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You searched for +publisher:"University of Louisville" +contributor:("Valentine, Jeffrey C."). Showing records 1 – 5 of 5 total matches.

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University of Louisville

1. Beard, Jennifer Blair. Identifying predictors of social functioning in college students : a meta-analysis.

Degree: PhD, Department of Educational and Counseling Psychology, 2011, University of Louisville

 This meta-analysis draws studies from the literature on college student persistence, need theories, and positive psychology in investigating the strongest predictors of social functioning in… (more)

Subjects/Keywords: College students; Social integration; Social functioning; Adjustment; Meta-analysis

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APA (6th Edition):

Beard, J. B. (2011). Identifying predictors of social functioning in college students : a meta-analysis. (Doctoral Dissertation). University of Louisville. Retrieved from 10.18297/etd/89 ; https://ir.library.louisville.edu/etd/89

Chicago Manual of Style (16th Edition):

Beard, Jennifer Blair. “Identifying predictors of social functioning in college students : a meta-analysis.” 2011. Doctoral Dissertation, University of Louisville. Accessed February 21, 2019. 10.18297/etd/89 ; https://ir.library.louisville.edu/etd/89.

MLA Handbook (7th Edition):

Beard, Jennifer Blair. “Identifying predictors of social functioning in college students : a meta-analysis.” 2011. Web. 21 Feb 2019.

Vancouver:

Beard JB. Identifying predictors of social functioning in college students : a meta-analysis. [Internet] [Doctoral dissertation]. University of Louisville; 2011. [cited 2019 Feb 21]. Available from: 10.18297/etd/89 ; https://ir.library.louisville.edu/etd/89.

Council of Science Editors:

Beard JB. Identifying predictors of social functioning in college students : a meta-analysis. [Doctoral Dissertation]. University of Louisville; 2011. Available from: 10.18297/etd/89 ; https://ir.library.louisville.edu/etd/89


University of Louisville

2. Nienhuis, Jacob B. A meta-analytic review of the relationships between the therapeutic alliance, empathy, and genuineness in individual adult psychotherapy.

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

  This dissertation explored the relationship between the therapeutic alliance and perceptions of therapist empathy and genuineness through a systematic review and meta-analysis. Alliance, empathy,… (more)

Subjects/Keywords: Counseling Psychology

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APA (6th Edition):

Nienhuis, J. B. (2014). A meta-analytic review of the relationships between the therapeutic alliance, empathy, and genuineness in individual adult psychotherapy. (Doctoral Dissertation). University of Louisville. Retrieved from 10.18297/etd/1063 ; https://ir.library.louisville.edu/etd/1063

Chicago Manual of Style (16th Edition):

Nienhuis, Jacob B. “A meta-analytic review of the relationships between the therapeutic alliance, empathy, and genuineness in individual adult psychotherapy.” 2014. Doctoral Dissertation, University of Louisville. Accessed February 21, 2019. 10.18297/etd/1063 ; https://ir.library.louisville.edu/etd/1063.

MLA Handbook (7th Edition):

Nienhuis, Jacob B. “A meta-analytic review of the relationships between the therapeutic alliance, empathy, and genuineness in individual adult psychotherapy.” 2014. Web. 21 Feb 2019.

Vancouver:

Nienhuis JB. A meta-analytic review of the relationships between the therapeutic alliance, empathy, and genuineness in individual adult psychotherapy. [Internet] [Doctoral dissertation]. University of Louisville; 2014. [cited 2019 Feb 21]. Available from: 10.18297/etd/1063 ; https://ir.library.louisville.edu/etd/1063.

Council of Science Editors:

Nienhuis JB. A meta-analytic review of the relationships between the therapeutic alliance, empathy, and genuineness in individual adult psychotherapy. [Doctoral Dissertation]. University of Louisville; 2014. Available from: 10.18297/etd/1063 ; https://ir.library.louisville.edu/etd/1063


University of Louisville

3. Berry, Matthew S. The effectiveness of extended orientation first year seminars : a systematic review and meta-analysis.

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

  Previous research has shown that while nearly 40% of all students who enter postsecondary institutions leave without ever obtaining a degree, nearly two-thirds of… (more)

Subjects/Keywords: Education

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APA (6th Edition):

Berry, M. S. (2014). The effectiveness of extended orientation first year seminars : a systematic review and meta-analysis. (Doctoral Dissertation). University of Louisville. Retrieved from 10.18297/etd/105 ; https://ir.library.louisville.edu/etd/105

Chicago Manual of Style (16th Edition):

Berry, Matthew S. “The effectiveness of extended orientation first year seminars : a systematic review and meta-analysis.” 2014. Doctoral Dissertation, University of Louisville. Accessed February 21, 2019. 10.18297/etd/105 ; https://ir.library.louisville.edu/etd/105.

MLA Handbook (7th Edition):

Berry, Matthew S. “The effectiveness of extended orientation first year seminars : a systematic review and meta-analysis.” 2014. Web. 21 Feb 2019.

Vancouver:

Berry MS. The effectiveness of extended orientation first year seminars : a systematic review and meta-analysis. [Internet] [Doctoral dissertation]. University of Louisville; 2014. [cited 2019 Feb 21]. Available from: 10.18297/etd/105 ; https://ir.library.louisville.edu/etd/105.

Council of Science Editors:

Berry MS. The effectiveness of extended orientation first year seminars : a systematic review and meta-analysis. [Doctoral Dissertation]. University of Louisville; 2014. Available from: 10.18297/etd/105 ; https://ir.library.louisville.edu/etd/105


University of Louisville

4. Dickinson, Emily R., 1974-. Cultural capital and the family-school mesosystem : a multiple groups analysis of school-based parent involvement types and their relations with early student achievement.

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

  This dissertation study explored the relationship between school-based parent involvement and early reading outcomes by positing that different types of parent involvement activities reflect… (more)

Subjects/Keywords: Educational Psychology; Social and Philosophical Foundations of Education

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APA (6th Edition):

Dickinson, Emily R., 1. (2014). Cultural capital and the family-school mesosystem : a multiple groups analysis of school-based parent involvement types and their relations with early student achievement. (Doctoral Dissertation). University of Louisville. Retrieved from 10.18297/etd/1717 ; https://ir.library.louisville.edu/etd/1717

Chicago Manual of Style (16th Edition):

Dickinson, Emily R., 1974-. “Cultural capital and the family-school mesosystem : a multiple groups analysis of school-based parent involvement types and their relations with early student achievement.” 2014. Doctoral Dissertation, University of Louisville. Accessed February 21, 2019. 10.18297/etd/1717 ; https://ir.library.louisville.edu/etd/1717.

MLA Handbook (7th Edition):

Dickinson, Emily R., 1974-. “Cultural capital and the family-school mesosystem : a multiple groups analysis of school-based parent involvement types and their relations with early student achievement.” 2014. Web. 21 Feb 2019.

Vancouver:

Dickinson, Emily R. 1. Cultural capital and the family-school mesosystem : a multiple groups analysis of school-based parent involvement types and their relations with early student achievement. [Internet] [Doctoral dissertation]. University of Louisville; 2014. [cited 2019 Feb 21]. Available from: 10.18297/etd/1717 ; https://ir.library.louisville.edu/etd/1717.

Council of Science Editors:

Dickinson, Emily R. 1. Cultural capital and the family-school mesosystem : a multiple groups analysis of school-based parent involvement types and their relations with early student achievement. [Doctoral Dissertation]. University of Louisville; 2014. Available from: 10.18297/etd/1717 ; https://ir.library.louisville.edu/etd/1717

5. 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 · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

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 21, 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. 21 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 21]. 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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