Dissertation Defense Announcement: Cyrhonda Denise Hill-Shavers for Doctor of Philosophy in Education
The Impact of Special Education Transition Services on the Post-Secondary Education Preparedness of Students with Emotional Disturbance: A Study of Student Perceptions
Cyrhonda Denise Hill-Shavers
M.Ed. in Adult and Higher Education, December, 2005, University of Missouri-St. Louis
B.A. in Psychology, May, 2002, University of Missouri-St. Louis
A.A. in General Transfer Studies May, 1998, Florissant Valley Community College
Date: November 15, 2013
Time: 6:00 to 8:00 p.m.
Place: 202 Marillac Hall (MH 202)
Announcement: Original Grad School Announcement
The purpose of this study was to examine the post-secondary special education transition planning experiences of currently enrolled college students with emotional disturbance (ED). In addition to exploring students’ perceptions of their experiences, understanding, through the narrative analysis of semi-structured interviews, the role special education transition planning played in their perceived level of post-secondary education preparedness upon high school graduation was sought. The research revealed students with ED are most likely to participate in career-based special education post-secondary transition planning. In addition four overarching themes were revealed which included defined by my disability, invisibility, employment vs. post-secondary education, and college bound. It was concluded that special education post-secondary transition planning did not adequately prepare the participants for post-secondary education participation. It was also revealed that participation in special education negatively impacted the participants’ sense of school belonging.
Counseling Preferences and Health-Related Quality of Life of Young Adult Cancer Survivors
Jessica Z. Taylor
M.A. in Professional Counseling, May, 2008, McKendree University
B.S. in Psychology, May, 2006, Georgia College & State University
This study examined counseling preferences and health-related quality of life of young adult cancer survivors. Three hundred and twenty young adult cancer survivors completed an online survey that assessed their ratings of perceived social support (Sherbourne & Stewart, 1991); meaning in life (Steger, Frazier, Oishi, & Kaler, 2006); physical, social, emotional, and functional health-related quality of life (Cella et al., 1993); spiritual health-related quality of life (Brady, Peterman, Gitchett, Mo, & Cella, 1999); counseling topic preferences for individual, group and family counseling; and counseling modality preferences.
Results indicated that young adult cancer survivors rated individual counseling as their primary choice of counseling modality, followed by group counseling, and lastly family counseling. Participants rated individual and group counseling as having an equal number of counseling topics (n = 25) that would be helpful to discuss in those counseling modalities. Participants rated fewer topics (n = 12) as helpful to discuss in family counseling.
Education Detained: The Effects of the Power Relationship Between the School Resource Officer and the Administrator in public school settings
M.A. in Educational Administration, December, 2010, University of Missouri-St. Louis
B.S. in Special Education, December, 2000, Southern Illinois University- Edwardsville
The qualitative data collected in the research were designed to answer the question, what are the effects of the power relationship between the School Resource Officer (SROs) and the Administrator in public school settings? Five administrators and five SROs from large Mid-Western Suburban school districts were interviewed for information regarding their role in the school and the collaborative structure in which they work with one another regarding student discipline. A review of current educational case law and state and federal legislation were compared to the participant responses to analyze the data in the framework of Critical Race Theory and Critical Legal Studies. There are seven key findings that surfaced from the data. Interview responses, current legislation and educational law have demonstrated the following concerns in the large Mid-Western Suburban school districts in which the participants were interviewed; (1) there is no set protocol for accessing the SRO in a public school, (2) there is no known authority structure for SROs and administrators in which to adhere, (3) SROs are not asked or required to document their work outside of arrest records that are sealed if the accused is a juvenile, (4) there is no known school policy for the administrators interviewed to reflect the role of the SRO, (5) there is a lack of legislation and case law on the role of the SRO in public school settings, (6) SROs collaborate with administrators to maintain a safe environment for learning, and (7) SROs collaborate with students as an educator and counselor at times and are disciplinarians in student misconduct or illegal behavior.
What is the Transformational Learning Experience of Secondary Teachers Who Have Dealt with Burnout?
Julius R. Sims I
M.Ed. in Curriculum and Instruction, June 2000, National-Louis University, St. Louis
B.S. in Industrial Arts Education, May 1979, Virginia State University, Petersburg, VA.
