2017

Annual
Report
Doctoral Program
in Educational
Leadership

IN THIS ISSUE:
2 - Dr. John Denson honored

2 - Students study abroad

in Ireland

3 - Profession of hope

4 - Research and scholarship

5 - Doctoral graduates serving

in higher education

6 - Doctoral graduates serving

as school administrators

7 - Other notables leading

P-12 education

8 - Doctoral graduates

12 - Doctoral faculty members

EDITOR
Dr. Karen Embry-Jenlink

Doctoral Program in Educational Leadership / 1

 Doctoral Program in Educational Leadership News

Dr. John Denson honored

Dr. John Denson, former
agriculture teacher and
Future Farmers of America
advisor for Longview
High School and current
assistant superintendent,
high school and junior high
principal for Union Hill, was
recognized with two awards
in 2016-17.
He received the 2017
Area VI Outstanding Media
award from the Vocational
Agriculture Teachers Association of Texas, which honors
agriculture science teachers who successfully publicize
and promote their program and agricultural education
through the media. Denson’s article titled “Looking
at the future of Vocational Education: Vocational
Agricultural Technology” was published in The Journal
of School and Society, and his doctoral dissertation on
diversity in the agriculture profession also was published.
At the 89th Annual Texas FFA State Convention,
Denson was honored with the highest honorary degree
given by the Texas FFA, the Honorary Lone Star FFA
Degree. According to Texas FFA Association, “this honor
recognizes individuals who have rendered outstanding
service to agricultural education and the Texas FFA.”
Denson was one of 43 individuals receiving this esteemed
honorary degree.
“The experience and knowledge I gained from getting
my doctoral degree is starting to shape what I do outside
of the classroom,” Denson said. “I know the importance
of experience in the field and continuing education.”
– Original article published by Longview ISD

Doctoral students study

abroad in Ireland
In summer 2017, eight SFA doctoral students traveled
to Ireland in a doctoral internship focused on developing
culturally responsive scholar-practitioner leaders.
Led by professors Drs. Karen Embry-Jenlink and Patrick
M. Jenlink, the 12-day course began at Trinity College and
extended to Dublin City University where SFA students
attended an international educational policy seminar. At
DCU, students participated in a symposium on the Irish
educational system with DCU and Trinity College faculty
members and a graduate research exchange with DCU
doctoral students.
Students also engaged with Professor John Heywood,
an internationally renowned educator and professorial
fellow emeritus for Trinity College.
“I was thrilled for our students to experience Trinity
College and meet Professor Heywood as well as interact
with DCU faculty and doctoral students,” Embry-Jenlink
said. “Networks like these are critical for scholar-
practitioner leaders in our global society.”
Students toured Dublin and the Book of Kells at Trinity
College. Students and faculty traveled to Newgrange, a
Neolithic tomb and UNESCO World Heritage Site, and attractions, including the Cliffs of Moher and the Burren,
Glendalough, an early medieval monastic settlement Isle of Inishfree and Connemarra National Park.
founded by St. Kevin in the 6th century in what is today Laura Dacus, SFA doctoral student, said this experience
known as Wicklow County. has left a “lasting imprint” on her.
The group traveled to Galway County to experience “My character has grown and developed because of the
the “Wild Atlantic Way” of the Western Coast of Ireland interactions and discussions with my professors and my
where they visited prominent historic and cultural cohort members,” Dacus said.

