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Dissertation Abstracts

Conceptualization and implementation of independent research through the dissertation process is the culmination of doctoral study. Prior to the dissertation process, doctoral candidates should familiarize themselves with policies and procedures described in the Handbook for Ph.D. Students and Advisors and the Guidelines for Preparation of Theses and Dissertations.

The Office of Administrative Affairs and Graduate Education examines all College and Graduate School of Education, Health, and Human Services dissertations prior to filing with the University Libraries. We are fortunate to have many highly productive doctoral program areas which generate and produce a considerable number of dissertations. Doctoral candidates use guidelines from the Ph.D. Handbook in the completion of their dissertation.

The dissertation abstracts listed below are intended to give readers an awareness of the numerous issues covered as well as to provide a reference list about topics impacting professional education.


Summer 2013

Elementary school teachers' attitudes toward willingness to teach students with ADHD in their classrooms in Riyadh City in Saudi Arabia  
Abaoud, Abdulrahman A., Ph.D
Special Education
Co-directors of Dissertation: Lyle Barton Ed.D 

                                              Andrew Wiley, Ph.D.                 

 

The perceived technology proficiency of students in a teacher education program
Coffman, Vonda G., Ph.D.,
Educational Psychology
Director of Dissertation: Albert Ingram, Ph.D.


Arab American parents' experiences of special education and disability: A phenomenological exploration
Donovan, Elizabeth A., Ph.D.,
School Psychology
Co-directors of Dissertation: Karla Anhalt, Ph.D.

                                             Tricia Niesz, Ph.D.


"True to me": Case studies of five middle school students' experiences with official and unofficial versions of history in a social studies classroom
Knapp, Kathryn Anderson, Ph.D.,
Curriculum & Instruction
Director of Dissertation: Alicia Crowe, Ph.D.

 


Pupil, teacher, and school factors that influence student achievement on the primary leaving examination in Uganda: Measure development and multilevel modeling
Ochwo, Pius., Ph.D.,
Evaluation and Measurement
Co-directors of Dissertation: Aryn C. Karpinski, Ph.D.

                                              Tricia Niesz, Ph.D.



Effects of intelligent tutoring systems in basic algebra courses on subsequent mathematics lecture courses
Hrubik-Vulanovic, Tatjana, Ph.D.,
Educational Psychology
Director of Dissertation: Cindy L. Kovalik, Ph.D.

The experience of completion: Female counselor education graduates' process of degree attainment
Perjessy, Caroline, Ph.D.
Counseling and Human Development Services
Co-directors of Dissertation: Jane A. Cox, Ph.D.

                                              Lynne Guillot Miller, Ph.D.

Exploring sustained change in teachers' beliefs after professional development

Samford, Wendy., Ph.D.

Curriculum and Instruction
Director of Dissertation: James Henderson, Ph.D.

 

Do feature importance and feature relevance differentially influence lexical semantic knowledge in individuals with aphasia?
Scheffel, Lucia, Ph.D.
Speech Language Pathology
Co-directors of Dissertation: Kate Krival, Ph.D.

                                              Anna M. Schmidt, Ph.D.