The College of Education

Announces the Final Examination of

Kevin Almack Gideon

for the degree of

Doctor of Education

June 13, 2016 at 1:00 pm

405 Ball Hall, University of Memphis

Memphis, TN

Biographical Sketch

Bachelor of Arts, History, Rhodes College

Master of Arts in Teaching, Education, Cumberland University

Education Specialist, Leadership, University of Memphis

Advisory Committee

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

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

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

Renee Murley, Ed.D., Clinical Associate Professor, Instruction and Curriculum Leadership

Major Field of Study

Instruction and Curriculum

Period of Preparation: 2013 – 2016

Comprehensive Examination Passed: August 2015

DEVELOPING SUSTAINABLE PARTNERSHIPS IN A MUNICIPAL SCHOOL DISTRICT

Abstract

In 2014, the City of Bartlett, Tennessee created a municipal school system to serve the educational needs of the community.  To maintain the school system and further the education of it students, as well as establish meaningful relationships in the community, business-education partnerships should be developed.  The purpose of these partnerships would be to promote academic growth while also fostering civic responsibility.  A quantitative study was conducted using a survey tool to ascertain the key attributes (goals, characteristics, challenges and activities) associated with the formation of partnerships between Bartlett City Schools and businesses located within the city limits of Bartlett, Tennessee.  Based upon the results of the survey and analysis using the Friedman test, the nonparametric equivalent of the Repeated Measures Analysis of Variance (R-ANOVA), coupled with systematic use of the Wilcoxon Signed Rank procedure, the analog to dependent t-test, to identify differences, several findings became clear.

Both business and education participants identified “workforce preparedness” as the primary goal for such a partnership. They also identified that the primary characteristics for a business-education partnership to develop were “a clear vision of what the partnership wants/plans to achieve” along with “good communication” and “specific, achievable goals.” The study further found that the primary challenges impacting business-education partnerships were insufficient “human resources” and “financial resources.”  Noteworthy were the differences in commitment level observed between the business and education sectors for the following activities, “financial incentives” and “workplace tours.”

Building upon the positions of the business and education sectors in Bartlett, Tennessee, the researcher further believed this study indicated a shift in the focus of business-education partnerships. The demand for workforce preparedness, coupled with mentoring, and internship based learning and experiences signaled a resurgence of the vocational movement that has had a cyclical impact on education since the early 1900s.

The College of Education

Announces the Final Examination of

Chandra Alston

for the degree of

Doctor of Education

June 10, 2016 at 11:00 am

115 Browning Hall, University of Memphis

Memphis, TN

Biographical Sketch

Bachelor of Science, Business Administration, UT Martin

Master of Business Administration, Management, Union University

Advisory Committee

Jeffery Wilson, PhD, Associate Professor, Leadership, Committee chair

Colton Cockrum, EdD, Director of QEP, Academic Coaching and Support Services

Wendy Griswold, PhD, Assistant Professor, Leadership

Lamont Simmons, EdD, Assistant Professor, Social Work

Major Field of Study

Higher and Adult Education

Period of Preparation: 2009-2016

Comprehensive Examination Passed: April 23, 2012

Evaluating Leadership Frames, Employee Engagement, and Retention: A Study of Administrators in Higher Education

 Abstract

This study was an examination of administrators in higher education organizations in the State of Tennessee. Administrators were asked to identify their supervisors’ leadership styles. This information was then used to evaluate administrator’s levels of engagement and their intent to stay (retention). To describe the supervisors’ leadership styles, the researcher employed Lee G. Bolman and Terrence E. Deal’s Leadership Orientations Instrument (LOI) Other (1991b), while engagement level was measured using the A.B. Bakker and W.B. Schaufeli’s Utrecht Work Engagement Scale (UWES) (2003). Retention was gauged by how long the administrator planned to remain in their position.

Respondents included 445 higher education administrators categorized into five groups: 1) top executive and senior institutional officers; 2) academic deans; 3) institutional administrators; 4) heads of divisions, departments and centers; and 5) academic associate and assistant deans. Based on the results of the study, there was a statistically significant relationship between leadership style and engagement. Therefore, leadership style did predict engagement. The structural leadership style had the strongest relationship with all the elements of engagement followed by the human resource leadership style. The political style had a significant relationship with the absorption aspect of engagement. Leadership style was not a predictor of retention for higher education administrators.

