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You searched for +publisher:"University of Southern California" +contributor:("Hocevar, Dennis"). Showing records 1 – 30 of 174 total matches.

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University of Southern California

1. Nguyen, Orchid. Accountability models in remedial community college mathematics education.

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

 Measuring the quality of community college performance is not an easy task, yet some researchers have attempted to use data not only to analyze, but… (more)

Subjects/Keywords: remedial math; community colleges

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APA (6th Edition):

Nguyen, O. (2014). Accountability models in remedial community college mathematics education. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/378967/rec/474

Chicago Manual of Style (16th Edition):

Nguyen, Orchid. “Accountability models in remedial community college mathematics education.” 2014. Doctoral Dissertation, University of Southern California. Accessed April 21, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/378967/rec/474.

MLA Handbook (7th Edition):

Nguyen, Orchid. “Accountability models in remedial community college mathematics education.” 2014. Web. 21 Apr 2019.

Vancouver:

Nguyen O. Accountability models in remedial community college mathematics education. [Internet] [Doctoral dissertation]. University of Southern California; 2014. [cited 2019 Apr 21]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/378967/rec/474.

Council of Science Editors:

Nguyen O. Accountability models in remedial community college mathematics education. [Doctoral Dissertation]. University of Southern California; 2014. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/378967/rec/474


University of Southern California

2. Sousa, John Chaves. Understanding the barriers to college access for former foster youth at the Los Angeles Community College District.

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

 Generally referred to as aged-out youth, approximately 20,000 former foster youth leave foster care each year, with very few enrolling into the community college system.… (more)

Subjects/Keywords: college access; community college; emancipated foster youth; foster youth; high risk college students; non-traditional college students; foster youth and college

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APA (6th Edition):

Sousa, J. C. (2013). Understanding the barriers to college access for former foster youth at the Los Angeles Community College District. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/315951/rec/7669

Chicago Manual of Style (16th Edition):

Sousa, John Chaves. “Understanding the barriers to college access for former foster youth at the Los Angeles Community College District.” 2013. Doctoral Dissertation, University of Southern California. Accessed April 21, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/315951/rec/7669.

MLA Handbook (7th Edition):

Sousa, John Chaves. “Understanding the barriers to college access for former foster youth at the Los Angeles Community College District.” 2013. Web. 21 Apr 2019.

Vancouver:

Sousa JC. Understanding the barriers to college access for former foster youth at the Los Angeles Community College District. [Internet] [Doctoral dissertation]. University of Southern California; 2013. [cited 2019 Apr 21]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/315951/rec/7669.

Council of Science Editors:

Sousa JC. Understanding the barriers to college access for former foster youth at the Los Angeles Community College District. [Doctoral Dissertation]. University of Southern California; 2013. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/315951/rec/7669


University of Southern California

3. Van Horn, Mark Louis. An evaluation of the School Assistance and Intervention Team process in California public schools: lessons learned and indications for policy change.

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

 In 1999, California was among the first schools in the nation to initiate an accountability model for public education using a method for system measurement… (more)

Subjects/Keywords: sanctions; accountability; school assistance and intervention team; California; SAIT; public school; low-performing schools; Academic Performance Index

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APA (6th Edition):

Van Horn, M. L. (2012). An evaluation of the School Assistance and Intervention Team process in California public schools: lessons learned and indications for policy change. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/96028/rec/716

Chicago Manual of Style (16th Edition):

Van Horn, Mark Louis. “An evaluation of the School Assistance and Intervention Team process in California public schools: lessons learned and indications for policy change.” 2012. Doctoral Dissertation, University of Southern California. Accessed April 21, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/96028/rec/716.

MLA Handbook (7th Edition):

Van Horn, Mark Louis. “An evaluation of the School Assistance and Intervention Team process in California public schools: lessons learned and indications for policy change.” 2012. Web. 21 Apr 2019.

Vancouver:

Van Horn ML. An evaluation of the School Assistance and Intervention Team process in California public schools: lessons learned and indications for policy change. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2019 Apr 21]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/96028/rec/716.

Council of Science Editors:

Van Horn ML. An evaluation of the School Assistance and Intervention Team process in California public schools: lessons learned and indications for policy change. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/96028/rec/716


University of Southern California

4. 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 April 21, 2019. 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. 21 Apr 2019.

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 2019 Apr 21]. 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

5. 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 (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 April 21, 2019. 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. 21 Apr 2019.

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 2019 Apr 21]. 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

6. 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 (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 April 21, 2019. 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. 21 Apr 2019.

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 2019 Apr 21]. 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


University of Southern California

7. Betancourt Lopez, Ilder Andres. PowerPoint design based on cognitive load theory and cognitive theory of multimedia learning for introduction to statistics.

