Educational Leadership Newsletter 2015 Doctoral Program in Educational Leadership
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Doctoral Program in Educational Leadership Educational Leadership Newsletter 2015 Doctoral Program Coordinator and Research Center Director Dr. Patrick M. Jenlink Doctoral Faculty Council Dr. Scott Bailey Dr. Karen Embry-Jenlink Dr. Patrick M. Jenlink Dr. Pauline M. Sampson Dr. Janet Tareilo Newsletter Editor Dr. Pauline M. Sampson Ô Doctoral Graduates Leading Higher Education in Texas Scott Bailey Assistant Professor Stephen F. Austin State University Paula Griffin Assistant Professor Stephen F. Austin State University Ray Thompson Associate Professor Texas A&M University - Commerce Clay Baulch Associate Professor Sul Ross University Wesley Hickey Department Chair University of Texas at Tyler Vance Vaughn Associate Professor University of Texas at Tyler Mary Catherine Breen Assistant Professor Stephen F. Austin State University Jeremy Higgins Director of Environmental Health, Safety and Risk Management Stephen F. Austin State University Anthony Walker Director of Student Success and Completion Tarrant County Community College System Irene Cravey Vice President of Student Learning Texas State Technical College Frank Dykes Assistant Professor University of Texas at Tyler Rebecca Frederickson Assistant Professor Texas Woman’s University Peggy Gill Associate Professor University of Texas at Tyler Jeanie Gresham Associate Professor and Assistant Chair of Elementary Education Stephen F. Austin State University Ô Glenda Moss Department Chair and Professor University of North Texas at Dallas Sharon Ninness Assistant Professor Texas A&M University - Commerce Sandra Stewart Associate Dean Sam Houston State University Michelle Williams Associate Professor and Middle-Level Grades Online Completer Coordinator Stephen F. Austin State University Patrick Winters Assistant Professor East Texas Baptist University Carol Wright Assistant Professor Stephen F. Austin State University Doctoral Graduates in Higher Education Out of State and Abroad Lisa Bertrand Professor Southeast Missouri State University Greg Bouck Assistant Professor and Co-Coordinator of Assessment Northwestern State University Julie Carlson Department Chair and Professor Minnesota State University at Mankato 1 Shirley Luna Executive Director of University Marketing Communications Stephen F. Austin State University Educational Leadership Newsletter 2015 Terri Hebert Assistant Professor and Advanced Studies in Teaching and Learning Program Coordinator Indiana University South Bend Chuck Lopez Vice Provost of Undergraduate Affairs and Student Success Eastern Washington University Charles Lowery Assistant Professor Ohio University Tara Newman Director, Office of High Impact Practices University of Southern Queensland Nelda Wellman Assistant Professor Northwestern State University Wendell Wellman Assistant Professor and Educational Leadership Program Coordinator Northwestern State University Ô Doctoral Graduates Serving as School Administrators Across Texas SuperintendentsDistricts Cathy Amonett Cade Brumley Joe Burns Michael S. Davis Micah Dyer Kevin Dyes Marc Faulkner Kay Handlin Brent Hawkins James Hockenberry Mid Johnson Darin Jolly John Mastillo Christopher A. Moran Brian Nichols Stephen Patterson J.R. Proctor Chane Roscoe Sharon Ross Jim Vaszauskas David Walker Thomas Wallis Eric Wright O’Donnell DeSoto Parish, Louisiana Copperas Cove Cushing Lovelady Holiday China Spring Como Picton Livingston Center Timpson Kenedy Blacklick Valley, Pennsylvania Brownsboro Laneville Orangefield Axtell Moody Mexia Mansfield Christoval Bryan-College Station Fredericksburg Principals Melinda Anderson JacquelynArmwood Jennifer Bailey Heather Bergman David Brown Shelly Butler Aaron Covington Perry Daniel Logan Faris Keri Hampton Hugo Ibarra Raben Jayroe Debra Jordan Matt LaFollette Carla McAvoy Jerry Meador Patricia Nation Tiffany Regan Nathaniel Session Janie Sims Associate Principal Associate Superintendent Fred Black Richard Cardin Assistant Superintendents Assistant Principals Ronny Knox Nacogdoches Valerie Baxter La Vega Ray Deason Ore City Daya Hill Pine Tree Sherry Kenner Woodville Georgia King Beckville Tammy Lemoine Center H. Brian Morris Hallsville Donna Porter Carthage Jo Ann Simmons UT Tyler’s Innovation Academy Charter School Donna Thompson Sweeny Other Notables Walter James Bevers Stephanie Bush Jo Lynn Corley Sheron Darrough Joel Davenport Regina Davis Sherry Durham Nicola Esch Cathy Gabro Wanna Giacona Brooks Knight Danny J. Lovett Delinda Neal Shiela Neal Toby Nix Peggy Oden Laurie Rogers Michael Schwei Joanna Slaton Debbie Taylor Diana Vaughn Craig Wilcox Quentin Wood Angela Wright Lamar Consolidated