This collection contains Theses and Dissertations in the Department of Educational Psychology, Foundations, and Leadership Studies.
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Theses/Dissertations from 2025
The Gender Gap: Exploring Superintendents’ Perceptions and Experiences in Iowa, Jillian Dotson, Department of Educational Psychology, Foundations, and Leadership Studies, Dissertation (UNI Access Only)
More Than Just a Game: What Higher Education Can Learn From Player Agency, Kyle Haiman, Department of Educational Psychology, Foundations, and Leadership Studies, Open Access Dissertation
Equity Leadership in Independent Schools in Seattle, Nimisha Joshi, Department of Educational Psychology, Foundations, and Leadership Studies, Open Access Dissertation
Navigating Uncertainty: The Role of Administrators in Crisis Communication and System Restructuring During the COVID-19 Pandemic, Audrey P. Wallican-Green, Department of Educational Psychology, Foundations, and Leadership Studies, Open Access Dissertation
Educational Leadership in Model PLC Schools: Actions That Lead to Sustained Success, Nathan L. Wear, Department of Educational Psychology, Foundations, and Leadership Studies, Open Access Dissertation
Theses/Dissertations from 2024
What is Working and How Do We Know? Examining the Literacy Curriculum in an Elementary School After Years of Filling the Holes: A Qualitative Study in Improvement Science, Kimberly Graven, Department of Educational Psychology, Foundations, and Leadership Studies, Open Access Dissertation
Racial Competence Among Human Resources Leaders: A QuantCrit Analysis, Steven D. Parker, Department of Educational Psychology, Foundations, and Leadership Studies, Open Access Dissertation
Theses/Dissertations from 2023
Othermothering: An Autoethnographic Exploration of the Subconscious and Conscious Ways Black Female Student Affairs Professionals Care for and Support Minority Students at Predominantly White Institutions, Janel Alleyne, Department of Educational Psychology, Foundations, and Leadership Studies, Dissertation (UNI Access Only)
Anchored to a Community: Middle School Students’ Experience of Belonging in the Classroom: A Qualitative Phenomenological Study, Angela Thera Butler, Department of Educational Psychology, Foundations, and Leadership Studies, Open Access Dissertation
“I Can’t Do This Anymore, But I Have 1000 More Kids to Serve”: A Qualitative Study of Full-Time Residential Summer Camp Staff Burnout, Sarah Cohen, Department of Educational Psychology, Foundations, and Leadership Studies, Open Access Dissertation
Culture of learning: A qualitative case study of teacher leader perceptions on the power of a district's schemata in a distributive leadership model, Sharon Dentlinger, Department of Educational Psychology, Foundations, and Leadership Studies, Dissertation (UNI Access Only)
No Contaban Con Mi Resiliencia: Mental Health of Undocumented/DACAmented Undergraduate Latino Men in the 45 Era, Jesús Lizárraga Estrada, Department of Educational Psychology, Foundations, and Leadership Studies, Dissertation (UNI Access Only) 2024 Award
An Evaluation of Reading Teachers: The Interaction Between Teacher Instructional Practices, Beliefs, Actions, and K-2 Student Reading Achievement, Amy Harger, Department of Educational Psychology, Foundations, and Leadership Studies, Dissertation (UNI Access Only)
Preparing students for life after college: A mixed-methods analysis, Nichole Zumbach Harken, Department of Educational Psychology, Foundations, and Leadership Studies, Open Access Dissertation
The Development of Sustainable Health and Wellness Habits in Emerging Adults through Courses in Postsecondary Institutions, Allison Lee Hugo, Department of Educational Psychology, Foundations, and Leadership Studies, Dissertation (UNI Access Only)
Non-Traditional Learning in STEM: How Students Autonomy and the Impact of Teacher Delivery Develops Deeper Conceptual Understanding at the Middle School Level, Sarah Kelly, Department of Educational Psychology, Foundations, and Leadership Studies, Open Access Dissertation
Principals’ Knowledge of Trauma-Informed School Practices, Elsa Leyhe, Department of Educational Psychology, Foundations, and Leadership Studies, Open Access Thesis
Understanding Student Perceptions of Supplemental Instruction: Student Perceptions of Supplemental Instruction Implemented in Order to Overcome Perceived Skill Deficits, Andrew Miehe, Department of Educational Psychology, Foundations, and Leadership Studies, Open Access Dissertation
