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About John W. Hill

Dr. John W. Hill currently serves as Professor, Department of Educational Administration and Supervision, University of Nebraska at Omaha (UNO). From 2005 to 2011 Dr. Hill was department chair, Educational Administration and Supervision and from 2002 to 2005 he served as department chair, Special Education and Communication Disorders. From 1974 to 1987 Dr. Hill was Director of the Learning Disabilities Program, Meyer Rehabilitation Institute (now Monroe-Meyer Institute) University of Nebraska Medical Center (UNMC) with a joint appointment in Special Education, UNO, and Pediatrics, UNMC. Dr. Hill currently teaches research methods and design course work and has supervised to completion 43 dissertations, hooding these Doctor of Education (Ed.D.) recipients who completed their Joint UNO/University of Nebraska-Lincoln (UNL) Doctor of Education in Educational Administration degree program studies. Dr. Hill currently is a member of the UNMC/UNO combined Institutional Review Board (IRB 01 and IRB 02) for the Protection of Human Subjects (1991 to present), and from 1989 to 1995 was recipient of the Regents Professorship, an endowed chair awarded for outstanding research and scholarly productivity. In 2002 Dr. Hill received the UNO Alumni Outstanding Teaching Award. Dr. Hill completed his Doctor of Philosophy studies (1974) in Education at The American University, Washington, D.C., with outside field studies in Psychology, Human Factors completed at The Catholic University of America, Washington, D.C. Dr. Hill also received his BA cum laude (1970) in Education and his M.ED. (1971) in Special Education at The American University, Washington, D.C. He currently serves as consulting editor for the refereed journal, Communication Disorders Quarterly and publications for the National Council of Professors of Educational Administration. It has also been his privilege to serve over many years as a consultant and board member for numerous service agencies.
Completed Doctoral Dissertation Supervision 2012
Betts, G. W. (2012, Hooded). The impact of teacher administered positive behavioral support interventions on the behavior and achievement of intermediate level students identified with measured moderate, mild, and low disruptive externalizing behaviors. University of Nebraska at Omaha. (Supervised by John W. Hill, Ph.D.)
Esser, T. H. (2012, Hooded). The impact of prolonged participation in a pro-social cognitive behavioral skills program on elementary age students, with behavior related disorders, behavior accelerative, behavior reductive, and return to regular classroom outcomes. University of Nebraska at Omaha. (Supervised by John W. Hill, Ph.D.)
Gaden, G. G. (2012, Hooded). The impact of a year-long, same school social skills instruction program on students’ with verified Behavioral Disorders, Autism Spectrum Disorders, and Attention Deficit Hyperactivity Disorders perceptions of program effectiveness. University of Nebraska at Omaha. (Supervised by John W. Hill, Ph.D.)
Garrison, J. M. (2012, Hooded). Achievement and high school completion rates of Hispanic students with no English language skills compared to Hispanic students with some English language skills attending the same high school in an immigrant responsive city. Doctoral dissertation, University of Nebraska at Omaha. (Supervised by John W. Hill, Ph.D.)
Marten, D. M. (2012, Hooded). The effect of improved school climate over time on fifth-grade students’ achievement assessment scores and teacher administered grade scores. Doctoral dissertation, University of Nebraska at Omaha. (Supervised by John W. Hill, Ph.D.)
Mulkerrin, E. A. (2012, Hooded). The Effect of a zoo-based experiential academic science program on high school students’ math and science achievement and perceptions of school climate. Doctoral dissertation, University of Nebraska at Omaha. (Supervised by John W. Hill, Ph.D.)
Rippe, J. K. (2012, Hooded). The impact of low, moderate, and high military family mobility school district transfer rates on graduating senior high school dependents’ achievement and school engagement. University of Nebraska at Omaha. (Supervised by John W. Hill, Ph.D.)
Wagner, J. P. (2012, Hooded). Achievement, engagement, and behavior outcomes of at-risk youth following participation in a required ninth-grade academic support study center program. University of Nebraska at Omaha. (Supervised by John W. Hill, Ph.D.)
Weber, E. G. (2012, Hooded). The impact of a one-to-one laptop computer program on the
literacy achievement of eighth-grade students with differing measured cognitive skill levels who are eligible and not eligible for free or reduced price lunch program participation. University of Nebraska at Omaha. (Supervised by John W. Hill, Ph.D.)
Completed Doctoral Dissertation Supervision 2011
Alati, D. K. (2011, Hooded). Achievement, engagement, and behavior outcomes of youth at risk following a pre-eighth-grade summer academic enrichment program and participation in a school-wide, school year long, ownership, mastery, and grading initiative. Doctoral dissertation, University of Nebraska at Omaha, 2011. (Supervised by John W. Hill, Ph.D.)
Hemphill, D. C. (2011, Hooded). Algebra readiness outcomes of sixth-grade boys and girls placed in challenge math based on measured math ability compared to sixth-grade boys and girls placed in challenge math based on teachers’ recommendations. Doctoral dissertation, University of Nebraska at Omaha, 2011. (Supervised by John W. Hill, Ph.D.)
Pokorski, F. K. (2011, Hooded). The effect of optional summer transition to high school program participation and required school year long placement on a core content team on ninth-grade students at-risk measured achievement, engagement, and behavior outcomes. Doctoral dissertation, University of Nebraska at Omaha, 2011. (Supervised by John W. Hill, Ph.D.)
Wright, T. D. (2011, Hooded). The effect of varying levels of reading delimitations on the ability of students with disruptive behavior disorders admitted to a residential treatment center to demonstrate language-based pro-social behavior replacement skills. Doctoral dissertation, University of Nebraska at Omaha, 2011. (Supervised by John W. Hill, Ph.D.)
Completed Doctoral Dissertation Supervision 2010
Dunphy, S. P. (2010, Hooded). The effect of explicitly differentiated reading instruction groups on eighth-grade students’ achievement, behavior, and engagement in a school seeking to reestablish adequate yearly progress benchmarks. Doctoral dissertation, University of Nebraska at Omaha, 2010. (Supervised by John W. Hill, Ph.D.)
Galusha, D. K. (2010, Hooded). The impact of previous schooling experiences on a Quaker high school’s graduating students’ college entrance exam scores, parents’ expectations, and college acceptance outcomes. Doctoral dissertation, University of Nebraska at Omaha, 2010. (Supervised by John W. Hill, Ph.D.)