Burnout is a syndrome consisting of emotional exhaustion (EE) and depersonalization (DPZ) (Yong & Yue, 2007). Teachers who fall victim to burnout are likely to be less sympathetic toward students, have a lower tolerance for classroom disruption, be less apt to prepare adequately for class, and feel less committed and dedicated to their work (Betoret, 2006; Byrne, 1991; Fisher, 2011). The purpose of this phenomenological study was to explore the burnout experiences among secondary teachers and the ways they cope with the adverse conditions. The participants were eight high school teachers from a large metropolitan area school district. In-depth interviews were used to understand the personal meanings, expressed opinions, feelings, points of view, and other detailed descriptions of the participants. Administration issues, administrative workload, negative teacher/student relationships and lack of student effort were themes associated with emotional exhaustion and depersonalization affecting teaching performance.
The 45th Annual Crucial Early Years Institute, was held on Oct. 19 with over 470 early childhood educators from through the Midwest. Former COE faculty members Susan Catapano and Jane Fleming, presented the Angelo Puricelli Lecture on Mirrors and Windows: Strategies for Enhancing Literacy for You, Diverse Learners. Marvin Berkowitz, Sanford N. McDonnell Endowed Professor of Character Education (photo on left), presented the Marion Wilson Lecture on Nurturing the Roots of Character. Throughout the day, there were 42 workshop presentations pertaining to pre-K education, including topics on music, movement, literacy, science for young children, brain development, math, behavior management, and teacher-parent relations. Professional & Continuing Studies in the College of Education sponsored the conference.
The Leading Innovative Communities: Thinking Leaders, Thinking Partners for Education Change Conference was held on Oct. 3-4. More than 50 teachers, administrators and district curriculum leaders spent two days exploring new approaches to the Common Core State Standards and Next Generation Science Standards. The focus of the conference was to get educators to begin developing a culture of thinking partners and innovative thinking in how to approach these changes and mandates. The conference was headlined by Peter Sims (photo on left), creativity and innovation expert and author of Little Bets: How Breakthrough Ideas Emerge from Small Discoveries. Professional & Continuing Studies in the College of Education sponsored the conference.
The Annual Beginning Teachers Assistance Program was held on Oct. 12 with over 100 new teachers (teachers with 1-3 years experience) attending. Allison Williams, senior vice president of Wyman Center of St. Louis presented the Dr. Helene J. Sherman Lecture on The Role of Social and Emotional Learning for Student Success. Following the keynote address, participants spent the day in workshops about the Common Core Standards, classroom behavior management, performance-based teacher evaluations, and inclusion and special education. A new feature of this year’s conference was a lunch hour activity, facilitating by Dean Carole Basile, which brought in 12 youth-serving agencies in a “speed dating” format that exposed these new teachers to the important work that these agencies provide outside of the school setting. Professional & Continuing Studies in the College of Education sponsored the conference. (Photo on right: Helene Sherman works with beginning teachers).
The Symposium on School Transformation and Collective Impact was held on Sept. 24 and was keynoted by Mary Anne Schmitt-Carey (photo on right), president of Say Yes to Education in New York. As a sponsored UMSL Jubilee event to celebrate the 50th anniversary of the campus’ founding, the event was underwritten by a $2000 campus gift. More than 80 educators and community leaders attended to discuss how St. Louis works together to impact youth, and what we need to do in terms of agency coordination and public policy. Schmitt-Carey launched the day by explaining how Rochester and Buffalo New York went through a similar community transformation and her perspectives on how St. Louis is positioned to work together to coordinate youth services and work toward student retention and elevating student learning. Under the direction of Jim Kercherr of Nine Network, the group brainstormed what was working in St. Louis and what was needed (or broken) in St. Louis. Following this work, the group heard a panel discussing public policy including Kate Casas of Children’s Alliance of Missouri; Chris Nicastro, Commissioner, Missouri Department of Elementary and Secondary Education; Rusty Monhollon of the Department of Higher Education; Rich Patton from Children at Risk; and State Representative Jill Schupp.
The UMSL International Studies Program (ISP) has named five COE faculty members as ISP Fellows for the 2013-14 academic year. They are as follows:
Angela Coker, Associate Professor of Counseling & Family Therapy
Ralph Córdova, Jr., Assistant Professor of Teaching & Learning
Kelly Yu-Hsin Liao, Assistant Professor of Counseling & Family Therapy
Virginia Navarro, Associate Professor of Teaching & Learning
Alina Slapac, Ed.D., Assistant Professor of Education
The books and articles published by ISP fellows reflect an impressive productivity and multidisciplinary diversity. Fellows are provided funds to support their research projects. The UMSL ISP is the only research-oriented international studies center in the state of Missouri.
Angela Coker, has been named as an external examiner for the University of the Western Cape in South Africa.