+publisher:"University of Southern California" +contributor:("Gokalp, Gokce")

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

URL: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/209826/rec/7726

► 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 (6^th 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 (16^th 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 (7^th 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

URL: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/442025/rec/6341

► 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 (6^th 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 (16^th 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 (7^th 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

URL: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/431156/rec/1171

► 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)

▼ 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 mentoring as well as identifying their pedagogical orientation (constructivist or traditionalist). By implementing a quantitative methodology utilizing selected surveys, mentors were offered opportunities to view themselves in the BTSA induction process. From this perspective, the study analyzed how mentors constructed meaning within the BTSA program and the role they played as participants in the BTSA program. The following research questions guided this study:1.What are the costs and benefits of mentoring as reported by mentors in the BTSA program?2.What impact do instructional beliefs have on BTSA mentors’ perceptions as to the costs and benefits of being a mentor?; A 70-item online survey was developed based on two field-tested surveys designed by Ragins and Scadura (1994, 1999) and Ravitz, Becker, and Wong (2000). Ragins and Scadura (1994, 1999) examined the mentoring relationship found in a business context. Ravitz, Becker, and Wong (2000) structured the survey tool to identify both the teacher’s pedagogical orientation (constructivist or traditionalist) and the teacher’s practiced learning environment. The surveys were randomly e-mailed to various BTSA mentors across California, resulting in 143 completed online surveys.; Frequency data and linear regression analyses were conducted to answer the research questions. Frequency data analyses of cost and benefit factors demonstrated that mentors saw the BTSA Induction program and their role within the program as beneficial. The findings from this survey demonstrated that a large majority of support providers identify themselves strongly with constructivist practices. The findings from the linear regression analyses also clearly indicated that a high average benefit score was a significant predictor of mentors who identified themselves as constructivist.; The focus of this study was on the mentor’s role in the California BTSA Induction program. This study provided credence in supporting and continuing the local and regional BTSA Induction programs across California. However, efforts must be taken to continue research in the mentoring and induction programs, as a way to retain and support effective mentors. This study is only one perspective but it recognizes the continuing labors of mentors in the California BTSA program. Advisors/Committee Members: Baca, Reynaldo R. (Committee Chair), Gokalp, Gokce (Committee Member), García, Pedro E. (Committee Member).

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 (6^th 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 (16^th 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 (7^th 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

URL: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/287534/rec/2543

► 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)

▼ 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 for English learners (EL) at the elementary schools in Daisyville Unified School District (DUSD) with that of ELs throughout California. DUSD is like many other districts in California, that are striving to find effective ways to educate students. The study specifically compared ELs by grade level (2nd-5th grade)at each elementary at DUSD to that of ELs by grade level (2nd-5th grade) on CST performance statewide. The results of the study uncovered distinct results in terms of EL proficiency in ELA and in mathematics.; The majority of the EL students in grades 2 through 5 at the all elementary schools at DUSD varied dramatically on CST performance in ELA when compared to the ELs statewide and schools within the district. Two elementary schools outperformed their counterparts within the district and across the state. One school, unfortunately, significantly underperformed across grade levels within the district and when compared to ELs statewide. The other three elementary schools fluctuated in the percentage of EL students proficient in ELA.; The results on the CSTs for mathematics at DUSD told a quite different story from the ELA results. Most of the schools performed at or above the EL state average on the CSTs in math. Three schools outperformed schools in the district and performed above the average of ELs across California. The other elementary schools were not too far behind in the percentage of EL students proficient in math.; By comparing the academic achievement of EL students at DUSD with that of the ELs in California, this study provides an understanding of challenges districts are facing in addressing the academic achievement of ELs per the requirements of NCLB. This study contributes to the body of literature concerning the challenges of academic achievement for ELs and provides recommendations for possible approaches that address these issues. Advisors/Committee Members: Hocevar, Dennis (Committee Chair), Hentschke, Guilbert C. (Committee Member), Gokalp, Gokce (Committee Member).

Subjects/Keywords: elementary; English learners

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

APA (6^th 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 (16^th 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 (7^th 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

URL: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/414569/rec/7972

► 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 (6^th 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 (16^th 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 (7^th 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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