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You searched for +publisher:"University of Southern California" +contributor:("Cole, Darnell"). Showing records 1 – 30 of 60 total matches.

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University of Southern California

1. Valizadeh, Nooshin. Community college students in STEM: a quantitative study investigating the academic beliefs of students enrolled in online and on campus information technology courses.

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

 In order to compete with the global economy and workforce, and to prevent the rise of outsourcing careers in science, technology, engineering, and mathematics (STEM)… (more)

Subjects/Keywords: community college; higher education; online education; STEM; information technology; underrepresented minority students; academic beliefs; self‐efficacy; intrinsic; extrinsic; goal orientation; help‐seeking

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APA (6th Edition):

Valizadeh, N. (2015). Community college students in STEM: a quantitative study investigating the academic beliefs of students enrolled in online and on campus information technology courses. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/543177/rec/1476

Chicago Manual of Style (16th Edition):

Valizadeh, Nooshin. “Community college students in STEM: a quantitative study investigating the academic beliefs of students enrolled in online and on campus information technology courses.” 2015. Doctoral Dissertation, University of Southern California. Accessed April 24, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/543177/rec/1476.

MLA Handbook (7th Edition):

Valizadeh, Nooshin. “Community college students in STEM: a quantitative study investigating the academic beliefs of students enrolled in online and on campus information technology courses.” 2015. Web. 24 Apr 2019.

Vancouver:

Valizadeh N. Community college students in STEM: a quantitative study investigating the academic beliefs of students enrolled in online and on campus information technology courses. [Internet] [Doctoral dissertation]. University of Southern California; 2015. [cited 2019 Apr 24]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/543177/rec/1476.

Council of Science Editors:

Valizadeh N. Community college students in STEM: a quantitative study investigating the academic beliefs of students enrolled in online and on campus information technology courses. [Doctoral Dissertation]. University of Southern California; 2015. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/543177/rec/1476


University of Southern California

2. Estrada, Veronica Emily. Evaluating the effects of diversity courses and student diversity experiences on undergraduate students' democratic values at a private urban research institution.

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

 This study extends the findings from previous research on the benefits of diversity courses and diversity experiences on student democratic outcomes. The purpose of this… (more)

Subjects/Keywords: diversity courses; student diversity experiences; democratic values; higher education; diversity requirement; undergraduate students; diversity outcomes

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APA (6th Edition):

Estrada, V. E. (2012). Evaluating the effects of diversity courses and student diversity experiences on undergraduate students' democratic values at a private urban research institution. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/78157/rec/2527

Chicago Manual of Style (16th Edition):

Estrada, Veronica Emily. “Evaluating the effects of diversity courses and student diversity experiences on undergraduate students' democratic values at a private urban research institution.” 2012. Doctoral Dissertation, University of Southern California. Accessed April 24, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/78157/rec/2527.

MLA Handbook (7th Edition):

Estrada, Veronica Emily. “Evaluating the effects of diversity courses and student diversity experiences on undergraduate students' democratic values at a private urban research institution.” 2012. Web. 24 Apr 2019.

Vancouver:

Estrada VE. Evaluating the effects of diversity courses and student diversity experiences on undergraduate students' democratic values at a private urban research institution. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2019 Apr 24]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/78157/rec/2527.

Council of Science Editors:

Estrada VE. Evaluating the effects of diversity courses and student diversity experiences on undergraduate students' democratic values at a private urban research institution. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/78157/rec/2527


University of Southern California

3. Tuitele, Sandra Iwalani. From cultural roots to worldview: Cultural connectedness of teachers for native Hawaiian students.

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

 Native Hawaiian students encounter numerous challenges due to differences between Western and Hawaiian philosophies and values (Dela Cruz, Salsman, Brislin, & Losch, 2005, p. 121).… (more)

Subjects/Keywords: cultural connectedness; native; Hawaiian; elementary teachers; Hawaiian culture and education; culturally relevant pedagogy; culture based education; teacher connectedness to students' culture; Hawaiian cultural influences in education

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APA (6th Edition):

Tuitele, S. I. (2010). From cultural roots to worldview: Cultural connectedness of teachers for native Hawaiian students. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/315971/rec/2908

Chicago Manual of Style (16th Edition):

Tuitele, Sandra Iwalani. “From cultural roots to worldview: Cultural connectedness of teachers for native Hawaiian students.” 2010. Doctoral Dissertation, University of Southern California. Accessed April 24, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/315971/rec/2908.

MLA Handbook (7th Edition):

Tuitele, Sandra Iwalani. “From cultural roots to worldview: Cultural connectedness of teachers for native Hawaiian students.” 2010. Web. 24 Apr 2019.

Vancouver:

Tuitele SI. From cultural roots to worldview: Cultural connectedness of teachers for native Hawaiian students. [Internet] [Doctoral dissertation]. University of Southern California; 2010. [cited 2019 Apr 24]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/315971/rec/2908.

Council of Science Editors:

Tuitele SI. From cultural roots to worldview: Cultural connectedness of teachers for native Hawaiian students. [Doctoral Dissertation]. University of Southern California; 2010. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/315971/rec/2908


University of Southern California

4. Bolen, Kevin John. Assessing the impact of diversity courses on student-faculty interactions, critical thinking and social engagement.

