The College of Education, Health and

Human Sciences

Announces the Final Examination of

Sarah Dawn Smilowitz

for the degree of

Doctor of Education

June 26, 2014 at 11:00 am

405 Ball Hall, University of Memphis

Memphis, TN

Biographical Sketch

Bachelor of Arts, Psychology, University of Memphis

Master of Arts, Teaching, University of Memphis

Advisory Committee

Dr. Jeffery M. Byford, Ph.D., Associate Professor, Instruction and Curriculum Leadership, Committee chair

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

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

Dr. Allen H. Seed, Ph.D., Retired Associate Professor, Instruction and Curriculum Leadership

Major Field of Study

Instruction and Curriculum Leadership

Period of Preparation:  2009 – 2014

Comprehensive Examination Passed: February 2011

The Effects of High-Stakes Testing and Social Studies Pedagogy: An Examination of Social Studies Teaching Methods and Curriculum

Abstract

Smilowitz, Sarah D. Ed.D. The University of Memphis. June 2014. The Effects of High-Stakes Testing and Social Studies Pedagogy: An Examination of Social Studies Teaching Methods and Curriculum. Major Professor: Dr. Jeffrey Byford.

The purpose of this study was to examine how the changes in social studies teaching methods and content pedagogy have changed due to the increase in high-stakes testing in the area of secondary social studies. The primary questions addressed in this study were focused on teacher perceptions regarding high-stakes testing in social studies, and content pedagogy currently used in the social studies classroom.

The participants in this study included 12 high school U.S. History teachers from 3 public schools. A phenomenological study was conducted to gather information related to the following research questions: (1) What are the perceptions of high school teachers regarding high-stakes testing? (2) What are the perceptions of high school teachers in regards to current teaching strategies commonly used in the social studies classroom? (3) What are the perceptions of teachers regarding what determines the correct teaching style or strategy utilized? (4) What are the perceptions of high school teachers regarding formative assessments and activities in correlation with high-stakes testing?

Three common themes emerged from the data collected from the public school teachers: (1) High-stakes testing enhances teachers’ understanding of content knowledge and influences pedagogical strategies. (2) End of Course sample questions, primary source documents, and discussion are effective strategies used in formative and summative assessments in preparations for high-stakes learning. (3) High-stakes testing directly affects curriculum planning and pedagogical instruction. Study results also revealed unique themes shared by individual school sites. Themes shared by teachers at the high-achieving school (School A) were: (1) High-stakes testing was perceived negatively by teachers and created stressful working conditions for teachers. (2) Teachers sought outside references and sources to guide instructional activities in the classroom. One theme shared by teachers at the average-achieving school (School B) was: (1) Time constraints in teaching the U.S. History curriculum occurred due to the implementation of high-stakes testing.  Themes shared by teachers at the low-achieving school (School C) were: (1) High-stakes testing limited the amount of content covered and depth of detail explored. (2) High-stakes testing negativity impacted teaching style.

The College of Education, Health and

Human Sciences

Announces the Final Examination of

William Melvin Johnson, Sr.    

for the degree of

Doctor of Education

June 30, 2014 at 9:00 AM

123 Ball Hall, University of Memphis

Memphis, TN

Biographical Sketch

Bachelor of Science, Music Education, Florida Agricultural and Mechanical University

Masters of Music Education, Northern Illinois University

Advisory Committee

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

Dr. Louis Franceschini, Ph.D., Research Associate II, Center for Research in Educational Policy

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

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

Major Field of Study

Leadership: Higher and Adult Education

Period of Preparation:  Summer 2011 – Summer 2014

Comprehensive Examination Passed: December, 2013

An Examination of Traditional and Non-Traditional African American Male Students’ Perceptions of the Community College Environment, their Quality of Effort, Gains, and Inclination to Persist.

