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.

The College of Education

Announces the Final Examination of

Jonathan Parker Jones

for the degree of

Doctor of Education

October 2, 2015 at 1:00 pm

301 Browning Hall, University of Memphis

Memphis, TN

Biographical Sketch

Bachelor of Sciences, Physical Education, Mississippi State University

Master of Sciences, Physical Education, Mississippi State University

Advisory Committee

Jeff Wilson, Ph.D., Associate Professor, Leadership, Committee chair

Mitsunori Misawa, Ph.D., Assistant Professor, Leadership

Lamont Simmons, Ed.D, Assistant Professor, Social Work

Colton Cockrum, Ed.D., Director QEP, Academic Coach Support Services, Undergraduate Programs

Major Field of Study

Higher and Adult Education

Period of Preparation: 2011-2015

Comprehensive Examination Passed: November, 2013

UNDERSTANDING THE IMPACT OF MULTICULTURAL EDUCATION USING EXPERIENTIAL LEARNING TECHNIQUES TO FOSTER CULTURAL COMPETENCY OF MEDICAL SCHOOL STUDENTS: A QUALITATIVE CASE STUDY AT A MEDICAL SCHOOL

Abstract

Cultural competencies of current medical school students were examined by studying part of the multicultural curriculum at a southeastern United States health science center. This study was a qualitative case study that focused on the impact of a multicultural education training exercise, BaFa’ BaFa,’ on first-year medical students. This exercise took place during orientation of the student’s first year. The theoretical framework for this study was part of Kolb’s model of experiential learning, specifically the active experimentation aspect. There were two research questions that guided this study: (1) How does BaFa’ BaFa’ impact cultural competency on current medical students at a southeastern health science center?: (2): How does the experiential learning aspect of BaFa’ BaFa’ impact current medical students? It was found that there were varying opinions regarding the overall impact of the training, as well as when the training should be administered during medical school, if at all. However, it was also found that the participants experienced an uncomfortable feeling while performing the training, had little time to utilize anything that they might have learned from the training, and that the experiential learning aspect of the training had an impact on their learning. Although the BaFa’ BaFa’ training itself had little impact on the cultural competencies of the medical students studied, the experiential learning aspect of the training had a substantial impact on the students.

Keywords: multicultural education, diversity, cultural simulation training, experiential learning, cultural competency, medical education

The College of Education

Announces the Final Examination of

Jessica Diane Nicholson

for the degree of

Doctor of Philosophy

September 17, 2015 at 10:00 am

103A Ball Hall, University of Memphis

Memphis, TN

Biographical Sketch

Bachelor of Arts, Psychology, New York University

Master of Education, Mental Health Counseling, Teachers College, Columbia University

Advisory Committee

Elin Ovrebo, Ph.D., Assistant Professor, Counseling, Educational Psychology and Research, Committee Chair

Suzanne H. Lease, Ph.D., Associate Professor, Counseling, Educational Psychology and Research

Catherine A. Simmons, Ph.D., Associate Professor, Social Work

Douglas C. Strohmer, Ph.D., Associate Professor, Counseling, Educational Psychology and Research

Major Field of Study

Counseling Psychology

Period of Preparation: 2012-2016

Comprehensive Examination Passed: August, 2014

Mental Health Trainees’ Perceptions of Intimate Partner Violence within Diverse Same-Sex Couples

Abstract

Intimate Partner Violence (IPV) in the United States is a widely prevalent issue that impacts both men and women, individuals of diverse racial/ethnic backgrounds, and individuals in heterosexual and same-sex couples. Previous research has demonstrated that African American individuals and individuals in same-sex couples, respectively, may be at an increased risk of experiencing IPV compared to the overall U.S. population. In addition, mental health trainees and clinicians have been found to exhibit biased perceptions of African American victims of IPV and gay and lesbian victims of IPV, respectively. There is a lack of research on how mental health trainees and providers perceive and respond to victims of IPV who are diverse in race/ethnicity and have same-sex partners. The present investigation addressed this research gap and examined whether mental health trainees’ perceptions of an IPV scenario varied based on how the race and sexual orientation of the couple was described. The 150 mental health graduate student participants were randomly assigned a vignette depicting an IPV situation where the partners were described as two African American males, two White males, two African American females, and two White females.   Participants were asked to rank their most preferred treatment recommendations for the victim, and participants’ levels of ethnocultural empathy and gender role stereotypes were investigated as potential predictors of IPV perceptions.   No significant differences were found in IPV perceptions or treatment recommendations based on how the race and sexual orientation of the couple was described. Ethnocultural empathy and gender role stereotypes were both found to be significantly correlated with perceptions of the IPV scenario, but only gender role stereotypes was found to account for a significant amount of unique variance in IPV perceptions when controlling for ethnocultural empathy. Several demographic variables were found to be significantly related to ethnocultural empathy, gender role stereotypes, and domestic violence beliefs. The findings and implications for mental health graduate training are discussed.