Application of Lortie's Apprenticeship of Observation Model: Evidence of Iowa Teaching Standards with Amish School Teachers, Jacquelyn R. Burr Moorman, Department of Educational Psychology, Foundations, and Leadership Studies, Open Access Thesis
The critical role of happiness in education: Resilience, retention, and what happy teachers do differently, Jill Marie Hayes White, Department of Educational Psychology, Foundations, and Leadership Studies, Open Access Dissertation
OUT in Education: A Qualitative Study Examining the Intersectionality and the Lived OUT Experiences of PreK–12 LGBTQ+ Educators, Landon Wood, Department of Educational Psychology, Foundations, and Leadership Studies, Open Access Dissertation 2024 Award
Theses/Dissertations from 2022
Leading early childhood education in Iowa schools, Alaina T. Daters, Department of Educational Psychology, Foundations, and Leadership Studies, Open Access Dissertation
Teacher hiring and selection processes in Iowa schools, Michael C. Fisher, Department of Educational Psychology, Foundations, and Leadership Studies, Open Access Dissertation 2023 Award
Training for challenging behaviors in the school setting, Kenzie Heusinkvelt, Department of Educational Psychology, Foundations, and Leadership Studies, Open Access Thesis 2023 Award
Engaging a "coalition of the willing": Instructional coaches' social networking strategies to facilitate teachers' research use, Kimberly S. McCoy-Parker, Department of Educational Psychology, Foundations, and Leadership Studies, Dissertation (UNI Access Only)
Theses/Dissertations from 2021
The internalization of the model minority myth and its effect on Asian American students' academic stress, Anne E. Raecker, Department of Educational Psychology, Foundations, and Leadership Studies, Thesis (UNI Access Only)
Understanding the use of crisis communication in Clery Act compliance, Allyson L. Rafanello, Department of Educational Psychology, Foundations, and Leadership Studies, Open Access Dissertation
Mid-level manager's perspectives of competencies for entry-level campus housing professionals, Nicholas F. Rafanello, Department of Educational Psychology, Foundations, and Leadership Studies, Dissertation (UNI Access Only) 2022 Award
Financial literacy on college campuses and its relationship to student retention, completion, and debt, Jaclyn K. Smith, Department of Educational Psychology, Foundations, and Leadership Studies, Open Access Thesis
The zones of regulation in schools, Kyle Andrew-Kelly Wiebers, Department of Educational Psychology, Foundations, and Leadership Studies, Open Access Thesis
Model evidence links (MELs) and the impact of critical thinking on open ended responses, James Gregory Zabel, Department of Educational Psychology, Foundations, and Leadership Studies, Open Access Dissertation
Theses/Dissertations from 2020
Grading and equity: Inflation/deflation based on race, gender, socio-economic and disability statuses when homework and employability scores are included, Robert Thomas Griffin, Department of Educational Psychology, Foundations, and Leadership Studies, Open Access Dissertation 2020 Award
Prompted reflective thinking and implications for mathematics teacher efficacy in an elementary mathematics methods course, Brooke Krejci, Department of Educational Psychology, Foundations, and Leadership Studies, Open Access Dissertation
The impact of severe mental health on peers in supporting roles: A look at secondary trauma and college students, Courtney Tripp-Stuck, Department of Educational Psychology, Foundations, and Leadership Studies, Open Access Thesis
Impact of positive psychology in PK-12 settings, Daniel Paul Butler, Department of Educational Psychology, Foundations, and Leadership Studies, Open Access Dissertation 2022 Award
Theses/Dissertations from 2013
The Perceptions of the Skills and Competencies Needed by New Student Affairs Professionals : A Collective Case Study, TyAnn Marie Lindell, Department of Educational Psychology, Foundations, and Leadership Studies, Open Access Dissertation
Lessons Learned From a Cognitively Guided Instruction Professional Development Project, Christina Nugent, Department of Educational Psychology, Foundations, and Leadership Studies, Open Access Dissertation
Factors That Influence Superintendents in Iowa to Implement a One-To-One Computer Initiative, Gerald Eugene Schnabel, Department of Educational Psychology, Foundations, and Leadership Studies, Open Access Dissertation
Theses/Dissertations from 2012
Bullying Policies in Iowa Schools, Terri A. Buettell, Department of Educational Psychology, Foundations, and Leadership Studies, Open Access Thesis
