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You searched for +publisher:"University of Southern California" +contributor:("Fischer, Linda A."). Showing records 1 – 30 of 35 total matches.

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University of Southern California

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

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

MLA Handbook (7th Edition):

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

Vancouver:

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

Council of Science Editors:

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


University of Southern California

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

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

MLA Handbook (7th Edition):

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

Vancouver:

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

Council of Science Editors:

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


University of Southern California

3. Ma, Elizabeth C. A comparative study of motivational orientation of elementary school English learners in a dual language immersion program and a transitional bilingual education program.

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

 The focus of this research is to compare the motivational orientation of English Learners in a Dual Language Immersion and a Transitional Bilingual Education program.… (more)

Subjects/Keywords: dual language program; dual immersion; transitional bilingual education program; additive model; subtractive model; self-efficacy; task value; interest; motivational orientation

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APA (6th Edition):

Ma, E. C. (2010). A comparative study of motivational orientation of elementary school English learners in a dual language immersion program and a transitional bilingual education program. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/388459/rec/118

Chicago Manual of Style (16th Edition):

Ma, Elizabeth C. “A comparative study of motivational orientation of elementary school English learners in a dual language immersion program and a transitional bilingual education program.” 2010. Doctoral Dissertation, University of Southern California. Accessed May 27, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/388459/rec/118.

MLA Handbook (7th Edition):

Ma, Elizabeth C. “A comparative study of motivational orientation of elementary school English learners in a dual language immersion program and a transitional bilingual education program.” 2010. Web. 27 May 2019.

Vancouver:

Ma EC. A comparative study of motivational orientation of elementary school English learners in a dual language immersion program and a transitional bilingual education program. [Internet] [Doctoral dissertation]. University of Southern California; 2010. [cited 2019 May 27]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/388459/rec/118.

Council of Science Editors:

Ma EC. A comparative study of motivational orientation of elementary school English learners in a dual language immersion program and a transitional bilingual education program. [Doctoral Dissertation]. University of Southern California; 2010. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/388459/rec/118


University of Southern California

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

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

MLA Handbook (7th Edition):

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

Vancouver:

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

Council of Science Editors:

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


University of Southern California

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

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

MLA Handbook (7th Edition):

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

Vancouver:

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

Council of Science Editors:

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


University of Southern California

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

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

MLA Handbook (7th Edition):

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

Vancouver:

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

Council of Science Editors:

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


University of Southern California

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

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

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

Subjects/Keywords: doctoral student persistence; socialization; engineering

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

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

MLA Handbook (7th Edition):

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

Vancouver:

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

Council of Science Editors:

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


University of Southern California

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

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

MLA Handbook (7th Edition):

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

Vancouver:

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

Council of Science Editors:

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


University of Southern California

9. Hairapetian, Anet. Analysis of innovative teaching strategies for students with learning disabilities.

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

 The reauthorization of Individuals with Disability Education Act (IDEA) in 2004 mandated that students with disabilities be educated in the least restrictive environment (LRE), which… (more)

Subjects/Keywords: special education; inclusion; strategies; learning disabilities; teacher training for inclusion; administrative support; teacher perception

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APA (6th Edition):

Hairapetian, A. (2015). Analysis of innovative teaching strategies for students with learning disabilities. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/552276/rec/808

Chicago Manual of Style (16th Edition):

Hairapetian, Anet. “Analysis of innovative teaching strategies for students with learning disabilities.” 2015. Doctoral Dissertation, University of Southern California. Accessed May 27, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/552276/rec/808.

MLA Handbook (7th Edition):

Hairapetian, Anet. “Analysis of innovative teaching strategies for students with learning disabilities.” 2015. Web. 27 May 2019.

Vancouver:

Hairapetian A. Analysis of innovative teaching strategies for students with learning disabilities. [Internet] [Doctoral dissertation]. University of Southern California; 2015. [cited 2019 May 27]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/552276/rec/808.

