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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.


Fall 2013

Task-based language teaching vs. traditional way of English language teaching in Saudi intermediate schools: a comparative study
Al Muhaimeed, Sultan A., Ph.D
Curriculum and Instruction
Co-directors of Dissertation: Wendy C. Kasten, Ph.D.
                                                    William P. Bintz, Ph.D.

The power of the provocative: exploring world history content                                                  
Ashkettle, Bryan L., Ph.D.,
Curriculum and Instruction
Director of Dissertation: Alicia Crowe, Ph.D.

A feminist case study of five women preschool practitioners' engagement in the collaborative inquiry process
Black, Felicia V., Ph.D.,
Curriculum and Instruction
Director of Dissertation: Martha J. Lash, Ph.D.                                        

Physiological differences between fit and unfit college-age males during exercise in normobaric hypoxia
Bliss, Matthew Vern, Ph.D.,
Exercise Physiology
Director of Dissertation:Ellen Glickman, Ph.D.

Relational learning: a study of peer mentoring experiences among undergraduate teacher education majors
Chorba, Kristen, Ph.D.,
Educational Psychology
Co-directors of Dissertation: Christopher A. Was, Ph.D.
                                                     Anne B. Morrison, Ph.D.

Physiological differences before, during and after Hypoxic exercise between African-Americans and Caucasian males
Feeback, Matthew, Ph.D.,
Exercise Physiologyy
Co-directors of Dissertation: Ellen Glickman, Ph.D.
                                                    John McDaniel, Ph.D.
                                                    John Gunstad, Ph.D.

Mind wandering and online learning: a latent variable analysis
Hollis, R. Benjamin, Ph.D.
Educational Psychology
Director of Dissertation: Christopher Was, Ph.D.

The brain and learning: examining the connection between brain activity, spatial intelligence, and learning outcomes in online visual instruction
Lee, Hyangsook, Ph.D.
Educational Psychology
Director of Dissertation: Christopher Was, Ph.D.

Persistence of developmental readers: an examination of factors affecting attrition and institutional practices which support retention
O'Brien, Katherine F., Ph.D.
Curriculum and Instruction
Director of Dissertation: Alexa Sandman, Ed.D.

"We all we got": describing and connecting football and classroom figured worlds and literacies
Rudd, Lynn L., Ph.D.
Curriculum and Instruction
Director of Dissertation: Denise N Morgan, Ph.D.

The use of reflection and inquiry in an online clinical post-conference
Zapko, Karen A., Ph.D.
Curriculum and Instruction
Co-directors of Dissertation: William P. Bintz, Ph.D.
                                                    Teresa J. Rishel, Ph.D.

Spring 2014

Perspectives of King Saud university faculty members toward accomodations for students with attention deficit-hyperactivity disorder (ADHD)
Alhossein, Abdulkarim, Ph.D.
Spwecial Education
Co-Directors of Dissertation: Lyle Barton, Ph.D.
                                                     Andrew Wiley, Ph.D.

Alternative school teachers' efficacy perceptions teaching students with behavioral difficulties
Anderson, Elizabeth Shevock, Ph.D.
Curriculum and Instruction
Director of Dissertation: Lisa Borgerding, Ph.D.

A survey study of the perceptions of middle school personnel with respect to learning disabled students as victims of bullying/harassment and the corresponding relationship with bullying prevention and discipline
Bradic, Matthew C., Ph.D.
Educational Administration K-12 Leadership
Director of Dissertation: Catherine E. Hackney, Ph.D.

Investigating the adult learners' experience when solving mathematical word problems
Brook, Ellen, Ph.D.
Curriculum and Instruction
Co-Directors of Dissertation: Michael Mikusa, Ph.D.
                                                     Joanne Caniglia, Ph.D.

The effect of peer influence on exercise behavior and enjoyment in recreational runners
Carnes, Andrew J., Ph.D.
Exercise Physiology
Director of Dissertation: Jacob E. Barkley, Ph.D.

Individual, institutional and leadership facets influencing faculty curricular leadership: a mixed methods sequential, exploratory study
Christensen, Terri L., Ph.D.
Curriculum and Instruction
Director of Dissertation: James Henderson, Ed. D.

The effect of a single introductory special education course on the attitudes of prospective teachers toward inclusion
Dransfield, Deirdre S., Ph.D.
Special Education
Co-Directors of Dissertation: Lyle Barton, Ph.D.
                                                     Sloane Burgess, Ph.D.

Shouting from the basement and re-conceptualizing power: a feminist oral history of contigent women faculty activists in U.S. higher education
Filipan, Rhonda, Ph.D.
Educational Administration - Higher Education
Director of Dissertation: Susan V. Iverson, Ph.D.

Examining campus and student factors that predict academic performance and intention to persist for successful Africa-America and Latino students at four-year colleges
Jackson, Patrick E., Ph.D.
Educational Administration - Higher Education
Director of Dissertation: Mark A. Kretovics, Ph.D.

An enhanced human development capability approach to education: implications for technical vocational and training policy in Uganda
Katusiime, Denis, Ph.D.
Cultural Foundations
Director of Dissertation: Vilma Seeberg, Ph.D.

An analysis of the relationship between substance use, selected demographics and academic achievement among middle school aged youth in an urban Midwest county
Knight, Kristina N., Ph.D.
Health Education and Promotion
Co-Directors of Dissertation: Cynthia W. Symons, Ed. D., CHES
                                                      Kele Ding, M.D., Ph.D.

The effectiveness of a goal setting intervention that incorporates performance feedback, self-graphing, and reinforcement on improving the writing skills of high school students
Lavik, Katherine B., Ph.D.
School Psychology
Director of Dissertation: Frank J. Sansosti

Dynamic relationships between beliefs and practices: how Chinese families support their children's biliteracy acquisition
Lin, Shu Hui, Ph.D.
Curriculum and Instruction
Director of Dissertation: Martha Lash, Ph.D.

An analysis of the concept of cultural competence in a cross-cultural priestly context: implications for priestly formation (in twenty-first century) for service abroad
Owan, Victor A., Ph.D.
Cultural Foundations
Co-Directors of Dissertation: Averil McClelland, Ph.D.
                                                     Vilma Seeberg, Ph.D.

Single trial effects of dynamic cycling: how long does it last?
Phillips, Robert S., Ph.D.
Exercise Physiology
Director of Dissertation: Angela L. Ridgel, Ph.D.

Perceived racism as a predictor of psychological well-being among Southeast Asian American college students
Xiong, Maiko, Ph.D.
Counseling/Human Development Services
Co-Directors of Dissertation: Lynne Guillot-Miller, Ph.D.
                                                     Betsy Page, Ed.D.

Elementary teachers' evolving interpretations of the standards for mathematical practice in the common core state standards: a multi-case study
Yoak, Kimberly J., Ph.D.
Curriculum and Instruction
Co-Directors of Dissertation: Michael Mikusa, Ph.D.
                                                     Alicia Crowe, Ph.D.