Advanced search options

Advanced Search Options 🞨

Browse by author name (“Author name starts with…”).

Find ETDs with:

in
/  
in
/  
in
/  
in

Written in Published in Earliest date Latest date

Sorted by

Results per page:

Sorted by: relevance · author · university · dateNew search

You searched for +publisher:"University of Notre Dame" +contributor:("William Carbonaro, Committee Chair"). Showing records 1 – 11 of 11 total matches.

Search Limiters

Last 2 Years | English Only

No search limiters apply to these results.

▼ Search Limiters


University of Notre Dame

1. Katie Condit. Special Education and Dropout: Does School Context Matter?</h1>.

Degree: MA, Sociology, 2014, University of Notre Dame

  The purpose of this study is to examine the effect of schools on the relationship between special education status and dropout. I combine relevant… (more)

Subjects/Keywords: dropout; special education; education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Condit, K. (2014). Special Education and Dropout: Does School Context Matter?</h1>. (Masters Thesis). University of Notre Dame. Retrieved from https://curate.nd.edu/show/5t34sj1578h

Chicago Manual of Style (16th Edition):

Condit, Katie. “Special Education and Dropout: Does School Context Matter?</h1>.” 2014. Masters Thesis, University of Notre Dame. Accessed October 16, 2019. https://curate.nd.edu/show/5t34sj1578h.

MLA Handbook (7th Edition):

Condit, Katie. “Special Education and Dropout: Does School Context Matter?</h1>.” 2014. Web. 16 Oct 2019.

Vancouver:

Condit K. Special Education and Dropout: Does School Context Matter?</h1>. [Internet] [Masters thesis]. University of Notre Dame; 2014. [cited 2019 Oct 16]. Available from: https://curate.nd.edu/show/5t34sj1578h.

Council of Science Editors:

Condit K. Special Education and Dropout: Does School Context Matter?</h1>. [Masters Thesis]. University of Notre Dame; 2014. Available from: https://curate.nd.edu/show/5t34sj1578h


University of Notre Dame

2. Nicole Perez. To Leave or Not to Leave? Familism and the Alignment of Preferences in the Transition to College</h1>.

Degree: MA, Sociology, 2015, University of Notre Dame

  This study assesses the degree of alignment of preferences to live at home while attending college between students and parents. Previous research has identified… (more)

Subjects/Keywords: familism; transitions; alignment of preferences; postsecondary education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Perez, N. (2015). To Leave or Not to Leave? Familism and the Alignment of Preferences in the Transition to College</h1>. (Masters Thesis). University of Notre Dame. Retrieved from https://curate.nd.edu/show/9k41zc79t44

Chicago Manual of Style (16th Edition):

Perez, Nicole. “To Leave or Not to Leave? Familism and the Alignment of Preferences in the Transition to College</h1>.” 2015. Masters Thesis, University of Notre Dame. Accessed October 16, 2019. https://curate.nd.edu/show/9k41zc79t44.

MLA Handbook (7th Edition):

Perez, Nicole. “To Leave or Not to Leave? Familism and the Alignment of Preferences in the Transition to College</h1>.” 2015. Web. 16 Oct 2019.

Vancouver:

Perez N. To Leave or Not to Leave? Familism and the Alignment of Preferences in the Transition to College</h1>. [Internet] [Masters thesis]. University of Notre Dame; 2015. [cited 2019 Oct 16]. Available from: https://curate.nd.edu/show/9k41zc79t44.

