My Dissertation

Major Doctoral Advisor

Doctoral Committee Member

  • Desmet, O. (2020). The Achievement Motivation Enhancement Model: Evaluating an affective intervention to resolve underachievement. Purdue University.
  • O’Brien R. L. (2018). Relative age effects and measures of potential in the primary grades. University of Connecticut.
  • Sullivan, M. C. (2016). Investigating an intervention used to address underachievement in gifted and non-gifted high school students: A mixed methodological study. Old Dominion University.
  • Sullivan, E. E. (2014). Increasing academic engagement and achievement in gifted underachievers. University of Connecticut.
  • Foreman, J. (2013). Multilevel impacts on mathematical learning using differentiated curricula. University of Connecticut.
  • Helbling, J. B (2012). An analysis of the reading choices of adolescents from low-income, culturally diverse, urban schools using the SEM-R framework. University of Connecticut.
  • Horn, L. R. (2011). Leadership skill development: The perceptions of Connecticut 4-H adolescent 4-H leaders in the Connecticut 4-H youth development program. University of Connecticut.
  • McAnallen, R. R. (2010). Examining mathematics anxiety in elementary classroom teachers. University of Connecticut.
  • Baldwin, C. R. (2008). Last stop: A case study of a vulnerable, talented, youth, using a community based program, in attempting to reduce the risk of future involvement with the juvenile justice system. University of Connecticut.
  • Housand, B. C. (2008). The effect of using Renzulli Learning on student achievement and student motivation. University of Connecticut.
  • Housand, A. M. (2008). Self-regulated learning behaviors: Individual factors and environmental influence. University of Connecticut.
  • Sweeny, S. M. (2008). Successful implementation of differentiated reading conferences: Case studies of Schoolwide Enrichment Model-Reading classrooms. University of Connecticut.
  • Field. G. B. (2007). The effect of using Renzulli Learning on student achievement: An investigation of Internet technology on reading fluency and comprehension . University of Connecticut.
  • Romey. E. A. (2006). A quantitative study of the Alabama Gifted Matrix Identification Process: Implications for underserved populations. University of Connecticut.
  • Zheng, D. (2006). Affordances of 3D virtual environments for English language learning: An ecological psychological analysis. University of Connecticut.
  • deWet, C. F. (2006). Teachers’ beliefs about culturally, linguistically, and economically diverse gifted students. University of Connecticut.
  • Fogarty, E. A. (2006). Teachers’ use of differentiated reading strategy instruction for talented, average, and struggling readers in regular and SEM-R classrooms. University of Connecticut.
  • Small, M. A. (2005). College major and career choices of alumni of two specialized schools of mathematics, science, and technology. University of Connecticut.
  • Mann, E. L. (2005). Mathematical creativity and school mathematics: Indicators of mathematical creativity in middle school students. University of Connecticut.
  • Kerison, C. R. (2005). Profiles of talent: Case studies of high ability African American students in an urban elementary school. University of Connecticut.
  • Bagwell, M. M. (2005). Differences in Connecticut Mastery Test scores and student perceptions of school quality between public and charter schools. University of Connecticut.
  • Yang, W. E. (2004). Exploring the perceptions of high socio-economic Chinese-American parents about their children’s academic achievement, home environment, and Chinese language proficiency. University of Connecticut.
  • Kite, A. G. (2004). Self-efficacy, goal setting, and feedback: Their influence on web-based learning outcomes. University of Connecticut.
  • Doherty, E. J. S. (2004). Description of variance of subtest scatter across cognitive bands on the Test of Cognitive Skills. University of Connecticut.
  • Jacobs, J. K. (2004). Enjoyment of reading: A study of the Schoolwide Enrichment Model Reading Framework. University of Connecticut.
  • Eckert, R. D. (2004). The Schoolwide Enrichment Model Reading Framework: Enriching the reading curriculum for all students. University of Connecticut.
  • Sytsma, R. E. (2003). Co-cognitive factors and socially-constructive giftedness: Distribution, abundance, and relevance among high school students. University of Connecticut.
  • Boyd, T. E. (2003). Investigating teachers’ capacity to develop and demonstrate multicultural competency. University of Connecticut..
  • Schreiber, F. J. (2003). Exploring metacognition and self-regulation in an enrichment reading program. University of Connecticut.
  • Greene, M. J. (2003). Gifted adolescent social and emotional development: Teacher perceptions and practices. University of Connecticut.
  • Rogalla, M. (2003). Future Problem Solving coaches’ efficacy in teaching for successful intelligence and their patterns of successful behavior. University of Connecticut.
  • Milne, H. J. O. (2001). A comparative case study of persons with Williams Syndrome and musical interest. University of Connecticut.
  • Tebbs, T. (2000). Assessing teacher efficacy toward teaching thinking skills. University of Connecticut.
  • Blacklock, K. K. (1998). The impact of a collaborative early literacy intervention program on literacy instruction in an elementary school. Boise State University.
  • Francovich, C. (1997). Learning and teaching in a medical community of practice. Boise State University.