Educational Assessment, Evaluation, and Research Commons^™

High-Entropy (Feconimnal)3o4/Cnt And (Feconimnal)3o4/Rgo Hybrid Bi-Functional Catalyst For Hydrogen And Oxygen Evolution Reactions, Bhumikaben V. Makawana

Electronic Theses & Dissertations

Developing efficient and durable electrocatalysts for the oxygen evolution reaction (OER) and hydrogen evolution reaction (HER) is crucial for advancing sustainable energy conversion technologies. In this study, high-entropy (FeCoNiMnAl)₃O₄ and its hybrid forms supported on carbon nanotubes (CNTs) and reduced graphene oxide (rGO) were synthesized with varying carbon concentrations (5 mM, 10 mM, and 15 mM) and evaluated for their bifunctional electrocatalytic performance in alkaline media. The rGO-supported catalyst with 10 mM concentration exhibited the best HER performance, achieving a low overpotential of 162 mV at 10 mA/cm², followed by rGO (15 mM) and rGO (5 mM) …

Where To Deposit Your Master’S Thesis Or Doctoral Dissertation In The Unl Digital Commons, Sue Ann Gardner, Paul Royster

Thesis and Dissertation Deposit Information Resources

A list of degree-granting programs with links to the proper series for thesis and dissertation deposit in the UNL Digital Commons.

UNL = University of Nebraska-Lincoln.

Updated May 2025.

Find your degree-granting program in the list, then click on the link to go to the proper series to deposit your thesis, dissertation, or other student work.

If you have questions about the process or problems finding the correct series or uploading your work, contact Sue Gardner.

Item Response Predictors Of Disengagement On The Pisa, Juste M. Mehou

Masters Theses, 2020-current

International assessments, such as the Programme for International Student Assessment (PISA), are instrumental in understanding educational progress, assessing teaching effectiveness, and ensuring institutional accountability (OECD, 2023). Central to the validity of these assessments is the assumption that students will exert sufficient effort and perform to the best of their abilities (AERA, APA, & NCME, 2014). This assumption is essential to ensure that scores accurately reflect students' true abilities (Wise & Kong, 2005). However, there is a documented concern that students often exhibit low effort in low-stakes tests, such as the PISA, where individual results have no direct consequences (Wise & …

Advanced Literacies In The 21st Century: Examining A Narrative-Based Video Game As A Stealth Assessment For Comprehension, Joseph Paul Fiorentini

UNLV Theses, Dissertations, Professional Papers, and Capstones

In our technology-rich 21st Century, the need for valid, reliable, and fair literacy assessments remains pertinent to the field of education. This study defines literacy as advanced literacy where comprehension is considered a holistic product of applying acquired knowledge, skills, or abilities (KSA) to contextualized situations. Conventional assessment methods have traditionally parceled out the construct into its component parts (i.e., vocabulary, phonics, fluency, etc.) as a means of understanding the meaning making process from a traditional literacy perspective. Stealth assessments utilize the Evidence-Centered Design (ECD) framework as a robust method for assessing complex constructs holistically within technology rich environments. Adapting …

A Novel Game-Based Assessment Of Risk-Taking Propensity: Development And Psychometric Evidence, Danielle L. Head

UNLV Theses, Dissertations, Professional Papers, and Capstones

Risk-taking propensity is defined and measured in different ways across the literature, resulting in assessment issues related to construct validity (Bran & Vaidis, 2020). Multimethod assessment approaches can bolster construct validity by capturing more facets of risk-taking propensity (Meyer et al., 2001). Risk-taking propensity is assessed through self-report questionnaires (Zhang et al., 2019), which exhibit good test-retest reliability (Frey et al., 2017) and predictive validity (Beauchamp et al., 2017), and behavioral tasks (Aklin et al., 2005), which are less psychometrically sound, lacking convergent validity and test-retest reliability (Frey et al., 2017). Guided by evidence-centered design principles (Mislevy, 2013), a novel …