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

 Statistics is a complicated subject to teach because it involves interpretational, mathematical, and logical components. Given the importance of introduction to statistics for many non‐technical… (more)

Subjects/Keywords: cognitive load theory; cognitive theory of multimedia learning; PowerPoint; statistics course

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APA (6th Edition):

Betancourt Lopez, I. A. (2014). PowerPoint design based on cognitive load theory and cognitive theory of multimedia learning for introduction to statistics. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/373351/rec/5158

Chicago Manual of Style (16th Edition):

Betancourt Lopez, Ilder Andres. “PowerPoint design based on cognitive load theory and cognitive theory of multimedia learning for introduction to statistics.” 2014. Doctoral Dissertation, University of Southern California. Accessed April 21, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/373351/rec/5158.

MLA Handbook (7th Edition):

Betancourt Lopez, Ilder Andres. “PowerPoint design based on cognitive load theory and cognitive theory of multimedia learning for introduction to statistics.” 2014. Web. 21 Apr 2019.

Vancouver:

Betancourt Lopez IA. PowerPoint design based on cognitive load theory and cognitive theory of multimedia learning for introduction to statistics. [Internet] [Doctoral dissertation]. University of Southern California; 2014. [cited 2019 Apr 21]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/373351/rec/5158.

Council of Science Editors:

Betancourt Lopez IA. PowerPoint design based on cognitive load theory and cognitive theory of multimedia learning for introduction to statistics. [Doctoral Dissertation]. University of Southern California; 2014. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/373351/rec/5158


University of Southern California

8. Estevez, Katherine D. Preparing our nation’s youth for success in the 21st century: a case study on the implementation of globalization in educational practices and curriculum.

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

 The research literature on globalization suggests that the way the world is functioning economically, politically and socially is changing with the advancement of technology. The… (more)

Subjects/Keywords: 21st century; globalization; education; practices; curriculum; youth

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APA (6th Edition):

Estevez, K. D. (2011). Preparing our nation’s youth for success in the 21st century: a case study on the implementation of globalization in educational practices and curriculum. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/443772/rec/5200

Chicago Manual of Style (16th Edition):

Estevez, Katherine D. “Preparing our nation’s youth for success in the 21st century: a case study on the implementation of globalization in educational practices and curriculum.” 2011. Doctoral Dissertation, University of Southern California. Accessed April 21, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/443772/rec/5200.

MLA Handbook (7th Edition):

Estevez, Katherine D. “Preparing our nation’s youth for success in the 21st century: a case study on the implementation of globalization in educational practices and curriculum.” 2011. Web. 21 Apr 2019.

Vancouver:

Estevez KD. Preparing our nation’s youth for success in the 21st century: a case study on the implementation of globalization in educational practices and curriculum. [Internet] [Doctoral dissertation]. University of Southern California; 2011. [cited 2019 Apr 21]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/443772/rec/5200.

Council of Science Editors:

Estevez KD. Preparing our nation’s youth for success in the 21st century: a case study on the implementation of globalization in educational practices and curriculum. [Doctoral Dissertation]. University of Southern California; 2011. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/443772/rec/5200


University of Southern California

9. Gomez, Frank, II. English language learners utilizing the accelerated reader program.

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

 The purpose of this study was to evaluate the impact (positive, negative, or neutral) of Accelerated Readers (AR), a standard based intervention, on the academic… (more)

Subjects/Keywords: accelerated reader; English language learners; CST

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APA (6th Edition):

Gomez, Frank, I. (2009). English language learners utilizing the accelerated reader program. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/254839/rec/2371

Chicago Manual of Style (16th Edition):

Gomez, Frank, II. “English language learners utilizing the accelerated reader program.” 2009. Doctoral Dissertation, University of Southern California. Accessed April 21, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/254839/rec/2371.

MLA Handbook (7th Edition):

Gomez, Frank, II. “English language learners utilizing the accelerated reader program.” 2009. Web. 21 Apr 2019.

Vancouver:

Gomez, Frank I. English language learners utilizing the accelerated reader program. [Internet] [Doctoral dissertation]. University of Southern California; 2009. [cited 2019 Apr 21]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/254839/rec/2371.

Council of Science Editors:

Gomez, Frank I. English language learners utilizing the accelerated reader program. [Doctoral Dissertation]. University of Southern California; 2009. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/254839/rec/2371


University of Southern California

10. Leyva, Julissa. 21st century teaching and learning with technology integration at an innovative high school: a case study.