Literacy, Autism, and Inclusion, Bridgett L. Hodges, Department of Educational Psychology, Foundations, and Leadership Studies, Open Access Thesis
Teachers’ Efficacy and Perceived Role in Dropout Prevention, Brent O'Rourke, Department of Educational Psychology, Foundations, and Leadership Studies, Open Access Thesis
Theses/Dissertations from 2011
The Efficacy of an Intuitive Eating Education Program in a School Nutrition Education Curriculum, Nicole Healy, Department of Educational Psychology, Foundations, and Leadership Studies, Open Access Thesis
Parent Involvement and Academic Achievement, Patrick Andrew Lussenhop, Department of Educational Psychology, Foundations, and Leadership Studies, Open Access Thesis
Theses/Dissertations from 2010
The Role of Stereotype Threat in the Underrepresentation of Minority Students in Gifted Education, M. Erin Potter, Department of Educational Psychology, Foundations, and Leadership Studies, Open Access Thesis
A Study of Published Journal Articles on Brain-Based Learning From 1985 to 2009, Janece Shaffer, Department of Educational Psychology, Foundations, and Leadership Studies, Open Access Thesis
Theses/Dissertations from 2009
A Comparison of Teachers’ Attitudes Toward Sexual Minority Students and Issues in Schools With and Without Gay Straight Alliances, Kelli Ranae Otis Brus, Department of Educational Psychology, Foundations, and Leadership Studies, Open Access Thesis
Using Community Resource Mapping to Improve Systems of Positive Behavioral Support and Wraparound, Daniel Innes, Department of Educational Psychology, Foundations, and Leadership Studies, Open Access Thesis
Theses/Dissertations from 2008
Effects of Problem Solving Team Processes on Student Outcomes, Brooke A. Dahl, Department of Educational Psychology, Foundations, and Leadership Studies, Open Access Thesis
The Effects of Parental Involvement on Early Reading Acquisition Among Kindergarten Students, Erin Vander Velde, Department of Educational Psychology, Foundations, and Leadership Studies, Open Access Thesis
Theses/Dissertations from 2007
Child in Need of Assistance and a Lack of Rural Mental Health Care, Katie L. Fisher, Department of Educational Psychology, Foundations, and Leadership Studies, Open Access Thesis
Theses/Dissertations from 2006
Managing and Analyzing Data : A Case Study Demonstrating the Use of Computer Software to Improve a School’s Management and Analysis of Intervention Data, John R. Bethke, Department of Educational Psychology, Foundations, and Leadership Studies, Open Access Thesis
Linking Interventions to Functional Behavior Assessment Results, Andrea Jo Duncan, Department of Educational Psychology, Foundations, and Leadership Studies, Open Access Thesis
Twins in the Kindergarten Classroom : What Factors Do Parents Consider When Deciding Whether to Place Their Same-Gendered Twins in Separate or Joint Classrooms?, Tammy Marie Gehling, Department of Educational Psychology, Foundations, and Leadership Studies, Open Access Thesis
Separation Anxiety Within the School Context: A Qualitative Study of the Beliefs and Practices of Parents and Teachers, Lauryn C. Muller, Department of Educational Psychology, Foundations, and Leadership Studies, Open Access Thesis
Self-Perceptions and Peer Influence on Bullying Behavior, Jaime Strickler, Department of Educational Psychology, Foundations, and Leadership Studies, Open Access Thesis
Theses/Dissertations from 2005
Using Office Referral Data to Help Understand School-Wide Discipline, Sarah Remakel-Henkels, Department of Educational Psychology, Foundations, and Leadership Studies, Open Access Thesis
Theses/Dissertations from 2004
School Climate, Culture, and Educators’ Beliefs and Practices in Motivation: An Exploratory Study, Sarah Galloway, Department of Educational Psychology, Foundations, and Leadership Studies, Open Access Thesis
Identifying School-Aged Children At-Risk to Develop an Eating Disorder, Natalie Jean Muth, Department of Educational Psychology, Foundations, and Leadership Studies, Open Access Thesis
Theses/Dissertations from 1999
School Vision, Teacher Autonomy, School Climate, and Student Achievement in Elementary Schools, Connie J. Erpelding, Department of Educational Psychology, Foundations, and Leadership Studies, Open Access Dissertation
Bully/Victim Problems in a Japanese Junior High School, Yukari Kajishima, Department of Educational Psychology, Foundations, and Leadership Studies, Open Access Thesis