Galena Park Nacogdoches Kilgore Ennis Region VII ESC Nacogdoches Annunciation Orthodox School in Houston Northwest Galena Park Garland Beaumont New Caney Region VIII ESC Pearland Upshur County N/A Northwest Grand Prairie Elkhart Athens New Summerfield Region VII ESC Brownsboro Cynthia Lindley Districts Longview Alief Chapel Hill Cypress Fairbanks Van Alstyne Mansfield Beaumont Baton Rouge McKinney Tyler Bryan Bryan Vidor DeSoto Parish, Louisiana Pine Tree Woden New Summerfield Deer Park Splendora Athens Lamar Consolidated Kenedy Kilgore Executive Director of Secondary Education ESL Coordinator Testing, G/T and RTI Coordinator Associate Director of the Center for Curriculum Services, Region VII Education Service Center Teacher and Golf Coach Assistant Director Director of Special Education Cooperative Head of Early Childhood and Lower-School Grades Executive Director of Elementary Education Director of Bilingual/ESL/Federal Programs Middle School Technology Coordinator Region V Education Service Center Executive Director Executive Director of Instruction Director of Leadership Support and Development Director of Career and Technical Education Director of Special Education Cooperative Learning Management Systems Administrator and Instructional Developer IGI Global Executive Director for Curriculum and Staff Development Chancellor of Early College High School Section 504 Coordinator Federal Programs Director Director of Curriculum and Federal Programs Special Education Specialist Director of Student Support Educational Leadership Newsletter 2015 2 Ô Alumni Publications Dr. Wesley Hickey Co-editor “Texas Public School Organization and Administration: 2015” Dr. Hugo Ibarra Co-author “Sometimes...” Ô Scholarship Recipients Allene and Randolph Hankla Memorial Scholarship recipient...........Melissa Leigh Barton Family Memorial Scholarship recipient............................Igor Husvakov Malcolm Rector Scholarship recipient.............................Melissa Leigh Pauline Sampson Scholarship recipient........................Youshawna Hunt Sandra Lowery Scholarship recipient...........................LaToya Walker Doctoral students study abroad in Costa Rica Last summer, doctoral students in Cohort 17 embarked on a 13-day field experience in Costa Rica led by Drs. Karen Embry-Jenlink and Neill Armstrong. The course focused on cross-cultural learning with the aims of preparing scholar-practitioner leaders who are able to function in any culture with flexibility, creativity, a tolerance for ambiguity and divergent thinking. Arriving in San José, the students and professors backpacked through diverse social and geographical environments, Front row from left: Wesley Vinson, Penny Tramel, Will Stewart, Nola Schmidt, Angie Applegate and Paul Wallace including mountainous Back row from left: John Denson, Michael Jones, Lee Killingsworth, Allison Killingsworth, Shawna Hunt and Josh Nation regions, towns, villages, the immersion experience as having a direct and immediate rain forests, coastal impact on their practice by increasing their awareness for crossareas, agricultural zones and a local school in a remote village cultural learning in their schools and creating a heightened on the Atlantic coast. capacity to more effectively serve diverse learners in culturally Sites students visited included Puerto Viejo, Cahuita, La responsive ways. Although short in duration, the study abroad Fortuna, Santa Elena, Monteverde Cloud Forest, Quepos and trip offered a transformative learning experience that will Manuel Antonio National Park. Students traveled on public continue to yield cross-cultural understanding long after transportation, dined locally and stayed in locally-owned establishments. Upon their return, doctoral students described students graduate the doctoral program. 3 Educational Leadership Newsletter 2015 Ô Dissertation Abstracts DR. STEPHANIE BARBER APPLEWHITE HIGH-IMPACT PRACTICES AND FIRST-YEAR SEMINARS: A QUASI-EXPERIMENTAL STUDY MEASURING CHANGE IN ACADEMIC SELF-EFFICACY May 2015 Graduate First-year seminars, high-impact practices and academic self-efficacy have been identified as relevant to the successful transition process from high school to college. A two-group quasi-experimental study using a pre-to-post survey was conducted with 104 control group participants and 91 sections of participants. The findings revealed that the overall gain in the mean of both groups from the pre-to-post survey was statistically significant. While the students in the high-impact sections reported higher post mean on the College Academic Self-Efficacy Scale than those who did not receive the high-impact instruction, the gain was not statistically significant. Consultant DR. RICHARD CARDIN CAREER AND