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You searched for +publisher:"University of Southern California" +contributor:("Gothold, Stuart E."). Showing records 1 – 30 of 97 total matches.

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University of Southern California

1. Francois, Gregoire L. A case study: the role that site leadership plays in preserving the arts in education.

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

 The purpose of this case study was to determine key factors utilized by school leaders in sustaining arts programs in California public schools in the… (more)

Subjects/Keywords: preserving the arts; arts; leadership and the arts

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APA (6th Edition):

Francois, G. L. (2014). A case study: the role that site leadership plays in preserving the arts in education. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/384934/rec/96

Chicago Manual of Style (16th Edition):

Francois, Gregoire L. “A case study: the role that site leadership plays in preserving the arts in education.” 2014. Doctoral Dissertation, University of Southern California. Accessed February 28, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/384934/rec/96.

MLA Handbook (7th Edition):

Francois, Gregoire L. “A case study: the role that site leadership plays in preserving the arts in education.” 2014. Web. 28 Feb 2020.

Vancouver:

Francois GL. A case study: the role that site leadership plays in preserving the arts in education. [Internet] [Doctoral dissertation]. University of Southern California; 2014. [cited 2020 Feb 28]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/384934/rec/96.

Council of Science Editors:

Francois GL. A case study: the role that site leadership plays in preserving the arts in education. [Doctoral Dissertation]. University of Southern California; 2014. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/384934/rec/96


University of Southern California

2. Wilson, Frances Clementine. Decision-making practices of trustees at independent schools.

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

 The purpose of the study was to examine decision-making practices of trustees in good private, independent schools by studying and analyzing the structure of their… (more)

Subjects/Keywords: education; private schools; boards of trustees; independent schools; leadership; educational leadership; trustee leadership; private school governance; non-profit governance; effective governance

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APA (6th Edition):

Wilson, F. C. (2009). Decision-making practices of trustees at independent schools. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/301245/rec/1796

Chicago Manual of Style (16th Edition):

Wilson, Frances Clementine. “Decision-making practices of trustees at independent schools.” 2009. Doctoral Dissertation, University of Southern California. Accessed February 28, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/301245/rec/1796.

MLA Handbook (7th Edition):

Wilson, Frances Clementine. “Decision-making practices of trustees at independent schools.” 2009. Web. 28 Feb 2020.

Vancouver:

Wilson FC. Decision-making practices of trustees at independent schools. [Internet] [Doctoral dissertation]. University of Southern California; 2009. [cited 2020 Feb 28]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/301245/rec/1796.

Council of Science Editors:

Wilson FC. Decision-making practices of trustees at independent schools. [Doctoral Dissertation]. University of Southern California; 2009. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/301245/rec/1796


University of Southern California

3. Vigil, Ricardo. Globalization, curricular elements, organizational structures and perceived student outcomes in California schools.

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

 The world is becoming increasingly connected and this has begun to affect the political, economic, cultural and societal aspects of our lives. Globalization will push… (more)

Subjects/Keywords: California; curricular elements; global education; globalization; international baccalaureate; student outcomes; global curriculum

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APA (6th Edition):

Vigil, R. (2011). Globalization, curricular elements, organizational structures and perceived student outcomes in California schools. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/466580/rec/3066

Chicago Manual of Style (16th Edition):

Vigil, Ricardo. “Globalization, curricular elements, organizational structures and perceived student outcomes in California schools.” 2011. Doctoral Dissertation, University of Southern California. Accessed February 28, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/466580/rec/3066.

MLA Handbook (7th Edition):

Vigil, Ricardo. “Globalization, curricular elements, organizational structures and perceived student outcomes in California schools.” 2011. Web. 28 Feb 2020.

Vancouver:

Vigil R. Globalization, curricular elements, organizational structures and perceived student outcomes in California schools. [Internet] [Doctoral dissertation]. University of Southern California; 2011. [cited 2020 Feb 28]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/466580/rec/3066.

Council of Science Editors:

Vigil R. Globalization, curricular elements, organizational structures and perceived student outcomes in California schools. [Doctoral Dissertation]. University of Southern California; 2011. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/466580/rec/3066


University of Southern California

4. Keuroghlian, Houri Arslanian. Integration of technology and teaching and learning practices at a technology magnet elementary school: a case study.

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

 This qualitative study examined the ways in which technology has been integrated into teaching and learning practices at an academically high-performing technology magnet school. Although… (more)

Subjects/Keywords: technology integration in K-12 schools; teaching and learning with technology

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APA (6th Edition):

Keuroghlian, H. A. (2015). Integration of technology and teaching and learning practices at a technology magnet elementary school: a case study. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/557435/rec/3544

Chicago Manual of Style (16th Edition):

Keuroghlian, Houri Arslanian. “Integration of technology and teaching and learning practices at a technology magnet elementary school: a case study.” 2015. Doctoral Dissertation, University of Southern California. Accessed February 28, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/557435/rec/3544.

MLA Handbook (7th Edition):

Keuroghlian, Houri Arslanian. “Integration of technology and teaching and learning practices at a technology magnet elementary school: a case study.” 2015. Web. 28 Feb 2020.

Vancouver:

Keuroghlian HA. Integration of technology and teaching and learning practices at a technology magnet elementary school: a case study. [Internet] [Doctoral dissertation]. University of Southern California; 2015. [cited 2020 Feb 28]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/557435/rec/3544.