Storytelling: A Natural Mnemonic, Hailey Stephens

Honors Theses

The present study explored the effectiveness of storytelling as a teaching method in enhancing memory performance for educational material compared to traditional lecture-based instruction. Memory plays a crucial role in learning, and effective teaching strategies should facilitate information encoding, retention, and retrieval. Storytelling, an ancient yet often overlooked pedagogical tool, has been shown to engage students emotionally and cognitively, making presented content more memorable. In the present study, participants were randomly assigned to either a storytelling-based instruction group or a traditional lecture group. Both groups received instruction on the ASSURE Model and were tested immediately after the lesson and again …

"I Gotta Lock-In": Metacognition Strategies In A High School Biology Classroom, Darby Ice

Masters of Education in Teaching and Learning

Metacognition is an emerging focus in education and has been shown to enhance student learning outcomes and self-efficacy. This study aimed to investigate both student and teacher perceptions of implementing metacognitive strategies in a high school biology classroom, as well as the impact on students’ self-regulated learning. The researcher collected data through classroom observations, student surveys, teacher interviews, and analysis of student test scores. Using the constant comparative method, qualitative data revealed secondary codes of problem- solving strategies, study methods, perceptions of content mastery, impact of classroom environment, and evidence of metacognition. Quantitative data showed a statistically significant increase in …

Sustainability Leadership In Schools: A Success Case Method, Sohail M. Sukhera, Christopher R. Gordon, William L. Sterrett

Journal of Organizational & Educational Leadership

Environmental unpredictability has become a crisis for the 21st century. In response, organizations from the local to international level are addressing the issues by creating, supporting, and promoting initiatives. Schools and school leaders play an important role in this work. An example of a multi-scaled initiative is the U.S. Department of Education’s Green Ribbon Schools (ED-GRS) which recognizes local academic institutions, upon state recommendation, that have implemented three pillars of sustainability: (a) reduce environmental impacts and costs; (b) improve the health and wellness of schools, students, and staff; and (c) provide effective environmental and sustainability education. This evaluation analyzed ED-GRS …

Professional Alliance For Learning And Support (Pals): A Pilot Career Development Educational Program For Administrative Support Personnel In Healthcare Research, Ebonie R. Hatfield, Humberto Shaw, David P. Farris, Ronald Abraham, Dzifa Duose, Chad M. Middleton, Veronica Garza, Celia Garcia-Prieto, Ignacio I. Wistuba, Rama Soundararajan

Advances in Cancer Education and Quality Improvement

The COVID-19 pandemic has profoundly transformed the healthcare research landscape, staging unprecedented challenges for administrative research-support personnel. While career programs and retention benefits have emerged to support frontline healthcare workers facing health concerns, burnout and employee-turnover, many “classified”/administrative support staff in research departments who experience similar challenges remain without adequate structured support. This lack of structure has impacted job satisfaction, career-progression and talent retention within this crucial sector.

Recognizing the critical importance of addressing this training gap for the benefit of the broader research enterprise, the Interdisciplinary Translational Education and Research Training (ITERT) Core at UT MD Anderson Cancer Center …

Call For Manuscripts, Michele J. Koomen, Thomastine Sarchet-Maher, Jessica Williams

Journal of Science Education for Students with Disabilities

No abstract provided.

Call For Manuscripts, Michele J. Koomen, Thomastine Sarchet-Maher, Jessica Williams

Journal of Science Education for Students with Disabilities

No abstract provided.

From The Editors, Michele J. Koomen, Thomastine Sarchet-Maher, Jessica Williams

Journal of Science Education for Students with Disabilities

JSESD remains a venue for the dissemination of research and practice related to the education of students with disabilities in the science classroom and laboratory since 1998. Volumes #1 through 11 were published in a print format. Starting with Volume #12, the journal has been published online and Open Access. Having JSESD in the Open Access format maximizes access for readers and authors and allows the journal to remain economically sustainable.

Copyright, Michele J. Koomen, Thomastine Sarchet-Maher, Jessica Williams

Journal of Science Education for Students with Disabilities

No abstract provided.