Council of Science Editors:

Hairapetian A. Analysis of innovative teaching strategies for students with learning disabilities. [Doctoral Dissertation]. University of Southern California; 2015. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/552276/rec/808


University of Southern California

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

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

MLA Handbook (7th Edition):

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

Vancouver:

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

Council of Science Editors:

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


University of Southern California

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

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

MLA Handbook (7th Edition):

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

Vancouver:

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

Council of Science Editors:

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


University of Southern California

12. Placenti, Phillip M. "God has my back": the role of faith-based institutions in preparing African-American students for college success.

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

 African-American students are less likely to attend and successfully complete college than their Asian and White peers. Possible explanations for this disparity include racial and… (more)

Subjects/Keywords: African-American students; college access; college success; faith-based institutions; religious social capital; student spirituality

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APA (6th Edition):

Placenti, P. M. (2012). "God has my back": the role of faith-based institutions in preparing African-American students for college success. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/115106/rec/34

Chicago Manual of Style (16th Edition):

Placenti, Phillip M. “"God has my back": the role of faith-based institutions in preparing African-American students for college success.” 2012. Doctoral Dissertation, University of Southern California. Accessed May 27, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/115106/rec/34.

MLA Handbook (7th Edition):

Placenti, Phillip M. “"God has my back": the role of faith-based institutions in preparing African-American students for college success.” 2012. Web. 27 May 2019.

Vancouver:

Placenti PM. "God has my back": the role of faith-based institutions in preparing African-American students for college success. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2019 May 27]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/115106/rec/34.

Council of Science Editors:

Placenti PM. "God has my back": the role of faith-based institutions in preparing African-American students for college success. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/115106/rec/34


University of Southern California

13. Luna, Maribel. Strategies of academically successful Latinas who experienced family violence as children.

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

 This study looks at the combination of two discerning trends in the United States: 1) Latinas as the largest yet, least educated minority group in… (more)

Subjects/Keywords: Latinas; family violence; academic success; college; IPV; coping strategies

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APA (6th Edition):

Luna, M. (2009). Strategies of academically successful Latinas who experienced family violence as children. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/213554/rec/6085

Chicago Manual of Style (16th Edition):

Luna, Maribel. “Strategies of academically successful Latinas who experienced family violence as children.” 2009. Doctoral Dissertation, University of Southern California. Accessed May 27, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/213554/rec/6085.

MLA Handbook (7th Edition):

Luna, Maribel. “Strategies of academically successful Latinas who experienced family violence as children.” 2009. Web. 27 May 2019.

Vancouver:

Luna M. Strategies of academically successful Latinas who experienced family violence as children. [Internet] [Doctoral dissertation]. University of Southern California; 2009. [cited 2019 May 27]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/213554/rec/6085.

Council of Science Editors:

Luna M. Strategies of academically successful Latinas who experienced family violence as children. [Doctoral Dissertation]. University of Southern California; 2009. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/213554/rec/6085


University of Southern California

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

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

MLA Handbook (7th Edition):

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

Vancouver:

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

Council of Science Editors:

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


University of Southern California

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

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

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

Subjects/Keywords: content; factual knowledge; prevention programs

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

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

MLA Handbook (7th Edition):

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

Vancouver:

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

Council of Science Editors:

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


University of Southern California

16. Calloway, Letitia ReNaé. Factors that influence the identification of elementary African American students as potentially gifted learners.

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

 The purpose of this research study was to examine factors that influence the identification of elementary African American students for gifted programs and to discover… (more)

Subjects/Keywords: identification; elementary; african american; gifted

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APA (6th Edition):

Calloway, L. R. (2012). Factors that influence the identification of elementary African American students as potentially gifted learners. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/678323/rec/2740

Chicago Manual of Style (16th Edition):

Calloway, Letitia ReNaé. “Factors that influence the identification of elementary African American students as potentially gifted learners.” 2012. Doctoral Dissertation, University of Southern California. Accessed May 27, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/678323/rec/2740.

