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You searched for +publisher:"University of Southern California" +contributor:("Baca, Reynaldo R."). Showing records 1 – 30 of 67 total matches.

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University of Southern California

1. 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/5127

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 September 29, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/585521/rec/5127.

MLA Handbook (7th Edition):

Jankovic, Carrie Ellen (Azi). “Positive classroom leadership: how teachers manage meaningfully in high needs contexts.” 2015. Web. 29 Sep 2020.

Vancouver:

Jankovic CE(. Positive classroom leadership: how teachers manage meaningfully in high needs contexts. [Internet] [Doctoral dissertation]. University of Southern California; 2015. [cited 2020 Sep 29]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/585521/rec/5127.

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/5127


University of Southern California

2. 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/192846/rec/2587

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 September 29, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/192846/rec/2587.

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. 29 Sep 2020.

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 2020 Sep 29]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/192846/rec/2587.

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/192846/rec/2587


University of Southern California

3. 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/6360

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 September 29, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/359559/rec/6360.

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. 29 Sep 2020.

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 2020 Sep 29]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/359559/rec/6360.

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/6360


University of Southern California

4. 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 September 29, 2020. 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. 29 Sep 2020.

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 2020 Sep 29]. 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

5. 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 September 29, 2020. 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. 29 Sep 2020.

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 2020 Sep 29]. 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

6. Lopez, Carmen Lizette. An analysis of the selection and training of guiding teachers in an urban teacher education program.

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

 In response to a growing trend towards alternative teacher education programs, this study aims to direct the focus on traditional teacher preparation programs. The purpose… (more)

Subjects/Keywords: selection of guiding teachers; training of guiding teachers; urban teacher education; master teacher; cooperating teacher; guiding teachers; student teaching; guided practice

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APA (6th Edition):

Lopez, C. L. (2012). An analysis of the selection and training of guiding teachers in an urban teacher education program. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/8930/rec/677

Chicago Manual of Style (16th Edition):

Lopez, Carmen Lizette. “An analysis of the selection and training of guiding teachers in an urban teacher education program.” 2012. Doctoral Dissertation, University of Southern California. Accessed September 29, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/8930/rec/677.

MLA Handbook (7th Edition):

Lopez, Carmen Lizette. “An analysis of the selection and training of guiding teachers in an urban teacher education program.” 2012. Web. 29 Sep 2020.

Vancouver:

Lopez CL. An analysis of the selection and training of guiding teachers in an urban teacher education program. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2020 Sep 29]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/8930/rec/677.

Council of Science Editors:

Lopez CL. An analysis of the selection and training of guiding teachers in an urban teacher education program. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/8930/rec/677


University of Southern California

7. 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/2166

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 September 29, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/476259/rec/2166.

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. 29 Sep 2020.

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 2020 Sep 29]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/476259/rec/2166.

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/2166


University of Southern California

8. 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/7680

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 September 29, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/315951/rec/7680.

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. 29 Sep 2020.

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 2020 Sep 29]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/315951/rec/7680.

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/7680


University of Southern California

9. 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/7169

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 September 29, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/639058/rec/7169.

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. 29 Sep 2020.

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 2020 Sep 29]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/639058/rec/7169.

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/7169


University of Southern California

10. 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/4973

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 September 29, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/434875/rec/4973.

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. 29 Sep 2020.

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 2020 Sep 29]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/434875/rec/4973.

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/4973


University of Southern California

11. Richards, Genevieve S. The revolution just might be digitized: toward a critical race theory of the African-American igeneration's online social enfranchisement.

Degree: EdD, Education, 2013, University of Southern California

 This study explores the online social experiences of the African American iGeneration given its recent integration into online social networking ecologies that allow for increased… (more)

Subjects/Keywords: African-American; online social network; social capital; Critical Race Theory; enfranchisement; power

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APA (6th Edition):

Richards, G. S. (2013). The revolution just might be digitized: toward a critical race theory of the African-American igeneration's online social enfranchisement. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/359448/rec/7185

Chicago Manual of Style (16th Edition):

Richards, Genevieve S. “The revolution just might be digitized: toward a critical race theory of the African-American igeneration's online social enfranchisement.” 2013. Doctoral Dissertation, University of Southern California. Accessed September 29, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/359448/rec/7185.