The College of Education

Announces the Final Examination of

Trainer B. Kern

For the degree of

Doctor of Education

April 5, 2016 at 9:30am

405 Ball Hall, University of Memphis

Memphis, TN

Bachelor of Business Administration, Business, Tennessee State University

Master of Arts in Teaching, Instruction and Curriculum Leadership, The University of Memphis

Advisory Committee

Beverly Cross, PhD, Professor, Instruction and Curriculum Leadership, Committee Chair

J. Helen Perkins, EdD, Associate Professor, Instruction and Curriculum Leadership

William Hunter, EdD, Assistant Professor, Instruction and Curriculum Leadership

Louis Franceschini III, PhD, Research Assistant Professor, Department of Leadership

Major Field of Study

Instruction and Curriculum Leadership

Period of Preparation: 2004-2016

Comprehensive Examination Passed:  December, 2013

AN INVESTIGATION OF THE RELATIONSHIP BETWEEN ELEMENTARY TEACHERS’ ASSESSMENT OF THE QUALITY AND NEED FOR PROFESSIONAL DEVELOPMENT, THE LEVEL OF TEACHER SELF-EFFICACY EVIDENCED BY FACULTY AND STUDENT ACHIEVEMENT OUTCOMES MEASURED SCHOOL-WIDE

Despite the vast existing body of research on professional development and student achievement, little is known about how teachers’ perceptions of professional development relate to other aspects of their classroom effectiveness. This research attempted to link elementary teachers’ assessment of the quality of professional development, need for professional development, and collective teacher efficacy with student achievement at their school. This research also examined the possible influence that teachers’ number of years of experience, and their staying or leaving the teaching profession, have on their perceptions in relationship to student achievement. This quantitative study used secondary data analysis from the Measures of Effective Teaching (MET) Working Condition Survey and state achievements tests (2009-2010). The correlation with individual and school-level outcomes showed quality of professional development and collective teacher efficacy as the strongest relationship, though teachers’ perceptions at the school level were linked with student achievement. When teachers were placed in subgroups based on years of teaching and professional development impact on student learning, correlations between quality of professional development scale means, sum of professional development needs, and collective faculty’s efficacy means were statically significant in each subgroup. However, using the Fisher r to z transformation, tests of the difference between two independent variables showed no strength in their relationships. Finally, in terms of their students’ achievement, elementary teachers who remained at their schools outperformed teachers who chose to leave the profession. Future research should focus on which specific types of professional development are essential to classroom teachers’ needs.

The College of Education

Announces the Final Examination of

Patricia Jane Easley

for the degree of

Doctor of Education

April 7, 2016 at 10:00 am

301 Browning Hall, University of Memphis

Memphis, TN

Biographical Sketch

Associates of Applied Science, Physical Therapist Assistant, Jackson State Community College

Bachelors of Science, Health, University of Saint Francis

Masters of Science, Health Services Administration, University of Saint Francis

Advisory Committee

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

Donna Menke, Ph.D., Assistant Professor, Department of Leadership

Wendy Griswold, Ph.D., Assistant Professor, Department of Leadership

Colton Cockrum, Ed.D., Director of QEP, Academic Coaching, & Support Services, CARES

Major Field of Study

Higher and Adult Education

Period of Preparation: 2012 – 2016

Comprehensive Examination Passed: November 16, 2015

STANDARDIZED TESTS AND GPA AS PREDICTORS OF ACADEMIC SUCCESS OF PHYSICAL THERAPIST ASSISTANT STUDENTS ENROLLED IN PROGRAMS AT

TENNESSEE BOARD OF REGENTS COMMUNITY COLLEGES

Abstract

Physical Therapist Assistant programs have more applicants than available seats, making them highly competitive programs in which to gain admission. The community colleges that offer these programs are facing unprecedented challenges including the Complete College Agenda, outcomes-based funding, open-enrollment policies and high attrition rates. Given these conditions, a trend is emerging for program directors to institute some sort of standardized testing in order to select applicants whom the programs are most likely to retain and who will ultimately be successful on the licensure exam. This study examines the predictive validity of four standardized tests, the Nelson Denny Reading Assessment (NDRA), the American College Testing (ACT), the Test for Essential Academic Skills (TEAS) and the Health Information Systems Incorporated (HESI). These scores were compared to the predictive validity of the students’ cumulative pre-admission GPAs in order to interpret which academic factor makes a better predictor of student success.  Results from the study indicated the NDRA and the HESI Reading Comprehension tests were the top two predictors of retention and first-time pass success, respectively.  Cumulative pre-admission GPA as a predictor of retention and student success was, overall, not a statistically significant predictor of student success.