2 / 2017 Annual Report

 Profession of Hope
Vietnamese doctoral student seeks to improve his country’s educational system by finding new perspectives at SFA
WRITTEN BY KASI DICKERSON
senior marketing communications specialist at SFA
T
he key to progress is knowledge. But what
happens when access to knowledge is hindered?
Son Pham, a doctoral student enrolled in
SFA’s Doctor of Education in educational leadership
program, traveled more than 8,700 miles from his
home in Vietnam to discover a solution to the social
and organizational issues facing his country’s higher
education system. He believes stepping outside of his
country will help him find a new approach.
“In Vietnam, we have a lot of limitations to observe and
investigate what is happening in our systems,” Pham said.
“I believe by applying updated theories of education
management with the view of comparative education,
various current problems in Vietnamese education will
be clarified and improved.”
Before becoming a Lumberjack, Pham worked in a
senior-level position at Hoa Sen University where he led
a nationwide communication campaign to reach high
school students. Through his efforts, student enrollment
almost doubled from about 6,800 to more than 12,200
students. The victory was bittersweet.
While enrollment and interest in the university
increased, thousands of students failed the Vietnam
national entrance exam. This roadblock encouraged
Pham to analyze why this occurred and research how
to improve the admission selection process and the
effectiveness of public education management. He said
this became his obsession.
“It pushed me to self-study to make it clear that
there are many problems below the iceberg of this
national college entrance examination, including
central planning from the minister of education and
the demand of society, training quotas control and
corruption, linkage to the industrial labor force and
more,” he said.
A connection in Houston brought Pham and his family
to Texas, and he soon learned about SFA. In summer
2017, he enrolled in his first doctoral courses in the
James I. Perkins College of Education after undergoing
the extensive and competitive admissions process for
international students and interviewing with doctoral
program faculty members.
When he visited SFA, he said he “had a feeling” this
was the university for him.
“First impressions are very important. When I was on
campus, I had a nice, warm feeling,” Pham said. “The
professor who interviewed me was caring.”
The university’s supportive and family-like atmosphere
made Pham comfortable in selecting the school to
continue his education.
Son Pham, a
doctoral student
enrolled in
SFA’s Doctor
of Education
in educational
leadership
program, traveled
more than 8,700
miles from his
home in Vietnam
to discover a
solution to
the social and
organizational
issues facing his
country’s higher
education system.
“Even after some time, I can say this is the right choice.
The faculty members support me, and I feel like they care
about my progress and offer me opportunities,” he said.
As a doctoral student, Pham also doubles as a doctoral
research assistant for the program. While he admits there
has been a steep learning curve, he said he is thankful for
the support, community contacts and opportunities the
program has allowed him thus far.
Uprooting his family from Vietnam was difficult, but
Pham praises SFA’s Office of International Programs
for making the transition as smooth as possible. He has
participated in a variety of campus events, such as the
Office of Multicultural Affairs’ poverty simulation and
diversity conference. He also read Vietnamese poetry
during the Department of Languages, Cultures and
Communication’s international poetry evening. For him,
it is easy to continue his global education by becoming
involved in the many cultural events on campus.
“I’m grateful to the international program for its
support,” he said.
Throughout his educational journey, Pham has
traveled to 16 countries and five continents to gain new
perspectives. He earned his master’s degree in France
and his undergraduate degree in Vietnam. At SFA, he will
continue to seek advice from leaders and research ways to
improve the educational system of his home country.
“Educational leaders have committed to work not only
with but also on behalf of others who often might be the
disadvantaged, disenfranchised, invisible and forgotten
in our imperfect social systems,” Pham said. “I have faith
in the education profession to make a difference, to
bring about positive social change and to better society.
Educational leadership is really the ‘profession of hope.’”
Doctoral Program in Educational Leadership / 3
 Research and Scholarship
Books / Book Chapters
Walker, A., Lowery, C., & Thomas, C. (Eds.). (2017).
Quantum realities: Educational truth telling in an era of
alternative facts. Dubuque, IA: Kendall-Hunt.
Lowery, C. L. (2017a). Lived experiences as
quantum realities: Valuing the development of
the scholar-practitioner identity. In A. Walker, C.
L. Lowery, & C. Thomas (Eds.), Quantum Realities:
Educational Truth Telling in an Era of Alternative Facts
(pp. 123-140). Dubuque, IA: Kendall Hunt.
Lowery, C. L. (2017b). Educational truth telling
in a moment of alternative facts. In A. Walker, C.
L. Lowery, & C. Thomas (Eds.), Quantum Realities:
Educational Truth Telling in an Era of Alternative Facts
(pp. 7-30). Dubuque, IA: Kendall Hunt.
Walker, A. (2017). Moral Philosophy, Alternative
Facts, and Inclusive Leadership. In Walker, A.,
Lowery, C., & Thomas, C. (Eds.). Quantum Realities:
Educational Truth Telling in an Era of Alternative Facts.
Dubuque, IA: Kendall Hunt Publishing.
Scholarly Journal Articles
Lowery, C. L., Gautam, C., Hess, M. E., & Mays, C.
(2017). Rural superintendents as political agents:
Grassroots advocacy in Appalachian districts of
Southeast Ohio. Journal of Research Initiatives, 3(1),
art. 4. Retrievable from https://digitalcommons.
uncfsu.edu/jri/vol3/iss1/4/
Lowery, C. L., & Akinola, T. (2017). A scholar-
practitioner construct in transnational education:
Social justice issues for school leadership in Nigeria.
The African Symposium, 16(1), 50-62.
Lowery, C. L. (2017). Common sense and scientific
interpretation of cultural relevance. Teacher
Education and Practice, 30(3), 462-486.
4 / 2017 Annual Report
Lowery, C. L., & Walker, A. (2017). The scholarly
practice of spoken word: A critical inquiry into the
representations in urban Black performance poetry.
Radical Pedagogy, 14(2). Retrievable from http://
www.radicalpedagogy.org/lowerywalker.html
Lowery, C. L. (2017). Development of the scholar-
practitioner identity through selected pieces
by Picasso: A critical aesthetic inquiry. Creative
Approaches to Research, 10(1), 6-20. Retrievable from
http://creativeapproachestoresearch.net/wp-
content/uploads/CAR10_1_Lowery.pdf
Gautam, C., & Lowery, C. L. (2017). Teaching moral
literacy through critical pedagogical bricolage: A
co-constructed auto-ethnography of an educational
leadership program. The Qualitative Report, 22(1),
160-178. Retrievable form works.nova.edu/tqr/
vol22/iss1/9/
Hebert, T., & Lewandowski, J. (2017). Blending
community and content through place-based
science. Collaborations: A Journal of Community-
Based Research and Practice. Retrieved from http://
scholarlyrepository.miami.edu/collaborations/vol1/
iss1/4/
McDermand, R. D. (2017). Book Review -
Unsportsmanlike Conduct: College Football and
the Politics of Rape. Journal of Issues in Intercollegiate
Athletics, 10(1), v-vii
Walker, A. (2017). Critical autobiography as
research. The Qualitative Report, 22(7). Retrieved
from: https://nsuworks.nova.edu/tqr/vol22/
iss7/10/
 Doctoral Graduates Serving in Higher Education