                                                                       Abstract

African American males at community colleges are facing greater challenges regarding persistence in today’s higher education environment. Several studies address institutional retention efforts of African Americans at 4-year institutions; however, a significant gap exists of research concerning African American male students’ persistence efforts within the community colleges setting. This study assists policy makers, higher education administrators, institutional researchers, and program directors in regards to best practices of programs that promote student persistence at the community college level. Guided by C. Robert Pace’s “Quality of Student Effort” theory, this study was conducted to examine the differences among traditional and non-traditional African American male students’ perceptions of the community college environment, their quality of effort, gains, and inclination to persist. Several statistical procedures were conducted to analyze a national data aggregate of the Community College Student Experiences Questionnaire (CCSEQ) acquired from the Center for the Study of Higher Education (CSHE) at the University of Memphis. A secondary data analysis was conducted among 1,948 student respondents from 8 community colleges that responded to the electronic version of the questionnaire during the academic years 2010-2013.

To address the five 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 (perceptions of the college environment, student quality of effort, students’ perceived estimate of gains, and an index of students’ inclination to persist). The independent variables were traditional and non-traditional African American male community college students.

The results of the study indicate significant differences do exist in the responses of the community college sample. The most notable difference is the affinity of traditional aged students’ and their perceptions of the college environment. Differences among traditionally aged and non-traditionally aged African American male community college students were also observed regarding students’ perceived quality of effort, their estimates of gains and their inclination to persist at the community college level.

The College of Education, Health and

Human Sciences

Announces the Final Examination of

Emily Warren Meadows

for the degree of

Doctor of Education

June 19, 2014 at 1:30 pm

103 Ball Hall, University of Memphis

Memphis, TN

Biographical Sketch

Bachelor of Arts, Psychology, Christian Brothers University

Master of Arts, Counseling, Louisiana State University

Advisory Committee

Richard James, Ph.D., Professor, Counseling, Educational Psychology, and Research, Committee chair

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

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

Stephen Zanskas, Ph.D., Associate Professor, Counseling, Educational Psychology, and Research

Major Field of Study

Counselor Education

Period of Preparation:  2010 – 2014

Comprehensive Examination Passed: September 2013

A Model for Educating and Training School Counselor Directors

Abstract

This dissertation explores the educational and training opportunities available to those who are pursuing employment as a school counselor director. The primary focus was to examine the participants’ educational experiences, as well as what they consider are the requisite knowledge and skills to be an effective school counselor director. In spite of the American School Counselor Association providing a justification for school counselor directors, as well as a description of the roles and functions of this crucial position, currently there are no national standards for educating or training school counselor directors.

This study employed a mixed-method research design to investigate the research questions, using both qualitative and quantitative methods of collecting, analyzing, and representing data. Qualitative methods were utilized to initiate the research study and were then triangulated with quantitative methods to provide evidentiary support for the findings. This study applied four methods of data collection: personal journals, a focus group, a national survey, and document analysis.

The analysis of both the qualitative and quantitative data suggests that there are significant differences ( p < 0.05) between what the participants believe are the requisite knowledge and skills for their positions as school counselor directors and the degree to which their educational programs prepared them for these skills. Additionally, this study offers a model program for educating and training school counselor directors through a school counselor leadership certification program. This certification program is a hybrid program that samples both from educational leadership and administration, as well as advanced counseling courses that could be implemented as a component of a degree program or as an individual certification tract.

The College of Education, Health and

Human Sciences

Announces the Final Examination of

Heather Annie Marie Sacharczyk

for the degree of

Doctor of Education

June 17, 2014 at 1:00 pm

123 Ball Hall, University of Memphis

Memphis, TN

Biographical Sketch

Bachelor of Science, Interdisciplinary Studies/Childhood Education/English, Norfolk State University

Master of Education, Curriculum and Instruction/Leadership, Christian Brothers University

Advisory Committee

Larry McNeal, Doctor of Philosophy, Professor Chair, Department of Leadership, Committee Chair

Reginald Green, Doctor of Education, Professor, Department of Leadership

Charisse Gulosino, Doctor of Philosophy, Assistant Professor, Department of Leadership

