Approved theses and dissertations from Rowan University graduate programs have been made available to the public on Rowan Digital Works since 2015. Theses and dissertations submitted in digital format between 2010 and 2015, or submitted in paper format between 1996 and 2010 and later scanned, are also available in Rowan Digital Works.

Theses approved between 1996 and 2010 are stored as bound volumes in Campbell Library and may also be online in Rowan Digital Works .Theses produced prior to 1996 are stored as bound volumes in Campbell Library only.

Graduating students may request an initial embargo period on public access to their work of 6 months, 1 year, or 2 years when they submit their thesis or dissertation to the School of Graduate Studies. Authors wishing to later extend the embargo period in Rowan Digital Works must contact the School of Graduate Studies for approval using the Embargo Extension Request Form.

If you are the author of a thesis or dissertation produced for Rowan University or Glassboro State College before 2010, or the Graduate School of Biomedical Sciences before September 2023, and you do not want your document to be publicly available in Rowan Digital Works, you must complete and submit this take-down form to request its removal from the repository. For more information, please also see Rowan University Libraries Thesis & Dissertation Guidance for Embargoes and Withdrawals

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Theses/Dissertations from 2005

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Response to gender in the classroom: a look at a teacher's reaction to her students and its effect, Victoria A. Henwood

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Communication responses to positive or neutral facial expressions between the genders, Kimberly R. Hollingsworth

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A new beginning teacher induction program, Thomas P. Jones

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Tracking student discipline referrals and providing additional support to students in order to decrease student discipline problems, Katherine Jasmin Keramidaris

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Homosexual prejudice: comparing self-report to perceived interaction, Megan C. Kleefeld

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A study investigating the comparative effects of an audiation pause in tonal pattern training on fourth and fifth grade children, Melodey A. Kleva-Forchic

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The effectiveness of a multicultural awareness day program, Anne-Sophie I. Kruse-Guth

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Does birth order affect intelligence?, Carolyn M. Lambert

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Statewide assessment: its impact on the educational world, Erin M. Lanigan

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Leaning left: a case study of media bias in the 2004 presidential election, Adam Lasecki

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Theatre arts assessment in New Jersey high schools, Julie Lawrence

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GLBTQ characterization in young adult novels, 1998-2004, Debra I. LeCates

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Effects of teachers' active role in Accelerated Reader with elementary students, Sarah L. Lenko

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Using functional behavioral assessment to support an elementary student with challenging behavior in a self-contained classroom, Alan Leonardi

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Determining the effectiveness of two new reading programs in the Lower Alloways Creek School, Linda A. Levitsky

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Catastrophic crisis communication: a study of hospital crisis planning following the September 11, 2001 terrorist attacks, Daniel Matthew Lockwood

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Roles and expectations in inclusion, Maryellen Lomurno

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Memorial School & MAP: how did it do?, Brian Z. London

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A study of the role of gender in the classroom, Ryan Ann Malloy

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A longitudinal study on the effectiveness of preschool special education, Kimberley L. Maneval

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Peer mediation program evaluation, Maria M. Marano

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Visual motor coordination and reading: a correlational analysis part II, Marita C. Marcionese

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The effectiveness of Successmaker for Title I students in grades three and four, Lynn Marcus

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The implementation of nanoimprint lithography for the fabrication of patterned magnetic media, Daniel David Marks

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What effect might the No Child Left Behind Act have on administrators' and teachers' decisions to promote or retain the low achieving student in the elementary grades?, April M. Maska