Forgiveness Education as a Factor in Adolescent Adjustment to Parental Divorce, Amy L. Knupp, Department of Educational Psychology, Foundations, and Leadership Studies, Open Access Thesis
Exploration of Namibian Adolescents’ Sexual Knowledge, Attitudes and Behavior, Shamani-Jeffrey Shikwambi, Department of Educational Psychology, Foundations, and Leadership Studies, Open Access Thesis
Theses/Dissertations from 1997
Preservice Teachers’ Use of Curriculum-Based Measurement in an Informal Assessment Based Reading Clinic, Tina M. Schroeder, Department of Educational Psychology, Foundations, and Leadership Studies, Open Access Thesis
Perceptions of Problem Solving: Where's Waldo?, Darla Olk Stack, Department of Educational Psychology, Foundations, and Leadership Studies, Open Access Thesis
Theses/Dissertations from 1996
Teacher Efficacy: A Construct Validation with Alternative High School Teachers: A Replication, Lisa Marie Bries, Department of Educational Psychology, Foundations, and Leadership Studies, Open Access Thesis
Acceptability Across Disciplines of Attribution Retraining Alone and Combined With Learning Strategy Instruction, Melody A. Reeder, Department of Educational Psychology, Foundations, and Leadership Studies, Open Access Thesis
Theses/Dissertations from 1995
Children’s Interactions with Peers before and after Participating in a Positive and Negative Peer Nomination Technique, Elizabeth Ann Barton, Department of Educational Psychology, Foundations, and Leadership Studies, Open Access Thesis
Code-Switching and Sentence Imitation by African-American Students, Aaron Richardson, Department of Educational Psychology, Foundations, and Leadership Studies, Open Access Thesis
Perceptions of Children, Parents, and Teachers Regarding Low Academic Progress During Pre-referral Intervention, Beth Ann Thompson, Department of Educational Psychology, Foundations, and Leadership Studies, Open Access Thesis
Theses/Dissertations from 1994
Factors Effecting Personal Responsibility and Pregnancy Prevention, Anne M. Brenneman, Department of Educational Psychology, Foundations, and Leadership Studies, Open Access Thesis
An Evaluation of a Preschool Tutorial Program, Jody Lee Sunde, Department of Educational Psychology, Foundations, and Leadership Studies, Open Access Thesis
Theses/Dissertations from 1993
Elementary, Middle School, and Special Service Teachers’ Attitudes toward School Psychologists and the Psychological Services They Provide, Terese L. Alexander, Department of Educational Psychology, Foundations, and Leadership Studies, Open Access Thesis
Implications of Teacher In-Service Training on Attention Deficit Hyperactivity Disorder Identification, Glenn Evan Haupt, Department of Educational Psychology, Foundations, and Leadership Studies, Open Access Thesis
The Relationship Between Ethnic Identity and Self-Esteem Among African-American Adolescents, Arthur Hughes Jr., Department of Educational Psychology, Foundations, and Leadership Studies, Open Access Thesis
A Comparison of WISC-R and WJ-R vs. CogatAT and ITBS in Defining Severe Discrepancy in the Diagnosis of Learning Disabilities, Martin Patrick McCarthy, Department of Educational Psychology, Foundations, and Leadership Studies, Open Access Thesis
Theses/Dissertations from 1992
Parallel Form Test-Retest Reliability and Predictive Validity of a Curriculum-Based Measurement Academic Readiness Test, Stanley F. Hanus, Department of Educational Psychology, Foundations, and Leadership Studies, Open Access Thesis
An Analysis of the Basic Assumptions About Psychology of Teachers and School Psychologists, Timothy James Harmon, Department of Educational Psychology, Foundations, and Leadership Studies, Open Access Thesis
A Comparison of the Performance of African American Preschool Children on the WPPSI and WPPSI-R, Cynthia A. Vandervelde, Department of Educational Psychology, Foundations, and Leadership Studies, Open Access Thesis
Theses/Dissertations from 1991
Exploring the Incidence and Predictability Problem of Dyscalculia in a School-Based, Rural Population in a Rural State, Karen Kimberley Annis, Department of Educational Psychology, Foundations, and Leadership Studies, Open Access Thesis
Exploring the Incidence and Predictability Problem of Dyscalculia in a School-Based Urban Population in a Rural State, Andrew Robert Smith, Department of Educational Psychology, Foundations, and Leadership Studies, Open Access Thesis
The Relationship Between Locus of Control and Self-Concept as a Learner: Does a Relationship Exist?, David B. Wood, Department of Educational Psychology, Foundations, and Leadership Studies, Open Access Thesis