MLA Handbook (7th Edition):

Richards, Genevieve S. “The revolution just might be digitized: toward a critical race theory of the African-American igeneration's online social enfranchisement.” 2013. Web. 29 Sep 2020.

Vancouver:

Richards GS. The revolution just might be digitized: toward a critical race theory of the African-American igeneration's online social enfranchisement. [Internet] [Doctoral dissertation]. University of Southern California; 2013. [cited 2020 Sep 29]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/359448/rec/7185.

Council of Science Editors:

Richards GS. The revolution just might be digitized: toward a critical race theory of the African-American igeneration's online social enfranchisement. [Doctoral Dissertation]. University of Southern California; 2013. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/359448/rec/7185


University of Southern California

12. 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 September 29, 2020. 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. 29 Sep 2020.

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 2020 Sep 29]. 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

13. Ochoa, Sandra. Latino high school students: Self-efficacy and college choice.

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

 Latino students are continuing on to higher education institutions at lower rates than their peers. Current research focuses on how Latino students are not academically… (more)

Subjects/Keywords: self-efficacy; Latino students; first-generation; college choice process

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APA (6th Edition):

Ochoa, S. (2011). Latino high school students: Self-efficacy and college choice. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/445805/rec/3758

Chicago Manual of Style (16th Edition):

Ochoa, Sandra. “Latino high school students: Self-efficacy and college choice.” 2011. Doctoral Dissertation, University of Southern California. Accessed September 29, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/445805/rec/3758.

MLA Handbook (7th Edition):

Ochoa, Sandra. “Latino high school students: Self-efficacy and college choice.” 2011. Web. 29 Sep 2020.

Vancouver:

Ochoa S. Latino high school students: Self-efficacy and college choice. [Internet] [Doctoral dissertation]. University of Southern California; 2011. [cited 2020 Sep 29]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/445805/rec/3758.

Council of Science Editors:

Ochoa S. Latino high school students: Self-efficacy and college choice. [Doctoral Dissertation]. University of Southern California; 2011. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/445805/rec/3758


University of Southern California

14. 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/6341

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 September 29, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/442025/rec/6341.

MLA Handbook (7th Edition):

Orellana, Karen Jeannette. “Teacher beliefs on bilingual education for English learners post proposition 227.” 2011. Web. 29 Sep 2020.

Vancouver:

Orellana KJ. Teacher beliefs on bilingual education for English learners post proposition 227. [Internet] [Doctoral dissertation]. University of Southern California; 2011. [cited 2020 Sep 29]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/442025/rec/6341.

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/6341


University of Southern California

15. Márquez, Jorge Alberto. BTSA mentors: the costs and benefits to mentors and their fidelity to constructivist practice.

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

 This study explored the perspectives of current and former California Beginning Teacher Support and Assessment (BTSA) mentors with respect to the benefits and costs of… (more)

Subjects/Keywords: BTSA mentor; induction teacher; beginning teacher; teacher; mentoring

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APA (6th Edition):

Márquez, J. A. (2011). BTSA mentors: the costs and benefits to mentors and their fidelity to constructivist practice. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/431156/rec/1171

Chicago Manual of Style (16th Edition):

Márquez, Jorge Alberto. “BTSA mentors: the costs and benefits to mentors and their fidelity to constructivist practice.” 2011. Doctoral Dissertation, University of Southern California. Accessed September 29, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/431156/rec/1171.

MLA Handbook (7th Edition):

Márquez, Jorge Alberto. “BTSA mentors: the costs and benefits to mentors and their fidelity to constructivist practice.” 2011. Web. 29 Sep 2020.

Vancouver:

Márquez JA. BTSA mentors: the costs and benefits to mentors and their fidelity to constructivist practice. [Internet] [Doctoral dissertation]. University of Southern California; 2011. [cited 2020 Sep 29]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/431156/rec/1171.

Council of Science Editors:

Márquez JA. BTSA mentors: the costs and benefits to mentors and their fidelity to constructivist practice. [Doctoral Dissertation]. University of Southern California; 2011. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/431156/rec/1171


University of Southern California

16. Lara, Catalina. Binational collaborations: towards academic success of Mexican-Americans in the United States through Mexican universities.

