Thirty-four doctoral candidates from UC Santa Barbara’s Gevirtz Graduate School took part in graduation ceremonies in the academic year 2015-16. Listed below are the new Ph.D.s/Ed.D.s and their dissertation titles.
Department of Counseling, Clinical, and School Psychology
Courtney Bolton, “An Examination of Play-Based Assessment to Determine Social- Emotional Functioning in Early Childhood”
Jessica Bradshaw, “Clinical Correlates of Social Affect in Early Infancy: Implications for Early Identification of Autism Spectrum Disorder”
Ryan Cartnal, “Community College Transfer to Four-Year Institutions: A Latent Class Structural Equation Model”
Kristin Conover, “Abelist Mocroaggressions Scale: Development, Validation, and Relationship with Social Support”
Robert Duff, “Factors Related to Preference for Online Psychological Treatments Among Active Internet Users”
Jordan Edwards, “Coping Strategies, PTSD Symptoms, Substance Abuse, and Life Satisfaction: A Working Model”
Jennica Rebelez, “Capturing Complete Mental Health Among Adolescents: Investigation of Latent Class Typologies of Covitality”
Christine Schock, “The Impact of Economic Stress on Family Mental Health: Examining Risk and Protective Factors through the Father Perspective”
Shahrokh Shahroozi, “A Process and Outcomes Evaluation of a Special Education Program for Students with Emotional Disturbance: The TIERS System”
Kathryn Spaventa-Vancil, ‘Exploring Pathways to Posttraumatic Growth.”
Ana Thomat, “Pathways Between Trauma, Schizoid Personality Traits, and Substance Problems Among Males on Probation”
Department of Education
James Austin, “The Literacy Learning Experiences of Egyptian Students at the American University in Cairo: At the Intersection of Transnational Dimensionality and Intranational Flow in Literacy Studies”
Elizabeth Barnitz, “Novice Principals’ Views of Instructional Leadership and Organizational Improvement: Two Case Studies”
Elizabeth Narvaez Cardona, “Mapping Expectations on Writing and Communication in Engineering within a Regional Context: Accounts from a Latin-American Case”
Stacey Carpenter, “Prospective Science Teachers’ Field Experiences in K-12 STEM Academy Classrooms: Opportunities for High-Leverage Science Teaching Practices”
Monaliza Chian, “A Reflexive Approach in Coming to Know: Uncovering the Logic-of-Inquiry in Ethnographic Research”
Angela D’amour, “Understanding Women’s Possible Selves and the Influences on these Selves at a Private, 4-Year, Religiously-Affiliated College”
Myley Dang, “Examining the Math Attitudes, Math Self-Efficacy, and STEM Outcomes Among Native and Non-Native English Speakers Using a Latent Class Analysis”
Robin Dodds, “The Development of a Measure of Readiness to Volunteer as a Peer Support Provider for an Organization Serving Parents of Children with Special Needs”
Ryan Grimm, “Examining the Simple View of Reading among Subgroups of Spanish-Speaking English Language Learners”
Gary Haddow, “(Trans)formation of Liberian Immigrant Identities in the United States”
Victoria Harvey, “Acts of Attention: An Exploration of Teacher Candidates’ Attention to Educational Encounters, and How It Relates to Task Formulation”
Ji Yeon Kim, “Examining Family Outcomes in Special Education and Disability-Related Services: A Comparison of Korean-American and Korean Families of Children with Disabilities”
Yeana Lam, “The Effects of Identity and Self-Determination on Accommodation Requests and Achievement”
Elizabeth Mainz, “‘Language Is What You Do’: Multi-Contextual Discourses and Language Conceptualizations of Co-curricular Teachers”
Amy Nawatani, “Proposal: The Marshallese; Culture, Disability, and Education”
Kyusang Park, “Moderated Mediation Hypotheses in Regression Analytic Models: Method Illustrations Using Survey Data”
Malaphone Phommasa, “Bridging Their Own Worlds: How Southeast Asian American Students Persist in the University”
Patrick Pieng, “Promoting Young Children’s Understanding of the Situations, Thoughts, and Prosocial Responses Related to Jealousy”
Elizabeth Sciaky, “An Examination of the Influences of an International Teaching Practicum on the Perspectives and Practices of Participating Teachers”
Azure Stewart, “An Exploration of Disciplinary Self as a Musicologist”
Vanessa Walker, “Implementation of Common Core State Standards & the Standards of Mathematical Practices How Can Professional Development Support this Process?”
Todd Wold, “Teachers’ and Administrators’ Views of Organizational Improvement and Student Success in a Themed Professional Learning Community” [Ed.D.]
Louisa Wood, “Parent-to-Parent Peer Support for Diverse Low-Income Families of Children with Disabilities: A Qualitative Interview Study of a Self-Help Program as Part of a Medical Home Model”