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You searched for +publisher:"University of Louisville" +contributor:("Carpenter, Bradley"). Showing records 1 – 11 of 11 total matches.

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University of Louisville

1. Howard, Jimica Claudette. Exploring distributed instructional leadership : case studies of assistant principals in an urban school district.

Degree: PhD, 2016, University of Louisville

  This study examined the role of instructional assistant principals in distributed instructional leadership in three middle schools in a large urban school district. Using… (more)

Subjects/Keywords: distributed instructional leadership; assistant principals; distributed leadership; instructional leadership; Educational Leadership

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APA (6th Edition):

Howard, J. C. (2016). Exploring distributed instructional leadership : case studies of assistant principals in an urban school district. (Doctoral Dissertation). University of Louisville. Retrieved from 10.18297/etd/2480 ; https://ir.library.louisville.edu/etd/2480

Chicago Manual of Style (16th Edition):

Howard, Jimica Claudette. “Exploring distributed instructional leadership : case studies of assistant principals in an urban school district.” 2016. Doctoral Dissertation, University of Louisville. Accessed February 19, 2019. 10.18297/etd/2480 ; https://ir.library.louisville.edu/etd/2480.

MLA Handbook (7th Edition):

Howard, Jimica Claudette. “Exploring distributed instructional leadership : case studies of assistant principals in an urban school district.” 2016. Web. 19 Feb 2019.

Vancouver:

Howard JC. Exploring distributed instructional leadership : case studies of assistant principals in an urban school district. [Internet] [Doctoral dissertation]. University of Louisville; 2016. [cited 2019 Feb 19]. Available from: 10.18297/etd/2480 ; https://ir.library.louisville.edu/etd/2480.

Council of Science Editors:

Howard JC. Exploring distributed instructional leadership : case studies of assistant principals in an urban school district. [Doctoral Dissertation]. University of Louisville; 2016. Available from: 10.18297/etd/2480 ; https://ir.library.louisville.edu/etd/2480


University of Louisville

2. Sweeney, Damien. Professional school counselors : integral stakeholders in the recruitment, retention, and support of African American, Latino, and low-income students in advanced placement programs.

Degree: EdD, 2016, University of Louisville

  Numerous studies have been conducted that show the importance of diversifying Advanced Placement Courses. However, Griffin and Steen (2011) state that: Despite a vast… (more)

Subjects/Keywords: school counselor; minority; low-income; diversity; advanced placement; recruitment; Educational Leadership; Gifted Education; Student Counseling and Personnel Services; Urban Education

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APA (6th Edition):

Sweeney, D. (2016). Professional school counselors : integral stakeholders in the recruitment, retention, and support of African American, Latino, and low-income students in advanced placement programs. (Doctoral Dissertation). University of Louisville. Retrieved from 10.18297/etd/2580 ; https://ir.library.louisville.edu/etd/2580

Chicago Manual of Style (16th Edition):

Sweeney, Damien. “Professional school counselors : integral stakeholders in the recruitment, retention, and support of African American, Latino, and low-income students in advanced placement programs.” 2016. Doctoral Dissertation, University of Louisville. Accessed February 19, 2019. 10.18297/etd/2580 ; https://ir.library.louisville.edu/etd/2580.

MLA Handbook (7th Edition):

Sweeney, Damien. “Professional school counselors : integral stakeholders in the recruitment, retention, and support of African American, Latino, and low-income students in advanced placement programs.” 2016. Web. 19 Feb 2019.

Vancouver:

Sweeney D. Professional school counselors : integral stakeholders in the recruitment, retention, and support of African American, Latino, and low-income students in advanced placement programs. [Internet] [Doctoral dissertation]. University of Louisville; 2016. [cited 2019 Feb 19]. Available from: 10.18297/etd/2580 ; https://ir.library.louisville.edu/etd/2580.

Council of Science Editors:

Sweeney D. Professional school counselors : integral stakeholders in the recruitment, retention, and support of African American, Latino, and low-income students in advanced placement programs. [Doctoral Dissertation]. University of Louisville; 2016. Available from: 10.18297/etd/2580 ; https://ir.library.louisville.edu/etd/2580


University of Louisville

3. Taylor, Tinisha Yvette. Perceptions of peer group interactions on self-efficacy and academic identity of African-American students in advanced placement classes.

