Skip to Main Content

2020 Doctoral Graduates

Congratulations to our spring 2020 doctoral graduates! We are so proud of their accomplishments and their contributions to the field of education, and we look forward to seeing what the future holds for these wonderful scholars. We send them best wishes on their next chapter – and GO TIGERS!

NAME DEGREE DISSERTATION
McKenzie Hoxit Brittain Ph.D, Curriculum and Instruction Girls’ Construction of Mathematical Discourse in Single-Sex and Coeducational Classroom Environments
Amaris Josephine Cordero Ph.D., Curriculum and Instruction “Lost in the Sauce”: How Early Childhood Educators Navigate the Process of Reporting Child Sexual Abuse
Tina Hughes Faulkner Ph.D., Educational Leadership Perceived Preparation in Prospective Career Ready Students Attending a Rural High School in South Carolina
Muri Lynn Howle Ph.D., Educational Leadership Principal Support of Inclusive Educational Practices: A Case Study Comparison
Donald Coleman Lawrimore, Jr Ph.D., Educational Leadership School-Based Instructional Leadership and Problem Solving: Principals’ Descriptions of Shared Issue Resolution
Michael Bryan Moody Ph.D., Educational Leadership How Social Media Influences Students’ Choice when Selecting an Institution of Higher Education
Troy D. Nunamaker Ph.D., Educational Leadership An Exploration Using Narrative Analysis of How Employers and College Student Interns View and Explain the Development of the Career Readiness Competency, Leadership
Travis Cordell Smith Ph.D., Educational Leadership Picture This: Examining the Experiences of Black SGA Presidents at HBCUs Using Photo Elicitation
Karen Rebecca Clark Ph.D, Learning Sciences Let There Be Dragons! Towards Designing an Engaging Quest that Enhances Curiosity and Learning About Genetics
Stephanie Madison Schenck Ph.D., Literacy, Language and Culture The Trump Effect and the Damage Done: A Mixed Methods Study Exploring Sociopolitical Hostility and Teacher Responses in Language Classrooms
Simone Elyse Adams Ph.D., Special Education The Impact of Self-Regulated Strategy Development on the Expository Writing Performance of High School Students At-Risk for Emotional/Behavioral Disorders