to integrating technology focused on student use of technology did increase.  The change in confidence could be due to the fact that the participants were not aware of the increased emphasis on the effective use of technology in schools to prepare students for the 21st century.

The themes of levels of student use, benefits and barriers of technology use and, perceived readiness emerged through the analysis of data collected through the interview protocol and the TTQ-R. The participants in this study recognized many of the same benefits and barriers found in the literature.  Access to more and better resources, increased motivation and student engagement listed as benefits (Cuban, 2001; Gaffner, 2014; Weaver, 2012).  The barriers the teachers reported facing include limited access to hardware and Internet connectivity, time constraints, (Cuban, 2001; Weaver, 2014), classroom management and student behavior, (Kopcha, 2012) and skill level (King, 2013).

The findings of this study contribute to the existing body of literature in two ways. The findings support the current literature that examines the benefits and barriers of technology integration.  Second, the findings provide support for the need of content-specific professional development for integrating technology.

The College of Education

Announces the Final Examination of

Trevor Thompson

for the degree of

Doctor of Education

March 30, 2016 at 3:30 pm

123 Ball Hall, University of Memphis

Memphis, TN

Biographical Sketch

Bachelor of Arts, Political Science, Xavier University of Louisiana

Masters of Arts, History, University of Mississippi

Advisory Committee

Dr. Reginald Green, Professor, Department of Leadership, Committee chair

Dr. Ronnie Davis, Assistant Professor, Department of Leadership

Dr. Charisse Gulosino, Assistant Professor, Department of Leadership

Dr. Ruth Williams, Associate Professor, School of Health Studies

Major Field of Study

Leadership and Policy Studies

Period of Preparation: 2007 – 2016

Comprehensive Examination Passed: February 2012

A STUDY OF PARENT INVOLVEMENT REGARDING CHILDREN LIVING WITH SICKLE CELL DISEASE AND THEIR PARENTS PERCEPTIONS OF THEIR CHILDREN’S 504/INDIVIDUALIZED EDUCATION PLAN

ABSTRACT

Sickle Cell Disease (SCD) affects approximately 30,000 students in the United States and due to stroke, silent cerebral infarction, and cognitive impairment, these students suffer academically. This study examined parents’ perceptions of how their children fared in the education system. Nine parents of children with SCD were interviewed and the following themes emerged: the Star Coordinator from the hospital was key to their child’s academic success, seven of nine children had cognitive issues, All nine parents said their child was allowed to go to rest room, keep water/snacks in class, all nine were advocates for their child and all nine parents said education was the key to success. All nine parents indicated that their children fall behind academically when they are absent from school because of having a sickle cell crisis. The three primary sources of evidence for this study were semi-structured interviews, image elicitation, and document analysis; these were analyzed through the development of individual responses for each participant, which resulted in a cross-case analysis narrative depicting the study’s findings.

The College of Education

Announces the Final Examination of

Clay Andrew Woemmel

for the degree of

Doctor of Education

Tuesday, April 5, 2016 at 10:00 am

207 Ball Hall, The University of Memphis

Memphis, Tennessee

Biographical Sketch

Bachelor of Science, Psychology and Public Relations, Southeast Missouri State University

Master of Science, Counseling and Personnel Services, The University of Memphis

Advisory Committee

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

Pamela Cogdal, Ph.D., Associate Clinical Professor, Counseling, Educational Psychology, and Research

Rosie Phillips Bingham, Ph.D., Professor, Counseling, Educational Psychology, and Research

Colton Cockrum, Ed.D., Adjunct Professor, Leadership

Major Field of Study

Counseling

Period of Preparation: 2012-2016

Comprehensive Examination Passed: April 2015

Title of Dissertation

A Descriptive Study of the Career Perceptions of Diverse Freshmen Students in a First-year Experience Course

Abstract

This study examined archival data gathered from freshmen students who completed a career exploration unit in a first-year experience course during a recent four-year time span (2011-2014) in an effort to determine how levels of career confidence differed among students based upon race, gender, and place of college residence. Four specific research questions were examined: (1) How does confidence in the ability to identify the skills necessary for a desired career differ among freshmen students based on race, gender, and collegiate residential status; (2) How does confidence in chosen academic major vary among freshmen students based on race, gender, and collegiate residential status; (3) How does confidence that academic major will lead to a specific job/career path differ among freshmen students based on race, gender, and collegiate residential status; and (4) How does confidence in the ability to choose a second major when the first choice did not work out vary among freshmen students based on race, gender, and residential status.

Participants were 1953 freshmen students who enrolled in a first-year experience course, ACAD 1100, and completed the ACAD Career Exploration Unit and its associated learning assessment during the years 2011-2014. Fifty of the participants identified as Asian/Asian American, 1009 identified as Black/African American, 68 identified as Hispanic/Latino, and 826 identified as White/Caucasian. Six hundred forty-two were male while 1311 were female. Eleven hundred were residential students while 853 were commuter students.