Gauchat, T. A. (2010, Hooded). Effect of a career, academic, personal and social growth high school transition program option on 9th-grade students’ achievement, behavior, and engagement. Doctoral dissertation, University of Nebraska at Omaha, 2010. (Supervised by John W. Hill, Ph.D.)
Smith, M. R. (2010, Hooded). Teachers’ attitudes towards English Language Learners in rural schools implementing Sheltered English and English as a Second Language compared to teachers’ attitudes in schools with no clearly defined model of language services. Doctoral dissertation, University of Nebraska at Omaha, 2010. (Supervised by John W. Hill, Ph.D.)
Wilson, J. L. (2010, Hooded). The impact of teacher assigned but not graded compared to teacher assigned and graded chemistry homework on the formative and summative chemistry assessment scores of 11th-grade students with varying chemistry potential. Doctoral dissertation, University of Nebraska at Omaha, 2010. (Supervised by John W. Hill, Ph.D.)
Completed Doctoral Dissertation Supervision 2009
Bird, D. H. (2009, Hooded). The effect of a yearlong one-to-one laptop computer classroom program on the 4th-grade achievement and technology outcomes of digital divide learners. Doctoral dissertation, University of Nebraska at Omaha, 2009. (Supervised by John W. Hill, Ph.D.)
Delkamiller, J. A. (2009, Hooded). Evaluating the sign language phonology of sight words used to support Deaf/Hard of Hearing students’ literacy development in Idioma de Señas de Nicaragua. Doctoral dissertation, University of Nebraska at Omaha, 2009. (Supervised by John W. Hill, Ph.D.)
Grice, C. L. (2009, Hooded). The effect of decreasing enrollment patterns in a Title I school surrounded by economic decline on 5th-grade students’ achievement, behavior, parent involvement, and teacher mobility rates. Doctoral dissertation, University of Nebraska at Omaha, 2009. (Supervised by John W. Hill, Ph.D.)
Lavender, D. R. (2009, Hooded). The effect of an in-class behavioral intervention plus differentiated instruction program on the achievement and behavior outcomes of verbally disruptive 8th-grade students with and without co-occurring reading delimitations. Doctoral dissertation, University of Nebraska at Omaha, 2009. (Supervised by John W. Hill, Ph.D.)
Peal, P. A. (2009, Hooded). The effect of a back-to-basics core academic program compared to a traditional academic program on participating students’ 4th-grade achievement and perceptions of life skills. Doctoral dissertation, University of Nebraska at Omaha, 2009. (Supervised by John W. Hill, Ph.D.)
Richardson, L. M. (2009, Hooded). The effect of a school-year-long in-service leadership development grow-your-own program on new and veteran assistant principals’ perceived leadership effectiveness. Doctoral dissertation, University of Nebraska at Omaha, 2009. (Supervised by John W. Hill, Ph.D.)
Schnabel, R. B. (2009, Hooded). The impact of traditional and alternative university teacher preparation program options on secondary teacher candidates’ knowledge, skills, dispositions, and employment. Doctoral dissertation, University of Nebraska at Omaha, 2009. (Supervised by John W. Hill, Ph.D.)
Toczek, J. J. (2009, Hooded). Attitude and agility scores of co-occurring and single sport high school girl volleyball players following completion of an invitational summer strength and conditioning program. Doctoral dissertation, University of Nebraska at Omaha, 2009. (Supervised by John W. Hill, Ph.D.)
Williams, T. J. (2009, Hooded). The effectiveness of a school-wide differentiated home room academic re-teaching initiative on the achievement and proficiency categories of 8th-grade students with varying levels of cognitive skills. Doctoral dissertation, University of Nebraska at Omaha, 2009. (Supervised by John W. Hill, Ph.D.)
Completed Doctoral Dissertation Supervision 2008
Adler, M. L. (2008, Hooded). The effect of a rural high school combination supplemental literacy program on emerging readers’ achievement, engagement, and behavior outcomes. Doctoral dissertation, University of Nebraska at Omaha, 2008. (Supervised by John W. Hill, Ph.D.)
Dancer, A. P. (2008, Hooded). The effect of a required character education and class-wide peer tutoring program on 5th-grade students’ reading and writing performance. Doctoral dissertation, University of Nebraska at Omaha, 2008. (Supervised by John W. Hill, Ph.D.)
Frazier, D. L. (2008, Hooded). Evaluating the achievement outcomes of 5th-grade students following their enrollment in federally-funded, inquiry-based classrooms to determine program sustainability. Doctoral dissertation, University of Nebraska at Omaha, 2008. (Supervised by John W. Hill, Ph.D.)
Lopez, J. T. (2008, Hooded). Reading outcomes of pre-literate 3rd-grade students after two years of combined reading classroom instruction and individualized intervention or classroom instruction alone. Doctoral dissertation, University of Nebraska at Omaha, 2008. (Supervised by John W. Hill, Ph.D.)
Melliger, S. R. (2008, Hooded). The impact of an International Baccalaureate primary years curriculum on intermediate grade girls’ and boys’ perceptions of their learned global citizenship attributes. Doctoral dissertation, University of Nebraska at Omaha, 2008. (Supervised by John W. Hill, Ph.D.)
Plourde, J. D. (2008, Hooded). The effect of inquiry-based, hands-on math instruction utilized in combination with web-based, computer-assisted math instruction on 4th-grade students’ outcomes. Doctoral dissertation, University of Nebraska at Omaha, 2008. (Supervised by John W. Hill, Ph.D.)
Standish, E. W. (2008, Hooded). The impact of two middle school grade level start points, 5th-grade and 7th-grade, on adolescents’ 8th-grade achievement, behavior, and high school preparedness. Doctoral dissertation, University of Nebraska at Omaha, 2008. (Supervised by John W. Hill, Ph.D.)
Completed Doctoral Dissertation Supervision 2007
Bennett, E. J. (2007, Hooded). The effect of an intensive writing instruction assessment preparation program on student writing proficiency. Doctoral dissertation, University of Nebraska at Omaha, 2007. (Supervised by John W. Hill, Ph.D.)
Fordyce V. H. (2007, Hooded). Cynicism in Christian secondary schools: A phenomenology. Doctoral dissertation, University of Nebraska at Omaha, 2007. (Supervised by John W. Hill, Ph.D.)
Rikli, A. J. (2007, Hooded). The impact of option-in longevity enrollment patterns on student achievement, behavior and engagement outcomes. Doctoral dissertation, University of Nebraska at Omaha, 2007. (Supervised by John W. Hill, Ph.D.)
Smith, P. J. (2007, Hooded). The effects of increased racial isolation on 5th-grade students' achievement, attendance, and behavior. Doctoral dissertation, University of Nebraska at Omaha, 2007. (Supervised by John W. Hill, Ph.D.)

