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This dissertation investigates the role of multimedia applications in enhancing student engagement in higher education, with a particular focus on the dynamics of asynchronous discussion forums and lurking behaviors. Leveraging multimedia applications facilitates dynamic, inquiry-based discussions that promote deeper cognitive engagement and learning. Despite the potential benefits, current higher education practices often fail to optimally integrate discussion forums with video learning content, the structure and nature of the online discussion seem play an important role in its effectiveness. Through two empirical studies, this research explores the impact of discussion types, the strategic placement of multimedia content, and the nuances of lurking behaviors on student engagement and learning outcomes. Study 1 validates the Lurking Engagement Survey (LES), distinguishing lurking behaviors across superficial to deep cognitive levels using the ICAP framework. It identifies lurking as a multifaceted behavior influenced by personal, technological, and social factors. Study 2 examines the interplay of discourse modes and position layouts in multimedia learning environments, revealing no significant effects on learning outcomes but highlighting the importance of aligning multimedia design with learners' prior knowledge and task structure. The findings challenge prevailing assumptions about the effectiveness of spatial contiguity in multimedia learning and suggest that other factors, such as learner characteristics and content complexity, play more crucial roles. This dissertation contributes to educational literature by offering a nuanced understanding of lurking, not merely as passive participation but as an agentic, context-dependent form of engagement. It underscores the variability of lurking behaviors across educational contexts, advocating for educational strategies that recognize and leverage both visible and invisible forms of engagement to enhance learning efficacy. Practical implications of this research include the need for instructional designs that accommodate various forms of engagement and align multimedia elements with individual learning needs. Future research directions are suggested, focusing on the exploration of additional contextual factors and the development of methodological innovations to measure lurking more effectively. Overall, this dissertation advances our understanding of multimedia learning environments in higher education, providing valuable insights into the complex dynamics of student engagement and the strategic design of learning interactions. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This study was situated at Mountain Middle School (Pseudonym). Students at Mountain Middle School often engage in collaborative compositions embedded within week-long multidisciplinary and multiage units of study called Odysseys. These units of study and the collaborative composition projects are classified as formal cooperative learning. Johnson et al., (2010) identified five elements that make cooperative learning effective. These effective elements are: "positive interdependence, individual accountability, promotive interaction, appropriate use of social skills, and group processing" (Johnson et al., 2010, p. 1). The teachers currently design collaborative learning experiences emphasizing four of the five elements of cooperative learning. Together, we identified group processing as the element currently missing from their lessons. The purpose of this study was to develop a narrative reflection group processing tool to help teachers facilitate student discussion during group processing sessions to improve collaborative composition processes and products. Group processing is a reflective process in which students need clear instruction, guidance, and practice (Bertucci et al., 2012). According to Sutherland et al (2019), Group processing is often the essential element left out of cooperative learning because of time constraints, the erroneous belief that students are processing their group experience naturally as it happens, and because teachers lack guidance on how to facilitate group processing. Using narrative reflection embedded within a sociocultural framework, I engaged in a Design Based Research process to develop a narrative reflection group processing tool. In the final version of the tool, small groups of students engaged in a four step reflection processes based on mini narratives, Dewey's (1910, 1944, 1986; Rogers, 2002) theory of experiential learning, and the identification of effective actions for collaboration (Johnson & Johnson, 2009). Key findings include: (1) Without group processing, students identified problems, but they did not fully engage in a reflective process. (2) To facilitate group processing sessions, which students both want and need, teachers need to teach effective actions and use graphic organizers to guide students. This is aided by access to detailed facilitation guidelines. (3) Group processing helped students develop their understanding of leadership, reframe and redirect disruptive behavior, and increase promotive interaction during work sessions. (4) Students developed positive collaborative composition behaviors. Students took opportunities to plan their compositions, review and revise plans, listened and accepted others' ideas, gave their own ideas, and told positive mini narratives about group members' collaboration successes. (5) Teachers did not notice a measured difference in quality of compositions compared to other times they have implemented these learning units. These findings reveal a positive impact of group processing using mini narratives of effective actions on student attitudes, collaborative behavior, and composition processes, but do not show a change in composition product. