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You searched for +publisher:"University of Louisville" +contributor:("McGatha, Maggie"). Showing records 1 – 12 of 12 total matches.

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University of Louisville

1. Miriti, Landrea. Using an online forum to mentor secondary mathematics student teachers toward standards-based instruction.

Degree: PhD, 2014, University of Louisville

  Student teaching is the fundamental field experience where pre-service teachers have the opportunity to conceive and develop standards-based instructional practices under the guidance of… (more)

Subjects/Keywords: Mentoring student teachers; Online mentoring; Standards-based instruction; University supervisor; Secondary mathematics student teachers; Education

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APA (6th Edition):

Miriti, L. (2014). Using an online forum to mentor secondary mathematics student teachers toward standards-based instruction. (Doctoral Dissertation). University of Louisville. Retrieved from 10.18297/etd/989 ; https://ir.library.louisville.edu/etd/989

Chicago Manual of Style (16th Edition):

Miriti, Landrea. “Using an online forum to mentor secondary mathematics student teachers toward standards-based instruction.” 2014. Doctoral Dissertation, University of Louisville. Accessed February 18, 2019. 10.18297/etd/989 ; https://ir.library.louisville.edu/etd/989.

MLA Handbook (7th Edition):

Miriti, Landrea. “Using an online forum to mentor secondary mathematics student teachers toward standards-based instruction.” 2014. Web. 18 Feb 2019.

Vancouver:

Miriti L. Using an online forum to mentor secondary mathematics student teachers toward standards-based instruction. [Internet] [Doctoral dissertation]. University of Louisville; 2014. [cited 2019 Feb 18]. Available from: 10.18297/etd/989 ; https://ir.library.louisville.edu/etd/989.

Council of Science Editors:

Miriti L. Using an online forum to mentor secondary mathematics student teachers toward standards-based instruction. [Doctoral Dissertation]. University of Louisville; 2014. Available from: 10.18297/etd/989 ; https://ir.library.louisville.edu/etd/989


University of Louisville

2. Pusey, Eleanor Louise. Mathematics coaching in high school : the impact of coach and teacher interactions.

Degree: PhD, College of Education and Human Development, 2013, University of Louisville

 This dissertation study examined a high school mathematics coach in the context of a three-year project called MAST (Mathematics Achievement Success Today) that provided summer… (more)

Subjects/Keywords: Mathematics coaching; Coaching; Lesson study; Professional development; Teacher practice

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APA (6th Edition):

Pusey, E. L. (2013). Mathematics coaching in high school : the impact of coach and teacher interactions. (Doctoral Dissertation). University of Louisville. Retrieved from 10.18297/etd/1168 ; https://ir.library.louisville.edu/etd/1168

Chicago Manual of Style (16th Edition):

Pusey, Eleanor Louise. “Mathematics coaching in high school : the impact of coach and teacher interactions.” 2013. Doctoral Dissertation, University of Louisville. Accessed February 18, 2019. 10.18297/etd/1168 ; https://ir.library.louisville.edu/etd/1168.

MLA Handbook (7th Edition):

Pusey, Eleanor Louise. “Mathematics coaching in high school : the impact of coach and teacher interactions.” 2013. Web. 18 Feb 2019.

Vancouver:

Pusey EL. Mathematics coaching in high school : the impact of coach and teacher interactions. [Internet] [Doctoral dissertation]. University of Louisville; 2013. [cited 2019 Feb 18]. Available from: 10.18297/etd/1168 ; https://ir.library.louisville.edu/etd/1168.

Council of Science Editors:

Pusey EL. Mathematics coaching in high school : the impact of coach and teacher interactions. [Doctoral Dissertation]. University of Louisville; 2013. Available from: 10.18297/etd/1168 ; https://ir.library.louisville.edu/etd/1168


University of Louisville

3. Raney, Michael. Knowledge of algebra for teaching quadratic equations : the impact of knowledge dimensions on planning and pedagogical strategies.

Degree: PhD, 2016, University of Louisville

  Planning and presenting meaningful instruction in the mathematics classroom is a demanding task requiring mental flexibility as well as a solid foundation in relevant… (more)

Subjects/Keywords: KAT; teaching knowledge; high-stakes testing; bridging; trimming; decompressing; Education

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APA (6th Edition):

Raney, M. (2016). Knowledge of algebra for teaching quadratic equations : the impact of knowledge dimensions on planning and pedagogical strategies. (Doctoral Dissertation). University of Louisville. Retrieved from 10.18297/etd/2563 ; https://ir.library.louisville.edu/etd/2563

Chicago Manual of Style (16th Edition):

Raney, Michael. “Knowledge of algebra for teaching quadratic equations : the impact of knowledge dimensions on planning and pedagogical strategies.” 2016. Doctoral Dissertation, University of Louisville. Accessed February 18, 2019. 10.18297/etd/2563 ; https://ir.library.louisville.edu/etd/2563.