An Examination Of The Relationship Between School Counselors' Use Of Time, Student Perceptions Of School Counselors, And Students' College, Career, And Life Readiness In Indiana Schools, Kelly H. Dunn

All-Inclusive List of Electronic Theses and Dissertations

School counselors play a vital role in supporting students' academic, career, social, and emotional development. Research shows that when school counselors dedicate more time to direct interactions with students, outcomes improve in areas such as graduation rates, disciplinary incidents, grade retention, and postsecondary enrollment (Carey et al., 2012; Chaney, 2023). However, many counselors face barriers to direct engagement due to non-counseling tasks, which limit their ability to provide the personalized support that students value. The American School Counselor Association (ASCA) National Model (ASCA, 2019b), a widely adopted framework for organizing school counseling programs, recommends that no more than 20% of …

Elementary Writing Intervention Implementation Status, Thomas John Petré Wills

All-Inclusive List of Electronic Theses and Dissertations

Despite decades of focus, U.S. students' writing abilities remain below grade-level expectations, highlighting persistent gaps in instructional support and systemic challenges within public education. Barriers include limited instructional time, inadequate teacher preparation in evidence-based writing practices, insufficient resources, and a lack of structured interventions for struggling writers (Applebee & Langer, 2011; National Center for Education Statistics [NCES], 2012). This study employed survey methodology to examine how teacher self-efficacy, classroom supports, and systems-level factors such as response to intervention (RTI) practices influence the implementation of evidence-based writing instruction in grades two through four. A national sample of elementary school teachers completed …

Aligning Education And Industry: Analyzing Public School Curriculums' Influence On Skilled Trade Preparedness In Texas, Lee Bryan Whitten Iii

Theses & Dissertations

Existing literature on education and industry pipeline underscores the rising call for addressing the alignment of the two sectors to achieve relevant career pathways for students. These efforts were demonstrated when Congress enacted the Perkins Act in 1984, emphasizing career and education alignment by strengthening CTE programs in public schools. This study quantitatively determined the students’ skilled trade preparedness by analyzing the relationship between the student's College and Career Readiness Standard (CCRS) skills and those of students who pursued CTE courses and their counterparts. Three student categories composed of STEM, STEM-related, and non-CTE concentrates who graduated in May 2023 from …

“I Have Returned Home”: Understanding The Re-Entry Experience Of Saudi Female Scholars After Completing Their Doctoral Studies In The United States, Hajer Asiri

Electronic Theses, Projects, and Dissertations

The experiences of Saudi female scholars returning from abroad remain underexplored. This study investigates how Saudi women in higher education institutions readjust and reintegrate into professional and cultural environments after completing doctoral studies in the United States. Using a narrative approach informed by transformational learning theory (TLT), it examines reverse culture shock and the coping mechanisms employed by these women. Five female participants from various Saudi institutions were interviewed in semi-structured sessions lasting 30 to 60 minutes. Thematic analysis revealed five key themes: Cultural Readjustment, Professional Reintegration, Family and Social Dynamics, Personal Transformation, and Coping Strategies. The findings underscore the …

Teacher Support And Professional Development Needs In A New Virtual Academy, Joshua Young

All Dissertations

ABSTRACT

As the need for virtual learning options for K-12 public students rapidly grew in large part as a response to COVID-19, Foothills Virtual Academy^[1] (FVA) has developed as an option for online learning for students enrolled in the School District of Foothills County^[2] (SDFC), a district of approximately 16,000 students located in South Carolina. This educational program offers families the option for their students to become full-time virtual students while still remaining enrolled as a student in SDFC. This program features instructional programs specifically tailored for each age and grade level and features a mixture of synchronous …

Lessons Through Affirmations: Increasing Educators’ Capacity To Empower Children To Push Through, Jasmyn N. Wright

Doctor of Education (Ed.D.)

This improvement science dissertation explores how affirmation-based practices can enhance teachers’ capacity to support student engagement, resilience, and healthy self-concept, particularly in high-needs urban classrooms. The researcher employed a participatory action research design using mixed methods over an eight-week intervention. The “Lessons Through Affirmations” program included structured daily affirmations, reflective journaling, and teacher professional development. Quantitative data from pre/post surveys and weekly rubrics indicated consistent growth across SEL domains, notably in student resilience and instructional confidence. Qualitative reflections and interviews revealed that students internalized affirmations, demonstrated improved emotional regulation, and took ownership of the practice, while teachers reported personal growth …