Council of Science Editors:

Keuroghlian HA. Integration of technology and teaching and learning practices at a technology magnet elementary school: a case study. [Doctoral Dissertation]. University of Southern California; 2015. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/557435/rec/3544


University of Southern California

5. Perales, Lucia Isabel. School factors that facilitate viable arts programs and support student academic achievement: a case study.

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

 The purpose of this study was to examine the factors that contribute to the preservation of Viable Arts Programs at a high academic achieving high… (more)

Subjects/Keywords: education and the arts; educational leadership; K-12; arts programs; viable; fundraising; charter school; 7-12 school; partnerships; community; parent involvement

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APA (6th Edition):

Perales, L. I. (2014). School factors that facilitate viable arts programs and support student academic achievement: a case study. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/377763/rec/5700

Chicago Manual of Style (16th Edition):

Perales, Lucia Isabel. “School factors that facilitate viable arts programs and support student academic achievement: a case study.” 2014. Doctoral Dissertation, University of Southern California. Accessed February 28, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/377763/rec/5700.

MLA Handbook (7th Edition):

Perales, Lucia Isabel. “School factors that facilitate viable arts programs and support student academic achievement: a case study.” 2014. Web. 28 Feb 2020.

Vancouver:

Perales LI. School factors that facilitate viable arts programs and support student academic achievement: a case study. [Internet] [Doctoral dissertation]. University of Southern California; 2014. [cited 2020 Feb 28]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/377763/rec/5700.

Council of Science Editors:

Perales LI. School factors that facilitate viable arts programs and support student academic achievement: a case study. [Doctoral Dissertation]. University of Southern California; 2014. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/377763/rec/5700


University of Southern California

6. Truby, David C., Jr. Emerging practices for a changing world: a case study of 21st century learning.

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

 As companies have adapted to the demands and opportunities of the 21st century, educators and businessmen alike have expressed a concern that children in the… (more)

Subjects/Keywords: K-12 education; partnership for 21st century skills; P21; globalization; critical thinking; creativity; community; collaboration; 21st century learning

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APA (6th Edition):

Truby, David C., J. (2012). Emerging practices for a changing world: a case study of 21st century learning. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/39475/rec/2304

Chicago Manual of Style (16th Edition):

Truby, David C., Jr. “Emerging practices for a changing world: a case study of 21st century learning.” 2012. Doctoral Dissertation, University of Southern California. Accessed February 28, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/39475/rec/2304.

MLA Handbook (7th Edition):

Truby, David C., Jr. “Emerging practices for a changing world: a case study of 21st century learning.” 2012. Web. 28 Feb 2020.

Vancouver:

Truby, David C. J. Emerging practices for a changing world: a case study of 21st century learning. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2020 Feb 28]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/39475/rec/2304.

Council of Science Editors:

Truby, David C. J. Emerging practices for a changing world: a case study of 21st century learning. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/39475/rec/2304


University of Southern California

7. Hillman, Nadia L. Learning 21st century skills: implementation of programs and practices.

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

 The purpose of this study was to examine the programs, practices, and culture of a school that claims to be meeting the demands of globalization.… (more)

Subjects/Keywords: 21st century skills; globalization; collaboration; critical thinking; inquiry based curriculum

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APA (6th Edition):

Hillman, N. L. (2012). Learning 21st century skills: implementation of programs and practices. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/206127/rec/3773

Chicago Manual of Style (16th Edition):

Hillman, Nadia L. “Learning 21st century skills: implementation of programs and practices.” 2012. Doctoral Dissertation, University of Southern California. Accessed February 28, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/206127/rec/3773.

MLA Handbook (7th Edition):

Hillman, Nadia L. “Learning 21st century skills: implementation of programs and practices.” 2012. Web. 28 Feb 2020.

Vancouver:

Hillman NL. Learning 21st century skills: implementation of programs and practices. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2020 Feb 28]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/206127/rec/3773.

Council of Science Editors:

Hillman NL. Learning 21st century skills: implementation of programs and practices. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/206127/rec/3773


University of Southern California

8. Lorah, Rand James. School-to-work programs in urban districts in the state of California: a leadership perspective.

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

 The purpose of this study was to investigate School-to-Work programs in an attempt to better understand these programs and how they were implemented. Instructional leaders… (more)

Subjects/Keywords: school change; school reform; school; work; leadership; postsecondary education; transition; urban education

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APA (6th Edition):

Lorah, R. J. (2009). School-to-work programs in urban districts in the state of California: a leadership perspective. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/260830/rec/5709

Chicago Manual of Style (16th Edition):

Lorah, Rand James. “School-to-work programs in urban districts in the state of California: a leadership perspective.” 2009. Doctoral Dissertation, University of Southern California. Accessed February 28, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/260830/rec/5709.

MLA Handbook (7th Edition):

Lorah, Rand James. “School-to-work programs in urban districts in the state of California: a leadership perspective.” 2009. Web. 28 Feb 2020.

Vancouver:

Lorah RJ. School-to-work programs in urban districts in the state of California: a leadership perspective. [Internet] [Doctoral dissertation]. University of Southern California; 2009. [cited 2020 Feb 28]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/260830/rec/5709.

