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You searched for +publisher:"University of Southern California" +contributor:("Anderson, Lauren"). Showing records 1 – 5 of 5 total matches.

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University of Southern California

1. Noah, Tolulope Omolara. Middle school teachers' perceptions of cyberbullying.

Degree: EdD, Education (Leadership), 2012, University of Southern California

 The prevalence of digital technology amongst today’s youth has expanded the ways in which they can interact with each other. One negative form of interaction… (more)

Subjects/Keywords: cyberbullying; middle school; technology; bullying; teachers; inservice; perceptions

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

APA (6th Edition):

Noah, T. O. (2012). Middle school teachers' perceptions of cyberbullying. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/56457/rec/4076

Chicago Manual of Style (16th Edition):

Noah, Tolulope Omolara. “Middle school teachers' perceptions of cyberbullying.” 2012. Doctoral Dissertation, University of Southern California. Accessed October 22, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/56457/rec/4076.

MLA Handbook (7th Edition):

Noah, Tolulope Omolara. “Middle school teachers' perceptions of cyberbullying.” 2012. Web. 22 Oct 2019.

Vancouver:

Noah TO. Middle school teachers' perceptions of cyberbullying. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2019 Oct 22]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/56457/rec/4076.

Council of Science Editors:

Noah TO. Middle school teachers' perceptions of cyberbullying. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/56457/rec/4076


University of Southern California

2. Kruizinga, Kristin Dawn. Investigating the enactment of professionald development practices in a high performing secondary school setting: a case study examining the purpose, process, and structure of professional development.

Degree: EdD, Education (Leadership), 2012, University of Southern California

 One of the most influential factors affecting students’ academic performance consists of the pedagogical practices enacted within the classroom. Efforts to enhance teachers’ instructional practices… (more)

Subjects/Keywords: professional development; professional learning

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

APA (6th Edition):

Kruizinga, K. D. (2012). Investigating the enactment of professionald development practices in a high performing secondary school setting: a case study examining the purpose, process, and structure of professional development. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/57228/rec/3626

Chicago Manual of Style (16th Edition):

Kruizinga, Kristin Dawn. “Investigating the enactment of professionald development practices in a high performing secondary school setting: a case study examining the purpose, process, and structure of professional development.” 2012. Doctoral Dissertation, University of Southern California. Accessed October 22, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/57228/rec/3626.

MLA Handbook (7th Edition):

Kruizinga, Kristin Dawn. “Investigating the enactment of professionald development practices in a high performing secondary school setting: a case study examining the purpose, process, and structure of professional development.” 2012. Web. 22 Oct 2019.

Vancouver:

Kruizinga KD. Investigating the enactment of professionald development practices in a high performing secondary school setting: a case study examining the purpose, process, and structure of professional development. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2019 Oct 22]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/57228/rec/3626.

Council of Science Editors:

Kruizinga KD. Investigating the enactment of professionald development practices in a high performing secondary school setting: a case study examining the purpose, process, and structure of professional development. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/57228/rec/3626


University of Southern California

3. Nakagawa, Linda Yumi. Examining the role of instructors and instruction in an after-school program.

Degree: EdD, Education, 2012, University of Southern California

 This case study sought to provide a deeper understanding of after-school instructors’ characteristics and instructional practices. Examining one state-funded after-school program, the following overarching question… (more)

Subjects/Keywords: after-school; afterschool; after school; instruction; after-school instruction; afterschool instruction; after school instruction; after-school instructors; afterschool instructors; after school instructors; instructors; ASES; 21st CCLC

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

APA (6th Edition):

Nakagawa, L. Y. (2012). Examining the role of instructors and instruction in an after-school program. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/111272/rec/2597

Chicago Manual of Style (16th Edition):

Nakagawa, Linda Yumi. “Examining the role of instructors and instruction in an after-school program.” 2012. Doctoral Dissertation, University of Southern California. Accessed October 22, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/111272/rec/2597.

MLA Handbook (7th Edition):

Nakagawa, Linda Yumi. “Examining the role of instructors and instruction in an after-school program.” 2012. Web. 22 Oct 2019.

Vancouver:

Nakagawa LY. Examining the role of instructors and instruction in an after-school program. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2019 Oct 22]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/111272/rec/2597.

Council of Science Editors:

Nakagawa LY. Examining the role of instructors and instruction in an after-school program. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/111272/rec/2597


University of Southern California

4. Loh, Jeanne Chun-Pei. Which grain will grow? Case studies of the impact of teacher beliefs on classroom climate through caring and rigor.

Degree: EdD, Education, 2012, University of Southern California

 Current educational research contains a dearth of studies that examine the relationship between teacher beliefs and teacher practice. This present dissertation addresses this lack by… (more)

Subjects/Keywords: teacher beliefs; teacher behavior; caring; authentic caring; aesthetic caring; rigor of instruction; instruction; classroom climate; interviews; classroom observations; teacher-student relationships; espoused beliefs; enacted beliefs; implicit behavior; explicit behavior; teacher practice

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

APA (6th Edition):

Loh, J. C. (2012). Which grain will grow? Case studies of the impact of teacher beliefs on classroom climate through caring and rigor. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/68017/rec/7912

Chicago Manual of Style (16th Edition):

Loh, Jeanne Chun-Pei. “Which grain will grow? Case studies of the impact of teacher beliefs on classroom climate through caring and rigor.” 2012. Doctoral Dissertation, University of Southern California. Accessed October 22, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/68017/rec/7912.

MLA Handbook (7th Edition):

Loh, Jeanne Chun-Pei. “Which grain will grow? Case studies of the impact of teacher beliefs on classroom climate through caring and rigor.” 2012. Web. 22 Oct 2019.

Vancouver:

Loh JC. Which grain will grow? Case studies of the impact of teacher beliefs on classroom climate through caring and rigor. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2019 Oct 22]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/68017/rec/7912.

Council of Science Editors:

Loh JC. Which grain will grow? Case studies of the impact of teacher beliefs on classroom climate through caring and rigor. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/68017/rec/7912


University of Southern California

5. Meadows, Farah Melissa. No student leader left behind: developing student leadership programs for marginalized students in secondary schools.

Degree: EdD, Education (Leadership), 2012, University of Southern California

 The purpose of this study was twofold. First, it sought to add to the body of research and literature on youth leadership development in secondary… (more)

Subjects/Keywords: leadership; youth development; youth leadership development

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

APA (6th Edition):

Meadows, F. M. (2012). No student leader left behind: developing student leadership programs for marginalized students in secondary schools. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/102113/rec/4418

Chicago Manual of Style (16th Edition):

Meadows, Farah Melissa. “No student leader left behind: developing student leadership programs for marginalized students in secondary schools.” 2012. Doctoral Dissertation, University of Southern California. Accessed October 22, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/102113/rec/4418.

MLA Handbook (7th Edition):

Meadows, Farah Melissa. “No student leader left behind: developing student leadership programs for marginalized students in secondary schools.” 2012. Web. 22 Oct 2019.

Vancouver:

Meadows FM. No student leader left behind: developing student leadership programs for marginalized students in secondary schools. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2019 Oct 22]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/102113/rec/4418.

Council of Science Editors:

Meadows FM. No student leader left behind: developing student leadership programs for marginalized students in secondary schools. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/102113/rec/4418

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