Michelle Peters

Michelle Peters, Ed.D.

Professor of Research and Applied Statistics-Program Coordinator, Educational Foundations/Research,
College of Education

Contact number: 202-321-3752
Email: petersm@uhcl.edu
Office: B1111-10


Curriculum Vitae

Areas of Expertise

  • Mathematics Education
  • Self-Efficacy
  • Statistics
  • Classroom Climate
  • Program Evaluation
  • Quantitative Research Methods


  • Dahlkamp, S., Peters, M., & Schumacher, G. (2018). Principal self-efficacy, school climate, and teacher retention: A multi-level analysis. Alberta Journal of Educational Research,63(4), 357-376.
  • Wieland, P., Willis, J., Peters, M., & O'Toole, R. (2018). Examining the impact of modality and learning style preferences on recall of psychiatric nursing and pharmacology terms. Nurse Education Today, 66, 130-134.doi 10.1016/j.nedt.2018.04.003
  • Tingle, E., Corrales, A., & Peters, M. (2017). Leadership development programs: Investing in school principals. Educational Studies. Retrieved from http://dx.doi.org/10.1080/03055698.2017.1382332
  • Corrales, A., & Peters, M. (2017). Examining the relationship between school funding and academic achievement for charter schools. The Charter Schools Resource Journal, 12(1), 55-79.
  • Peters, M., Sawyer, C., & Willis, J. (2017). Counselor’s crisis self-efficacy scale: A validation study. Retrieved from https://www.counseling.org/docs/default-source/vistas/article_4070ce2bf16116603abcacff0000bee5e7.pdf?sfvrsn=4
  • Corrales, A., Schumacher, G., & Peters, M. (2017). Does money really matter? Investing in the future of Hispanic students. AASA Journal of Scholarship & Practice, 13(4), 9-19.
  • Guervin, M., Schumacher, G., & Peters, M. (2016). Academic optimism, organizational citizenship behaviors, and student achievement at charter schools. Retrieved from https://www.cmich.edu/colleges/ehs/unit/csrj/Documents/Spring%202016%20TCSRJ.pdf
  • Unruh, T., Peters, M., & Willis, J. (2016). Flip this classroom: A comparative study. Computers in the Schools, 33(1), 38-58.
  • Gonzalez, A., Peters, M., Orange, A., & Grigsby, B. (2016). The influence of high-stakes testing on teacher self-efficacy and job-related stress. Cambridge Journal of Education. doi: 10.1080/0305764X.2016.1214237
  • Kimbark, K., Peters, M., & Richardson, T. (2016). Effectiveness of the student success course on persistence, retention, academic achievement, and student engagement. Community College Journal of Research and Practice, 41(2), 124-138. doi: 10.1080/10668926.2016.1166352
  • Allen, N., Grigsby, B., & Peters, M. (2015). Does leadership matter?  Examining the relationship among transformational leadership, school climate, and student achievement. International Journal of Educational Leadership Preparation, 10(2), 1-22.
  • McMahon, M., Peters, M., & Schumacher, G. (2014). The principal evaluation process and its relationship to student achievement. AASA Journal of Scholarship & Practice,11(3), 34-48.
  • McCarley, T., Peters, M., & Decman, J. (2014). Transformational leadership related to school climate: A multi-level analysis. Educational Management Administration & Leadership. doi: 10.1177/1741143214549966
  • Peters, M., Sawyer, C., & Guzman, M. (2014). Supporting the development of Latino bilingual mental health professionals. Journal ofHispanic Higher Education, 13(1), 15-31. doi:10.1177/1538192713514611
  • Sawyer, C., Peters, M., & Willis, J. (2013). Self-efficacy of beginning counselors to counsel clients in crisis. Journal of Counselor Preparation and Supervision, 5(2), 30-43.
  • Huss-Keeler, R., Peters, M., & Bechtold, J. (2013). Motivation for attending higher education from the perspective of early care and educational professionals. Journal of Early Childhood Teacher Education, 34(2), 1-19.
  • Kearney, W. S., Goldhorn, J., Webb, M., & Peters, M. (2013). Examining the impact of critical feedback on student engagement in secondary mathematics classrooms: A multi-level analysis. AASA Journal of Scholarship & Practice, 10(1), 23-38.
  • Fox, A., & Peters, M. (2013). First year teachers: Certification program and assigned subject on their self-efficacy. Current Issues in Education, 16(1), 1-15.
  • Peters, M. (2012). Examining the relationships among classroom climate, self-efficacy, and achievement in undergraduate mathematics: A multi-level analysis. International Journal of Science and Mathematics Education, 11(2), 459-480. doi: 10.1007/s10763-012-9347-y
  • Choi, J., Peters, M., & Mueller, R. (2010). Correlational analysis of ordinal data: From Pearson's r to Bayesian Polychoric Correlation. Asia Pacific Education Review, 11(4), 459-466.
  • Peters, M., & Kortecamp, K. (2010).  Rethinking undergraduate mathematics education: The importance of classroom climate and self-efficacy on mathematics achievement. Current Issues in Education, 14(3), 1-35.
  • Milman, N., Kortecamp, K., & Peters, M. (2007). Assessing teacher candidates’ perceptions and attributions of their technology competencies. International Journal of Technology in Teaching & Learning, 3(3), 17-28.

Courses (Current Academic Year)

  • COUN 6032 Statistics and Measurement for Counselors
  • COUN 6033 Research Design and Analysis for Counselors
  • EDCI 7031 Quantitative Research I
  • EDCI 7032 Quantitative Research II
  • EDLS 7031 Quantitative Research I
  • EDLS 7032 Quantitative Research II
  • EDLS 7130 Program Evaluation
  • EDLS 7330 Advanced Statistical Analysis
  • EDLS 7332 Current Issues in Educational Measurement
  • EDLS 8530 Research Seminar (Proposal Writing)
  • EDUC 6032 Applied Statistics
  • EDUC 6033 Research Design and Analysis

Research Projects

  • Longitudinal Impact of Summer Science Camps
  • Factors Influencing Mathematics Classroom Climate
  • Impact of Classroom Climate and Mathematics Self-efficacy on Achievement

Awards and Accomplishments

  • Doctoral Fellowship, The George Washington University
  • DOE Fellow, Missouri University of Science and Technology
  • Student Award of the Health Physics Society