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You searched for +publisher:"University of San Francisco" +contributor:("Sarah Capitelli"). Showing records 1 – 14 of 14 total matches.

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1. Viramontez, Shelly D. An Exploration of the Perceptions of Elementary Principals on the Process and Benefits of the Principal Evaluation.

Degree: Doctor of Education (EdD), Leadership Studies, 2011, University of San Francisco

  An Exploration of the Perceptions of Elementary Principals on the Process and Benefits of the Principal Evaluation This qualitative case study investigated the principal… (more)

Subjects/Keywords: Principal Evaluation Process; Principal Evaluations; Principal Evaluators; Principal Feedback; School Administrator Evaluation; Education; Educational Administration and Supervision; Educational Assessment, Evaluation, and Research

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APA (6th Edition):

Viramontez, S. D. (2011). An Exploration of the Perceptions of Elementary Principals on the Process and Benefits of the Principal Evaluation. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/14

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Viramontez, Shelly D. “An Exploration of the Perceptions of Elementary Principals on the Process and Benefits of the Principal Evaluation.” 2011. Thesis, University of San Francisco. Accessed August 17, 2019. https://repository.usfca.edu/diss/14.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Viramontez, Shelly D. “An Exploration of the Perceptions of Elementary Principals on the Process and Benefits of the Principal Evaluation.” 2011. Web. 17 Aug 2019.

Vancouver:

Viramontez SD. An Exploration of the Perceptions of Elementary Principals on the Process and Benefits of the Principal Evaluation. [Internet] [Thesis]. University of San Francisco; 2011. [cited 2019 Aug 17]. Available from: https://repository.usfca.edu/diss/14.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Viramontez SD. An Exploration of the Perceptions of Elementary Principals on the Process and Benefits of the Principal Evaluation. [Thesis]. University of San Francisco; 2011. Available from: https://repository.usfca.edu/diss/14

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

2. Lee, Jeong Min. A Participatory Action Research Study with Bi-ethnic Children in South Korea on Bi-ethnic Identity Development.

Degree: Doctor of Education (EdD), International and Multicultural Education, 2012, University of San Francisco

  The purpose of this research was to explore how bi-ethnic children in South Korea understand their identity using a participatory action research (PAR) method.… (more)

Subjects/Keywords: Bi-ethnic identity; Children's voice; Multicultural education; Multicultural family; PAR; South Korea; Bilingual, Multilingual, and Multicultural Education; Education

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APA (6th Edition):

Lee, J. M. (2012). A Participatory Action Research Study with Bi-ethnic Children in South Korea on Bi-ethnic Identity Development. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/52

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Lee, Jeong Min. “A Participatory Action Research Study with Bi-ethnic Children in South Korea on Bi-ethnic Identity Development.” 2012. Thesis, University of San Francisco. Accessed August 17, 2019. https://repository.usfca.edu/diss/52.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Lee, Jeong Min. “A Participatory Action Research Study with Bi-ethnic Children in South Korea on Bi-ethnic Identity Development.” 2012. Web. 17 Aug 2019.

Vancouver:

Lee JM. A Participatory Action Research Study with Bi-ethnic Children in South Korea on Bi-ethnic Identity Development. [Internet] [Thesis]. University of San Francisco; 2012. [cited 2019 Aug 17]. Available from: https://repository.usfca.edu/diss/52.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Lee JM. A Participatory Action Research Study with Bi-ethnic Children in South Korea on Bi-ethnic Identity Development. [Thesis]. University of San Francisco; 2012. Available from: https://repository.usfca.edu/diss/52

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

3. Enstice, Emily McCormick. Perceptions of Bilingualism and Home Language Maintenance and Loss: A Study of Latino Parents at a San Francisco Bay Area Elementary Charter School.