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

 The United States’ recent educational reform with the transition to the Common Core State Standards and the push for 21st century skills has K-12 schools… (more)

Subjects/Keywords: technology integration; technological pedagogical content knowledge (TPACK); Common Core State Standards; Partnership for 21st Century Skills; constructivism learning theory; pedagogy; professional development; project based learning; school culture

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APA (6th Edition):

Leyva, J. (2015). 21st century teaching and learning with technology integration at an innovative high school: a case study. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/555028/rec/13

Chicago Manual of Style (16th Edition):

Leyva, Julissa. “21st century teaching and learning with technology integration at an innovative high school: a case study.” 2015. Doctoral Dissertation, University of Southern California. Accessed April 21, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/555028/rec/13.

MLA Handbook (7th Edition):

Leyva, Julissa. “21st century teaching and learning with technology integration at an innovative high school: a case study.” 2015. Web. 21 Apr 2019.

Vancouver:

Leyva J. 21st century teaching and learning with technology integration at an innovative high school: a case study. [Internet] [Doctoral dissertation]. University of Southern California; 2015. [cited 2019 Apr 21]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/555028/rec/13.

Council of Science Editors:

Leyva J. 21st century teaching and learning with technology integration at an innovative high school: a case study. [Doctoral Dissertation]. University of Southern California; 2015. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/555028/rec/13


University of Southern California

11. Chamberlain, Paula J. An exploration of leadership capacity building and effective principal practices.

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

 The purpose of this research study was to examine the impact of participation in the Durham Principal Coaching Initiative on urban school principal leadership practice.… (more)

Subjects/Keywords: principal leadership; capacity building; Val Ed survey; mentoring; coaching; achievement gap

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APA (6th Edition):

Chamberlain, P. J. (2010). An exploration of leadership capacity building and effective principal practices. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/386495/rec/753

Chicago Manual of Style (16th Edition):

Chamberlain, Paula J. “An exploration of leadership capacity building and effective principal practices.” 2010. Doctoral Dissertation, University of Southern California. Accessed April 21, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/386495/rec/753.

MLA Handbook (7th Edition):

Chamberlain, Paula J. “An exploration of leadership capacity building and effective principal practices.” 2010. Web. 21 Apr 2019.

Vancouver:

Chamberlain PJ. An exploration of leadership capacity building and effective principal practices. [Internet] [Doctoral dissertation]. University of Southern California; 2010. [cited 2019 Apr 21]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/386495/rec/753.

Council of Science Editors:

Chamberlain PJ. An exploration of leadership capacity building and effective principal practices. [Doctoral Dissertation]. University of Southern California; 2010. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/386495/rec/753


University of Southern California

12. David, Susan. The effect of traditional method of training on learning transfer, motivation, self-efficacy, and performance orientation in comparison to evidence-based training in Brazilian Jiu-Jitsu.

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

 This study was conducted to assess the effectiveness on learning transfer, motivation, self-efficacy, and performance goal orientation [of two specific Brazilian Jiu-Jitsu programs.] The first… (more)

Subjects/Keywords: learning transfer; motivation; self-efficacy; performance orientation; evidence-based training; Brazilian Jiu-Jitsu

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APA (6th Edition):

David, S. (2015). The effect of traditional method of training on learning transfer, motivation, self-efficacy, and performance orientation in comparison to evidence-based training in Brazilian Jiu-Jitsu. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/546871/rec/6618

Chicago Manual of Style (16th Edition):

David, Susan. “The effect of traditional method of training on learning transfer, motivation, self-efficacy, and performance orientation in comparison to evidence-based training in Brazilian Jiu-Jitsu.” 2015. Doctoral Dissertation, University of Southern California. Accessed April 21, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/546871/rec/6618.

MLA Handbook (7th Edition):

David, Susan. “The effect of traditional method of training on learning transfer, motivation, self-efficacy, and performance orientation in comparison to evidence-based training in Brazilian Jiu-Jitsu.” 2015. Web. 21 Apr 2019.

Vancouver:

David S. The effect of traditional method of training on learning transfer, motivation, self-efficacy, and performance orientation in comparison to evidence-based training in Brazilian Jiu-Jitsu. [Internet] [Doctoral dissertation]. University of Southern California; 2015. [cited 2019 Apr 21]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/546871/rec/6618.

Council of Science Editors:

David S. The effect of traditional method of training on learning transfer, motivation, self-efficacy, and performance orientation in comparison to evidence-based training in Brazilian Jiu-Jitsu. [Doctoral Dissertation]. University of Southern California; 2015. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/546871/rec/6618


University of Southern California

13. Mardirosian, Mary. Globalization in education  – A case study.

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

 Globalization in education is evident in many classrooms. Curriculum in public education has incorporated 21st century skills along-side their adopted state standards. Schools are well… (more)

Subjects/Keywords: globalization; globalization in education; global schools; foreign language; foreign language academies

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APA (6th Edition):

Mardirosian, M. (2011). Globalization in education  – A case study. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/444880/rec/3062

Chicago Manual of Style (16th Edition):

Mardirosian, Mary. “Globalization in education  – A case study.” 2011. Doctoral Dissertation, University of Southern California. Accessed April 21, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/444880/rec/3062.