MLA Handbook (7th Edition):

Calloway, Letitia ReNaé. “Factors that influence the identification of elementary African American students as potentially gifted learners.” 2012. Web. 27 May 2019.

Vancouver:

Calloway LR. Factors that influence the identification of elementary African American students as potentially gifted learners. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2019 May 27]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/678323/rec/2740.

Council of Science Editors:

Calloway LR. Factors that influence the identification of elementary African American students as potentially gifted learners. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/678323/rec/2740


University of Southern California

17. Massa, Michael Manuel. Innovative strategies for students with special needs.

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

 This study sought to understand school personnel’s practices that serve to facilitate enrollment of youth with IEPs returning from juvenile detention. Using case study and… (more)

Subjects/Keywords: special education; juvenile justice

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APA (6th Edition):

Massa, M. M. (2015). Innovative strategies for students with special needs. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/549334/rec/3504

Chicago Manual of Style (16th Edition):

Massa, Michael Manuel. “Innovative strategies for students with special needs.” 2015. Doctoral Dissertation, University of Southern California. Accessed May 27, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/549334/rec/3504.

MLA Handbook (7th Edition):

Massa, Michael Manuel. “Innovative strategies for students with special needs.” 2015. Web. 27 May 2019.

Vancouver:

Massa MM. Innovative strategies for students with special needs. [Internet] [Doctoral dissertation]. University of Southern California; 2015. [cited 2019 May 27]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/549334/rec/3504.

Council of Science Editors:

Massa MM. Innovative strategies for students with special needs. [Doctoral Dissertation]. University of Southern California; 2015. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/549334/rec/3504


University of Southern California

18. Flowers, Lavon N. Navigating and accessing higher education: the experiences of community college students with attention deficit hyperactivity disorder.

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

 Background: Studies conducted in the areas of attention deficit hyperactivity disorder (ADHD) and students support services at the postsecondary level are very limited. Therefore, there… (more)

Subjects/Keywords: special education; ADHD; community college; social capital; post secondary education; K-12 education; disability; support services; Attention Deficit Hyperactivity Disorder; disabled students

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APA (6th Edition):

Flowers, L. N. (2012). Navigating and accessing higher education: the experiences of community college students with attention deficit hyperactivity disorder. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/67634/rec/4338

Chicago Manual of Style (16th Edition):

Flowers, Lavon N. “Navigating and accessing higher education: the experiences of community college students with attention deficit hyperactivity disorder.” 2012. Doctoral Dissertation, University of Southern California. Accessed May 27, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/67634/rec/4338.

MLA Handbook (7th Edition):

Flowers, Lavon N. “Navigating and accessing higher education: the experiences of community college students with attention deficit hyperactivity disorder.” 2012. Web. 27 May 2019.

Vancouver:

Flowers LN. Navigating and accessing higher education: the experiences of community college students with attention deficit hyperactivity disorder. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2019 May 27]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/67634/rec/4338.

Council of Science Editors:

Flowers LN. Navigating and accessing higher education: the experiences of community college students with attention deficit hyperactivity disorder. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/67634/rec/4338


University of Southern California

19. Greenleaf, Andrews. Why high school struggling readers in an affluent public school receive little reading remediation.

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

 A large body of research demonstrates that reading remediation primarily occurs between kindergarten and third grade, where it is believed to be the most effective… (more)

Subjects/Keywords: remediation

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APA (6th Edition):

Greenleaf, A. (2009). Why high school struggling readers in an affluent public school receive little reading remediation. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/213898/rec/7929

Chicago Manual of Style (16th Edition):

Greenleaf, Andrews. “Why high school struggling readers in an affluent public school receive little reading remediation.” 2009. Doctoral Dissertation, University of Southern California. Accessed May 27, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/213898/rec/7929.

MLA Handbook (7th Edition):

Greenleaf, Andrews. “Why high school struggling readers in an affluent public school receive little reading remediation.” 2009. Web. 27 May 2019.