The College of Education

Announces the Final Examination of

Lou Flowers Martin

for the degree of

Doctor of Education

March 30, 2016 at 1:00 pm

123J Ball Hall, University of Memphis

Memphis, TN

Biographical Sketch

Bachelor of Science, Education, Millsaps College

Master of Science, Counseling, University of Memphis

Advisory Committee

Charisse Gulosino, Ph.D., Assistant Professor, Leadership, Committee chair

Louis Franceschini, Ed.D., Research Assistant Professor, Leadership

Reginald Green, Ed.D., Professor, Leadership

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

Major Field of Study

Educational Leadership

Period of Preparation: 2010 – 2016

Comprehensive Examination Passed: Fall 2013

THE RELATIONSHIP BETWEEN PERSONAL WELLNESS (MIND, BODY, SPIRIT) AND JOB SATISFACTION AMONG INDEPENDENT SCHOOL EDUCATORS IN ONE MID-SOUTH REGION

Abstract

This study researched the relationship between personal wellness (mind, body, and spirit) and job satisfaction among a sample of 71 elementary, middle, and high school teachers. The investigation took place among four faith-based-associated schools and four secular independent schools in a Mid-south region. A two-part research based questionnaire was administered to randomly selected teachers in the eight schools. Correlations of wellness dimensions of body, mind, and spirit were examined and analyzed using a mixed ANOVA. Results indicated that all teachers, despite the difference in school type, felt highly satisfied with their jobs. Teachers reported very high levels of mental health, moderate to high levels of spiritual health, and relatively lower levels of physical health. A difference in the wellness profiles for the two groups was observed, with spiritual wellness receiving higher self-assessed scores among respondents at faith-based schools in comparison to those at secular schools. Respondents at both types of schools appeared to be highly satisfied with their jobs, such that there was no difference in level of satisfaction by type of school. There was also no observed relationship between self-assessed wellness (mind, body, or spirit) and job satisfaction. This research concluded that dimensions of personal wellness vary between types of institutions.

The College of Education

Announces the Final Examination of

Rebecca Harrison Scott

for the degree of

Doctor of Education

March 31, 2016 at 10:00

123 Ball Hall, University of Memphis

Memphis, TN

Biographical Sketch

Bachelor of Science, Elementary Education, Arkansas State University

Master of Science, Educational Leadership and Curriculum Instruction, Arkansas State University

Advisory Committee

Reginald Green, Ed.D., Professor and Interim Chair, Department of Leadership, Committee chair

Beverly Cross, Ph.D., Holder of the Chair of Excellence, College of Education

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

Karen Weddle-West, Ph.D., Provost, Academic Affairs

Major Field of Study

Educational Leadership and Policy Studies

Period of Preparation: 2011-2016

Comprehensive Examination Passed: October 2014

A Comparative Analysis of Instructional Leadership Practices in Reward-Performance, Reward-Progress and Priority Schools as Determined by the Thirteen Core Competencies and Measured by the TELL Tennessee Survey

Abstract

Policies and education reform measures have sought to improve education for decades. Some scholars support the notion that the instructional leadership role of the school leader makes a significant contribution to educational reform, student learning, and school improvement.  The purpose of this study was to analyze instructional leadership practices in Reward-Performance, Reward-Progress, and Priority schools as determined by the Thirteen Core Competencies Framework and measured by select items on the Teaching, Empowering, Leading and Learning (TELL) Tennessee Survey.

This quantitative study examined the teachers’ perceptions of how school leaders utilized instructional leadership practices as determined by the Thirteen Core Competency Framework. Core competency areas addressed in the study included:  Visionary Leadership, Unity of Purpose, Instructional Leadership, Curriculum and Instruction, Professional Learning Communities, Organizational Management, Collaboration, Assessment, and Professional Development.  The secondary data analysis performed in this study involved the integration of data from two data sources:  1) item-level responses retrieved from the spring 2013 TELL survey, and 2) the school’s current classification as Reward-Performance, Reward-Progress and Priority by the Tennessee Department of Education.  The item-level responses on the TELL survey were aligned with nine of the core competencies represented in the Thirteen Core Competency Framework. A total of 129 schools were selected for the study.  The sample was representative of school districts across the state of Tennessee.

The data analysis revealed that the nine leadership competencies were not equally represented across the sample of schools classified as Reward-Performance, Reward-Progress and Priority Schools. In addition, the nine leadership competencies varied both within and between the three types of schools.   Between types of institutions, teachers at the Reward-Performance schools tended to perceive their schools’ endorsement of the leadership competencies more positively than did teachers at either the Reward-Progress or the Priority schools.  The data analysis also revealed that mean scores tended to be higher at the elementary schools rather than secondary schools.