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

 In researching alternative strategies to address the lower academic success of Mexican-American youth in the United States this study had a foundation in sociocultural theory.… (more)

Subjects/Keywords: binational collaborations; transnational collaborations; Mexican-Americans education; Mexican universities in the United States; Latin diaspora and Mexico's social responsibility; bilingualism and academic effort of Mexican Americans; immigrant youth as cultural brokers; immigrant youth in globalized society; bicultural youth; language and identity in immigrant youth; qualitative case study of a Mexican university; transnational research; binational academic partnerships; immigrants as global citizens; Spanish language education for Mexican-Americans; ecological model; Bronfrenbrenner

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APA (6th Edition):

Lara, C. (2015). Binational collaborations: towards academic success of Mexican-Americans in the United States through Mexican universities. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/530238/rec/1103

Chicago Manual of Style (16th Edition):

Lara, Catalina. “Binational collaborations: towards academic success of Mexican-Americans in the United States through Mexican universities.” 2015. Doctoral Dissertation, University of Southern California. Accessed September 29, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/530238/rec/1103.

MLA Handbook (7th Edition):

Lara, Catalina. “Binational collaborations: towards academic success of Mexican-Americans in the United States through Mexican universities.” 2015. Web. 29 Sep 2020.

Vancouver:

Lara C. Binational collaborations: towards academic success of Mexican-Americans in the United States through Mexican universities. [Internet] [Doctoral dissertation]. University of Southern California; 2015. [cited 2020 Sep 29]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/530238/rec/1103.

Council of Science Editors:

Lara C. Binational collaborations: towards academic success of Mexican-Americans in the United States through Mexican universities. [Doctoral Dissertation]. University of Southern California; 2015. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/530238/rec/1103


University of Southern California

17. 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/1506

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 September 29, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/203572/rec/1506.

MLA Handbook (7th Edition):

Weintraub, Daniel. “Comparing perceptions between dual language teachers and traditional public school teachers.” 2012. Web. 29 Sep 2020.

Vancouver:

Weintraub D. Comparing perceptions between dual language teachers and traditional public school teachers. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2020 Sep 29]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/203572/rec/1506.

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/1506


University of Southern California

18. Moakes, Linda Cohen. Teacher ideologies and fostering academic excellence in urban schools.

Degree: EdD, Education, 2015, University of Southern California

 This qualitative case study applied constructivist theoretical perspectives to multidisciplinary literature and analyzed teachers’ social discourse as it revealed individuals’ commitment to fostering students’ academic… (more)

Subjects/Keywords: constructivism; critical discourse studies; critical race theory; ideology; knowledge; learning; social discourse; structured dialogue; urban education

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APA (6th Edition):

Moakes, L. C. (2015). Teacher ideologies and fostering academic excellence in urban schools. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/523957/rec/6346

Chicago Manual of Style (16th Edition):

Moakes, Linda Cohen. “Teacher ideologies and fostering academic excellence in urban schools.” 2015. Doctoral Dissertation, University of Southern California. Accessed September 29, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/523957/rec/6346.

MLA Handbook (7th Edition):

Moakes, Linda Cohen. “Teacher ideologies and fostering academic excellence in urban schools.” 2015. Web. 29 Sep 2020.

Vancouver:

Moakes LC. Teacher ideologies and fostering academic excellence in urban schools. [Internet] [Doctoral dissertation]. University of Southern California; 2015. [cited 2020 Sep 29]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/523957/rec/6346.