Vancouver:

Greenleaf A. Why high school struggling readers in an affluent public school receive little reading remediation. [Internet] [Doctoral dissertation]. University of Southern California; 2009. [cited 2019 May 27]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/213898/rec/7929.

Council of Science Editors:

Greenleaf A. Why high school struggling readers in an affluent public school receive little reading remediation. [Doctoral Dissertation]. University of Southern California; 2009. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/213898/rec/7929


University of Southern California

20. Herrera, Mary C. Innovative strategies to accommodate postsecondary students with learning disabilities.

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

 The purpose of this study was to determine innovative strategies to support students with learning disabilities (LD) in postsecondary education. It explored the perceived systems… (more)

Subjects/Keywords: post-secondary; learning disabilities; assessment for disability; coaching in self-regulated learning strategies; preferred registration; stress reduction counseling

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APA (6th Edition):

Herrera, M. C. (2015). Innovative strategies to accommodate postsecondary students with learning disabilities. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/598939/rec/3505

Chicago Manual of Style (16th Edition):

Herrera, Mary C. “Innovative strategies to accommodate postsecondary students with learning disabilities.” 2015. Doctoral Dissertation, University of Southern California. Accessed May 27, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/598939/rec/3505.

MLA Handbook (7th Edition):

Herrera, Mary C. “Innovative strategies to accommodate postsecondary students with learning disabilities.” 2015. Web. 27 May 2019.

Vancouver:

Herrera MC. Innovative strategies to accommodate postsecondary students with learning disabilities. [Internet] [Doctoral dissertation]. University of Southern California; 2015. [cited 2019 May 27]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/598939/rec/3505.

Council of Science Editors:

Herrera MC. Innovative strategies to accommodate postsecondary students with learning disabilities. [Doctoral Dissertation]. University of Southern California; 2015. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/598939/rec/3505


University of Southern California

21. Hemphill, Afia Nini. How teacher participation in the identification process impacts the underrepresentation of minority students in gifted programs.

Degree: EdD, Education (Psychology & Technology), 2009, University of Southern California

 In previous decades, the nation was concerned with identifying the “best and the brightest” and providing them with the best education possible. However, little has… (more)

Subjects/Keywords: gifted minorities; nomination; referral; teacher; under-representation

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APA (6th Edition):

Hemphill, A. N. (2009). How teacher participation in the identification process impacts the underrepresentation of minority students in gifted programs. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/269426/rec/3261

Chicago Manual of Style (16th Edition):

Hemphill, Afia Nini. “How teacher participation in the identification process impacts the underrepresentation of minority students in gifted programs.” 2009. Doctoral Dissertation, University of Southern California. Accessed May 27, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/269426/rec/3261.

MLA Handbook (7th Edition):

Hemphill, Afia Nini. “How teacher participation in the identification process impacts the underrepresentation of minority students in gifted programs.” 2009. Web. 27 May 2019.

Vancouver:

Hemphill AN. How teacher participation in the identification process impacts the underrepresentation of minority students in gifted programs. [Internet] [Doctoral dissertation]. University of Southern California; 2009. [cited 2019 May 27]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/269426/rec/3261.

Council of Science Editors:

Hemphill AN. How teacher participation in the identification process impacts the underrepresentation of minority students in gifted programs. [Doctoral Dissertation]. University of Southern California; 2009. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/269426/rec/3261


University of Southern California

22. Liu, En-Hsien. A study of a university-based men-only prevention program (Men CARE): effect on attitudes and behaviors related to sexual violence.

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

 This study assesses the correlations of participation in a prevention program, Men Creating Attitudes for Rape-free Environments (Men CARE), and participants’ attitudes and behavior toward… (more)

Subjects/Keywords: sexual violence; prevention programs; rape

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APA (6th Edition):

Liu, E. (2010). A study of a university-based men-only prevention program (Men CARE): effect on attitudes and behaviors related to sexual violence. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/352153/rec/379

Chicago Manual of Style (16th Edition):

Liu, En-Hsien. “A study of a university-based men-only prevention program (Men CARE): effect on attitudes and behaviors related to sexual violence.” 2010. Doctoral Dissertation, University of Southern California. Accessed May 27, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/352153/rec/379.