Scott Bailey Peggy Gill Monique Nunn

Associate Professor Professor and Director of GEAR-UP Transfer Coordinator Student
Stephen F. Austin State University University of Texas at Tyler Success Center
Stephen F. Austin State University
Clay Baulch Jeanie Gresham
Associate Professor Associate Professor and Interim Karon Radford
Sul Ross University Chair of Secondary Education and Post-Doctoral Research
Educational Leadership Associate/Adjunct Faculty
Lisa Bertrand Stephen F. Austin State University Stephen F. Austin State University
Professor
Southeast Missouri State University Paula Griffin Nola Schmidt
Assistant Professor STEM Curriculum Coordinator
Greg Bouck Stephen F. Austin State University Stephen F. Austin State University
Assistant Professor and Co-Coordinator
of Assessment Terri Hebert Sandra Stewart
Northwestern State University Assistant Professor and Advanced Associate Dean of the College of
Studies in Teaching and Learning Education
Mary Catherine Breen Program Coordinator Sam Houston State University
Academic Success Center Director Indiana University South Bend
Sam Houston State University Ray Thompson
Wesley Hickey Assistant Professor
Julie Carlson Department Chair Texas A&M University - Commerce
Department Chair and Professor University of Texas at Tyler
Minnesota State University at Vance Vaughn
Mankato Jeremy Higgins Associate Professor
Director of Environmental Health, University of Texas at Tyler
Lara Cavin Safety and Risk Management
Assistant Professor and Director Stephen F. Austin State University Anthony Walker
of Field Experiences Assistant Director of Academic
East Texas Baptist University Chuck Lopez Initiatives
Associate Dean of University College Tarrant County Community
Irene Cravey Eastern Washington University College System
Associate Vice Chancellor
Texas State Technical College Charles Lowery Nelda Wellman
Assistant Professor Assistant Professor
Kristy Duckworth Ohio University Northwestern State University
Assistant Professor
East Texas Baptist University Shirley Luna Michelle Williams
Executive Director of University Associate Professor and Coordinator
Frank Dykes Marketing Communications Online Middle-Level Grades
Associate Professor Stephen F. Austin State University Stephen F. Austin State University
University of Texas at Tyler
Genevra Lynn Patrick Winters
Rebecca Frederickson Coordinator of Residence Life Associate Professor and Director of
Associate Professor Texas A&M University Master of Education Program
Texas Woman’s University at College Station East Texas Baptist University

Chetanath Gautam Nechele McClinton Carol Wright

Associate Professor Assistant Director of Residence Life Associate Professor
Delaware State University Lamar University Stephen F. Austin State University