Deanna Owens, Doctor of Philosophy, Assistant Professor, Instruction & Curriculum Leadership

Major Field of Study

Leadership and Policy Studies

Period of Preparation:  2008 – 2014

Comprehensive Examination Passed: April 2013

Rural School District Personnel Directors and human Resource Directors Factors and Strategies of the Recruitment and Retention of Teachers

Abstract

This study was focused on the factors and strategies of the recruitment and retention of teachers in the eighty-two rural school districts throughout the state of Tennessee.  For the fifty-two rural school districts, which responded to the survey, data were collected and analyzed based on the perceptions of personnel directors and human resource directors regarding the factors and strategies of the recruitment and retention of teachers within their school districts. First, the researcher wanted to determine what the important factors were regarding the recruitment of teachers to rural school districts.  Secondly, the researcher wanted to understand what was perceived to be the most important strategies in the recruitment of teachers to rural school districts and how these factors differ by locale and Title One.  Additionally, the researcher wanted to establish the most important factors in the retention of teacher and how these retention factors differ by locale and Title One.

The results of this study suggested that the way in which personnel directors and human resource directors perceive the factors and strategies of the recruitment and retention of teachers within their school districts.  The findings provide evidence that the recruitment and retention strategies by personnel directors and human resource directors are perceived to be effective.  The data showed a positive correlation for the recruitment of teachers among the frequency of the strategy of personal contacts or networking and the relative effectiveness of this strategy, indicating that knowing people and communication is key to recruitment of teachers to rural school districts.

The College of Education, Health and

Human Sciences

Announces the Final Examination of

Jeffrey (Brian) Smith

for the degree of

Doctor of Education

June 18th, 2014 at 2:30 p.m.

Ball Hall, University of Memphis

Memphis, TN

Biographical Sketch

Master of Science, Behavior Analysis and Therapy, Southern Illinois University at Carbondale

Bachelor of Liberal Arts, Psychology, Southern Illinois University at Carbondale

Associate of Science, Wabash Valley College

Advisory Committee

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

Mark Conley, Ph.D., Professor, Instruction and Curriculum Leadership

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

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

Major Field of Study

Instruction and Curriculum Leadership specializing in Special Education

Period of Preparation:  2010 – 2014

Comprehensive Examination Passed:  April 2013

Evaluating the use of Video Observations With

Behavioral Clinical Supervision

Abstract

The current study evaluated three methods by which clinical feedback may be delivered to practicum students and their effect on various aspects of supervision.  Specifically, participants were asked to deliver feedback simultaneously to a student while watching them practice behavioral activities with a client via video, viewing a video of a student and waiting a duration of time before providing supervision, and to offer feedback when no video was observed of the student engaging in practicum activities.  Measures were developed to help assess the quality of supervision delivered within these three conditions and included: (a) the duration of time it took for feedback to be provided, (b) identifying and addressing erroneous student practices, (c) the number of principles, concepts, and practices discussed, (d) and whether participants followed through with what may be considered important components to providing effective supervision.  Results indicated that a statistically significant difference between means existed for the dependent measures of duration, components to supervision, and the number of task items addressed.  Participants spent a mean of 3184 seconds providing supervision to the student during the condition involving simultaneous feedback, which was longer than the other two conditions combined.  Likewise, participants also performed better in the real time video condition in terms of addressing task list items (M = 12) and including key components of supervision (M = 3.5).  However, participants identified and discussed more behavioral misuses (M = 4.9) during the no video condition.