MLA Handbook (7th Edition):

Liu, En-Hsien. “A study of a university-based men-only prevention program (Men CARE): effect on attitudes and behaviors related to sexual violence.” 2010. Web. 27 May 2019.

Vancouver:

Liu E. A study of a university-based men-only prevention program (Men CARE): effect on attitudes and behaviors related to sexual violence. [Internet] [Doctoral dissertation]. University of Southern California; 2010. [cited 2019 May 27]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/352153/rec/379.

Council of Science Editors:

Liu E. A study of a university-based men-only prevention program (Men CARE): effect on attitudes and behaviors related to sexual violence. [Doctoral Dissertation]. University of Southern California; 2010. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/352153/rec/379


University of Southern California

23. Morales, David Michael. Early identification of a learning disability and its impact on success in postsecondary education.

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

 The purpose of this study was to understand factors influencing the persistence and success of early-identified students with learning disabilities in higher education. Data was… (more)

Subjects/Keywords: learning disability; postsecondary; obstacles; success; early identification

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APA (6th Edition):

Morales, D. M. (2015). Early identification of a learning disability and its impact on success in postsecondary education. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/548540/rec/2144

Chicago Manual of Style (16th Edition):

Morales, David Michael. “Early identification of a learning disability and its impact on success in postsecondary education.” 2015. Doctoral Dissertation, University of Southern California. Accessed May 27, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/548540/rec/2144.

MLA Handbook (7th Edition):

Morales, David Michael. “Early identification of a learning disability and its impact on success in postsecondary education.” 2015. Web. 27 May 2019.

Vancouver:

Morales DM. Early identification of a learning disability and its impact on success in postsecondary education. [Internet] [Doctoral dissertation]. University of Southern California; 2015. [cited 2019 May 27]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/548540/rec/2144.

Council of Science Editors:

Morales DM. Early identification of a learning disability and its impact on success in postsecondary education. [Doctoral Dissertation]. University of Southern California; 2015. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/548540/rec/2144


University of Southern California

24. De La Riva, Silvia. Deconstructing persistence in academic language among second-generation Latino language minority students: how do second-generation Latino language minority community college students alter their academic trajectories?.

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

 This study examined persistence toward transfer among second-generation Latino language minority students, an understudied and unique minority subgroup, who represent a growing population in our… (more)

Subjects/Keywords: linguistic diversity; second-generation Latino language minority students; academic language; educational variability; social capital; transfer readiness

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APA (6th Edition):

De La Riva, S. (2012). Deconstructing persistence in academic language among second-generation Latino language minority students: how do second-generation Latino language minority community college students alter their academic trajectories?. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/49144/rec/1802

Chicago Manual of Style (16th Edition):

De La Riva, Silvia. “Deconstructing persistence in academic language among second-generation Latino language minority students: how do second-generation Latino language minority community college students alter their academic trajectories?.” 2012. Doctoral Dissertation, University of Southern California. Accessed May 27, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/49144/rec/1802.

MLA Handbook (7th Edition):

De La Riva, Silvia. “Deconstructing persistence in academic language among second-generation Latino language minority students: how do second-generation Latino language minority community college students alter their academic trajectories?.” 2012. Web. 27 May 2019.

Vancouver:

De La Riva S. Deconstructing persistence in academic language among second-generation Latino language minority students: how do second-generation Latino language minority community college students alter their academic trajectories?. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2019 May 27]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/49144/rec/1802.

