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You searched for +publisher:"University of Southern California" +contributor:("Baca, Reynaldo R."). Showing records 1 – 30 of 68 total matches.

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University of Southern California

1. Torres, Jorge Luis. “Mismatched”: matching Latino/as from API 1-2 high schools to an elite public university.

Degree: EdD, Education (Leadership), 2011, University of Southern California

 Cultural Ecological Theory is able to account for minority’s performance in their school setting, given their incorporation to American society. This incorporation ultimately leads towards… (more)

Subjects/Keywords: acting White; social capital; institutional agent; empowerment agent; stereotype threat; affirmative action; mismatch hypothesis; selective university; flagship university; API 1-2 high schools; low performing high school; sense of belonging; Latino/a retention; racial climate; peer interactions; community involvement

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APA (6th Edition):

Torres, J. L. (2011). “Mismatched”: matching Latino/as from API 1-2 high schools to an elite public university. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/615213/rec/7992

Chicago Manual of Style (16th Edition):

Torres, Jorge Luis. ““Mismatched”: matching Latino/as from API 1-2 high schools to an elite public university.” 2011. Doctoral Dissertation, University of Southern California. Accessed May 27, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/615213/rec/7992.

MLA Handbook (7th Edition):

Torres, Jorge Luis. ““Mismatched”: matching Latino/as from API 1-2 high schools to an elite public university.” 2011. Web. 27 May 2019.

Vancouver:

Torres JL. “Mismatched”: matching Latino/as from API 1-2 high schools to an elite public university. [Internet] [Doctoral dissertation]. University of Southern California; 2011. [cited 2019 May 27]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/615213/rec/7992.

Council of Science Editors:

Torres JL. “Mismatched”: matching Latino/as from API 1-2 high schools to an elite public university. [Doctoral Dissertation]. University of Southern California; 2011. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/615213/rec/7992


University of Southern California

2. Lee, Rebecca Elizabeth. Navigating the science, technology, engineering, and mathematics pipeline: how social capital impacts the educational attainment of college-bound female students.

Degree: EdD, Education (Leadership), 2011, University of Southern California

 Despite the proliferation of women in higher education and the workforce, they have yet to achieve parity with men in many of the science, technology,… (more)

Subjects/Keywords: mathematics; MESA program; social capital; STEM majors; underrepresented students; women

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APA (6th Edition):

Lee, R. E. (2011). Navigating the science, technology, engineering, and mathematics pipeline: how social capital impacts the educational attainment of college-bound female students. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/637039/rec/4339

Chicago Manual of Style (16th Edition):

Lee, Rebecca Elizabeth. “Navigating the science, technology, engineering, and mathematics pipeline: how social capital impacts the educational attainment of college-bound female students.” 2011. Doctoral Dissertation, University of Southern California. Accessed May 27, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/637039/rec/4339.

MLA Handbook (7th Edition):

Lee, Rebecca Elizabeth. “Navigating the science, technology, engineering, and mathematics pipeline: how social capital impacts the educational attainment of college-bound female students.” 2011. Web. 27 May 2019.

Vancouver:

Lee RE. Navigating the science, technology, engineering, and mathematics pipeline: how social capital impacts the educational attainment of college-bound female students. [Internet] [Doctoral dissertation]. University of Southern California; 2011. [cited 2019 May 27]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/637039/rec/4339.

Council of Science Editors:

Lee RE. Navigating the science, technology, engineering, and mathematics pipeline: how social capital impacts the educational attainment of college-bound female students. [Doctoral Dissertation]. University of Southern California; 2011. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/637039/rec/4339


University of Southern California

3. Sousa, John Chaves. Understanding the barriers to college access for former foster youth at the Los Angeles Community College District.

Degree: EdD, Education (Leadership), 2013, University of Southern California

 Generally referred to as aged-out youth, approximately 20,000 former foster youth leave foster care each year, with very few enrolling into the community college system.… (more)

Subjects/Keywords: college access; community college; emancipated foster youth; foster youth; high risk college students; non-traditional college students; foster youth and college

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APA (6th Edition):

Sousa, J. C. (2013). Understanding the barriers to college access for former foster youth at the Los Angeles Community College District. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/315951/rec/7669

Chicago Manual of Style (16th Edition):

Sousa, John Chaves. “Understanding the barriers to college access for former foster youth at the Los Angeles Community College District.” 2013. Doctoral Dissertation, University of Southern California. Accessed May 27, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/315951/rec/7669.

MLA Handbook (7th Edition):

Sousa, John Chaves. “Understanding the barriers to college access for former foster youth at the Los Angeles Community College District.” 2013. Web. 27 May 2019.

Vancouver:

Sousa JC. Understanding the barriers to college access for former foster youth at the Los Angeles Community College District. [Internet] [Doctoral dissertation]. University of Southern California; 2013. [cited 2019 May 27]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/315951/rec/7669.

Council of Science Editors:

Sousa JC. Understanding the barriers to college access for former foster youth at the Los Angeles Community College District. [Doctoral Dissertation]. University of Southern California; 2013. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/315951/rec/7669


University of Southern California

4. Weintraub, Daniel. Comparing perceptions between dual language teachers and traditional public school teachers.

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

 As the number of English language learners in our nation’s classrooms has increased, the interest regarding how to effectively support their needs both academically and… (more)

Subjects/Keywords: dual language; English language learner; traditional public school; perceptions

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APA (6th Edition):

Weintraub, D. (2012). Comparing perceptions between dual language teachers and traditional public school teachers. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/203572/rec/1503

Chicago Manual of Style (16th Edition):

Weintraub, Daniel. “Comparing perceptions between dual language teachers and traditional public school teachers.” 2012. Doctoral Dissertation, University of Southern California. Accessed May 27, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/203572/rec/1503.

