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You searched for +publisher:"Loyola Marymount University" +contributor:("Yvette V. Lapayese, Ph.D."). Showing records 1 – 17 of 17 total matches.

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1. Miller, Kelley Marie McCann. The Avoidance of Race: White Teachers’ Racial Identities in Alternative Teacher Education Programs and Urban Under-Resourced Schools.

Degree: Doctorate in Education, Education, 2012, Loyola Marymount University

  Due to the lack of research on White teacher racial identity development and White graduates of alternative teacher education programs teaching in urban under-resourced… (more)

Subjects/Keywords: Alternative Teacher Education; Identity; Race; Teacher; Urban Under-Resourced Schools; White; Education; Race and Ethnicity

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APA (6th Edition):

Miller, K. M. M. (2012). The Avoidance of Race: White Teachers’ Racial Identities in Alternative Teacher Education Programs and Urban Under-Resourced Schools. (Doctoral Dissertation). Loyola Marymount University. Retrieved from https://digitalcommons.lmu.edu/etd/238

Chicago Manual of Style (16th Edition):

Miller, Kelley Marie McCann. “The Avoidance of Race: White Teachers’ Racial Identities in Alternative Teacher Education Programs and Urban Under-Resourced Schools.” 2012. Doctoral Dissertation, Loyola Marymount University. Accessed February 18, 2019. https://digitalcommons.lmu.edu/etd/238.

MLA Handbook (7th Edition):

Miller, Kelley Marie McCann. “The Avoidance of Race: White Teachers’ Racial Identities in Alternative Teacher Education Programs and Urban Under-Resourced Schools.” 2012. Web. 18 Feb 2019.

Vancouver:

Miller KMM. The Avoidance of Race: White Teachers’ Racial Identities in Alternative Teacher Education Programs and Urban Under-Resourced Schools. [Internet] [Doctoral dissertation]. Loyola Marymount University; 2012. [cited 2019 Feb 18]. Available from: https://digitalcommons.lmu.edu/etd/238.

Council of Science Editors:

Miller KMM. The Avoidance of Race: White Teachers’ Racial Identities in Alternative Teacher Education Programs and Urban Under-Resourced Schools. [Doctoral Dissertation]. Loyola Marymount University; 2012. Available from: https://digitalcommons.lmu.edu/etd/238

2. Touchstone, Claire Anne. Tie-Dyed Realities in a Monochromatic World: Deconstructing the Effects of Racial Microaggressions on Black-White Multiracial University Students.

Degree: Doctorate in Education, Education, 2013, Loyola Marymount University

  Traditional policies dictate that Black-White multiracial people conform to monoracial minority status arising from Hypodescent (the “One-Drop Rule”) and White privilege. Despite some social… (more)

Subjects/Keywords: Critical Race Theory; Hypodescent; Microaggressions; Multiracial; Racial Discrimination; White Privilege; Education; Higher Education; Race, Ethnicity and Post-Colonial Studies

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APA (6th Edition):

Touchstone, C. A. (2013). Tie-Dyed Realities in a Monochromatic World: Deconstructing the Effects of Racial Microaggressions on Black-White Multiracial University Students. (Doctoral Dissertation). Loyola Marymount University. Retrieved from https://digitalcommons.lmu.edu/etd/211

Chicago Manual of Style (16th Edition):

Touchstone, Claire Anne. “Tie-Dyed Realities in a Monochromatic World: Deconstructing the Effects of Racial Microaggressions on Black-White Multiracial University Students.” 2013. Doctoral Dissertation, Loyola Marymount University. Accessed February 18, 2019. https://digitalcommons.lmu.edu/etd/211.

MLA Handbook (7th Edition):

Touchstone, Claire Anne. “Tie-Dyed Realities in a Monochromatic World: Deconstructing the Effects of Racial Microaggressions on Black-White Multiracial University Students.” 2013. Web. 18 Feb 2019.

Vancouver:

Touchstone CA. Tie-Dyed Realities in a Monochromatic World: Deconstructing the Effects of Racial Microaggressions on Black-White Multiracial University Students. [Internet] [Doctoral dissertation]. Loyola Marymount University; 2013. [cited 2019 Feb 18]. Available from: https://digitalcommons.lmu.edu/etd/211.

