PhD candidates: You are welcome and encouraged to deposit your dissertation here, but be aware that
1) it is optional, not required (the ProQuest deposit is required); and
2) it will be available to everyone on the Internet; there is no embargo for dissertations in the UNL DigitalCommons.

Master's candidates: Deposit of your thesis is required. If an embargo is necessary, you may deposit the thesis at http://digitalcommons.unl.edu/embargotheses/ with the prior approval of your department and the Graduate Office (contact Terri Eastin).

All depositors: We try to observe a 24-hour "cooling off" period to give you opportunity to correct those "oops" issues that seem to emerge just after deposit.
Upon deposit, you will immediately receive an email that your submission has been received (and this is what you need to show the Graduate Office).
However, you can still log back in and select Revise and upload a new version with your advisor's name spelled right, or your mother thanked in the Acknowledgments, or whatever you're stressing about.
After about a day, your submission will be "published" or "posted", making it available to the Internet; you will get another email to that effect, and your submission can no longer be changed--by you.
If further changes are needed, these can be made by sending a revised file to the administrator < proyster@unl.edu > requesting replacement of the current online version. DO NOT RESUBMIT YOUR THESIS / DISSERTATION. That creates duplicate records, confusion, wasted effort, frustration, sadness, tears, and causes kittens to get sick.

Finally: Congratulations; you are almost there. Click the "Submit your paper or article" link at the bottom of the gray box at left. Follow the instructions. You should be able to copy (Ctrl-C) and paste (Ctrl-V) most fields.
You are the sole author; your advisor is not considered a co-author.
Your institution is "University of Nebraska-Lincoln" (not "at Lincoln" or ", Lincoln"). Do not leave it blank; then the administrator has to fill it in, and he is tempted to make it something silly.
You do not need to repeat your name and title in the Abstract field; just the body of the abstract.
When you reach the question "Was this submission previously published in a journal?", just skip that part.
Be sure to click the "Submit" button at the bottom. Files upload at the rate of about 5 Mb per minute, so if you have an ungodly large file, it may take a bit of time. If your file exceeds 40 Mb, think about reducing its size--there are many ways; Google "reduce pdf file size" to find some.

Okay, get started. That thesis is not going to submit itself.

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2014

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Student Characteristics, Prior Experiences, and the Perception of Mixed Methods as an Innovation, Sydney E. Brown

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STUDENTS’ PERCEPTIONS OF ACADEMIC SELF-EFFICACY AND SELF-REGULATION WHILE LEARNING IN A 1:1 LAPTOP ENVIRONMENT, Joan M. Carraher

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An Investigation of the SOAR Study Strategy for Learning from Multiple Online Resources, Tareq Daher

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Cheating in Business Online Learning: Exploring Students' Motivation, Current Practices and Possible Solutions, Martonia Gaskill

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Planning and Enacting Mathematical Tasks of High Cognitive Demand in the Primary Classroom, Kelly Georgius

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THE COVETED SOULS OF OPPRESSED PERSONS, Connie L. Gibb

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Creating and Using Interactive Presentations in Distance Education Courses: A View from the Instructor's Chair, Karen K. Hein

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Digital Print Concepts: Conceptualizing a modern framework for measuring emerging knowledge, Kristin H. Javorsky

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Perceptions of Professional Supports and Early Career Teacher Attrition, Thomas J. Kolbe

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Supporting Representation-Rich Problem-Solving in High School Physics, Lyrica L. Lucas

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A NEW APPROACH TO MIDDLE SCHOOL READING INTERVENTION BALANCING SELF-DETERMINATION AND ACHIEVEMENT, Amanda Mancini-Marshall

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LEARNING TO WALK IN TWO WORLDS: AN EXAMINATION OF SOUL IN MY PEDAGOGY, Colette M. Polite

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What Did You Learn In School Today?: The Recursive Relationship Between Media Coverage Of Public Education And The Crafting Of Education Policy, Elisabeth Reinkordt

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Instructor Perceptions of a Collaborative Learning Classroom at a Midwest University, Bradley S. Severa

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Racking Up Cultural Capital and Eliminating Labels: The Culture of Teaching and Learning in the Juvenile Justice System, Sarah Clarke Staples-Farmer

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Laptops and Language Learning: A Mixed Methods Study of Technology Integration and Student Engagement, Ginger R. Starks-Yoble Ph.D.

