Greg Hickman

I have been teaching both undergraduate and graduate students for 20 years. A clear pattern has emerged in that my students achieve progress from the first week of a term to the last week of a term and thank me for creating a fun comfortable learning environment and being approachable. This pattern all started by taking the time to build relationships with my students which enabled them to appreciate the relevance of the presented course materials and appreciate the rigor of being in my classes. By the end of the term they are able to recognize and reflect on the results of their progress. I welcome the opportunity to build relationships with the students in your department so they too can appreciate the relevance and rigor of their educational endeavors and reflect happily on the results when they walk across that stage at graduation.

I took a child development class at Ohio State University and really enjoyed learning about the research of Diana Baumrind (Parenting Styles) and Gerald Patterson (Juvenile Delinquency). It was learning about their research and taking several statistics courses that I fell in with with Educational Psychology Research.

Treat your academics like a one-a-day vitamin. That is, make some sort of progress every day, no matter how much or how less. Just do something every day and you will find that you will be walking across that stage at graduation.

Parenting Styles

Humor

College Adjustment

Attentional Biases

Mentoring

Ed-Psych

Instrument Validation

High School Dropouts

Program Evaluation

Proctor and Gamble

Rodel Foundation

Lumina Foundation

Maricopa Community Colleges

Hickman, G. P. & Heinrich, R (2011). Do Children Dropout of School in Kindergarten. Lanham, MD: Rowman & Littlefield.

Nwosu, K. C., Wahl, W. P., Hickman, G. P., Ede, M., & Nwikpo, M (2023). Measurement Invariance and Latent Profile Analysis of the Test Anxiety Inventory. International Journal of Educational Methodology, 9 (3), 451-461.

Nwosu, K. C., Wahl, W. P., Nwikpo, M. N., Hickman, G. P., & Ezeonwunmelu, V. U (2022). School Refusal Behaviours Profiles among Nigerian Adolescents: Differences in Risk and Protective Psychosocial Factors. Current Psychology, 41 (11), 1-15.

Williams, R., Hickman, G. P., Leggett, C., Ricketts, D., & Bryant, M (2022). Impact of District-Wide Free Lunch on Third-Grade Students’ Reading Comprehension.. Journal of At- Risk Issues, 24 (1), 25-32.

Nwosu, K. C., Unachukwu, G. C., & Hickman, G. P (2021). Cooperative and Teacher Directed Learning Classrooms: Places for the Development of Metacognitive Skills for Reading Proficiency. Electronic Journal of Research in Educational Psychology, 19 (1), 19-50.

Hickman, G. P., & Camper, B., & Nwosu, K., & Nelson, J (2020). The Predictive Nature of Mentoring Student Academic Progress, Mentor Educational Background, and Mentor Tenure among High School Dropouts Who Graduated from an Educational Management Organization. Journal of At-Risk Issues, 23 (1), 15-24.

Camper, B., Hickman, G. P., & Jaeckle, T (2019). A Case Study Analysis among Former Urban Gifted High School Dropouts. Journal of At-Risk Issues, 22 (2), 23-30.

Hickman, G. P., & Anderson, S (2010). The Perceived Impact of Educational Management Organization Mentors Among Former High School Dropouts Who Graduated from High School. Journal of At-Risk Issues, 22 (1), 1-8.

Hickman, G. P., Heinrich, R., Sabia M. F., Nelson, L., Travis, F., Veri, T (2018). Predicting High School Freshmen Dropout Through Attentional Biases and Initial Grade Point Average. Journal of At-Risk Issues, 20 (2), 45-54.