Harwell Assessing dimensionality of latent structures underlying dichotomus item response data with imperfect models Cengiz Zopluoglu, Advisor: Michael Rodriguez Evaluating the use of two different models of collaborative tests in an online introductory statistics course Audbjorg Bjornsdottir, Joan B.
Garfield An exploratory technique for finding the q-matrix for the DINA model in cognitive diagnostic assessment: An argument-based approach to validation Jiyoon Park, Advisors: Hall, Matthew Steven Advisors: Annie Hansen-Burke, Theodore Christ The influence of parenting stress and social support on parenting behavior during a preventative parenting education program for enhancing school readiness Kate Clayton, Advisors: Christ and Scott McConnell E xamining the effects of an attribution retraining intervention on the attributions and engagement of alternative school students Maureen Cooper, Advisor: Sandra Christenson Determinants of school completion: Student perceptions of success at an experiential learning high school.
Elizabeth Mary Hagen, Advisor: Christenson, Sandra Parental trust of schools and its role in postsecondary readiness Rosalie Palan, Advisor: Christ A proposed algebra problem-analysis model Christopher Walick, Advisors: Anne Follen Zaslofsky, Advisors: Matthew Burns, Theodore Christ Teacher-student relationships: Examining student perceptions of teacher support and positive student outcomes Sarah B.
Christenson A continuum of persistence: An examination of individual measures and composite scores Barbara Monaghen, Advisor: Christ Self-regulated learning, classroom context, and achievement: Sandra Christenson Student perceptions of the classroom environment: Actionable feedback as a catalyst for instructional change Peter Nelson, Advisor: An examination of individual measures and composite scores Barbara Vetter, Advisor: Christ Evaluating the effectiveness of positive life changes social-emotional learning curriculum Julie Whitmore, Advisor: Ysseldyke Examining the evidence-base for the interventions used in a large urban district David A.
Ysseldyke Enhancing maintenance and generalization of incremental rehearsal through theory-based modifications Shawna M Petersen-Brown, Advisor: Matthew Burns The influences of linguistic demand and cultural loading on cognitive scores Damien C. Jim Ysseldyke Giftedness and underachievement: A comparison of student groups Jennifer Davie, Advisor: Christ Technology-enhanced formative assessment in mathematics for English language learners Adam J. Exploring the link between home and school Jaclyn A.
Scott McConnell Examining the potential use of instructionally-relevant assessment data in early writing David C. Matthew Burns Using student performance during a reading intervention to predict student outcomes and performance on accountability measures of reading Lorien B.
A development and validation study Angie J. Jennifer McComas and Matthew Burns Examination of the usefulness of the picture naming individual growth and development indicator for preschoolers with disabilities Maura D. Jennifer McComas The impact of a delay to early intensive behavioral intervention on educational outcomes for a cohort of medicaid-enrolled children with autism Adele Faye Dimian, Advisors: A Meta-Analysis Amy E. Asha Jitendra An examination of fidelity of two parent-implemented vocabulary interventions for young learners with autism spectrum disorder Quannah Elizabeth Parker-Mcgowan, Advisor: Joe Reichle Communication intervention for children with severe neurodevelopmental disabilities: An application of telehealth as a service delivery mechanism Jessica Jo Simacek, Advisor: Jennifer McComas Repeated reading with and without vocabulary instruction: Outcomes for English language learners Dana Brandes, Advisor: Kristen McMaster Effects of data-based instruction for students with intensive early writing needs: A randomized control trial Pyung-Gang Jung, Advisor: Kristen McMaster Technical characteristics of e-based vs.
Elizabeth Anne Lam, Advisors: Emily Rudrud Monn, Advisor: Susan Rose The effects of computer-assisted instruction in reading: A meta-analysis Amy Kunkel, Advisor: Qian, Xueqin Advisor: Stephanie Marie Snidarich, Advisor: Jennifer McComas Comparing cutaneous sensory reactivity between children with and without global developmental delay Chantel Barney, Advisor: Frank Symons Comparison of placement decisions based on picture Naming 1.
Susan Hupp Testing a model for assessment and intervention decision-making for students with co-occuring behavior problems and reading difficulties in the classroom: Exploring the relative effects of antecedent intervention strategies Andrea Egan Hamad, Advisor: Joe Reichle and LeAnne Johnson A comparison of word learning in 3-year-old children at-risk for language and literacy difficulties in two conditions: Dialogic reading and activity-based intervention Naomi L.
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Request materials from non-UMN Libraries Researcher Support Circle with right Digital Dissertations includes doctoral dissertations and selected masters theses from major universities worldwide. For more help check out "How to Find University of Minnesota Doctoral Dissertations and Master's Theses.".
The Doctoral Dissertation Fellowship (DDF) gives the University's most accomplished PhD candidates an opportunity to devote full-time effort to an outstanding research project by providing time to finalize and write a dissertation during the fellowship year.
essay about wars Doctoral Dissertation Assistance Umn research proposal phd example paper writing services usa. The following are guidelines for items to include in graduate program student handbooks. Not all items may apply to your graduate program, although the items included are considered to be relatively common across disciplines and degree objectives.
Thesis/dissertation submission and formatting. This is not your UMN username and password. In addition to submitting your thesis/dissertation online, you must submit the following documents to Graduate Student Services and Progress: Thesis/dissertation signature page. Other University of Minnesota Sources of Funding Assistance; University of Minnesota Funding Opportunities; McNair Scholars Resources. [email protected] Eligibility. Must be a Doctoral Dissertation Fellow on stipend during the month in which the request for funding is reviewed.