Glenda Moss
Department Chair and Professor
University of North Texas at Dallas

Doctoral Program in Educational Leadership / 5

 Doctoral Graduates Serving as School Administrators

Superintendents Districts Principals Districts

Cathy Amonett O’Donnell Mechael Abbs Crockett
David Brown Van Alstyne Jacquelyn Armwood Alief
Cade Brumley Jefferson Parish, Louisiana Jennifer Bailey Chapel Hill
Joe Burns Copperas Cove Heather Bergman Cypress Fairbanks
Michael S. Davis Cushing Fred Black Lamar Consolidated
Micah Dyer Cuero Shelly Butler Mansfield
Kevin Dyes Holliday Richard Cardin Kenedy
Marc Faulkner China Spring Aaron Covington Beaumont
Brent Hawkins Livingston John D. Denson Union Hill
James Hockenberry Center Keri Hampton Tyler
Mid Johnson Timpson Susan M. Gerlach Mansfield
Darin Jolly North Hopkins Hugo Ibarra Bryan
Ronny Knox Sam Houston State University Charter Raben Jayroe Bryan
Brian Nichols New Summerfield Debra Jordan Vidor
John Mastillo Redbank Valley Cindy Lindley Kilgore
Christopher A. Moran Whitehouse Chance Mays Mount Enterprise
H. Brian Morris Columbus Carla McAvoy Pine Tree
Stephen Patterson Orangefield Jerry Meador Woden
Walter Peddy Douglass Betsy Janet Mijares Lufkin
J.R. Proctor Axtell Patricia Nation New Summerfield
Chane Roscoe Lampasas Tiffany Regan Deer Park
Jo Ann Simmons UT Tyler’s Innovation Nathaniel Session Southside
Academy Charter School William Stewart Palestine
Jim Vaszauskas Mansfield
David Walker Christoval Assistant Principals Districts
Thomas Wallis Kirbyville Igor Gusyakov Nacogdoches

Eric Wright Hays Consolidated Stephanie L. Johnson Palestine

Pascal Killingsworth Longview
Deputy Superintendent District Joshua Douglas Nation Humble ISD
Demontes Stewart Killeen James Torrence Garland
Angela Wright Brownsboro
Assistant Superintendents Districts
Angie Applegate Coppell
Valerie Baxter Pine Tree
Daya Hill Nacogdoches
Georgia King Beckville
Donna Porter Carthage
Janie Sims Athens

6 / 2017 Annual Report

 Other Notables Leading P-12 Education

P-12 Educational Leaders Location Position

Stephanie Bush Galena Park ESL Coordinator
Jo Lynn Corley Nacogdoches Data Analysis and Compliance Coordinator
Perry Daniel Louisiana K12 Deputy Regional Vice President Louisiana Virtual
Charter Academy
Sheron Darragh Region VII ESC Director of Curriculum, Instruction and Assessment
Regina Davis Region VII ESC Educator Certification Assistant Director
Sherry Durham Nacogdoches Director of Special Education Cooperative
Dayan Durrant Marshall STEM Coordinator
Nicola Esch Annunciation Orthodox Head of Early Childhood and Lower-School Grades School in Houston
Logan Faris Northwest Executive Director of Secondary Education
Cathy Gabro Northwest Executive Director of Elementary Education
Wanna Giacona Galena Park Director of Bilingual/ESL/Federal Programs
Michael Patterson Hill Garrison Business Manager
Allison D. Killingsworth Marshall Science Coordinator
Barrett Lankford Hudson Chief Financial Officer
Elizabeth Nicole Lazarine Nacogdoches RTI Coordinator
Danny J. Lovett Beaumont Region V Education Service Center Executive Director
Julie Madden Lufkin District Literacy Specialist
Delinda Neal New Caney Executive Director of Instruction
Toby Nix Pearland Director of Career and Technical Education
Peggy Oden Upshur County Director of Special Education Cooperative
Angel Rivera Garland Chief of Strategic Initiatives and Strategic Engagement
Michael Schwei Northwest Executive Director for Curriculum and Staff Development
Joanna Slaton Grand Prairie Chancellor, Early College High School
Katherine Summers Lufkin Educational Diagnostician
Debbie Taylor Elkhart Section 504 Coordinator
Penny Tramel Coppell Executive Director of Curriculum and Instruction
Diana Vaughn Athens Federal Programs Director
LaToya Walker Lufkin Director, Open Arms Counseling
Craig Wilcox New Summerfield Director of Curriculum and Federal Programs
Quentin Wood Region VII ESC Special Education Specialist

