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Leadership & Policy Doctoral Program : Previous Dissertations

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Previous Dissertations

Agostino, Pamela Ann. 2016. Experiences and Perceptions of Literacy and Basic Skills Practitioners in Southwestern Ontario Working with a Diverse and Multi-Barriered Population of Adult students: A Phenomenological Research Study.

Alaimo, Michael. 2018. Using Geographical Information System and Structural Equation Modeling to Evaluate the Direct and Indirect Effects of Social Environmental Conditions on the Typology and Lethality of Terrorist Organizations.

Ayaga, Augustine Matthew. 2015. A Mixed Methods Examination of the Perceptions of Partnerships Between the Catholic Church and Government Educational Leaders in Ghana: Implications for Leadership, Policy and Practice.

Buzzard, Ruth Ann. 2016. What Every Policy Maker, School Leader, Parent, and Community Member Needs to Know About the Social, Economic, and Human Capital Costs of Closing a Rural School: A Comprehensive Multi-Faceted Investigation.

Cameron, Kathryn. 2016. Factors Influencing the Perceived Stress and Sociocultural Adaptation of International Students: Policy and Leadership Implications.

Chapman-Allison, Marilyn. 2016. Disparities and Systematic Racism Policies and Practices Related to Healthcare Reform, Employment, and Incarcerations: A Multi-Faceted Analysis of Contemporary Experiences in the United States.

Collins, Renee E. 2016. A Multi-Faceted Analysis of the Learning and Personal Development Practices Employed in Private, Public, and Not-For-Profit Organizations: Implications for Self-Leadership and Policy Enhancement.

Dang, Doai, K. 2017.  Leadership Preparation in Higher Education Between Catholic and the Communist Leaders in Vietnam: Studying Perceptions of Leadership Preparedness, Leadership Culture, Leadership Collaboration, and Policy Implementation.

Fernandes, Amanda Careena. 2016. Gender Differential Item Functioning on English as a Foreign Language Pragmatic Competence Test: Implications for English Assessment Policy in China.

Hairston, Latise. 2015. Examining the Eeffectiveness and Policy Implications of University Campus Suicide Prevention Programs: A Multi-Dimensional Perspective‚Äč.

Harrietha, Paul. 2017.  Introducing the "Caps" Theoretical Framework: An Assessment of Leadership  through the Lens of Female Executives in Canada Using Grounded Theory Methods.

Johnson, Wendy A. 2018. Reframing the Development of Paraeducators: Examining the Effects of Purposeful Planning and Training with Policy and Leadership Implications.

Kane, Bonnie Roden. 2014. A Phenomenological Exploration of the High-Stakes Testing Experience for School Psychologists.

Lattore, Julia Talarico. 2014. Leadership Preparation in Engineering: A Study of Perceptions of Leadership Attributes, Preparedness, and Policy Implications.

Lonneville, Jeremy Daniel. 2014. Why Some School Districts Outperform Others: A Mixed-Methods Study on Poverty, Student Performance on the New York State School Assessments, and School District Funding Across Rural, Suburban, and Urban School Districts.

Luo, Xiaoyu. 2018. Using Structural Equation Modeling Approach and Human Capital Theory to Explore the Effect of English Language Proficiency on Employment for Electrical Engineering Graduates in China.

Marwaha, Sushma, 2014. Examining the Skill Set of Culturally Proficient School Leadership from an International Perspective: A Mixed Methods Approach Using Critical Race Theory and Multidimensional Analysis.

Mete, Rosina. 2018. A Provincial and Federal Examination of the Impact of Social Support on Psychological Wellbeing among Canadian Individuals with COPD Authenticated by a Provincial Geographical Analysis of COPD Prevalence: Implications for Government Policies.

Moffatt, Sara. 2016. The Development and Evaluation of the Self-Advocacy Assessment Tool for Preschool-Aged Children with Hearing Loss: A Resource for Teachers and Parents.

Oliphant, John 2017. Best Practices for the Planning, Implementation, and Assessment of Short-Term Medical Missions: A Haitian Case Study.

Polinar, Brian. 2016. An Examination of Employee Satisfaction in Multicultural Nonprofit Organizations: Implications for Leaders.

Rabey, Jeffrey Robert. 2014. The Self-Efficacy of New York State Superintendents of Schools and their Self-Reflective Practices: A Mixed Methods Analysis.

Reilly, Michael. 2014. Leadership and Work Ethic in Skilled Trade Business: What Leaders can do to Lead Cross Generational Skilled Workers to "Want to Work?" -- A Mixed-Methods Study Examining Differences in Worker and Manager Perceptions of Leadership Effectiveness and its Impact on Worker Work Ethic.

Riegel, Caitlin. 2018. The Development of the Teacher Preparation Technology Inventory (TPTI): An Instrument Designed to Measure How Often Teacher Candidates Model and Apply the 2017 International Society for Technology in Education (ISTE) Standards for Educators in Teacher Preparation Programs

Rossi, Rachael J. 2014. Why do GED  Passers Fail to Follow through with their College Attendance Plans? A Mixed-Methods Examination of New York State. 

Spence-Ariemma, Melanie. 2014. Academic Leadership in Higher Education: Using Generalizability Theory and Structural Equation Modeling Approaches to Examine Academic Leadership Effectiveness and Behavioral Complexity in a Canadian College from a Faculty Perspective.

Tavano, Halin. 2016. Service-Learning in Higher Education: Student Perceptions of the Cost of Service, the Perceived Bbenefits, and Institutional Policy Implications

Trinh, Kien. 2016. Reliability and Validity of an Attribute-Based Autobiographical Sketch Medical School Admission Tool, the Mini-Curriculum Vitae: Implications for Admission Decision Making.

Ursel, Steve. 2018. Does the Use of a Person's First Name in a Polygraph Examination Increase the Likelihood of Generating a False Reading?

Veres, David. 2016.  A Phenomenological Understanding of the Experience of Adademic Administrators: Motivation, Satisfaction, Retention, and Succession Planning.

Whipple, Patrick Bailey. 2016. Rater Variability and Reliability of Constructed-Response Questions in High-Stakes Tests of English Language Arts and Mathematics: Implications for Educational Policy.