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

 This study examines the impact that diversity courses (DC’s), created to increase social awareness on college campuses, have on 553 students’ interactions with faculty, critical… (more)

Subjects/Keywords: diversity courses; student-faculty interactions; social engagement; critical thinking

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APA (6th Edition):

Bolen, K. J. (2010). Assessing the impact of diversity courses on student-faculty interactions, critical thinking and social engagement. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/389670/rec/943

Chicago Manual of Style (16th Edition):

Bolen, Kevin John. “Assessing the impact of diversity courses on student-faculty interactions, critical thinking and social engagement.” 2010. Doctoral Dissertation, University of Southern California. Accessed April 24, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/389670/rec/943.

MLA Handbook (7th Edition):

Bolen, Kevin John. “Assessing the impact of diversity courses on student-faculty interactions, critical thinking and social engagement.” 2010. Web. 24 Apr 2019.

Vancouver:

Bolen KJ. Assessing the impact of diversity courses on student-faculty interactions, critical thinking and social engagement. [Internet] [Doctoral dissertation]. University of Southern California; 2010. [cited 2019 Apr 24]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/389670/rec/943.

Council of Science Editors:

Bolen KJ. Assessing the impact of diversity courses on student-faculty interactions, critical thinking and social engagement. [Doctoral Dissertation]. University of Southern California; 2010. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/389670/rec/943


University of Southern California

5. Stewart, Wendy Catherine. Exploring student perceptions and experiences regarding the role of diversity courses and service-learning on cross-racial interactions.

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

 As population demographics continue to diversify in the United States and U.S. industries expand their markets and workforces to include communities abroad, college graduates will… (more)

Subjects/Keywords: diversity courses; service-learning; cross-racial interactions; classroom experience

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APA (6th Edition):

Stewart, W. C. (2010). Exploring student perceptions and experiences regarding the role of diversity courses and service-learning on cross-racial interactions. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/350895/rec/2661

Chicago Manual of Style (16th Edition):

Stewart, Wendy Catherine. “Exploring student perceptions and experiences regarding the role of diversity courses and service-learning on cross-racial interactions.” 2010. Doctoral Dissertation, University of Southern California. Accessed April 24, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/350895/rec/2661.

MLA Handbook (7th Edition):

Stewart, Wendy Catherine. “Exploring student perceptions and experiences regarding the role of diversity courses and service-learning on cross-racial interactions.” 2010. Web. 24 Apr 2019.

Vancouver:

Stewart WC. Exploring student perceptions and experiences regarding the role of diversity courses and service-learning on cross-racial interactions. [Internet] [Doctoral dissertation]. University of Southern California; 2010. [cited 2019 Apr 24]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/350895/rec/2661.

Council of Science Editors:

Stewart WC. Exploring student perceptions and experiences regarding the role of diversity courses and service-learning on cross-racial interactions. [Doctoral Dissertation]. University of Southern California; 2010. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/350895/rec/2661


University of Southern California

6. Sakamoto, Shannon K. An awareness of local identity: influence of Hawaiian, Asian, and Pacific (HAP) issues course at Kapi‘olani Community College.

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

 As diversity coursework throughout the continental United States increases in presence at post-secondary institutions, the composition of ethnic diversity within the archipelago of Hawaii is… (more)

Subjects/Keywords: local culture; local; Hawaii; diversity curriculum; diversity requirements; community college; identity; local identity; student development

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APA (6th Edition):

Sakamoto, S. K. (2013). An awareness of local identity: influence of Hawaiian, Asian, and Pacific (HAP) issues course at Kapi‘olani Community College. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/343625/rec/693

Chicago Manual of Style (16th Edition):

Sakamoto, Shannon K. “An awareness of local identity: influence of Hawaiian, Asian, and Pacific (HAP) issues course at Kapi‘olani Community College.” 2013. Doctoral Dissertation, University of Southern California. Accessed April 24, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/343625/rec/693.

MLA Handbook (7th Edition):

Sakamoto, Shannon K. “An awareness of local identity: influence of Hawaiian, Asian, and Pacific (HAP) issues course at Kapi‘olani Community College.” 2013. Web. 24 Apr 2019.

Vancouver:

Sakamoto SK. An awareness of local identity: influence of Hawaiian, Asian, and Pacific (HAP) issues course at Kapi‘olani Community College. [Internet] [Doctoral dissertation]. University of Southern California; 2013. [cited 2019 Apr 24]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/343625/rec/693.

Council of Science Editors:

Sakamoto SK. An awareness of local identity: influence of Hawaiian, Asian, and Pacific (HAP) issues course at Kapi‘olani Community College. [Doctoral Dissertation]. University of Southern California; 2013. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/343625/rec/693


University of Southern California

7. DuCloux, Kelli Eileen. The at-risk student perspective of education in an alternative education program.

Degree: PhD, Education (Curriculum & Instruction), 2009, University of Southern California

 This study sought to examine student perspectives of school characteristics within an Alternative Education setting. Key characteristics of Alternative Education include social connections or supportive… (more)

Subjects/Keywords: at-risk students; alternative education; at-risk; alternative education program; social connections; supportive relationships; self-efficacy; organizational environment; student perspective

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APA (6th Edition):

DuCloux, K. E. (2009). The at-risk student perspective of education in an alternative education program. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/240172/rec/6443

Chicago Manual of Style (16th Edition):

DuCloux, Kelli Eileen. “The at-risk student perspective of education in an alternative education program.” 2009. Doctoral Dissertation, University of Southern California. Accessed April 24, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/240172/rec/6443.

