Master's candidates: Deposit of your thesis or project is required. (If an embargo [restricted access] is necessary, you may deposit it at http://digitalcommons.unl.edu/embargotheses/ only after getting approval from your department and the Graduate Office; contact Terri Eastin).

TO DEPOSIT YOUR THESIS OR OTHER STUDENT RESEARCH

1. Create or log in to your Digital Commons account
To create an account: click on My Account at http://digitalcommons.unl.edu then Sign up.
Fill in your names, email address, create a password, and click on Create Account.
Reply to the confirming email from the system, if you get one (check your spam folder).
Your email address will not be published or shared.

2. Find the right series to deposit in
Go to the correct series in the UNL Digital Commons [series links are in the file linked here].
On the correct series page, click the Submit your paper or article link at the bottom of the gray box at left.

3. Instructions for deposit
You should be able to copy (Ctrl-C) and paste (Ctrl-V) most fields.
TITLE: Fill it in using title case (that is, capitals for the first letter of all words except articles and prepositions).
AUTHOR: In each respective box, enter your names (and/or initials) as they appear on the title page of your dissertation or thesis. You are the sole author; your advisor is not considered a co-author. Institution is University of Nebraska-Lincoln (not "at Lincoln" or ", Lincoln"). Do not leave this field blank.
FIRST ADVISOR: Enter your advisor’s name. Add a second and third, if needed (advisors only, not committee members).
DATE OF THIS VERSION: Month and Year only.
CITATION: Copy and paste the rest of whatever appears on the title page of your work. It usually starts with something like “A THESIS Presented to the Faculty …” and ends with “Lincoln, Nebraska [month] [year].”
ABSTRACT: Just include the body of the abstract, not the title or your name, but DO add your advisor’s name at the end of the abstract after the word Advisor and a colon, like this: Advisor: ….
Skip the ORCID IDs, Keywords, Disciplines, and Comments fields, and DO NOT check a bubble for the Publication Status field.
Click UPLOAD FILE FROM YOUR COMPUTER. Select the file of your work from your device (should be in Portable Document Format, PDF).
Click the SUBMIT button at the bottom.

YOU DID IT; your work is submitted!

CONGRATULATIONS on reaching this amazing milestone in your academic career!

4. After your initial deposit
Upon deposit, you will receive an email that your submission has been received; you need to show the Graduate Office this message.

Before we complete your upload, we usually wait a day or two to give you an opportunity to correct those oops issues that seem to emerge just after deposit. Before it’s been posted, you can still log back in and select Revise and upload a new version so you can upload a version with your advisor's name spelled right or whatever else needs to be fixed.

It is important that you DO NOT resubmit another file after it’s been posted online. This causes lots of problems.

But have no fear: If further changes are needed after it’s been posted, you can send a revised file to the series administrator (Sue Gardner) requesting to replace it.

Follow


2023

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Translanguaging in World Language Higher Education, Alessia Barbici Wagner

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Gaps in Teacher Professional Development for Technology-Supported Learning: Implications for School Leaders and Policymakers, Steven Bingham

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K-12 Teachers Perspectives on Mobile Technology Integration: A Qualitative Study, Steven Justin Bingham

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Exploration of the lived experiences of Native American science teachers of the Great Plains: A Narrative Inquiry, Uma Ganesan

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Learning to Teach Prospective Elementary Teachers: A Narrative Inquiry of a Newer Mathematics Content Instructor, Kelsey Quaisley

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Heart-Stopping Rollercoasters: Restorative Practices, Motivation, and the Formation of a Science Identity, Zachary Schafer

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Embracing uncertainty: A narrative case study on teacher-learner relationships through restorative justice practices in education, Zachary Schafer and Guy Trainin

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Language Ideologies of Multilingual Learners in an Intensive English Program, Madhur Shende

2022

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A Guided Chatbot Learning Experience in the Science Classroom, Jennifer Davis

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Curiosity, Motivation, Autonomy, and Lifelong Learning in Education and the United States Marine Corps, Cynthia Malmquist

2021

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PRE-SERVICE TEACHERS’ TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE(TPACK) SELF-EFFICACY AND DEVELOPMENT IN K-6 MATH, Fitsum Abebe

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Mathematics Education: Good, Bad, & Ugly, Katie L. Johnson

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Students' Definitions of Academic Success, Brent Kelderman

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CONSIDERING STUDENT VOICES in READING INTERVENTION: RE-CONCEPTUALIZING AND RETHINKING POSSIBILITIES FOR HIGH SCHOOL READING THROUGH ARTS-BASED EDUCATIONAL RESEARCH, Angela Kramer

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Critical Peer Mentor Groups: Amplifying Support During Student Teaching, Cindy H. Linzell

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Using the Modern Classrooms Project Instructional Model to Address Post-Covid Challenges in the Classroom, Mary Clare Murray

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An Ethnographic Interpretation of Latino Perspectives on Family Engagement in Education, Mary Pollema

