Members of staff would particularly welcome applications to study for a PhD in one of their areas of research interest, as listed below, although we are also happy to consider applications to undertake research for a PhD in other areas.
| Dr Jeremy Airey | Teaching and learning in science [particularly biology and psychology]; continuing professional development for school science educators; informal science learning. |
| Dr Kathryn Asbury | Home and school influences on academic achievement or wellbeing; educational research using genetically sensitive designs; choosing extra-curricular activities; choosing careers and planning the future. |
| Dr Clementine Beauvais | Childhood studies; children's literature; philosophy of education; theoretical approaches to childhood and education; childhood and education in culture and literature. |
| Professor Judith Bennett | Science education; attitudes, engagement and participation in science; widening participation in science, including gender issues in science education, evaluation of educational interventions; systematic research reviews. |
| Dr Cylcia Bolibaugh | Processing and acquisition of formulaic language; usage-based approaches to second language acquisition; corpus-based research and experimental investigations of frequency effects; individual differences in implicit and explicit language learning. |
| Dr Eleanor Brown | Development education, global citizenship, transformative learning, critical pedagogies, critical reflection and dialogue. |
| Dr Andrzej Cirocki | Teaching and learning English as a foreign language; developing learner autonomy, TESOL materials development and reflective teaching. |
| Dr Lynda Dunlop | Science education [primary and secondary], particularly teaching and learning relating to the nature of science and socio-scientific issues; science teacher education; and philosophy for children. |
| Dr Khaled El Ebyary | The pedagogical applications and impact of emerging technologies; language assessment including automated writing evaluation and computer-based feedback; Web 2.0 technologies in the classroom; test washback; language learners and teachers; computer-mediated communication. |
| Dr Sally Hancock | Higher education research; education policy; political economy of education; sociology of education; widening participation and social mobility. |
| Dr Zoe Handley | Second language speech learning, including oral fluency development and pronunciation; new technologies in language learning and teaching, and in particular studies grounded in second language acquisition theory research; and, [computer-mediated] task-based language learning. |
| Dr Jan Hardman | Classroom interaction; dialogic teaching; language curriculum-based research. |
| Dr Lisa Kim | Teacher social and emotional characteristics; teacher effectiveness; teacher wellbeing; teacher retention; teacher status; psychology in education. |
| Professor Robert Klassen | Teacher-student interactions; measuring teacher effectiveness; student and teacher motivation and emotions; cross-cultural perspectives on education and psychology; motivation and emotions of students with special education needs. |
| Dr Kerry Knox | Teaching and learning of science at the undergraduate level; development of expertise in experimental chemistry; interdisciplinary training. |
| Dr Irena Kuzborska | Teacher cognition in language teaching; teaching second language reading; English for specific purposes; materials evaluation and design for language learning. |
| Dr Ursula Lanvers | Psychological aspects of second language learning, in particular motivation and learner perceptions; language education policy; global Englishes and language learning. |
| Professor Emma Marsden | Foreign and second language teaching and learning; Evaluation of foreign and second language practice and policy [particularly with comparative/experimental designs]; Second language acquisition; Learning theories; Attention and memory in language learning. |
| Dr Nadia Mifka-Profozic | Corrective feedback [oral and written]; classroom interaction in language teaching; task-based language teaching; individual differences in language learning [focus on cognitive factors: aptitude, analytic ability, working memory]; discourse analysis; writing instruction. |
| Dr Amanda Naylor | Teaching poetry, particularly pre-twentieth century poetry; teaching and learning English in UK schools; initial teacher education in English; post-16 English pedagogy. |
| Dr Elpis Pavilidou | Development and individual differences of implicit/statistical learning; neurobiology of reading across languages; neurocognitive bases of developmental dyslexia; diagnostic procedures in developmental dyslexia; behavioural and neuroimaging [namely fMRI and EEG] methods. |