MLA Handbook (7th Edition):

DuCloux, Kelli Eileen. “The at-risk student perspective of education in an alternative education program.” 2009. Web. 24 Apr 2019.

Vancouver:

DuCloux KE. The at-risk student perspective of education in an alternative education program. [Internet] [Doctoral dissertation]. University of Southern California; 2009. [cited 2019 Apr 24]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/240172/rec/6443.

Council of Science Editors:

DuCloux KE. The at-risk student perspective of education in an alternative education program. [Doctoral Dissertation]. University of Southern California; 2009. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/240172/rec/6443


University of Southern California

8. Choucair, Lise Marie. Nursing students' perceptions of formal faculty mentoring.

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

 The purpose of this dissertation was to explore nursing students’ perceptions of a formal faculty‐mentoring program in effort to retain diverse incoming nursing students. Astin’s… (more)

Subjects/Keywords: formal mentoring; nursing; mentoring; mentee; undergraduate mentoring

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APA (6th Edition):

Choucair, L. M. (2014). Nursing students' perceptions of formal faculty mentoring. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/377221/rec/4487

Chicago Manual of Style (16th Edition):

Choucair, Lise Marie. “Nursing students' perceptions of formal faculty mentoring.” 2014. Doctoral Dissertation, University of Southern California. Accessed April 24, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/377221/rec/4487.

MLA Handbook (7th Edition):

Choucair, Lise Marie. “Nursing students' perceptions of formal faculty mentoring.” 2014. Web. 24 Apr 2019.

Vancouver:

Choucair LM. Nursing students' perceptions of formal faculty mentoring. [Internet] [Doctoral dissertation]. University of Southern California; 2014. [cited 2019 Apr 24]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/377221/rec/4487.

Council of Science Editors:

Choucair LM. Nursing students' perceptions of formal faculty mentoring. [Doctoral Dissertation]. University of Southern California; 2014. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/377221/rec/4487


University of Southern California

9. Medeiros, Glenn. How effective professional development in differentiated instruction can save Hawaii's Catholic schools.

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

 This study explored the idea that self‐efficacy in teachers to provide differentiated instruction can be strengthened through the use of effective professional development rooted in… (more)

Subjects/Keywords: differentiated instruction; self-efficacy; professional development; education; computer-assisted instruction; andragogy

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APA (6th Edition):

Medeiros, G. (2014). How effective professional development in differentiated instruction can save Hawaii's Catholic schools. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/380392/rec/3238

Chicago Manual of Style (16th Edition):

Medeiros, Glenn. “How effective professional development in differentiated instruction can save Hawaii's Catholic schools.” 2014. Doctoral Dissertation, University of Southern California. Accessed April 24, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/380392/rec/3238.

MLA Handbook (7th Edition):

Medeiros, Glenn. “How effective professional development in differentiated instruction can save Hawaii's Catholic schools.” 2014. Web. 24 Apr 2019.

Vancouver:

Medeiros G. How effective professional development in differentiated instruction can save Hawaii's Catholic schools. [Internet] [Doctoral dissertation]. University of Southern California; 2014. [cited 2019 Apr 24]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/380392/rec/3238.

Council of Science Editors:

Medeiros G. How effective professional development in differentiated instruction can save Hawaii's Catholic schools. [Doctoral Dissertation]. University of Southern California; 2014. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/380392/rec/3238


University of Southern California

10. Stender, Robert Holoua. Kū i ke ao: Hawaiian cultural identity and student progress at Kamehameha Elementary School.

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

 The relationship between Hawaiian cultural identity and student progress at Kamehameha Elementary School (KES) is the focal point of this study. As the student demographics… (more)

Subjects/Keywords: cultural identity; culturally relevant pedagogy; culture-based education; multicultural education; low SES

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APA (6th Edition):

Stender, R. H. (2010). Kū i ke ao: Hawaiian cultural identity and student progress at Kamehameha Elementary School. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/313977/rec/3714

Chicago Manual of Style (16th Edition):

Stender, Robert Holoua. “Kū i ke ao: Hawaiian cultural identity and student progress at Kamehameha Elementary School.” 2010. Doctoral Dissertation, University of Southern California. Accessed April 24, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/313977/rec/3714.

MLA Handbook (7th Edition):

Stender, Robert Holoua. “Kū i ke ao: Hawaiian cultural identity and student progress at Kamehameha Elementary School.” 2010. Web. 24 Apr 2019.

Vancouver:

Stender RH. Kū i ke ao: Hawaiian cultural identity and student progress at Kamehameha Elementary School. [Internet] [Doctoral dissertation]. University of Southern California; 2010. [cited 2019 Apr 24]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/313977/rec/3714.

