The College of Education announces the final Dissertation of

Floyd Cole

for the degree of Doctor of Philosophy

October 4, 2016 at 10:00 am in 103, Ball Hall

Major Advisor: Elin Ovrebo, PhD

MALE NORM CONFORMITY AND MINORITY STRESS AS PREDICTORS OF PTSD SYMPTOMOLOGY AMONG NON-HETEROSEXUAL MEN

ABSTRACT: Using a sample of 221 non-heterosexual males, this study explores whether the conformity to male norms subscales and minority stress subscales moderates the relationship between interpersonal trauma and PTSD symptomology. Results demonstrated that number of traumatic events and recency of traumatic events were the strongest predictors of PTSD symptomology. Endorsement of risk-taking behaviors, a heterosexual self-presentation, concerns regarding feeling accepted by others, and difficulty processing one’s sexual orientation predicted the relationship between interpersonal trauma and PTSD symptomology. Failure to endorse negative feelings of sexual orientation and lack of acceptance toward violence decreased the relationship between IPT and PTSD symptomology.

The College of Education announces the final Dissertation of

Charlise Anderson

for the degree of Doctor of Education

September 30, 2016 at 1:30 pm in 115, Browning Hall

Major Advisor: Jeffery L. Wilson, EdD

Undergraduate Teacher Candidate Perceptions Integrating Technology in Classroom Instruction

ABSTRACT: This research study analyzed 143 undergraduate teacher candidates’ perceptions on integrating technology in the classroom. The study was embedded in the “Technology Pedagogical Content Knowledge” theoretical model. The study revealed that the grade level taught was not a statistically significant predictor of teacher candidates’ perceived competence, ability to plan for or apply technology, nor teacher candidates’ ability to integrate technology in compliance with state and/or district standards. The study also revealed that teacher candidates’ belief factors were a statistically significant predictor of teacher candidates’ ability to plan for and to apply technology in the learning environment.

The College of Education announces the final Dissertation of

Kathleen Kenwright

for the degree of Doctor of Education

August 8, 2016 at 11:00 am in 123, Ball Hall

Major Advisor: Mitsunori Misawa, PhD

AN EXAMINATION OF CAREER SATISFACTION FOR MEDICAL LABORATORY PROFESSIONALS USING WLODKOWSKI’S MOTIVATIONAL FRAMEWORK

ABSTRACT:  Based on Wlodkowski’s theory of motivation, this survey research examined the medical laboratory scientists’ job satisfaction with regard to the following motivational factors: inclusion, personal relevance, challenge, and competence. Using the convenient sampling technique, 334 medical laboratory scientists across the United States responded to an online survey. The correlational analyses were conducted. The results showed positive correlations between career satisfaction scores for medical laboratory scientists and: inclusion, personal relevance, and challenge. This study has implications for the medical laboratory science profession as changes in the laboratory could lead to increased satisfaction.

The College of Education announces the final Dissertation of

Ricky Fought

for the degree of Doctor of Education

August 4, 2016 at 11:30 am in 123, Ball Hall

Major Advisor: Mitsunori Misawa, PhD

A PHENOMENOLOGICAL STUDY OF EFFECTIVE LEADERSHIP IN ACADEMIC HEALTH SCIENCES LIBRARIES IN THE UNITED STATES

ABSTRACT: The purpose of this study was to better understand how academic health sciences library directors experience leadership. After transcribing and performing thematic analysis on the interviews of eleven library directors, three themes emerged: understanding leadership, path to leadership, and measuring success. These themes addressed the full range of leadership these directors experienced from their early development as leaders to their reflections on their success. The implications of this study include recommendations for leadership development for emerging library leaders, including how to recognize those emerging leaders, and the development of a tool to better measure their effectiveness.

The College of Education announces the final dissertation defense of

Deborah M. Taylor

for the degree of Doctor of Education

July 1, 2016 at 2:00 pm in 405, Ball Hall

Major Advisor: Lee Allen, EdD

ACADEMIC LIBRARIANS’ PRACTICES AND PERCEPTIONS OF OUTCOME ASSESSMENTS IN WEB-BASED INSTRUCTION FOR ADULT LEARNERS

ABSTRACT: Academic librarians are encouraged to provide library services, resources, and instruction to all patrons, including the adult learner. Worldwide, adult students are a growing student population in colleges and universities (Choy, 2002; Cooke, 2010; Francis, 2012; Veal, 2000); however, adult learners are often neglected in academic libraries. The purpose of this mixed-method study was to examine academic librarians’ practices and perceptions on outcomes assessment in web-based instruction for adult learners. Academic libraries can establish value and support the information needs of adult learners through an active commitment to the process of information literacy instruction and use of outcomes assessment.

The College of Education announces the final dissertation defense of

LaWanda Clark

for the degree of Doctor of Education

June 30, 2016 at 10:00 am in 123, Ball Hall

Major Advisor: Reginald L. Green, EdD

A CASE STUDY THAT EXAMINES THE COMMUNITY SCHOOL MODEL IN ELEMENTARY SCHOOL SETTINGS IN WEST TENNESSEE

ABSTRACT: The need to involve community in the educational process, to offer services that make students successful, and to have these services within the school building are all critical aspects of the community school model (Dryfoos et al., 1994). There is a lack of current awareness on the processes and outcome of the school and community partnership. More was accomplished when schools, families and communities work together to promote and improve schools (Epstein, 2010). This case study examined the processes and outcomes of the community school model in an elementary school setting.

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.

The College of Education announces the final dissertation defense of

Casey Gilewski

for the degree of Doctor of Education

June 17, 2016 at 10:00 am in 405 Ball Hall

Major Advisor: Nicole Thompson, PhD

PRESERVICE TEACHERS’ BELIEFS: AN EXAMINATION OF HOW TRADITIONAL AND NON-TRADITIONAL PRESERVICE TEACHERS’ EDUCATIONAL EXPERIENCES SHAPE THEIR BELIEFS ABOUT TEACHING AND LEARNING

ABSTRACT:
This narrative inquiry study focused on examining how traditional and non-traditional preservice teachers’ educational experiences shape their beliefs about teaching and learning. A demographic survey, metaphors, and life story interviews were conducted to elicit narratives of their educational experiences to determine who or what shaped their beliefs about teaching and learning. Regardless of their college entry level, findings suggest that the preservice teachers’ beliefs about teaching and learning were shaped by specific people, such as family and teachers, and experiences in their lives. The only difference among preservice teachers was life experiences of the nontraditional preservice teachers.