TECHNICAL EDUCATION AND HIGH SCHOOL GRADUATION RATES May 2015 Graduate The purpose of this study was to compare the high school graduation rates of Career and Technology Education students against non-CTE students. The study also examined the socio-economic status and gender relation to graduation rate. The study used a causal/comparative research method of examining the variables to determine a significant difference in graduation rates among students in the Texas Region X area. The data showed a significant difference in graduation rates in all areas studied. Differences in graduation rates ranged from 10 percent to 15.2 percent. CTE was found to be a contributing factor to increased graduation rates. Associate Principal Kenedy High School Kenedy ISD DR. LARA L. CAVIN VOICES OF PRINCIPALS: THE MEANING OF TRUST AS DEVELOPED THROUGH PORTRAITURE December 2014 Graduate Adjunct Professor and Alumni Contact East Texas Baptist University “Voices of Principals: The Meaning of Trust as Developed through Portraiture” was a qualitative study that examined a principal cohort from a public school district in Texas that developed a trusting relationship with its superintendent. The researcher provided background and a statement of the problem, acknowledged a multitude of research that surrounds the issues of trust, and examined why a school district’s superintendent of schools would desire to develop a trusting relationship amongst the members of his or her cohort. The portraiture methodology was selected to provide an in-depth view of trust between a superintendent and the principal cohort team from the principals’ perspectives, while additionally identifying specific actions the superintendent used that engender trust in these relationships. The researcher as a portraitist examined the qualities of goodness and imperfections that created the meaning of trust through the themes that emerged from the data-collection process. The findings identified seven emerging themes embedded in this portrait of trust, which included personal relationship and demonstration of care, respect, competence, predictability, continuous feedback, honesty and loyalty. The findings further concluded that, even though the emerging themes are evident among all members of the principal cohort, each of the principals associated his or her own meaning of trust more closely with one or more of the attributes. Educational Leadership Newsletter 2015 4 DR. CHETANATH GAUTAM LEADERSHIP ADVENTURES OF AN EMERGING SCHOLAR–PRACTITIONER: AN INTERPRETIVE AUTOETHNOGRAPHY May 2015 Graduate Post-doctoral Research Associate Stephen F. Austin State University DR. CHARLES M. LAFOLLETTE The purpose of this study was to examine through an interpretive autoethnographic inquiry various processes of deconstruction and reconstruction of my own self as a scholar-practitioner. Designed as an interpretive autoethnographical study, I served as both the researcher and participant throughout the research. With the use of autoethnographic reflections, analysis and interpretation, I painted my own cultural image as an emerging educational leader and an emerging scholar–practitioner. This study was ethnographic in methodological orientation, cultural in its interpretive orientation and autobiographical in its content orientation. Also, reflections of lived experiences in culture served as both subject and method in this study. Autobiographical reflective narratives in cultural context served as data. The key findings of the study include five themes of identity development as an emerging educational leader, five themes of a doctoral student’s identity formation, three themes of impact of doctoral study on the researcher-practitioner and five themes of future paths for scholar– practitioners. The themes are discussed through the lens of crystallization. A CASE STUDY OF PARENTS’ PERCEPTIONS OF BARRIERS THAT PREVENT PARENTAL INVOLVEMENT IN A SCHOOL December 2015 Graduate The purpose of this qualitative case study was to examine parents’ perceptions of barriers preventing parental involvement in a middle school. The results of this study provided a baseline for future research by considering parental involvement measured in one middle school using a sample of the school’s parents. This study also investigated par- ents’ perception of family values toward education and factors that had an adverse effect on parental involvement in the middle school. This study provided evidence to indicate that there were factors within the school’s organizational processes and culture that contributed to the lack of parent involvement by all parents. Principal Logansport High School DeSoto Parish - Louisiana DR. BARRETT ASHLEY LANKFORD A DESCRIPTIVE STATISTICAL ANALYSIS OF