The Administrative and Organizational Studies (AOS) Division has as its primary goal the development and enhancement of leadership and technology in educational systems, organizations and institutions.

It is within the scope of this division to study emergent trends and educational innovations; to develop rational for supporting educational change; and to present viable programs of study for advanced students in education which will enable them to function skillfully as educational leaders in facilitating change, and in developing and conducting on-going programs. Two program areas, General Administration and Supervision, and Instructional Technology are under the guidance of the division.

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Submissions from 2016

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Reflection and Professional Identity Development in Design Education, Monica W. Tracey and Alisa Hutchinson

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Uncertainty, Reflection, and Designer Identity Development, Monica W. Tracey and Alisa Hutchinson

Submissions from 2015

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Design Ideas, Reflection, and Professional Identity: How Graduate Students Explore the Idea Generation Process, Alisa Hutchinson and Monica W. Tracey

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An Exploration of Student Experiences with Learner-Centered Instructional Strategies, Jill E. Stefaniak and Monica W. Tracey

Submissions from 2014

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A Multidisciplinary Examination of the Decision-Making Process Used by Designers, Jill E. Stefaniak and Monica W. Tracey

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Engaging Multiple Teams to Design a Blended Learning Course, Monica W. Tracey and Tamme Quinn Grzebyk

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Instructional Designers as Reflective Practitioners: Developing Professional Identity through Reflection, Monica W. Tracey, Alisa Hutchinson, and Tamme Quinn Grzebyk

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Graduate Students in a Service Learning Design Case: The Development of a Parenting Program, Monica W. Tracey and Sara Elizabeth Kacin

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MPATI: The Midwest Program on Airborne Television Instruction (1959-1971), Monica W. Tracey and Jill E. Stefaniak

Submissions from 2013

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Developing Designer Identity Through Reflection, Monica W. Tracey and Alisa Hutchinson

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Examining the Factors of a Technology Professional Development Intervention, Kelly L. Unger and Monica W. Tracey

Submissions from 2012

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A Design-Based Research Case Study Documenting a Constructivist ID Process and Instructional Solution for a Cross-Cultural Workforce, Monica W. Tracey and Kelly L. Unger

Submissions from 2010

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A Review and New Framework for Instructional Design Practice Variation Research, Hillary Leigh and Monica W. Tracey

Submissions from 2009

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Moodling Around: A Tool for Interactive Technologies, Stacey DeLoose, Kelly L. Unger, Lin Zhang, and James L. Moseley

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Design and Development Research: A Model Validation Case, Monica W. Tracey

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Using the Definition as a Compass to Teach Backgrounds, Issues and Trends, Monica W. Tracey

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Wikis, Ke Zhang and Stacey DeLoose

Submissions from 2008

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Real World Projects in an Advanced Instructional Design Course, Monica W. Tracey, Christina Chatervert, Kristy Lake, and Robert Wilson

Submissions from 2007

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ID Model Construction and Validation: A Multiple Intelligences Case, Monica W. Tracey and Rita C. Richey

Submissions from 2006

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Confirmative Evaluation of Training Outcomes: Using Self-Report Measures to Track Change at the Individual and Organizational Level, Tomas R. Giberson, Monica W. Tracey, and Marguerite T. Harris

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Developing and implementing a higher education quality initiative, Monica W. Tracey

Submissions from 2005

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Does Media Affect Learning: Where Are We Now?, Nancy B. Hastings and Monica W. Tracey

Submissions from 2004

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Implementation of Self-Determination Activities and Student Participation in IEPs, Christine Mason, Sharon Field, and Shlomo Sawilowsky

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Introducing Dialogue to Graduate Students, Monica W. Tracey, David L. Solomon, and James L. Moseley

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Self-Determination and Student Involvement in Standards-Based Reform, Michael L. Wehmeyer, Sharon Field, Bonnie Doren, and Christine Mason