The College of Education, Health and

Human Sciences

Announces the Final Examination of

Lindsey Lawrence Brady

for the degree of

Doctor of Education

July 6, 2015 at 2:00 pm

405 Ball Hall, University of Memphis

Memphis, TN

Biographical Sketch

Bachelor of Science, Special Education, The University of Memphis

Master of Science, Educational Leadership, Christian Brothers University

Advisory Committee

James Meindl, Ph.D., Assistant Professor, Instruction and Curriculum Leadership, Committee chair

Neal Miller, Ph.D., Assistant Professor, Instruction and Curriculum Leadership

Todd Whitney, Ph.D., Assistant Professor, Instruction and Curriculum Leadership

Laura Casey, Ph.D., Associate Professor, Instruction and Curriculum Leadership

Major Field of Study

Instruction and Curriculum Leadership

Period of Preparation: 2011 – 2013

Comprehensive Examination Passed: October 2013

Effect of Social Stories on attention maintained inappropriate behaviors

Abstract

Social Stories are narratives written to explain a social situation, social skill, or concept to individuals with an Autism Spectrum Disorder diagnosis or developmental disabilities. Although the main goal of a Social Story is to increase the individual’s understanding of the targeted situation, skill, or concept, this intervention is commonly implemented by to increase appropriate behaviors and decrease inappropriate behaviors. Researchers have investigated Social Story efficacy when applied to both increasing appropriate and decreasing inappropriate behaviors. Results to date have been contradictory with some research supporting Social Stories and other research showing the intervention to be ineffective. These conflicting results could be related to the many procedural variations across studies. Additionally, few studies conducted either a functional analysis or functional behavior assessment prior to implementing a Social Story intervention when attempting to decrease behavior. This may also contribute to the contradictory evidence. It is possible, for example, that a Social Story could possibly serve as an abolishing operation for attention maintained inappropriate behaviors. By providing attention prior to the emission of the attention maintained inappropriate behavior, the value of attention could decrease and the likelihood that the individual will engage in the behavior that produces attention could decrease. This might suggest a Social Story was effective when it was the noncontingent provision of attention that produced the effect. The purpose of this study is to investigate whether a Social Story could serve as an abolishing operation for attention maintained inappropriate behaviors if read prior to the problem behavior. Five participants were identified as engaging in inappropriate behaviors that were possibly maintained by attention. The participants were exposed to an alternating treatment design that manipulated the temporal location of the Social Story. The latencies of the targeted behavior were measured. Shorter latencies were present in baseline indicating that the individuals were quickly engaging in the behaviors that produced attention. The latency of the target behavior was increased for only one participant indicating that they were no longer engaging in the attention maintained target behavior, but it is unclear what variable was responsible for this change. For the other four participants, latencies varied greatly with no discernable patterns across conditions. These findings and suggestions for future research are discussed.

The College of Education, Health and

Human Sciences

Announces the Final Examination of

Brooke Bennett Lubin

for the degree of

Doctor of Education

July 2^nd, 2015 at 2:30

123 Ball Hall, University of Memphis

Memphis, TN

Biographical Sketch

Bachelor of Arts, Economics, The University of Texas

Masters of Science, Secondary Education, The University of Memphis

Advisory Committee

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

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

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

Charisse Gulosino, Ed.D., Assistant Professor, Department of Leadership

Major Field of Study

Educational Leadership

Period of Preparation: 2009 – 2015

Comprehensive Examination Passed: October 2013

Principals as Leaders of Teacher-Followers: An Exploratory Analysis of High School Teachers’ Followership Style and Motivations

Abstract

Decades of research suggest that leadership holds the reins of an organization. More current research, however, identifies followers as possessing the primary influence within an organization, not leadership. This study takes a follower-centric approach to leadership by surveying and analyzing high school teachers’ followership styles and corresponding motivations to inform principal-leaders. Differentiation of leadership styles builds capacity for enhancement of interdependence and interrelations among the educational environment between teacher-followers and principal-leaders. Specifically, affiliation, autonomy, dominance and achievement are the dominant motivators from which the teacher-followers were categorized, and those motivators were correlated with followership styles as alienated, conformist, pragmatist, passive, and exemplary.

This study quantitatively examines teacher-follower followership styles and motivations from survey item analysis and comparisons between groups. The results of item means, standard deviations, and statistics revealed that despite having a sample of 145 respondents that was skewed by style of followership, with far too many “Exemplary” followers than the instrument norms would suggest, links were observed between a respondents’ dominant style, their age categorized, and such age-related concerns as years of teaching and years of formal education. Across all types of teacher-followers, the need for Achievement was most pronounced, followed by the need for Autonomy. Compared to these two needs, those for Affiliation and Dominance were significantly less in evidence, but neither of the latter two needs was more or less in evidence than the other. Across groups, “Exemplary” followers express more need for Achievement, Affiliation, and Dominance, but not more need for Autonomy.