Council of Science Editors:

Touchstone CA. Tie-Dyed Realities in a Monochromatic World: Deconstructing the Effects of Racial Microaggressions on Black-White Multiracial University Students. [Doctoral Dissertation]. Loyola Marymount University; 2013. Available from: https://digitalcommons.lmu.edu/etd/211

3. McCullough, Carla M. Brown v. Board of Education (1954) An Analysis of Policy Implementation, Outcomes, and Unintended Consequences.

Degree: Doctorate in Education, Education, 2012, Loyola Marymount University

  Brown v. Board of Education (1954) was a significant court case fought to provide equal educational opportunities for African-American students. Though the case was… (more)

Subjects/Keywords: Brown v. Board of Education; Educational Policy; Interest Convergence; LAUSD; Los Angeles; Policy Implementation; African American Studies; Education; Education Policy

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APA (6th Edition):

McCullough, C. M. (2012). Brown v. Board of Education (1954) An Analysis of Policy Implementation, Outcomes, and Unintended Consequences. (Doctoral Dissertation). Loyola Marymount University. Retrieved from https://digitalcommons.lmu.edu/etd/236

Chicago Manual of Style (16th Edition):

McCullough, Carla M. “Brown v. Board of Education (1954) An Analysis of Policy Implementation, Outcomes, and Unintended Consequences.” 2012. Doctoral Dissertation, Loyola Marymount University. Accessed February 18, 2019. https://digitalcommons.lmu.edu/etd/236.

MLA Handbook (7th Edition):

McCullough, Carla M. “Brown v. Board of Education (1954) An Analysis of Policy Implementation, Outcomes, and Unintended Consequences.” 2012. Web. 18 Feb 2019.

Vancouver:

McCullough CM. Brown v. Board of Education (1954) An Analysis of Policy Implementation, Outcomes, and Unintended Consequences. [Internet] [Doctoral dissertation]. Loyola Marymount University; 2012. [cited 2019 Feb 18]. Available from: https://digitalcommons.lmu.edu/etd/236.

Council of Science Editors:

McCullough CM. Brown v. Board of Education (1954) An Analysis of Policy Implementation, Outcomes, and Unintended Consequences. [Doctoral Dissertation]. Loyola Marymount University; 2012. Available from: https://digitalcommons.lmu.edu/etd/236

4. Belichesky-Larson, Jennifer. Living Learning Communities: An Intervention in Keeping Women Strong in Science, Technology, Engineering, and Mathematics.

Degree: Doctorate in Education, Education, 2013, Loyola Marymount University

  The purpose of this study was to expand on the current research pertaining to women in science, technology, engineering, and mathematics (STEM) majors, better… (more)

Subjects/Keywords: Critical feminist theory; Living Learning Communities; Standpoint Theory; STEM; Education; Feminist, Gender, and Sexuality Studies; Higher Education; Science and Mathematics Education

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APA (6th Edition):

Belichesky-Larson, J. (2013). Living Learning Communities: An Intervention in Keeping Women Strong in Science, Technology, Engineering, and Mathematics. (Doctoral Dissertation). Loyola Marymount University. Retrieved from https://digitalcommons.lmu.edu/etd/221

Chicago Manual of Style (16th Edition):

Belichesky-Larson, Jennifer. “Living Learning Communities: An Intervention in Keeping Women Strong in Science, Technology, Engineering, and Mathematics.” 2013. Doctoral Dissertation, Loyola Marymount University. Accessed February 18, 2019. https://digitalcommons.lmu.edu/etd/221.

MLA Handbook (7th Edition):

Belichesky-Larson, Jennifer. “Living Learning Communities: An Intervention in Keeping Women Strong in Science, Technology, Engineering, and Mathematics.” 2013. Web. 18 Feb 2019.

Vancouver:

Belichesky-Larson J. Living Learning Communities: An Intervention in Keeping Women Strong in Science, Technology, Engineering, and Mathematics. [Internet] [Doctoral dissertation]. Loyola Marymount University; 2013. [cited 2019 Feb 18]. Available from: https://digitalcommons.lmu.edu/etd/221.