Theses/Dissertations from 1990
The Relationship between Verbal-Performance IQ and Locus of Control among Students with either a Learning Disability or a Behavior Disorder, Rick J. Bagnall, Department of Educational Psychology, Foundations, and Leadership Studies, Open Access Thesis
Post-hoc Longitudinal Study of the Stability and Validity of Standardized Test Scores of Handicapped Children, Randal Dennis Brown, Department of Educational Psychology, Foundations, and Leadership Studies, Open Access Thesis
Assessment of the Process of Reading Through the Use of Think-Aloud Protocols With Elementary Students, Jacqueline F. Holdorf, Department of Educational Psychology, Foundations, and Leadership Studies, Open Access Thesis
Parent and Teacher Reactions to the Referral Question Consultative Decision Making (RQC) Model for Triennial Re-Evaluations in a School Serving Students With Mental Retardation, Marilyn Lindholm Kinne, Department of Educational Psychology, Foundations, and Leadership Studies, Open Access Thesis
Factors Associated With Student Success in a University Tutorial Program: Does High School GPA, Act Scores or Time Spent With a Tutor Make a Difference, Lea Lynnette Roseberry, Department of Educational Psychology, Foundations, and Leadership Studies, Open Access Thesis
The Relationship Between the Constructs of Locus of Control and Learner Self-Concept, Noel N. Schmidt, Department of Educational Psychology, Foundations, and Leadership Studies, Open Access Thesis
Theses/Dissertations from 1989
The Effectiveness of Response Interruption, Differential Reinforcement of Other Behavior, and a Visual Cue, in the Treatment of Self-Injurious Stereotypic Behavior, Clark Gunnell Porter, Department of Educational Psychology, Foundations, and Leadership Studies, Open Access Thesis
The Relationship Between Locus of Control and Learner Self-Concept: A Construct Validity Study, Tracy A. Randall, Department of Educational Psychology, Foundations, and Leadership Studies, Open Access Thesis
Theses/Dissertations from 1985
A Comparison of the Actual and Ideal Perceptions of the School Psychologist’s Role, David Arthur Curry, Department of Educational Psychology, Foundations, and Leadership Studies, Open Access Thesis
Theses/Dissertations from 1984
A Comparison of Learning Disabled and Normal Children on a Selective Attention Task While Using a Verbal Rehearsal Strategy, Stephen A. Mullenberg, Department of Educational Psychology, Foundations, and Leadership Studies, Open Access Thesis
Theses/Dissertations from 1982
An Investigation Into the Behaviors of Classroom Teachers During Scheduled Reading Instructional Periods, Judy Weseman Moser, Department of Educational Psychology, Foundations, and Leadership Studies, Open Access Thesis
Theses/Dissertations from 1981
The Staffing: A Naturalistic Study of the Educational Placement Process, Susan Laurene Law, Department of Educational Psychology, Foundations, and Leadership Studies, Open Access Thesis
The Correlation of SES and Children’s Performance on the WISC-R and R-CPM, Anne Carolyn Robb, Department of Educational Psychology, Foundations, and Leadership Studies, Open Access Thesis
Theses/Dissertations from 1980
Efficacy of Transition Rooms: A Quantitative and Quasi-Qualitative Look, Nancie Moyer Andreasen, Department of Educational Psychology, Foundations, and Leadership Studies, Open Access Thesis
Cognitive Patterns as a Basis for the Classification of Learning Disabled Children: A Follow-up Study, John Michael Carr, Department of Educational Psychology, Foundations, and Leadership Studies, Open Access Thesis
A Comparison of Formal Operational Thinking Ability With Reading Ability and Critical Thinking Ability for Tenth Grade Students, Theresa Jill Cecil, Department of Educational Psychology, Foundations, and Leadership Studies, Open Access Thesis
Exploring the Relationship Between Moral and Friendship Development in Male Educable Mentally Retarded Students and Regular Class Students, Shirley Phillips Gill, Department of Educational Psychology, Foundations, and Leadership Studies, Open Access Thesis
Theses/Dissertations from 1979
Prediction of Reading Achievement Using Conservation Performance, Jann Moser Bowlus, Department of Educational Psychology, Foundations, and Leadership Studies, Open Access Thesis
Theses/Dissertations from 1978
An Investigation of the Relationship between Seriation and Classification Skills in Young Children, R'Delle Marie Anderson, Department of Educational Psychology, Foundations, and Leadership Studies, Open Access Thesis