The results of this study indicate that the school leader’s ability to utilize the Thirteen Core Competency Framework is critical to effective leadership. The findings from this study have the potential to inform school leaders, teacher leaders, and leadership training programs.

The College of Education

Announces the Final Examination of

Laura Ann Bailey Smith

for the degree of

Doctor of Education

April 5, 2016 at 11:00 am

103 Ball Hall, University of Memphis

Memphis, TN

Biographical Sketch

B.A., Psychology, Christian Brothers University

M.S., Clinical Mental Health Counseling, The University of Memphis

Advisory Committee

Douglas Strohmer, Ph.D., Professor, CEPR, Committee chair

Pam Cogdal, Ph.D., Associate Clinical Professor, CEPR

Melissa Fickling, Ph.D., Assistant Professor, CEPR

Stephen Lenz, Ph.D., Assistant Professor, Texas A&M-Corpus Christi

Major Field of Study

Counseling

Period of Preparation: 2013-2016

Comprehensive Examination Passed: April 16-17, 2015, Written; March 1, 2016, Oral

Differential Prediction of Resilience among Individuals with and without a History of Abuse

Abstract

This study evaluated the differential relationship between spirituality, hope, and mutuality for predicting resilience among 253 young adult participants (47 men, 206 women; Mean age = 22 years; SD = 5.66 years) with history of abuse (n = 64) or no history of abuse (n = 189). Backwards-stepwise multiple regression analyses revealed statistically significant, yet different models between participants with and without history of abuse wherein subscales of spirituality (existential well-being with abuse, β = .40, p = .03; without abuse, β = .27, p < .01) and hope (time/future without abuse, β = .32, p < .01) were substantial predictors of resilience. Implications for counseling practice and public policy are provided.

The College of Education

Announces the Final Examination of

Eric Thomas Jones

for the degree of

Doctor of Education

April 8, 2016 at 10:00 am

 Ball Hall, University of Memphis

Memphis, TN

Biographical Sketch

Bachelor of Arts, Education/History, Freed-Hardeman University

Master of Education in Instructional Leadership, Administration and Supervision, Freed-Hardeman University

Education Specialist in Instructional Leadership, Administration and Supervision, Freed-Hardeman University

Advisory Committee

Reginald Green, EdD, Interim Chair, Department of Leadership, Committee chair

Louis Franceschini III, PhD., Research Assistant Professor, Department of Leadership

William Hunter, EdD, Assistant Professor, Instruction and Curriculum Leadership

Donald Hopper, PhD, Visiting Associate Professor, Department of Leadership

Major Field of Study

Leadership & Policy Studies

Period of Preparation: 2012 – 2016

Comprehensive Examination Passed: October 2013

Title of Dissertation

THE EXISISTENCE.OF PROFESSIONAL LEARNING COMMUNITIES IN WEST TENNESSEE SECONDARY SCHOOLS AND THEIR INFLUENCE ON TEACHER JOB SATISFACTION

Abstract

Of the six Professional Learning Community (PLC) dimensions theorized by Hord, the 307 secondary school teacher respondents in this study suggested that two dimensions—namely, “Shared Personal Practice” and “Supportive Conditions: Structures”—tended systematically to be underrepresented at their schools. The under representation was irrespective of their schools’ categorization as either high- or low-achieving. As anticipated, statistically significant positive relationships were observed between all six PLC dimensions and the mean on a 20-item measure of “satisfaction with teaching.” However, when the means on the six PLC dimensions were simultaneously entered as predictor variables into a multiple regression model using “satisfaction with teaching” as the criterion, the only PLC dimension that proved to significant relationship with the outcome while controlling for the other five was “Shared and Supportive Leadership.” As with the means on the PLC measure, a schools’ status as either high- or low-achieving did not appear to moderate the strength of relationship the six PLC predictors and the “satisfaction with teaching” criterion. Moderating effects were tested by examining each pair of correlations individually using the Fisher r to z transformation as well by creating six interaction terms and including them in a hierarchical multiple regression model. Implications of these outcomes for school leaders who wish to improve the effectiveness of PLCs at their schools are discussed in the final chapter.