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Fighting false information, propaganda, open lies, rumors, misinformation, and disinformation by attacking it directly and challenging it is the dominant strategy for dealing with false beliefs (Lazer et al., 2018; Maseri et al., 2020; Van Bavel et al., 2021), and it is an important one. Refuting falsity is crucial. At the same time, there are instances when fighting false information does not work (Ardevol-Abreu et al., 2020; McIntyre, 2018; Van Bavel et al., 2021). One of the reasons is that it denies another's worldview, belief systems, and, as a result, their identity and even right to exist. Searching for alternative strategies of dealing with falsity, this study used qualitative research methodology and conducted three focus group discussions. My research findings show that identifying and framing a narrative behind falsity shifts the dynamic from facts to interaction, from fighting to beginning relationships to that narrative and potentially people who stand for it, consciously or unconsciously. It allows one to find a belief system and a worldview of the other, and to engage and interact with it. Thus, there is a shift from finding who is telling the truth or lies to providing space for various belief systems and worldviews to interact with each other. Making this shift changes the power dynamic and empowers human beings to stop being simply victims of falsity and gain agency. My research also shows that there is a high need for talent and skills to hold polarities and different narratives, allowing them to co-exist and not deny each other, facilitating unpredictable and unimaginable ways to interact with each other, and bring more flow into communication instead of distancing even further. Finding narratives behind falsity and holding the opposite stories allow one to see falsity as not just an absolute evil, but potentially meaningful, transforming it into an opportunity for community building processes and for people to work on different narratives together before existing splits, greater distancing and polarizations grow into yet another violence and wars. This dissertation is available in open access at AURA (https://aura.antioch.edu/) and OhioLINK ETD Center (https://etd.ohiolink.edu). [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Teacher beliefs have received substantial attention particularly in Chinese as a world language context due to the Chinese language proficiency challenges, Chinese character complexity, and cultural barriers. With the development of cutting-edge technology, Computer-Assisted Language Learning (CALL) has played a pivotal role in Chinese language acquisition, empowering learners with interactive tools, online resources, immersive experience, and more that enhance Chinese language learning. However, there have been limited in-depth research exploring teacher beliefs about Chinese character acquisition via CALL. This multiple case study drew upon the theoretical framework of language teacher cognition (Borg, 2015). The research questions included: 1) What are teachers' beliefs and perceptions about character acquisition via CALL? 2) How do teachers implement CALL when teaching characters? 3) What benefits and challenges do teachers perceive when incorporating CALL in character acquisition? This study comprised three secondary Chinese teachers in the United States. These teachers located in various regions, with a diverse teaching experience. Data were collected via Zoom, including first individual interviews about teacher's perceptions and stated practices, classroom observations, second individual interviews about teacher's perspectives on benefits and challenges of characters acquisition via CALL, and a focus group discussion where teachers sharing their knowledge, experiences, and beliefs. Thematic analysis was employed to analyze the qualitative data. The findings suggested that teachers view CALL as valuable, beneficial, enhancing student engagement in character acquisition which have evidenced in the literature (e.g., Chen et al., 2013; Hsiao et al., 2015; Zhan & Cheng, 2014). Moreover, the teachers also believed that CALL increased their productivity and reduced their workload. Nonetheless, challenges such as limited access to CALL resources and insufficient training have been identified (e.g., Zhang et al., 2014). The study's outcomes contribute to Chinese language education, provide insights for effective CALL integration in character acquisition, and provide pedagogical implications to various stakeholders. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This study assesses the effectiveness of the curriculum for an online professional development training designed to support people working in the helping professions gain greater self-awareness about how they respond to stress and trauma in the midst of emotionally charged interactions. The training utilizes an existential, developmental, and Adlerian model to help participants identify their unconscious, limiting beliefs about their upsetting emotions that may drive their reactive behavior. It also enables them to use this increased self-awareness to determine new ways they might respond with a more trauma-engaged way of being in the future. The training is designed using an emergent learning methodology that uses group dialogue and coaching designed to facilitate human emergence to support participants in achieving deeper self-reflection and self-exploration. The main objective is for participants to determine the specific ways the content is applicable to each participant's work and personal life. Training effectiveness is assessed using a mixed-method approach. Quantitative data using validated and custom-designed measures indicate the degree to which the differences in participants' mean scores on pre- and post-assessments were statistically significant. Qualitative data indicates the ways in which content delivery, group dialogue and reflection, emergence coaching, and the use of an existential developmental model supports participants in gaining greater self-awareness and how participants intend to shift their responses and ways of being in the midst of challenging, emotionally charged interactions with students and clients. This study also includes an ethnographic investigation into the mindset and perspectives of the Filipino people that comes from their unique cultural value orientation of the Filipino people and how these values may have facilitated or impeded the process of trauma-engagement. Consideration is given to how these cultural values could be translated into other cultural contexts in order to improve the training's effectiveness and facilitate trauma-engaged ways being for more people in the future. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Picture books are often underused tools in schools and communities. The purpose of this research was to investigate the affordances and constraints of using picture books as tools to deepen senses of identity and belonging. Two cycles of participatory action research were conducted: the first with educators and the second with adults who self-identified as being interested in reading and discussing picture books. Data collection included lifting participant voices through both semi-structured interviews and focus groups. Cycle 1 interviews and focus group data were analyzed using In Vivo, Process and Versus Coding. Cycle 2 interview and focus group data were analyzed using In Vivo coding. Themes identified from Cycle 1 research informed the Cycle 2 action step, which was to co-create a model for on-line picture book discussions with adults. Weekly feedback forms, surveys, field notes, and analytic memos were collected and analyzed. The data combined with a review of extant literature yielded four findings: (1) adults must first look at themselves through a picture book, then it may be time to think about others; (2) spaces for adults to read and discuss picture books, as readers, are both uncommon and needed; (3) collections of texts and read-alouds increase the transformational potential of picture books; and (4) the structuring of the conversation matters when using picture books to deepen senses of identity and belonging, using the model co-created in this study--A Model for Small, Online, Adult Conversations Grounded in Picture Books (A MAP)--helps. Bring A MAP. Implications for schools and communities are offered that center on supporting adults as readers and consumers of picture books, before considering how picture books might be used with students. More specifically, this research suggests creating intergenerational spaces for adults to gather to discuss picture books. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Modern-day educators often share a sense they lack voice and agency with school administration. A classic example is curriculum development, where third-party designers develop uncontextualized curricula, and teachers then must implement the design even if inefficient and ineffective. What happens if this identical situation occurs at the program level? This question is a critical one for the School of the Arts (SOTA) at Arthur High School, which has been managed by faculty granted full autonomy over their curriculum and agency over their respective arts-based programs. Through incomplete design by original program designers who established SOTA and the governance by an outside principal based on a "school within a school" model, SOTA has yet to develop effective program operations. The purpose of this study, as made apparent when it was discovered that SOTA did not possess a solidified program theory, was to utilize an evaluation committee to design, implement, and evaluate a SOTA logic model to enhance a program's merit. The evaluation committee combined curriculum and program design best practices to inform their process, utilizing Giancola's (2021) conceptualization of program evaluation as a primary methodological guide. The evaluation committee also sought to establish a culture of continuous improvement to more effectively address SOTA's long-term goals. Using primarily qualitative methods, an evaluation was conducted, drawing findings from collaborative discussions and artifacts that were analyzed for themes such as growth and community. Evaluation findings showcase how SOTA's core values informed the design, implementation, and evaluation of its logic model. This dissertation study presents the findings as well as recommendations that inform contextual practices and add to the empirical body of literature. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This three-paper dissertation uses social network analysis to examine the literacy development and small group discourse of multilingual students in Grades 4 and 5. The data come from a randomized-controlled trial testing the effectiveness of homogeneous and heterogeneous small groups for English learners. The first paper tests whether two types of social relationships, and how multiple languages are used in those relationships, are associated with reading comprehension directly, or indirectly via word recognition/decoding and English language comprehension. This paper uses a sample of multilingual students (N = 249) screened for participation in the larger study, and examines hang-out ties (i.e., who students like to hang-out with) and classwork ties (i.e., who students prefer to work on classwork with). Path model analyses indicated that the number of classwork ties, and the proportion of both hang-out and classwork ties that used multiple languages, negatively and indirectly associated with reading comprehension via English language comprehension. In the second study, I examine whether the number of hang-out ties among students participating in a small group literacy curriculum predicts the later reading comprehension of multilingual participants. I also test whether groups with low and high numbers of hang-out ties differ in interaction quality. This study uses a sample of multilingual students (N =143) participating in the larger study. Autoregressive path models indicated that the number of group hang-out ties negatively predicted later reading comprehension. Exploratory analyses of interaction quality suggested that teachers ask more open-ended questions and students give more elaborated responses in groups with low numbers of hang-out ties. In the third study, I model small group discourse as a social network to examine how discourse patterns differ by teacher, time, lesson type, and grouping. This paper uses a sample of linguistically diverse students (N = 18) participating in small groups using the same language and literacy curriculum. I transform transcripts into network edgelists of speakers and intended recipients, which I use to create visualizations and to estimate network statistics. Results indicated wide heterogeneity, with some groups adopting the dialogic principle of the curriculum quickly and others doing so by the end of implementation. Across all three papers, results suggested that social ties do matter for language and literacy learning of multilingual students, and that social network analysis can shed light on the important social factors that predict literacy. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