Council of Science Editors:

Stender RH. Kū i ke ao: Hawaiian cultural identity and student progress at Kamehameha Elementary School. [Doctoral Dissertation]. University of Southern California; 2010. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/313977/rec/3714


University of Southern California

11. Gupton, Jarrett T. Pathways to college for homeless adolescents.

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

 This dissertation pertains to the pathways to college for homeless adolescents. Although homeless adolescents are perhaps the most marginalized subpopulation in education, there is little… (more)

Subjects/Keywords: homeless; college access; cultural biography; structuration

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APA (6th Edition):

Gupton, J. T. (2009). Pathways to college for homeless adolescents. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/570008/rec/4952

Chicago Manual of Style (16th Edition):

Gupton, Jarrett T. “Pathways to college for homeless adolescents.” 2009. Doctoral Dissertation, University of Southern California. Accessed April 24, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/570008/rec/4952.

MLA Handbook (7th Edition):

Gupton, Jarrett T. “Pathways to college for homeless adolescents.” 2009. Web. 24 Apr 2019.

Vancouver:

Gupton JT. Pathways to college for homeless adolescents. [Internet] [Doctoral dissertation]. University of Southern California; 2009. [cited 2019 Apr 24]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/570008/rec/4952.

Council of Science Editors:

Gupton JT. Pathways to college for homeless adolescents. [Doctoral Dissertation]. University of Southern California; 2009. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/570008/rec/4952


University of Southern California

12. Ashe, Susan Elizabeth. Whiteness: a narrative analysis on student affairs professionals, race, identity, and multicultural competency.

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

 This study explored the effect race has on the daily work of white student affairs professionals, how invested participants feel in being multiculturally competent, and… (more)

Subjects/Keywords: whiteness; student affairs; multicultural competency; white privilege; color-blindess; white racial identity development; racial awareness; higher education

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APA (6th Edition):

Ashe, S. E. (2012). Whiteness: a narrative analysis on student affairs professionals, race, identity, and multicultural competency. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/115888/rec/7916

Chicago Manual of Style (16th Edition):

Ashe, Susan Elizabeth. “Whiteness: a narrative analysis on student affairs professionals, race, identity, and multicultural competency.” 2012. Doctoral Dissertation, University of Southern California. Accessed April 24, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/115888/rec/7916.

MLA Handbook (7th Edition):

Ashe, Susan Elizabeth. “Whiteness: a narrative analysis on student affairs professionals, race, identity, and multicultural competency.” 2012. Web. 24 Apr 2019.

Vancouver:

Ashe SE. Whiteness: a narrative analysis on student affairs professionals, race, identity, and multicultural competency. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2019 Apr 24]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/115888/rec/7916.

Council of Science Editors:

Ashe SE. Whiteness: a narrative analysis on student affairs professionals, race, identity, and multicultural competency. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/115888/rec/7916


University of Southern California

13. Pearson, Mark Adrian. The impact of diversity courses on students' critical thinking skills.

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

 This study examines the impact of diversity courses on 553 students’ critical thinking skills. The study was conducted at a large, highly selective, private, tier… (more)

Subjects/Keywords: critical thinking; diversity courses; education; student learning; student impact theory; CIRP; CCTDI; education; higher education; general education requirements; student outcomes survey; sudent development theory; cognitive development theory.

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APA (6th Edition):

Pearson, M. A. (2012). The impact of diversity courses on students' critical thinking skills. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/74965/rec/6788

Chicago Manual of Style (16th Edition):

Pearson, Mark Adrian. “The impact of diversity courses on students' critical thinking skills.” 2012. Doctoral Dissertation, University of Southern California. Accessed April 24, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/74965/rec/6788.

MLA Handbook (7th Edition):

Pearson, Mark Adrian. “The impact of diversity courses on students' critical thinking skills.” 2012. Web. 24 Apr 2019.

Vancouver:

Pearson MA. The impact of diversity courses on students' critical thinking skills. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2019 Apr 24]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/74965/rec/6788.

Council of Science Editors:

Pearson MA. The impact of diversity courses on students' critical thinking skills. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/74965/rec/6788


University of Southern California

14. 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 April 24, 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. 24 Apr 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 Apr 24]. 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

15. Nunokawa, Kari Mariye Luna. Teacher perception on coaching and effective professional development implementation.

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

 The area of professional development, within the educational setting, is critical to on-going learning for teachers and ultimately, higher student achievement. The literature on professional… (more)

Subjects/Keywords: professional development; coaching; evaluation; reading; self-efficacy; implementation

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

APA (6th Edition):

Nunokawa, K. M. L. (2012). Teacher perception on coaching and effective professional development implementation. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/676377/rec/6340

Chicago Manual of Style (16th Edition):

Nunokawa, Kari Mariye Luna. “Teacher perception on coaching and effective professional development implementation.” 2012. Doctoral Dissertation, University of Southern California. Accessed April 24, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/676377/rec/6340.

MLA Handbook (7th Edition):

Nunokawa, Kari Mariye Luna. “Teacher perception on coaching and effective professional development implementation.” 2012. Web. 24 Apr 2019.

Vancouver:

Nunokawa KML. Teacher perception on coaching and effective professional development implementation. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2019 Apr 24]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/676377/rec/6340.

Council of Science Editors:

Nunokawa KML. Teacher perception on coaching and effective professional development implementation. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/676377/rec/6340


University of Southern California

16. Kaupp, Lauren Johanna. Differentiated motivations of preservice teachers to enter the teaching profession in Hawai‘i.

