The College of Education, Health and

Human Sciences

Announces the Final Examination of

Constance R. Tucker

for the degree of

Doctor of Philosophy

March 31, 2015 at 11:00 am

BH103 Ball Hall, University of Memphis

Memphis, TN

Biographical Sketch

B.A., French/Pre-Med, Washington University in St. Louis

M.A., Student Affairs in Higher Education, University of Iowa

Advisory Committee

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

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

Denise Winsor, Ph.D., Associate Professor, Counseling, Educational Psychology and Research

Vicki Murrell, Ph.D., Instructor, Counseling, Educational Psychology and Research

Major Field of Study

Educational Psychology

Period of Preparation: 2010 – 2015

Comprehensive Examination Passed: August 2011

The lion’s storyteller: Underrepresented minority students’ use of psychological needs to persist

Abstract

URM students’ educational persistence to health careers is hindered by numerous demographic, social, and motivational barriers. The current study examines how motivational variables, specifically the satisfaction of autonomy, competence, and relatedness, impact URM health students’ educational persistence.   This study assesses (a) what psychological needs are satisfied when URM students participate in supportive academic and social experiences; (b) how need satisfaction supports URM students’ abilities to persist in the face of challenge; and (c) the extent in which previous research and the current study are confirmatory or contradictory? The current qualitative study utilizes storytelling and photo-elicited interview, memo writing, and previous literature to explore five URM students’ experiences as they persist to health careers. Narrative inquiry, semiotics, and constructivist grounded theory meta-analysis were used to develop five case studies, eight study themes, and one meta-analysis. These results provide a more comprehensive view of the URM health student educational persistence experience.

The College of Education, Health and

Human Sciences

Announces the Final Examination of

Tonya Delores Cooper

for the degree of

Doctor of Education

March 30, 2015 at 10:00 am

Ball Hall, University of Memphis

Memphis, TN

Biographical Sketch

Bachelor of Arts, English, Lane College

Master of Science, Leadership and Policy Studies, University of Memphis

Advisory Committee

Reginald Green, Ed.D., Professor, Leadership, Committee chair

Larry McNeal, Ph.D., Professor Chair, Leadership

Lauren E. Burrow, Ed.D., Assistant Professor, Instruction & Curriculum Leadership

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

Major Field of Study

Leadership and Policy Studies

Period of Preparation: 2011-2015

Comprehensive Examination Passed: November, 2013

THE DISPOSITIONS OF HIGHLY EFFECTIVE PRINCIPALS IN THREE SCHOOL TYPES: REWARD, FOCUS, AND PRIORITY

Abstract

The purpose of this quantitative study was to determine if student achievement was enhanced when principals exhibited behaviors informed by 16 dispositions. Principals from 120 schools classified as Reward, Focus, and Priority, located in the southeastern region of the United States participated in this study. The Inventory of Leadership Dispositional Behaviors Instrument was used to collect information regarding principal behavior, as perceived by principals, to be most critical to effective leadership.   Based on their experiences, participants were asked to indicate whether they believed each of the dispositions were (1) “somewhat important”, (2) “very important”, or (3) “ absolutely critical” in fostering teaching and learning and in helping students achieve.

Results indicated that principals valued the 16 dispositions and perceived that each were equally critical to effective leadership. There were no significant differences between or among the types of schools principals led and the dispositions they perceived as most critical. Additionally, the findings did not support that leadership dispositions significantly impacted student achievement. However, the conclusions from this study yielded four dispositions that were selected by the participants as most critical to effective leadership. Those dispositions were: (1) Integrity (2) Passion (3) Trust and (4) Ethics.

Having identified the top four dispositions that principals agreed were critical to effective leadership, this study could enhance the potential success of any leader in today’s schools. Understanding those dispositions and their influence is a start in the process of identifying dispositions that school leaders should possess. It can be concluded that the topic of leadership dispositions has the potential to significantly change the landscape of education.

The College of Education, Health and

Human Sciences

Announces the Final Examination of

Dale V. Mathis

for the degree of

Doctor of Education

April 7, 2015 at 10:00 a.m.