Degree: EdD, 2017, University of Louisville

  The last several decades have seen numerous efforts to close the achievement gap and minimize educational disparities between for students of color. This study… (more)

Subjects/Keywords: African-American; gifted; advanced placement; efficacy; identity; peers; Gifted Education

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APA (6th Edition):

Taylor, T. Y. (2017). Perceptions of peer group interactions on self-efficacy and academic identity of African-American students in advanced placement classes. (Doctoral Dissertation). University of Louisville. Retrieved from 10.18297/etd/2743 ; https://ir.library.louisville.edu/etd/2743

Chicago Manual of Style (16th Edition):

Taylor, Tinisha Yvette. “Perceptions of peer group interactions on self-efficacy and academic identity of African-American students in advanced placement classes.” 2017. Doctoral Dissertation, University of Louisville. Accessed February 19, 2019. 10.18297/etd/2743 ; https://ir.library.louisville.edu/etd/2743.

MLA Handbook (7th Edition):

Taylor, Tinisha Yvette. “Perceptions of peer group interactions on self-efficacy and academic identity of African-American students in advanced placement classes.” 2017. Web. 19 Feb 2019.

Vancouver:

Taylor TY. Perceptions of peer group interactions on self-efficacy and academic identity of African-American students in advanced placement classes. [Internet] [Doctoral dissertation]. University of Louisville; 2017. [cited 2019 Feb 19]. Available from: 10.18297/etd/2743 ; https://ir.library.louisville.edu/etd/2743.

Council of Science Editors:

Taylor TY. Perceptions of peer group interactions on self-efficacy and academic identity of African-American students in advanced placement classes. [Doctoral Dissertation]. University of Louisville; 2017. Available from: 10.18297/etd/2743 ; https://ir.library.louisville.edu/etd/2743


University of Louisville

4. Riley, Steven Patrick. Curriculum, classroom assessment, instruction, and science outcomes : evidence from Kentucky's scholastic audits.

Degree: PhD, 2016, University of Louisville

  Through the Kentucky Education Reform Act of 1990, Kentucky enacted sweeping reform that sought to equalize educational finance. With the foundational principle that all… (more)

Subjects/Keywords: school; reform; improvement; accountability; standards; indicators; Curriculum and Instruction

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APA (6th Edition):

Riley, S. P. (2016). Curriculum, classroom assessment, instruction, and science outcomes : evidence from Kentucky's scholastic audits. (Doctoral Dissertation). University of Louisville. Retrieved from 10.18297/etd/2516 ; https://ir.library.louisville.edu/etd/2516

Chicago Manual of Style (16th Edition):

Riley, Steven Patrick. “Curriculum, classroom assessment, instruction, and science outcomes : evidence from Kentucky's scholastic audits.” 2016. Doctoral Dissertation, University of Louisville. Accessed February 19, 2019. 10.18297/etd/2516 ; https://ir.library.louisville.edu/etd/2516.

MLA Handbook (7th Edition):

Riley, Steven Patrick. “Curriculum, classroom assessment, instruction, and science outcomes : evidence from Kentucky's scholastic audits.” 2016. Web. 19 Feb 2019.

Vancouver:

Riley SP. Curriculum, classroom assessment, instruction, and science outcomes : evidence from Kentucky's scholastic audits. [Internet] [Doctoral dissertation]. University of Louisville; 2016. [cited 2019 Feb 19]. Available from: 10.18297/etd/2516 ; https://ir.library.louisville.edu/etd/2516.

Council of Science Editors:

Riley SP. Curriculum, classroom assessment, instruction, and science outcomes : evidence from Kentucky's scholastic audits. [Doctoral Dissertation]. University of Louisville; 2016. Available from: 10.18297/etd/2516 ; https://ir.library.louisville.edu/etd/2516


University of Louisville

5. Soeder-Kolodey, Carla Marie. Evaluating Positive Behavior Interventions and Supports (PBIS) : examining teachers' perceptions of managing student conduct and student achievement in PBIS and non-PBIS schools.

Degree: EdD, 2015, University of Louisville

  This capstone investigated the impact of the implementation of positive behavior interventions and supports (PBIS) in schools across Kentucky on teachers’ perceptions of student… (more)

Subjects/Keywords: PBIS; teacher attrition; behavior; Other Education

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APA (6th Edition):

Soeder-Kolodey, C. M. (2015). Evaluating Positive Behavior Interventions and Supports (PBIS) : examining teachers' perceptions of managing student conduct and student achievement in PBIS and non-PBIS schools. (Doctoral Dissertation). University of Louisville. Retrieved from 10.18297/etd/2310 ; https://ir.library.louisville.edu/etd/2310

Chicago Manual of Style (16th Edition):

Soeder-Kolodey, Carla Marie. “Evaluating Positive Behavior Interventions and Supports (PBIS) : examining teachers' perceptions of managing student conduct and student achievement in PBIS and non-PBIS schools.” 2015. Doctoral Dissertation, University of Louisville. Accessed February 19, 2019. 10.18297/etd/2310 ; https://ir.library.louisville.edu/etd/2310.