Council of Science Editors:

Lorah RJ. School-to-work programs in urban districts in the state of California: a leadership perspective. [Doctoral Dissertation]. University of Southern California; 2009. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/260830/rec/5709


University of Southern California

9. Gates, Jane Yuguchi. Student engagement in a high performing urban high school: a case study.

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

 This study was conducted at a high performing urban high school to determine whether it had higher levels of student engagement and if so, what… (more)

Subjects/Keywords: urban; high performing; high school

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APA (6th Edition):

Gates, J. Y. (2009). Student engagement in a high performing urban high school: a case study. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/258007/rec/6135

Chicago Manual of Style (16th Edition):

Gates, Jane Yuguchi. “Student engagement in a high performing urban high school: a case study.” 2009. Doctoral Dissertation, University of Southern California. Accessed February 28, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/258007/rec/6135.

MLA Handbook (7th Edition):

Gates, Jane Yuguchi. “Student engagement in a high performing urban high school: a case study.” 2009. Web. 28 Feb 2020.

Vancouver:

Gates JY. Student engagement in a high performing urban high school: a case study. [Internet] [Doctoral dissertation]. University of Southern California; 2009. [cited 2020 Feb 28]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/258007/rec/6135.

Council of Science Editors:

Gates JY. Student engagement in a high performing urban high school: a case study. [Doctoral Dissertation]. University of Southern California; 2009. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/258007/rec/6135


University of Southern California

10. Camerino, Jay M. Professional development and its impact on teacher practice.

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

 The purpose of this study was to determine the impact professional development has on improving teacher practice. The secondary purpose was to examine the link… (more)

Subjects/Keywords: professional development; urban education

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APA (6th Edition):

Camerino, J. M. (2009). Professional development and its impact on teacher practice. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/145966/rec/5254

Chicago Manual of Style (16th Edition):

Camerino, Jay M. “Professional development and its impact on teacher practice.” 2009. Doctoral Dissertation, University of Southern California. Accessed February 28, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/145966/rec/5254.

MLA Handbook (7th Edition):

Camerino, Jay M. “Professional development and its impact on teacher practice.” 2009. Web. 28 Feb 2020.

Vancouver:

Camerino JM. Professional development and its impact on teacher practice. [Internet] [Doctoral dissertation]. University of Southern California; 2009. [cited 2020 Feb 28]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/145966/rec/5254.

Council of Science Editors:

Camerino JM. Professional development and its impact on teacher practice. [Doctoral Dissertation]. University of Southern California; 2009. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/145966/rec/5254


University of Southern California

11. Kadooka, Elisabeth ‘Ōhi‘alehua Fude Enomoto. Culturally relevant pedagogy in an elementary school for indigent native peoples.

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

 This dissertation explored the implementation and teacher perceptions of a culturally relevant pedagogy in a Native Hawaiian elementary school, Kamehameha Schools in Honolulu, Hawai‘i, that… (more)

Subjects/Keywords: culturally relevant pedagogy; Hawaiian; sixth grade

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APA (6th Edition):

Kadooka, E. . F. E. (2010). Culturally relevant pedagogy in an elementary school for indigent native peoples. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/353315/rec/1733

Chicago Manual of Style (16th Edition):

Kadooka, Elisabeth ‘Ōhi‘alehua Fude Enomoto. “Culturally relevant pedagogy in an elementary school for indigent native peoples.” 2010. Doctoral Dissertation, University of Southern California. Accessed February 28, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/353315/rec/1733.

MLA Handbook (7th Edition):

Kadooka, Elisabeth ‘Ōhi‘alehua Fude Enomoto. “Culturally relevant pedagogy in an elementary school for indigent native peoples.” 2010. Web. 28 Feb 2020.

Vancouver:

Kadooka EFE. Culturally relevant pedagogy in an elementary school for indigent native peoples. [Internet] [Doctoral dissertation]. University of Southern California; 2010. [cited 2020 Feb 28]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/353315/rec/1733.

Council of Science Editors:

Kadooka EFE. Culturally relevant pedagogy in an elementary school for indigent native peoples. [Doctoral Dissertation]. University of Southern California; 2010. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/353315/rec/1733


University of Southern California

12. Imoisili, Hana. Learning and teaching with technology.

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

 This qualitative study examined how technology was integrated into an academically high-performing school. Although access to technology has significantly increased in K-12 schools in the… (more)

Subjects/Keywords: learning; teaching; technology

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APA (6th Edition):

Imoisili, H. (2015). Learning and teaching with technology. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/568360/rec/3776

Chicago Manual of Style (16th Edition):

Imoisili, Hana. “Learning and teaching with technology.” 2015. Doctoral Dissertation, University of Southern California. Accessed February 28, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/568360/rec/3776.

MLA Handbook (7th Edition):

Imoisili, Hana. “Learning and teaching with technology.” 2015. Web. 28 Feb 2020.

Vancouver:

Imoisili H. Learning and teaching with technology. [Internet] [Doctoral dissertation]. University of Southern California; 2015. [cited 2020 Feb 28]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/568360/rec/3776.