123 Ball Hall, University of Memphis

Memphis, TN

Biographical Sketch

Master of Divinity, Religious Professions, Emory University

Master of Arts Education, Secondary Education, Murray State University

Doctor of Ministry, Parish Revitalization- Education, McCormick Theological Seminary

Advisory Committee

Jeffery L. Wilson, Ph.D., Associate Professor, Department of Leadership, Committee chair

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

Charisse A. Gulosino, Ph.D., Assistant Professor, Department of Leadership

Colton D. Cockrum, Ed.D., Adjunct, Department of Leadership

Major Field of Study

Higher and Adult Education

Period of Preparation: 2010 – 2015

Comprehensive Examination Passed: November, 2014

PROFESSONAL TEACHER EVALUATIONS IN ALTERNATIVE SETTINGS IN TENNESSEE: A QUANTITATIVE STUDY OF THE EFFECT ON TEACHER ATTITUDE AND PROFESSIONAL DEVELOPMENT

 Abstract
This study examined the perceptions of alternative school teachers in the State of Tennessee correctional schools, special GED preparation programs, and non-public school settings where the new standards-based teacher evaluation system is used. The study sought to determine the extent the implemented teacher evaluation process called Teacher Evaluation Acceleration Model (TEAM) influenced improved teacher practice and professional development and growth. To date, there is no reported research on the extent to which the use of TEAM as a standards-based model has improved teacher practice and professional growth in alternative schools in Tennessee.

This study included several teachers that have been surveyed in a pilot study in January, 2012, as well as all others identified as certified Tennessee teachers in non K-12 alternative schools. A quantitative research method design was used and data was gathered via a teacher questionnaire and review of state documents from Tennessee Consortium on Research Evaluation and Development. The survey instrument used was adapted from the revised “Teacher Evaluation Profile Questionnaire” (TEP) (Stiggins & Duke, 1988).

Despite several years of research and differing models of teacher evaluations, the overall teacher satisfaction and student achievement seem to be declining in Tennessee. Since this problem may negatively impact the job efficacy for teachers in alternative settings and also impede student growth in productive learning environments, these variables were analyzed in the research study. This dissertation addressed teacher perceptions of a strong observation rubric for evaluation through TEAM, a performance evaluation that focuses almost exclusively on teacher practices and student behaviors that can be observed in the alternative classroom. Also, this dissertation studied teacher perceptions about professional development opportunities offered by the local district and the regional universities. Findings suggest that sixty-six percent of responding teachers in alternative settings are not satisfied with the TEAM evaluations. Further, the results suggest that teachers believe that local universities are committed to helping alternative teachers develop adequate professional development.

The College of Education, Health and

Human Sciences

Announces the Final Examination of

Grace W. Kibe

for the degree of

Doctor of Philosophy

March 26, 2015 at 9:00 am

405 Ball Hall, University of Memphis

Memphis, TN

Biographical Sketch

Bachelor of Arts, Legal Studies, University of Massachusetts, Amherst

Master of Science, Educational Psychology and Research, University of Memphis

Advisory Committee

Vivian G. Morris, Ph.D., Professor, CEHHS Assistant Dean, Instruction and Curriculum Leadership, Committee Chair

Ernest A. Rakow, Ph. D., Professor, CEHHS Dean, Counseling, Educational, Psychology and Research

Larry McNeal, Ph.D., Professor, Department Chair, Leadership

Celia K. Anderson, Ph. D., Associate Professor, Instruction and Curriculum Leadership

Major Field of Study

Educational Psychology and Research

Period of Preparation: 2010-2015

Comprehensive Examination Passed: November 2014

Mentor Teachers: Teacher Leadership, Social Justice and Self-efficacy

Abstract

Teacher leadership, social justice and self-efficacy are fundamental educational constructs that if collectively applied may facilitate the continuous development of pedagogical practices that bring forth academic equity and success to all students. Currently, the collective application of these constructs is critical because of the increase in diversity across socio-economic and ethnic groups among students and teachers in our educational systems. Thus, exemplary and socially just educational practices that can effectively meet the academic and professional needs of all are paramount in our educational communities. This empirical investigation assesses how mentor teachers can actively participate as pioneers for educational improvement, through their professional commitment as teacher leaders who are socially just and highly efficacious. The purpose of this study was to examine the attributes and the perceptions of teacher leadership, social justice, and self-efficacy that existed among five mentor teachers as they mentored and supported novice in-service teachers. The study used descriptive and embedded multiple case study analyses to empirically assess the strengths and areas of improvement needed among the mentor teachers related to the three constructs (teacher leadership, social justice and self-efficacy). The findings revealed that mentor teachers areas of strength appeared to be in the teacher leadership and self-efficacy constructs, and their area of improvement needed appeared to be related to the social justice construct. Further, the number of years in teaching experience was not necessarily associated with mentor teachers’ perceptions of their effectiveness in teacher leadership, social justice and self-efficacy. This study contributes to educational research with implications that social justice is a vital educational construct in which all educators should demonstrate competence while they serve as agents of socialization in educational contexts. Altogether, teacher leadership, social justice and self-efficacy are important educational constructs that if successfully applied in our educational communities, have the potential to generate exemplary pedagogical practices among mentor teachers and classroom teachers and positive academic outcomes for students.

