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You searched for +publisher:"University of Louisville" +contributor:("Munoz, Marco"). Showing records 1 – 8 of 8 total matches.

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University of Louisville

1. Newcomb, Angela L. Examining teacher perceptions of leadership and student achievement in Kentucky schools.

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

  Leadership is crucial in schools, especially when implementing change. Research shows that leadership can have a positive effect, albeit indirect, on student achievement (Cheng,… (more)

Subjects/Keywords: Educational Leadership

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APA (6th Edition):

Newcomb, A. L. (2014). Examining teacher perceptions of leadership and student achievement in Kentucky schools. (Doctoral Dissertation). University of Louisville. Retrieved from 10.18297/etd/1050 ; https://ir.library.louisville.edu/etd/1050

Chicago Manual of Style (16th Edition):

Newcomb, Angela L. “Examining teacher perceptions of leadership and student achievement in Kentucky schools.” 2014. Doctoral Dissertation, University of Louisville. Accessed February 18, 2019. 10.18297/etd/1050 ; https://ir.library.louisville.edu/etd/1050.

MLA Handbook (7th Edition):

Newcomb, Angela L. “Examining teacher perceptions of leadership and student achievement in Kentucky schools.” 2014. Web. 18 Feb 2019.

Vancouver:

Newcomb AL. Examining teacher perceptions of leadership and student achievement in Kentucky schools. [Internet] [Doctoral dissertation]. University of Louisville; 2014. [cited 2019 Feb 18]. Available from: 10.18297/etd/1050 ; https://ir.library.louisville.edu/etd/1050.

Council of Science Editors:

Newcomb AL. Examining teacher perceptions of leadership and student achievement in Kentucky schools. [Doctoral Dissertation]. University of Louisville; 2014. Available from: 10.18297/etd/1050 ; https://ir.library.louisville.edu/etd/1050


University of Louisville

2. Hopkins, Kathryn Laurel. An evaluation of a brief, theatre-based intervention for the prevention of adolescent cyberbulllying and suicide.

Degree: PhD, Department of Educational and Counseling Psychology, Counseling, and College Student Personnel, 2014, University of Louisville

  Quality program evaluation investigates both the process and the outcomes of an intervention in order to accurately determine its effectiveness and impact. In the… (more)

Subjects/Keywords: Student Counseling and Personnel Services

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APA (6th Edition):

Hopkins, K. L. (2014). An evaluation of a brief, theatre-based intervention for the prevention of adolescent cyberbulllying and suicide. (Doctoral Dissertation). University of Louisville. Retrieved from 10.18297/etd/1747 ; https://ir.library.louisville.edu/etd/1747

Chicago Manual of Style (16th Edition):

Hopkins, Kathryn Laurel. “An evaluation of a brief, theatre-based intervention for the prevention of adolescent cyberbulllying and suicide.” 2014. Doctoral Dissertation, University of Louisville. Accessed February 18, 2019. 10.18297/etd/1747 ; https://ir.library.louisville.edu/etd/1747.

MLA Handbook (7th Edition):

Hopkins, Kathryn Laurel. “An evaluation of a brief, theatre-based intervention for the prevention of adolescent cyberbulllying and suicide.” 2014. Web. 18 Feb 2019.

Vancouver:

Hopkins KL. An evaluation of a brief, theatre-based intervention for the prevention of adolescent cyberbulllying and suicide. [Internet] [Doctoral dissertation]. University of Louisville; 2014. [cited 2019 Feb 18]. Available from: 10.18297/etd/1747 ; https://ir.library.louisville.edu/etd/1747.

Council of Science Editors:

Hopkins KL. An evaluation of a brief, theatre-based intervention for the prevention of adolescent cyberbulllying and suicide. [Doctoral Dissertation]. University of Louisville; 2014. Available from: 10.18297/etd/1747 ; https://ir.library.louisville.edu/etd/1747


University of Louisville

3. Scherer, C. Angelique. An examination of PBIS implementation fidelity and student outcomes in an urban school district.

Degree: EdD, 2018, University of Louisville

  The purpose of this study was to examine Positive Behavior Interventions and Supports (PBIS) implementation fidelity and student outcomes for secondary schools in a… (more)

Subjects/Keywords: PBIS; disproportionate suspensions; urban schools; behavior; Disability and Equity in Education; Secondary Education

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APA (6th Edition):

Scherer, C. A. (2018). An examination of PBIS implementation fidelity and student outcomes in an urban school district. (Doctoral Dissertation). University of Louisville. Retrieved from https://ir.library.louisville.edu/etd/3026

Chicago Manual of Style (16th Edition):

Scherer, C Angelique. “An examination of PBIS implementation fidelity and student outcomes in an urban school district.” 2018. Doctoral Dissertation, University of Louisville. Accessed February 18, 2019. https://ir.library.louisville.edu/etd/3026.

MLA Handbook (7th Edition):

Scherer, C Angelique. “An examination of PBIS implementation fidelity and student outcomes in an urban school district.” 2018. Web. 18 Feb 2019.

Vancouver:

Scherer CA. An examination of PBIS implementation fidelity and student outcomes in an urban school district. [Internet] [Doctoral dissertation]. University of Louisville; 2018. [cited 2019 Feb 18]. Available from: https://ir.library.louisville.edu/etd/3026.