Exploring Teachers' Experiences Developing Adaptive Learning Systems With High-Stakes Testing Requirements: A Transcendental Phenomenological Study, Brian J. Le Fevre

Doctoral Dissertations and Projects

The theory that guided this study was Bandura’s self-efficacy theory, which was utilized to relate to teachers’ beliefs about engaging in behaviors influenced by high-stakes testing. A transcendental methodology was used for the study design as the study aimed to explore teachers’ shared experiences while bracketing my previous experiences. The sample population consisted of second- to sixth-grade teachers who instructed subjects who were assessed by high-stakes testing in the Southeastern United States. Data was collected using interviews, focus groups, and journal prompt responses. Following data collection, the data was coded and analyzed to develop the essence of the shared experiences …

Assessing Student Satisfaction Using Courses Generated By Artificial Intelligence, Althaf Hussain Kallamadugu

All Theses

This research explores the effectiveness of using Artificial Intelligence (AI)-generated voice-over presentations as an alternative to traditional human-narrated lectures in online education. The study focuses on students preparing for the Federal Aviation Administration (FAA) Part 107 exam for Commercial small Unmanned Aircraft Systems (sUASs). By comparing AI-generated lectures with human-narrated content, the research aims to assess the impact of AI on student satisfaction, engagement, and performance. A mixed-methods approach was employed, combining quantitative analysis of exam scores and survey data with qualitative insights from student interviews. The methodology includes the creation of AI-generated voice-over presentations, survey distribution to both control …

Seeking Sustainable Tutoring Programs: A Case For Supplemental Instruction For The Success Of Middle School Students At The Sj Davis Campus In San Antonio, Texas, Charles Mazuca

Theses & Dissertations

Seeking Sustainable Tutoring Programs: A Case for Supplemental Instruction for the Success of Middle School Students at the SJ Davis Campus in San Antonio, Texas

Charles Andrew Mazuca

University of the Incarnate Word, 2025

ABSTRACT

The purpose of the study was to implement a pilot tutoring program on the campus of a public middle school in San Antonio, Texas, that supports improved math performance of under-performing students on the state mandated standardized test known as the State of Texas Assessments of Academic Readiness (STAAR) exam; broadly speaking, the study posed the question “How might a school community create a sustainable …

Improving Early Intervention Team Practices: A Single-Case Design, Christopher Jay Siano

Doctor of Education (Ed.D.)

This dissertation examined how a high school’s Early Intervention Team (EIT) identifies and supports disengaged students. The researcher focused on applying Team-Initiated Problem Solving (TIPS) protocols within Multi-Tiered Systems of Support (MTSS) to enhance team effectiveness. Grounded in the Improvement Science framework, this study followed the process of identifying a problem of practice, understanding root causes, developing and testing change ideas, and measuring impact. The researcher utilized a mixed methods single-case design to investigate how professional development influenced EIT practices, particularly in meeting foundations and problem solving. During the initial phase, a comprehensive root cause analysis identified key factors contributing …

The Integrated Teacher: A Mixed Methods Study On How Professional Development In Comprehensive Wellbeing Practices Affect Special Education Teacher Stress And Efficacy, Katlyn Hagley

Doctor of Education (Ed.D.)

This Improvement Science Dissertation in Practice (ISDiP) sought to examine the effects of mindfulness-based and trauma-informed instruction on special education teachers' (SETs’) perceived levels of stress and self-efficacy to improve teacher wellbeing, reduce attrition, and foster a stronger sense of school community. This study was conducted in a large, urban public school district in the Northeastern United States using a mixed-methods explanatory sequential design within a participatory action research framework. The research addressed the following questions: Does participating in an eight-week virtual training in mindfulness exercises positively influence the perceived levels of jobrelated stress among SETs? Does participating in an …

Protecting The Dignity Of The Child: A Study In Trauma-Sensitive Practices And Collective Efficacy In An Alternative Educational Setting, Erin Dessureau-O'Hara

Doctor of Education (Ed.D.)