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

 This study uses expectancy value theory to understand the motivations to enter the teaching profession of preservice teachers in Hawai‘i. The purpose of the study… (more)

Subjects/Keywords: expectancy value theory; motivation; preservice teachers

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APA (6th Edition):

Kaupp, L. J. (2014). Differentiated motivations of preservice teachers to enter the teaching profession in Hawai‘i. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/441134/rec/1988

Chicago Manual of Style (16th Edition):

Kaupp, Lauren Johanna. “Differentiated motivations of preservice teachers to enter the teaching profession in Hawai‘i.” 2014. Doctoral Dissertation, University of Southern California. Accessed April 24, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/441134/rec/1988.

MLA Handbook (7th Edition):

Kaupp, Lauren Johanna. “Differentiated motivations of preservice teachers to enter the teaching profession in Hawai‘i.” 2014. Web. 24 Apr 2019.

Vancouver:

Kaupp LJ. Differentiated motivations of preservice teachers to enter the teaching profession in Hawai‘i. [Internet] [Doctoral dissertation]. University of Southern California; 2014. [cited 2019 Apr 24]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/441134/rec/1988.

Council of Science Editors:

Kaupp LJ. Differentiated motivations of preservice teachers to enter the teaching profession in Hawai‘i. [Doctoral Dissertation]. University of Southern California; 2014. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/441134/rec/1988


University of Southern California

17. Garcia, Lisa DeAnn. Undocumented college students: pursuing academic goals against the odds.

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

 Undocumented immigrant postsecondary students face myriad challenges while pursuing a college education. These overwhelmingly first-generation, low-income students lose their guarantee to a public education ensured… (more)

Subjects/Keywords: college matriculation; college preparation; postsecondary education; qualitative methods; social capital; undocumented immigrants

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APA (6th Edition):

Garcia, L. D. (2015). Undocumented college students: pursuing academic goals against the odds. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/614021/rec/7682

Chicago Manual of Style (16th Edition):

Garcia, Lisa DeAnn. “Undocumented college students: pursuing academic goals against the odds.” 2015. Doctoral Dissertation, University of Southern California. Accessed April 24, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/614021/rec/7682.

MLA Handbook (7th Edition):

Garcia, Lisa DeAnn. “Undocumented college students: pursuing academic goals against the odds.” 2015. Web. 24 Apr 2019.

Vancouver:

Garcia LD. Undocumented college students: pursuing academic goals against the odds. [Internet] [Doctoral dissertation]. University of Southern California; 2015. [cited 2019 Apr 24]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/614021/rec/7682.

Council of Science Editors:

Garcia LD. Undocumented college students: pursuing academic goals against the odds. [Doctoral Dissertation]. University of Southern California; 2015. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/614021/rec/7682


University of Southern California

18. Chung, Hyang Helen. The relationship of ethnicity, gender, acculturation, intergenerational relations, and sense of belonging in the institution to academic success among Asian American undergraduates.

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

 This study seeks to contribute to the exploration of the factors affecting today’s Asian American college student population by investigating the relationship between ethnicity, gender,… (more)

Subjects/Keywords: student affairs; acculturation; sense of belonging; Asian American; immigration; intergenerational relations; gender

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APA (6th Edition):

Chung, H. H. (2011). The relationship of ethnicity, gender, acculturation, intergenerational relations, and sense of belonging in the institution to academic success among Asian American undergraduates. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/442267/rec/7155

Chicago Manual of Style (16th Edition):

Chung, Hyang Helen. “The relationship of ethnicity, gender, acculturation, intergenerational relations, and sense of belonging in the institution to academic success among Asian American undergraduates.” 2011. Doctoral Dissertation, University of Southern California. Accessed April 24, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/442267/rec/7155.

MLA Handbook (7th Edition):

Chung, Hyang Helen. “The relationship of ethnicity, gender, acculturation, intergenerational relations, and sense of belonging in the institution to academic success among Asian American undergraduates.” 2011. Web. 24 Apr 2019.

Vancouver:

Chung HH. The relationship of ethnicity, gender, acculturation, intergenerational relations, and sense of belonging in the institution to academic success among Asian American undergraduates. [Internet] [Doctoral dissertation]. University of Southern California; 2011. [cited 2019 Apr 24]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/442267/rec/7155.

Council of Science Editors:

Chung HH. The relationship of ethnicity, gender, acculturation, intergenerational relations, and sense of belonging in the institution to academic success among Asian American undergraduates. [Doctoral Dissertation]. University of Southern California; 2011. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/442267/rec/7155


University of Southern California

19. 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 April 24, 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. 24 Apr 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 Apr 24]. 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

20. Lee, Chen-Han. Innovative social support systems and the recruitment and retention of international students in U.S. higher education.

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

 As the notion of globalization becomes more and more important, students from all over the world decide to study abroad in order to gain multicultural… (more)

Subjects/Keywords: education; ESL students; international students; social support; recruitment; retention; higher education

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APA (6th Edition):

Lee, C. (2012). Innovative social support systems and the recruitment and retention of international students in U.S. higher education. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/6050/rec/3503

Chicago Manual of Style (16th Edition):

Lee, Chen-Han. “Innovative social support systems and the recruitment and retention of international students in U.S. higher education.” 2012. Doctoral Dissertation, University of Southern California. Accessed April 24, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/6050/rec/3503.