Council of Science Editors:

Belichesky-Larson J. Living Learning Communities: An Intervention in Keeping Women Strong in Science, Technology, Engineering, and Mathematics. [Doctoral Dissertation]. Loyola Marymount University; 2013. Available from: https://digitalcommons.lmu.edu/etd/221

5. Scozzaro, David. Youth, Social Networking, and Resistance: A Case Study on a Multidimensional Approach to Resistance.

Degree: Doctorate in Education, Education, 2011, Loyola Marymount University

  This exploratory case study focused on youth and resistance that was aided by the use of technology. The combination of resistance and technology expanded… (more)

Subjects/Keywords: HR 4437; Resistance; Social Justice; Social Media; Transformative Resistance; Walkout; Education

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APA (6th Edition):

Scozzaro, D. (2011). Youth, Social Networking, and Resistance: A Case Study on a Multidimensional Approach to Resistance. (Doctoral Dissertation). Loyola Marymount University. Retrieved from https://digitalcommons.lmu.edu/etd/246

Chicago Manual of Style (16th Edition):

Scozzaro, David. “Youth, Social Networking, and Resistance: A Case Study on a Multidimensional Approach to Resistance.” 2011. Doctoral Dissertation, Loyola Marymount University. Accessed February 18, 2019. https://digitalcommons.lmu.edu/etd/246.

MLA Handbook (7th Edition):

Scozzaro, David. “Youth, Social Networking, and Resistance: A Case Study on a Multidimensional Approach to Resistance.” 2011. Web. 18 Feb 2019.

Vancouver:

Scozzaro D. Youth, Social Networking, and Resistance: A Case Study on a Multidimensional Approach to Resistance. [Internet] [Doctoral dissertation]. Loyola Marymount University; 2011. [cited 2019 Feb 18]. Available from: https://digitalcommons.lmu.edu/etd/246.

Council of Science Editors:

Scozzaro D. Youth, Social Networking, and Resistance: A Case Study on a Multidimensional Approach to Resistance. [Doctoral Dissertation]. Loyola Marymount University; 2011. Available from: https://digitalcommons.lmu.edu/etd/246

6. Sison, Jonathan M. An Inquiry of Instructional Coaching in an Urban High School.

Degree: Doctorate in Education, Education, 2009, Loyola Marymount University

  This inquiry examined the practice of instructional coaching in a large, low-performing, high-poverty urban high school. The participation of instructional coaches was examined in… (more)

Subjects/Keywords: Education; Urban  – California  – Los Angeles  – Case studies; Urban high schools  – California  – Los Angeles  – Case studies; Teachers  – In-service training  – California  – Los Angeles  – Case studies; Education; Education

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APA (6th Edition):

Sison, J. M. (2009). An Inquiry of Instructional Coaching in an Urban High School. (Doctoral Dissertation). Loyola Marymount University. Retrieved from https://digitalcommons.lmu.edu/etd/563

Chicago Manual of Style (16th Edition):

Sison, Jonathan M. “An Inquiry of Instructional Coaching in an Urban High School.” 2009. Doctoral Dissertation, Loyola Marymount University. Accessed February 18, 2019. https://digitalcommons.lmu.edu/etd/563.

MLA Handbook (7th Edition):

Sison, Jonathan M. “An Inquiry of Instructional Coaching in an Urban High School.” 2009. Web. 18 Feb 2019.

Vancouver:

Sison JM. An Inquiry of Instructional Coaching in an Urban High School. [Internet] [Doctoral dissertation]. Loyola Marymount University; 2009. [cited 2019 Feb 18]. Available from: https://digitalcommons.lmu.edu/etd/563.

Council of Science Editors:

Sison JM. An Inquiry of Instructional Coaching in an Urban High School. [Doctoral Dissertation]. Loyola Marymount University; 2009. Available from: https://digitalcommons.lmu.edu/etd/563

7. McNeil-Girmai, Elaine Azalia. “This is our life. We can’t drive home.” An Analysis of Culturally Relevant Pedagogy as Perceived by Elementary Teachers, Students and Families in an Urban Charter School.