Degree: Doctor of Education (EdD), International and Multicultural Education, 2012, University of San Francisco

  There is limited research that investigates parent perceptions with respect to their early elementary school children's home language use. To fill the gap in… (more)

Subjects/Keywords: bilingualism; elementary education; language loss; Latino; perceptions; Bilingual, Multilingual, and Multicultural Education; Education

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APA (6th Edition):

Enstice, E. M. (2012). Perceptions of Bilingualism and Home Language Maintenance and Loss: A Study of Latino Parents at a San Francisco Bay Area Elementary Charter School. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/28

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Enstice, Emily McCormick. “Perceptions of Bilingualism and Home Language Maintenance and Loss: A Study of Latino Parents at a San Francisco Bay Area Elementary Charter School.” 2012. Thesis, University of San Francisco. Accessed August 17, 2019. https://repository.usfca.edu/diss/28.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Enstice, Emily McCormick. “Perceptions of Bilingualism and Home Language Maintenance and Loss: A Study of Latino Parents at a San Francisco Bay Area Elementary Charter School.” 2012. Web. 17 Aug 2019.

Vancouver:

Enstice EM. Perceptions of Bilingualism and Home Language Maintenance and Loss: A Study of Latino Parents at a San Francisco Bay Area Elementary Charter School. [Internet] [Thesis]. University of San Francisco; 2012. [cited 2019 Aug 17]. Available from: https://repository.usfca.edu/diss/28.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Enstice EM. Perceptions of Bilingualism and Home Language Maintenance and Loss: A Study of Latino Parents at a San Francisco Bay Area Elementary Charter School. [Thesis]. University of San Francisco; 2012. Available from: https://repository.usfca.edu/diss/28

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

4. Sandoval, Laura Angela. An Investigation of Multimedia Instruction, the Modality Principle, and Reading Comprehension in Fourth-Grade Classrooms.

Degree: Doctor of Education (EdD), Learning and Instruction, 2016, University of San Francisco

  Elementary-school teachers are faced with the responsibility of finding the most effective ways to educate their students using multimedia approaches. The use of instruction… (more)

Subjects/Keywords: elementary education; modality principle; reading comprehension; Education; Educational Methods; Elementary Education and Teaching

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APA (6th Edition):

Sandoval, L. A. (2016). An Investigation of Multimedia Instruction, the Modality Principle, and Reading Comprehension in Fourth-Grade Classrooms. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/312

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Sandoval, Laura Angela. “An Investigation of Multimedia Instruction, the Modality Principle, and Reading Comprehension in Fourth-Grade Classrooms.” 2016. Thesis, University of San Francisco. Accessed August 17, 2019. https://repository.usfca.edu/diss/312.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Sandoval, Laura Angela. “An Investigation of Multimedia Instruction, the Modality Principle, and Reading Comprehension in Fourth-Grade Classrooms.” 2016. Web. 17 Aug 2019.

Vancouver:

Sandoval LA. An Investigation of Multimedia Instruction, the Modality Principle, and Reading Comprehension in Fourth-Grade Classrooms. [Internet] [Thesis]. University of San Francisco; 2016. [cited 2019 Aug 17]. Available from: https://repository.usfca.edu/diss/312.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Sandoval LA. An Investigation of Multimedia Instruction, the Modality Principle, and Reading Comprehension in Fourth-Grade Classrooms. [Thesis]. University of San Francisco; 2016. Available from: https://repository.usfca.edu/diss/312

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

5. Briceño, Allison. Teaching Dilemmas: Language Development for English Learners In a Hyper-Segregated Dual Immersion Program.

Degree: Doctor of Education (EdD), International and Multicultural Education, 2013, University of San Francisco

  English learners (ELs), a growing population in U.S. schools, generally underperform as compared to their monolingual English peers. One potential solution to this EL… (more)

Subjects/Keywords: bilingual education; Dual Immersion; English learners; hyper-segregated; Bilingual, Multilingual, and Multicultural Education; Education

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APA (6th Edition):

Briceño, A. (2013). Teaching Dilemmas: Language Development for English Learners In a Hyper-Segregated Dual Immersion Program. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/73

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Briceño, Allison. “Teaching Dilemmas: Language Development for English Learners In a Hyper-Segregated Dual Immersion Program.” 2013. Thesis, University of San Francisco. Accessed August 17, 2019. https://repository.usfca.edu/diss/73.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Briceño, Allison. “Teaching Dilemmas: Language Development for English Learners In a Hyper-Segregated Dual Immersion Program.” 2013. Web. 17 Aug 2019.