MLA Handbook (7th Edition):

Weintraub, Daniel. “Comparing perceptions between dual language teachers and traditional public school teachers.” 2012. Web. 27 May 2019.

Vancouver:

Weintraub D. Comparing perceptions between dual language teachers and traditional public school teachers. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2019 May 27]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/203572/rec/1503.

Council of Science Editors:

Weintraub D. Comparing perceptions between dual language teachers and traditional public school teachers. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/203572/rec/1503


University of Southern California

5. Blonshine, Rebekah L. Impact of mentoring on former pre-college program participants: gaining while giving back.

Degree: EdD, Education (Leadership), 2014, University of Southern California

 Historically institutions of higher education have not been as accessible to students from low income and first generation backgrounds. Federal pre‐college programs were established to… (more)

Subjects/Keywords: pre‐college; low‐income; first generation; TRIO programs; Upward Bound; mentoring

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APA (6th Edition):

Blonshine, R. L. (2014). Impact of mentoring on former pre-college program participants: gaining while giving back. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/410857/rec/3371

Chicago Manual of Style (16th Edition):

Blonshine, Rebekah L. “Impact of mentoring on former pre-college program participants: gaining while giving back.” 2014. Doctoral Dissertation, University of Southern California. Accessed May 27, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/410857/rec/3371.

MLA Handbook (7th Edition):

Blonshine, Rebekah L. “Impact of mentoring on former pre-college program participants: gaining while giving back.” 2014. Web. 27 May 2019.

Vancouver:

Blonshine RL. Impact of mentoring on former pre-college program participants: gaining while giving back. [Internet] [Doctoral dissertation]. University of Southern California; 2014. [cited 2019 May 27]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/410857/rec/3371.

Council of Science Editors:

Blonshine RL. Impact of mentoring on former pre-college program participants: gaining while giving back. [Doctoral Dissertation]. University of Southern California; 2014. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/410857/rec/3371


University of Southern California

6. Jankovic, Carrie Ellen (Azi). Positive classroom leadership: how teachers manage meaningfully in high needs contexts.

Degree: EdD, Education (Leadership), 2015, University of Southern California

 This study applied culturally relevant pedagogy and culturally sensitive classroom management theories to deconstruct the beliefs, knowledge, and practices of teachers who did not over-rely… (more)

Subjects/Keywords: classroom management; discipline; culturally relevant pedagogy; multicultural education

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APA (6th Edition):

Jankovic, C. E. (. (2015). Positive classroom leadership: how teachers manage meaningfully in high needs contexts. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/585521/rec/5132

Chicago Manual of Style (16th Edition):

Jankovic, Carrie Ellen (Azi). “Positive classroom leadership: how teachers manage meaningfully in high needs contexts.” 2015. Doctoral Dissertation, University of Southern California. Accessed May 27, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/585521/rec/5132.

MLA Handbook (7th Edition):

Jankovic, Carrie Ellen (Azi). “Positive classroom leadership: how teachers manage meaningfully in high needs contexts.” 2015. Web. 27 May 2019.

Vancouver:

Jankovic CE(. Positive classroom leadership: how teachers manage meaningfully in high needs contexts. [Internet] [Doctoral dissertation]. University of Southern California; 2015. [cited 2019 May 27]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/585521/rec/5132.

Council of Science Editors:

Jankovic CE(. Positive classroom leadership: how teachers manage meaningfully in high needs contexts. [Doctoral Dissertation]. University of Southern California; 2015. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/585521/rec/5132


University of Southern California

7. Chiang, Nan Nan. Perception of barriers: the experiences of lecturers in adapting to changing institutional expectations in upgraded private technological university in Taiwan.

Degree: EdD, Education (Leadership), 2011, University of Southern California

 In 1996, the Ministry of Education in Taiwan adopted a policy to allow technical and vocational junior colleges to become four-year colleges. In order to… (more)

Subjects/Keywords: technological and vocational higher education in Taiwan; research productivity; barriers of promotion to higher rank; adapting to changes

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APA (6th Edition):

Chiang, N. N. (2011). Perception of barriers: the experiences of lecturers in adapting to changing institutional expectations in upgraded private technological university in Taiwan. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/434875/rec/4968

Chicago Manual of Style (16th Edition):

Chiang, Nan Nan. “Perception of barriers: the experiences of lecturers in adapting to changing institutional expectations in upgraded private technological university in Taiwan.” 2011. Doctoral Dissertation, University of Southern California. Accessed May 27, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/434875/rec/4968.

MLA Handbook (7th Edition):

Chiang, Nan Nan. “Perception of barriers: the experiences of lecturers in adapting to changing institutional expectations in upgraded private technological university in Taiwan.” 2011. Web. 27 May 2019.

Vancouver:

Chiang NN. Perception of barriers: the experiences of lecturers in adapting to changing institutional expectations in upgraded private technological university in Taiwan. [Internet] [Doctoral dissertation]. University of Southern California; 2011. [cited 2019 May 27]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/434875/rec/4968.

Council of Science Editors:

Chiang NN. Perception of barriers: the experiences of lecturers in adapting to changing institutional expectations in upgraded private technological university in Taiwan. [Doctoral Dissertation]. University of Southern California; 2011. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/434875/rec/4968


University of Southern California

8. Nagasaka, Kuro. Educational factors at urban public school that contribute to variation in academic achievement: comparison of high and average achieving Chinese Americans.

Degree: EdD, Education, 2014, University of Southern California

 The pervasiveness of the stereotype regarding Asian Americans as high achieving students is apparent from the lack of research dedicated to issues regarding this population.… (more)

Subjects/Keywords: Asian; Asian American; Chinese American; high achievers; average achievers

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APA (6th Edition):

Nagasaka, K. (2014). Educational factors at urban public school that contribute to variation in academic achievement: comparison of high and average achieving Chinese Americans. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/476259/rec/2163

Chicago Manual of Style (16th Edition):

Nagasaka, Kuro. “Educational factors at urban public school that contribute to variation in academic achievement: comparison of high and average achieving Chinese Americans.” 2014. Doctoral Dissertation, University of Southern California. Accessed May 27, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/476259/rec/2163.