The College of Education, Health and

Human Sciences

Announces the Final Examination of

Jerry Anthony Hunnicutt

for the degree of

Doctor of Education

June 4, 2014 at 1:00 pm

301 Browning Hall, University of Memphis

Memphis, TN

Biographical Sketch

Bachelor of Business Administration, Finance, University of Arkansas at Little Rock

Master of Education, Secondary Education, University of Arkansas at Little Rock

Master of Secondary Education, Business Education, University of Central Arkansas

Advisory Committee

Barbara Mullins-Nelson, Ph.D., Professor, Department of Leadership, Committee Chair

Katrina A. Meyer, Ph.D., Professor, Department of Leadership

Jeffery L. Wilson, Ph.D., Assistant Professor, Department of Leadership

James E. Selbe, Ed.D., Adjunct Member, Department of Leadership

Major Field of Study

Higher Education Administration

Period of Preparation:  2003 – 2014

Comprehensive Examination Passed: 2009

ONLINE COURSE ATTRITION IN ARKANSAS TWO-YEAR COLLEGES

Abstract

This study investigates the attrition in online courses at two-year colleges in the state of Arkansas.  For the purpose of the study, the Survey of Barriers for Online Learning was disseminated to a sample of 283 students from four two-year colleges in the central area of Arkansas during 2013.

Three research questions were the driving catalyst for the study: 1) What are the perceptions of students regarding the pedagogical, managerial, social, and technical barriers to online learning?   2)  Do all student respondents and respondent subgroups perceive the four kinds of barriers to online learning (pedagogical, managerial, social, and technical) to be equally difficult?   3) To what extent do the demographic characteristics of students, student status variables, and student perceptions of four types of barrier predict attrition rate?

This study utilized a combination of repeated measures analysis of variance, hiearchical regression, and step-wise regression on demographic, student success, and student barrier variables to predict online course attrition rate.

Results indicated that as a student’s grade point average increases, the attrition in online classes decreases.  Technical barriers were not significant for the purpose of this study; however it was found that pedagogical and mangerial barriers were more signficant. Conclusions were made that students possessed the technological skills to be successful in an online course and were more concerned with the navigation and curriculum delivery style within the individual courses.

The College of Education, Health and

Human Sciences

Announces the Final Examination of

Archandria Colette Owens

for the degree of

Doctor of Philosophy

May 13, 2014 at 01:00 pm

207 Ball Hall, University of Memphis

Memphis, TN

Biographical Sketch

Bachelor of Arts, Psychology, Texas Tech University

Master of Arts, University of Detroit-Mercy

Advisor Committee

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

Nancy Nishimura, Ed.D., Associate Professor, Counseling, Educational Psychology, and     Research

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

Ronnie Priest, Ph.D., Associate Professor, Counseling Educational Psychology, and Research

Major Field of Study

Counseling Psychology

Period of Preparation:  2010-2014

Comprehensive Examination Passed: August, 2012

Life Role Salience in African American Men:  The Impact of Race-Related Stress, Hypermasculinity, and Sexual Self-Concept

Abstract

This study explores life role salience in African American men and the contextual factors that affect how African American men feel towards being in committed relationships and towards parenting.  African American men in the United States of America have unique encounters with racism and discrimination, a distinctive navigation of masculinity ideology, and a sociopolitical lens from which views on sexual self-concept hinge due to the complex intersection of their race and gender.  With research demonstrating the components of healthy families include consistency within the relationship of the parents, overall stability of the household, and parents who are present to their children, especially fathers, it is important to explore not only how African American men value the role of husband and father, but also what positively or negatively impacts their decisions to commit to these roles.  227 African American men completed self-report surveys addressing their socioeconomic status, experiences of racism, racial identity development, experience of their masculinity, and their definition of their sexual self-concept.  These contextual and personal factors were then assessed to understand how they affected role salience for African American men in being in committed relationships as well as being a parent.  Results from this study found that African American men demonstrated a heavy reliance on income in order to define both their valuing and commitment to these roles.  In addition to this, racial identity development, or one’s meaning-making system around their minority status, consistently affected all aspects of role salience over and above actual experiences of racism and discrimination.  Findings from this study could be utilized by mental health professionals to start facilitating dialogues with the African American men they work with concerning broadening their definition about what it means to be a good partner and parent.  These dialogues and interventions should also be aimed at helping African American men integrate healthier views of themselves as racial beings.