St. Clair, L. A. (2007, Hooded). The impact of elementary principal supervision on public prekindergarten classrooms and student development. Doctoral dissertation, University of Nebraska at Omaha, 2007. (Supervised by John W. Hill, Ph.D.)
Wilson, J. C. R. (2007, Hooded). The effect of a founding international baccalaureate middle years programme on participating seventh grade students' achievement, behavior, extra-curricular involvement, and perceptions of life skills. Doctoral dissertation, University of Nebraska at Omaha, 2007. (Supervised by John W. Hill, Ph.D.)
Completed Doctoral Dissertation Supervision 2006
Corry, S. K. (2006, Hooded). A comparison of Montessori students to general education students as they move from middle school into a traditional high school program. Doctoral dissertation, University of Nebraska at Omaha, 2006. (Supervised by John W. Hill, Ph.D.)
Smith, S. R. (2006, Hooded). Sustainability of a school reform program as measured by Title I students’ achievement, behavior, and attitudes. Doctoral dissertation, University of Nebraska at Omaha, 2006. (Supervised by John W. Hill, Ph.D.)
Williby, R. L. (2006, Hooded). A comparison of student achievement in economically different but academically equivalent Catholic school programs. Doctoral dissertation, University of Nebraska at Omaha, 2006. (Supervised by John W. Hill, Ph.D.)

Positions

Present Faculty Member, University of Nebraska at Omaha
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Articles (14)

Contributions to Books (1)

Other (1)