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Empowering Salieri - Extracting the Genius in our Students, Zachary C. Schafer and Lawrence C. Scharmann

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The Role of the Next Generation Science Standards in Teachers' Curricular Choices in the Life Science Classroom, Amy Tankersley

2020

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POST-PROGRAM ENGLISH LANGUAGE LEARNERS: SUCCESSFUL LEARNERS OR STRUGGLING LEARNERS?, Tianna Bankhead

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Hospital-Based Nurse Educators' Technology Readiness and Use of High-Fidelity Simulation, Kristen Bryan Wessel

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Longer-Term Impact and Efficacy of Nebraska's In-School Elementary Grades Savings Programs, Jennifer Davidson

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IDENTITY AND TECHNOLOGY INTEGRATION IN AN EFL CONTEXT: A STUDY OF EGYPTIAN TEACHERS AND ADULT LEARNERS, Alia Emara

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Culturally Relevant Science Teaching: A Literature Review, Uma Maheshwari Ganesan

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Exploration of Lived Experiences of Science Teachers of English Language Learners: A Transcendental Phenomenological Study, Uma Maheshwari Ganesan

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Learning Opportunities of Multiplication Fluency in Open Source K-5 Mathematics Curriculum, Katie L. Johnson

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Gaining Insight into the Development of Mathematics Teacher Leaders in Primary Grades: A Multi-case Study, Susan Katt

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AN EVALUATIVE STUDY OF THE RURAL ELEMENTARY TEACHERS’ PERSPECTIVE ON THE PARTNERSHIP BETWEEN RURAL PUBLIC ELEMENTARY SCHOOLS AND NEBRASKA EXTENSION, Tammera Mittelstet

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Struggling Student Teachers: Interventions for Support and Success, Sheree Moser

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Struggling Student Teachers: Interventions for Support and Success, Sheree Moser

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Understanding Hope in Elementary Students, Amber O'Shea

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Addressing the Need for an Alternative Education Collaborative in Nonmetropolitan School Districts, Trina Pettit

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Applying Agriculture Curriculum as a Vehicle for Science Learning, Nicole Sorensen

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Poverty, Literacy, and Race: A Middle Scool Teacher's Iterative Investigaive Journey, Rebecca Tuttle

2019

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Vocabulary instruction: impacts of using a science notebook in a dual language setting to teach science vocabulary and content., Manuel Andazola

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Strategies that Promote Elementary Student STEM Engagement, Jennifer Bauer

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Establishing Enhanced Learning Outcomes in Science For First Generational Undergraduate College Students, Marianna Burks

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The Impacts on Rural Families When Engaging in STEM Education, Kimberly Felton-Canfield

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How Does Pre-teaching of Vocabulary and the Use of Technology Increase Student Learning in Science, Jennefer A. Hilgenkamp

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The Impacts of Family STEM Events for Young Children on Parents' Perceptions in a Rural Remote School, Cheyenne Jeffers

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Hands-on, Guided Inquiry Science Investigation And Science Vocabulary Acquisition In A Rural Elementary School, Jennifer Mulder

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Developing an Interest in STEM Careers Through Integrated STEM Experiences, Megan Mullen

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MAYAN LANGUAGES EDUCATION AND TECHNOLOGY: A CASE STUDY OF KAQCHIKEL AND K’ICHE’ EDUCATORS IN GUATEMALA, Hector Palala

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Impact of Robotic Challenges on Fifth Grade Problem Solving, Julie Rankin

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Assessment and Engagement Strategies for STEM, Aaron Rohde

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Influence of STEM Lessons on Critical Thinking, Brooke Waddell

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Improving Kindergartener’s Initiative to Problem Solve Through Integrated STEM, Jessica Walston

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How Vocabulary Notebooks Change Student Knowledge of Science Concepts and Vocabulary, Justin Wheeler

2018

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Veteran Public School Teachers' Perceptions of Research-to-Practice Methods and Effectiveness: A Qualitative Study, Lesa L. Brand

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Adapting Self-directed Online Professional Development For Nebraska Public Librarians, Holli Duggan

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The Impact of WHOOP Technology on Sleep, Recovery, and Performance in NAIA Baseball Players, Nolan Harms

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LIFELONG LEARNING: A STRATEGIC ANALYSIS OF EDUCATION, Iwasan D. Kejawa

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Uncovering and Responding to the Professional Development Needs of Afterschool Program Leaders Across Rural Nebraska, Kimberly K. Larson

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“I Don't Read No Books” : How Teachers Can Use Students' Literacy Stories to Change Literacy Lives., Stephanie J. Malone

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Effects of Structural Flaws on the Psychometric Properties of Multiple-Choice Questions, Sarah B. McBrien

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Getting to the Why: Exploring Early Career Physical Science Teachers' Discourse and Assessment Practices., Aaron Alfred Musson

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The Impact of Mentoring on Life Science Undergraduate Mentors, Kari Nelson

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Reflections on Inquiry-Based Learning in a First-Year Algebra Classroom: Implications for Practitioners, Gregory P. Sand