At schools in the Unites States, English-centric hegemonic policies often hinder emergent bilingual students from fully applying their linguistic skills to read non-fiction texts. This phenomenon necessitates investigation into how culturally sustaining pedagogy (CSP) can be utilized to support fifth-grade bilingual students' understanding of non-fiction texts in English. This qualitative descriptive study documents the process of five participants utilizing their entire linguistic repertoire, engaging in translanguaging practices while experiencing CSP instruction to enhance comprehension of non-fiction texts. The research questions guiding this study are: How do emergent fifth-grade bilingual students use language when reading and writing about nonfiction texts in English? How does culturally sustaining instruction relate to the students' use of language while reading and writing about non-fiction texts in English? Five important themes were identified, representing features appearing to support emergent bilingual (EB) students' understanding of non-fiction texts. These features included translanguaging inquiries during reading discussions, adeptly integrated linguistic translanguaging in written practices, validation of autonomous flexible translanguaging, demonstration of self-identity and belonging, and the promotion of school community and diversity. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This dissertation delves into the dynamic interaction between picturebooks, culture circles, and social justice discussions in a second-grade classroom. Rooted in Critical Pedagogy, Transactional Theory, and Indigenous Social Justice Pedagogy, this study investigates two pivotal aspects. Firstly, it explores the issues raised by students in response to social justice picturebooks, unraveling the depth of their engagement and critical thinking. Secondly, it examines the teacher's agency within and after culture circles, shedding light on the facilitative role educators play in inclusive dialogue. Drawing on a rich literature review encompassing studies from primary to adult education, the research underlines the profound impact of literature and dialogue in educational settings. By integrating diverse theoretical frameworks, the study showcases how their theories can effectively strengthen the utilization of picturebooks within culture circles, offering a nuanced perspective on the intersection of education, social justice, and literary exploration. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Improving educational outcomes for Black student populations requires that teachers have a deep awareness of racialized experiences of the students they serve. This study examined the experiences of White urban elementary school teachers and Black students' experiences with classroom dialogue about racism and Black violence across the United States. The data for this qualitative study was collected through semi-structured, one-on-one interviews with five teacher participants and five former urban elementary student participants. The guiding questions of this study were: (a) How does a teacher's White ideology frame their approach to conversing or leading conversations with students of color? (b) How does a White teacher's understanding of racism impact conversations with Black students about Black violence? (c) What did/do Black students need from White teachers to be able to dialogue about Blacks and violence? And (d) How have African American student conversations with teachers about race and violence shaped who they are as young adults? These questions were explored through the theoretical lens of Critical Race Theory (CRT) and Critical Whiteness studies (CWS). The results indicate that White urban teachers often avoid race talk with young Black children citing that they do not know how to talk to Black children about race. According to urban Black students, White urban teachers do not care about what is happening to Blacks because of the existing racial divide. Teachers commonly disassociate themselves from them, particularly when it comes to racial matters, which allows these teachers to see them as objects to be controlled and managed instead of human beings deserving of being understood and cared for. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Many historically underrepresented students enroll in online classes because they need the flexibility to balance work, family, and coursework (Phirangee et al., 2016). However, community college students are less successful in online classes than they are in face-to-face classes (Xu & Jaggars, 2014). Feelings of isolation and disconnectedness are barriers to successfully completing online courses (Athens, 2018; Rovai, 2001; Shea & Bidjerano, 2010a). The purpose of this explanatory single case study was to understand the mediating role of experiencing a sense of community in asynchronous online courses for historically underserved college students at a minority-serving institution. The population for this study included five students and five instructors at a large minority-serving community college. Data were collected from semi structured interviews, research memos, and course syllabi, as well as written text from discussions and announcements in the learning management system (LMS). Findings showed that supportive and caring interactions in online classes create a safe space for students to be vulnerable, which promotes a sense of community in online learning environments for historically underrepresented students. Content analysis from discussion boards, as well as participant data, indicated that most participants find asynchronous discussions in the LMS to be inauthentic. The results also suggested that inclusive course design, e.g., incorporating multiple means of access and supportive teaching practices, plays a crucial role in supporting historically underrepresented students in online courses. Based on these results, the implications for practice are that faculty need to prioritize relational aspects when teaching online and promote academic interactions that foster a safe and caring asynchronous learning environment. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Recognizing the prevalence of low literacy achievements of secondary students with disabilities despite numerous mainstream reading interventions' attempts to alleviate the issue, this dissertation considers an alternative path to literacy. To begin, this study theorizes knowledge, literacy, and learning as mutually constituted person-world elements. Seen through such lens, learning literacy is a social process of identification and practice that connects academic knowledge to students' lives. Emerging from these ideas is a conceptual framework called "dialogical pedagogy" that consists of (a) include everyone, (b) relational agency, and (c) critical literacy. Including everyone increases the potential for learning through the wealth of knowledge that classroom diversity brings to a community of learners. Relational agency recognizes that students make greater academic gains by building and refinin ideas collaboratively rather than individually. Critical literacy is a form of liberatory praxis that uses the critique of text to identify oppression and promote social justice. The study documented the year-long process of creating dialogical pedagogy whole class discussions in two 9th grade social studies inclusive general education classrooms in New York City. The study used ethnographic methods with elements of participatory action research and teacher research. Data collection included audio recording of class discussions, discussion reflections, and lesson planning, writing fieldnotes, and interviews. Findings revealed how class discussions (a) formed an inclusive classroom community, (b) built a grammar of discussions (c) taught skilled reading, and (d) used texts to examine social inequities. The dissertation concludes with implications for special education regarding literacy, inclusion, and teacher practices. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The outbreak of COVID-19 forced the world population to find new ways to improve their productivity. It also significantly changed the course of education and instruction entirely. Like many students worldwide, adult English as a Second Language (ESL) students have been dramatically impacted by the sudden switch to online courses due to the COVID-19 outbreak. Blended Online Learning (BOL) was considered an innovative transition for adult ESL students due to the fact that it allows the learner to view the classroom as a social learning environment, thereby strengthening their connection to the language. This dissertation aimed to investigate the online learning experiences of a group of ESL students and their instructor through online zoom classes during COVID-19. The study employed a qualitative case study research methodology. This case study utilized purposeful sampling to focus on the experiences of adult ESL students and their course instructor with learning and teaching online during the pandemic. The target population for this study was a group of 8 international adult students and their respective course instructor. Data were collected from ten field observations, nine semi-structured interviews through Zoom, field notes, and document analysis. Findings revealed that participants showed positive experiences with online learning as it had provided students with new communication forms. Breakout rooms, group discussions, and discussion boards were methods the majority of students agreed were helpful for participation while facilitating social interaction. Students printerpersoneferred to communicate with each other through online platforms as they feel safer and less shy to express their opinions. Conversely, participants showed negative experiences with the lack of reliable internet connectivity, especially in rural areas, which affected the students' ability to access online courses. Based upon the dissertation's findings, there are several practical implications for students, instructors, institutions, and administrators. Recommendations for additional research are needed to provide various observations and solutions to promote online platforms, including offering instructors training to guide students through these platforms expertly and merging synchronous and asynchronous learning to ensure a holistic learning environment for adult ESL learners. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of this study was to analyze the impact of Flipgrid-based discussion activities with student-selected nonfiction texts on middle school students' motivation to read. The study investigated how teacher training affected teachers' comfort and confidence in using Flipgrid. While various discussion-based activities have been used with students, including Flipgrid, very little research has been done on its use with middle school students. Following a qualitative research design, this study obtained teacher perceptions through open-ended interviews on their Flipgrid experience and training and students' reading motivation. Student perceptions on Flipgrid, reading motivation, and student-selected texts were obtained through a Google form survey. Main findings indicated high teacher confidence due to the training they received and positive perceptions of Flipgrid-based discussion activities and student-selected text on students' reading motivation. Overall student perceptions were mostly positive about using Flipgrid and reading choice. Conclusions and implications showed positive effects with comprehensive training, which could be used with teachers training other teachers. With adequate training, teachers may be able to utilize student-centered learning, such as Flipgrid and student choice, to positively impact students' motivation to read. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]