The College of Education

Announces the Final Examination of

Claire Louisa Knowles

for the degree of

Doctor of Education

April, 1^st at 1:00 pm

320 Ball Hall, University of Memphis

Memphis, TN

Biographical Sketch

B.A., Spanish, Flagler College

M.A., Romance Languages, University of Memphis

Advisory Committee

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

Carmen Weaver, Ed.D., Assistant Professor, Instruction & Curriculum and Leadership

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

Errol O’Neill, Ph.D., Assistant Professor, Foreign Languages & Literature

Major Field of Study

Instructional Design and Technology

Period of Preparation: 2013 –2016

Comprehensive Examination Passed: September 16, 2015

INVESTIGATING INSTRUCTOR PERCEPTIONS OF ONLINE MACHINE TRANSLATION AND SECOND LANGUAGE ACQUISITION WITHIN MOST COMMONLY TAUGHT LANGUAGE COURSES

Abstract

As the cost of mobile devices and computers has decreased and access to the Internet has increased, so too has student access to online machine translators, such as Google Translate. Many institutions of higher education have reacted to the increasing prevalence of this tool by creating prohibitive policies that ban student use of online machine translation (OMT) tools. Consequently, many second language (L2) instructors are uncertain about how to treat student use of OMT. The current literature regarding OMT use in the L2 classroom is limited to the examination of instructor and student perceptions and attitudes, the comparison of L2 writing with and without the aid of OMT, and instruction for detecting and preventing student use of OMT.

The purpose of the research was to investigate whether attending a lecture intervention changed participants’ perceptions, attitudes, confidence, and inclination to integrate OMT. An instructional intervention was developed as part of an instructional design project to teach instructors about Google Translate and to offer resources to effectively integrate this tool. This mixed-methods study examined quantitative data collected through pre- and post-survey instruments and qualitative data through a semi-structured interview protocol. Significance was observed around the following research questions: perceptions and understanding regarding how OMT works, confidence explaining and integrating OMT, and inclination to integrate and assess student use of OMT. Interviews with participants revealed divergent perceptions of the limitations and benefits of OMT, as well as differing opinions on how to treat and integrate this tool.  The findings of this study support literature on the need for language programs to rethink students’ use of OMT and to provide language instructors access to OMT training. The implications of this research are important to L2 department deans, supervisors, instructors, and students.

The College of Education

Announces the Final Examination of

Thomas Kristian King

for the degree of

Doctor of Education

March 18, 2016 at 2:00 pm

406 Ball Hall, University of Memphis

Memphis, TN

Biographical Sketch

Business Administration (BBA), Business, Delta State University

Business Administration (MBA), Business, Delta State University

Advisory Committee

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

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

Lee Allen, Associate Professor & Interim Chair, Instruction and Curriculum Leadership

Carmen Weaver, Assistant Professor, Instruction and Curriculum Leadership

Major Field of Study

Instructional Design & Technology

Period of Preparation: 2010 – 2016

Comprehensive Examination Passed: April 2013

DESIGNING EFFECTIVE PROFESSIONAL DEVELOPMENT

FOR SUBSTITUTE TEACHERS

Abstract

Substitute teachers are brought into a classroom in the absence of the permanent teacher to ensure continuous instruction occurs and students are afforded a safe learning environment (Duggleby & Badali, 2007). Most substitute teachers must immediately ask themselves two questions when they walk into the classroom: “Do I have control?” and “What am I supposed to do?” (Bontempo and Ardeth, 2003). Unfortunately, maintaining instructional continuity is not always possible simply due to the challenges substitute teachers must face in this position as a temporary teacher. The purpose of this study was to create an online orientation course to identify what instructional topics best prepare substitute teacher candidates to enter a K-12 public classroom.

Data were collected from the literature and participants to identify the skills they believed were needed to prepare substitute teachers for the classroom. The data collected guided the development of an online instructional intervention administered to 12 substitute teachers in a rural Mississippi high school. The results of the study aligned with the existing research and identified a need for continuous professional development in classroom management and teaching strategies to further develop and equip quality substitute teachers.

The College of Education

Announces the Final Examination of

Shelly Roush Burr

for the degree of

Doctor of Education

April 1, 2016 at 11:00 am

207 Ball Hall, University of Memphis

Memphis, TN

Biographical Sketch

Bachelor of Science, Recreation and Park Management, The Pennsylvania State University

Master of Arts in Teaching, Elementary Education, University of Pittsburgh

Advisory Committee

Celia Rousseau Anderson, Ph.D., Associate Professor, Instruction & Curriculum Leadership, Committee chair

Angiline Powell, Ph.D., Associate Professor, Instruction & Curriculum Leadership

Erika Bullock, Ph.D., Assistant Professor, Instruction & Curriculum Leadership

Alistair Windsor, Ph.D., Associate Professor, Department of Mathematical Sciences

Major Field of Study

Instruction & Curriculum Leadership

2008 – 2016

Comprehensive Examination Passed: November 2011

Changing for the Common Good

Abstract

The purpose of this single instrumental case study is to understand the implementation of the Common Core State Standards Initiative at Southern Elementary School, an elementary school in an urban area in the mid-south.   This study utilized a conceptual framework developed by Spillane, Reiser, and Reimer (2002).  The following research questions guided the study: (1) What are the individuals’ understandings of the Common Core State Standards Initiative for Mathematics; (2) How do individuals understand their roles in the implementation process of the Common Core State Standards Initiative for Mathematics; and (3) How do individuals understand the school’s role in the implementation process of the Common Core State Standards Initiative for Mathematics?  Data in this study were collected from five participants utilizing observations, interviews, and document analysis.  Although the participants in this study showed initial apprehension towards the implementation of the Common Core State Standards, their comfort level grew over time as they became supportive of the transition toward the Common Core.  One overarching factor that appeared to have assisted in the implementation process at Southern Elementary School was the team approach utilized within the school, which was evident in individual classrooms, professional learning communities, faculty meetings, and between various stakeholders in informal settings.