Understanding teacher-followers’ followership styles and motivations can be used as a framework for assisting principal-leaders in recognizing what leadership styles might appropriately motivate teachers within their school.

The College of Education, Health and

Human Sciences

Announces the Final Examination of

       Ricky Dale Catlett

for the degree of

   Doctor of Education

       July 7 at 11:00 am

123 Ball Hall, University of Memphis

Memphis, TN

Biographical Sketch

Bachelor of Arts, Communication/Public Relations, Lambuth College

Bachelor of Science, Health/Physical Education, Lambuth University

Master of Education, Administration Supervision, Trevecca Nazarene University

Advisory Committee

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

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

Charisse Gulosino, Ed.D., Assistant Professor, Department of Leadership

Charles H. Clark Jr., Ed. D., Adjunct Professor, Department of Leadership

Major Field of Study

Leadership and Policy Studies, Educational Leadership

Period of Preparation: 2012 – 2015

Comprehensive Examination Passed: April, 2014

The Relationship Between Affective Teaching and Teacher Effectiveness in Rural Teachers in Tennessee

Abstract

The purpose of this study is to investigate the relationship between affective teachers and teacher effectiveness among teachers in rural Tennessee. The philosophical belief of the study is embedded in the classical conditioning theory where the classroom is perceived as the instructional construct, which is characterized by the generation of stimuli and responses. A sample of 259 rural teachers in Tennessee located in elementary, middle, and high schools participated in the study. Data was collected using a survey containing elements of motivation, emotionality, planning, stability, commitment, and competence. Data was analyzed using regression analysis, descriptive statistics, and correlations. Results showed that teachers motivate students using strategies which include: drive to learn, passion to succeed, passion to learn, and appreciation. Results also showed that teachers utilize emotionality to build relationships with students using strategies which include the following: concern, kindness, compassion and listening. These findings have implications for classroom management, instructional design, assessment, delivery of instruction, creating friendly teaching environments, instructional leadership, student growth and achievement.

The College of Education, Health and

Human Sciences

Announces the Final Examination of

Calvin McGlown

for the degree of

Doctor of Education

July 2, 2015 at 1:00 pm

123 Ball Hall, University of Memphis

Memphis, TN

Biographical Sketch

Bachelor of Business Administration, Business Education, LeMoyne Owen College Mississippi Valley State University

Master of Arts in Teaching, Teacher Education, Christian Brothers University

Master of Education Administration, Education Administration, Christian Brothers University

Advisory Committee

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

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

Lou Franceschini, Ph.D., Research Assistant Professor, Department of Leadership

Charisse Gulosino, Ed.D., Assistant Professor, Department of Leadership

Major Field of Study

Leadership and Policy Studies

Period of Preparation: 2007-2015

Comprehensive Examination Passed: March 2013 (results April 2013)

A STUDY OF MOTIVES, CHALLENGES, PROFESSIONAL DEVELOPMENT, AND BENEFICIAL OUTCOMES OF SINGLE-GENDER CLASSROOMS IN COEDUCATIONAL PUBLIC MIDD SCHOOLS

Abstract

The purpose of this study was to examine the leading motivations, primary challenges, types of professional development engaged in, and positive outcomes perceived by administrators who have either initiated or inherited the practice of single-sex classes within coeducational middle school settings.

To address the four research questions presented within this study, the Statistical Package for the Social Sciences (SPSS) was used to conduct multiple analyses that addressed four groups of dependent variables (motives, challenges, professional development, and beneficial outcomes of single gender education) on the independent variables initiators and inheritors of the single gender education initiative.

Although no statistically significant differences were observed for the two subgroups of respondents with respect to answering any of the research questions, there were clearly differences in the perceptions of all respondents as to which reasons most motivated their adoption of single-gender education, which challenges they regarded as the most serious, which types of professional development they most frequently engaged in, and which outcomes they most agreed their programs had achieved. For respondents in the aggregate, addressing learning style, improving student achievement, and decreasing the problems of low achievers were the reasons they selected as most important for taking on single-gender education, while the greatest challenges they indicated that they had faced were those connected to teacher professional development, whether with respect to single-gender education itself or more generally with respect to teaching low achieving students. In terms of their own professional development, administrators most frequently read articles and made observational visits to classes in their own schools but relatively rarely took university coursework related to instruction or made conference presentations. While all respondents agreed that their implementations of single-gender education had enjoyed a range of positive outcomes, improvement in student achievement was the one factor that was most often singled out.