PUBLIC SCHOOL SHOOTINGS WITHIN THE UNITED STATES: 2004-2014 May 2015 Graduate This study was a descriptive statistical analysis of public school shootings within the United States from 2004 through 2014. Archival school-shooting data such as the age of the shooters, weapons employed in the attack, prevalent states in which school shootings occurred and safety measures in place at the time of the shootings were measured utilizing basic statistical processes to determine the mean, median, mode and standard deviation of the data. Analyzed data was organized and Business Manager Hudson ISD 5 Educational Leadership Newsletter 2015 summarized into trends of past school shootings, which served as a basis for future recommendations on improved safety measures for public schools. An in-depth introductory case study review of the mass school shooting at Columbine High School in Littleton, Colorado, served as the backdrop for a discussion of recent school shootings up to the most recent tragedy in Newtown, Connecticut. DR. SHIRLEY LUNA SOCIAL MEDIA AS A HIGHER EDUCATION MARKETING TOOL: A CROSS-CASE ANALYSIS December 2014 Graduate Executive Director of University Marketing Communications Stephen F. Austin State University DR. MICHELE RENEA REED MARTIN Before the Internet existed, university marketing and public relations personnel spent their days printing and faxing press releases or sending press releases with their accompanying photos via “snail mail” to media outlets. The Internet changed everything. Now, marketing administrators are responsible for “tweeting” to constituents and “Facebooking” with friends or followers. This transition made communication with constituents much more immediate and interactive, and it became more important than ever that universities live up to the promises made to their constituents. The use of social media has been linked to improved communication, brand loyalty and customer engagement, but the social media environment makes mistakes more likely and more visible. A university’s reputation is as valuable as ever, but because of the ubiqui- tous nature of social media, that reputation may be much more vulnerable. The basis for this case study with cross-case analysis was a 2011 study conducted by Dr. Adrenna Alkhas in the California State University system examining the use of social media in higher education marketing. In this modified replication, a survey was administered to social media administrators working in four institutions within the University of Texas System to determine similarities and differences in the policies and procedures regarding management of social media websites. The findings show how educational institutions are appropriating valuable resources to social media and developing standards to use when evaluating the performance of social media managers, the gatekeepers who serve on the frontline guarding the university’s reputation. EDUCATION OF A BLACK WOMAN: A CRITICAL AUTOBIOGRAPHY OF LESSONS IN BECOMING August 2015 Graduate The purpose of this critical autobiography study was to examine how my educational experiences informed the woman I am today. Critical Race Theory was used as both the lens and the methodology of the research study. As an African-American woman raised and educated in a culture of assimilation, this research sought to critically analyze my life experiences and the lessons learned that informed my practice as a black female, mother, wife, educator and scholar–practitioner. The research answered CRT’s call for the use of narratives to voice the experiences of historically marginalized people in order to counter the stories told by the majoritarian. The intersection of race, power and gender was interwoven in the stories of overcoming and achievement. This study revealed racism is a part of the fabric of U.S. culture. It is embedded systemically, and through the use of narration, marginalized people can begin to counter the majoritarian narrative and illuminate racism in hopes of once eradicating it. Principal Albert Sidney Johnston Elementary School Dallas ISD DR. CHANCE DEVLYN MAYS DEWEYAN DEMOCRACY: EXPERIENCES AND PERCEPTIONS OF PROFESSORS WHO TEACH AND ADVOCATE FOR DEMOCRACY AS A WAY OF LIFE May 2015 Graduate The purpose of this transcendental phenomenological inquiry was to explore the experiences and perceptions of professors who teach and advocate for Deweyan democracy. John Dewey remained steadfastly dedicated to democracy throughout his life and his writings. This study sought to uncover the meanings and essences of teaching and advocating for Deweyan democracy. Through the transcendental phenomenological research conducted, the “how” and “what” of professors’ experiences and perceptions were discovered with