Vancouver:

Briceño A. Teaching Dilemmas: Language Development for English Learners In a Hyper-Segregated Dual Immersion Program. [Internet] [Thesis]. University of San Francisco; 2013. [cited 2019 Aug 17]. Available from: https://repository.usfca.edu/diss/73.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Briceño A. Teaching Dilemmas: Language Development for English Learners In a Hyper-Segregated Dual Immersion Program. [Thesis]. University of San Francisco; 2013. Available from: https://repository.usfca.edu/diss/73

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

6. Garcia, Luz Navarrette. Exploring the Educational Paths of Mexicanas: Testimonios of Academic Success.

Degree: Doctor of Education (EdD), International and Multicultural Education, 2014, University of San Francisco

  In 2014, Latina/o children comprise over 50% of the California K-12 student population. The recently changing demographics are not problematic; rather, the problems that… (more)

Subjects/Keywords: Academic Success; Testimonio; Education

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APA (6th Edition):

Garcia, L. N. (2014). Exploring the Educational Paths of Mexicanas: Testimonios of Academic Success. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/105

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Garcia, Luz Navarrette. “Exploring the Educational Paths of Mexicanas: Testimonios of Academic Success.” 2014. Thesis, University of San Francisco. Accessed August 17, 2019. https://repository.usfca.edu/diss/105.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Garcia, Luz Navarrette. “Exploring the Educational Paths of Mexicanas: Testimonios of Academic Success.” 2014. Web. 17 Aug 2019.

Vancouver:

Garcia LN. Exploring the Educational Paths of Mexicanas: Testimonios of Academic Success. [Internet] [Thesis]. University of San Francisco; 2014. [cited 2019 Aug 17]. Available from: https://repository.usfca.edu/diss/105.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Garcia LN. Exploring the Educational Paths of Mexicanas: Testimonios of Academic Success. [Thesis]. University of San Francisco; 2014. Available from: https://repository.usfca.edu/diss/105

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

7. Markova-Lama, Ivana. Effects of Academic and Non-academic Instructional Approaches on Preschool ELLs' English Language Development.

Degree: Doctor of Education (EdD), International and Multicultural Education, 2013, University of San Francisco

  The population of English Language Learners (ELLs) in the United States has been growing at an increasingly rapid rate (U. S. Census Bureau, 2010),… (more)

Subjects/Keywords: Education

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

APA (6th Edition):

Markova-Lama, I. (2013). Effects of Academic and Non-academic Instructional Approaches on Preschool ELLs' English Language Development. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/58

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Markova-Lama, Ivana. “Effects of Academic and Non-academic Instructional Approaches on Preschool ELLs' English Language Development.” 2013. Thesis, University of San Francisco. Accessed August 17, 2019. https://repository.usfca.edu/diss/58.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Markova-Lama, Ivana. “Effects of Academic and Non-academic Instructional Approaches on Preschool ELLs' English Language Development.” 2013. Web. 17 Aug 2019.

Vancouver:

Markova-Lama I. Effects of Academic and Non-academic Instructional Approaches on Preschool ELLs' English Language Development. [Internet] [Thesis]. University of San Francisco; 2013. [cited 2019 Aug 17]. Available from: https://repository.usfca.edu/diss/58.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Markova-Lama I. Effects of Academic and Non-academic Instructional Approaches on Preschool ELLs' English Language Development. [Thesis]. University of San Francisco; 2013. Available from: https://repository.usfca.edu/diss/58

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

8. McNee, Nancy Aileen. Latina Immigrant Mothers' Counterstories of Education: Challenging Deficit Myths.

Degree: Doctor of Education (EdD), International and Multicultural Education, 2015, University of San Francisco