The College of Education

Announces the Final Examination of

Katharina A. Azim

for the degree of

Doctor of Philosophy

March 28^th, 2016 at 12:00 pm

103 Ball Hall, University of Memphis

Memphis, TN

Biographical Sketch

B.Ed., English language education and literature, Fontys University of Applied Sciences

B.Ed., German language education and literature, Fontys University of Applied Sciences

M.Ed., German language education and literature, Fontys University of Applied Sciences

M.A., English language education and communication, Utrecht University

Advisor yCommittee

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

Alison Happel-Parkins, Ph.D., Assistant Professor, Counseling, Educational Psychology, and Research, Committee co-chair

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

Laurie MacGillivray, Ed.D., Professor, Instruction and Curriculum Leadership

Major Field of Study

Educational Psychology and Research

Period of Preparation: 2013-2016

Comprehensive Examination Passed: September 2015

El Ghorba Fil Gharb: Conceptualizing Ethnic Identity with Saudi Women Graduate Students in the U.S.

Abstract

This narrative inquiry examined how ethnic identity is conceptualized in the stories of Saudi women students living and studying in the United States. This was done using theorists from the field of ethnic identity and enculturation research, as well as postcolonial feminist critique to address various layers of marginality and power relations. Participants included seven women enrolled as international students in a graduate program at a Northeastern U.S. university. Unstructured life-story interviews of 2 to 2.5 hours were conducted to elicit narratives of how the women positioned themselves ethnically and how they were positioned by their surrounding while living in the suburbs of Gamuston (pseudonym). The rhizoanalytic approach of “plugging in” (Jackson & Mazzei, 2012) theorists into the women’s narratives was used to interrogate the intricate workings of ethnic identity positionalities in the socio-cultural, gender, and geopolitical contexts that inform them.

The College of Education

Announces the Final Examination of

Jennifer T. Townes

for the degree of

Doctor of Education

March 29th, 2016 at 10:00 am

320 Ball Hall, University of Memphis

Memphis, TN

Biographical Sketch

Bachelor of Science, Education, The University of Tennessee, Martin

Master of Education, Curriculum & Instruction, Tennessee State University

Advisory Committee

Carmen L. Weaver, EdD, Assistant Professor, Instruction & Curriculum Leadership, Committee chair

Helen Perkins, EdD, Associate Professor, Instruction & Curriculum Leadership

Nicole Thompson, PhD, Associate Professor, Instruction & Curriculum Leadership

Deborah K. Watlington, PhD, Clinical Assistant Professor, Instruction & Curriculum Leadership

Major Field of Study

Instructional Design & Technology

Period of Preparation: 2013 – 2016

Comprehensive Examination Passed: September 2015

TECHNOLOGY INTEGRATION STRATEGIES FOR TEACHERS FACED WITH LIMITED ACCESS TO TECHNOLOGY

Abstract

The driving forces for integrating technology are to prepare students for the workforce and to increase student knowledge and skills. However, technology is not transforming education as it should, and studies show the teacher is a significant component in whether technology is effectively being integrated into the classroom. The purpose of this study was to investigate teachers’ plans to increase technology use in their classroom. The views of teachers who participated in professional development were examined.  The research included addressing the specific barriers of limited hardware, software, and Internet connectivity teachers face when implementing technology.  The study asked if teachers would increase technology integration that focused on student use after strategies that address the barriers to working with limited access to technology were provided.

This mixed methods study examined quantitative data collected through the Teachers Technology Questionnaire-R (TTQ-R) and the Technology Skills Assessment-R (TSA-R) and qualitative data through an interview protocol. Differences in the data collected from the pre and post instructional intervention survey using a paired samples t-test were not found to be statistically significant; however there were observable differences. Participants’ perceived general readiness to integrate technology decreased after completing the instructional intervention as shown through the TTQ-R.  However, confidence related to integrating technology focused on student use of technology did increase.  The change in confidence could be due to the fact that the participants were not aware of the increased emphasis on the effective use of technology in schools to prepare students for the 21st century.

The themes of levels of student use, benefits and barriers of technology use and, perceived readiness emerged through the analysis of data collected through the interview protocol and the TTQ-R. The participants in this study recognized many of the same benefits and barriers found in the literature.  Access to more and better resources, increased motivation and student engagement listed as benefits (Cuban, 2001; Gaffner, 2014; Weaver, 2012).  The barriers the teachers reported facing include limited access to hardware and Internet connectivity, time constraints, (Cuban, 2001; Weaver, 2014), classroom management and student behavior, (Kopcha, 2012) and skill level (King, 2013).

The findings of this study contribute to the existing body of literature in two ways. The findings support the current literature that examines the benefits and barriers of technology integration.  Second, the findings provide support for the need of content-specific professional development for integrating technology.