Degree: Doctorate in Education, Education, 2010, Loyola Marymount University

  As schools have become more diverse ethnically and linguistically, the likelihood of cultural mismatches among students, families, and teachers has increased (Frank, 1999). Culturally… (more)

Subjects/Keywords: African American; Charter School; Critical Race Theory; Culturally Relevant Pedagogy; Ethnography; Latino; Bilingual, Multilingual, and Multicultural Education; Education

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APA (6th Edition):

McNeil-Girmai, E. A. (2010). “This is our life. We can’t drive home.” An Analysis of Culturally Relevant Pedagogy as Perceived by Elementary Teachers, Students and Families in an Urban Charter School. (Doctoral Dissertation). Loyola Marymount University. Retrieved from http://digitalcommons.lmu.edu/etd/245

Chicago Manual of Style (16th Edition):

McNeil-Girmai, Elaine Azalia. ““This is our life. We can’t drive home.” An Analysis of Culturally Relevant Pedagogy as Perceived by Elementary Teachers, Students and Families in an Urban Charter School.” 2010. Doctoral Dissertation, Loyola Marymount University. Accessed February 18, 2019. http://digitalcommons.lmu.edu/etd/245.

MLA Handbook (7th Edition):

McNeil-Girmai, Elaine Azalia. ““This is our life. We can’t drive home.” An Analysis of Culturally Relevant Pedagogy as Perceived by Elementary Teachers, Students and Families in an Urban Charter School.” 2010. Web. 18 Feb 2019.

Vancouver:

McNeil-Girmai EA. “This is our life. We can’t drive home.” An Analysis of Culturally Relevant Pedagogy as Perceived by Elementary Teachers, Students and Families in an Urban Charter School. [Internet] [Doctoral dissertation]. Loyola Marymount University; 2010. [cited 2019 Feb 18]. Available from: http://digitalcommons.lmu.edu/etd/245.

Council of Science Editors:

McNeil-Girmai EA. “This is our life. We can’t drive home.” An Analysis of Culturally Relevant Pedagogy as Perceived by Elementary Teachers, Students and Families in an Urban Charter School. [Doctoral Dissertation]. Loyola Marymount University; 2010. Available from: http://digitalcommons.lmu.edu/etd/245

8. Fissori, Lauren. Portraits by African-American Male University Students: A Retrospective Study.

Degree: Doctorate in Education, Education, 2010, Loyola Marymount University

  African-American male students are systematically forced to confine themselves to the social construct that European-American society has developed for them. Actions, behaviors, and words… (more)

Subjects/Keywords: African-American males; critical race theory; microaggressions; portraiture; racism; retrospective; Education; Race and Ethnicity

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APA (6th Edition):

Fissori, L. (2010). Portraits by African-American Male University Students: A Retrospective Study. (Doctoral Dissertation). Loyola Marymount University. Retrieved from https://digitalcommons.lmu.edu/etd/274

Chicago Manual of Style (16th Edition):

Fissori, Lauren. “Portraits by African-American Male University Students: A Retrospective Study.” 2010. Doctoral Dissertation, Loyola Marymount University. Accessed February 18, 2019. https://digitalcommons.lmu.edu/etd/274.

MLA Handbook (7th Edition):

Fissori, Lauren. “Portraits by African-American Male University Students: A Retrospective Study.” 2010. Web. 18 Feb 2019.

Vancouver:

Fissori L. Portraits by African-American Male University Students: A Retrospective Study. [Internet] [Doctoral dissertation]. Loyola Marymount University; 2010. [cited 2019 Feb 18]. Available from: https://digitalcommons.lmu.edu/etd/274.

Council of Science Editors:

Fissori L. Portraits by African-American Male University Students: A Retrospective Study. [Doctoral Dissertation]. Loyola Marymount University; 2010. Available from: https://digitalcommons.lmu.edu/etd/274

9. Zarate, Lizette. “We’re Different because We’re Scholars”: A Case Study of a College Access Program in South Los Angeles.