Council of Science Editors:

Moakes LC. Teacher ideologies and fostering academic excellence in urban schools. [Doctoral Dissertation]. University of Southern California; 2015. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/523957/rec/6346


University of Southern California

19. Marks, Richard B., Jr. As the world turns: being Black and gay on campus in the 21st century.

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

 This qualitative study explores factors contributing to the Black gay men at a predominately White institution (PWI) in southern California using the intersection of race… (more)

Subjects/Keywords: Black identity; sexual identity; Black gay males; Black males; gay males; college gay males; code switching; gay on campus; coming-out; racial and cultural dissonance; LGBT centers; Cass model; Cross Nigrescence; inter-sectionality; spirituality; Black community; Black gay community; masculinity; self-identity; Black Greek; athlete; social capital; institutional agents

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APA (6th Edition):

Marks, Richard B., J. (2015). As the world turns: being Black and gay on campus in the 21st century. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/601807/rec/922

Chicago Manual of Style (16th Edition):

Marks, Richard B., Jr. “As the world turns: being Black and gay on campus in the 21st century.” 2015. Doctoral Dissertation, University of Southern California. Accessed September 29, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/601807/rec/922.

MLA Handbook (7th Edition):

Marks, Richard B., Jr. “As the world turns: being Black and gay on campus in the 21st century.” 2015. Web. 29 Sep 2020.

Vancouver:

Marks, Richard B. J. As the world turns: being Black and gay on campus in the 21st century. [Internet] [Doctoral dissertation]. University of Southern California; 2015. [cited 2020 Sep 29]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/601807/rec/922.

Council of Science Editors:

Marks, Richard B. J. As the world turns: being Black and gay on campus in the 21st century. [Doctoral Dissertation]. University of Southern California; 2015. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/601807/rec/922


University of Southern California

20. 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/4346

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 September 29, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/637039/rec/4346.

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. 29 Sep 2020.

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 2020 Sep 29]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/637039/rec/4346.

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/4346


University of Southern California

21. Apps, Kathleen Ann. Relationships between teachers' perceptions of gifted program status and instructional choices.

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

 This mixed-methods study examined the relationships between teachers' perceptions of gifted program status and their curricular and instructional choices in teaching the gifted students in… (more)

Subjects/Keywords: gifted program; status; differentiated curriculum and instruction

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APA (6th Edition):

Apps, K. A. (2011). Relationships between teachers' perceptions of gifted program status and instructional choices. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/438820/rec/5517

Chicago Manual of Style (16th Edition):

Apps, Kathleen Ann. “Relationships between teachers' perceptions of gifted program status and instructional choices.” 2011. Doctoral Dissertation, University of Southern California. Accessed September 29, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/438820/rec/5517.

MLA Handbook (7th Edition):

Apps, Kathleen Ann. “Relationships between teachers' perceptions of gifted program status and instructional choices.” 2011. Web. 29 Sep 2020.

Vancouver:

Apps KA. Relationships between teachers' perceptions of gifted program status and instructional choices. [Internet] [Doctoral dissertation]. University of Southern California; 2011. [cited 2020 Sep 29]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/438820/rec/5517.

Council of Science Editors:

Apps KA. Relationships between teachers' perceptions of gifted program status and instructional choices. [Doctoral Dissertation]. University of Southern California; 2011. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/438820/rec/5517


University of Southern California

22. 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/6624

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 September 29, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/673807/rec/6624.

MLA Handbook (7th Edition):

Felina Castillo, Evelyn. “The effect of socialization on doctoral student persistence in engineering: a structural equation model.” 2011. Web. 29 Sep 2020.

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 2020 Sep 29]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/673807/rec/6624.

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/6624


University of Southern California

23. 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/6107

Chicago Manual of Style (16th Edition):

Higa, Danielle Puanani. “Strengthening Kamehamehaʻs Hawaiian identity: the faculty perspective.” 2012. Doctoral Dissertation, University of Southern California. Accessed September 29, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/382562/rec/6107.

MLA Handbook (7th Edition):

Higa, Danielle Puanani. “Strengthening Kamehamehaʻs Hawaiian identity: the faculty perspective.” 2012. Web. 29 Sep 2020.

Vancouver:

Higa DP. Strengthening Kamehamehaʻs Hawaiian identity: the faculty perspective. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2020 Sep 29]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/382562/rec/6107.

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/6107


University of Southern California

24. 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 September 29, 2020. 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. 29 Sep 2020.

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 2020 Sep 29]. 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

25. 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/6357

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 September 29, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/211404/rec/6357.

MLA Handbook (7th Edition):

Arredondo, Anna Lillia. “Teacher's use of socio-constructivist practices to facilitate mathematics learning.” 2011. Web. 29 Sep 2020.