2017

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A Revitalized Educational Conception of Growth in the 21st Century for Contemporary Education Praxis in Nebraska, Scott Blum

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An Educational Approach Abroad: A Case Study of Anubhūti City School in Jalgaon, India, J. Joshua Byrd, Sarah Erwin, Kara Cruickshank, and Jessica Fetrow

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Beyond the City Lights: A Multiple-Case Study of Successful, Experienced Secondary Science Teachers in Rural Schools, Beverly R. DeVore-Wedding

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INTEGRATING DESIGN THINKING INTO A METHODS COURSE, Zoe Falls and Brandy C. Judkins

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Black, Male and Teaching: Exploring the Experiences, Perspectives, and Teaching Practices of Black Male Teachers, Tyrie Lavyal Fant

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"Hear Us, See Us": Constructing Citizenship in the Margins, Tricia M. Hagen Gray

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Driven by Dreams: Immigrant Stories of Education, a Gatekeeper Exam and a High School Diploma, Cindy H. Linzell

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When policy is practice: SDE effort to help/transform/label low-performing schools, April (Aprille) J. Phillips

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Linguistic Landscape and Language Ideology: A Multimodal Analysis of Government Websites in Morocco., Yassine Rfissa

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Bonding Ideas about Inquiry: Exploring Knowledge and Practices of Metacognition in Beginning Secondary Science Teachers, Ana Margarita Rivero Arias

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Learning to Teach in Indonesian High School Settings: A Case Study of Two EFL Female Pre-service Teachers, Dwi Riyanti

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"Off From Lost": Generation 1 Learners' Transition From Adult ESL to Developmental Education, Emily KyungJin Suh

2016

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Wilderness Restoration: A Case Study of Two Place-based Education Programs, Carolyn Ann Albracht

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THE EFFECT OF A SELF-REGULATED VOCABULARY INTERVENTION ON WORD KNOWLEDGE, READING COMPREHENSION, AND SELF-REGULATED LEARNING FOR ELEMENTARY ENGLISH LANGUAGE LEARNERS, Qizhen Deng

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Leveraging a Teacher Mentorship Program in a Complex System, Jami L. Holbein Swanson

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Instructionally Dense Literacy Practice in the Middle Grades: A Qualitative Study, Marissa A. Jorgenson

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The Impact of Implementing a Culturally Responsive Latino Poetry Unit to Examine Language, Identity, and Culture in a Middle School Language Arts Classroom, Kari Loecker

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Teacher Stories, Parent Stories, Stories of School: Educator/Parents Navigating School Landscapes, Jennifer C. Nelson

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Perceptions of Eighth Grade State Writing Assessment at a Nationally Recognized Middle School, Jillian M. Quandt

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LinguaFolio® Implementation at the Classroom Level: A Collective Case Study of North Carolina Teachers, Amanda Romjue

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The Relationship of Formative Assessment to the Professional Development and Perspective Transformation of Teachers, Kimberly K. Snyder

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THE EFFECTS OF ACTIVE LEARNING TECHNOLOGY ON INSTRUCTORS’ PRACTICES AND STUDENTS’ ENGAGEMENT AND GRADES: A MIXED METHODS STUDY, Jeremy C. Van Hof

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A Reformed College Algebra Course: Understanding Instructors' and Students' Beliefs About Teaching and Learning Mathematics, Mary Williams

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Motivation of High School Students in a STARTALK Chinese Immersion Program: A Mixed Methods Case Study, Fei Yu

2015

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The Disabled Teacher: A Memoir of an Interrupted Pedagogical Career, a Life with a Chronic Illness, and an Encounter with Real Barriers to Inclusive Education, Dorothy M. Bossman

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From Literacy to Literacies: Negotiating Multiple Literacies in the English Classroom, Breanne S. Campbell

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Imagination: Active in Teaching and Learning, Christopher Cunningham

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One Foot In, One Foot Out: A Qualitative Study of Frequently Truant Latino High School Graduates Who Nearly Dropped Out, Chandra Diaz-DeBose

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Teacher perspectives on professional development needs for better serving Nebraska's Spanish heritage language learners, Janet Marie Eckerson

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A/r/tography as a Guide for Curriculum Design, Michelle M. Hrbek

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Classrooms as Creative Learning Communities: A Lived Curricular Expression, Soon Ye Hwang

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Addressing the Literacy Needs of Marshallese Adolescents, Ingrid L. Naumann

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Exploring Cultural Proficiency: A Case Study of a Culturally and Linguistically Diverse Middle School in a Predominantly White School District, Jared Peo

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HONORING DIVERSITY IN AN ONLINE CLASSROOM: APPROACHES USED BY INSTRUCTORS ENGAGING THROUGH AN LMS, Jacob Petersen

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Preservice Teacher Understanding and Implementation of Caring Teaching-Learning Student Relationships, Daniel J. Shafer

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Partnerships Through Adult Education: Re-conceptualizing Family Literacy in the New Latino Diaspora, Jennifer Leigh Stacy

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