MLA Handbook (7th Edition):

Nagasaka, Kuro. “Educational factors at urban public school that contribute to variation in academic achievement: comparison of high and average achieving Chinese Americans.” 2014. Web. 27 May 2019.

Vancouver:

Nagasaka K. Educational factors at urban public school that contribute to variation in academic achievement: comparison of high and average achieving Chinese Americans. [Internet] [Doctoral dissertation]. University of Southern California; 2014. [cited 2019 May 27]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/476259/rec/2163.

Council of Science Editors:

Nagasaka K. Educational factors at urban public school that contribute to variation in academic achievement: comparison of high and average achieving Chinese Americans. [Doctoral Dissertation]. University of Southern California; 2014. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/476259/rec/2163


University of Southern California

9. Charles-Johnson, Princess Jasmine. Does the colorline still exist in the 21st century: examining racial climate on the campus of a University with a Diverse Student Body (UDSB) as perceived by a group of African American college students.

Degree: EdD, Education (Leadership), 2013, University of Southern California

 This qualitative study employs three theoretical frameworks as the source of its foundation, covering literature from Acting White, Stereotype Threat and Campus Climate. The purpose… (more)

Subjects/Keywords: college; African American; campus climate; racial campus climate; diversity; diverse university; UDSB; University with a Diverse Student Body; the color line; perceived campus climate; stereotype threat; acting white; university

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APA (6th Edition):

Charles-Johnson, P. J. (2013). Does the colorline still exist in the 21st century: examining racial climate on the campus of a University with a Diverse Student Body (UDSB) as perceived by a group of African American college students. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/345482/rec/2092

Chicago Manual of Style (16th Edition):

Charles-Johnson, Princess Jasmine. “Does the colorline still exist in the 21st century: examining racial climate on the campus of a University with a Diverse Student Body (UDSB) as perceived by a group of African American college students.” 2013. Doctoral Dissertation, University of Southern California. Accessed May 27, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/345482/rec/2092.

MLA Handbook (7th Edition):

Charles-Johnson, Princess Jasmine. “Does the colorline still exist in the 21st century: examining racial climate on the campus of a University with a Diverse Student Body (UDSB) as perceived by a group of African American college students.” 2013. Web. 27 May 2019.

Vancouver:

Charles-Johnson PJ. Does the colorline still exist in the 21st century: examining racial climate on the campus of a University with a Diverse Student Body (UDSB) as perceived by a group of African American college students. [Internet] [Doctoral dissertation]. University of Southern California; 2013. [cited 2019 May 27]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/345482/rec/2092.

Council of Science Editors:

Charles-Johnson PJ. Does the colorline still exist in the 21st century: examining racial climate on the campus of a University with a Diverse Student Body (UDSB) as perceived by a group of African American college students. [Doctoral Dissertation]. University of Southern California; 2013. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/345482/rec/2092


University of Southern California

10. Obiamalu, Reginald Ifeanyi. Teachers in continuation high schools: attributes of new teachers and veteran teachers in urban continuation high schools.

Degree: EdD, Education (Leadership), 2013, University of Southern California

 The purpose of study was to examine the attributes of teachers of urban continuation high schools in Los Angeles Unified School District. The research questions… (more)

Subjects/Keywords: attributes; new teachers; veteran teachers; urban continuation high schools

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APA (6th Edition):

Obiamalu, R. I. (2013). Teachers in continuation high schools: attributes of new teachers and veteran teachers in urban continuation high schools. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/359559/rec/6351

Chicago Manual of Style (16th Edition):

Obiamalu, Reginald Ifeanyi. “Teachers in continuation high schools: attributes of new teachers and veteran teachers in urban continuation high schools.” 2013. Doctoral Dissertation, University of Southern California. Accessed May 27, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/359559/rec/6351.

MLA Handbook (7th Edition):

Obiamalu, Reginald Ifeanyi. “Teachers in continuation high schools: attributes of new teachers and veteran teachers in urban continuation high schools.” 2013. Web. 27 May 2019.

Vancouver:

Obiamalu RI. Teachers in continuation high schools: attributes of new teachers and veteran teachers in urban continuation high schools. [Internet] [Doctoral dissertation]. University of Southern California; 2013. [cited 2019 May 27]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/359559/rec/6351.

Council of Science Editors:

Obiamalu RI. Teachers in continuation high schools: attributes of new teachers and veteran teachers in urban continuation high schools. [Doctoral Dissertation]. University of Southern California; 2013. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/359559/rec/6351


University of Southern California

11. Hillstrom, Kathryn Amanda. Are acculturation and parenting styles related to academic achievement among Latino students?.

Degree: EdD, Education, 2009, University of Southern California

 Latino students are falling behind their Caucasian classmates with regard to their academic achievement. Previous studies have found a relationship between parenting, acculturation, and academic… (more)

Subjects/Keywords: Latino high school students; parenting styles; acculturation; academic achivement

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APA (6th Edition):

Hillstrom, K. A. (2009). Are acculturation and parenting styles related to academic achievement among Latino students?. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/213450/rec/885

Chicago Manual of Style (16th Edition):

Hillstrom, Kathryn Amanda. “Are acculturation and parenting styles related to academic achievement among Latino students?.” 2009. Doctoral Dissertation, University of Southern California. Accessed May 27, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/213450/rec/885.

MLA Handbook (7th Edition):

Hillstrom, Kathryn Amanda. “Are acculturation and parenting styles related to academic achievement among Latino students?.” 2009. Web. 27 May 2019.