Council of Science Editors:

Scherer CA. An examination of PBIS implementation fidelity and student outcomes in an urban school district. [Doctoral Dissertation]. University of Louisville; 2018. Available from: https://ir.library.louisville.edu/etd/3026


University of Louisville

4. Colucci, Amy. The relationship of reform style professional development and student achievement.

Degree: EdD, 2016, University of Louisville

  The adoption of the Common Core State Standards (CCSS) in mathematics represents a challenge for public educators due to the broad scope of required… (more)

Subjects/Keywords: JCPS; Professional Development; Colucci; Reform Style; Common Core; Teacher Education and Professional Development

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APA (6th Edition):

Colucci, A. (2016). The relationship of reform style professional development and student achievement. (Doctoral Dissertation). University of Louisville. Retrieved from 10.18297/etd/2519 ; https://ir.library.louisville.edu/etd/2519

Chicago Manual of Style (16th Edition):

Colucci, Amy. “The relationship of reform style professional development and student achievement.” 2016. Doctoral Dissertation, University of Louisville. Accessed February 18, 2019. 10.18297/etd/2519 ; https://ir.library.louisville.edu/etd/2519.

MLA Handbook (7th Edition):

Colucci, Amy. “The relationship of reform style professional development and student achievement.” 2016. Web. 18 Feb 2019.

Vancouver:

Colucci A. The relationship of reform style professional development and student achievement. [Internet] [Doctoral dissertation]. University of Louisville; 2016. [cited 2019 Feb 18]. Available from: 10.18297/etd/2519 ; https://ir.library.louisville.edu/etd/2519.

Council of Science Editors:

Colucci A. The relationship of reform style professional development and student achievement. [Doctoral Dissertation]. University of Louisville; 2016. Available from: 10.18297/etd/2519 ; https://ir.library.louisville.edu/etd/2519


University of Louisville

5. Fluhr, Stephanie A. Gender stereotyping within career and technical education : exploring relationships among gender, coursetaking, and outcomes of high school CTE students.

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

  This dissertation explored he relationships among gender, coursetaking, and student outcomes of high school CTE students. The variables analyzed within this study were selected… (more)

Subjects/Keywords: Educational Leadership

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APA (6th Edition):

Fluhr, S. A. (2014). Gender stereotyping within career and technical education : exploring relationships among gender, coursetaking, and outcomes of high school CTE students. (Doctoral Dissertation). University of Louisville. Retrieved from 10.18297/etd/447 ; https://ir.library.louisville.edu/etd/447

Chicago Manual of Style (16th Edition):

Fluhr, Stephanie A. “Gender stereotyping within career and technical education : exploring relationships among gender, coursetaking, and outcomes of high school CTE students.” 2014. Doctoral Dissertation, University of Louisville. Accessed February 18, 2019. 10.18297/etd/447 ; https://ir.library.louisville.edu/etd/447.

MLA Handbook (7th Edition):

Fluhr, Stephanie A. “Gender stereotyping within career and technical education : exploring relationships among gender, coursetaking, and outcomes of high school CTE students.” 2014. Web. 18 Feb 2019.

Vancouver:

Fluhr SA. Gender stereotyping within career and technical education : exploring relationships among gender, coursetaking, and outcomes of high school CTE students. [Internet] [Doctoral dissertation]. University of Louisville; 2014. [cited 2019 Feb 18]. Available from: 10.18297/etd/447 ; https://ir.library.louisville.edu/etd/447.

Council of Science Editors:

Fluhr SA. Gender stereotyping within career and technical education : exploring relationships among gender, coursetaking, and outcomes of high school CTE students. [Doctoral Dissertation]. University of Louisville; 2014. Available from: 10.18297/etd/447 ; https://ir.library.louisville.edu/etd/447


University of Louisville

6. Ammerman, Kara Joan. Common Core State Standards : elementary teacher perceptions of administrator supports with a focus on professional learning communities and walk throughs.

Degree: EdD, 2016, University of Louisville

  In 2009, there was a major instructional shift in the state of Kentucky. Common Core State Standards (CCSS) were adopted and funding was provided… (more)

Subjects/Keywords: Quantitative; instruction; collaboration; Curriculum and Instruction; Educational Leadership

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APA (6th Edition):

Ammerman, K. J. (2016). Common Core State Standards : elementary teacher perceptions of administrator supports with a focus on professional learning communities and walk throughs. (Doctoral Dissertation). University of Louisville. Retrieved from 10.18297/etd/2543 ; https://ir.library.louisville.edu/etd/2543

Chicago Manual of Style (16th Edition):

Ammerman, Kara Joan. “Common Core State Standards : elementary teacher perceptions of administrator supports with a focus on professional learning communities and walk throughs.” 2016. Doctoral Dissertation, University of Louisville. Accessed February 18, 2019. 10.18297/etd/2543 ; https://ir.library.louisville.edu/etd/2543.

MLA Handbook (7th Edition):

Ammerman, Kara Joan. “Common Core State Standards : elementary teacher perceptions of administrator supports with a focus on professional learning communities and walk throughs.” 2016. Web. 18 Feb 2019.

Vancouver:

Ammerman KJ. Common Core State Standards : elementary teacher perceptions of administrator supports with a focus on professional learning communities and walk throughs. [Internet] [Doctoral dissertation]. University of Louisville; 2016. [cited 2019 Feb 18]. Available from: 10.18297/etd/2543 ; https://ir.library.louisville.edu/etd/2543.

Council of Science Editors:

Ammerman KJ. Common Core State Standards : elementary teacher perceptions of administrator supports with a focus on professional learning communities and walk throughs. [Doctoral Dissertation]. University of Louisville; 2016. Available from: 10.18297/etd/2543 ; https://ir.library.louisville.edu/etd/2543


University of Louisville

7. 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 18, 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. 18 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 18]. 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

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 18, 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. 18 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 18]. 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

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