Doctoral Program in Educational Leadership / 7

 Doctoral Graduates

DR. JOHN ALLEN BRANCH / May 2017 Graduate

UNCOVERING MEANING IN MONTESSORI TEACHERS’ LIVED EXPERIENCES OF COSMIC

EDUCATION AS A TOOL FOR SOCIAL JUSTICE
This inquiry focused on the lived experiences of Montessori teachers in implementing Montessori’s
Cosmic Education as a tool for social justice in their classrooms in order to more fully understand Cosmic
Education’s meaning, purpose and practice. The researcher also sought to understand how Cosmic
Education could be an effective pedagogy of place, providing historical and social contexts in which
students may develop and grow. The study used a post-intentional phenomenological design (Vagle,
2014) and was based on a series of interviews with five Montessori teachers from different classroom age levels. The data were
analyzed using poetic inquiry through the form of found poetry. Emerging themes of Cosmic Education as a pedagogy of place
and how that pedagogy of place contributed to agency in social justice were identified.

DR. DARE CHRONISTER / August 2017 Graduate

THE IMPACT OF STUDY ABROAD ON MORAL DEVELOPMENT OF COLLEGE STUDENTS:
NARRATIVE STORIES FROM STUDENT AFFAIRS PROFESSIONALS
This study was designed to examine student affairs professionals’ perspective of the impact of study-
abroad programs on student’s moral development as defined by intercultural competence and tolerance.
Three participants from different universities in various locations across the U.S. were selected to share
their personal stories of college students’ moral development growth demonstrated in everyday social
interactions after an experience studying abroad. Data were gathered through extensive interviews
and observations, recorded digitally and transcribed to create descriptive summaries. The summaries were then restored to
narrative form. The narratives were analyzed to identify underlining themes to gauge the impact of moral development.

DR. JOHN D. DENSON / May 2017 Graduate

AN EXAMINATION OF TEXAS AGRICULTURAL EDUCATION REGARDING ABSENCE OF

DIVERSE STUDENTS
This study was designed to investigate reasons for, and issues regarding, the lack of diversity in the
department of agriculture and the Future Farmers of America. Data for this research were collected,
studied and analyzed. Data were examined to identify explanations for the lack of interest in agriculture
among diverse students and the lack of interest among school administrators and teachers to encourage
studies in agriculture among the diverse. The analysis of data verified the existence of a real need for
more disquiet in the differences of attitudes among diverse students regarding agriculture and agriculture programs, such
as FFA. The findings from the study provided school administrators with conclusions related to the necessity for more
concern for encouraging diverse students, as well as all students, to take a greater interest in agriculture.

DR. SUSAN M. GERLACH / May 2017 Graduate

A QUANTITATIVE STUDY OF CO-TEACHING AS AN INSTRUCTIONAL MODEL TO SERVE

ELEMENTARY STUDENTS
The purpose of this quantitative study was to address the use of the co-teaching instructional model
to serve elementary special education students in general educational classrooms. Recent trends and
legislation have increased the use of inclusive education for students with disabilities. At this time, few
large-scale studies on co-teaching have been conducted to date, and empirical research in terms of
quantified student measured outcomes is limited. As a result, districts face challenges when considering
implementation of a co-teaching model. This study used a quasi-experimental design from intact existing groups of fourth-
grade students on the State STAAR Reading test. Cross tabulation analysis was then merged to bring greater district-wide
examination of the co-teach model. The research is intended to contribute quantitatively measured student outcomes of
students in co-taught classrooms, and inform district decision makers on the co-teaching environment meeting the needs of
students with specific learning disabilities.

8 / 2017 Annual Report

 DR. IGOR GUSYAKOV / May 2017 Graduate

PERCEPTIONS OF EFFECTIVE PEDAGOGICAL PRACTICES AND CLASSROOM MANAGEMENT

STRATEGIES: A CROSS-CASE ANALYSIS OF FOUR MIDDLE SCHOOL TEACHERS
This study sought to identify and describe the pedagogical practices and classroom management
strategies of consistently effective and successful teachers as evidenced by teacher perceptions and
observations. Four middle school teachers from two middle schools within the same school district were
selected to participate in the study. The teachers were selected based on their effectiveness identified
by their supervisor. The teachers were interviewed about their own perceptions as to what effective
pedagogical practices are, based on their teaching experience. The teachers also were observed in their classrooms. The key
findings of the study indicated the importance of establishing classroom procedures, consistency in their implementation
and building genuine trusting relationships with students. Also, teacher effectiveness does not directly depend on such
external factors as administrative assistance or professional development opportunities, unless the professional development
opportunities include collaboration with colleagues. The findings of the study can be used to improve instruction on the
classroom level in order to increase student achievement in the age of accountability and high stakes testing. In addition,
the findings can be used by school and district administrators for planning teacher professional development opportunities.