Degree: Doctorate in Education, Education, 2013, Loyola Marymount University

  This work is a case study focused on the practices of a comprehensive college access program that serves students in south Los Angeles that… (more)

Subjects/Keywords: College access; Students of Color; Urban; USC Neighborhood Academic Initiative; Education

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APA (6th Edition):

Zarate, L. (2013). “We’re Different because We’re Scholars”: A Case Study of a College Access Program in South Los Angeles. (Doctoral Dissertation). Loyola Marymount University. Retrieved from https://digitalcommons.lmu.edu/etd/209

Chicago Manual of Style (16th Edition):

Zarate, Lizette. ““We’re Different because We’re Scholars”: A Case Study of a College Access Program in South Los Angeles.” 2013. Doctoral Dissertation, Loyola Marymount University. Accessed February 18, 2019. https://digitalcommons.lmu.edu/etd/209.

MLA Handbook (7th Edition):

Zarate, Lizette. ““We’re Different because We’re Scholars”: A Case Study of a College Access Program in South Los Angeles.” 2013. Web. 18 Feb 2019.

Vancouver:

Zarate L. “We’re Different because We’re Scholars”: A Case Study of a College Access Program in South Los Angeles. [Internet] [Doctoral dissertation]. Loyola Marymount University; 2013. [cited 2019 Feb 18]. Available from: https://digitalcommons.lmu.edu/etd/209.

Council of Science Editors:

Zarate L. “We’re Different because We’re Scholars”: A Case Study of a College Access Program in South Los Angeles. [Doctoral Dissertation]. Loyola Marymount University; 2013. Available from: https://digitalcommons.lmu.edu/etd/209

10. Peralta, Adriane Kayoko. A Critical Discourse Analysis of the Obama Administration’s Education Speeches.

Degree: Doctorate in Education, Education, 2012, Loyola Marymount University

  This qualitative study examined 45 education speeches presented by President Obama and leaders of the U.S. Department of Education from January 2009 through December… (more)

Subjects/Keywords: Critical Discourse Analysis; Critical Race Theory; Education Speeches; Interest Convergence Theory; President Obama; United States Department of Education; Education; Education Policy

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APA (6th Edition):

Peralta, A. K. (2012). A Critical Discourse Analysis of the Obama Administration’s Education Speeches. (Doctoral Dissertation). Loyola Marymount University. Retrieved from https://digitalcommons.lmu.edu/etd/241

Chicago Manual of Style (16th Edition):

Peralta, Adriane Kayoko. “A Critical Discourse Analysis of the Obama Administration’s Education Speeches.” 2012. Doctoral Dissertation, Loyola Marymount University. Accessed February 18, 2019. https://digitalcommons.lmu.edu/etd/241.

MLA Handbook (7th Edition):

Peralta, Adriane Kayoko. “A Critical Discourse Analysis of the Obama Administration’s Education Speeches.” 2012. Web. 18 Feb 2019.

Vancouver:

Peralta AK. A Critical Discourse Analysis of the Obama Administration’s Education Speeches. [Internet] [Doctoral dissertation]. Loyola Marymount University; 2012. [cited 2019 Feb 18]. Available from: https://digitalcommons.lmu.edu/etd/241.

Council of Science Editors:

Peralta AK. A Critical Discourse Analysis of the Obama Administration’s Education Speeches. [Doctoral Dissertation]. Loyola Marymount University; 2012. Available from: https://digitalcommons.lmu.edu/etd/241

11. Byard, Shani. Combining African-Centered and Critical Media Pedagogies: A 21st-Century Approach Toward Liberating the Minds of the Mis-Educated in the Digital Age.

Degree: Doctorate in Education, Education, 2012, Loyola Marymount University

  Since the slave trade, African Americans have been the most media-stereotyped race of people. From that time, multiple forms of media have been used… (more)

Subjects/Keywords: african; afro-media; critical; literacy; media; pedagogy; African American Studies; Bilingual, Multilingual, and Multicultural Education; Education

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APA (6th Edition):

Byard, S. (2012). Combining African-Centered and Critical Media Pedagogies: A 21st-Century Approach Toward Liberating the Minds of the Mis-Educated in the Digital Age. (Doctoral Dissertation). Loyola Marymount University. Retrieved from https://digitalcommons.lmu.edu/etd/243

Chicago Manual of Style (16th Edition):

Byard, Shani. “Combining African-Centered and Critical Media Pedagogies: A 21st-Century Approach Toward Liberating the Minds of the Mis-Educated in the Digital Age.” 2012. Doctoral Dissertation, Loyola Marymount University. Accessed February 18, 2019. https://digitalcommons.lmu.edu/etd/243.