Council of Science Editors:

Perez N. To Leave or Not to Leave? Familism and the Alignment of Preferences in the Transition to College</h1>. [Masters Thesis]. University of Notre Dame; 2015. Available from: https://curate.nd.edu/show/9k41zc79t44


University of Notre Dame

3. Elizabeth A. Covay. The Emergence and Persistence of the Black-White Achievement Gap</h1>.

Degree: PhD, Sociology, 2010, University of Notre Dame

  The black-white achievement gap is an enduring social problem in the United States. I examined the emergence and persistence of the black-white achievement gap… (more)

Subjects/Keywords: cumulative disadvantage; opportunities to learn; black-white achievement gap

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Covay, E. A. (2010). The Emergence and Persistence of the Black-White Achievement Gap</h1>. (Doctoral Dissertation). University of Notre Dame. Retrieved from https://curate.nd.edu/show/gt54kk93m9b

Chicago Manual of Style (16th Edition):

Covay, Elizabeth A.. “The Emergence and Persistence of the Black-White Achievement Gap</h1>.” 2010. Doctoral Dissertation, University of Notre Dame. Accessed October 16, 2019. https://curate.nd.edu/show/gt54kk93m9b.

MLA Handbook (7th Edition):

Covay, Elizabeth A.. “The Emergence and Persistence of the Black-White Achievement Gap</h1>.” 2010. Web. 16 Oct 2019.

Vancouver:

Covay EA. The Emergence and Persistence of the Black-White Achievement Gap</h1>. [Internet] [Doctoral dissertation]. University of Notre Dame; 2010. [cited 2019 Oct 16]. Available from: https://curate.nd.edu/show/gt54kk93m9b.

Council of Science Editors:

Covay EA. The Emergence and Persistence of the Black-White Achievement Gap</h1>. [Doctoral Dissertation]. University of Notre Dame; 2010. Available from: https://curate.nd.edu/show/gt54kk93m9b


University of Notre Dame

4. Jonathan D. Schwarz. Degrees of Difference: Returns to Non-Profit and For-Profit Higher Education</h1>.

Degree: MA, Sociology, 2012, University of Notre Dame

  As the college-for-all movement presses forward, public and non-profit institutions alone appear to have been unable to keep pace with the increasing demand for… (more)

Subjects/Keywords: Proprietary Education; For Profit Education; Returns to College

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Schwarz, J. D. (2012). Degrees of Difference: Returns to Non-Profit and For-Profit Higher Education</h1>. (Masters Thesis). University of Notre Dame. Retrieved from https://curate.nd.edu/show/9w032229p3g

Chicago Manual of Style (16th Edition):

Schwarz, Jonathan D.. “Degrees of Difference: Returns to Non-Profit and For-Profit Higher Education</h1>.” 2012. Masters Thesis, University of Notre Dame. Accessed October 16, 2019. https://curate.nd.edu/show/9w032229p3g.

MLA Handbook (7th Edition):

Schwarz, Jonathan D.. “Degrees of Difference: Returns to Non-Profit and For-Profit Higher Education</h1>.” 2012. Web. 16 Oct 2019.

Vancouver:

Schwarz JD. Degrees of Difference: Returns to Non-Profit and For-Profit Higher Education</h1>. [Internet] [Masters thesis]. University of Notre Dame; 2012. [cited 2019 Oct 16]. Available from: https://curate.nd.edu/show/9w032229p3g.

Council of Science Editors:

Schwarz JD. Degrees of Difference: Returns to Non-Profit and For-Profit Higher Education</h1>. [Masters Thesis]. University of Notre Dame; 2012. Available from: https://curate.nd.edu/show/9w032229p3g


University of Notre Dame

5. Richard Marc Majerus. Let's Talk About Race: Racial Teacher Matching and Student Achievement Growth</h1>.

Degree: MA, Sociology, 2010, University of Notre Dame

  Should public school districts purposefully recruit African American teachers to help close the racial achievement gap? To answer this question, piecewise achievement growth models… (more)

Subjects/Keywords: Sociology of Education; Achievement Growth Modeling; Early Childhood Longitudinal Study Kindergarten Co; Black-White Test Score Gap

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Majerus, R. M. (2010). Let's Talk About Race: Racial Teacher Matching and Student Achievement Growth</h1>. (Masters Thesis). University of Notre Dame. Retrieved from https://curate.nd.edu/show/vm40xp7125m

Chicago Manual of Style (16th Edition):

Majerus, Richard Marc. “Let's Talk About Race: Racial Teacher Matching and Student Achievement Growth</h1>.” 2010. Masters Thesis, University of Notre Dame. Accessed October 16, 2019. https://curate.nd.edu/show/vm40xp7125m.