MLA Handbook (7th Edition):

Lee, Chen-Han. “Innovative social support systems and the recruitment and retention of international students in U.S. higher education.” 2012. Web. 24 Apr 2019.

Vancouver:

Lee C. Innovative social support systems and the recruitment and retention of international students in U.S. higher education. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2019 Apr 24]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/6050/rec/3503.

Council of Science Editors:

Lee C. Innovative social support systems and the recruitment and retention of international students in U.S. higher education. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/6050/rec/3503


University of Southern California

21. Zhou, Ji. Accountability and the changing academic profession: interacting logics, decoupling and recoupling processes at a Chinese research university.

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

 This dissertation examines the extent to which demands of accountability and prestige from various sources—the state, the market, the corporation, the Confucian family, and the… (more)

Subjects/Keywords: accountability; prestige; organizational change; decoupling; recoupling; Chinese higher education

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APA (6th Edition):

Zhou, J. (2014). Accountability and the changing academic profession: interacting logics, decoupling and recoupling processes at a Chinese research university. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/437633/rec/473

Chicago Manual of Style (16th Edition):

Zhou, Ji. “Accountability and the changing academic profession: interacting logics, decoupling and recoupling processes at a Chinese research university.” 2014. Doctoral Dissertation, University of Southern California. Accessed April 24, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/437633/rec/473.

MLA Handbook (7th Edition):

Zhou, Ji. “Accountability and the changing academic profession: interacting logics, decoupling and recoupling processes at a Chinese research university.” 2014. Web. 24 Apr 2019.

Vancouver:

Zhou J. Accountability and the changing academic profession: interacting logics, decoupling and recoupling processes at a Chinese research university. [Internet] [Doctoral dissertation]. University of Southern California; 2014. [cited 2019 Apr 24]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/437633/rec/473.

Council of Science Editors:

Zhou J. Accountability and the changing academic profession: interacting logics, decoupling and recoupling processes at a Chinese research university. [Doctoral Dissertation]. University of Southern California; 2014. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/437633/rec/473


University of Southern California

22. Moreno, Diana R. The influence of a Latina-based sorority on the academic experiences of Latina college students.

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

 This study examined the influence of a Latina-based sorority on the academic experiences of Latina undergraduate students. As women of color, Latina students face unique… (more)

Subjects/Keywords: Latina; Latina-based sorority; sorority

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APA (6th Edition):

Moreno, D. R. (2012). The influence of a Latina-based sorority on the academic experiences of Latina college students. (Thesis). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/70248/rec/6863

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

Chicago Manual of Style (16th Edition):

Moreno, Diana R. “The influence of a Latina-based sorority on the academic experiences of Latina college students.” 2012. Thesis, University of Southern California. Accessed April 24, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/70248/rec/6863.

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

MLA Handbook (7th Edition):

Moreno, Diana R. “The influence of a Latina-based sorority on the academic experiences of Latina college students.” 2012. Web. 24 Apr 2019.

Vancouver:

Moreno DR. The influence of a Latina-based sorority on the academic experiences of Latina college students. [Internet] [Thesis]. University of Southern California; 2012. [cited 2019 Apr 24]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/70248/rec/6863.

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

Council of Science Editors:

Moreno DR. The influence of a Latina-based sorority on the academic experiences of Latina college students. [Thesis]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/70248/rec/6863

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


University of Southern California

23. Montes, Roberto C. How do non-tenure track faculty interact with Latino and Latina students in gatekeeper math courses at an urban community college?.

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

 The purpose of this ethnographic study was to better understand the nature of student-faculty interactions particularly between Latino/a students and part-time non-tenure track faculty (NTTF)… (more)

Subjects/Keywords: student-faculty interactions; Latino and Latina college students; urban community college; non-tenure track faculty; gatekeeper math courses; social learning theory; psychosociocultural model; part-time contingent faculty; ethnography; Hispanic serving institutions; culturally responsive teaching; advancement of Latinos/as in higher education

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APA (6th Edition):

Montes, R. C. (2014). How do non-tenure track faculty interact with Latino and Latina students in gatekeeper math courses at an urban community college?. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/482529/rec/3233

Chicago Manual of Style (16th Edition):

Montes, Roberto C. “How do non-tenure track faculty interact with Latino and Latina students in gatekeeper math courses at an urban community college?.” 2014. Doctoral Dissertation, University of Southern California. Accessed April 24, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/482529/rec/3233.

MLA Handbook (7th Edition):

Montes, Roberto C. “How do non-tenure track faculty interact with Latino and Latina students in gatekeeper math courses at an urban community college?.” 2014. Web. 24 Apr 2019.

Vancouver:

Montes RC. How do non-tenure track faculty interact with Latino and Latina students in gatekeeper math courses at an urban community college?. [Internet] [Doctoral dissertation]. University of Southern California; 2014. [cited 2019 Apr 24]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/482529/rec/3233.

Council of Science Editors:

Montes RC. How do non-tenure track faculty interact with Latino and Latina students in gatekeeper math courses at an urban community college?. [Doctoral Dissertation]. University of Southern California; 2014. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/482529/rec/3233


University of Southern California

24. Hernandez, Alina Aymara. The relationship among the nurturance and monitoring dimensions of parenting, academic self-concept, and acculturation, in the academic achievement of Latino college students.

