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

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University of Southern California

1. Ige, Elaine Anita. Urban teacher persistence: self-efficacy, affect, and values.

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

 The problem of teacher attrition was reviewed and a mixed-method study of motivational characteristics for years of persistence in a teaching career was conducted. Ninety-two… (more)

Subjects/Keywords: teacher attrition; teacher turnover; motivation; persistence; self-efficacy; affect; values; importance; interest

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

APA (6th Edition):

Ige, E. A. (2012). Urban teacher persistence: self-efficacy, affect, and values. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/209826/rec/7726

Chicago Manual of Style (16th Edition):

Ige, Elaine Anita. “Urban teacher persistence: self-efficacy, affect, and values.” 2012. Doctoral Dissertation, University of Southern California. Accessed January 18, 2021. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/209826/rec/7726.

MLA Handbook (7th Edition):

Ige, Elaine Anita. “Urban teacher persistence: self-efficacy, affect, and values.” 2012. Web. 18 Jan 2021.

Vancouver:

Ige EA. Urban teacher persistence: self-efficacy, affect, and values. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2021 Jan 18]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/209826/rec/7726.

Council of Science Editors:

Ige EA. Urban teacher persistence: self-efficacy, affect, and values. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/209826/rec/7726


University of Southern California

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

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

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

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

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

APA (6th Edition):

Orellana, K. J. (2011). Teacher beliefs on bilingual education for English learners post proposition 227. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/442025/rec/6341

Chicago Manual of Style (16th Edition):

Orellana, Karen Jeannette. “Teacher beliefs on bilingual education for English learners post proposition 227.” 2011. Doctoral Dissertation, University of Southern California. Accessed January 18, 2021. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/442025/rec/6341.

MLA Handbook (7th Edition):

Orellana, Karen Jeannette. “Teacher beliefs on bilingual education for English learners post proposition 227.” 2011. Web. 18 Jan 2021.

Vancouver:

Orellana KJ. Teacher beliefs on bilingual education for English learners post proposition 227. [Internet] [Doctoral dissertation]. University of Southern California; 2011. [cited 2021 Jan 18]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/442025/rec/6341.

Council of Science Editors:

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


University of Southern California

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

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

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

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

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

APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Márquez, Jorge Alberto. “BTSA mentors: the costs and benefits to mentors and their fidelity to constructivist practice.” 2011. Doctoral Dissertation, University of Southern California. Accessed January 18, 2021. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/431156/rec/1171.

MLA Handbook (7th Edition):

Márquez, Jorge Alberto. “BTSA mentors: the costs and benefits to mentors and their fidelity to constructivist practice.” 2011. Web. 18 Jan 2021.

Vancouver:

Márquez JA. BTSA mentors: the costs and benefits to mentors and their fidelity to constructivist practice. [Internet] [Doctoral dissertation]. University of Southern California; 2011. [cited 2021 Jan 18]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/431156/rec/1171.

Council of Science Editors:

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


University of Southern California

4. Soto, Iztaccíhuatl G. Evaluation of the progress of elementary English learners at Daisyville Unified School District.

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

 The purpose of this study was to compare the academic proficiency levels on the California Standards Test (CST) in both English-Language Arts (ELA) and mathematics… (more)

Subjects/Keywords: elementary; English learners

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

APA (6th Edition):

Soto, I. G. (2010). Evaluation of the progress of elementary English learners at Daisyville Unified School District. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/287534/rec/2543

Chicago Manual of Style (16th Edition):

Soto, Iztaccíhuatl G. “Evaluation of the progress of elementary English learners at Daisyville Unified School District.” 2010. Doctoral Dissertation, University of Southern California. Accessed January 18, 2021. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/287534/rec/2543.

MLA Handbook (7th Edition):

Soto, Iztaccíhuatl G. “Evaluation of the progress of elementary English learners at Daisyville Unified School District.” 2010. Web. 18 Jan 2021.

Vancouver:

Soto IG. Evaluation of the progress of elementary English learners at Daisyville Unified School District. [Internet] [Doctoral dissertation]. University of Southern California; 2010. [cited 2021 Jan 18]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/287534/rec/2543.

Council of Science Editors:

Soto IG. Evaluation of the progress of elementary English learners at Daisyville Unified School District. [Doctoral Dissertation]. University of Southern California; 2010. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/287534/rec/2543


University of Southern California

5. Lee, Michelle Mary. Working toward third space: visual literacy acquisition in art studio classrooms.

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

 The visual art classroom can provide an important social and cognitive space for expression that fosters the development of students’ visual literacy. Using Gutierrez’s (1993)… (more)

Subjects/Keywords: art education; visual literacy; sociocultural theory; multicultural awareness

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

APA (6th Edition):

Lee, M. M. (2010). Working toward third space: visual literacy acquisition in art studio classrooms. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/414569/rec/7972

Chicago Manual of Style (16th Edition):

Lee, Michelle Mary. “Working toward third space: visual literacy acquisition in art studio classrooms.” 2010. Doctoral Dissertation, University of Southern California. Accessed January 18, 2021. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/414569/rec/7972.

MLA Handbook (7th Edition):

Lee, Michelle Mary. “Working toward third space: visual literacy acquisition in art studio classrooms.” 2010. Web. 18 Jan 2021.

Vancouver:

Lee MM. Working toward third space: visual literacy acquisition in art studio classrooms. [Internet] [Doctoral dissertation]. University of Southern California; 2010. [cited 2021 Jan 18]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/414569/rec/7972.

Council of Science Editors:

Lee MM. Working toward third space: visual literacy acquisition in art studio classrooms. [Doctoral Dissertation]. University of Southern California; 2010. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/414569/rec/7972

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