This dissertation addresses the issue of ineffective proactive approaches to students' emotional regulation by educational staff, which contributes to a high incidence of punitive discipline. The study aims to increase teachers' trauma-sensitive approaches to students' emotional needs to reduce the use of punitive and exclusionary discipline practices. Using a convergent mixedmethods research design, data were collected through interviews, exit tickets, classroom observations, focus group discussions, student behavior data, and pre-and post-assessments of collective efficacy. Participants included elementary teachers, support staff, and behavioral staff. The findings demonstrate that professional learning focused on trauma-sensitive approaches, the science of emotions and the brain, …

Strengthening Educators' Metacognitive Instructional And Assessment Practices To Support The Academic Achievement Of Juvenile Justice-Involved Youth, Meredith G. Kennedy

Doctor of Education (Ed.D.)

This mixed methods Improvement Science Dissertation in Practice (ISDiP) explored the impact of strengthening educators’ use of metacognitive instructional and assessment practices on lesson planning and delivery to support the academic achievement of juvenile-justice involved youth (JJ youth) in a Juvenile Detention Center School (JDC). During an eight-week intervention, the teaching staff of the JDC participated in professional development (PD) sessions, individual coaching, and classroom observations. The resulting data included exit slips following PD sessions, researcher field notes, the metacognitive observation support rubric, and feedback from a focus group. The results indicate that the JDC educators strengthened their capacity to …

Climate Change In An Urban Catholic School: Taking The Temperature With A Three-Pronged Sel Intervention, Christa Marie Chodkowski

Doctor of Education (Ed.D.)

This Improvement Science Dissertation in Practice examines the impact of a 10-week social-emotional learning (SEL) intervention on school climate at Newberry Catholic Academy, an urban Catholic school with high teacher turnover. The intervention, combining a book study, daily gratitude journaling, and common planning time, aimed to improve collaboration, collegiality, and belongingness among faculty. Using a convergent mixed-methods design, the study assessed changes in teacher perceptions and the effectiveness of each component. Quantitative analysis via the Wilcoxon Signed-Rank Test revealed significant declines in Professional Learning (p=.01), Feedback and Coaching (p=.03), and School Leadership (p=.01), highlighting a need for further inquiry. Qualitative …

Comparing Fastbridge Reading Assessment Scores: Reading Interventionist Vs. Lexia Powerup For Sixth-Grade Students, Amanda K. Boss

Education Doctorate Dissertations

This study investigates the differences in FastBridge reading assessment scores among sixth-grade students at a middle school in Southeast Minnesota. A sample of 266 sixth graders participated in the technology-based intervention program, Lexia PowerUp, while 35 students received additional support from a reading interventionist using the UFLI (University of Florida Literacy Initiative) Foundations curriculum. Employing a quantitative, non-experimental post hoc analysis, the research revealed that both Lexia PowerUp and UFLI: Foundations enhanced FastBridge AUTOreading scores; however, FastBridge aReading scores showed no significant changes for either program. Notably, students utilizing Lexia PowerUp consistently improved throughout the year, whereas those in the …

Effects Of Financial Literacy Education Intervention On Loan Borrowing And Debt Management Of Undergraduate Students In The Southeastern U.S.: An Experimental Investigation, Clement Yeboah

Dissertations

This mixed methods experimental pretest-posttest between-groups effect study examined the causal effects of financial literacy education on loan borrowing and debt management behaviors of undergraduate students in the southeast of the United States. Loan borrowing and debt management behaviors of undergraduate students are understudied. Therefore, this study aimed to fill the gap in the literature about experimental investigations of financial education interventions for university students and provided evidence-based recommendations for improving financial literacy programs in higher education. The study is theoretically grounded on the lens of Behavioral Economics, Planned Behavior, and Social Cognitive. This explanatory sequential mixed method study employed …

An Ethnographic Study: The Influence Of Culturally Relevant Pedagogy On Student Agency, Gerald D. Smith Jr

Electronic Theses and Dissertations

This research study aimed to investigate and analyze the methods and practices of teaching within urban educational settings, with a specific focus on the culturally relevant practices that should be integrated into the learning experiences for Black learners. The primary goal was to highlight the necessity for educators within urban educational settings to adopt a culturally relevant pedagogy within their context that promotes higher academic excellence and meaningful learning experiences for Black students through the cultivation of agency. Using an ethnography qualitative research design, the study worked to answer two questions: RQ1: What culturally relevant pedagogical practices are used to …