| Professor Leah Roberts | Psychological aspects of language learning; grammatical acquisition; lexical acquisition; second language sentence processing. |
| Dr Bill Soden | English Language Teaching: methodology, testing/assessment and English for Academic Purposes; assessment and feedback in higher education. |
| Professor Vanita Sundaram | 'Lad culture' and 'laddism' in compulsory and higher education; inclusion; gender-based violence and adolescents; gender and sexuality; sociology of education; sex education. |
| Dr Louise Tracey | Early childhood education and settings; early literacy and phonics; programme evaluations and implementation fidelity; relationships between research and practice; teacher education, continuing professional development, and teacher retention; relationship between early health and educational outcomes. |
| Dr Danijela Trenkic | Second language processing; second language grammar learning; learning of new vocabulary and methods for vocabulary instruction; learning needs of university students with English as a foreign language; developing listening in a second language [speech segmentation]; bilingual cognition; definiteness and reference resolution. |
| Professor Paul Wakeling | Educational inequalities, especially access to higher education; sociology of education; higher education policy; postgraduate students; educational expansion; social stratification and social mobility. |
List of Free Educational Management Project Topics and Academic Research Materials PDF & DOC Download from Chapters 1 to 5 with Abstract, Table of Contents, References and Complete Questionnaire for Final Year Undergraduate and Postgraduate Students in the University Polytechnic, and College of Education Acquiring a Degree in National Certificate in Education [NCE] National Diploma [OND], Higher National Diploma [HND], Bachelor of Science [BSC] and Masters of Sciences [MSC].
Thesis and Dissertation Topics can also be gotten from this Webpage.These Project Topics Listed Below, are the Best Research Topics in this department you can use for your Final Year Project Work.
List of Educational Management Project Topics with Materials
PhD candidates: You are welcome and encouraged to deposit your dissertation here, but be aware that
1] it is optional, not required [the ProQuest deposit is required]; and
2] it will be available to everyone on the Internet; there is no embargo for dissertations in the UNL DigitalCommons.
Master's candidates: Deposit of your thesis or project is required. [If an embargo, [restricted access] is necessary, you may deposit the thesis at //digitalcommons.unl.edu/embargotheses/ — but only after getting the prior approval of your department and the Graduate Office; contact Terri Eastin].
All depositors: We try to observe a 24-hour "cooling off" period to give you opportunity to correct those "oops" issues that seem to emerge just after deposit.
Upon deposit, you will immediately receive an email that your submission has been received [and this is what you need to show the Graduate Office]. However, you can still log back in and select Revise and upload a new version with your advisor's name spelled right, or your mother thanked in the Acknowledgments, or whatever you're stressing about. After about a day, your submission will be "published" or "posted", making it available to the Internet; you will get another email to that effect, and your submission can no longer be changed--by you.If further changes are needed, these can be made by sending a revised file to the administrator < > requesting replacement of the current online version. DO NOT RESUBMIT YOUR THESIS / DISSERTATION. That creates duplicate records, confusion, wasted effort, frustration, sadness, tears, and causes kittens to get sick.
Finally: Congratulations; you are almost there. Click the "Submit your paper or article" link at the bottom of the gray box at left. Follow the instructions. You should be able to copy [Ctrl-C] and paste [Ctrl-V] most fields.
You are the sole author; your advisor is not considered a co-author. Your institution is "University of Nebraska-Lincoln" [not "at Lincoln" or ", Lincoln"]. Do not leave it blank; then the administrator has to fill it in, and he is tempted to make it something silly. You do not need to repeat your name and title in the Abstract field; just the body of the abstract. When you reach the question "Was this submission previously published in a journal?", just skip that part. Be sure to click the "Submit" button at the bottom. Files upload at the rate of about 5 Mb per minute, so if you have an ungodly large file, it may take a bit of time. If your file exceeds 40 Mb, think about reducing its size--there are many ways; Google "reduce pdf file size" to find some.Okay, get started. That thesis is not going to submit itself.
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