Vancouver:

Hillstrom KA. Are acculturation and parenting styles related to academic achievement among Latino students?. [Internet] [Doctoral dissertation]. University of Southern California; 2009. [cited 2019 May 27]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/213450/rec/885.

Council of Science Editors:

Hillstrom KA. Are acculturation and parenting styles related to academic achievement among Latino students?. [Doctoral Dissertation]. University of Southern California; 2009. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/213450/rec/885


University of Southern California

12. Curry, Delores A. The missing voice: graduate students' perceptions of the school counseling profession.

Degree: EdD, Education (Leadership), 2013, University of Southern California

 This study applied social capital theory by Stanton-Salazar (2011) and well-being theory by Prilleltensky, (2012). Stanton-Salazar explored individual relationships with institutional agents providing access to… (more)

Subjects/Keywords: school counseling; school counseling profession; school counseling graduate students; graduate students' perceptions

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APA (6th Edition):

Curry, D. A. (2013). The missing voice: graduate students' perceptions of the school counseling profession. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/347826/rec/6985

Chicago Manual of Style (16th Edition):

Curry, Delores A. “The missing voice: graduate students' perceptions of the school counseling profession.” 2013. Doctoral Dissertation, University of Southern California. Accessed May 27, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/347826/rec/6985.

MLA Handbook (7th Edition):

Curry, Delores A. “The missing voice: graduate students' perceptions of the school counseling profession.” 2013. Web. 27 May 2019.

Vancouver:

Curry DA. The missing voice: graduate students' perceptions of the school counseling profession. [Internet] [Doctoral dissertation]. University of Southern California; 2013. [cited 2019 May 27]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/347826/rec/6985.

Council of Science Editors:

Curry DA. The missing voice: graduate students' perceptions of the school counseling profession. [Doctoral Dissertation]. University of Southern California; 2013. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/347826/rec/6985


University of Southern California

13. Bleza, Michelle Gonzales. AB 540 community college students in Southern California: making connections and realizing dreams.

Degree: EdD, Education (Leadership), 2013, University of Southern California

 This study applies the construct of institutional agents and the associated theories of social capital and social networking to understand the influence of institutional agents… (more)

Subjects/Keywords: undocumented students; institutional agents; Latino students; immigration; community college students; college students

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APA (6th Edition):

Bleza, M. G. (2013). AB 540 community college students in Southern California: making connections and realizing dreams. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/348796/rec/455

Chicago Manual of Style (16th Edition):

Bleza, Michelle Gonzales. “AB 540 community college students in Southern California: making connections and realizing dreams.” 2013. Doctoral Dissertation, University of Southern California. Accessed May 27, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/348796/rec/455.

MLA Handbook (7th Edition):

Bleza, Michelle Gonzales. “AB 540 community college students in Southern California: making connections and realizing dreams.” 2013. Web. 27 May 2019.

Vancouver:

Bleza MG. AB 540 community college students in Southern California: making connections and realizing dreams. [Internet] [Doctoral dissertation]. University of Southern California; 2013. [cited 2019 May 27]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/348796/rec/455.

Council of Science Editors:

Bleza MG. AB 540 community college students in Southern California: making connections and realizing dreams. [Doctoral Dissertation]. University of Southern California; 2013. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/348796/rec/455


University of Southern California

14. Pratt, Denise Marie. The role of the principal in new teacher development under the California Beginning Teacher Support & Assessment Program.

Degree: EdD, Education (Leadership), 2010, University of Southern California

 There are several types of teacher induction programs that have been in existence for over the last ten years, such as university and school district… (more)

Subjects/Keywords: principal'; s role in new teacher development; California BTSA program

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APA (6th Edition):

Pratt, D. M. (2010). The role of the principal in new teacher development under the California Beginning Teacher Support & Assessment Program. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/386274/rec/7264

Chicago Manual of Style (16th Edition):

Pratt, Denise Marie. “The role of the principal in new teacher development under the California Beginning Teacher Support & Assessment Program.” 2010. Doctoral Dissertation, University of Southern California. Accessed May 27, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/386274/rec/7264.

MLA Handbook (7th Edition):

Pratt, Denise Marie. “The role of the principal in new teacher development under the California Beginning Teacher Support & Assessment Program.” 2010. Web. 27 May 2019.

Vancouver:

Pratt DM. The role of the principal in new teacher development under the California Beginning Teacher Support & Assessment Program. [Internet] [Doctoral dissertation]. University of Southern California; 2010. [cited 2019 May 27]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/386274/rec/7264.

Council of Science Editors:

Pratt DM. The role of the principal in new teacher development under the California Beginning Teacher Support & Assessment Program. [Doctoral Dissertation]. University of Southern California; 2010. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/386274/rec/7264


University of Southern California

15. Lopez, Sonja Michelle. Internationalizing education: a study of the impact of implementing an international program on an urban elementary school.

Degree: EdD, Education, 2010, University of Southern California

 This study investigated how teachers at a national public school recently accredited in an international education program identified the changes in their educational pedagogy that… (more)

Subjects/Keywords: international education; global education; multicultural education; teacher education; international baccalaureate; educational accreditation; educational leadership

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APA (6th Edition):

Lopez, S. M. (2010). Internationalizing education: a study of the impact of implementing an international program on an urban elementary school. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/479328/rec/3594

Chicago Manual of Style (16th Edition):

Lopez, Sonja Michelle. “Internationalizing education: a study of the impact of implementing an international program on an urban elementary school.” 2010. Doctoral Dissertation, University of Southern California. Accessed May 27, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/479328/rec/3594.

MLA Handbook (7th Edition):

Lopez, Sonja Michelle. “Internationalizing education: a study of the impact of implementing an international program on an urban elementary school.” 2010. Web. 27 May 2019.

Vancouver:

Lopez SM. Internationalizing education: a study of the impact of implementing an international program on an urban elementary school. [Internet] [Doctoral dissertation]. University of Southern California; 2010. [cited 2019 May 27]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/479328/rec/3594.