The College of Education, Health and

Human Sciences

Announces the Final Examination of

Chia-Hui Lin

for the degree of

Doctor of Education

February 24, 2015 at 1:00 pm

215B Ball Hall, University of Memphis

Memphis, TN

Biographical Sketch

Bachelor of Arts, Drama and Cinema, Chinese Culture University

Master of Education, Early Childhood Education, Memphis State University

Advisory Committee

Satomi Izumi-Taylor, Ph.D., Professor, Instruction and Curriculum Leadership, Committee chair

Cathy D. Meredith, Ed.D., Clinical Associate Professor, Instruction Curriculum and Leadership

Duane Giannangelo, Ph.D., Professor, Instruction Curriculum and Leadership

Shelly Lynn Counsell, Ed.D., Assistant Professor, Instruction and Curriculum Leadership

Major Field of Study

Instruction and Curriculum Leadership

Period of Preparation: 2004 – 2015

Comprehensive Examination Passed: August 2006

Early Childhood Education Teachers’ Perceptions of Art Education in Taiwan

Abstract

In current Taiwan, early childhood educators have been emphasizing the importance of children’s development of artistic abilities and creativity. The Preschool Activities and Curriculum Guidelines working Edition issued by the Ministry of Education in Taiwan have been revised, and young children’s artistic development was included in 2012. Early childhood teachers were responsible for providing children with developmentally appropriate art programs to promote their artistic development and learning. The primary purpose of this study was to describe and to understand how two Taiwanese early childhood education teachers’ perceptions of art influenced their teaching. Research indicated that teachers’ perceptions about education influence their teaching and students’ experiences in the classroom. The study employed qualitative research methods, including semi-structured interviews, observations, field notes, teachers’ curriculum plans, teaching journals, photos of classrooms, and my own journal. Two female preschool teachers from two different schools with various educational backgrounds and teaching experiences were selected to participate in this study. Three themes emerged from the data analysis: integrated curriculum, learning environment, and collaboration. Results of the study indicated that both teachers perceived that art should be integrated into other curriculum areas. Although both teachers considered the developmentally appropriate classroom environment to be important in inspiring children’s creativity and aesthetic awareness, one was more focused on creating a clean and warm classroom, and the other was concerned about displaying her students’ work everywhere in the classroom. They both recognized the importance of collaboration with others to improve their teaching of art. These teachers’ perceptions about teaching art mainly centered around on providing integrated art activities and creating appropriate environments. To offer such activities and environments, both teachers collaborated with others. School culture also had a strong effect on how they taught art, and one teacher had more support from her school, while the other had less. Taiwanese teachers needed to be trained and to have support from both internal and external resources to teach students developmentally appropriate art.

The College of Education, Health and

Human Sciences

Announces the Final Examination of

Fatima K. Ferguson

for the degree of

Doctor of Education

February 12, 2015 at 1:00 pm

405 Ball Hall, University of Memphis

Memphis, TN

Biographical Sketch

Bachelor of Business, Management, Jackson State University

Masters of Arts in Teaching, Elementary Education, Jackson State University

Advisory Committee

Duane Giannangelo, Ph.D, Professor, Instruction and Curriculum Leadership, Committee chair

Jeffrey Byford, Ph.D, Associate Professor, Instruction and Curriculum Leadership

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

George Relyea, MA, Assistant Research Professor, Public Health

Major Field of Study

Instruction Curriculum Leadership

Period of Preparation: 2011 – 2015

Comprehensive Examination Passed: February 2013

An Analysis of the Effects of School Climate on School Annual Yearly Progress

Abstract

With increasing pressures to improve student performance, schools are in need of ways to positively affect student achievement. The concept of organizational health, which includes academic emphasis, teacher leadership, resource influence, teacher affiliation, and administrative leadership, offers educators an opportunity to gauge the climate of their building and in turn positively affect academic outcomes. Using Hoy and Tarter’s (1997) concept of organizational health in elementary schools as a conceptual framework, this study undertook a quantitative approach to examine the relationship between school climate factors and student achievement gains and decreases using Independent t-tests. Quantitative analysis revealed a significant relationship between academic emphasis, teacher affiliation, resource influence, administrative leadership and student achievement gains and decreases with p-value<0.01.