MLA Handbook (7th Edition):

Mardirosian, Mary. “Globalization in education  – A case study.” 2011. Web. 21 Apr 2019.

Vancouver:

Mardirosian M. Globalization in education  – A case study. [Internet] [Doctoral dissertation]. University of Southern California; 2011. [cited 2019 Apr 21]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/444880/rec/3062.

Council of Science Editors:

Mardirosian M. Globalization in education  – A case study. [Doctoral Dissertation]. University of Southern California; 2011. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/444880/rec/3062


University of Southern California

14. Greene, Mark Brandon. Missed education: an examination of educational outcomes for African-American males.

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

 The purpose of this body of work was to examine barriers that lead to high school non-completion for African-American males and to propose strategies to… (more)

Subjects/Keywords: academic disengagement; African-American; environmental factors; bullying; school disconnectedness; truancy; attendance; grades; graduation; non-completion; motivation; drop out; failure; low socioeconomic; school engagement; self efficacy; urban schools; barriers; rap music; hip hop

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APA (6th Edition):

Greene, M. B. (2013). Missed education: an examination of educational outcomes for African-American males. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/288921/rec/4090

Chicago Manual of Style (16th Edition):

Greene, Mark Brandon. “Missed education: an examination of educational outcomes for African-American males.” 2013. Doctoral Dissertation, University of Southern California. Accessed April 21, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/288921/rec/4090.

MLA Handbook (7th Edition):

Greene, Mark Brandon. “Missed education: an examination of educational outcomes for African-American males.” 2013. Web. 21 Apr 2019.

Vancouver:

Greene MB. Missed education: an examination of educational outcomes for African-American males. [Internet] [Doctoral dissertation]. University of Southern California; 2013. [cited 2019 Apr 21]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/288921/rec/4090.

Council of Science Editors:

Greene MB. Missed education: an examination of educational outcomes for African-American males. [Doctoral Dissertation]. University of Southern California; 2013. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/288921/rec/4090


University of Southern California

15. Wood, Rosemary. Globalization in curricular elements and instructional practices in California schools: A case study.

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

 In the wake of pressures defined by Thomas Friedman’s work related to the new “flat world,” Friedman, 2008), educators are acknowledging that a crisis is… (more)

Subjects/Keywords: globalization; education; curriculum; California schools

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APA (6th Edition):

Wood, R. (2011). Globalization in curricular elements and instructional practices in California schools: A case study. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/443899/rec/3060

Chicago Manual of Style (16th Edition):

Wood, Rosemary. “Globalization in curricular elements and instructional practices in California schools: A case study.” 2011. Doctoral Dissertation, University of Southern California. Accessed April 21, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/443899/rec/3060.

MLA Handbook (7th Edition):

Wood, Rosemary. “Globalization in curricular elements and instructional practices in California schools: A case study.” 2011. Web. 21 Apr 2019.

Vancouver:

Wood R. Globalization in curricular elements and instructional practices in California schools: A case study. [Internet] [Doctoral dissertation]. University of Southern California; 2011. [cited 2019 Apr 21]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/443899/rec/3060.

Council of Science Editors:

Wood R. Globalization in curricular elements and instructional practices in California schools: A case study. [Doctoral Dissertation]. University of Southern California; 2011. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/443899/rec/3060


University of Southern California

16. Lopez-Reid, Norma. Student engagement in a high-performing urban high school: a case study.

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

 The purpose of this study was to investigate evidence of a link between high academic achievement and high engagement in high-performing urban schools and, if… (more)

Subjects/Keywords: student engagement; academic achievement; high performing; urban high school

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APA (6th Edition):

Lopez-Reid, N. (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/252721/rec/6136

Chicago Manual of Style (16th Edition):

Lopez-Reid, Norma. “Student engagement in a high-performing urban high school: a case study.” 2009. Doctoral Dissertation, University of Southern California. Accessed April 21, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/252721/rec/6136.

MLA Handbook (7th Edition):

Lopez-Reid, Norma. “Student engagement in a high-performing urban high school: a case study.” 2009. Web. 21 Apr 2019.

Vancouver:

Lopez-Reid N. Student engagement in a high-performing urban high school: a case study. [Internet] [Doctoral dissertation]. University of Southern California; 2009. [cited 2019 Apr 21]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/252721/rec/6136.