Council of Science Editors:

Imoisili H. Learning and teaching with technology. [Doctoral Dissertation]. University of Southern California; 2015. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/568360/rec/3776


University of Southern California

13. Ballard, Alex J. 1:1 device program in a K-12 public school: the influence of technology on teaching and learning.

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

 Widely available computer based technology permeates society and provides the populous access to a greater quantity of information on an ad lib basis as compared… (more)

Subjects/Keywords: 1:1 device program; teaching and learning; instructional technology

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APA (6th Edition):

Ballard, A. J. (2015). 1:1 device program in a K-12 public school: the influence of technology on teaching and learning. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/567678/rec/7

Chicago Manual of Style (16th Edition):

Ballard, Alex J. “1:1 device program in a K-12 public school: the influence of technology on teaching and learning.” 2015. Doctoral Dissertation, University of Southern California. Accessed February 28, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/567678/rec/7.

MLA Handbook (7th Edition):

Ballard, Alex J. “1:1 device program in a K-12 public school: the influence of technology on teaching and learning.” 2015. Web. 28 Feb 2020.

Vancouver:

Ballard AJ. 1:1 device program in a K-12 public school: the influence of technology on teaching and learning. [Internet] [Doctoral dissertation]. University of Southern California; 2015. [cited 2020 Feb 28]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/567678/rec/7.

Council of Science Editors:

Ballard AJ. 1:1 device program in a K-12 public school: the influence of technology on teaching and learning. [Doctoral Dissertation]. University of Southern California; 2015. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/567678/rec/7


University of Southern California

14. Hernández, José Ignacio. Factors that may lead to an urban high school‘s outperforming status: a case study of an institution‘s achievement in the age of accountability.

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

 This mixed-methods case study investigated factors that may contribute to the outperforming status of an urban high school. Urban high schools are possibly more challenged… (more)

Subjects/Keywords: student engagement; outperformance; student engagement and student achievement; California urban high school outperforming similar high schools; effectiveness and student resiliency; culture of resilience and engagement; No Child Left Behind and the age of accountability; increased effectiveness; graduation rates; academic engagement in a California urban outperforming high school; graduation rates and standardization; drop-out factory; obsolecence and the need for educational standardization; academic effectiveness; High School Survey of Student Engagement 2008 results in a California urban outperforming high school; factors that may contribute to an urban high school's outperformance

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APA (6th Edition):

Hernández, J. I. (2009). Factors that may lead to an urban high school‘s outperforming status: a case study of an institution‘s achievement in the age of accountability. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/256733/rec/2741

Chicago Manual of Style (16th Edition):

Hernández, José Ignacio. “Factors that may lead to an urban high school‘s outperforming status: a case study of an institution‘s achievement in the age of accountability.” 2009. Doctoral Dissertation, University of Southern California. Accessed February 28, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/256733/rec/2741.

MLA Handbook (7th Edition):

Hernández, José Ignacio. “Factors that may lead to an urban high school‘s outperforming status: a case study of an institution‘s achievement in the age of accountability.” 2009. Web. 28 Feb 2020.

Vancouver:

Hernández JI. Factors that may lead to an urban high school‘s outperforming status: a case study of an institution‘s achievement in the age of accountability. [Internet] [Doctoral dissertation]. University of Southern California; 2009. [cited 2020 Feb 28]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/256733/rec/2741.

Council of Science Editors:

Hernández JI. Factors that may lead to an urban high school‘s outperforming status: a case study of an institution‘s achievement in the age of accountability. [Doctoral Dissertation]. University of Southern California; 2009. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/256733/rec/2741


University of Southern California

15. Wong, Pokil. Corporal punishment of students by teachers in elementary and middle schools in Taiwan: the relationship with school level, gender, school location, academic performance, and emotional reactions.

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

 In Taiwan, teachers’ use of corporal punishment on students is a prevalent practice. Even though The Ministry of Education first announced banning the practice 1947… (more)

Subjects/Keywords: corporal punishment; Taiwan; elementary school; middle school; gender; school location; academic performance; emotional reaction

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APA (6th Edition):

Wong, P. (2011). Corporal punishment of students by teachers in elementary and middle schools in Taiwan: the relationship with school level, gender, school location, academic performance, and emotional reactions. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/444235/rec/1662

Chicago Manual of Style (16th Edition):

Wong, Pokil. “Corporal punishment of students by teachers in elementary and middle schools in Taiwan: the relationship with school level, gender, school location, academic performance, and emotional reactions.” 2011. Doctoral Dissertation, University of Southern California. Accessed February 28, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/444235/rec/1662.

MLA Handbook (7th Edition):

Wong, Pokil. “Corporal punishment of students by teachers in elementary and middle schools in Taiwan: the relationship with school level, gender, school location, academic performance, and emotional reactions.” 2011. Web. 28 Feb 2020.

Vancouver:

Wong P. Corporal punishment of students by teachers in elementary and middle schools in Taiwan: the relationship with school level, gender, school location, academic performance, and emotional reactions. [Internet] [Doctoral dissertation]. University of Southern California; 2011. [cited 2020 Feb 28]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/444235/rec/1662.