Vancouver:

Arredondo AL. Teacher's use of socio-constructivist practices to facilitate mathematics learning. [Internet] [Doctoral dissertation]. University of Southern California; 2011. [cited 2020 Sep 29]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/211404/rec/6357.

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/6357


University of Southern California

26. 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/3377

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 September 29, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/410857/rec/3377.

MLA Handbook (7th Edition):

Blonshine, Rebekah L. “Impact of mentoring on former pre-college program participants: gaining while giving back.” 2014. Web. 29 Sep 2020.

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 2020 Sep 29]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/410857/rec/3377.

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/3377


University of Southern California

27. 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/6994

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 September 29, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/347826/rec/6994.

MLA Handbook (7th Edition):

Curry, Delores A. “The missing voice: graduate students' perceptions of the school counseling profession.” 2013. Web. 29 Sep 2020.

Vancouver:

Curry DA. The missing voice: graduate students' perceptions of the school counseling profession. [Internet] [Doctoral dissertation]. University of Southern California; 2013. [cited 2020 Sep 29]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/347826/rec/6994.

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/6994


University of Southern California

28. 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/2095

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 September 29, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/345482/rec/2095.

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. 29 Sep 2020.

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 2020 Sep 29]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/345482/rec/2095.

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/2095


University of Southern California

29. Pringle-Hornsby, Elizabeth. The impact of Upward bound on first generation college students in the freshman year of college.

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

 The purpose of this study was to identify the factors that contribute to the adjustment, sense of belonging and retention of low income first generation… (more)

Subjects/Keywords: Upward bound; first generation; college preparation programs; freshman experience

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

APA (6th Edition):

Pringle-Hornsby, E. (2013). The impact of Upward bound on first generation college students in the freshman year of college. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/130297/rec/6852

Chicago Manual of Style (16th Edition):

Pringle-Hornsby, Elizabeth. “The impact of Upward bound on first generation college students in the freshman year of college.” 2013. Doctoral Dissertation, University of Southern California. Accessed September 29, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/130297/rec/6852.

MLA Handbook (7th Edition):

Pringle-Hornsby, Elizabeth. “The impact of Upward bound on first generation college students in the freshman year of college.” 2013. Web. 29 Sep 2020.

Vancouver:

Pringle-Hornsby E. The impact of Upward bound on first generation college students in the freshman year of college. [Internet] [Doctoral dissertation]. University of Southern California; 2013. [cited 2020 Sep 29]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/130297/rec/6852.

Council of Science Editors:

Pringle-Hornsby E. The impact of Upward bound on first generation college students in the freshman year of college. [Doctoral Dissertation]. University of Southern California; 2013. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/130297/rec/6852


University of Southern California

30. Zamarripa, Geoffrey G. Creating transformational learning opportunities for teachers: how leadership affects adult learning on a school campus.

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

 The purpose of this study was to discover how school site principals can have an impact on the learning of adults working in schools. One… (more)

Subjects/Keywords: adult learning; K-12 leadership

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Zamarripa, G. G. (2014). Creating transformational learning opportunities for teachers: how leadership affects adult learning on a school campus. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/439860/rec/1698

Chicago Manual of Style (16th Edition):

Zamarripa, Geoffrey G. “Creating transformational learning opportunities for teachers: how leadership affects adult learning on a school campus.” 2014. Doctoral Dissertation, University of Southern California. Accessed September 29, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/439860/rec/1698.

MLA Handbook (7th Edition):

Zamarripa, Geoffrey G. “Creating transformational learning opportunities for teachers: how leadership affects adult learning on a school campus.” 2014. Web. 29 Sep 2020.

Vancouver:

Zamarripa GG. Creating transformational learning opportunities for teachers: how leadership affects adult learning on a school campus. [Internet] [Doctoral dissertation]. University of Southern California; 2014. [cited 2020 Sep 29]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/439860/rec/1698.

Council of Science Editors:

Zamarripa GG. Creating transformational learning opportunities for teachers: how leadership affects adult learning on a school campus. [Doctoral Dissertation]. University of Southern California; 2014. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/439860/rec/1698

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