MLA Handbook (7th Edition):

Raney, Michael. “Knowledge of algebra for teaching quadratic equations : the impact of knowledge dimensions on planning and pedagogical strategies.” 2016. Web. 18 Feb 2019.

Vancouver:

Raney M. Knowledge of algebra for teaching quadratic equations : the impact of knowledge dimensions on planning and pedagogical strategies. [Internet] [Doctoral dissertation]. University of Louisville; 2016. [cited 2019 Feb 18]. Available from: 10.18297/etd/2563 ; https://ir.library.louisville.edu/etd/2563.

Council of Science Editors:

Raney M. Knowledge of algebra for teaching quadratic equations : the impact of knowledge dimensions on planning and pedagogical strategies. [Doctoral Dissertation]. University of Louisville; 2016. Available from: 10.18297/etd/2563 ; https://ir.library.louisville.edu/etd/2563


University of Louisville

4. Cash, Kathleen M. Teacher self-perceptions and student academic engagement in elementary school mathematics.

Degree: PhD, 2016, University of Louisville

  This study examined the relationship between elementary students’ academic engagement in mathematics and their teachers’ self-perceptions in mathematics. Early success in mathematics is seen… (more)

Subjects/Keywords: Mathematics education; academic engagement; teacher self-efficacy; Curriculum and Instruction

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APA (6th Edition):

Cash, K. M. (2016). Teacher self-perceptions and student academic engagement in elementary school mathematics. (Doctoral Dissertation). University of Louisville. Retrieved from 10.18297/etd/2550 ; https://ir.library.louisville.edu/etd/2550

Chicago Manual of Style (16th Edition):

Cash, Kathleen M. “Teacher self-perceptions and student academic engagement in elementary school mathematics.” 2016. Doctoral Dissertation, University of Louisville. Accessed February 18, 2019. 10.18297/etd/2550 ; https://ir.library.louisville.edu/etd/2550.

MLA Handbook (7th Edition):

Cash, Kathleen M. “Teacher self-perceptions and student academic engagement in elementary school mathematics.” 2016. Web. 18 Feb 2019.

Vancouver:

Cash KM. Teacher self-perceptions and student academic engagement in elementary school mathematics. [Internet] [Doctoral dissertation]. University of Louisville; 2016. [cited 2019 Feb 18]. Available from: 10.18297/etd/2550 ; https://ir.library.louisville.edu/etd/2550.

Council of Science Editors:

Cash KM. Teacher self-perceptions and student academic engagement in elementary school mathematics. [Doctoral Dissertation]. University of Louisville; 2016. Available from: 10.18297/etd/2550 ; https://ir.library.louisville.edu/etd/2550


University of Louisville

5. Bush, Sarah B. Analyzing common algebra-related misconceptions and errors of middle school students.

Degree: PhD, Department of Teaching and Learning, 2011, University of Louisville

  The purpose of this study was to examine common algebra-related misconceptions and errors of middle school students. In recent years, success in Algebra I… (more)

Subjects/Keywords: Algebra; Middle grades; Misconceptions; Mathematics; Errors; Algebra; Education; Junior High, Intermediate, Middle School Education and Teaching; Mathematics

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APA (6th Edition):

Bush, S. B. (2011). Analyzing common algebra-related misconceptions and errors of middle school students. (Doctoral Dissertation). University of Louisville. Retrieved from 10.18297/etd/187 ; https://ir.library.louisville.edu/etd/187

Chicago Manual of Style (16th Edition):

Bush, Sarah B. “Analyzing common algebra-related misconceptions and errors of middle school students.” 2011. Doctoral Dissertation, University of Louisville. Accessed February 18, 2019. 10.18297/etd/187 ; https://ir.library.louisville.edu/etd/187.

MLA Handbook (7th Edition):

Bush, Sarah B. “Analyzing common algebra-related misconceptions and errors of middle school students.” 2011. Web. 18 Feb 2019.

Vancouver:

Bush SB. Analyzing common algebra-related misconceptions and errors of middle school students. [Internet] [Doctoral dissertation]. University of Louisville; 2011. [cited 2019 Feb 18]. Available from: 10.18297/etd/187 ; https://ir.library.louisville.edu/etd/187.