The College of Education

Announces the Final Examination of

Kimberlee Fair Josey

for the degree of

Doctor of Education

March 29, 2016 at 2:00 pm

320 Ball Hall, University of Memphis,

Memphis, TN

Biographical Sketch

Bachelor of Science, Secondary Education, Mississippi State University

Master of Science, Instructional Design and Technology, University of Memphis

Advisory Committee

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

Carmen Weaver, Ed.D., Assistant Professor  Instruction and Curriculum Leadership, Committee co-chair

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

Deborah Lowther, Ph.D., Professor Chair  Instruction and Curriculum Leadership, Committee co-chair

Major Field of Study

Instruction and Curriculum Leadership

Period of Preparation: 2013 – 2016

Comprehensive Examination Passed: September 2015

Technology-Enriched Universal Design for Learning Strategies in Postsecondary Education: A Case Study of Faculty and Their Perceptions

Abstract

While studies on technology professional development (PD) report the need for faculty to remain current in their knowledge of instructional technologies, relatively few promote the capabilities of such technologies to assist faculty in implementing Universal Design for Learning (UDL) principles (Higbee, 2008; Levy, 2009; Wilson et al., 2011). Likewise, very few studies have highlighted the perceptions of faculty about UDL and how these perceptions influence practice and the implementation of such principles. The purpose of this study was to examine the perceptions of faculty who had participated in an online module on technology-enriched UDL strategies, and how this participation impacted perceptions about the needs of students with disabilities (SWDs), the application of technology to meet the needs of SWDs, and the application of technology-enriched UDL strategies to meet the needs of SWDs. A qualitative case study was conducted with five faculty members who taught lower-division undergraduate language courses. This study revealed faculty perceptions related to the following three themes: awareness of learner variability and challenges faced by SWDs, benefits and barriers of applying technology-enriched UDL strategies, and the impact of UDL-focused PD on perception and practice. Findings suggested, after participating in an online module on technology-enriched UDL strategies, participants perceived: (a) SWDs need to be accommodated, but may not always disclose learning needs, (b) SWDs and all learners need materials in multiple, accessible formats, (c) technology reduces barriers to learning, (d) technology enables customization and self-regulation of learning, and (e) technology-enriched UDL strategies are beneficial. Findings also indicated the online module may have had an impact on these perceptions.

The College of Education

Announces the Final Examination of

Tracy McAllister

for the degree of

Doctor of Education

March, 28, 2016 10:00 AM

320 Ball Hall, University of Memphis

Memphis, TN

Biographical Sketch

Bachelor of Science in Education, Early Childhood Education, University of Central Arkansas

Master’s of Science, Library Media Information Technology, University of Central Arkansas

Advisory Committee

Clif Mims, PhD, Associate Professor, Instruction and Curriculum Leadership, Co-Chair

Carmen Weaver, EdD, Assistant Professor, Instruction and Curriculum Leadership, Co-Chair

Deborah Lowther, PhD, Professor, Instruction and Curriculum Leadership

Trey Martindale, PhD, Associate Professor, Instruction and Curriculum Leadership

Major Field of Study

Instructional Design and Technology

Period of Preparation: 2010 – 2016

Comprehensive Examination Passed: March 2015

Examining Perceptions of Higher Education Faculty who Teach Online

Abstract

With the advent of computer aided technologies and the internet, students are now equipped to avail themselves of courses offered across a broad spectrum of fields and for a variety of degree levels. Institutions of higher learning have identified the need to keep pace with competing institutions by offering courses online. As colleges and universities continue to meet the demand of students seeking enrollment in online courses, the need for recruiting, hiring, and developing faculty trained to teach in an online format continues to increase as well. Quality instruction cannot exist without systems of support to advance and improve faculty (Khan & Chishti, 2012). Employing teachers with pedagogical knowledge and technology skills necessary to teach effectively continue to influence decisions of chief academic officers and other stakeholders who realize quality instruction cannot be maintained without qualified and competent faculty. The purpose of this research was to explore various aspects of higher education online instruction by examining the perceptions of instructors who teach online courses and who complete a prescribed faculty development intervention for online teaching. The research addressed three questions: What are faculty perceptions of online instruction? Does participation in a faculty development intervention, “Instructional Strategies for Online teaching and Learning”, affect faculty members’ decisions to alter their online instruction? What do participants in a faculty development intervention, “Instructional Strategies for Online Teaching and Learning”, identify as challenges to implementing new strategies to their online instruction”? Data were gathered about faculty perceptions of online instruction. Research participants engaged in a prescribed faculty development which addressed strategies specific to online instruction. Participant perceptions of the effectiveness of the training and challenges to implementing strategies were collected. The results revealed faculty members generally have a positive attitude about online instruction. The data indicated faculty members have specific preferences and that faculty development should address adult learning theory. Indications of challenges to implementing instructional strategies for online practice include time, institutional incentives and student participation.