MLA Handbook (7th Edition):

Majerus, Richard Marc. “Let's Talk About Race: Racial Teacher Matching and Student Achievement Growth</h1>.” 2010. Web. 16 Oct 2019.

Vancouver:

Majerus RM. Let's Talk About Race: Racial Teacher Matching and Student Achievement Growth</h1>. [Internet] [Masters thesis]. University of Notre Dame; 2010. [cited 2019 Oct 16]. Available from: https://curate.nd.edu/show/vm40xp7125m.

Council of Science Editors:

Majerus RM. Let's Talk About Race: Racial Teacher Matching and Student Achievement Growth</h1>. [Masters Thesis]. University of Notre Dame; 2010. Available from: https://curate.nd.edu/show/vm40xp7125m


University of Notre Dame

6. Stefanie Celeste Wellons. The Variable Effects of Perceived Discrimination: A Longitudinal Analysis of Latino Heterogeneity in American Identity</h1>.

Degree: MA, Sociology, 2013, University of Notre Dame

  Previous cross-sectional research shows that not all Latino immigrant youth are becoming American. Some immigration scholars, in fact, partly attribute Latino heterogeneity in American… (more)

Subjects/Keywords: Latino; life course; assimilation; ethnic identity; discrimination

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Wellons, S. C. (2013). The Variable Effects of Perceived Discrimination: A Longitudinal Analysis of Latino Heterogeneity in American Identity</h1>. (Masters Thesis). University of Notre Dame. Retrieved from https://curate.nd.edu/show/2b88qc00g5n

Chicago Manual of Style (16th Edition):

Wellons, Stefanie Celeste. “The Variable Effects of Perceived Discrimination: A Longitudinal Analysis of Latino Heterogeneity in American Identity</h1>.” 2013. Masters Thesis, University of Notre Dame. Accessed October 16, 2019. https://curate.nd.edu/show/2b88qc00g5n.

MLA Handbook (7th Edition):

Wellons, Stefanie Celeste. “The Variable Effects of Perceived Discrimination: A Longitudinal Analysis of Latino Heterogeneity in American Identity</h1>.” 2013. Web. 16 Oct 2019.

Vancouver:

Wellons SC. The Variable Effects of Perceived Discrimination: A Longitudinal Analysis of Latino Heterogeneity in American Identity</h1>. [Internet] [Masters thesis]. University of Notre Dame; 2013. [cited 2019 Oct 16]. Available from: https://curate.nd.edu/show/2b88qc00g5n.

Council of Science Editors:

Wellons SC. The Variable Effects of Perceived Discrimination: A Longitudinal Analysis of Latino Heterogeneity in American Identity</h1>. [Masters Thesis]. University of Notre Dame; 2013. Available from: https://curate.nd.edu/show/2b88qc00g5n


University of Notre Dame

7. Jason Eton Scott. What's a Good Grade? Student Performance Standards and the Black-White Achievement Gap</h1>.

Degree: MA, Sociology, 2010, University of Notre Dame

  Using data from the National Educational Longitudinal Study, this project examines racial differences in how students interpret letter grades. Based on statistical analyses, I… (more)

Subjects/Keywords: educational attitudes; achievement gap; sociology of education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Scott, J. E. (2010). What's a Good Grade? Student Performance Standards and the Black-White Achievement Gap</h1>. (Masters Thesis). University of Notre Dame. Retrieved from https://curate.nd.edu/show/c534fn12b3p

Chicago Manual of Style (16th Edition):

Scott, Jason Eton. “What's a Good Grade? Student Performance Standards and the Black-White Achievement Gap</h1>.” 2010. Masters Thesis, University of Notre Dame. Accessed October 16, 2019. https://curate.nd.edu/show/c534fn12b3p.