Council of Science Editors:

Lopez-Reid N. 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/252721/rec/6136


University of Southern California

17. Jones, Josephine. Input-adjusted transfer scores as an accountability model for California community colleges.

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

 In recent years, due to issues of the increased cost of education, challenges with student retention, and significant increases in the number of students defaulting… (more)

Subjects/Keywords: community college; accountability; input-adjusted; outcomes; equity

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APA (6th Edition):

Jones, J. (2015). Input-adjusted transfer scores as an accountability model for California community colleges. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/569117/rec/3506

Chicago Manual of Style (16th Edition):

Jones, Josephine. “Input-adjusted transfer scores as an accountability model for California community colleges.” 2015. Doctoral Dissertation, University of Southern California. Accessed April 21, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/569117/rec/3506.

MLA Handbook (7th Edition):

Jones, Josephine. “Input-adjusted transfer scores as an accountability model for California community colleges.” 2015. Web. 21 Apr 2019.

Vancouver:

Jones J. Input-adjusted transfer scores as an accountability model for California community colleges. [Internet] [Doctoral dissertation]. University of Southern California; 2015. [cited 2019 Apr 21]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/569117/rec/3506.

Council of Science Editors:

Jones J. Input-adjusted transfer scores as an accountability model for California community colleges. [Doctoral Dissertation]. University of Southern California; 2015. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/569117/rec/3506


University of Southern California

18. Nichols, Terry Leon. An analysis of the impact of the total educational support system direct-instruction model on the California standards test performance of English language learners at experimental elementary school.

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

 The purpose of this case study was to analyze the impact of direct instruction on the performance of 151 elementary English Language Learners. Total Educational… (more)

Subjects/Keywords: direct instruction; English language learner

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APA (6th Edition):

Nichols, T. L. (2009). An analysis of the impact of the total educational support system direct-instruction model on the California standards test performance of English language learners at experimental elementary school. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/242771/rec/672

Chicago Manual of Style (16th Edition):

Nichols, Terry Leon. “An analysis of the impact of the total educational support system direct-instruction model on the California standards test performance of English language learners at experimental elementary school.” 2009. Doctoral Dissertation, University of Southern California. Accessed April 21, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/242771/rec/672.

MLA Handbook (7th Edition):

Nichols, Terry Leon. “An analysis of the impact of the total educational support system direct-instruction model on the California standards test performance of English language learners at experimental elementary school.” 2009. Web. 21 Apr 2019.

Vancouver:

Nichols TL. An analysis of the impact of the total educational support system direct-instruction model on the California standards test performance of English language learners at experimental elementary school. [Internet] [Doctoral dissertation]. University of Southern California; 2009. [cited 2019 Apr 21]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/242771/rec/672.

Council of Science Editors:

Nichols TL. An analysis of the impact of the total educational support system direct-instruction model on the California standards test performance of English language learners at experimental elementary school. [Doctoral Dissertation]. University of Southern California; 2009. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/242771/rec/672


University of Southern California

19. Flores, Raymond. Impact of technology on teaching and learning practices at high‐technology use K-12 schools: a case study.

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

 The purpose of this qualitative study was to identify the impact of technology on teaching and learning practices in a high‐technology use K-12 school. The… (more)

Subjects/Keywords: technology integration; technology use; impact of technology; teaching and learning practices; educational setting; school climate; technology and pedagogy; student‐centered learning environment; constructivism; project‐based learning framework; higher‐order thinking skills; transformatve teaching and learning; student learning outcomes

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APA (6th Edition):

Flores, R. (2015). Impact of technology on teaching and learning practices at high‐technology use K-12 schools: a case study. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/548387/rec/3374

Chicago Manual of Style (16th Edition):

Flores, Raymond. “Impact of technology on teaching and learning practices at high‐technology use K-12 schools: a case study.” 2015. Doctoral Dissertation, University of Southern California. Accessed April 21, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/548387/rec/3374.

MLA Handbook (7th Edition):

Flores, Raymond. “Impact of technology on teaching and learning practices at high‐technology use K-12 schools: a case study.” 2015. Web. 21 Apr 2019.

Vancouver:

Flores R. Impact of technology on teaching and learning practices at high‐technology use K-12 schools: a case study. [Internet] [Doctoral dissertation]. University of Southern California; 2015. [cited 2019 Apr 21]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/548387/rec/3374.

Council of Science Editors:

Flores R. Impact of technology on teaching and learning practices at high‐technology use K-12 schools: a case study. [Doctoral Dissertation]. University of Southern California; 2015. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/548387/rec/3374


University of Southern California

20. Bixler, Josephine Tidalgo. The effectiveness of the literacy for success intervention at Wilson Middle School.

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

 The purpose of the study was to determine if Literacy for Success brought students nearer to proficiency on the English Language Arts (ELA) portion of… (more)

Subjects/Keywords: reading; intervention; middle school

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APA (6th Edition):

Bixler, J. T. (2009). The effectiveness of the literacy for success intervention at Wilson Middle School. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/251175/rec/6630

Chicago Manual of Style (16th Edition):

Bixler, Josephine Tidalgo. “The effectiveness of the literacy for success intervention at Wilson Middle School.” 2009. Doctoral Dissertation, University of Southern California. Accessed April 21, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/251175/rec/6630.