regard to teaching and advocating for Deweyan democracy. Furthermore, rich textural descriptions were discovered, resulting in a more thorough understanding of the phenomenon explored. Principal Mt. Enterprise High School Mt. Enterprise ISD Educational Leadership Newsletter 2015 6 DR. MONIQUE NUNN THE IMPACT OF REPRESENTATIVE BUREAUCRACY ON THE PERSISTENCE OF AFRICAN-AMERICAN COLLEGE STUDENTS AT PREDOMINANTLY WHITE INSTITUTIONS August 2015 Graduate Director of Project CONFIANZA Stephen F. Austin State University The purpose of this mixed-method study was to determine if representation of African-American faculty and staff members had an impact on the persistence of African-American students attending a predominantly white institution. The study also determined to what extent African-American students were impacted by the representation of African-American faculty and staff members. An adapted version of the National Survey of Student Engagement was administered to 180 college sophomores and juniors to collect quantitative data. A nested sample of 13 participants (seven sophomores, six juniors) was divided among four focus groups (two sophomore groups, two junior groups) for the qualitative sample. A representa- tive ratio determined that the research institution was underrepresented (not proportionate) by the number of African-American faculty and staff members employed in relation to the number of African-American students enrolled. Descriptive and inferential statistics revealed the sophomores and juniors scored very similar scores on all three engagement indicators of the NSSE. The qualitative findings revealed that the students were more similar in their beliefs and opinions concerning their engagement and persistence as it pertained to the representation of African-American faculty and staff members. The study provides implications for persistence of African-American students attending a predominantly white institution. DR. BRYAN PATTON FACULTY AND STAFF PERCEPTIONS OF INFORMATION TECHNOLOGY AND ITS PERCEIVED USEFULNESS AT A PUBLIC UNIVERSITY IN TEXAS May 2015 Graduate This research examined the perceived usefulness of information technology by faculty and staff members at a public Texas university through qualitative survey data. The effectiveness and implementation quality of IT greatly depends on the end user’s ability and desire to understand and correctly utilize technology that is distributed throughout any higher educational system. The number of systems and amount of data that is used on a daily basis by faculty and staff members are constantly growing along with the amount of time required to fulfill these job responsibilities. This study examined the perceived usefulness of these IT systems in an attempt to identify areas for systemic improvement in data management, purchasing and implementation of technologies across the academy. Faculty and staff members are responsible for utilizing the technology that is put in place, but their involvement in the decision-making process and perception of technology within the university with the chosen technologies was the focus of the study. University Marketing Communications Web Coordinator Stephen F. Austin State University DR. ANGEL L. RIVERA HISPANIC STUDENTS REACHING FOR HIGHER EDUCATION: A NARRATIVE NON-FICTION STUDY May 2015 Graduate In the United States and Texas, we are becoming increasingly more dependent on the success of Hispanics and whether or not they reach higher education. The purpose of this narrative inquiry was to understand 1) the barriers successful Hispanic students at various higher education institutions experience, 2) the expertise/knowledge required to successfully overcome these barriers, which will be extrapolated by studying their experiences in an anecdotal approach and 3) based on Area Director Garland ISD 7 Educational Leadership Newsletter 2015 these findings, offer suggestions and recommendations for addressing the barriers experienced by Hispanic students in public education that would facilitate more Hispanics attaining higher education. More specifically, the researcher examined the barriers students experienced during their K-12 experiences focusing on the expertise students required to overcome the barriers Hispanic students experienced. DR. DESMONTES LAMONT STEWART A MULTI-CASE STUDY OF WHAT HIGH SCHOOLS ARE DOING TO ADDRESS THE NEEDS OF AT-RISK STUDENTS May 2015 Graduate This multi-case study examined the various methods four inner-city high schools used to meet the needs of their growing “at-risk” student populations. The study highlights each school’s programs that instructional leaders identified as having made the greatest impact on shaping campus culture, improving graduation rates