2013

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The Relationship of Preservice Teachers to English Language Learners in Mainstream Classrooms, Susan F. Alford

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Process Drama: A Medium for Creating a Hospitable Space for Learning through Reverent Listening, Kim Anne Anthony

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A Collective Case Study of the Nature of Form-Focused Instruction Among Secondary English as a Second Language Teachers, Sevda Budak

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LinguaFolio Goal Setting Intervention and Academic Achievement: Increasing Student Capacity for Self-Regulated Learning, Oxana D. Clarke

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Visual Literacy (Grade 9-12): Art Today -- Course Description and Outline, Kelli P. Dornbos

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Between Worlds: Students' Lived Experiences and Perspectives on Math, Science, and Technology Education Between Mexico and the United States, Estefania Larsen

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Secondary Mathematics Teachers’ Literacy Professional Learning: An Amalgamation of Adolescent Literacy, Mathematics Teaching, and Adult Learning, Janet L. Larson

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THE CASE OF THREE KAREN FAMILIES: LITERACY PRACTICES IN A FAMILY LITERACY CLASSROM, Sabrina DM Quadros

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Students’ Perspectives From A Learner-centered CALL Class: A Report of the Research of the Technology-based Chinese Class in O’Neill High School, Nan Wang

2012

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ARTIST/TEACHER: TOWARD A MORE CREATIVE CURRICULUM, Matthew L. Auch Moedy

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CONNECTING CHILDREN TO NATURE: A MULTIPLE CASE STUDY OF NATURE CENTER PRESCHOOLS, Patti Ensel Bailie

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IMMERSED IN THE LANGUAGE AND CULTURE OF THE WORLD’S BACKYARD: A STUDY ON LANGUAGE MAINTENANCE AND LOSS, Lucilei A. Brigido

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Variables Associated with Sense of Community in Online and On-Ground Clinical Doctorate Education, Tracy Chapman

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Guided Reading and Motivation, Allyson L. Hauptman

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Effective Coaching Strategies for Increased Use of Research-Based Instructional Strategies for Linguistically Diverse Classrooms, Cindy S. West

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INVESTIGATING COMPUTER-BASED FORMATIVE ASSESSMENTS IN A MEDICAL TERMINOLOGY COURSE, Jammie T. Wilbanks

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CHALLENGES NATIVE CHINESE TEACHERS FACE IN TEACHING CHINESE AS A FOREIGN LANGUAGE TO NON-NATIVE CHINESE STUDENTS IN U.S. CLASSROOMS, Hui Xu

2011

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THE NEED TO CREATE CULTURALLY RESPONSIVE TEACHERS: IMPLICATIONS FOR TEACHER EDUCATION PROGRAMS, Cass Griffin

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Personality Temperament's Influence on Instructional Strategy Type Selection by Nebraska and Iowa High School Band Directors in a Concert Band Setting, Matthew Herrick

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Changing Perceptions of Science in Undergraduate Students: A Mixed Methods Case Study, Cindy S. Larson-Miller

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The Relationship between Professional Development and Teacher Change in the Implementation of Instructional Strategies that Support Elementary Students' Science Textbook Reading, Virginia J. Laughridge

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EXAMINING THE ROLE OF THE INTRODUCTORY VIDEO IN THE DEVELOPMENT OF TEACHING PRESENCE IN ONLINE INSTRUCTION, Bojan Lazarevic

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Transnationalism and the Dominican Republic: The Effect on Student Identity and Achievement, April J. Phillips

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Exemplary High School Teacher's Utilization of Web-Facilitated Instruction: A Multiple-Case Study, Tracy A. Platt

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Extensiveness and Perceptions of Lecture Demonstrations in the High School Chemistry Classroom, Daniel S. Price

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Children's Voices: Students' Attitudes about Routine and Nonroutine Mathematics, Deborah E. Seacrest

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Delayed Beginnings, Jump Start? The Combined Effects on Early Literacy of Age at Entry into Kindergarten with Experiences Prior to Entry, Kathryn A. Wilson

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USE OF COGNITIVE ARTIFACTS IN CHEMISTRY LEARNING, Ilker Yengin

2010

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Motivation for Vocabulary Learning of College Students, Qizhen Deng

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Motivation for Vocabulary Learning of College Students, Qizhen Deng

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USING AN AUDIENCE RESPONSE SYSTEM (ARS) A.K.A. “CLICKER” TO DO ATTENTION RESEARCH, Roger A. Kendrick

2009

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Diverging Perspectives: A School District's Response to and Instructional Support Application, Sarah Crose

2006

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AUTHENTIC COMMUNICATION FOR JAPANESE LANGUAGE LEARNING: A SINGLE CASE STUDY OF MIDWESTERN UNIVERSITY STUDENTS, Yuki Ozawa