Council of Science Editors:

Wong P. Corporal punishment of students by teachers in elementary and middle schools in Taiwan: the relationship with school level, gender, school location, academic performance, and emotional reactions. [Doctoral Dissertation]. University of Southern California; 2011. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/444235/rec/1662


University of Southern California

16. Titus, Michael Richard. Sustainability of a narrowed achievement gap: A case study.

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

 Schools with student populations comprised predominantly of students of color, socioeconomically disadvantaged, and English Learners have traditionally been relegated to subpar educational opportunities. The accountability… (more)

Subjects/Keywords: achievement gap; accountability; No child left behind; narrowed; sustained; Elementary School; Case Study

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APA (6th Edition):

Titus, M. R. (2010). Sustainability of a narrowed achievement gap: A case study. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/315412/rec/6243

Chicago Manual of Style (16th Edition):

Titus, Michael Richard. “Sustainability of a narrowed achievement gap: A case study.” 2010. Doctoral Dissertation, University of Southern California. Accessed February 28, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/315412/rec/6243.

MLA Handbook (7th Edition):

Titus, Michael Richard. “Sustainability of a narrowed achievement gap: A case study.” 2010. Web. 28 Feb 2020.

Vancouver:

Titus MR. Sustainability of a narrowed achievement gap: A case study. [Internet] [Doctoral dissertation]. University of Southern California; 2010. [cited 2020 Feb 28]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/315412/rec/6243.

Council of Science Editors:

Titus MR. Sustainability of a narrowed achievement gap: A case study. [Doctoral Dissertation]. University of Southern California; 2010. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/315412/rec/6243


University of Southern California

17. Lugo, Rosalinda. Narrowing the achievement gap: a case study of an urban school.

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

 The goal of this case study was to identify the cultural norms, practices, and programs of an urban school that narrowed the achievement gap. The… (more)

Subjects/Keywords: achievement gap; collaboration; leadership; urban schools; case study; high expectations; standards-based education; data analysis

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APA (6th Edition):

Lugo, R. (2010). Narrowing the achievement gap: a case study of an urban school. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/296057/rec/4324

Chicago Manual of Style (16th Edition):

Lugo, Rosalinda. “Narrowing the achievement gap: a case study of an urban school.” 2010. Doctoral Dissertation, University of Southern California. Accessed February 28, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/296057/rec/4324.

MLA Handbook (7th Edition):

Lugo, Rosalinda. “Narrowing the achievement gap: a case study of an urban school.” 2010. Web. 28 Feb 2020.

Vancouver:

Lugo R. Narrowing the achievement gap: a case study of an urban school. [Internet] [Doctoral dissertation]. University of Southern California; 2010. [cited 2020 Feb 28]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/296057/rec/4324.

Council of Science Editors:

Lugo R. Narrowing the achievement gap: a case study of an urban school. [Doctoral Dissertation]. University of Southern California; 2010. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/296057/rec/4324


University of Southern California

18. Fundukian, Katherine H. Closing the achievement gap: a statewide imperative.

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

 The purpose of the study was to methodically examine Valley Forge High School  – a high school that had, steadily and systemically, reduced the achievement… (more)

Subjects/Keywords: achievement gap; learning; collaboration; sub-groups; teacher quality

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APA (6th Edition):

Fundukian, K. H. (2009). Closing the achievement gap: a statewide imperative. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/224271/rec/1391

Chicago Manual of Style (16th Edition):

Fundukian, Katherine H. “Closing the achievement gap: a statewide imperative.” 2009. Doctoral Dissertation, University of Southern California. Accessed February 28, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/224271/rec/1391.

MLA Handbook (7th Edition):

Fundukian, Katherine H. “Closing the achievement gap: a statewide imperative.” 2009. Web. 28 Feb 2020.

Vancouver:

Fundukian KH. Closing the achievement gap: a statewide imperative. [Internet] [Doctoral dissertation]. University of Southern California; 2009. [cited 2020 Feb 28]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/224271/rec/1391.

Council of Science Editors:

Fundukian KH. Closing the achievement gap: a statewide imperative. [Doctoral Dissertation]. University of Southern California; 2009. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/224271/rec/1391


University of Southern California

19. Bak, Cindy Yuri. Transforming teaching and learning with technology: a case study of a California public school.

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

 This study applies the Technological Pedagogical and Content Knowledge (TPACK) framework and Substitution Modification Augmentation and Redefinition (SAMR) model to understand how technology can be… (more)

Subjects/Keywords: teaching; learning; technology; 21st century; California; public school; case study; SAMR; TPACK; educational technology; impact; common core; teacher as facilitator; culture of collaboration; visionary leaders; shared leadership; interviews; observations; creativity; collaboration; communication; critical thinking

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APA (6th Edition):

Bak, C. Y. (2015). Transforming teaching and learning with technology: a case study of a California public school. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/562398/rec/7573

Chicago Manual of Style (16th Edition):

Bak, Cindy Yuri. “Transforming teaching and learning with technology: a case study of a California public school.” 2015. Doctoral Dissertation, University of Southern California. Accessed February 28, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/562398/rec/7573.

MLA Handbook (7th Edition):

Bak, Cindy Yuri. “Transforming teaching and learning with technology: a case study of a California public school.” 2015. Web. 28 Feb 2020.

Vancouver:

Bak CY. Transforming teaching and learning with technology: a case study of a California public school. [Internet] [Doctoral dissertation]. University of Southern California; 2015. [cited 2020 Feb 28]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/562398/rec/7573.