Council of Science Editors:

Lopez SM. Internationalizing education: a study of the impact of implementing an international program on an urban elementary school. [Doctoral Dissertation]. University of Southern California; 2010. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/479328/rec/3594


University of Southern California

16. Felina Castillo, Evelyn. The effect of socialization on doctoral student persistence in engineering: a structural equation model.

Degree: EdD, Education (Leadership), 2011, University of Southern California

 A structural equation model technique was used to examine the socialization and the mediating effects of satisfaction on doctoral student persistence in engineering at a… (more)

Subjects/Keywords: doctoral student persistence; socialization; engineering

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APA (6th Edition):

Felina Castillo, E. (2011). The effect of socialization on doctoral student persistence in engineering: a structural equation model. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/673807/rec/6615

Chicago Manual of Style (16th Edition):

Felina Castillo, Evelyn. “The effect of socialization on doctoral student persistence in engineering: a structural equation model.” 2011. Doctoral Dissertation, University of Southern California. Accessed May 27, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/673807/rec/6615.

MLA Handbook (7th Edition):

Felina Castillo, Evelyn. “The effect of socialization on doctoral student persistence in engineering: a structural equation model.” 2011. Web. 27 May 2019.

Vancouver:

Felina Castillo E. The effect of socialization on doctoral student persistence in engineering: a structural equation model. [Internet] [Doctoral dissertation]. University of Southern California; 2011. [cited 2019 May 27]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/673807/rec/6615.

Council of Science Editors:

Felina Castillo E. The effect of socialization on doctoral student persistence in engineering: a structural equation model. [Doctoral Dissertation]. University of Southern California; 2011. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/673807/rec/6615


University of Southern California

17. Higa, Danielle Puanani. Strengthening Kamehamehaʻs Hawaiian identity: the faculty perspective.

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

 This study examined perceptions held by Kamehameha Schools (KS) Kapälama High School faculty and key educational leaders about the organization’s strategic changes, specifically in reference… (more)

Subjects/Keywords: cultural identity; Kamehameha Schools; organizational culture

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APA (6th Edition):

Higa, D. P. (2012). Strengthening Kamehamehaʻs Hawaiian identity: the faculty perspective. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/382562/rec/6098

Chicago Manual of Style (16th Edition):

Higa, Danielle Puanani. “Strengthening Kamehamehaʻs Hawaiian identity: the faculty perspective.” 2012. Doctoral Dissertation, University of Southern California. Accessed May 27, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/382562/rec/6098.

MLA Handbook (7th Edition):

Higa, Danielle Puanani. “Strengthening Kamehamehaʻs Hawaiian identity: the faculty perspective.” 2012. Web. 27 May 2019.

Vancouver:

Higa DP. Strengthening Kamehamehaʻs Hawaiian identity: the faculty perspective. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2019 May 27]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/382562/rec/6098.

Council of Science Editors:

Higa DP. Strengthening Kamehamehaʻs Hawaiian identity: the faculty perspective. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/382562/rec/6098


University of Southern California

18. Benjamin, Ramina Wilson. Impact of required parental involvement on African American male students and families: a qualitative study of the USC-NAI program.

Degree: EdD, Education, 2009, University of Southern California

 This study is an investigation into African American male students in the USC-NAI program and how required parental involvement impacts the lives of African American… (more)

Subjects/Keywords: African American male students; minority students; parental involvement; access; outreach programs; precollege programs; USC-NAI program; family involvement; social capital theory; ethnographic approach; qualitative study

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APA (6th Edition):

Benjamin, R. W. (2009). Impact of required parental involvement on African American male students and families: a qualitative study of the USC-NAI program. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/406991/rec/3372

Chicago Manual of Style (16th Edition):

Benjamin, Ramina Wilson. “Impact of required parental involvement on African American male students and families: a qualitative study of the USC-NAI program.” 2009. Doctoral Dissertation, University of Southern California. Accessed May 27, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/406991/rec/3372.

MLA Handbook (7th Edition):

Benjamin, Ramina Wilson. “Impact of required parental involvement on African American male students and families: a qualitative study of the USC-NAI program.” 2009. Web. 27 May 2019.

Vancouver:

Benjamin RW. Impact of required parental involvement on African American male students and families: a qualitative study of the USC-NAI program. [Internet] [Doctoral dissertation]. University of Southern California; 2009. [cited 2019 May 27]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/406991/rec/3372.

Council of Science Editors:

Benjamin RW. Impact of required parental involvement on African American male students and families: a qualitative study of the USC-NAI program. [Doctoral Dissertation]. University of Southern California; 2009. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/406991/rec/3372


University of Southern California

19. Donahue, Teresa. The making of global citizens through education abroad programs: aligning missions and visions with education abroad programs.

Degree: EdD, Education (Leadership), 2009, University of Southern California

 The primary purpose of this study was to assess the ways in which the short, semester and year-long study abroad programs that CSU offers promotes… (more)

Subjects/Keywords: study abroad; education abroad; international programs; international education; global citizenship; transformative learning; intercultural competency

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APA (6th Edition):

Donahue, T. (2009). The making of global citizens through education abroad programs: aligning missions and visions with education abroad programs. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/230765/rec/6961

Chicago Manual of Style (16th Edition):

Donahue, Teresa. “The making of global citizens through education abroad programs: aligning missions and visions with education abroad programs.” 2009. Doctoral Dissertation, University of Southern California. Accessed May 27, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/230765/rec/6961.

MLA Handbook (7th Edition):

Donahue, Teresa. “The making of global citizens through education abroad programs: aligning missions and visions with education abroad programs.” 2009. Web. 27 May 2019.