Council of Science Editors:

De La Riva S. Deconstructing persistence in academic language among second-generation Latino language minority students: how do second-generation Latino language minority community college students alter their academic trajectories?. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/49144/rec/1802


University of Southern California

25. Arrivillaga, Nury Jocelyne. The impact of Algebra for all.

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

California has struggled with the gap in achievement between the socio-economically disadvantaged (SED) and non-SED subgroups. In 2005, the California School Board implemented a policy… (more)

Subjects/Keywords: algebra; 8th grade; California

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APA (6th Edition):

Arrivillaga, N. J. (2011). The impact of Algebra for all. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/196283/rec/6780

Chicago Manual of Style (16th Edition):

Arrivillaga, Nury Jocelyne. “The impact of Algebra for all.” 2011. Doctoral Dissertation, University of Southern California. Accessed May 27, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/196283/rec/6780.

MLA Handbook (7th Edition):

Arrivillaga, Nury Jocelyne. “The impact of Algebra for all.” 2011. Web. 27 May 2019.

Vancouver:

Arrivillaga NJ. The impact of Algebra for all. [Internet] [Doctoral dissertation]. University of Southern California; 2011. [cited 2019 May 27]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/196283/rec/6780.

Council of Science Editors:

Arrivillaga NJ. The impact of Algebra for all. [Doctoral Dissertation]. University of Southern California; 2011. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/196283/rec/6780


University of Southern California

26. Pendakur, Sumun Lakshmi. The search for transformative agents: the counter-institutional positioning of faculty and staff at an elite university.

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

 The purpose of this study is to empirically ground Stanton-Salazar’s (2010) theoretical trope of the empowerment agent through a life history study of subjects identified… (more)

Subjects/Keywords: social capital; institutional agents; empowerment agents; higher education; reproduction; low-status students; praxis; resistance; critical consciousness

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APA (6th Edition):

Pendakur, S. L. (2010). The search for transformative agents: the counter-institutional positioning of faculty and staff at an elite university. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/421604/rec/7284

Chicago Manual of Style (16th Edition):

Pendakur, Sumun Lakshmi. “The search for transformative agents: the counter-institutional positioning of faculty and staff at an elite university.” 2010. Doctoral Dissertation, University of Southern California. Accessed May 27, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/421604/rec/7284.

MLA Handbook (7th Edition):

Pendakur, Sumun Lakshmi. “The search for transformative agents: the counter-institutional positioning of faculty and staff at an elite university.” 2010. Web. 27 May 2019.

Vancouver:

Pendakur SL. The search for transformative agents: the counter-institutional positioning of faculty and staff at an elite university. [Internet] [Doctoral dissertation]. University of Southern California; 2010. [cited 2019 May 27]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/421604/rec/7284.

Council of Science Editors:

Pendakur SL. The search for transformative agents: the counter-institutional positioning of faculty and staff at an elite university. [Doctoral Dissertation]. University of Southern California; 2010. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/421604/rec/7284


University of Southern California

27. Burman, Maurice. Four year college access for undocumented Latino students.

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

 This qualitative study explored how undocumented Latino immigrants navigated the educational pipeline to accomplish their goal of pursuing postsecondary studies. Eight (4 male and 4… (more)

Subjects/Keywords: social capital; college access; undocumented Latino students

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APA (6th Edition):

Burman, M. (2013). Four year college access for undocumented Latino students. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/231025/rec/2880

Chicago Manual of Style (16th Edition):

Burman, Maurice. “Four year college access for undocumented Latino students.” 2013. Doctoral Dissertation, University of Southern California. Accessed May 27, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/231025/rec/2880.

MLA Handbook (7th Edition):

Burman, Maurice. “Four year college access for undocumented Latino students.” 2013. Web. 27 May 2019.

Vancouver:

Burman M. Four year college access for undocumented Latino students. [Internet] [Doctoral dissertation]. University of Southern California; 2013. [cited 2019 May 27]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/231025/rec/2880.

Council of Science Editors:

Burman M. Four year college access for undocumented Latino students. [Doctoral Dissertation]. University of Southern California; 2013. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/231025/rec/2880


University of Southern California

28. Nuñez, Roberto, Jr. Infusing school-wide culturally responsive teaching to increase the cultural proficiency of teachers.