Council of Science Editors:

Bak CY. Transforming teaching and learning with technology: a case study of a California public school. [Doctoral Dissertation]. University of Southern California; 2015. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/562398/rec/7573


University of Southern California

20. Cho, Paulina. The key essentials for learning in the 21st century: programs and practices.

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

 The purpose of this case study was to generate new knowledge to learn about programs and practices that promote the acquisition of 21st century skills… (more)

Subjects/Keywords: 21st century schools; 21st century skills; globalization; global competence skills; professional learning communities; effective leadership; academic programs; instructional practices; collaboration; collaborative learning; project based learning; inquiry based learning; school culture

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APA (6th Edition):

Cho, P. (2012). The key essentials for learning in the 21st century: programs and practices. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/677536/rec/6924

Chicago Manual of Style (16th Edition):

Cho, Paulina. “The key essentials for learning in the 21st century: programs and practices.” 2012. Doctoral Dissertation, University of Southern California. Accessed February 28, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/677536/rec/6924.

MLA Handbook (7th Edition):

Cho, Paulina. “The key essentials for learning in the 21st century: programs and practices.” 2012. Web. 28 Feb 2020.

Vancouver:

Cho P. The key essentials for learning in the 21st century: programs and practices. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2020 Feb 28]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/677536/rec/6924.

Council of Science Editors:

Cho P. The key essentials for learning in the 21st century: programs and practices. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/677536/rec/6924


University of Southern California

21. Okonkwo, Deara Ijoma. A case study: a viable arts program at one elementary school in California.

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

 This qualitative study used a case study approach to examine the structure, leadership and funding of arts programs that enable school leaders to maintain viable… (more)

Subjects/Keywords: arts education; leadership; preserving arts education

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APA (6th Edition):

Okonkwo, D. I. (2014). A case study: a viable arts program at one elementary school in California. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/408915/rec/90

Chicago Manual of Style (16th Edition):

Okonkwo, Deara Ijoma. “A case study: a viable arts program at one elementary school in California.” 2014. Doctoral Dissertation, University of Southern California. Accessed February 28, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/408915/rec/90.

MLA Handbook (7th Edition):

Okonkwo, Deara Ijoma. “A case study: a viable arts program at one elementary school in California.” 2014. Web. 28 Feb 2020.

Vancouver:

Okonkwo DI. A case study: a viable arts program at one elementary school in California. [Internet] [Doctoral dissertation]. University of Southern California; 2014. [cited 2020 Feb 28]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/408915/rec/90.

Council of Science Editors:

Okonkwo DI. A case study: a viable arts program at one elementary school in California. [Doctoral Dissertation]. University of Southern California; 2014. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/408915/rec/90


University of Southern California

22. Holtom, Spencer. Teacher hiring: "working backwards" to discover how great teachers are hired.

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

 This study examined the value of differing hiring practices and decisions by looking at teacher hiring practices "from the other end"  – by starting with… (more)

Subjects/Keywords: teacher hiring; hiring teachers; discovering teachers; finding teachers; when to hire teachers; best teachers; great teachers; good teachers

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APA (6th Edition):

Holtom, S. (2009). Teacher hiring: "working backwards" to discover how great teachers are hired. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/226233/rec/6336

Chicago Manual of Style (16th Edition):

Holtom, Spencer. “Teacher hiring: "working backwards" to discover how great teachers are hired.” 2009. Doctoral Dissertation, University of Southern California. Accessed February 28, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/226233/rec/6336.

MLA Handbook (7th Edition):

Holtom, Spencer. “Teacher hiring: "working backwards" to discover how great teachers are hired.” 2009. Web. 28 Feb 2020.

Vancouver:

Holtom S. Teacher hiring: "working backwards" to discover how great teachers are hired. [Internet] [Doctoral dissertation]. University of Southern California; 2009. [cited 2020 Feb 28]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/226233/rec/6336.

Council of Science Editors:

Holtom S. Teacher hiring: "working backwards" to discover how great teachers are hired. [Doctoral Dissertation]. University of Southern California; 2009. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/226233/rec/6336


University of Southern California

23. Clowes, Lester Milford. Integrated technology: a case study surrounding assertions and realities.

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

 This qualitative study examined how technology has been integrated into a high‐achieving public high school. Although access to technology has significantly increased in K-12 schools… (more)

Subjects/Keywords: technology; teaching; integrating; instruction; integrating technology; technology in the classroom; classroom; TPACK; SAMR; digital literacy; digital; constructivism; constructivist; teachers; technology and teachers; technology perceptions; teacher perceptions; teacher perceptions of technology; technology case study; problem based learning; problem based learning and technology; students and technology

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APA (6th Edition):

Clowes, L. M. (2015). Integrated technology: a case study surrounding assertions and realities. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/552407/rec/3529

Chicago Manual of Style (16th Edition):

Clowes, Lester Milford. “Integrated technology: a case study surrounding assertions and realities.” 2015. Doctoral Dissertation, University of Southern California. Accessed February 28, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/552407/rec/3529.

MLA Handbook (7th Edition):

Clowes, Lester Milford. “Integrated technology: a case study surrounding assertions and realities.” 2015. Web. 28 Feb 2020.

Vancouver:

Clowes LM. Integrated technology: a case study surrounding assertions and realities. [Internet] [Doctoral dissertation]. University of Southern California; 2015. [cited 2020 Feb 28]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/552407/rec/3529.