MLA Handbook (7th Edition):

Scott, Jason Eton. “What's a Good Grade? Student Performance Standards and the Black-White Achievement Gap</h1>.” 2010. Web. 16 Oct 2019.

Vancouver:

Scott JE. What's a Good Grade? Student Performance Standards and the Black-White Achievement Gap</h1>. [Internet] [Masters thesis]. University of Notre Dame; 2010. [cited 2019 Oct 16]. Available from: https://curate.nd.edu/show/c534fn12b3p.

Council of Science Editors:

Scott JE. What's a Good Grade? Student Performance Standards and the Black-White Achievement Gap</h1>. [Masters Thesis]. University of Notre Dame; 2010. Available from: https://curate.nd.edu/show/c534fn12b3p


University of Notre Dame

8. Guillermo Montt. Socioeconomic school composition effects on student outcomes</h1>.

Degree: PhD, Sociology, 2012, University of Notre Dame

  Research in the sociology of education has long identified that school socioeconomic composition is the most important school-level attribute in explaining student outcomes, and… (more)

Subjects/Keywords: composition effects; socioeconomic status; frog-pond effects; comparative education; PISA; cross-national education; integration; self-concept; educational achievement; multi-level models; contagion effects; mixed-effects models; expectations

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Montt, G. (2012). Socioeconomic school composition effects on student outcomes</h1>. (Doctoral Dissertation). University of Notre Dame. Retrieved from https://curate.nd.edu/show/sn009w05g5g

Chicago Manual of Style (16th Edition):

Montt, Guillermo. “Socioeconomic school composition effects on student outcomes</h1>.” 2012. Doctoral Dissertation, University of Notre Dame. Accessed October 16, 2019. https://curate.nd.edu/show/sn009w05g5g.

MLA Handbook (7th Edition):

Montt, Guillermo. “Socioeconomic school composition effects on student outcomes</h1>.” 2012. Web. 16 Oct 2019.

Vancouver:

Montt G. Socioeconomic school composition effects on student outcomes</h1>. [Internet] [Doctoral dissertation]. University of Notre Dame; 2012. [cited 2019 Oct 16]. Available from: https://curate.nd.edu/show/sn009w05g5g.

Council of Science Editors:

Montt G. Socioeconomic school composition effects on student outcomes</h1>. [Doctoral Dissertation]. University of Notre Dame; 2012. Available from: https://curate.nd.edu/show/sn009w05g5g


University of Notre Dame

9. Joseph Workman. When Sharing Hurts: Sibship Size, Resource Dilution, and Education</h1>.

Degree: PhD, Sociology, 2014, University of Notre Dame

  An extensive literature has documented that individuals raised with more siblings perform less well in school and complete fewer years of education. Interest in… (more)

Subjects/Keywords: family structure; education; social stratification

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Workman, J. (2014). When Sharing Hurts: Sibship Size, Resource Dilution, and Education</h1>. (Doctoral Dissertation). University of Notre Dame. Retrieved from https://curate.nd.edu/show/3t945q49p34

Chicago Manual of Style (16th Edition):

Workman, Joseph. “When Sharing Hurts: Sibship Size, Resource Dilution, and Education</h1>.” 2014. Doctoral Dissertation, University of Notre Dame. Accessed October 16, 2019. https://curate.nd.edu/show/3t945q49p34.

MLA Handbook (7th Edition):

Workman, Joseph. “When Sharing Hurts: Sibship Size, Resource Dilution, and Education</h1>.” 2014. Web. 16 Oct 2019.

Vancouver:

Workman J. When Sharing Hurts: Sibship Size, Resource Dilution, and Education</h1>. [Internet] [Doctoral dissertation]. University of Notre Dame; 2014. [cited 2019 Oct 16]. Available from: https://curate.nd.edu/show/3t945q49p34.