and helping increase the levels of student achievement. All four schools included within this study are traditional high schools that serve students from grades 9 – 12. The findings suggest all four schools felt parental involvement, student connectedness and involvement in campus organizations, and most importantly, effective instruction played critical roles in the success of their kids. Having seen the success of their efforts, instructional leaders can now revise their current instructional and programming practices in hopes of impacting even more students. Deputy Superintendent Killeen ISD DR. KATHERINE ELIZABETH SUMMERS THE IMPORTANCE OF LITERACY SKILLS FOR DEAF AND HARD-OF-HEARING STUDENTS: A DESCRIPTIVE CASE STUDY May 2015 Graduate Deaf Education Teacher Lufkin ISD DR. MILES BRANDON WARD This descriptive case study sought to examine concerns and perceptions of vested individuals related to the importance of literacy skills among deaf students and the factors contributing to the lack thereof. Specifically, vested individuals, including students, adults, teachers, interpreters and administrators, were asked to participate in an online survey about literacy skills. The participants were members within a deaf community, either through teaching, counseling, leading, interpreting and/ or a parent. The online survey was designed and field-tested prior to administration to the participants. The survey collected demographic data for all participants and used Likert scale items con- cerning the participants’ experiences within the deaf community. Open-ended questions were used to collect specific perceptions of the participants related to literacy skills. Quantitative data analysis was conducted using descriptive statistics. Qualitative data analysis followed a coding schema using open and axial coding to identify themes. The results of this study denoted the meaning of literacy, the contributions to the lack of literacy skills for deaf and hard-of-hearing students, the use of language within literacy and recommendations for advancement of literacy programs among deaf and hard-of-hearing programs. THE INTERSECTION OF LANGUAGE AND MEANING: A STATISTICAL ANALYSIS OF TEACHER EDUCATION STUDENTS’ CROSS-CULTURAL UNDERSTANDING May 2015 Graduate This quantitative study was designed to examine the intersection between language and meaning in preservice secondary education teacher students. The study sought to determine whether or not one’s ethnicity played a role in his or her performance on a culturally relevant assessment. Specifically, the study was designed to examine the intersection of language and meaning. The researcher designed a survey and administered the instrument to students enrolled in Stephen F. Austin State University’s teacher preparation program. The instrument tested common phrases, colloquialisms and idioms found in the culture of three ethnicities: white, black and Hispanic. The students’ scores were assessed and compared to determine whether one’s ethnicity was a factor in the understanding of language. Choir Director for Middle and High Schools Chapel Hill ISD Educational Leadership Newsletter 2015 8 Ô Doctoral Faculty DR. SCOTT BAILEY Dr. Scott Bailey is an assistant professor in SFA’s Department of Secondary Education and Educational Leadership. He earned his bachelor’s degree from Baylor University, followed by a master’s degree and a doctoral degree from SFA. Bailey 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. He teaches an introductory freshman seminar, as well as graduate classes in both the principal preparation program and the doctoral program. His research interests include the improvement of in- structional practices in K-12, higher education and online classrooms; developing principals as instructional leaders; and investigating successful practices for at-risk and diverse learners. Bailey has published a number of journal articles and regularly presents at regional, national and international conferences. In addition, 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. He may be contacted at (936) 468-4880 or baileybryan@sfasu.edu. Dr. Karen Embry-Jenlink is a professor of doctoral studies in educational leadership. She received her bachelor’s degree from East Texas Baptist University, earned her master’s degree in education from the University of Texas at Tyler and holds a doctoral degree in education from Texas A&M University - Commerce. Embry-Jenlink has served as a bilingual educator, program coordinator, professor and academic dean. With more than 20 years experience in higher education, her teaching and administrative assignments include SFA, St. Edward’s University and East Texas Baptist University. Currently, her teaching emphasis is