Vancouver:

Donahue T. The making of global citizens through education abroad programs: aligning missions and visions with education abroad programs. [Internet] [Doctoral dissertation]. University of Southern California; 2009. [cited 2019 May 27]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/230765/rec/6961.

Council of Science Editors:

Donahue T. The making of global citizens through education abroad programs: aligning missions and visions with education abroad programs. [Doctoral Dissertation]. University of Southern California; 2009. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/230765/rec/6961


University of Southern California

20. Payton, Chandra Wati. A longitudinal study on the performance of English language learners in English language arts in California from 2003-2012.

Degree: EdD, Education (Leadership), 2014, University of Southern California

 Despite NCLB, the common public opinion is that the achievement gap has widened, especially for English Language Learners (ELLS). As such, it is important to… (more)

Subjects/Keywords: NCLB; ELLs; achievement gap; ELA

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APA (6th Edition):

Payton, C. W. (2014). A longitudinal study on the performance of English language learners in English language arts in California from 2003-2012. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/441424/rec/233

Chicago Manual of Style (16th Edition):

Payton, Chandra Wati. “A longitudinal study on the performance of English language learners in English language arts in California from 2003-2012.” 2014. Doctoral Dissertation, University of Southern California. Accessed May 27, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/441424/rec/233.

MLA Handbook (7th Edition):

Payton, Chandra Wati. “A longitudinal study on the performance of English language learners in English language arts in California from 2003-2012.” 2014. Web. 27 May 2019.

Vancouver:

Payton CW. A longitudinal study on the performance of English language learners in English language arts in California from 2003-2012. [Internet] [Doctoral dissertation]. University of Southern California; 2014. [cited 2019 May 27]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/441424/rec/233.

Council of Science Editors:

Payton CW. A longitudinal study on the performance of English language learners in English language arts in California from 2003-2012. [Doctoral Dissertation]. University of Southern California; 2014. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/441424/rec/233


University of Southern California

21. Derbigny, La Tonya Renee. The relationship of racial identity, subscription to stereotypic roles, and perceived environmental expectations to academic achievement in adolescent African-American girls.

Degree: EdD, Education, 2011, University of Southern California

 This quantitative study examined the relationship of racial identity, stereotype subscription, and perceived environmental expectations to academic achievement in 134 adolescent African-American girls. Students from… (more)

Subjects/Keywords: achievement; academic achievement; African-American girls; black adolescents; black girls; expectations; racial identity; race; identity; stereotype; quantitative; CST; environmental expectations

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APA (6th Edition):

Derbigny, L. T. R. (2011). The relationship of racial identity, subscription to stereotypic roles, and perceived environmental expectations to academic achievement in adolescent African-American girls. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/639058/rec/7160

Chicago Manual of Style (16th Edition):

Derbigny, La Tonya Renee. “The relationship of racial identity, subscription to stereotypic roles, and perceived environmental expectations to academic achievement in adolescent African-American girls.” 2011. Doctoral Dissertation, University of Southern California. Accessed May 27, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/639058/rec/7160.

MLA Handbook (7th Edition):

Derbigny, La Tonya Renee. “The relationship of racial identity, subscription to stereotypic roles, and perceived environmental expectations to academic achievement in adolescent African-American girls.” 2011. Web. 27 May 2019.

Vancouver:

Derbigny LTR. The relationship of racial identity, subscription to stereotypic roles, and perceived environmental expectations to academic achievement in adolescent African-American girls. [Internet] [Doctoral dissertation]. University of Southern California; 2011. [cited 2019 May 27]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/639058/rec/7160.

Council of Science Editors:

Derbigny LTR. The relationship of racial identity, subscription to stereotypic roles, and perceived environmental expectations to academic achievement in adolescent African-American girls. [Doctoral Dissertation]. University of Southern California; 2011. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/639058/rec/7160


University of Southern California

22. Sayasenh, Samone M. A comparative study of border crossers and borderland students of Mexican heritage: their educational experiences and mediating factors.

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

 There is a plethora of studies on Latino academic underachievement, but very little information about Latino students who are successful at community colleges, yet the… (more)

Subjects/Keywords: higher education; community college; Mexican-Heritage; Latinos; immigrants; border-crossers; borderland

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APA (6th Edition):

Sayasenh, S. M. (2012). A comparative study of border crossers and borderland students of Mexican heritage: their educational experiences and mediating factors. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/209953/rec/114

Chicago Manual of Style (16th Edition):

Sayasenh, Samone M. “A comparative study of border crossers and borderland students of Mexican heritage: their educational experiences and mediating factors.” 2012. Doctoral Dissertation, University of Southern California. Accessed May 27, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/209953/rec/114.

MLA Handbook (7th Edition):

Sayasenh, Samone M. “A comparative study of border crossers and borderland students of Mexican heritage: their educational experiences and mediating factors.” 2012. Web. 27 May 2019.

Vancouver:

Sayasenh SM. A comparative study of border crossers and borderland students of Mexican heritage: their educational experiences and mediating factors. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2019 May 27]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/209953/rec/114.

Council of Science Editors:

Sayasenh SM. A comparative study of border crossers and borderland students of Mexican heritage: their educational experiences and mediating factors. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/209953/rec/114


University of Southern California

23. Martínez, David Angel. The manifestation of social capital within the mathematics, engineering, and science achievement (MESA) program.

Degree: EdD, Education (Leadership), 2009, University of Southern California

 This study analyzed the presence of social capital within the context of a specific community college program, called Mathematics, Engineering, and Science Achievement (MESA), a… (more)

Subjects/Keywords: institutional agent; Mathematics, Engineering, Science Achievement; institutional agency; social capital

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APA (6th Edition):

Martínez, D. A. (2009). The manifestation of social capital within the mathematics, engineering, and science achievement (MESA) program. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/585734/rec/6963

Chicago Manual of Style (16th Edition):

Martínez, David Angel. “The manifestation of social capital within the mathematics, engineering, and science achievement (MESA) program.” 2009. Doctoral Dissertation, University of Southern California. Accessed May 27, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/585734/rec/6963.