Council of Science Editors:

Bush SB. Analyzing common algebra-related misconceptions and errors of middle school students. [Doctoral Dissertation]. University of Louisville; 2011. Available from: 10.18297/etd/187 ; https://ir.library.louisville.edu/etd/187


University of Louisville

6. Miller Bennett, Victoria. Understanding the meaning of the equal sign : an investigation of elementary students and teachers.

Degree: PhD, 2015, University of Louisville

  The purpose of this study was to investigate the impact of two different policies for implementing new mathematics standards in two schools, for grades… (more)

Subjects/Keywords: equal sign understanding; misconception; mathematics; elementary mathematics; student understanding; Curriculum and Instruction

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APA (6th Edition):

Miller Bennett, V. (2015). Understanding the meaning of the equal sign : an investigation of elementary students and teachers. (Doctoral Dissertation). University of Louisville. Retrieved from 10.18297/etd/2303 ; https://ir.library.louisville.edu/etd/2303

Chicago Manual of Style (16th Edition):

Miller Bennett, Victoria. “Understanding the meaning of the equal sign : an investigation of elementary students and teachers.” 2015. Doctoral Dissertation, University of Louisville. Accessed February 18, 2019. 10.18297/etd/2303 ; https://ir.library.louisville.edu/etd/2303.

MLA Handbook (7th Edition):

Miller Bennett, Victoria. “Understanding the meaning of the equal sign : an investigation of elementary students and teachers.” 2015. Web. 18 Feb 2019.

Vancouver:

Miller Bennett V. Understanding the meaning of the equal sign : an investigation of elementary students and teachers. [Internet] [Doctoral dissertation]. University of Louisville; 2015. [cited 2019 Feb 18]. Available from: 10.18297/etd/2303 ; https://ir.library.louisville.edu/etd/2303.

Council of Science Editors:

Miller Bennett V. Understanding the meaning of the equal sign : an investigation of elementary students and teachers. [Doctoral Dissertation]. University of Louisville; 2015. Available from: 10.18297/etd/2303 ; https://ir.library.louisville.edu/etd/2303


University of Louisville

7. Burnett, Stefanie Wooten. Cognitive coaching : the impact on teacher candidates' teacher efficacy.

Degree: PhD, College of Education and Human Development, 2014, University of Louisville

  The purpose of this study was to examine the impact Cognitive CoachingSM, a mentoring tool, (a) has on physical education teacher candidates’ teacher efficacy… (more)

Subjects/Keywords: Curriculum and Instruction

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APA (6th Edition):

Burnett, S. W. (2014). Cognitive coaching : the impact on teacher candidates' teacher efficacy. (Doctoral Dissertation). University of Louisville. Retrieved from 10.18297/etd/181 ; https://ir.library.louisville.edu/etd/181

Chicago Manual of Style (16th Edition):

Burnett, Stefanie Wooten. “Cognitive coaching : the impact on teacher candidates' teacher efficacy.” 2014. Doctoral Dissertation, University of Louisville. Accessed February 18, 2019. 10.18297/etd/181 ; https://ir.library.louisville.edu/etd/181.

MLA Handbook (7th Edition):

Burnett, Stefanie Wooten. “Cognitive coaching : the impact on teacher candidates' teacher efficacy.” 2014. Web. 18 Feb 2019.

Vancouver:

Burnett SW. Cognitive coaching : the impact on teacher candidates' teacher efficacy. [Internet] [Doctoral dissertation]. University of Louisville; 2014. [cited 2019 Feb 18]. Available from: 10.18297/etd/181 ; https://ir.library.louisville.edu/etd/181.

Council of Science Editors:

Burnett SW. Cognitive coaching : the impact on teacher candidates' teacher efficacy. [Doctoral Dissertation]. University of Louisville; 2014. Available from: 10.18297/etd/181 ; https://ir.library.louisville.edu/etd/181


University of Louisville

8. Wheeler, Winn Crenshaw. Adaptive schools : investigating impact, continuity, and change in one school district.

Degree: PhD, 2016, University of Louisville

  This dissertation is an examination of the work of Adaptive Schools in Smith County Schools. It begins by explaining how the work of Adaptive… (more)

Subjects/Keywords: Adaptive Schools; Collaboration; Case Study; Action Space; Professional Learning; Teacher Capacity; Curriculum and Instruction

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APA (6th Edition):

Wheeler, W. C. (2016). Adaptive schools : investigating impact, continuity, and change in one school district. (Doctoral Dissertation). University of Louisville. Retrieved from 10.18297/etd/2463 ; https://ir.library.louisville.edu/etd/2463

Chicago Manual of Style (16th Edition):

Wheeler, Winn Crenshaw. “Adaptive schools : investigating impact, continuity, and change in one school district.” 2016. Doctoral Dissertation, University of Louisville. Accessed February 18, 2019. 10.18297/etd/2463 ; https://ir.library.louisville.edu/etd/2463.

