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

Poetry matters: how will reading and understanding poetry influence a student's writing of poetry?, Kai-Michael Walther

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

What are the important elements of an instructional plan for implementing literature circles for intermediate-age readers?, Amy R. Wise


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

Independent reading activities for readers in the early phase of the First Steps developmental reading continuum, Amy Czech

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

In the current standards-based accountability system, can we be sure that the increase in test scores on high-stakes assessments, are leading to actual improvements in student achievement?, Deanna Gerard

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