MLA Handbook (7th Edition):

Bixler, Josephine Tidalgo. “The effectiveness of the literacy for success intervention at Wilson Middle School.” 2009. Web. 21 Apr 2019.

Vancouver:

Bixler JT. The effectiveness of the literacy for success intervention at Wilson Middle School. [Internet] [Doctoral dissertation]. University of Southern California; 2009. [cited 2019 Apr 21]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/251175/rec/6630.

Council of Science Editors:

Bixler JT. The effectiveness of the literacy for success intervention at Wilson Middle School. [Doctoral Dissertation]. University of Southern California; 2009. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/251175/rec/6630


University of Southern California

21. Smoot, Shanda L. College readiness in California high schools: access, opportunities, guidance, and barriers.

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

 This dissertation explores California’s current A-G requirements and investigates whether or not students are more college ready now than they were in previous years. This… (more)

Subjects/Keywords: college readiness; California; high school; opportunities; access; barriers

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APA (6th Edition):

Smoot, S. L. (2013). College readiness in California high schools: access, opportunities, guidance, and barriers. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/303547/rec/1443

Chicago Manual of Style (16th Edition):

Smoot, Shanda L. “College readiness in California high schools: access, opportunities, guidance, and barriers.” 2013. Doctoral Dissertation, University of Southern California. Accessed April 21, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/303547/rec/1443.

MLA Handbook (7th Edition):

Smoot, Shanda L. “College readiness in California high schools: access, opportunities, guidance, and barriers.” 2013. Web. 21 Apr 2019.

Vancouver:

Smoot SL. College readiness in California high schools: access, opportunities, guidance, and barriers. [Internet] [Doctoral dissertation]. University of Southern California; 2013. [cited 2019 Apr 21]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/303547/rec/1443.

Council of Science Editors:

Smoot SL. College readiness in California high schools: access, opportunities, guidance, and barriers. [Doctoral Dissertation]. University of Southern California; 2013. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/303547/rec/1443


University of Southern California

22. Dinkins, Shawna Petit. Preparing leaders for the urban school context: a case study analysis for effective leadership.

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

 The purpose of this study was to investigate how participation in the Pennsylvania Inspired Leaders (PIL) program influenced the practice of an urban leader. The… (more)

Subjects/Keywords: urban leadership

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APA (6th Edition):

Dinkins, S. P. (2010). Preparing leaders for the urban school context: a case study analysis for effective leadership. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/563640/rec/5199

Chicago Manual of Style (16th Edition):

Dinkins, Shawna Petit. “Preparing leaders for the urban school context: a case study analysis for effective leadership.” 2010. Doctoral Dissertation, University of Southern California. Accessed April 21, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/563640/rec/5199.

MLA Handbook (7th Edition):

Dinkins, Shawna Petit. “Preparing leaders for the urban school context: a case study analysis for effective leadership.” 2010. Web. 21 Apr 2019.

Vancouver:

Dinkins SP. Preparing leaders for the urban school context: a case study analysis for effective leadership. [Internet] [Doctoral dissertation]. University of Southern California; 2010. [cited 2019 Apr 21]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/563640/rec/5199.

Council of Science Editors:

Dinkins SP. Preparing leaders for the urban school context: a case study analysis for effective leadership. [Doctoral Dissertation]. University of Southern California; 2010. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/563640/rec/5199


University of Southern California

23. Theule, Ryan William. An exploratory, quantitative study of accreditation actions taken by the Western Association of Schools and Colleges' Accrediting Commission for Community and Junior Colleges Since 2002.

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

 The purpose of this study was to conduct a quantitative exploration of accreditation actions issued by the Western Association of Schools and Colleges’ Accrediting Commission… (more)

Subjects/Keywords: accreditation; community colleges

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APA (6th Edition):

Theule, R. W. (2012). An exploratory, quantitative study of accreditation actions taken by the Western Association of Schools and Colleges' Accrediting Commission for Community and Junior Colleges Since 2002. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/26373/rec/758

Chicago Manual of Style (16th Edition):

Theule, Ryan William. “An exploratory, quantitative study of accreditation actions taken by the Western Association of Schools and Colleges' Accrediting Commission for Community and Junior Colleges Since 2002.” 2012. Doctoral Dissertation, University of Southern California. Accessed April 21, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/26373/rec/758.

MLA Handbook (7th Edition):

Theule, Ryan William. “An exploratory, quantitative study of accreditation actions taken by the Western Association of Schools and Colleges' Accrediting Commission for Community and Junior Colleges Since 2002.” 2012. Web. 21 Apr 2019.

