The College of Education announces the final dissertation defense of

Michael Beauregard

for the degree of Doctor of Education

July 1, 2016 at 10:00 am in 123 Ball Hall

Major Advisor: Charisse Gulosino, PhD

Affecting Catholic High School Choice as Identified by Parents in the Diocese of Tulsa

ABSTRACT: In this study, applying both qualitative and quantitative research methods, an investigation was made into the relative importance of the reasons Catholic and non-Catholic parents provide for choosing Catholic high schools for their children and why some Catholic parents choose non-Catholic high schools. Utilizing an online survey and conducting focus group sessions, significant findings emerged from the data surrounding factors parents find most important to school choice as well as the reasons some Catholic parents cite for choosing non-Catholic high schools.

The College of Education announces the final dissertation defense of

Daniel Taylor

for the degree of Doctor of Education

June 20, 2016 at 1:00 pm in 320 Ball Hall

Major Advisor: Trey Martindale, EdD

UNDERSTANDING THE CRANIAL NERVES: EVALUATION OF A SELF-PACED ONLINE MODULE IN OPTOMETRIC EDUCATION

ABSTRACT:
Among the faculty of Southern College of Optometry in Memphis, Tennessee, it is perceived that optometry students often enter their clinical assignments with poor clinical judgment. To address this, Understanding the Cranial Nerves—an online-self paced instructional intervention of approximately two hours duration—was developed. In it, the content is presented in a clinical context, in order to foster development of clinical thinking and factual recall. The purpose of this study is to determine the effect of this intervention upon first-year optometry students’ clinical thinking and content knowledge.

The College of Education announces the final dissertation defense of

Stacy Starks

for the degree of Doctor of Philosophy

June 27, 2016 at 11:00 am in 215B Ball Hall

Major Advisor: Ernest Rakow, PhD

THE EFFECTS OF SCHOOL GRADE SPAN CONFIGURATION ON STUDENT ACHIEVEMENT IN MIDDLE SCHOOL-AGED CHILDREN

ABSTRACT: The purpose of this study was to determine if transitioning from elementary to middle school has an effect on middle school-aged student achievement. A multivariate analysis suggests student achievement is affected by transition dependent upon the percentage of minority students for both mathematics and reading. Non-transitioning schools with a high percentage of minorities scored higher than all other schools suggesting these schools perform better when there is no transition. These results lend support to the body of research that suggests K-8, or at least a transition after 6th grade, may be a better model where student achievement is concerned.