MLA Handbook (7th Edition):

Soeder-Kolodey, Carla Marie. “Evaluating Positive Behavior Interventions and Supports (PBIS) : examining teachers' perceptions of managing student conduct and student achievement in PBIS and non-PBIS schools.” 2015. Web. 19 Feb 2019.

Vancouver:

Soeder-Kolodey CM. Evaluating Positive Behavior Interventions and Supports (PBIS) : examining teachers' perceptions of managing student conduct and student achievement in PBIS and non-PBIS schools. [Internet] [Doctoral dissertation]. University of Louisville; 2015. [cited 2019 Feb 19]. Available from: 10.18297/etd/2310 ; https://ir.library.louisville.edu/etd/2310.

Council of Science Editors:

Soeder-Kolodey CM. Evaluating Positive Behavior Interventions and Supports (PBIS) : examining teachers' perceptions of managing student conduct and student achievement in PBIS and non-PBIS schools. [Doctoral Dissertation]. University of Louisville; 2015. Available from: 10.18297/etd/2310 ; https://ir.library.louisville.edu/etd/2310


University of Louisville

6. Bridges, Annette W., 1953-. Ready child, ready school : educator perceptions of child and school success indicators and ready school practices.

Degree: PhD, Department of Leadership, Foundations, and Human Resource Education, 2012, University of Louisville

  In this study, the researcher considered educator perceptions of child readiness for school and school readiness for children conceptualized within the central constructs of… (more)

Subjects/Keywords: Educational Leadership

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APA (6th Edition):

Bridges, Annette W., 1. (2012). Ready child, ready school : educator perceptions of child and school success indicators and ready school practices. (Doctoral Dissertation). University of Louisville. Retrieved from 10.18297/etd/1725 ; https://ir.library.louisville.edu/etd/1725

Chicago Manual of Style (16th Edition):

Bridges, Annette W., 1953-. “Ready child, ready school : educator perceptions of child and school success indicators and ready school practices.” 2012. Doctoral Dissertation, University of Louisville. Accessed February 19, 2019. 10.18297/etd/1725 ; https://ir.library.louisville.edu/etd/1725.

MLA Handbook (7th Edition):

Bridges, Annette W., 1953-. “Ready child, ready school : educator perceptions of child and school success indicators and ready school practices.” 2012. Web. 19 Feb 2019.

Vancouver:

Bridges, Annette W. 1. Ready child, ready school : educator perceptions of child and school success indicators and ready school practices. [Internet] [Doctoral dissertation]. University of Louisville; 2012. [cited 2019 Feb 19]. Available from: 10.18297/etd/1725 ; https://ir.library.louisville.edu/etd/1725.

Council of Science Editors:

Bridges, Annette W. 1. Ready child, ready school : educator perceptions of child and school success indicators and ready school practices. [Doctoral Dissertation]. University of Louisville; 2012. Available from: 10.18297/etd/1725 ; https://ir.library.louisville.edu/etd/1725


University of Louisville

7. Grindon, Katherine J. The powerful literacy posse and the Common Core State Standards : a collection of scholarly papers.

Degree: PhD, 2014, University of Louisville

  This dissertation is a collection of scholarly papers on the implementation of the English/Language Arts Common Core State Standards (CCSS) and the integration of… (more)

Subjects/Keywords: Education

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APA (6th Edition):

Grindon, K. J. (2014). The powerful literacy posse and the Common Core State Standards : a collection of scholarly papers. (Doctoral Dissertation). University of Louisville. Retrieved from 10.18297/etd/535 ; https://ir.library.louisville.edu/etd/535

Chicago Manual of Style (16th Edition):

Grindon, Katherine J. “The powerful literacy posse and the Common Core State Standards : a collection of scholarly papers.” 2014. Doctoral Dissertation, University of Louisville. Accessed February 19, 2019. 10.18297/etd/535 ; https://ir.library.louisville.edu/etd/535.