  Despite major gains in working-class [email protected] immigrant graduation rates and college attendance in recent years, most educators and administrators still perceive [email protected] students with… (more)

Subjects/Keywords: bilingual; biliteracy; counterstories; immigrant; [email protected]; working-class; Bilingual, Multilingual, and Multicultural Education; Teacher Education and Professional Development

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APA (6th Edition):

McNee, N. A. (2015). Latina Immigrant Mothers' Counterstories of Education: Challenging Deficit Myths. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/126

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

McNee, Nancy Aileen. “Latina Immigrant Mothers' Counterstories of Education: Challenging Deficit Myths.” 2015. Thesis, University of San Francisco. Accessed August 17, 2019. https://repository.usfca.edu/diss/126.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

McNee, Nancy Aileen. “Latina Immigrant Mothers' Counterstories of Education: Challenging Deficit Myths.” 2015. Web. 17 Aug 2019.

Vancouver:

McNee NA. Latina Immigrant Mothers' Counterstories of Education: Challenging Deficit Myths. [Internet] [Thesis]. University of San Francisco; 2015. [cited 2019 Aug 17]. Available from: https://repository.usfca.edu/diss/126.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

McNee NA. Latina Immigrant Mothers' Counterstories of Education: Challenging Deficit Myths. [Thesis]. University of San Francisco; 2015. Available from: https://repository.usfca.edu/diss/126

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

9. Osman, Hazem Ahmed. Investigating English Teachers' Perceptions of Intercultural Communicative Competence in the Kingdom of Saudi Arabia.

Degree: Doctor of Education (EdD), International and Multicultural Education, 2015, University of San Francisco

  This mixed-method study examines the perceptions of Intercultural Communicative Competence (ICC) by English teachers in the Preparatory Year (PY) program at King Saudi University.… (more)

Subjects/Keywords: English as a foreign language; English classroom; Intercultural Communicative Competence; Preparatory year program; sociocultural theory; teaching culture; First and Second Language Acquisition; Reading and Language

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APA (6th Edition):

Osman, H. A. (2015). Investigating English Teachers' Perceptions of Intercultural Communicative Competence in the Kingdom of Saudi Arabia. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/300

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Osman, Hazem Ahmed. “Investigating English Teachers' Perceptions of Intercultural Communicative Competence in the Kingdom of Saudi Arabia.” 2015. Thesis, University of San Francisco. Accessed August 17, 2019. https://repository.usfca.edu/diss/300.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Osman, Hazem Ahmed. “Investigating English Teachers' Perceptions of Intercultural Communicative Competence in the Kingdom of Saudi Arabia.” 2015. Web. 17 Aug 2019.

Vancouver:

Osman HA. Investigating English Teachers' Perceptions of Intercultural Communicative Competence in the Kingdom of Saudi Arabia. [Internet] [Thesis]. University of San Francisco; 2015. [cited 2019 Aug 17]. Available from: https://repository.usfca.edu/diss/300.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Osman HA. Investigating English Teachers' Perceptions of Intercultural Communicative Competence in the Kingdom of Saudi Arabia. [Thesis]. University of San Francisco; 2015. Available from: https://repository.usfca.edu/diss/300

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

10. Hung, Jou-Lu. An Investigation of the Influence of Fixed-do and Movable-do Solfège Systems on Sight-Singing Pitch Accuracy for Various Levels of Diatonic and Chromatic Complexity.