The College of Education, Health and

Human Sciences

Announces the Final Examination of

Jeffery L. Shepherd

for the degree of

Doctor of Education

December 11, 2014 at 1:00 pm

123 Ball Hall, University of Memphis

Memphis, TN

Biographical Sketch

Bachelor of Science, Manufacturing Engineering Technology, Murray State University

Master of Science, Operations Management, University of Arkansas

Advisory Committee

Larry McNeal, PhD, Professor Chair, Department of Leadership, Committee Chair

Katrina Meyer, PhD, Associate Professor, Department of Leadership

DeAnna Owens, PhD, Assistant Professor, Department of Instruction and Curriculum Leadership

Reginald Green, EdD, Professor, Department of Leadership

Major Field of Study

Higher and Adult Education

Period of Preparation:  2005 – 2014

Comprehensive Examination Passed: April 2011

Perspectives of Adult Learners in an Executive MBA Program:

A Case Study at a Research University

Abstract

The purpose of the qualitative case study was to understand the experiences of adult learners who have returned to higher education to pursue an Executive MBA degree.  Using narrative inquiry as the methodology, the journeys of the participants were documented.  The narrative of their journey included how they decided to pursue the Executive MBA, their experiences as an adult learner in the Executive MBA program, and their reflections on how their lives have been or will be affected by their participation in the Executive MBA program.  Data were collected from 10 adult learners using individual interviews, non-participant observations, and document reviews.

Using the words of the participants, the six themes that emerged from the study were (1) “I just wanted to take a break for a while”, (2) “Maybe I ought to go back and get my master’s degree”, (3) “I don’t know who they turn away”, (4) “You’re studying in the margins of your life”, (5) “We’re all in the same boat”, and (6) “I can see how it has made me a different type of thinker.”  Following a discussion of these themes, implications for Executive MBA programs and for adult learners who may be considering the pursuit of the Executive MBA degree are shared.  Three recommendations for future research were shared and included the need to have a better understanding of minority engagement in Executive MBA programs, the value of entrance exams from the perspective of the adult learner, and the role of online learning in Executive MBA programs.

The College of Education, Health and

Human Sciences

Announces the Final Examination of

Donnalin Constantin

for the degree of

Doctor of Philosophy

December 12, 2014 at 10:00 am

103 Ball Hall, University of Memphis

Memphis, TN

Biographical Sketch

B.Sc., Social Work, The University of the West Indies

M.Sc., Counseling, The University of the West Indies

Advisory Committee

Sara K. Bridges, Ph. D., Associate Professor, Counseling, Educational Psychology and Research, Committee chair

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

Christian Mueller, Ph.D., Associate Professor, Counseling, Educational Psychology and Research

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

Major Field of Study

Counseling Psychology

Period of Preparation:  2010-2015

Comprehensive Examination Passed: August, 2012

The Moderating Impact of Giftedness on the Relationship between Existential Anxiety, Authenticity and Depression in College Students.

The present study investigated whether the experience of existential anxiety influenced depression in the presence of authenticity and whether the experience was the same for identified gifted and non-identified gifted college students. The exploratory study sought to examine these relationships in the context of emerging adulthood among a sample of 207 college students between the ages of 18 and 24 years, from a mid-sized urban university in the southern United States. Results indicated that influences of existential anxiety and authenticity on depression were not significantly different for students identified as gifted compared with the non-identified gifted. In addition, constructs associated with giftedness (overexcitability and grades) added to the influences of existential anxiety and authenticity on depression. For this sample, anxiety associated with emptiness/meaninglessness and guilt/condemnation was found to have significant associations with depression. Findings suggest that a more profound understanding of the interaction of giftedness and depression is needed and that clinical services to gifted students may need to be tailored to account for their emotional and cognitive complexities and other psychological hypersensitivities. Also, the role of authenticity as a buffer against depression should be considered in both in therapeutic interventions with students and in general, with interpersonal relationships. Finally, existential anxiety is established as being an integral part of the experience of depression. More empirical research into the relationship between existential anxiety, authenticity and depression is needed.