MLA Handbook (7th Edition):

Grindon, Katherine J. “The powerful literacy posse and the Common Core State Standards : a collection of scholarly papers.” 2014. Web. 19 Feb 2019.

Vancouver:

Grindon KJ. The powerful literacy posse and the Common Core State Standards : a collection of scholarly papers. [Internet] [Doctoral dissertation]. University of Louisville; 2014. [cited 2019 Feb 19]. Available from: 10.18297/etd/535 ; https://ir.library.louisville.edu/etd/535.

Council of Science Editors:

Grindon KJ. The powerful literacy posse and the Common Core State Standards : a collection of scholarly papers. [Doctoral Dissertation]. University of Louisville; 2014. Available from: 10.18297/etd/535 ; https://ir.library.louisville.edu/etd/535


University of Louisville

8. Herberger, Gregory Paul. The influence of student, neighborhood, and school factors on college readiness : an examination of factors combined as a result of implementing a race- and socioeconomically-based student assignment plan.

Degree: PhD, 2016, University of Louisville

  In 2006, Meredith v. Jefferson County Board of Education determined race-based student assignment plans violated the 14th Amendment. Through the assistance of Orfield and… (more)

Subjects/Keywords: student background factors; school factors; student assignment; college readiness; Educational Assessment, Evaluation, and Research; Educational Leadership

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APA (6th Edition):

Herberger, G. P. (2016). The influence of student, neighborhood, and school factors on college readiness : an examination of factors combined as a result of implementing a race- and socioeconomically-based student assignment plan. (Doctoral Dissertation). University of Louisville. Retrieved from 10.18297/etd/2611 ; https://ir.library.louisville.edu/etd/2611

Chicago Manual of Style (16th Edition):

Herberger, Gregory Paul. “The influence of student, neighborhood, and school factors on college readiness : an examination of factors combined as a result of implementing a race- and socioeconomically-based student assignment plan.” 2016. Doctoral Dissertation, University of Louisville. Accessed February 19, 2019. 10.18297/etd/2611 ; https://ir.library.louisville.edu/etd/2611.

MLA Handbook (7th Edition):

Herberger, Gregory Paul. “The influence of student, neighborhood, and school factors on college readiness : an examination of factors combined as a result of implementing a race- and socioeconomically-based student assignment plan.” 2016. Web. 19 Feb 2019.

Vancouver:

Herberger GP. The influence of student, neighborhood, and school factors on college readiness : an examination of factors combined as a result of implementing a race- and socioeconomically-based student assignment plan. [Internet] [Doctoral dissertation]. University of Louisville; 2016. [cited 2019 Feb 19]. Available from: 10.18297/etd/2611 ; https://ir.library.louisville.edu/etd/2611.

Council of Science Editors:

Herberger GP. The influence of student, neighborhood, and school factors on college readiness : an examination of factors combined as a result of implementing a race- and socioeconomically-based student assignment plan. [Doctoral Dissertation]. University of Louisville; 2016. Available from: 10.18297/etd/2611 ; https://ir.library.louisville.edu/etd/2611


University of Louisville

9. Hibbett, Michael J. Lost in transition : a grade nine transition program using articulation activities and their effect on student attitudes.

Degree: EdD, Department of Leadership, Foundations, and Human Resource Education, 2014, University of Louisville

  The purpose of this study was to investigate the impact of a set of structured articulation activities on the transition of students from grade… (more)

Subjects/Keywords: Education

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APA (6th Edition):

Hibbett, M. J. (2014). Lost in transition : a grade nine transition program using articulation activities and their effect on student attitudes. (Doctoral Dissertation). University of Louisville. Retrieved from 10.18297/etd/613 ; https://ir.library.louisville.edu/etd/613

Chicago Manual of Style (16th Edition):

Hibbett, Michael J. “Lost in transition : a grade nine transition program using articulation activities and their effect on student attitudes.” 2014. Doctoral Dissertation, University of Louisville. Accessed February 19, 2019. 10.18297/etd/613 ; https://ir.library.louisville.edu/etd/613.

MLA Handbook (7th Edition):

Hibbett, Michael J. “Lost in transition : a grade nine transition program using articulation activities and their effect on student attitudes.” 2014. Web. 19 Feb 2019.

Vancouver:

Hibbett MJ. Lost in transition : a grade nine transition program using articulation activities and their effect on student attitudes. [Internet] [Doctoral dissertation]. University of Louisville; 2014. [cited 2019 Feb 19]. Available from: 10.18297/etd/613 ; https://ir.library.louisville.edu/etd/613.