DR. MICHAEL PATTERSON HILL / August 2017 Graduate

A QUALITATIVE CASE STUDY OF SELF-REPORTED INFLUENCES AFFECTING THE DECISION OF SEXUAL-

MINORITY STUDENTS TO LEAVE HOME
This study was designed to identify commonalities regarding influences within the decision-making process that attributed
to sexual-minority students voluntarily or involuntarily becoming homeless in lieu of remaining in their respective familial
home. An exploratory case study research design was utilized to determine common themes present in the self-described
events that led up to the respective decisions of three volunteer participants, who identified themselves as sexual-minority
youths at the time of transition, to leave home. Results of this study discerned five commonalities among the participants’
experiences, which influenced their experiencing homelessness. The detection of these commonalities may provide school
administrators and other professionals, both within and outside of the public school system, with guidance on the creation
of interventions designed to mitigate the impact of these factors, decreasing the potentiality of this demographic becoming
homeless and thus being subjected to the detrimental ramifications inherent within such a circumstance.

DR. STEPHANIE L. JOHNSON / May 2017 Graduate

UP FROM POVERTY: A NARRATIVE NON-FICTION STUDY OF THREE FEMALE

SUPERINTENDENTS FROM POVERTY
This narrative non-fiction study was designed to investigate the lived experiences of three female
superintendents in the state of Texas who have lived in poverty during their youth and early life. The
participating female superintendents were contacted by the researcher through email. The information
used in this study was collected from participating superintendents through interviews and analyzed to
find the common themes that exist between the lived experiences of each female superintendent from
poverty as she progressed through the stages of development in life. The information also was analyzed to ascertain how
she was able to elevate out of poverty to become the leader of a high poverty district and how she is able to use her lived
experiences to help students who live in poverty. The study indicated that many of the female superintendents from poverty
were able to elevate out of poverty by using their religion, relying on the positive influences of key people in their lives, and
by improving themselves through education and school experiences.

Doctoral Program in Educational Leadership / 9

 Doctoral Graduates

DR. ALLISON D. KILLINGSWORTH / May 2017 Graduate

A QUANTITATIVE SURVEY ANALYSIS OF ELEMENTARY PRESERVICE TEACHER PERCEPTIONS

OF ASSESSMENT TASKS IN SCIENCE COURSEWORK
This replication survey research study sought to further understand preservice elementary teachers’
perceptions of assessment tasks they encountered in secondary science coursework. Students are
assessed through informal and formal assessments, including close-ended and open-ended questions,
through classroom and high-stakes assessments. With great significance placed on high-stakes state
assessments, classroom instruction and assessments often mirror the format of state assessments. The
researcher administered a validated Likert scale inventory, the Perceptions of Assessment Tasks Inventory, to preservice
elementary teachers to examine their perceptions of how assessment tasks reflected their knowledge and understanding
of science assessment tasks. The researcher found the research participants’ perceptions were more positive regarding
assessment tasks the teacher had more control over, including the alignment of learning with assessments and transparency
of assessments. The research participants’ least positive perceptions were assessment tasks where students had less influence
over their assessments, including student consultation and diversity in assessment.

DR. ELIZABETH NICOLE LAZARINE / May 2016 Graduate

TRENDS IN KINDERGARTEN-12 SCIENCE, TECHNOLOGY, ENGINEERING AND

MATHEMATICS (STEM) EDUCATION STUDENT ACHIEVEMENT: A META-ANALYSIS
This meta-analysis of current (2003-14) educational research was conducted to analyze kindergarten
through 12th grade public school STEM education and student achievement. There were 252 studies
published in refereed research journals initially examined. From this group, 14 articles, which
provided 18 individual effect sizes, were analyzed. The three groupings of articles within this analysis,
instructional technology, instructional methodology and pedagogical constructs, provided data to
conclude the treatment groups’ student achievement exceeded the respective control groups. The mean effect size for the
instructional technology group was 0.45, and the mean effect size for the instructional methodology grouping was 0.40. The
mean effect size for the pedagogical construct group was 0.81.