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

 The purpose of this study was to determine if Culturally Relevant Pedagogy (CRP) training of teachers can have a significant effect on closing the achievement… (more)

Subjects/Keywords: cultural proficiency; culturally responsive teaching

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APA (6th Edition):

Nuñez, Roberto, J. (2011). Infusing school-wide culturally responsive teaching to increase the cultural proficiency of teachers. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/210324/rec/3493

Chicago Manual of Style (16th Edition):

Nuñez, Roberto, Jr. “Infusing school-wide culturally responsive teaching to increase the cultural proficiency of teachers.” 2011. Doctoral Dissertation, University of Southern California. Accessed May 27, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/210324/rec/3493.

MLA Handbook (7th Edition):

Nuñez, Roberto, Jr. “Infusing school-wide culturally responsive teaching to increase the cultural proficiency of teachers.” 2011. Web. 27 May 2019.

Vancouver:

Nuñez, Roberto J. Infusing school-wide culturally responsive teaching to increase the cultural proficiency of teachers. [Internet] [Doctoral dissertation]. University of Southern California; 2011. [cited 2019 May 27]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/210324/rec/3493.

Council of Science Editors:

Nuñez, Roberto J. Infusing school-wide culturally responsive teaching to increase the cultural proficiency of teachers. [Doctoral Dissertation]. University of Southern California; 2011. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/210324/rec/3493


University of Southern California

29. Stoddard, Tanya V. Ninth grade freshman focus: shifting the trajectory for multiple need students.

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

 Student, parent and staff perceptions were analyzed along with student responses to a resilience survey and a collection of student records in an effort to… (more)

Subjects/Keywords: dropout; school connectedness; resilience; early warning systems; protective factors; multiple-need; high-risk; comprehensive-risk

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

APA (6th Edition):

Stoddard, T. V. (2013). Ninth grade freshman focus: shifting the trajectory for multiple need students. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/126182/rec/4416

Chicago Manual of Style (16th Edition):

Stoddard, Tanya V. “Ninth grade freshman focus: shifting the trajectory for multiple need students.” 2013. Doctoral Dissertation, University of Southern California. Accessed May 27, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/126182/rec/4416.

MLA Handbook (7th Edition):

Stoddard, Tanya V. “Ninth grade freshman focus: shifting the trajectory for multiple need students.” 2013. Web. 27 May 2019.

Vancouver:

Stoddard TV. Ninth grade freshman focus: shifting the trajectory for multiple need students. [Internet] [Doctoral dissertation]. University of Southern California; 2013. [cited 2019 May 27]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/126182/rec/4416.

Council of Science Editors:

Stoddard TV. Ninth grade freshman focus: shifting the trajectory for multiple need students. [Doctoral Dissertation]. University of Southern California; 2013. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/126182/rec/4416


University of Southern California

30. Flores, Ygnacio “Nash”. Organizational framing: evaluation of a community college law enforcement training center.

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

 The noted lack of professionalism within the law enforcement community along with new performance standards has created a need for law enforcement agencies to identify… (more)

Subjects/Keywords: law enforcement; police academy; training; case study

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Flores, Y. . (2011). Organizational framing: evaluation of a community college law enforcement training center. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/435489/rec/4629

Chicago Manual of Style (16th Edition):

Flores, Ygnacio “Nash”. “Organizational framing: evaluation of a community college law enforcement training center.” 2011. Doctoral Dissertation, University of Southern California. Accessed May 27, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/435489/rec/4629.

MLA Handbook (7th Edition):

Flores, Ygnacio “Nash”. “Organizational framing: evaluation of a community college law enforcement training center.” 2011. Web. 27 May 2019.

Vancouver:

Flores Y. Organizational framing: evaluation of a community college law enforcement training center. [Internet] [Doctoral dissertation]. University of Southern California; 2011. [cited 2019 May 27]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/435489/rec/4629.

Council of Science Editors:

Flores Y. Organizational framing: evaluation of a community college law enforcement training center. [Doctoral Dissertation]. University of Southern California; 2011. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/435489/rec/4629

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