MLA Handbook (7th Edition):

Byard, Shani. “Combining African-Centered and Critical Media Pedagogies: A 21st-Century Approach Toward Liberating the Minds of the Mis-Educated in the Digital Age.” 2012. Web. 18 Feb 2019.

Vancouver:

Byard S. Combining African-Centered and Critical Media Pedagogies: A 21st-Century Approach Toward Liberating the Minds of the Mis-Educated in the Digital Age. [Internet] [Doctoral dissertation]. Loyola Marymount University; 2012. [cited 2019 Feb 18]. Available from: https://digitalcommons.lmu.edu/etd/243.

Council of Science Editors:

Byard S. Combining African-Centered and Critical Media Pedagogies: A 21st-Century Approach Toward Liberating the Minds of the Mis-Educated in the Digital Age. [Doctoral Dissertation]. Loyola Marymount University; 2012. Available from: https://digitalcommons.lmu.edu/etd/243

12. Noonan, Jesse Sage. "If you don't read, it is like you don't exist": The Transformative Power of Critical Literacy at an Alternative Charter High School.

Degree: Doctorate in Education, Education, 2009, Loyola Marymount University

  The purpose of this youth participatory action research (YPAR) project was to challenge the pedagogy of traditional literacy instruction for low-income Latino/a students, particularly… (more)

Subjects/Keywords: Alternative Education; Charter Schools; Critical Literacy; Problem-Posing Education; Student Co-Researchers; Youth Participatory Action Research; Curriculum and Instruction; Education

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APA (6th Edition):

Noonan, J. S. (2009). "If you don't read, it is like you don't exist": The Transformative Power of Critical Literacy at an Alternative Charter High School. (Doctoral Dissertation). Loyola Marymount University. Retrieved from https://digitalcommons.lmu.edu/etd/251

Chicago Manual of Style (16th Edition):

Noonan, Jesse Sage. “"If you don't read, it is like you don't exist": The Transformative Power of Critical Literacy at an Alternative Charter High School.” 2009. Doctoral Dissertation, Loyola Marymount University. Accessed February 18, 2019. https://digitalcommons.lmu.edu/etd/251.

MLA Handbook (7th Edition):

Noonan, Jesse Sage. “"If you don't read, it is like you don't exist": The Transformative Power of Critical Literacy at an Alternative Charter High School.” 2009. Web. 18 Feb 2019.

Vancouver:

Noonan JS. "If you don't read, it is like you don't exist": The Transformative Power of Critical Literacy at an Alternative Charter High School. [Internet] [Doctoral dissertation]. Loyola Marymount University; 2009. [cited 2019 Feb 18]. Available from: https://digitalcommons.lmu.edu/etd/251.

Council of Science Editors:

Noonan JS. "If you don't read, it is like you don't exist": The Transformative Power of Critical Literacy at an Alternative Charter High School. [Doctoral Dissertation]. Loyola Marymount University; 2009. Available from: https://digitalcommons.lmu.edu/etd/251

13. Cuevas, Rodolfo, Jr. Teacher Understanding of Curricular and Pedagogical Decision-Making Processes at an Urban Charter School.

Degree: Doctorate in Education, Education, 2013, Loyola Marymount University

  This qualitative study featured two research endeavors. The first was a narrative inquiry of six teachers at Weedpatch Charter School as they understood curricular… (more)

Subjects/Keywords: Counter-Hegemony; Informal Education; Teacher Agency; Teacher Autonomy; Teacher Intellectuals; Education; Educational Leadership; Social and Philosophical Foundations of Education

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APA (6th Edition):

Cuevas, Rodolfo, J. (2013). Teacher Understanding of Curricular and Pedagogical Decision-Making Processes at an Urban Charter School. (Doctoral Dissertation). Loyola Marymount University. Retrieved from https://digitalcommons.lmu.edu/etd/232

Chicago Manual of Style (16th Edition):

Cuevas, Rodolfo, Jr. “Teacher Understanding of Curricular and Pedagogical Decision-Making Processes at an Urban Charter School.” 2013. Doctoral Dissertation, Loyola Marymount University. Accessed February 18, 2019. https://digitalcommons.lmu.edu/etd/232.