Degree: PhD, Education (Counseling Psychology), 2009, University of Southern California

 This study investigated the relationship of Baumrind’s (1971) parenting dimensions (Nurturance/warmth and Monitoring/control), Academic Self-concept (ASC), and acculturation with GPA in a sample of Latino… (more)

Subjects/Keywords: Latino college students; Mexican American college students; Hispanics; acculturation; achievement; GPA; self-concept; academic self-concept; parenting warmth; parenting control; Baumrind'; s parenting styles.

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APA (6th Edition):

Hernandez, A. A. (2009). The relationship among the nurturance and monitoring dimensions of parenting, academic self-concept, and acculturation, in the academic achievement of Latino college students. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/406759/rec/7133

Chicago Manual of Style (16th Edition):

Hernandez, Alina Aymara. “The relationship among the nurturance and monitoring dimensions of parenting, academic self-concept, and acculturation, in the academic achievement of Latino college students.” 2009. Doctoral Dissertation, University of Southern California. Accessed April 24, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/406759/rec/7133.

MLA Handbook (7th Edition):

Hernandez, Alina Aymara. “The relationship among the nurturance and monitoring dimensions of parenting, academic self-concept, and acculturation, in the academic achievement of Latino college students.” 2009. Web. 24 Apr 2019.

Vancouver:

Hernandez AA. The relationship among the nurturance and monitoring dimensions of parenting, academic self-concept, and acculturation, in the academic achievement of Latino college students. [Internet] [Doctoral dissertation]. University of Southern California; 2009. [cited 2019 Apr 24]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/406759/rec/7133.

Council of Science Editors:

Hernandez AA. The relationship among the nurturance and monitoring dimensions of parenting, academic self-concept, and acculturation, in the academic achievement of Latino college students. [Doctoral Dissertation]. University of Southern California; 2009. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/406759/rec/7133


University of Southern California

25. Daniels, Sonja Gail. The effect of diversity courses on international students from China and Hong Kong: a focus on intergroup peer relationships.

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

 This dissertation explores the perceptions and experiences of international students from China and Hong Kong with diversity courses. Using theoretical frameworks that examine the diversity… (more)

Subjects/Keywords: international students; China and Hong Kong students; intergroup peer relationships; acculturation; diversity; diversity courses

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APA (6th Edition):

Daniels, S. G. (2010). The effect of diversity courses on international students from China and Hong Kong: a focus on intergroup peer relationships. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/359508/rec/6594

Chicago Manual of Style (16th Edition):

Daniels, Sonja Gail. “The effect of diversity courses on international students from China and Hong Kong: a focus on intergroup peer relationships.” 2010. Doctoral Dissertation, University of Southern California. Accessed April 24, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/359508/rec/6594.

MLA Handbook (7th Edition):

Daniels, Sonja Gail. “The effect of diversity courses on international students from China and Hong Kong: a focus on intergroup peer relationships.” 2010. Web. 24 Apr 2019.

Vancouver:

Daniels SG. The effect of diversity courses on international students from China and Hong Kong: a focus on intergroup peer relationships. [Internet] [Doctoral dissertation]. University of Southern California; 2010. [cited 2019 Apr 24]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/359508/rec/6594.

Council of Science Editors:

Daniels SG. The effect of diversity courses on international students from China and Hong Kong: a focus on intergroup peer relationships. [Doctoral Dissertation]. University of Southern California; 2010. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/359508/rec/6594


University of Southern California

26. Agena, Casey. Bypass for a “leaky” educational pipeline: a case study of the Bridge Program at Punahou School.

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

 This study identifies the challenges low-SES students face in a high-achieving academic environment, and to capture the model of academic and social success for students… (more)

Subjects/Keywords: education; public policy; private school; social capital

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APA (6th Edition):

Agena, C. (2011). Bypass for a “leaky” educational pipeline: a case study of the Bridge Program at Punahou School. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/430127/rec/1193

Chicago Manual of Style (16th Edition):

Agena, Casey. “Bypass for a “leaky” educational pipeline: a case study of the Bridge Program at Punahou School.” 2011. Doctoral Dissertation, University of Southern California. Accessed April 24, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/430127/rec/1193.

MLA Handbook (7th Edition):

Agena, Casey. “Bypass for a “leaky” educational pipeline: a case study of the Bridge Program at Punahou School.” 2011. Web. 24 Apr 2019.

Vancouver:

Agena C. Bypass for a “leaky” educational pipeline: a case study of the Bridge Program at Punahou School. [Internet] [Doctoral dissertation]. University of Southern California; 2011. [cited 2019 Apr 24]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/430127/rec/1193.

