International Journal of Dissertation Research in Education
Why the IJDRE?
Purpose: to disseminate the results of doctoral research in the field of education. Practical interest is to publish doctoral dissertation research: (a) to provide doctoral students (and their advisors) a specific publishing outlet for the dissemination of their research, (b) to assist doctoral students in successfully publishing their work, and (c) to offer the field at large a significant and specialized database of the most recent studies, findings, and implications. In addition, such a publication will continue to serve up and coming doctoral students with a literature review that is most current and dynamic.
The International Journal of Dissertation Research in Education (IJDRE) is a Dissertation Perfection Publication of doctoral dissertations. Lead authors are recent doctoral graduates with chair or committee member/s serving as coauthor/s. Each dissertation listed has been peer-reviewed and approved by the senior editors of Dissertation Perfection.
Dr. Theodore (Ted) Creighton
Executive Director and Senior Editor
Dissertation Perfection, LLC
Meet Your Peer Reviewers
Dr. Theodore (Ted) Creighton received his Ed.D. from the University of California at Davis and is Professor Emeritus from Virginia Tech, where he served as Program Director for the Department of Educational Leadership and Policy Studies. Previously, he taught at the University of Wyoming, Idaho State University, and Sam Houston State University where he served as the Director of the Center for Research and Doctoral Studies in Educational Leadership. Dr. Creighton has served as the Dissertation Chair of over 100 doctoral students, and though mostly quantitative methodologies, many were qualitative and mixed methods designs. Prior to his experience in higher education, Dr. Creighton served as both a Principal and Superintendent of Schools in Fresno County, California. Curriculum Vita
Dr. Sandra received her Ph.D. from the University of Texas at Austin and is Professor Emeritus from Lamar University in Beaumont, Texas. Dr. Harris served as Doctoral Dissertation Coordinator and Director of the Center for Research and Doctoral Studies in Educational Leadership at Lamar University. Harris served as the Dissertation Chair of over 100 doctoral students, and though mostly qualitative methodologies, many were quantitative and mixed methods designs. Prior to her experience in higher education, Dr. Harris served as both a Principal and Superintendent of Schools in San Antonio, Texas. Curriculum Vita
Dr. John Slate received his Ph.D. from the University of Tennessee, Knoxville. Dr. Slate has faculty experience at Western Carolina University, Valdosta State University, the University of Texas at El Paso, University of Missouri-Kansas City, and Texas A&M University/Kingsville. Presently, John is a Professor in the Department of Educational Leadership at Sam Houston State University where he teaches research design, quantitative data analysis, and academic and professional writing. He has a wide experience of chairing qualitative, quantitative, and mixed-methods dissertation studies. Curriculum Vita
Volume 1 (2019)
| Author | Title | Abstract | Full Text |
| Dr. Sylvia A. Dixon McInerney (2019) | A Study of Curriculum Customization in the Era of Standardization of Education | ||
Dr. Daniel Opoku-Mensah (2019) | Motivational Determinants of Junior High School Students' Learning of Ghana's Core Subjects: An Intrinsic Case Study | Abstract | Full Text |
Dr. Robin Hubnik Hickerson (2019) | The Effects of School Culture and Workplace Bullying on Educator Job Satisfaction | Full Text | |
Dr. Mary Beth Womack (2019) | The Effects of Teacher Attachment Style on Student Success inHigh School | Full Text | |
| Dr. Danielle Gallup Truszkowski (2019) | Proctored Versus Non-Proctored Testing: A Study for Online Classes | Abstract | Full Text |
Dr. Daniel Palombit (2019) | A Quantitative Investigation of the Relationship Between Seventh Grade Reading Scores and High School Office Discipline Referrals | Full Text | |
Dr. Benjamin Weber (2019) | A Qualitative Examination of Teacher Experience with the Digital Divide | ||
| Dr. Eugenia K. Bullock (2019) | Parental Involvement: A Comparison of Perceptions and Practices Between Lower SES Parents of High-Achieving Students and Lower SES Parents of Low Performing Students | ||
| Dr. Peter A. Zitko (2019) | The Passive Majority: A Qualitative Inquiry of Adjunct Community College Faculty |
Volume 2 (2020)
| Author | Title | Abstract | Full Text |
| Dr. Rikki Hatfield (2020) | Contributing Factors Influencing Parents to Enroll in North Carolina’s Charter Schools: A Convergent Parallel Mixed-Methods Case Study | Abstract | Full Text |
| Dr. Kasey R. Coggin (2020) | The Relationship Between Mindfulness and School Leader Stress | Abstract | Full Text |
| Dr. Angela Melde (2020) | Effect of Leader In Me Training on Teacher Leadership Philosophy and Student Success | Abstract | |
Dr. Janice Sinoski (2020) | Retention of Experienced Nurses: A Phenomenological Approach to Understanding Workplace Challenges | ||
| Dr. Larry C. Gajewskey (2020) | Teacher Turnover in Texas and Its Impact on Student Academic Growth | Abstract | Full Text |
Dr. Melissa K. McIntosh (2020) | A Case Study of Campus Supports and the Hispanic Students' Pursuit of Higher Education | Abstract | Full Text |
Dr. Elisabeth Parrish Eaton (2020) | Exploratory Study of Paraprofessional Experience from the Lens of Critical Theory and Self-Efficacy | ||
| Dr. Gary L. Owens Jr. (2020) | Professional Identity of the Physician Leader: A Qualitative Phenomenological Study | Abstract | Full Text |
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