MLA Handbook (7th Edition):

Cuevas, Rodolfo, Jr. “Teacher Understanding of Curricular and Pedagogical Decision-Making Processes at an Urban Charter School.” 2013. Web. 18 Feb 2019.

Vancouver:

Cuevas, Rodolfo J. Teacher Understanding of Curricular and Pedagogical Decision-Making Processes at an Urban Charter School. [Internet] [Doctoral dissertation]. Loyola Marymount University; 2013. [cited 2019 Feb 18]. Available from: https://digitalcommons.lmu.edu/etd/232.

Council of Science Editors:

Cuevas, Rodolfo J. Teacher Understanding of Curricular and Pedagogical Decision-Making Processes at an Urban Charter School. [Doctoral Dissertation]. Loyola Marymount University; 2013. Available from: https://digitalcommons.lmu.edu/etd/232

14. Kim, Helen. Unmasking Title I Spending Practices in Public Elementary Schools in California.

Degree: Doctorate in Education, Education, 2007, Loyola Marymount University

  Title I of the Elementary and Secondary Education Act (ESEA) of 1965 was originally created to ensure academic equity and opportunity for all students.… (more)

Subjects/Keywords: Education  – California  – Finance; Education; Education

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APA (6th Edition):

Kim, H. (2007). Unmasking Title I Spending Practices in Public Elementary Schools in California. (Doctoral Dissertation). Loyola Marymount University. Retrieved from https://digitalcommons.lmu.edu/etd/555

Chicago Manual of Style (16th Edition):

Kim, Helen. “Unmasking Title I Spending Practices in Public Elementary Schools in California.” 2007. Doctoral Dissertation, Loyola Marymount University. Accessed February 18, 2019. https://digitalcommons.lmu.edu/etd/555.

MLA Handbook (7th Edition):

Kim, Helen. “Unmasking Title I Spending Practices in Public Elementary Schools in California.” 2007. Web. 18 Feb 2019.

Vancouver:

Kim H. Unmasking Title I Spending Practices in Public Elementary Schools in California. [Internet] [Doctoral dissertation]. Loyola Marymount University; 2007. [cited 2019 Feb 18]. Available from: https://digitalcommons.lmu.edu/etd/555.

Council of Science Editors:

Kim H. Unmasking Title I Spending Practices in Public Elementary Schools in California. [Doctoral Dissertation]. Loyola Marymount University; 2007. Available from: https://digitalcommons.lmu.edu/etd/555

15. Bevan, Kimberly J. Surface Equity: A Case Study of Gender Equity and Inequity in Elementary Classrooms.

Degree: Doctorate in Education, Education, 2007, Loyola Marymount University

  The purpose of this study was to examine the teaching practices and perceptions of teachers, and how those perceptions and practices contributed to or… (more)

Subjects/Keywords: Sex differences in education  – United States  – Case studies; Education; Education

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APA (6th Edition):

Bevan, K. J. (2007). Surface Equity: A Case Study of Gender Equity and Inequity in Elementary Classrooms. (Doctoral Dissertation). Loyola Marymount University. Retrieved from https://digitalcommons.lmu.edu/etd/547

Chicago Manual of Style (16th Edition):

Bevan, Kimberly J. “Surface Equity: A Case Study of Gender Equity and Inequity in Elementary Classrooms.” 2007. Doctoral Dissertation, Loyola Marymount University. Accessed February 18, 2019. https://digitalcommons.lmu.edu/etd/547.

MLA Handbook (7th Edition):

Bevan, Kimberly J. “Surface Equity: A Case Study of Gender Equity and Inequity in Elementary Classrooms.” 2007. Web. 18 Feb 2019.