Council of Science Editors:

Agena C. Bypass for a “leaky” educational pipeline: a case study of the Bridge Program at Punahou School. [Doctoral Dissertation]. University of Southern California; 2011. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/430127/rec/1193


University of Southern California

27. Ohia, Mary Iwalani. Improving hospital readmission rates: the benefit of a transitional case management program.

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

 Higher readmission rates are linked to the rising cost of health care services and poor care outcomes. The movement of patients from one setting to… (more)

Subjects/Keywords: pneumonia; hospital readmissions; transitional care

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APA (6th Edition):

Ohia, M. I. (2014). Improving hospital readmission rates: the benefit of a transitional case management program. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/439755/rec/3409

Chicago Manual of Style (16th Edition):

Ohia, Mary Iwalani. “Improving hospital readmission rates: the benefit of a transitional case management program.” 2014. Doctoral Dissertation, University of Southern California. Accessed April 24, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/439755/rec/3409.

MLA Handbook (7th Edition):

Ohia, Mary Iwalani. “Improving hospital readmission rates: the benefit of a transitional case management program.” 2014. Web. 24 Apr 2019.

Vancouver:

Ohia MI. Improving hospital readmission rates: the benefit of a transitional case management program. [Internet] [Doctoral dissertation]. University of Southern California; 2014. [cited 2019 Apr 24]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/439755/rec/3409.

Council of Science Editors:

Ohia MI. Improving hospital readmission rates: the benefit of a transitional case management program. [Doctoral Dissertation]. University of Southern California; 2014. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/439755/rec/3409


University of Southern California

28. Fong, Randie Kamuela. Raising cultural self-efficacy among faculty and staff of a private native Hawaiian school system.

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

 The Hawaiian cultural revitalization movement in Hawai`i is an important driver for many Hawaiian organizations as well as educational institutions that serve Native Hawaiians. One… (more)

Subjects/Keywords: adult learning; Hawaiian culture; Kamehameha Schools; professional development; self-efficacy; cultural self-efficacy; social cognitive theory; cultural revitalization

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

APA (6th Edition):

Fong, R. K. (2012). Raising cultural self-efficacy among faculty and staff of a private native Hawaiian school system. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/2207/rec/5388

Chicago Manual of Style (16th Edition):

Fong, Randie Kamuela. “Raising cultural self-efficacy among faculty and staff of a private native Hawaiian school system.” 2012. Doctoral Dissertation, University of Southern California. Accessed April 24, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/2207/rec/5388.

MLA Handbook (7th Edition):

Fong, Randie Kamuela. “Raising cultural self-efficacy among faculty and staff of a private native Hawaiian school system.” 2012. Web. 24 Apr 2019.

Vancouver:

Fong RK. Raising cultural self-efficacy among faculty and staff of a private native Hawaiian school system. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2019 Apr 24]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/2207/rec/5388.

Council of Science Editors:

Fong RK. Raising cultural self-efficacy among faculty and staff of a private native Hawaiian school system. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/2207/rec/5388


University of Southern California

29. Nyberg, Julia. Values and beliefs related to diversity amongst students being prepared as teachers.

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

 The belief that all children can succeed is an important attribute of successful teachers of diverse student populations (Ladson-Billings, 1994). NCATE specifies that teacher education… (more)

Subjects/Keywords: teachers; diversity

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

APA (6th Edition):

Nyberg, J. (2013). Values and beliefs related to diversity amongst students being prepared as teachers. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/320622/rec/7798

Chicago Manual of Style (16th Edition):

Nyberg, Julia. “Values and beliefs related to diversity amongst students being prepared as teachers.” 2013. Doctoral Dissertation, University of Southern California. Accessed April 24, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/320622/rec/7798.

MLA Handbook (7th Edition):

Nyberg, Julia. “Values and beliefs related to diversity amongst students being prepared as teachers.” 2013. Web. 24 Apr 2019.

Vancouver:

Nyberg J. Values and beliefs related to diversity amongst students being prepared as teachers. [Internet] [Doctoral dissertation]. University of Southern California; 2013. [cited 2019 Apr 24]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/320622/rec/7798.

Council of Science Editors:

Nyberg J. Values and beliefs related to diversity amongst students being prepared as teachers. [Doctoral Dissertation]. University of Southern California; 2013. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/320622/rec/7798


University of Southern California

30. Rice, Stephen J. How religious engagement shapes the college experience of African American Christian males at a predominantly White institution: a phenomenlogical approach.

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

 Understanding the different aspects of the college experience of African American males in a predominantly White institution is an important topic for researchers. This focus… (more)

Subjects/Keywords: African American males; education; religious engagement; student affairs

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

APA (6th Edition):

Rice, S. J. (2012). How religious engagement shapes the college experience of African American Christian males at a predominantly White institution: a phenomenlogical approach. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/114433/rec/3254

Chicago Manual of Style (16th Edition):

Rice, Stephen J. “How religious engagement shapes the college experience of African American Christian males at a predominantly White institution: a phenomenlogical approach.” 2012. Doctoral Dissertation, University of Southern California. Accessed April 24, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/114433/rec/3254.

MLA Handbook (7th Edition):

Rice, Stephen J. “How religious engagement shapes the college experience of African American Christian males at a predominantly White institution: a phenomenlogical approach.” 2012. Web. 24 Apr 2019.

Vancouver:

Rice SJ. How religious engagement shapes the college experience of African American Christian males at a predominantly White institution: a phenomenlogical approach. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2019 Apr 24]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/114433/rec/3254.

Council of Science Editors:

Rice SJ. How religious engagement shapes the college experience of African American Christian males at a predominantly White institution: a phenomenlogical approach. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/114433/rec/3254

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