The College of Education, Health and

Human Sciences

Announces the Final Examination of

Brienne M. Allen

for the degree of

Doctor of Philosophy

December 9, 2014 at 12:00 pm

103 Ball Hall, University of Memphis

Memphis, TN

Biographical Sketch

Bachelor of Arts, Psychology, The University of Memphis

Master of Science, Community Agency Counseling, The University of Memphis

Advisory Committee

Dr. Sara K. Bridges, PhD, Associate Professor, Counseling, Educational Psychology, & Research, Committee chair

Dr. Nancy Nishimura, EdD, Adjunct Faculty, Counseling, Educational Psychology, & Research

Dr. Douglas Strohmer, PhD, Department Chair, Counseling, Educational Psychology, & Research

Dr. Jade Xu, PhD, Associate Professor, Counseling, Educational Psychology, & Research

Major Field of Study

Counseling Psychology

Period of Preparation:  2013 – 2014

Comprehensive Examination Passed: August 2013

Predictors of Types and Frequencies of Sexual Fantasies: Body Image Self-Consciousness and Gender

Abstract

Having sexual fantasies is a common experience for men and women throughout their lives, typically beginning during the time of puberty.  The existing body of research involving sexual fantasies illustrates that there are positive aspects related to experiencing sexual fantasies as well as negative emotions that may arise as a result, making it important to understand the factors that predict sexual fantasies.  Moreover, societal pressures for thinness and muscularity can lead to body image self-consciousness (BISC) and have an impact on one’s sexual fantasies.  Fantasies can be used to increase arousal, pleasure, and enjoyment even though one’s experience of his or her body may lead to feelings of self-consciousness or negative body image concerns.  The present study explored the relationships among BISC, gender, and the type and frequency of sexual fantasies that individuals experience, while controlling for age and frequency of erotica use.  The study analyzed responses from 96 women and 59 men, and BISC and gender did not significantly predict type or frequency of sexual fantasies above and beyond the control variables.  Limitations are discussed and the implications for how these results may inform and influence researchers and mental health professionals are provided.

The College of Education, Health and

Human Sciences

Announces the Final Examination of

Marquetta Rena Nebo

for the degree of

Doctor of Education

November 6, 2014 at 4:00 pm

405 Ball Hall, University of Memphis

Memphis, TN

Biographical Sketch

Bachelor of Science, Criminal Justice, University of Tennessee at Chattanooga

Master of Education, Counselor Education, University of Mississippi

Advisory Committee

Dr. Beverly E. Cross, PhD, Holder of the Chair of Excellence, Education, Health & Human Sciences, Committee chair

Dr. Mark W. Conley, PhD, Professor, Instruction & Curriculum Leadership

Dr. Brian Wright, PhD, Assistant Professor, Instruction & Curriculum Leadership

Dr. Sheila Flemming-Hunter, PhD, Adjunct Member, Instruction & Curriculum Leadership

Major Field of Study

Instruction & Curriculum Leadership

Period of Preparation:  2010 – 2014

Comprehensive Examination Passed: April 2013

The New Female Inmate: What is influencing the trend toward the incarceration of college-educated females and what does this mean for the stability of American families?

Abstract

In the United States, the female prison population growth has far outpaced the male growth in the past-quarter century. In 2010, over 200,000 females were behind bars, most of them being mothers and uneducated (Owen, 2010). Consequently, more than half of the states have been sued to provide women with services equal to those provided to male inmates such as vocational and post-secondary programs (Morash et al, 1998).  In Ohio, research indicated that post-secondary education had a more positive effect on female offenders than their male counterparts (Shuler, 2002). Today, there is a new trend of college-educated female offenders serving time throughout the United States.

The purpose of this phenomenological study was to understand the shared experiences of three (3) college-educated females who were incarcerated and mothers. The central research question was: what is influencing the trend toward the incarceration of college-educated females and what does it mean for the stability of American families? Data were collected by conducting interviews, life maps and analytic memos with participants who had a minimum of two years of college-level coursework from a regionally accredited college or university, been incarcerated for at least a year, have at least one child and served their time at Mark Luttrell Correctional Center in Memphis, Tn. Findings suggest that while there were negative aspects of their life before and during incarceration, the totality of those experiences gave positive meaning to their life trajectory, future and family.