Council of Science Editors:

Workman J. When Sharing Hurts: Sibship Size, Resource Dilution, and Education</h1>. [Doctoral Dissertation]. University of Notre Dame; 2014. Available from: https://curate.nd.edu/show/3t945q49p34


University of Notre Dame

10. Quan Zhou. Achievement differences between Chinese and Non-Chinese Asians in America: Linking Parental Involvement with Student Academic Achievement by Race-Ethnicity</h1>.

Degree: MA, Sociology, 2004, University of Notre Dame

  The Asian population is heterogeneous, yet many researchers continue to treat Asian American students as if they were a homogeneous ethnic category and overlook… (more)

Subjects/Keywords: Parental Involvement; race-ethnicity

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Zhou, Q. (2004). Achievement differences between Chinese and Non-Chinese Asians in America: Linking Parental Involvement with Student Academic Achievement by Race-Ethnicity</h1>. (Masters Thesis). University of Notre Dame. Retrieved from https://curate.nd.edu/show/gq67jq10b61

Chicago Manual of Style (16th Edition):

Zhou, Quan. “Achievement differences between Chinese and Non-Chinese Asians in America: Linking Parental Involvement with Student Academic Achievement by Race-Ethnicity</h1>.” 2004. Masters Thesis, University of Notre Dame. Accessed October 16, 2019. https://curate.nd.edu/show/gq67jq10b61.

MLA Handbook (7th Edition):

Zhou, Quan. “Achievement differences between Chinese and Non-Chinese Asians in America: Linking Parental Involvement with Student Academic Achievement by Race-Ethnicity</h1>.” 2004. Web. 16 Oct 2019.

Vancouver:

Zhou Q. Achievement differences between Chinese and Non-Chinese Asians in America: Linking Parental Involvement with Student Academic Achievement by Race-Ethnicity</h1>. [Internet] [Masters thesis]. University of Notre Dame; 2004. [cited 2019 Oct 16]. Available from: https://curate.nd.edu/show/gq67jq10b61.

Council of Science Editors:

Zhou Q. Achievement differences between Chinese and Non-Chinese Asians in America: Linking Parental Involvement with Student Academic Achievement by Race-Ethnicity</h1>. [Masters Thesis]. University of Notre Dame; 2004. Available from: https://curate.nd.edu/show/gq67jq10b61


University of Notre Dame

11. Mary Kate Blake. Beliefs and Behaviors: Net Racial Differences in College Enrollment</h1>.

Degree: MA, Sociology, 2013, University of Notre Dame

Subjects/Keywords: race; higher education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Blake, M. K. (2013). Beliefs and Behaviors: Net Racial Differences in College Enrollment</h1>. (Masters Thesis). University of Notre Dame. Retrieved from https://curate.nd.edu/show/cf95j962475

Chicago Manual of Style (16th Edition):

Blake, Mary Kate. “Beliefs and Behaviors: Net Racial Differences in College Enrollment</h1>.” 2013. Masters Thesis, University of Notre Dame. Accessed October 16, 2019. https://curate.nd.edu/show/cf95j962475.

MLA Handbook (7th Edition):

Blake, Mary Kate. “Beliefs and Behaviors: Net Racial Differences in College Enrollment</h1>.” 2013. Web. 16 Oct 2019.

Vancouver:

Blake MK. Beliefs and Behaviors: Net Racial Differences in College Enrollment</h1>. [Internet] [Masters thesis]. University of Notre Dame; 2013. [cited 2019 Oct 16]. Available from: https://curate.nd.edu/show/cf95j962475.

Council of Science Editors:

Blake MK. Beliefs and Behaviors: Net Racial Differences in College Enrollment</h1>. [Masters Thesis]. University of Notre Dame; 2013. Available from: https://curate.nd.edu/show/cf95j962475

.