Degree: Doctor of Education (EdD), Learning and Instruction, 2012, University of San Francisco

  Sight-singing, recognized as an essential music skill, remains one of the weakest components in music education. Past studies investigating the most effective of the… (more)

Subjects/Keywords: chromatic; diatonic; fixed-do; pitch accuracy; sight-singing; solfege system; Art Education; Education

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APA (6th Edition):

Hung, J. (2012). An Investigation of the Influence of Fixed-do and Movable-do Solfège Systems on Sight-Singing Pitch Accuracy for Various Levels of Diatonic and Chromatic Complexity. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/38

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Hung, Jou-Lu. “An Investigation of the Influence of Fixed-do and Movable-do Solfège Systems on Sight-Singing Pitch Accuracy for Various Levels of Diatonic and Chromatic Complexity.” 2012. Thesis, University of San Francisco. Accessed August 17, 2019. https://repository.usfca.edu/diss/38.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Hung, Jou-Lu. “An Investigation of the Influence of Fixed-do and Movable-do Solfège Systems on Sight-Singing Pitch Accuracy for Various Levels of Diatonic and Chromatic Complexity.” 2012. Web. 17 Aug 2019.

Vancouver:

Hung J. An Investigation of the Influence of Fixed-do and Movable-do Solfège Systems on Sight-Singing Pitch Accuracy for Various Levels of Diatonic and Chromatic Complexity. [Internet] [Thesis]. University of San Francisco; 2012. [cited 2019 Aug 17]. Available from: https://repository.usfca.edu/diss/38.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Hung J. An Investigation of the Influence of Fixed-do and Movable-do Solfège Systems on Sight-Singing Pitch Accuracy for Various Levels of Diatonic and Chromatic Complexity. [Thesis]. University of San Francisco; 2012. Available from: https://repository.usfca.edu/diss/38

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

11. Briceno Moreno, Luz. Testimonios of Latino/A Students in Hispanic Serving Institutions: Lessons for Community Colleges.

Degree: Doctor of Education (EdD), International and Multicultural Education, 2017, University of San Francisco

  This qualitative study was conducted at a Northern California community college with eight Latino/a student’s and the utilization of their testimonios to bring awareness… (more)

Subjects/Keywords: community college; hispanic serving institute; Latina; Latino; Community College Education Administration; Educational Administration and Supervision; Educational Leadership

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

APA (6th Edition):

Briceno Moreno, L. (2017). Testimonios of Latino/A Students in Hispanic Serving Institutions: Lessons for Community Colleges. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/331

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Briceno Moreno, Luz. “Testimonios of Latino/A Students in Hispanic Serving Institutions: Lessons for Community Colleges.” 2017. Thesis, University of San Francisco. Accessed August 17, 2019. https://repository.usfca.edu/diss/331.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Briceno Moreno, Luz. “Testimonios of Latino/A Students in Hispanic Serving Institutions: Lessons for Community Colleges.” 2017. Web. 17 Aug 2019.

Vancouver:

Briceno Moreno L. Testimonios of Latino/A Students in Hispanic Serving Institutions: Lessons for Community Colleges. [Internet] [Thesis]. University of San Francisco; 2017. [cited 2019 Aug 17]. Available from: https://repository.usfca.edu/diss/331.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Briceno Moreno L. Testimonios of Latino/A Students in Hispanic Serving Institutions: Lessons for Community Colleges. [Thesis]. University of San Francisco; 2017. Available from: https://repository.usfca.edu/diss/331

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

12. Delaney, Kelly. Counter-Narratives of Palestinian-American Youth: Resistance, Resilience and Transnational Identity.

Degree: Doctor of Education (EdD), International and Multicultural Education, 2016, University of San Francisco

  This qualitative research study explores how students in Northern California public schools are navigating the space between being Palestinian and being American while preserving… (more)

Subjects/Keywords: anti-oppressive education; Counter-narratives; Islamophobia; Palestinian-American; Education

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APA (6th Edition):

Delaney, K. (2016). Counter-Narratives of Palestinian-American Youth: Resistance, Resilience and Transnational Identity. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/346

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Delaney, Kelly. “Counter-Narratives of Palestinian-American Youth: Resistance, Resilience and Transnational Identity.” 2016. Thesis, University of San Francisco. Accessed August 17, 2019. https://repository.usfca.edu/diss/346.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Delaney, Kelly. “Counter-Narratives of Palestinian-American Youth: Resistance, Resilience and Transnational Identity.” 2016. Web. 17 Aug 2019.