Vancouver:

Bevan KJ. Surface Equity: A Case Study of Gender Equity and Inequity in Elementary Classrooms. [Internet] [Doctoral dissertation]. Loyola Marymount University; 2007. [cited 2019 Feb 18]. Available from: https://digitalcommons.lmu.edu/etd/547.

Council of Science Editors:

Bevan KJ. Surface Equity: A Case Study of Gender Equity and Inequity in Elementary Classrooms. [Doctoral Dissertation]. Loyola Marymount University; 2007. Available from: https://digitalcommons.lmu.edu/etd/547

16. Billingsley, Kia A. African American Female Educators and African American Male Students: The Intersection of Race and Gender in Urban Elementary Classrooms.

Degree: Doctorate in Education, Education, 2007, Loyola Marymount University

  Historically, African American male students have been marginalized in our society and we have seen the repeatedly through the media, educational statistics, and prison… (more)

Subjects/Keywords: African American teachers; African American Studies; Education; Education

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

APA (6th Edition):

Billingsley, K. A. (2007). African American Female Educators and African American Male Students: The Intersection of Race and Gender in Urban Elementary Classrooms. (Doctoral Dissertation). Loyola Marymount University. Retrieved from https://digitalcommons.lmu.edu/etd/548

Chicago Manual of Style (16th Edition):

Billingsley, Kia A. “African American Female Educators and African American Male Students: The Intersection of Race and Gender in Urban Elementary Classrooms.” 2007. Doctoral Dissertation, Loyola Marymount University. Accessed February 18, 2019. https://digitalcommons.lmu.edu/etd/548.

MLA Handbook (7th Edition):

Billingsley, Kia A. “African American Female Educators and African American Male Students: The Intersection of Race and Gender in Urban Elementary Classrooms.” 2007. Web. 18 Feb 2019.

Vancouver:

Billingsley KA. African American Female Educators and African American Male Students: The Intersection of Race and Gender in Urban Elementary Classrooms. [Internet] [Doctoral dissertation]. Loyola Marymount University; 2007. [cited 2019 Feb 18]. Available from: https://digitalcommons.lmu.edu/etd/548.

Council of Science Editors:

Billingsley KA. African American Female Educators and African American Male Students: The Intersection of Race and Gender in Urban Elementary Classrooms. [Doctoral Dissertation]. Loyola Marymount University; 2007. Available from: https://digitalcommons.lmu.edu/etd/548

17. Johnson, Bryan Michael. The Miseducation of the Underclass: A Historical Political Analysis of No Child Left Behind.

Degree: Doctorate in Education, Education, 2008, Loyola Marymount University

  No Child Left Behind (NCLB) (2002) is the most significant piece of federal education legislation since the Elementary and Secondary Education Act (ESEA) in… (more)

Subjects/Keywords: Educational accountability; Education; Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Johnson, B. M. (2008). The Miseducation of the Underclass: A Historical Political Analysis of No Child Left Behind. (Doctoral Dissertation). Loyola Marymount University. Retrieved from https://digitalcommons.lmu.edu/etd/553

Chicago Manual of Style (16th Edition):

Johnson, Bryan Michael. “The Miseducation of the Underclass: A Historical Political Analysis of No Child Left Behind.” 2008. Doctoral Dissertation, Loyola Marymount University. Accessed February 18, 2019. https://digitalcommons.lmu.edu/etd/553.

MLA Handbook (7th Edition):

Johnson, Bryan Michael. “The Miseducation of the Underclass: A Historical Political Analysis of No Child Left Behind.” 2008. Web. 18 Feb 2019.

Vancouver:

Johnson BM. The Miseducation of the Underclass: A Historical Political Analysis of No Child Left Behind. [Internet] [Doctoral dissertation]. Loyola Marymount University; 2008. [cited 2019 Feb 18]. Available from: https://digitalcommons.lmu.edu/etd/553.

Council of Science Editors:

Johnson BM. The Miseducation of the Underclass: A Historical Political Analysis of No Child Left Behind. [Doctoral Dissertation]. Loyola Marymount University; 2008. Available from: https://digitalcommons.lmu.edu/etd/553

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