Council of Science Editors:

Clowes LM. Integrated technology: a case study surrounding assertions and realities. [Doctoral Dissertation]. University of Southern California; 2015. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/552407/rec/3529


University of Southern California

24. Westendorf, Mary Elizabeth. Factors that contribute to narrowing the achievement gap for elementary age students: a case study.

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

 Throughout California, schools struggle to provide students of color, poverty, second language, and special needs the educational services they need to master academic standards at… (more)

Subjects/Keywords: elementary grades; achievement gap; factors

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APA (6th Edition):

Westendorf, M. E. (2009). Factors that contribute to narrowing the achievement gap for elementary age students: a case study. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/241180/rec/2737

Chicago Manual of Style (16th Edition):

Westendorf, Mary Elizabeth. “Factors that contribute to narrowing the achievement gap for elementary age students: a case study.” 2009. Doctoral Dissertation, University of Southern California. Accessed February 28, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/241180/rec/2737.

MLA Handbook (7th Edition):

Westendorf, Mary Elizabeth. “Factors that contribute to narrowing the achievement gap for elementary age students: a case study.” 2009. Web. 28 Feb 2020.

Vancouver:

Westendorf ME. Factors that contribute to narrowing the achievement gap for elementary age students: a case study. [Internet] [Doctoral dissertation]. University of Southern California; 2009. [cited 2020 Feb 28]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/241180/rec/2737.

Council of Science Editors:

Westendorf ME. Factors that contribute to narrowing the achievement gap for elementary age students: a case study. [Doctoral Dissertation]. University of Southern California; 2009. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/241180/rec/2737


University of Southern California

25. Colacino, Terilyn M. Learning 21st century skills In a multicultural setting.

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

 This case study examined how culturally diverse students at a Southeast Asia international school were engaged in learning 21st century skills when multiple means of… (more)

Subjects/Keywords: 21st century skills; culturally diverse; multiculturalism; universal design for learning

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APA (6th Edition):

Colacino, T. M. (2013). Learning 21st century skills In a multicultural setting. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/285550/rec/3772

Chicago Manual of Style (16th Edition):

Colacino, Terilyn M. “Learning 21st century skills In a multicultural setting.” 2013. Doctoral Dissertation, University of Southern California. Accessed February 28, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/285550/rec/3772.

MLA Handbook (7th Edition):

Colacino, Terilyn M. “Learning 21st century skills In a multicultural setting.” 2013. Web. 28 Feb 2020.

Vancouver:

Colacino TM. Learning 21st century skills In a multicultural setting. [Internet] [Doctoral dissertation]. University of Southern California; 2013. [cited 2020 Feb 28]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/285550/rec/3772.

Council of Science Editors:

Colacino TM. Learning 21st century skills In a multicultural setting. [Doctoral Dissertation]. University of Southern California; 2013. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/285550/rec/3772


University of Southern California

26. Senesac, Donald Raymond. Narrowing the achievement gap and sustaining success: a qualitative study of the norms, practices, and programs of a successful high school with urban characteristics.

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

 The academic achievement gap is the manifestation of differential learning outcomes for students typified by membership in an ethnic minority sub group or economically disadvantaged… (more)

Subjects/Keywords: urban; practices; programs; norms; successful high school

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APA (6th Edition):

Senesac, D. R. (2010). Narrowing the achievement gap and sustaining success: a qualitative study of the norms, practices, and programs of a successful high school with urban characteristics. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/311216/rec/4323

Chicago Manual of Style (16th Edition):

Senesac, Donald Raymond. “Narrowing the achievement gap and sustaining success: a qualitative study of the norms, practices, and programs of a successful high school with urban characteristics.” 2010. Doctoral Dissertation, University of Southern California. Accessed February 28, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/311216/rec/4323.

MLA Handbook (7th Edition):

Senesac, Donald Raymond. “Narrowing the achievement gap and sustaining success: a qualitative study of the norms, practices, and programs of a successful high school with urban characteristics.” 2010. Web. 28 Feb 2020.

Vancouver:

Senesac DR. Narrowing the achievement gap and sustaining success: a qualitative study of the norms, practices, and programs of a successful high school with urban characteristics. [Internet] [Doctoral dissertation]. University of Southern California; 2010. [cited 2020 Feb 28]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/311216/rec/4323.

Council of Science Editors:

Senesac DR. Narrowing the achievement gap and sustaining success: a qualitative study of the norms, practices, and programs of a successful high school with urban characteristics. [Doctoral Dissertation]. University of Southern California; 2010. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/311216/rec/4323


University of Southern California

27. Angulo-Landeta, Paula Gabriela. Globalization, curricular elements, organizational practices and perceived student outcomes in California schools.

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

 The shift towards an increasing global integration in economic, communications and security matters requires a different perspective in education. Due to the important impact that… (more)

Subjects/Keywords: globalization; curricular elements; organizational structures; perceived student outcomes

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APA (6th Edition):

Angulo-Landeta, P. G. (2011). Globalization, curricular elements, organizational practices and perceived student outcomes in California schools. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/473063/rec/3065

Chicago Manual of Style (16th Edition):

Angulo-Landeta, Paula Gabriela. “Globalization, curricular elements, organizational practices and perceived student outcomes in California schools.” 2011. Doctoral Dissertation, University of Southern California. Accessed February 28, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/473063/rec/3065.