MLA Handbook (7th Edition):

Wheeler, Winn Crenshaw. “Adaptive schools : investigating impact, continuity, and change in one school district.” 2016. Web. 18 Feb 2019.

Vancouver:

Wheeler WC. Adaptive schools : investigating impact, continuity, and change in one school district. [Internet] [Doctoral dissertation]. University of Louisville; 2016. [cited 2019 Feb 18]. Available from: 10.18297/etd/2463 ; https://ir.library.louisville.edu/etd/2463.

Council of Science Editors:

Wheeler WC. Adaptive schools : investigating impact, continuity, and change in one school district. [Doctoral Dissertation]. University of Louisville; 2016. Available from: 10.18297/etd/2463 ; https://ir.library.louisville.edu/etd/2463


University of Louisville

9. Stokes-Levine, Amy. Instructional teacher job resources and student achievement in mathematics.

Degree: PhD, 2017, University of Louisville

  Research shows that teachers who are supported with job resources are more engaged regardless of the level of demands (Klusmann et al., 2008). Additionally,… (more)

Subjects/Keywords: teacher support; instructional autonomy; teacher job resources; factor analysis; hierarchical linear modeling; Curriculum and Instruction; Elementary and Middle and Secondary Education Administration; Elementary Education and Teaching; Higher Education and Teaching; Junior High, Intermediate, Middle School Education and Teaching; Leadership Studies; Organization Development; Other Educational Administration and Supervision; Other Teacher Education and Professional Development; Pre-Elementary, Early Childhood, Kindergarten Teacher Education; Science and Mathematics Education; Secondary Education; Secondary Education and Teaching; Special Education Administration

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APA (6th Edition):

Stokes-Levine, A. (2017). Instructional teacher job resources and student achievement in mathematics. (Doctoral Dissertation). University of Louisville. Retrieved from 10.18297/etd/2662 ; https://ir.library.louisville.edu/etd/2662

Chicago Manual of Style (16th Edition):

Stokes-Levine, Amy. “Instructional teacher job resources and student achievement in mathematics.” 2017. Doctoral Dissertation, University of Louisville. Accessed February 18, 2019. 10.18297/etd/2662 ; https://ir.library.louisville.edu/etd/2662.

MLA Handbook (7th Edition):

Stokes-Levine, Amy. “Instructional teacher job resources and student achievement in mathematics.” 2017. Web. 18 Feb 2019.

Vancouver:

Stokes-Levine A. Instructional teacher job resources and student achievement in mathematics. [Internet] [Doctoral dissertation]. University of Louisville; 2017. [cited 2019 Feb 18]. Available from: 10.18297/etd/2662 ; https://ir.library.louisville.edu/etd/2662.

Council of Science Editors:

Stokes-Levine A. Instructional teacher job resources and student achievement in mathematics. [Doctoral Dissertation]. University of Louisville; 2017. Available from: 10.18297/etd/2662 ; https://ir.library.louisville.edu/etd/2662


University of Louisville

10. Stone, Shannon M. The impact of an interactive technology application on elementary student achievement in fractions.

Degree: PhD, 2015, University of Louisville

  Data reported locally and nationally show that students struggle to understand fractional concepts. The purpose of this study was to examine the effects of… (more)

Subjects/Keywords: mathematics; elementary education; tablet technology; fractions; Curriculum and Instruction

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APA (6th Edition):

Stone, S. M. (2015). The impact of an interactive technology application on elementary student achievement in fractions. (Doctoral Dissertation). University of Louisville. Retrieved from 10.18297/etd/2298 ; https://ir.library.louisville.edu/etd/2298

Chicago Manual of Style (16th Edition):

Stone, Shannon M. “The impact of an interactive technology application on elementary student achievement in fractions.” 2015. Doctoral Dissertation, University of Louisville. Accessed February 18, 2019. 10.18297/etd/2298 ; https://ir.library.louisville.edu/etd/2298.