MLA Handbook (7th Edition):

Martínez, David Angel. “The manifestation of social capital within the mathematics, engineering, and science achievement (MESA) program.” 2009. Web. 27 May 2019.

Vancouver:

Martínez DA. The manifestation of social capital within the mathematics, engineering, and science achievement (MESA) program. [Internet] [Doctoral dissertation]. University of Southern California; 2009. [cited 2019 May 27]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/585734/rec/6963.

Council of Science Editors:

Martínez DA. The manifestation of social capital within the mathematics, engineering, and science achievement (MESA) program. [Doctoral Dissertation]. University of Southern California; 2009. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/585734/rec/6963


University of Southern California

24. Arredondo, Anna Lillia. Teacher's use of socio-constructivist practices to facilitate mathematics learning.

Degree: EdD, Education (Leadership), 2011, University of Southern California

 The purpose of this study was to analyze the teaching practices of teachers to determine if they incorporated socio-constructivist practices in their teaching repertoire. This… (more)

Subjects/Keywords: socio-constructivist; teaching mathematics; teacher education

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APA (6th Edition):

Arredondo, A. L. (2011). Teacher's use of socio-constructivist practices to facilitate mathematics learning. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/211404/rec/6347

Chicago Manual of Style (16th Edition):

Arredondo, Anna Lillia. “Teacher's use of socio-constructivist practices to facilitate mathematics learning.” 2011. Doctoral Dissertation, University of Southern California. Accessed May 27, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/211404/rec/6347.

MLA Handbook (7th Edition):

Arredondo, Anna Lillia. “Teacher's use of socio-constructivist practices to facilitate mathematics learning.” 2011. Web. 27 May 2019.

Vancouver:

Arredondo AL. Teacher's use of socio-constructivist practices to facilitate mathematics learning. [Internet] [Doctoral dissertation]. University of Southern California; 2011. [cited 2019 May 27]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/211404/rec/6347.

Council of Science Editors:

Arredondo AL. Teacher's use of socio-constructivist practices to facilitate mathematics learning. [Doctoral Dissertation]. University of Southern California; 2011. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/211404/rec/6347


University of Southern California

25. Orellana, Karen Jeannette. Teacher beliefs on bilingual education for English learners post proposition 227.

Degree: EdD, Education (Leadership), 2011, University of Southern California

 This study explored the attitudes and beliefs towards bilingual education and English learners of teachers in bilingual education programs and non-bilingual education programs. This quantitative… (more)

Subjects/Keywords: English learners; bilingual education; Proposition 227; California; teacher beliefs

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APA (6th Edition):

Orellana, K. J. (2011). Teacher beliefs on bilingual education for English learners post proposition 227. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/442025/rec/6332

Chicago Manual of Style (16th Edition):

Orellana, Karen Jeannette. “Teacher beliefs on bilingual education for English learners post proposition 227.” 2011. Doctoral Dissertation, University of Southern California. Accessed May 27, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/442025/rec/6332.

MLA Handbook (7th Edition):

Orellana, Karen Jeannette. “Teacher beliefs on bilingual education for English learners post proposition 227.” 2011. Web. 27 May 2019.

Vancouver:

Orellana KJ. Teacher beliefs on bilingual education for English learners post proposition 227. [Internet] [Doctoral dissertation]. University of Southern California; 2011. [cited 2019 May 27]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/442025/rec/6332.

Council of Science Editors:

Orellana KJ. Teacher beliefs on bilingual education for English learners post proposition 227. [Doctoral Dissertation]. University of Southern California; 2011. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/442025/rec/6332


University of Southern California

26. Linton, Antoinette S. Examining the effects of structured dialogue grounded in socioculturalism as a tool to facilitate professional development in secondary science.

Degree: EdD, Education, 2011, University of Southern California

 The purpose of this study was to investigate the use of professional development characterized by teacher facilitated learning activities as a way to improve teaching… (more)

Subjects/Keywords: secondary science; STEM; professional development; teacher education; epistemic practices; teacher practice; improved teacher performance; improved student academic performance

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APA (6th Edition):

Linton, A. S. (2011). Examining the effects of structured dialogue grounded in socioculturalism as a tool to facilitate professional development in secondary science. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/209406/rec/2586

Chicago Manual of Style (16th Edition):

Linton, Antoinette S. “Examining the effects of structured dialogue grounded in socioculturalism as a tool to facilitate professional development in secondary science.” 2011. Doctoral Dissertation, University of Southern California. Accessed May 27, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/209406/rec/2586.

MLA Handbook (7th Edition):

Linton, Antoinette S. “Examining the effects of structured dialogue grounded in socioculturalism as a tool to facilitate professional development in secondary science.” 2011. Web. 27 May 2019.

Vancouver:

Linton AS. Examining the effects of structured dialogue grounded in socioculturalism as a tool to facilitate professional development in secondary science. [Internet] [Doctoral dissertation]. University of Southern California; 2011. [cited 2019 May 27]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/209406/rec/2586.

Council of Science Editors:

Linton AS. Examining the effects of structured dialogue grounded in socioculturalism as a tool to facilitate professional development in secondary science. [Doctoral Dissertation]. University of Southern California; 2011. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/209406/rec/2586


University of Southern California

27. Byun, Boonsoon Soon. South Korean high school parachute kids in Southern California: academic, pychological adjustment and identity formation.

