Michelle Peters

Michelle Peters, Ed.D.

Department Chair of Educational Leadership & Policy Analysis, Professor of Research & Statistics, Co-Director UHCLTeach,
College of Education

Contact number: 202-321-3752
Email: petersm@uhcl.edu
Office: Bayou Suite 1111


Curriculum Vitae

Areas of Expertise

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


  • Xu, C., Peters, M., & Brown, S. (2020). Instructor and instructional effects on students’ statistics attitudes. Statistics Education Research Journal, 9(2), 7-26.
  • Watson, S., Cothern, T., & Peters, M. (2020). School administrators’ perceptions of STEM awareness and resources. AASA Journal of Scholarship & Practice, 17(3), 19-40.
  • Watson, S., Dubrovskiy, A., & Peters, M. (2020). Increasing chemistry students’ knowledge, confidence, and conceptual understanding of pH using a Collaborative computer pH simulation. Chemistry Education Research and Practice, 21, 528-535.
  • 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=eed84b2c_4
  • Dahlkamp, S., Peters, M., & Schumacher, G. (2017). Principal self-efficacy, school climate, and teacher retention: A multi-level analysis. Alberta Journal of Educational Research, 63(4), 357-376.
  • 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.                                           
  • 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.
  • McCarley, T., Peters, M., & Decman, J. (2014). Transformational leadership related to school climate: A multi-level analysis. Educational Management Administration & Leadership, 44(2), 322-342.
  • Peters, M. (2013). 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.
  • 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.

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