This collection includes Capstone Theses and Dissertations submitted by Hamline School of Education and Leadership master’s and doctoral students, respectively. Capstones are the culminating degree work and include research that draws from the student’s formal study as well as professional and personal development.
This is an online listing of the scholarly works of HSEL graduate program students. Works prior to 2015 are available in print in the Bush Memorial Library. Full text, online, prior to 2015, may be restricted to current Hamline students, faculty and staff.
See also: School of Education and Leadership Student Capstone Projects
Browse Theses and Dissertations by Degree:Theses/Dissertations from 2003
Implementing literacy centers in a first grade classroom, Sherri L. Watkins
How principle-oriented coaching impacts my teaching: six principles that guide and inform, Christian Way
How can I devise a curriculum unit that would introduce Arthur Costa's Habits of mind to a class of seventh grade advanced math students?, Teresa Louise Weise
Effectiveness of total physical response storytelling in teaching a foreign language, Deborah P. Wendt
Parker Palmer's principles and practices of teacher formation: my experience, Teresa Widen
Facilitating inquiry in a Journey North classroom, Jessica Wiley
Creating effective visual supports for students with autism spectrum disorder, Vicky Wilken
Understanding eligibility practices of specific learning disability special education services for underachieving immersion students, Kristine Marie-Widness Woelber
Are Minnesota teachers interested in school finance & what resources are available to them?, Tania Wolverton-Falk
Setting up and implementing a successful reading workshop, Kristi Carmel Wood
Implementing a successful guided reading program in first grade, Jill Woodruff
Effective middle school advisory programs, Deanna Rose Wuotila
The unspoken child, Ka Yang Xiong
Effective strategies for developing third grade writers, Lisa Youngbauer
Meaningful family involvement, Joan Catherine Young
Theses/Dissertations from 2002
Whole-group instruction vs. differentiated instruction: what are the advantages and disadvantages?, Lisa Beth Abramson
Is it polite to read with your hands?, Lisa Marie Adams
Constructivism in athletic training, Steve Ahlvers
Adult memories of teachers and their life-long influence, Mary Anakkala
Education and empathy: sowing the seeds of empathy while cultivating children's minds, Mary L. Andert
Motivating students beyond Brown bear, brown bear, Mary Louise Archer
Exploring How Peer Feedback Affects Achievement and Mindset in the Middle School Art Room, Katie Bacon
Learning about language: a program for parents of preschool age children, Nadi Bajda
Teaching English language learners in an inclusion setting, Julie Barich
The journey to inquiry: one school's process of shifting to inquiry-based teaching, Frances Becquer
Breaking with tradition: one school's perspective on converting to a year-round calendar from a traditional calendar, Maurice R. Berg
Differentiating a literature unit through brain research and literature circles, Nicole Berwanger
How can character education be implemented school wide in a middle school setting?, Catherine Bittner
Focused fun: the integration of hands-on activities into an urban junior high Spanish classroom, Paula A. Boe
Making the grade: preparing students to make the transition from elementary school to middle school, Nicole Dyan Cagley
Assisted writing activities as a tool for increasing emergent writing skills in kindergartners, Kari Marie Cardille
Motivational strategies: a third grade multiplication curriculum, Adrian Champine
Reaching more students using a layered curriculum approach in a fifth grade social studies unit which integrates brain based research and multiple intelligences, Catherine Jean Cocker
A look at English as a second language: secondary newcomer programs, Charlotte Ann Czech
Guided reading: a developmental approach to teaching reading to young children, Deborah Lynn Davis
Using advisory programs effectively in the middle school, Melissa DeGidio
Independent reading activities for readers in the early phase of the First Steps developmental reading continuum, Laura Jean Dickinson
Learning styles: how do I, as an elementary classroom teacher, adapt my lessons to make sure I am teaching to each student's learning style?, Jeremy Jonathon Doesken
Personal and career exploration curriculum for eighth grade students, Megan Dols
Parent involvement: involving parents of reading recovery students, Kathleen M. Elliott
Using children's literature with ESL students to increase reading and writing skills, Mary Elliott-Smith
Phonemic awareness: a key component in reading development, Kathleen N. Elton