Degree: EdD, Education, 2010, University of Southern California

 This study uses ethnographic interviews to explore the academic and socio-psychological adjustment of ten South Korean parachute students attending high school in Southern California. These… (more)

Subjects/Keywords: parachute kids; academic adjustment; psychological adjustment; identity formation

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APA (6th Edition):

Byun, B. S. (2010). South Korean high school parachute kids in Southern California: academic, pychological adjustment and identity formation. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/409467/rec/5965

Chicago Manual of Style (16th Edition):

Byun, Boonsoon Soon. “South Korean high school parachute kids in Southern California: academic, pychological adjustment and identity formation.” 2010. Doctoral Dissertation, University of Southern California. Accessed May 27, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/409467/rec/5965.

MLA Handbook (7th Edition):

Byun, Boonsoon Soon. “South Korean high school parachute kids in Southern California: academic, pychological adjustment and identity formation.” 2010. Web. 27 May 2019.

Vancouver:

Byun BS. South Korean high school parachute kids in Southern California: academic, pychological adjustment and identity formation. [Internet] [Doctoral dissertation]. University of Southern California; 2010. [cited 2019 May 27]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/409467/rec/5965.

Council of Science Editors:

Byun BS. South Korean high school parachute kids in Southern California: academic, pychological adjustment and identity formation. [Doctoral Dissertation]. University of Southern California; 2010. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/409467/rec/5965


University of Southern California

28. Saysay, Karen-Lyn. A qualitative study on Pilipino American students relative to their high school success and career choices.

Degree: EdD, Education (Leadership), 2011, University of Southern California

 This research examines the pattern of career choices among first, 1.5, and second generation Pilipino students of immigrant heritage at a high school about eight… (more)

Subjects/Keywords: high school experience; Filipino students; Asian American; model minority stereotype; cultural model of success; Ogbu; Filipino immigrants

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APA (6th Edition):

Saysay, K. (2011). A qualitative study on Pilipino American students relative to their high school success and career choices. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/432188/rec/326

Chicago Manual of Style (16th Edition):

Saysay, Karen-Lyn. “A qualitative study on Pilipino American students relative to their high school success and career choices.” 2011. Doctoral Dissertation, University of Southern California. Accessed May 27, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/432188/rec/326.

MLA Handbook (7th Edition):

Saysay, Karen-Lyn. “A qualitative study on Pilipino American students relative to their high school success and career choices.” 2011. Web. 27 May 2019.

Vancouver:

Saysay K. A qualitative study on Pilipino American students relative to their high school success and career choices. [Internet] [Doctoral dissertation]. University of Southern California; 2011. [cited 2019 May 27]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/432188/rec/326.

Council of Science Editors:

Saysay K. A qualitative study on Pilipino American students relative to their high school success and career choices. [Doctoral Dissertation]. University of Southern California; 2011. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/432188/rec/326


University of Southern California

29. Yanagida-Ishii, Dailyn Yukimi. Program content in a men-only sexual assault prevention program: the relationship between factual knowledge, familiarity with a victim, and self-reported behavior.

Degree: EdD, Education, 2009, University of Southern California

 Sexual assault prevention programs are ever-present on college and university campuses today. More recently all-male prevention programs have been empirically evaluated. However, one area that… (more)

Subjects/Keywords: content; factual knowledge; prevention programs

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

APA (6th Edition):

Yanagida-Ishii, D. Y. (2009). Program content in a men-only sexual assault prevention program: the relationship between factual knowledge, familiarity with a victim, and self-reported behavior. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/175627/rec/5262

Chicago Manual of Style (16th Edition):

Yanagida-Ishii, Dailyn Yukimi. “Program content in a men-only sexual assault prevention program: the relationship between factual knowledge, familiarity with a victim, and self-reported behavior.” 2009. Doctoral Dissertation, University of Southern California. Accessed May 27, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/175627/rec/5262.

MLA Handbook (7th Edition):

Yanagida-Ishii, Dailyn Yukimi. “Program content in a men-only sexual assault prevention program: the relationship between factual knowledge, familiarity with a victim, and self-reported behavior.” 2009. Web. 27 May 2019.

Vancouver:

Yanagida-Ishii DY. Program content in a men-only sexual assault prevention program: the relationship between factual knowledge, familiarity with a victim, and self-reported behavior. [Internet] [Doctoral dissertation]. University of Southern California; 2009. [cited 2019 May 27]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/175627/rec/5262.

Council of Science Editors:

Yanagida-Ishii DY. Program content in a men-only sexual assault prevention program: the relationship between factual knowledge, familiarity with a victim, and self-reported behavior. [Doctoral Dissertation]. University of Southern California; 2009. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/175627/rec/5262


University of Southern California

30. Torres, Luz Adriana. Gifted Spanish speaking English learners' participation in advanced placement programs.

Degree: EdD, Education (Leadership), 2010, University of Southern California

 This qualitative study sought to uncover the contextual factors of the schooling process that affect the enrollment of gifted Spanish speaking English Learners (ELs) in… (more)

Subjects/Keywords: gifted Spanish speaking English Learners; gifted English Learners and AP courses; gifted English Learners; English Learners and AP courses

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

APA (6th Edition):

Torres, L. A. (2010). Gifted Spanish speaking English learners' participation in advanced placement programs. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/361985/rec/3047

Chicago Manual of Style (16th Edition):

Torres, Luz Adriana. “Gifted Spanish speaking English learners' participation in advanced placement programs.” 2010. Doctoral Dissertation, University of Southern California. Accessed May 27, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/361985/rec/3047.

MLA Handbook (7th Edition):

Torres, Luz Adriana. “Gifted Spanish speaking English learners' participation in advanced placement programs.” 2010. Web. 27 May 2019.

Vancouver:

Torres LA. Gifted Spanish speaking English learners' participation in advanced placement programs. [Internet] [Doctoral dissertation]. University of Southern California; 2010. [cited 2019 May 27]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/361985/rec/3047.

Council of Science Editors:

Torres LA. Gifted Spanish speaking English learners' participation in advanced placement programs. [Doctoral Dissertation]. University of Southern California; 2010. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/361985/rec/3047

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