DR. RONALD DAVID SEGERS, JR. / August 2017 Graduate

TEXAS STUDENT SUCCESS INITIATIVE: TEACHERS’ PERCEPTIONS OF THE MOST EFFECTIVE STRATEGIES TO
UTILIZE WITH STUDENTS WHO HAVE BEEN RETAINED BASED ON SSI REQUIREMENTS
This study was designed to determine three teachers’ perceptions of the most effective strategies to use when working with
students who have been retained based on the Student Success Initiative. Participants in this study included three teachers
from a small school district located in rural East Texas. The researcher within this study interviewed each of the three
participants on three separate occasions to build a relationship with the participant and determine each teacher’s most
effective strategies to increase student academic performance among retained students. This qualitative study disaggregated
all responses to determine a common theme among teacher responses. Data were analyzed through hand coding, where
the researcher transcribed, printed and cut all responses. Responses were then grouped by appropriate category. Results
indicated that small group instruction, reteaching difficult concepts, concrete conversations and professional development
were the key strategies to providing the most meaningful intervention to students who have been retained based on SSI
requirements. These results provide powerful insight for educational patrons in Texas regarding the practice of retention
and its effects on student achievement in the second administration of fifth grade.

10 / 2017 Annual Report

 JULIE MADDEN / December 2017 Graduate

BEST PRACTICES USED BY ASSISTANT SUPERINTENDENTS OF

CURRICULUM AND INSTRUCTION: IMPROVING TEACHER INSTRUCTION IN
A HIGH ACCOUNTABILITY ENVIRONMENT
This qualitative multi-case study investigated not only the role of assistant superintendents of
curriculum and instruction, but also the strategies and best practices used by four assistant
superintendents of curriculum and instruction and a deputy superintendent of teaching and learning
from East Texas in order to improve classroom instruction and support teachers in the high-stakes
testing environment. The study sheds light on the role of central office leaders, their views related to the high-stakes testing
environment, and the impact they have on instruction for teachers and students. The responses given in this qualitative
case study were carefully analyzed in order to identify emerging themes. Responses were transcribed through an online
transcription service and then uploaded into NVivo 11 for disaggregation and appropriate grouping. The results indicated
that a high-stakes testing environment, implementation of new programs or initiatives, and principals were all significant in
using best practices for student achievement in a high-stakes testing environment.

DR. BETSY JANET MIJARES / May 2017 Graduate

NARRATIVE NON-FICTION STORIES OF MEXICAN-AMERICAN FEMALE PRINCIPALS OF

PREDOMINATELY HISPANIC ELEMENTARY PUBLIC CAMPUSES IN TEXAS
In Texas, there is an increase of the Hispanic population and not a significant increase in Hispanic
administrators. Women remain underrepresented in the principalship with even less representation of
Hispanics. With an increasing number of Hispanic students, it is vital to ensure there is a representation
to be an advocate for these children. Hopefully, this information will provide connection, relativity,
and give a sense of hope to aspiring female minority principals and the Hispanic community. The
purpose of this narrative non-fiction study was to enable four Mexican-American female principals in predominantly
Hispanic elementary campuses to reveal their stories of their career paths, barriers experienced throughout their career,
factors contributing to their success and their influences of being a Mexican-American female principal. Data collection
included three levels of semi-structured interviews. Themes from the four narrative stories were examined, and an
analysis of narratives was completed to draw conclusions pertaining to the career paths of Mexican-American female
elementary principals. Their stories provide a voice to encourage other Hispanic females to consider the principalship or
other administrative roles. This narrative non-fiction study explored the experiences of four Mexican-American female
elementary principals in Texas.

DR. JOSHUA DOUGLAS NATION / May 2017 Graduate

EXAMINING ATTRITION THROUGH THE HIERARCHAL SYSTEM OF EDUCATION FOR ZERO

TO FIFTH-YEAR TEACHERS: A MIXED METHODS STUDY
Teacher attrition was the focal issue of this mixed-methods study. Teachers, for a wide variety of reasons,
have left the profession of education due to issues surrounding school leadership, compensation and
student behavior, just to name a few. This study intended to expand the understanding of zero through
fifth-year teachers and if this population of teachers is satisfied and staying in the field, or if they are
dissatisfied. By using Bronfenbrenner’s Ecological Systems Theory, the factors within in the hierarchal
educational system were explored to identify which part of the educational system is connected to teacher attrition: the
microsystem, mesosystem, exosystem or macrosystem. Conducted by using convergent parallel design, the quantitative set
consisted of Likert-scale responses while the qualitative set consisted of open-ended response statements. Both data sets
were merged to create stronger inferences on significant factors affecting teacher attrition within the hierarchal educational
system.