Vancouver:

Theule RW. An exploratory, quantitative study of accreditation actions taken by the Western Association of Schools and Colleges' Accrediting Commission for Community and Junior Colleges Since 2002. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2019 Apr 21]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/26373/rec/758.

Council of Science Editors:

Theule RW. An exploratory, quantitative study of accreditation actions taken by the Western Association of Schools and Colleges' Accrediting Commission for Community and Junior Colleges Since 2002. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/26373/rec/758


University of Southern California

24. Luna, Anabel. Embracing the challenge of growing the “T” in STEM and its role in teaching and learning: a case study.

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

 Education is constantly evolving, facing new demands from changing standards in a competitive global society. California K‐12 schools are now navigating greater demands for technology… (more)

Subjects/Keywords: TPACK; role of technology; transforming education; role of district; teacher and student interactions; teacher facilitator; collaboration; growing teaching and learning; student impact; impact; technology specialist; PD; technology professional development; integrating technology; technology resources; class environment; classroom management; student learning; teaching and learning; teacher efficacy; implementation model; STEM; PLTW; project‐based; intervention; differentiation; school culture; leadership role; evolving; replacement; transformative; motivation; integration; teacher capacity; 21st century skills

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APA (6th Edition):

Luna, A. (2015). Embracing the challenge of growing the “T” in STEM and its role in teaching and learning: a case study. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/545827/rec/2296

Chicago Manual of Style (16th Edition):

Luna, Anabel. “Embracing the challenge of growing the “T” in STEM and its role in teaching and learning: a case study.” 2015. Doctoral Dissertation, University of Southern California. Accessed April 21, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/545827/rec/2296.

MLA Handbook (7th Edition):

Luna, Anabel. “Embracing the challenge of growing the “T” in STEM and its role in teaching and learning: a case study.” 2015. Web. 21 Apr 2019.

Vancouver:

Luna A. Embracing the challenge of growing the “T” in STEM and its role in teaching and learning: a case study. [Internet] [Doctoral dissertation]. University of Southern California; 2015. [cited 2019 Apr 21]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/545827/rec/2296.

Council of Science Editors:

Luna A. Embracing the challenge of growing the “T” in STEM and its role in teaching and learning: a case study. [Doctoral Dissertation]. University of Southern California; 2015. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/545827/rec/2296


University of Southern California

25. Flores, Patricia Arleen. Narrowing the achievement gap: Factors that support English learner and Hispanic student academic achievement in an urban intermediate school.

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

 A persistent and pervasive disparity in academic achievement exists between ethnic minority and English Learner students and their White and Asian peers. This qualitative single-case… (more)

Subjects/Keywords: achievement gap; English learner; EL students; urban school; leadership; middle school; intermediate school; teacher collaboration; equity; school mission; school culture; school practice; school factors; high Expectations

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APA (6th Edition):

Flores, P. A. (2010). Narrowing the achievement gap: Factors that support English learner and Hispanic student academic achievement in an urban intermediate school. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/318157/rec/4325

Chicago Manual of Style (16th Edition):

Flores, Patricia Arleen. “Narrowing the achievement gap: Factors that support English learner and Hispanic student academic achievement in an urban intermediate school.” 2010. Doctoral Dissertation, University of Southern California. Accessed April 21, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/318157/rec/4325.

MLA Handbook (7th Edition):

Flores, Patricia Arleen. “Narrowing the achievement gap: Factors that support English learner and Hispanic student academic achievement in an urban intermediate school.” 2010. Web. 21 Apr 2019.

Vancouver:

Flores PA. Narrowing the achievement gap: Factors that support English learner and Hispanic student academic achievement in an urban intermediate school. [Internet] [Doctoral dissertation]. University of Southern California; 2010. [cited 2019 Apr 21]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/318157/rec/4325.

Council of Science Editors:

Flores PA. Narrowing the achievement gap: Factors that support English learner and Hispanic student academic achievement in an urban intermediate school. [Doctoral Dissertation]. University of Southern California; 2010. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/318157/rec/4325


University of Southern California

26. Blandizzi, Maria Queta. The impact of work study on the integration and retention of undergraduate students at the University of California.

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

 Consistent increases to the educational costs to attend the University of California are the current climate students and families find themselves grappling with. The federal… (more)

Subjects/Keywords: academic integration; social integration; retention; undergraduate; work; work study; finanical aid

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APA (6th Edition):

Blandizzi, M. Q. (2013). The impact of work study on the integration and retention of undergraduate students at the University of California. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/218563/rec/6845

Chicago Manual of Style (16th Edition):

Blandizzi, Maria Queta. “The impact of work study on the integration and retention of undergraduate students at the University of California.” 2013. Doctoral Dissertation, University of Southern California. Accessed April 21, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/218563/rec/6845.