Vancouver:

Delaney K. Counter-Narratives of Palestinian-American Youth: Resistance, Resilience and Transnational Identity. [Internet] [Thesis]. University of San Francisco; 2016. [cited 2019 Aug 17]. Available from: https://repository.usfca.edu/diss/346.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Delaney K. Counter-Narratives of Palestinian-American Youth: Resistance, Resilience and Transnational Identity. [Thesis]. University of San Francisco; 2016. Available from: https://repository.usfca.edu/diss/346

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

13. Davis, Jason. The Influence of Multimedia Podcast-Aided Video-Analysis to Transfer Evidence-Based Practices and Alter Novice Special Education Teachers’ Schema Development.

Degree: Doctor of Education (EdD), Learning and Instruction, 2018, University of San Francisco

  The Federal mandates established under the Individuals with Disabilities Education Act (2004) requires special education teachers to use evidence-based practices to support diverse student… (more)

Subjects/Keywords: evidence based practice; multimedia; podcast; reflection; Teacher development; Video-analysis; Special Education and Teaching

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

APA (6th Edition):

Davis, J. (2018). The Influence of Multimedia Podcast-Aided Video-Analysis to Transfer Evidence-Based Practices and Alter Novice Special Education Teachers’ Schema Development. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/425

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Davis, Jason. “The Influence of Multimedia Podcast-Aided Video-Analysis to Transfer Evidence-Based Practices and Alter Novice Special Education Teachers’ Schema Development.” 2018. Thesis, University of San Francisco. Accessed August 17, 2019. https://repository.usfca.edu/diss/425.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Davis, Jason. “The Influence of Multimedia Podcast-Aided Video-Analysis to Transfer Evidence-Based Practices and Alter Novice Special Education Teachers’ Schema Development.” 2018. Web. 17 Aug 2019.

Vancouver:

Davis J. The Influence of Multimedia Podcast-Aided Video-Analysis to Transfer Evidence-Based Practices and Alter Novice Special Education Teachers’ Schema Development. [Internet] [Thesis]. University of San Francisco; 2018. [cited 2019 Aug 17]. Available from: https://repository.usfca.edu/diss/425.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Davis J. The Influence of Multimedia Podcast-Aided Video-Analysis to Transfer Evidence-Based Practices and Alter Novice Special Education Teachers’ Schema Development. [Thesis]. University of San Francisco; 2018. Available from: https://repository.usfca.edu/diss/425

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

14. Chang, Chi-Fang (Michelle). Exploring Factors Influencing the Willingness to Communicate among English-as-a-Second Language University Students.

Degree: Doctor of Education (EdD), International and Multicultural Education, 2018, University of San Francisco

  This present study anchored its inquiry in English oral communication and learning English as a second language. The purpose of the study was to… (more)

Subjects/Keywords: challenges; English as a second language; factors; oral communication; Willingness to communicate; Bilingual, Multilingual, and Multicultural Education

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

APA (6th Edition):

Chang, C. (. (2018). Exploring Factors Influencing the Willingness to Communicate among English-as-a-Second Language University Students. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/451

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Chang, Chi-Fang (Michelle). “Exploring Factors Influencing the Willingness to Communicate among English-as-a-Second Language University Students.” 2018. Thesis, University of San Francisco. Accessed August 17, 2019. https://repository.usfca.edu/diss/451.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Chang, Chi-Fang (Michelle). “Exploring Factors Influencing the Willingness to Communicate among English-as-a-Second Language University Students.” 2018. Web. 17 Aug 2019.

Vancouver:

Chang C(. Exploring Factors Influencing the Willingness to Communicate among English-as-a-Second Language University Students. [Internet] [Thesis]. University of San Francisco; 2018. [cited 2019 Aug 17]. Available from: https://repository.usfca.edu/diss/451.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Chang C(. Exploring Factors Influencing the Willingness to Communicate among English-as-a-Second Language University Students. [Thesis]. University of San Francisco; 2018. Available from: https://repository.usfca.edu/diss/451

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

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