Doctoral Program in Educational Leadership / 11

 Doctoral Faculty Members
DR. SCOTT BAILEY, ASSOCIATE
PROFESSOR in the Department of
Secondary Education and Educational
Leadership received his bachelor’s
degree from Baylor University, followed
by a master’s and a doctoral degree from
SFA. He began full-time work in higher
education in 2012, following a career in
public education where he held positions
as a science teacher, assistant principal,
curriculum director and principal. Bailey has published a number
of journal articles and regularly presents at regional, national
and international conferences. He serves as the assistant editor of
the School Leadership Review and is a reviewer for Corwin Press.
Bailey has worked with schools across the state in their efforts to
improve leadership and instructional practices.
DR. KAREN EMBRY
JENLINK, PROFESSOR, has served as
an academic dean, program coordinator,
bilingual teacher and consultant in
occupational research. She has directed
and served on several initiatives to support
science, technology, engineering and
mathematics; educator preparation; and
workforce development. She serves as
principal investigator or co-principal
investigator of two Robert Noyce Scholarship Programs funded
by the National Science Foundation.
Embry Jenlink is an internationally renowned teacher educator
and has collaborated on educational research in China, Costa
Rica, Croatia, the Czech Republic, Hungary, England, Ireland
and Spain. She has published more than 65 peer-reviewed journal
articles, book chapters, technical reports and three co-authored
or edited books.
In 2017, as national president of the Association of Teacher
Educators, she appointed the ATE/NASA Education Joint
Commission on STEM Education in the Future. She has received
several awards, including Outstanding Alumnus and Honorary
Life Member of Texas Parent Teacher Association for her service
to public education in Texas. She has held leadership roles in
educator preparation at the state, national and international
levels. She currently serves on the ATE Board of Directors and
the World Federation of the Association of Teacher Educators
Board of Directors.
DR. ALI H. HACHEM,
ASSISTANT PROFESSOR of graduate
studies at SFA, received his doctoral degree
in educational administration from Miami
University of Ohio. A former teacher,
department head, principal and director,
his areas of specialization include cultural
theory of education, educational research,
statistical theory, and history and theory of
educational administration and leadership.
Hachem serves as a reviewer for a number of national and
international journals, and has publications in both national and
international venues.
12 / 2017 Annual Report
DR. PATRICK M. JENLINK,
doctoral program COORDINATOR and
PROFESSOR, and DIRECTOR of both
SFA’s Educational Research Center and
the Texas Educational Research Center
for Educator Preparation, Practice
and Policy, received his doctoral
degree in educational administration
from Oklahoma State University. A
former superintendent and principal,
his areas of specialization include research methodology,
leadership theory, social foundations, philosophy and ethics
of leadership.
Currently, he serves as editor of two national/
international-refereed journals, Teacher Education and
Practice and Scholar-Practitioner Quarterly. He has authored
and co-authored more than 300 scholarly, peer-refereed
articles and book chapters. He has published 12 books,
which include “Leading for Democracy: A Case-based
Approach to Principal Preparation,” “Dewey’s Democracy
and Education Revisited: Contemporary Discourses for
Education and Leadership,” “The Struggle for Identity in
Today’s Schools,” “Equity Issues for Today’s Educational
Leaders,” “Dialogue as a Collective Means of Design
Conversation,” and “Portraits of Teacher Preparation:
Learning to Teach in a Changing America.” Jenlink also was
named SFA Regents Professor (2017-18).
DR. PAULINE M. SAMPSON,
PROFESSOR, received her doctoral
degree from Iowa State University
and her masters degree at Drake
University. She became dean of SFA’s
research and graduate studies program
in January 2018. Sampson has 27
years of experience in public schools
as a teacher, consultant, principal,
director of special education and
superintendent. She brings extensive experience in school
improvement efforts with an emphasis on school change and
organization development. Her current research interests
include superintendents, effective school systems, gender and
curriculum.
Currently, she serves as editor of the School Leadership
Review and the executive board for the National Council of
Professors of Educational Administration. Additionally, she
served on the executive board for the Southwest Educational
Research Association, treasurer of the Research of Women in
Education and president of the Texas Council of Professors
of Educational Administration. Sampson serves SFA as
the Institutional Review Board chair, the America Reads
coordinator, professor and coordinator of the superintendent
program. She has been a consultant on National Council
for Accreditation of Teacher Education for the University of
Idaho. She has published four books.