Council of Science Editors:

Hibbett MJ. Lost in transition : a grade nine transition program using articulation activities and their effect on student attitudes. [Doctoral Dissertation]. University of Louisville; 2014. Available from: 10.18297/etd/613 ; https://ir.library.louisville.edu/etd/613

10. Duncan, Angela Denise. Sistahs with voices : influences that affected the college choice of high-achieving African American women who chose to attend a predominantly white institution instead of an historically black college or university.

Degree: PhD, Department of Educational and Counseling Psychology, 2013, University of Louisville

 Despite a long struggle to gain access, African Americans have always highly valued education. Historically Black colleges and universities (HBCU) were established specifically to educate… (more)

Subjects/Keywords: College choice; African American family; African American women; Black students; PWI and HBCU; High-achieving students

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APA (6th Edition):

Duncan, A. D. (2013). Sistahs with voices : influences that affected the college choice of high-achieving African American women who chose to attend a predominantly white institution instead of an historically black college or university. (Doctoral Dissertation). University of Louisville. Retrieved from 10.18297/etd/384 ; https://ir.library.louisville.edu/etd/384

Chicago Manual of Style (16th Edition):

Duncan, Angela Denise. “Sistahs with voices : influences that affected the college choice of high-achieving African American women who chose to attend a predominantly white institution instead of an historically black college or university.” 2013. Doctoral Dissertation, University of Louisville. Accessed February 19, 2019. 10.18297/etd/384 ; https://ir.library.louisville.edu/etd/384.

MLA Handbook (7th Edition):

Duncan, Angela Denise. “Sistahs with voices : influences that affected the college choice of high-achieving African American women who chose to attend a predominantly white institution instead of an historically black college or university.” 2013. Web. 19 Feb 2019.

Vancouver:

Duncan AD. Sistahs with voices : influences that affected the college choice of high-achieving African American women who chose to attend a predominantly white institution instead of an historically black college or university. [Internet] [Doctoral dissertation]. University of Louisville; 2013. [cited 2019 Feb 19]. Available from: 10.18297/etd/384 ; https://ir.library.louisville.edu/etd/384.

Council of Science Editors:

Duncan AD. Sistahs with voices : influences that affected the college choice of high-achieving African American women who chose to attend a predominantly white institution instead of an historically black college or university. [Doctoral Dissertation]. University of Louisville; 2013. Available from: 10.18297/etd/384 ; https://ir.library.louisville.edu/etd/384

11. Overstreet, Mikkaka Hardaway. Culture at the core : the impact of culturally relevant professional learning on teacher beliefs and practice : a collection of scholarly papers.

Degree: PhD, 2015, University of Louisville

  As the United States invests billions of dollars into teacher professional development, the underlying assumption is that learning leads to change and improvement in… (more)

Subjects/Keywords: Curriculum and Instruction

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APA (6th Edition):

Overstreet, M. H. (2015). Culture at the core : the impact of culturally relevant professional learning on teacher beliefs and practice : a collection of scholarly papers. (Doctoral Dissertation). University of Louisville. Retrieved from 10.18297/etd/2084 ; https://ir.library.louisville.edu/etd/2084

Chicago Manual of Style (16th Edition):

Overstreet, Mikkaka Hardaway. “Culture at the core : the impact of culturally relevant professional learning on teacher beliefs and practice : a collection of scholarly papers.” 2015. Doctoral Dissertation, University of Louisville. Accessed February 19, 2019. 10.18297/etd/2084 ; https://ir.library.louisville.edu/etd/2084.

MLA Handbook (7th Edition):

Overstreet, Mikkaka Hardaway. “Culture at the core : the impact of culturally relevant professional learning on teacher beliefs and practice : a collection of scholarly papers.” 2015. Web. 19 Feb 2019.

Vancouver:

Overstreet MH. Culture at the core : the impact of culturally relevant professional learning on teacher beliefs and practice : a collection of scholarly papers. [Internet] [Doctoral dissertation]. University of Louisville; 2015. [cited 2019 Feb 19]. Available from: 10.18297/etd/2084 ; https://ir.library.louisville.edu/etd/2084.

Council of Science Editors:

Overstreet MH. Culture at the core : the impact of culturally relevant professional learning on teacher beliefs and practice : a collection of scholarly papers. [Doctoral Dissertation]. University of Louisville; 2015. Available from: 10.18297/etd/2084 ; https://ir.library.louisville.edu/etd/2084

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