Primarily poetry, Betty Jean Erickson
Brain research: how does movement enhance learning?, Barbara Joyce Farley
The ancient path: considering classical education, Sarah M. Fink
Learning to read through writing: an exploration of writer's workshop, Beth Flottmeier
Differentiation and curriculum enhancement through book making, Linda L. Fullerton
Kid stress in school: what it is, how it feels, how to help, Jennie Deming Gabrych
Meeting the needs of the high-ability math student in the regular education classroom, Tanya Kay Elliott Galland
Organizing and managing the guided reading environment: what are the other kids doing?, Mary Gilsdorf-Moore
Class meeting, Kathy Ann Grenier
Modern day issues in a one-room school house, Kristen K. C. Gundry
Creating a support system for Latino families through the use of Spanish family nights, Michelle Hartwell
Co-motion: empowering youth through skill training and community-based projects, Rachel M. Hefte
How administrators, teachers and collaboration affect the change process in a school setting, Lynn M. Hernandez
Adapting workforce ESL curriculum to meet the goals of the employee, Amy Marie Hewett
Research based curricular elements that facilitate student understanding, Sonja Hovey
Guided reading: an effective approach to teaching reading in a first grade classroom, Kristi Lynn Hunt
Kinesthetic academic curriculum: using movement experiences as an augmentation to reading instruction, Martha J. James
Integrating bookmaking into the curriculum to enhance student learning, Penny P. Jeurissen
Preparing new teachers to become partners with parents, Peter L. Johansen
The stated beliefs of kindergarten children compared to their actions in terms of racial perceptions and attitudes, Ann Eaton Johnson
Supplementary curriculum for the first year flute player, Bethany A. Johnson
The effects of participation in a short term phonics and comprehension skills intervention program (reading academy) on the reading motivation of upper elementary students, Kimberly Jean Johnson
Exploring media arts technologies in the artroom, Cecilia Johnstone
Guided reading in a second grade classroom, Jeri Lynn Joy
Guided reading in the first grade classroom, Holly Justeson
Reclaiming heart: a self-study using the writings of Parker Palmer, Heidi Kagan
How can understanding my own multicultural story through James Banks' multicultural education framework inform my teaching?, Haisung Lee Kiefer
Standards based versus traditional mathematics instruction, Kathleen Mary Koenig
How does a hands-on science curriculum affect attitudes toward science in elementary/middle school students?, Jeremy Kuhns
Migrating with the monarchs, David R. Kust
The middle school coach, Mark R. Larson
Literature circles in an elementary classroom, Dianne Law
Bridging the gap: listening to our children's voices, Mai Yia Amanda Lee
The creation of a school health office website, Ann Margaret Little
What can parents do to spark imagination and encourage creative spirit in their young children?, Laura Jane Loppnow
Fostering reading for understanding through reciprocal teaching, Mary Colleen Lotzer
Using note books to help urban learners achieve in the classroom, Raphael Fabian Lucas
A curriculum for teaching forestry and wildlife management to junior high school students, John W. Maronde
Parents enhancing their children's language, Stephanie Masloski
Parent involvement in reading, Colleen G. Maxwell
Designing an interdisciplinary enrichment program, Catherine Lynne Mikel
Inclusion and modification for staff development, Latham Patrick Miller
Developing empathy in students through service learning, Erik Allen Moe
A study of Reading Recovery : a promising intervention for struggling readers, Jill K. Morrissey
Teaching reading to English language learners: an investigation into a first language literacy program for Hispanic/Latino children, Kari Ann Muyres
A math curriculum from a language arts perspective, Debora J. Nelson
Shifting into inquiry, Joyce E. Nilsen
Differentiation of math instruction in a fifth grade Spanish immersion program, April Dawn Ostermann
Individualizing reading instruction: from groping to grouping, Lisa Marie Palkki
A journey through the eyes of a reading recovery advocate, Michelle April Peterson
Why is phonics not spelled the way it sounds?: Embedded phonics in a first grade, whole language classroom, Ronda Plathe
Building an empowered community: a social/emotional curriculum, Cheryl Fiets Poplett
Camels to snowmen: why should ESL teachers engage imagination of Somali adult learners?, Tatiana A. Przytula
Assisting the affective mentor, Sherry J. Randa
Developing positive literary attitudes in elementary students, Carla Beth Renz