in higher education administration and research methodology. At SFA, she is a co-principal investigator of the Talented Training for Teachers in Texas—a $1.45 million Robert Noyce Scholarship program to recruit mathematics and science teachers funded by the National Science Foundation. Throughout her career in education, Embry-Jenlink has worked to promote greater opportunity and equity for teachers and students in schools, colleges and universities. Her current research interests include hard-to-staff schools, STEM education and global challenges in teacher development. Outside of the U.S., she has organized and participated in educational research and creative inquiry in England, Ireland, Hungary, the Czech Republic and China. Embry-Jenlink is a former president of the Consortium of State Organizations for Texas Teacher Education and president of the Texas Association of Teacher Educators. She is the author of more than 35 journal articles and book chapters and serves as associate editor of Teacher Education and Practice. Her books include “The Adams Test Preparation Guide Praxis I and II” (2005), “Portraits of Teacher Preparation: Learning to Teach in a Changing America” (2005) and “Teacher Preparation in Career Pathways: The Future of America’s Teacher Pipeline” (2012). She may be contacted at (936) 468-1784 or kjenlink@sfasu.edu. Dr. Janet Tareilo has served in the field of education for the past 33 years. As an educator in the public school system, she has been a classroom teacher, coordinator of a gifted and talented program and an elementary principal. After receiving her doctoral degree in educational leadership from Sam Houston State University in 2004, she entered higher education as an assistant professor at SFA in 2006. In the field of higher education, Tareilo has served as a program coordinator, board member for various state and national organizations, editor for NCPEA Publications, and a reviewer for such entities as UCEA, AERA, SERA, and IJELP. In 2010, Tareilo was awarded the Teaching Excellence Award for the James I. Perkins College of Education. In 2010, she published a book, “On the Other Side of the Desk: A 20/20 Look at the Principalship,” which details her 16 years as an elementary principal. For nine years as an assistant and associate professor in the principal preparation program at SFA, Tareilo focused on preparing future school leaders. Now, as the associate dean of student services and advising, she works to assist students in completing their college degrees. She may be contacted at (936) 468-2549 or tareiloj@sfasu.edu. Assistant Professor DR. KAREN EMBRYJENLINK Professor DR. JANET TAREILO Associate Dean of Student Services and Advising Associate Professor 9 Educational Leadership Newsletter 2015 DR. PATRICK M. JENLINK Professor Doctoral Program Coordinator Director, Research Center at SFA Director, Texas Educational Research Center for Educator Preparation, Practice and Policy DR. PAULINE M. SAMPSON Professor Dr. Patrick M. Jenlink, professor of doctoral studies and director of both the Educational Research Center at SFA and the Texas Educational Research Center for Educator Preparation, Practice and Policy, earned his doctoral degree in educational administration from Oklahoma State University. A former superintendent and principal, his research interests include democratic education and leadership, constructivist learning theory, ethical and moral leadership, social systems design, and change and postmodern inquiry methods. His areas of specialization include research methodology, leadership theory, and 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 also has served as editor for the “National Council of Professors of Educational Administration Yearbook,” section editor for the “Handbook of Educational Theories” (Information Age Publishing Inc., 2013) and guest editor for international and national refereed journals, including World Futures; Systems Research and Behavioral Science; Systemic Practice and Action Research; and Action in Teacher Education. He has authored numerous articles and authored or co-authored numerous chapters in books. He has published nine books, which include “Leading for Democracy: A Case-based Approach to Principal Preparation” (Rowman and Littlefield Education, 2012), “Dewey’s Democracy and Education Revisited: Contemporary Discourses for Education and Lead- ership” (Rowman and Littlefield Education, 2009), “The Struggle for Identity in Today’s Schools: Cultural Recognition in a Time of Increasing Diversity” (Rowman and Littlefield Education, 2009), “Equity Issues for Today’s Educational Leaders: Meeting the Challenge of Creating Equitable Schools for All” (Rowman and Littlefield Education, 2009), “Dialogue as a