MLA Handbook (7th Edition):

Angulo-Landeta, Paula Gabriela. “Globalization, curricular elements, organizational practices and perceived student outcomes in California schools.” 2011. Web. 28 Feb 2020.

Vancouver:

Angulo-Landeta PG. Globalization, curricular elements, organizational practices and perceived student outcomes in California schools. [Internet] [Doctoral dissertation]. University of Southern California; 2011. [cited 2020 Feb 28]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/473063/rec/3065.

Council of Science Editors:

Angulo-Landeta PG. Globalization, curricular elements, organizational practices and perceived student outcomes in California schools. [Doctoral Dissertation]. University of Southern California; 2011. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/473063/rec/3065


University of Southern California

28. Sagun, Theodore. Urban schools that have narrowed the achievement gap: middle school math achievement in an urban setting.

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

 The achievement gap is a persistent academic disparity between White and Asian students and ethnic minorities, English Language Learners, and low-income students. The academic disparity… (more)

Subjects/Keywords: achievement gap; middle school; math; algebra

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APA (6th Edition):

Sagun, T. (2010). Urban schools that have narrowed the achievement gap: middle school math achievement in an urban setting. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/306276/rec/7710

Chicago Manual of Style (16th Edition):

Sagun, Theodore. “Urban schools that have narrowed the achievement gap: middle school math achievement in an urban setting.” 2010. Doctoral Dissertation, University of Southern California. Accessed February 28, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/306276/rec/7710.

MLA Handbook (7th Edition):

Sagun, Theodore. “Urban schools that have narrowed the achievement gap: middle school math achievement in an urban setting.” 2010. Web. 28 Feb 2020.

Vancouver:

Sagun T. Urban schools that have narrowed the achievement gap: middle school math achievement in an urban setting. [Internet] [Doctoral dissertation]. University of Southern California; 2010. [cited 2020 Feb 28]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/306276/rec/7710.

Council of Science Editors:

Sagun T. Urban schools that have narrowed the achievement gap: middle school math achievement in an urban setting. [Doctoral Dissertation]. University of Southern California; 2010. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/306276/rec/7710


University of Southern California

29. Uduigwome, George Esele. Twenty-first century skills and school programs: implementation at a suburban elementary school.

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

 Under-utilization of human potential coupled with the need to maintain alignment with the demands imposed by globalization (e.g. sustainable development, citizenship, self-actualization, ability to respond… (more)

Subjects/Keywords: twenty-first century skills; twenty-first century programs; globalization; partnership for twenty-first century skills

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

APA (6th Edition):

Uduigwome, G. E. (2012). Twenty-first century skills and school programs: implementation at a suburban elementary school. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/676555/rec/7616

Chicago Manual of Style (16th Edition):

Uduigwome, George Esele. “Twenty-first century skills and school programs: implementation at a suburban elementary school.” 2012. Doctoral Dissertation, University of Southern California. Accessed February 28, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/676555/rec/7616.

MLA Handbook (7th Edition):

Uduigwome, George Esele. “Twenty-first century skills and school programs: implementation at a suburban elementary school.” 2012. Web. 28 Feb 2020.

Vancouver:

Uduigwome GE. Twenty-first century skills and school programs: implementation at a suburban elementary school. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2020 Feb 28]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/676555/rec/7616.

Council of Science Editors:

Uduigwome GE. Twenty-first century skills and school programs: implementation at a suburban elementary school. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/676555/rec/7616


University of Southern California

30. Côté, Craig Gerald. School board and superintendent accountability: a policy analysis regarding the implementation of the Ralph M. Brown Act.

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

 The Ralph M. Brown Act’s enforcement language implies striking a proper balance between school public officials and the public at large. This study of The… (more)

Subjects/Keywords: Brown Act; accountability of superintendents; accountability of school boards; accountability of superintendents and school boards; policy analysis re the Brown Act; policy analysis of the Brown Act; policy analysis Brown Act; accountability under the Brown Act; accountability Brown Act

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

APA (6th Edition):

Côté, C. G. (2010). School board and superintendent accountability: a policy analysis regarding the implementation of the Ralph M. Brown Act. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/293534/rec/5696

Chicago Manual of Style (16th Edition):

Côté, Craig Gerald. “School board and superintendent accountability: a policy analysis regarding the implementation of the Ralph M. Brown Act.” 2010. Doctoral Dissertation, University of Southern California. Accessed February 28, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/293534/rec/5696.

MLA Handbook (7th Edition):

Côté, Craig Gerald. “School board and superintendent accountability: a policy analysis regarding the implementation of the Ralph M. Brown Act.” 2010. Web. 28 Feb 2020.

Vancouver:

Côté CG. School board and superintendent accountability: a policy analysis regarding the implementation of the Ralph M. Brown Act. [Internet] [Doctoral dissertation]. University of Southern California; 2010. [cited 2020 Feb 28]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/293534/rec/5696.

Council of Science Editors:

Côté CG. School board and superintendent accountability: a policy analysis regarding the implementation of the Ralph M. Brown Act. [Doctoral Dissertation]. University of Southern California; 2010. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/293534/rec/5696

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