MLA Handbook (7th Edition):

Stone, Shannon M. “The impact of an interactive technology application on elementary student achievement in fractions.” 2015. Web. 18 Feb 2019.

Vancouver:

Stone SM. The impact of an interactive technology application on elementary student achievement in fractions. [Internet] [Doctoral dissertation]. University of Louisville; 2015. [cited 2019 Feb 18]. Available from: 10.18297/etd/2298 ; https://ir.library.louisville.edu/etd/2298.

Council of Science Editors:

Stone SM. The impact of an interactive technology application on elementary student achievement in fractions. [Doctoral Dissertation]. University of Louisville; 2015. Available from: 10.18297/etd/2298 ; https://ir.library.louisville.edu/etd/2298

11. Mall, Alison L. Development and validation of indicators of secondary mathematics teachers' positive dispositions toward problem solving.

Degree: PhD, College of Education and Human Development, 2014, University of Louisville

  This dissertation examines disposition from a historical, theoretical and practical viewpoint. Chapter I introduces the purpose of the study: to apply Wilkerson and Lang’s… (more)

Subjects/Keywords: Curriculum and Instruction

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APA (6th Edition):

Mall, A. L. (2014). Development and validation of indicators of secondary mathematics teachers' positive dispositions toward problem solving. (Doctoral Dissertation). University of Louisville. Retrieved from 10.18297/etd/895 ; https://ir.library.louisville.edu/etd/895

Chicago Manual of Style (16th Edition):

Mall, Alison L. “Development and validation of indicators of secondary mathematics teachers' positive dispositions toward problem solving.” 2014. Doctoral Dissertation, University of Louisville. Accessed February 18, 2019. 10.18297/etd/895 ; https://ir.library.louisville.edu/etd/895.

MLA Handbook (7th Edition):

Mall, Alison L. “Development and validation of indicators of secondary mathematics teachers' positive dispositions toward problem solving.” 2014. Web. 18 Feb 2019.

Vancouver:

Mall AL. Development and validation of indicators of secondary mathematics teachers' positive dispositions toward problem solving. [Internet] [Doctoral dissertation]. University of Louisville; 2014. [cited 2019 Feb 18]. Available from: 10.18297/etd/895 ; https://ir.library.louisville.edu/etd/895.

Council of Science Editors:

Mall AL. Development and validation of indicators of secondary mathematics teachers' positive dispositions toward problem solving. [Doctoral Dissertation]. University of Louisville; 2014. Available from: 10.18297/etd/895 ; https://ir.library.louisville.edu/etd/895

12. Popelka, Elizabeth. Improving the accuracy of middle school students' self-assessment, peer assessment, and mathematics achievement.

Degree: PhD, 2015, University of Louisville

  Despite the documented advantages of formative assessment (FA) strategies in elevating student achievement, much of the relevant research is dated and undermined by questionable… (more)

Subjects/Keywords: education; mathematics achievement; student assessment strategies; formative assessment; assessment as learning; Curriculum and Instruction; Junior High, Intermediate, Middle School Education and Teaching

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APA (6th Edition):

Popelka, E. (2015). Improving the accuracy of middle school students' self-assessment, peer assessment, and mathematics achievement. (Doctoral Dissertation). University of Louisville. Retrieved from 10.18297/etd/2324 ; https://ir.library.louisville.edu/etd/2324

Chicago Manual of Style (16th Edition):

Popelka, Elizabeth. “Improving the accuracy of middle school students' self-assessment, peer assessment, and mathematics achievement.” 2015. Doctoral Dissertation, University of Louisville. Accessed February 18, 2019. 10.18297/etd/2324 ; https://ir.library.louisville.edu/etd/2324.

MLA Handbook (7th Edition):

Popelka, Elizabeth. “Improving the accuracy of middle school students' self-assessment, peer assessment, and mathematics achievement.” 2015. Web. 18 Feb 2019.

Vancouver:

Popelka E. Improving the accuracy of middle school students' self-assessment, peer assessment, and mathematics achievement. [Internet] [Doctoral dissertation]. University of Louisville; 2015. [cited 2019 Feb 18]. Available from: 10.18297/etd/2324 ; https://ir.library.louisville.edu/etd/2324.

Council of Science Editors:

Popelka E. Improving the accuracy of middle school students' self-assessment, peer assessment, and mathematics achievement. [Doctoral Dissertation]. University of Louisville; 2015. Available from: 10.18297/etd/2324 ; https://ir.library.louisville.edu/etd/2324

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