The College of Education, Health and

Human Sciences

Announces the Final Examination of

Vonda K. Scipio

for the degree of

Doctor of Education

May 15, 2014 at 1:00 pm

405 Ball Hall, University of Memphis

Memphis, TN

Biographical Sketch

Bachelor of Science, Human Resources Management, Upsala College

Master of Arts, Reading Specialization Adult Literacy, Kean University

Advisory Committee

Vivian Gunn Morris, Ph.D., Professor, Instruction and Curriculum Leadership, Committee chair

Satomi I. Taylor, Ph.D., Professor, Instruction and Curriculum Leadership

J. Helen Perkins, Ed.D., Associate Professor, Instruction and Curriculum Leadership

Jerrie Scott, Ph.D., Professor, Instruction and Curriculum Leadership

Louis Franceschini, Ph.D., Research Associate II, Center for Research in Educational Policy

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

Major Field of Study

Instruction and Curriculum Leadership

Period of Preparation:  2007 – 2014

Comprehensive Examination Passed: August 2013

Improving Teacher Effectiveness in an Urban School District through a

High Quality Induction and Mentoring Program

Abstract

Induction and mentoring programs are being implemented throughout the nation by school districts as intensive professional development for new teachers. These programs are designed to accelerate the development of novice teachers as a strategy for improving the academic achievement of students enrolled in P-12 classrooms. In an effort to assess the relative importance of school-level factors that might further such teachers’ growth, the purpose of this study was to investigate the perceptions of three cohorts of mentored teachers with respect to five working conditions at their assigned schools—namely, (a) colleagues contribution to professional growth; (b) principal support of professional growth; (c) adequate classroom space; (d) sufficient materials and supplies and (e) collaboration with veteran teachers—and to determine if there were differences in their perceptions by such respondent characteristics as years teaching, time working with their mentors, and level of education.

Participants in this study were 169 mentored teachers who taught from one to three academic years, from 34 schools, in a predominately African American district in the southeastern United States. While enrolled in a school district-university sponsored induction and mentoring program over a three-year period, the mentored teachers completed an anonymous online Induction Survey that was developed and administered by the New Teacher Center, Santa Cruz. Derived from successive administrations of the Induction Survey, the data were brought together in a single file were subjected to secondary analysis. Obtained through the application of a variety of non-parametric statistical procedures, the findings indicated that the mentored teachers rated those items highest that pertained to the “social context” of the school: namely, colleagues’ contribution to their professional growth, collaboration with veteran teachers, and support of principals. Conversely, the more “material” conditions of the school—specifically, the adequacy of the room in which they taught and sufficiency of materials and supplies for instruction—were consistently rated lowest by these teacher respondents.

The College of Education, Health and

Human Sciences

Announces the Final Examination of

Carol Lee Shelly Wallace

for the degree of

Doctor of Education

May 8, 2014 at 1:00 pm

301 Browning Hall, University of Memphis

Memphis, TN

Biographical Sketch

Bachelor of Science, Foods and Nutrition, Marymount College

Master of Science, Public Health Nutrition, University of Tennessee

Advisory Committee

Mitsunori Misawa, Ph.D., Assistant Professor, Department of Leadership, Committee Chair

Barbara Mullins Nelson, Ph.D., Professor, Department of Leadership

Ruth Williams-Hooker, Ed.D., Assistant Professor, Health and Sport Sciences

William Akey, Ed.D., Assistant Professor, Department of Leadership

Major Field of Study

Higher and Adult Education

Period of Preparation:  2008 – 2014

Comprehensive Examination Passed: April 2012

LEARNING TO PRACTICE:

A CASE STUDY OF THE EXPERIENCES OF PUBLIC HEALTH

REGISTERED DIETITIANS IN PROFESSIONAL LIFELONG LEARNING

Abstract

The purpose of this qualitative case study was to understand the experience and perspectives of registered dietitians practicing as public health nutrition professionals, in meeting their continuing professional education and professional learning needs in their workplace, and the relationship to adult learning theories. Adult learning theories and strategies reviewed including andragogy, self-directed learning, transformational learning, experiential learning, informal and incidental learning, and critical reflective practice. Data was collected during an eight month period from registered dietitians within a county public health nutrition department. Data collection methods included observation, document elicitation using the participant’s professional development portfolio using an unstructured guide, semi-structured interviews, and artifact collection. Data was analyzed using thematic analysis, and findings were represented in themes, supported and illustrated by representative quotes from the participants. The five themes that emerged during analysis about CPE and professional learning were (1) the availability of opportunities, (2) the variety of methods for customizing learning, (3) that learning has a purpose, (4) learning is enhanced by enjoyability, and (5) RDs want to be prepared professionally.

The registered dietitians in this study reported experiences that aligned with literature about andragogy, self-directed learning, transformational learning, experiential learning, and informal and incidental learning. Barriers they reported were primarily cost, time, and scheduling, with some technology access problems. There was little self-reporting of reflective practice, although there was indication that they were reflecting, but did not consider it as learning. Four directions for future research are suggested, including expanding to other public health clinical settings in rural areas or in other parts of the country, or to experiences of RDs in other practice area such as clinical, wellness, chronic care, research, or education; the role of reflective practice in CPE and workplace learning for RDs; the growing role of social media in informal learning for the heath care professional providers and for patients or clients; or a comparison of the proliferations of CPE “freebies” mentioned frequently by these RDs, which are often produced by commercial companies, with more traditional CPE offerings from universities or other agencies.

The College of Education, Health and

Human Sciences

Announces the Final Examination of

Robin Jay Brooksby

for the degree of

Doctor of Philosophy

May 2, 2014 at 2:30 pm

103 Ball Hall, University of Memphis

Memphis, TN

Biographical Sketch

Bachelor of Science, Psychology, Brigham Young University – Idaho

Master of Arts, Community Counseling, Gonzaga University

Advisory Committee

Sara Bridges, PhD, Associate Professor, Counseling, Educational Psychology and Research, committee chair

Douglas Strohmer, PhD, Professor and Chair, Counseling, Educational Psychology and Research

Lisbeth A. Berbary, PhD, Assistant Professor, Department of Recreation and Leisure Studies, Applied Health Sciences, University of Waterloo

Elin Ovrebo, PhD, Assistant Professor, Counseling, Educational Psychology and Research

Major Field of Study

Counseling Psychology

Period of Preparation:  2009-2014

Comprehensive Examination Passed: September 2011

Social Media: A Case of Publicness

Abstract

Brooksby, Robin J. Ph.D. The University of Memphis. August 2014. Social Media: A Case of Publicness. Major Professor: Sara K. Bridges, Ph.D. Associate Professor, Counseling Psychology

Social Media has become one of the most popular ways to communicate and use the Internet. Previous research has shown that Internet use can have both positive and negative effects on users’ wellbeing, network quality, and life satisfaction. Further, self-disclosure is greatly increased and facilitated online, resulting in a loss of privacy. The aim of this case study was to provide an understanding of online publicness through an in-depth investigation of three social media users who maintained public profiles with minimal or no privacy settings. Participants included three individuals with publicly accessible blogs, Facebook and Twitter accounts. Results showed they were either naturally public people that found sharing online easy and an outgrowth of their personalities, or they had encountered circumstances that required their publicness, like being visible to past friends on Facebook, participating in public discourse through their blog, or talking with celebrities on Twitter. My findings also showed that my participants maintained their publicness online due to a variety of benefits, including making friends, convenient communication, conversation, their network, and celebrity connections. These benefits were also juxtaposed with several negative effects that publicness caused online and off. My participants negotiated these effects by being vulnerable, filtering harmful or hurtful content, maintaining their identity, accepting little privacy, and coping with the negative reactions of others.