Collective Means of Design Conversation” (Springer Publishing, 2007), “Dialogue as a Collective Means of Communication” (Kluwer Academic/Plenum Publishers, 2005), “Portraits of Teacher Preparation: Learning to Teach in a Changing America” (Rowman and Littlefield Education, 2005), “Marching into a New Millennium: Challenges to Educational Leadership” (Scarecrow Press, 2000) and “Systemic Change: Touchstones for the Future School” (IRI Skylight, 1995). Jenlink’s current book projects include “Developing Scholar-Practitioner Leaders: The Empowerment of Educators” (forthcoming from Falmer Press), “Ethics and the Educational Leader: A Casebook of Ethical Dilemmas” (forthcoming from Rowman and Littlefield Education), “Teacher Identity and the Struggle for Recognition: Meeting the Challenges of a Diverse Society” (forthcoming from Rowman and Littlefield Education), “Multimedia Learning” (forthcoming from Rowman and Littlefield Education) and “Sexual Orientation and Teacher Identity: Professionalism and GBLT Politics in Teacher Preparation and Practice” (forthcoming from Rowman and Littlefield Education). He may be contacted at (936) 468-1756 or pjenlink@sfasu.edu. Dr. Pauline M. Sampson, professor, received her doctoral degree from Iowa State University at Ames. She earned her Master of Science at Drake University at Des Moines. 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 School Leadership Review. She also serves as secretary for the executive board for the National Council of Professors of Educational Administration. Additionally, she is a member of the executive board for the Southwest Educational Research Association, treasurer of the Re- search of Women in Education and president-elect for the Texas Council of Professors of Educational Administration. Sampson serves SFA as the Institutional Review Board chair, Early College High School liaison between the university and two school districts, the America Reads coordinator and the superintendent certification coordinator. Sampson has conducted several school audits for local schools. Further, she has been a consultant on National Council for Accreditation of Teacher Education for the University of Idaho. She has published four books, “Taking the Mystery out of Texas School Finance,” “Daily Devotions for School Superintendents,” “Preparing and Passing the School Superintendent Test of Texas,” and “I Heard the Angels Sing.” She may be contacted at (936) 4685496 or sampsonp@sfasu.edu. Educational Leadership Newsletter 2015 10 Ô Stephen F. Austin State University Scholar-Practitioner Doctoral Program The SFA educational leadership scholar-practitioner doctoral program focuses on developing leaders for today’s schools. The emphasis on educational leadership provides the knowledge and expertise to meet today’s complex challenges of cultural diversity, policy analysis and design, problem solving, and the change process. The program’s cohort design provides collegial support as students explore leadership theory and the social and political context of schools. Individualized summer leadership internships provide students with linkages between theory, contextual knowledge and educational practice. Synthesis seminars further connect and extend learning experiences. Admission to the program requires a master’s degree in educational leadership or a related field from an accredited college or university and a minimum 3.5 (4.0 scale) GPA for all graduate work. SFA also requires a current (within past 10 years) GRE score for application/admission. Concerning GRE scores, we look for a composite score in the range of 1,000 on the verbal and quantitative sections of the GRE if taken prior to Aug. 1, 2011, or a composite score of approximately 300 on the verbal and quantitative sections of the GRE if taken after Aug. 1, 2011. To request an application for admission to the educational leadership doctoral program, please contact: Stephen F. Austin State University James I. Perkins College of Education Department of Secondary Education and Educational Leadership P.O. Box 13018, SFA Station Nacogdoches, Texas 75962-3018 We encourage you to submit applications to the doctoral program by the early admission deadline, Feb. 15. Phone: (936) 468-1756 or (936) 468-2908 Email:pjenlink@sfasu.edu The final application deadline is April 15. CALL FOR SUBMISSIONS: The Graduate School invites all SFA graduate students to participate in the 2016 Graduate Research Conference, a presentation of graduate student research and creative activity in a professional format. SUBMISSION DEADLINE: THURSDAY, APRIL 14, 2016 DOWNLOAD FORM AT WWW.GRC.SFASU.EDU CONFERENCE DETAILS: 1-5 P.M. / WEDNESDAY, MAY 4, 2016 BAKER PATTILLO STUDENT CENTER STEPHEN F. AUSTIN STATE UNIVERSITY