MLA Handbook (7th Edition):

Blandizzi, Maria Queta. “The impact of work study on the integration and retention of undergraduate students at the University of California.” 2013. Web. 21 Apr 2019.

Vancouver:

Blandizzi MQ. The impact of work study on the integration and retention of undergraduate students at the University of California. [Internet] [Doctoral dissertation]. University of Southern California; 2013. [cited 2019 Apr 21]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/218563/rec/6845.

Council of Science Editors:

Blandizzi MQ. The impact of work study on the integration and retention of undergraduate students at the University of California. [Doctoral Dissertation]. University of Southern California; 2013. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/218563/rec/6845


University of Southern California

27. Kataroyan, Tamar. A case study: arts education  – the vehicle to high quality education.

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

 Given the current No Child Left Behind accountability measures, there exists a requirement for K-12 public schools to ensure student proficiency on standardized tests. The… (more)

Subjects/Keywords: arts; art education; art history; visual and performing arts

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APA (6th Edition):

Kataroyan, T. (2013). A case study: arts education  – the vehicle to high quality education. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/235018/rec/91

Chicago Manual of Style (16th Edition):

Kataroyan, Tamar. “A case study: arts education  – the vehicle to high quality education.” 2013. Doctoral Dissertation, University of Southern California. Accessed April 21, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/235018/rec/91.

MLA Handbook (7th Edition):

Kataroyan, Tamar. “A case study: arts education  – the vehicle to high quality education.” 2013. Web. 21 Apr 2019.

Vancouver:

Kataroyan T. A case study: arts education  – the vehicle to high quality education. [Internet] [Doctoral dissertation]. University of Southern California; 2013. [cited 2019 Apr 21]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/235018/rec/91.

Council of Science Editors:

Kataroyan T. A case study: arts education  – the vehicle to high quality education. [Doctoral Dissertation]. University of Southern California; 2013. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/235018/rec/91


University of Southern California

28. Chavez, Ann M. Arts in education and organizational culture.

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

 The purpose of this case study was to describe organizational culture in a school that has successfully implemented the arts in education and has high… (more)

Subjects/Keywords: arts education; school leadership; K-12 leadership; principal leadership; school reform; change process in schools; school leaders; arts education and leadership

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APA (6th Edition):

Chavez, A. M. (2010). Arts in education and organizational culture. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/385286/rec/916

Chicago Manual of Style (16th Edition):

Chavez, Ann M. “Arts in education and organizational culture.” 2010. Doctoral Dissertation, University of Southern California. Accessed April 21, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/385286/rec/916.

MLA Handbook (7th Edition):

Chavez, Ann M. “Arts in education and organizational culture.” 2010. Web. 21 Apr 2019.

Vancouver:

Chavez AM. Arts in education and organizational culture. [Internet] [Doctoral dissertation]. University of Southern California; 2010. [cited 2019 Apr 21]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/385286/rec/916.

Council of Science Editors:

Chavez AM. Arts in education and organizational culture. [Doctoral Dissertation]. University of Southern California; 2010. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/385286/rec/916


University of Southern California

29. Cabrera, Kimberly Elizabeth. Sustaining success toward closing the achievement gap: a case study of one urban high school.

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

 Since the introduction of the Coleman Report (1966), the focus on closing the achievement gap has been a critical component of educational policy for political… (more)

Subjects/Keywords: achievement gap; professional learning communities; high school; data-driven decision making; shared leadership; intervention; common assessment; assessment for learning; urban high school

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

APA (6th Edition):

Cabrera, K. E. (2010). Sustaining success toward closing the achievement gap: a case study of one urban high school. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/341577/rec/6248

Chicago Manual of Style (16th Edition):

Cabrera, Kimberly Elizabeth. “Sustaining success toward closing the achievement gap: a case study of one urban high school.” 2010. Doctoral Dissertation, University of Southern California. Accessed April 21, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/341577/rec/6248.

MLA Handbook (7th Edition):

Cabrera, Kimberly Elizabeth. “Sustaining success toward closing the achievement gap: a case study of one urban high school.” 2010. Web. 21 Apr 2019.

Vancouver:

Cabrera KE. Sustaining success toward closing the achievement gap: a case study of one urban high school. [Internet] [Doctoral dissertation]. University of Southern California; 2010. [cited 2019 Apr 21]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/341577/rec/6248.

Council of Science Editors:

Cabrera KE. Sustaining success toward closing the achievement gap: a case study of one urban high school. [Doctoral Dissertation]. University of Southern California; 2010. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/341577/rec/6248


University of Southern California

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

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 April 21, 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. 21 Apr 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 Apr 21]. 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

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