Dissertation Abstracts

Cometa, L. (2023). From Professional Development to Praxis: Exploring Teachers’ Experiences with Culturally and Linguistically Responsive Practices. 

Guethler, A. (2023). Reflective Self-Regulated Learning Interventions in Online Environments: A Mixed Methods Study of the Student Experience. 

Holt, A. (2023). Teacher-Student Dynamics in Literacy Clinic During the COVID-19 Pandemic: Technology Integration, Reading Comprehension, Motivation, and Inquiry-Based Learning for Fourth Graders. 

Runciman, J. (2023). Voicing Teachers' Perspectives on and Experiences with Game-Based Assessment: A Qualitative Multiple Case Study. 

Swinder, H. (2023). K-12 Teachers’ Preparedness for Integrating One-to-One Technology: Measuring Digital Competence

Tucker, S. (2023). Exploring Learner Preferences and Information Processing Using Multimodal Instructional Resources. 

Rietschel, M. (2022). Study of Educational Text Messaging’s Impact on Sleep Quality and Hygeine.

Carey, L. (2020). Executive dysfunction and high-tech learning environments: A survey of teacher knowledge and perception. 

Shaheen, N. (2020). The five elements of technology accessibility policy enactment in K-12: A grounded theory. 

Martin, A. (2019). Comparative analysis of student performance outcomes of developmental reading students in an active-learning classroom versus a traditional classroom. 

Mullenax, J. (2019). Principals' leadership practice and their relationship to school culture and student achievement. 

Dyer, L. (2018). Professional development for online faculty: supporting conceptual change through conceptual conflict activities. 

Ziegler, E. (2018). An analysis of co-construction of knowledge and the role of social networks in asynchronous discussions. 

Burton, T. (2017). The impact of learning environment on knowledge outcomes and student satisfaction in sleep medicine education. 

Greenwood, A. (2017). Patterns of educator learning management systems use in a secondary school: A description of use and comparison between educator subgroups. 

McFadden, C. (2017). Motivational readiness to change exercise behaviors: An analysis of the differences among exercise, wearable exercise tracking technology, FIT values and BMI scores.   

McGinn, A. (2017). Teacher experiences with professional development for technology integration at an independent k-12 school:  a multi-case study. 

Parrish, A. (2017). A Delphi study to develop an inventory of competencies needed to facilitate instruction in student-centered, one-to-one learning environments. 

Twiss, L. (2017). How urban youth use digital tools at community technology centers to support the development of civic engagement pathways: A multisite, multicase study 

Wang, Z. (2017). Investigating the effects of a mobile-assisted vocabulary learning activity on vocabulary retention and motivation among Chinese University EFLS. 

Boling, C. (2016). The impact of simulations on achievement and attitudes in mathematics classrooms. 

Heath, M. (2016). Technology Integration, Beliefs, and Pedagogical Practices in the Social Studies: A Phenomenological Case Study of Teacher-Initiated, One-to-One Technology in Middle School Social Studies. 

Murphy, L. (2016). The use of an online video library in the development of case-based clinical reasoning skills in occupational therapy education. 

Pautz, S. (2016). Leading change: A phenomenological analysis of principals' experience in a 1:1 computing initiative. 

Stansbury, J. (2016). Game on: The impact of game integration into higher eduation courses. 

Whitfield, D. (2016) Examining the adoption and implementation of the flipped classroom in private schools: a multi-site case study. 

Roush, C. (2015). The effects of clickers on high school students’ self-efficacy and integrative motivation to learn and acquire a second language. 

Berquist, E. (2013). Universal design for learning, conceptual change and teacher education: An exploration of preconceptions and beliefs about practice. 

Cavanaugh, A. J. (2013). A comparison of audio comments and written comments: Student and instructor preferences and instructor feedback patterns. 

Fuller, M. (2013). Impact of digital and paper-based graphic organizers on the persuasive writing process for fourth and fifth grade students. 

Gould, K. (2013). Comparing changes in content knowledge between online problem based learning and traditional instruction in undergraduate health professional students. 

Nolan, D. (2013). Examining the role of the embedded librarian in online learning: A qualitative study.

Barnard, B. (2012). An examination of relationships between preservice interns' technology integration proficiency, essential conditions for technology and teaching competency. 

Blummer, B. (2012). Evaluating the effectiveness of a metacognitive tool on education graduate students’ information search behavior in digital libraries. 

Elmendorf, D. (2012). Developing indicators for a classroom observation tool on pedagogy and technology integration: A Delphi study. 

McAteer, P. (2012). Examination of factors that influence students’ perceptions of involvement and satisfaction in hybrid courses. 

Pusey, P. (2012). A concerns-based evaluation of a wiki instructional intervention in preservice teacher education. 

Robinson, D. (2012). Factors affecting technology integration in internship-based teaching experiences. 

Rothbard, M. (2012). Comparing instructional methods in knowledge acquisition of musculoskeletal anatomy in athletic training students. 

Ashby, J. (2010). The impact of learning environment on student success in developmental math.

Frazier, L. (2010). Distance education in teacher education: A baseline for instructional decision making. 

Robertson, J. (2010). Microworlds to Improve Learning in Introductory Programming Courses.

Macaulay, L.S. (2009). Elementary principals as technology instructional leaders.

Morgan, P.W. (2009). Beyond the racial achievement gap: Creating conditions for African American student success.

Bye, B. (2008). Evaluation of high fidelity simulation within a health assessment course.

Fisher, C.A. (2008). Effects of asynchronous discussion on student learning and satisfaction when comparing learning environments in continuing medical education.

Stevens, C. (2008). A study of a learner-centered technology professional development series with classroom teachers.

Wang, S.R. (2008). Aligning pre-service school library media specialists’ self-assessments with AASL standards. 

Handa, J. (2006). The evolving perception of technology: An experienced English instructor integrates technology for second language learners. 

Larrimore, D.K. (2006). Examining the effectiveness of K-12 professional development delivered through a hybrid-based learning environment. 

Meiselwitz, G.H. (2005). Integration of usability factors into evaluation of student learning outcomes in online learning environments.